Vision Change Geosciences

VISION AND CHANGE
IN THE GEOSCIENCES
The Future of Undergraduate
Geoscience Education
Sharon Mosher and
Christopher Keane, Editors
Vision and Change in the Geosciences
The Future of Undergraduate Geoscience Education
Sharon Mosher and Christopher Keane, Editors
Authoring Committee
Sharon Mosher, Jackson School of Geosciences, University of Texas at Austin, Chair
Wendy Harrison, Colorado School of Mines
Jacqueline Huntoon, Michigan Technological University
Christopher Keane, American Geosciences Institute
David McConnell, North Carolina State University
Kate Miller, University of Wyoming
Jeff Ryan, University of South Florida
Lori Summa, Rice University; retired ExxonMobil Upstream Research
Joshua Villalobos, El Paso Community College
Lisa White, University of California – Berkeley
Thank you to the Jackson School of Geosciences, University of Texas at Austin for its support for the events
and activities needed to make this research possible.
ISBN-13: 978-0-922152-33-9
ISBN-10: 0-922152-33-0
© 2021 American Geosciences Institute
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Published and printed in the United States of America.
This material is based upon work supported by the National Science Foundation under Grant Numbers EAR‑1347209,
EAR‑1725289, ICER‑1748780, ICER‑1740844 and ICER‑1740386.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation.
Design: Brenna Tobler
Copyedit: John P. Rasanen
Cover images, clockwise from top right: Samantha Berkseth, for AGI’s 2015 Life as a Geoscientist contest; Victoria Heath, for AGI’s 2017 Life as a Geoscientist contest; Issie
Corvi, for AGI’s 2017 Life as a Geoscientist contest; Riley Finnegan, for AGI’s 2018 Life as a Geoscientist contest; ©Shutterstock/wavebreakmedia; Courtesy of the Jackson
School of Geosciences, University of Texas at Austin; Courtesy of the Jackson School of Geosciences, University of Texas at Austin; Maxine Brown, image courtesy of the
Electronic Visualization Laboratory at the University of Illinois at Chicago, for AGI’s 2016 Life as a Geoscientist contest.
Document version: March 2, 2021 i

Go to Table of Contents
CONTENTS
Executive Summary 1 4. Approaches to Implementing Curriculum Reform:

Backwards Design and “Matrix” Strategies 29
Key Findings and Recommendations 1
Annotated Table of Contents 5
5. Best Practices for Instruction of
Geoscience Undergraduates 33
1. Introduction: A Call for Action 7
Active Learning and Building Content Knowledge35
Key Outcomes 10
Active Learning in Developing Skills and
Competencies38
2. Process Summary: Summits, Workshops, Survey 11
Laboratory Learning Settings 39
3. What Undergraduate Geoscience Education Experiential Learning 40

Should Accomplish 15
Alternative Learning Settings 41
A. Core Concepts for Success 15 Use of Technology in Teaching and Learning 42
1. Earth as a Complex System 16
2. Deep Time 16 6. Practices for Assessment of Student Learning
3. Surface Processes 17 Outcomes 45
4. Earth Materials 17
5. Earth Structure 17 E-portfolios as a Student Tool for Documenting
6. Hydrogeology and Water Science 18 and Self-assessing Development 48
7. Natural Resources 18
8. Climate Change 18
7. Preparation for Careers 51
B. Core Geoscience and Science Skills for Success 19
C. Core Competencies 20 8. Recruiting, Retaining, and Promoting Success

Geoscience and Systems Thinking 21 of Undergraduate Students with Emphasis on
Critical Thinking and Problem Solving 21 Students Underrepresented in the Geosciences 55
Quantitative and Computational Skills 21
Data Analysis Skills 22 Challenges and Opportunities 55
Communication Skills 22
Summit Outcomes 57
Cross-disciplinary Teamwork on Interdisciplinary
Projects and Project Management 23 Recruitment58
Field Skills 23 Increasing Diversity 60
Essential Non-technical Skills 24
Retention and Successful Progress to Graduation 64
Approaches to Developing Concepts, Skills, and
Competencies24 Effective Strategies for Students
Underrepresented in the Geosciences 65
2YCs Opening the Doors to Their Students’ Future68
Broadening Participation and Institutional Change71
Role of Professional Societies (GSA, AGU, NABG,

SACNAS, AISES, NAGT) 71
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Vision and Change in the Geosciences: The Future of Undergraduate Geoscience Education
9. Leveraging the Next Generation Science 12. Fostering Change in the Academic Community:
Standards in Introductory and Non-Major Case Studies 89
Courses to Recruit Majors and Prepare K–12
Science or Geoscience Teachers 73 Implementing Change 89
Heads/Chairs’ Experiences with Engaging Faculty

