American Geosciences Institute
With the Status of the Geoscience Workforce 2016 publication due out shortly, AGI is sharing a change to their interpretation of the U.S. Bureau of Labor Statistics data in order to estimate the size of the geoscience workforce in the United States. The updated count of geoscientists in the workforce in 2014 includes the BLS counts of atmospheric sciences, earth sciences, marine sciences, space sciences, environmental sciences, and geography postsecondary teachers. AGI is projecting a 10% increase in the number of employed geoscientists over the next decade.
Deadline: January 20, 2016
The American Geosciences Institute (AGI) is accepting applications for the Edward C. Roy Award for Excellence in Earth Science Teaching. Given annually, this award is presented to one full-time K-8 teacher in the U.S. or U.K. whose excellence and innovation in the classroom elevates students' understanding of the Earth and its many processes.
According to AGI's Geoscience Student Exit Survey, 48% of geoscience graduates choose to major in the geosciences at some point during their fi rst two years as an undergraduate. This supports the importance of the introductory geoscience courses as recruitment tools into the major. AGI is conducting a brief survey to see the subject focus of these introductory courses, as well as the supplementary activities, such as fi eld and research experiences, that can develop interest in the geosciences, for universities in the United States and Canada.
From AGI, 09/23/2015 -- Dr. Sharon Mosher, Dean of the Jackson School at the University of Texas at Austin, guest authored Currents #106 displaying the list of skills and competencies considered critical for success of undergraduate geoscience majors. The data are part of a NSF-funded project, the Summit on the Future of Geoscience Undergraduate Education.
From AGI, 08/13/2015 -- Concerns have been raised that geoscience programs tend to attract students from middle and upper class families, possibly due to either parents familiarity with the geosciences or because of extra costs for co-curricular activities such as field camp. In an attempt to begin investigating the socioeconomic status of geoscience students, discussions within AGI's Workforce Program have focuses around using parent's highest education level as a proxy for inferring a student's socioeconimic status.
Many public schools have dropped Earth science from the required curriculum in recent years. Some colleges have closed geoscience departments. Employers have said they need more qualified candidates for geoscience jobs. How well does your public education system ensure that all students are taught important Earth science content?