Challenges and Opportunities 73 in Curricular and Pedagogy Changes 89
Redesign of Introductory and Non-major Courses75 Successful Strategies 90
Roadblocks and Solutions 94
Preparing and Supporting K–12 Teachers
for Success75 Overcoming Barriers to Instructional Reforms 97
K–12 Teacher Education Programs 76 Relationship to Successful Change Management

Strategies101
Implications of K–12 Science Education Reform
for Undergraduate Geoscience Education 78
13. Engaging Stakeholders 105
10. Building a Learning Continuum for Life — The Faculty 106

Undergraduate Geoscience Education as Part of
the Continuum of Career and Lifelong Learning 79 College Deans and Central Administration 106
K–12 Community 107

External Certifications 80
2YC Community 107
Learning to Learn for Life 80
Museums and Other Informal Education Settings 108
The Changing Workforce 81
Alumni/ Donors 108
Outcomes and Ongoing Challenges 81
Employers108
11. What Graduate Geoscience Education Professional Societies 109
Should Accomplish 83
Public Policy and the Public 111
Process Summary 83 Catalyzing the Dialogue Between Academia and
Skills and Competencies 84 Employers to Foster Future Evolution 112
Depth of Expertise in Core Areas 84 Faculty/Employer Sabbatical Swaps 112
Problem Solving and Critical Thinking 84
Engagement of Alumni/Professionals in
Teamwork and Collaboration 84
Committees and Activities 112
Leadership 84
Communication 85 Professional Society Chapters 112
Computational and Quantitative Skills 85
Professional Licensing of Faculty 112
Data Management and Data Analytics 85
Systems Thinking 86 Seek “Lost” Alumni 113
Project and Program Management, Business Skills86
Scientific Process, Ethics and Professionalism 86 Provide Real Data Sets and Problems 113
Professional Growth 86 Joint Class‑based Research Opportunities 113
Social Dynamics 86
Professional Development 87 Internships113
Level of Competency 87 Paired Senior Thesis Experiences with Internship113
Graduate Education and Future Careers 88
Facilitate Technology Application Opportunities114
Document version: March 2, 2021 iii

References 115 Processes 141
Tools 141
Earth as a Complex System 142
Appendix A: Results from the 2014 Summit and Deep Time 142
2014–2015 Survey 119 Climate Change 142
Natural Resources 142
Future of Undergraduate Geoscience Education
Surface Processes 143
Summit; January 2014 119
Earth Materials 143
Participants 119
Earth Structure 143
Outcomes 119
Hydrogeology 143
Demographics of the 2014–2015 Survey 120
Important Skills and Competencies Identified by
Academic Demographics 120 the Employers 144
Education Emphasis 121 Geoscience Thinking 144
For Undergraduate Geoscience Education 121 Technical Skills 144
Field and Technology Skills 144
Importance of Teaching Key Geoscience Concepts 122 Non-technical Skills 144
Concept Importance Breakdowns by
Respondent Employment Category 122 Ranking of Importance of Skills Identified by
Employers145
Critical Undergraduate Skills and Competencies 124
Additional Employer Discussion 145
Skills Importance Breakdowns by Respondent Experiential Learning 145
Employment Category 124
Ways Employers Can Help 145
Opportunities and Activities Available to Training 146
Undergraduates128 Opportunities 146
Breakdowns of Activity Availability by Measuring Effectiveness and Competencies 146
Institution Type 128 Additional Thoughts 146
Teaching Methods Used by Faculty 130
Breakdowns of Teaching Methods by Appendix C: Summary and Analysis of
Institution Type 131 Departmental Progress 147
Technology Used in Teaching 134
Elements of Success 150
Use of Validated Teaching Strategies 135
Progress Reports Summary 156
Obstacles/Barriers Identified by Summit to
Rubric for Quantifying Progress Made Toward
Implementing Research‑Validated Pedagogies
Action Plan Objectives 170
and Uses of Technology 136
Breakdowns of Impacts by Academic Rank 136
Appendix D: Participants 171
Professional Development and K–12
Teacher Training137 Academic Institutions 172
Efforts Toward Student Diversity and Employers174
Broad Participation139
Appendix B: Geoscience Employers

Workshop Outcomes 141
Important Concepts Identified by the Employers141

Systems Thinking: How Systems Work
and Interact 141
iv Document version: March 2, 2021

Executive Summary
T he Future of Undergraduate Geoscience Education initiative, spon-

sored by the National Science Foundation, addresses three critical
questions facing undergraduate geoscience education:
OBSERVATIONS FROM
THE COMMUNITY:
Geoscience programs will
▶ What concepts, skills, and compe- evolving higher education landscape, the grow and thrive when their
tencies do undergraduates need to role that geoscience plays in addressing graduates can demonstrate
succeed in graduate school and/or issues of importance to society, and chang- that their knowledge and skills
the future workforce? ing demographics of the student popula-
are grounded in innovative
tion. We will lose that opportunity, how-
thinking and have prepared
▶ What are the best teaching practices ever, if we insist on grounding our
and most effective use of technology programs in the concepts, skills, and peda- them well for their role in a
to enhance student learning? gogy of the 20th century. dynamic society.
▶ How do we recruit, retain, and ensure

the success of a diverse and inclusive
community of geoscience majors and KEY FINDINGS AND
support K–12 science teachers to con- RECOMMENDATIONS
tribute to a well-informed public and
dynamic geoscience workforce? The academic and employer community
participants have established a consensus
Since 2014 over 1000 geoscientists in the on the broad geoscience concepts, skills,
academic and employer communities and competencies (i.e., expected student
have collectively developed a robust vision learning outcomes) that need to be devel-
for the Future of Undergraduate Geosci- oped to prepare graduates for meaningful
ence Education. This report articulates employment across many occupations
that vision and identifies strategies for and/or for continued education in gradu-
transformative change in undergraduate ate school. Courses and activities should
geoscience education. The key strategic enable students to develop an understand-
findings are summarized below and high- ing of geoscience concepts, including pro-
light recommendations that capture the cesses and impacts, that creates a strong
extensive work of the community partici- framework for the future acquisition of
pants and the initiative’s organizing com- knowledge. Activities that develop geo-
mittee. These recommendations are com- science skills, building competencies at
prehensive, and each department, progressively higher levels, should be inte-
program, or institution should consider grated into multiple classes so that stu-
how to appropriately implement them in dents can practice, establish mastery, and
the context of each institution’s educa- recognize how these skills are employed.
tional mission. Geoscience educators have Quantitative reasoning and computational
an opportunity to capitalize on an skills required in the workplace and/or
Document version: March 2, 2021 1

Executive Summary
graduate school should be incorporated outcomes that incorporate disciplinary,

throughout the curriculum. Professional institutional, and program-level goals.
skills (communication, teamwork, proj- Many external assessment instruments
ect management, etc.) should also be and methods are available, such as those
included in the undergraduate program by the American Association of Colleges
along with those skills closely aligned and Universities and National Association
with the discipline. The educational focus of Colleges and Employers.
should be on students developing com-
petencies that are embedded in a robust Geoscience educators should further
knowledge framework so that graduates embrace and become adept at active
can use these concepts and skills to solve teaching strategies that pedagogical
geoscience problems throughout their research has shown motivates students
careers. Authentic experiences, such as and improves learning. Experiential learn-
fieldwork, research projects, and exer- ing courses and inquiry-based activities
cises that involve real data acquisition and in laboratory courses emphasize the pro-
analysis foster geoscience habits of mind, cess of scientific discovery and promote
systems thinking, and problem solving. a focus on students’ roles in investigating
Further, geoscientists need to combine scientific questions and building concep-
critical thinking with a full understanding tual understanding. Using current and
of accuracy, limitations, and uncertainty. emerging technology and computational
models and simulations with large datas-
The community-vetted suite of con- ets will increase student understanding of
Nick Gilbert for AGI’s 2017 Life as a Geoscientist cepts, skills, and competencies provides complex geologic structures, features, and
contest the basis for successful curriculum revi- spatial relationships and provide insight
sion, in which student learning outcomes into processes and global-scale events.
become the foundation of curricula plan-
ning. Geoscience faculty within a pro- The growing demand for geoscientists and
gram and/or department should develop the importance of increased workforce
a consensus on course and curricular-level diversity requires programs and depart-
student learning outcomes, accounting ments to recruit, retain, and ensure the
for the recommended concepts, skills, success of a diverse and inclusive com-
and competencies and institutional pri- munity of undergraduate geoscience
orities and capacities. Strategies such as majors. A geoscience community that
backwards design or similar approaches pulls from the greatest breadth of society
allow evaluation of how and whether tar- will gain from diverse life experiences and
geted learning outcomes are being met perspectives that capture unique insights
by the current curriculum and can guide and solutions to geoscience-related prob-
redesign of individual courses and/or the lems facing society. By engaging the entire
curriculum as a whole. student population, the geosciences can
tap a greater range of talent and compete
Student learning outcomes for discipline- for the best minds.
specific and professional competencies
can form the basis for geoscience pro- A crucial first step to increasing geosci-
gram evaluation protocols. Each program ence enrollments is significantly improv-
should develop their own understanding ing the public’s perception of the geosci-
of what defines their program’s success, ences, by promoting it as highly relevant
including effective and tractable learning to societal and environmental issues
assessments based on key student learning and an economically viable, innovative
2 Document version: March 2, 2021

career. Programs and departments should proficient geoscience-literate K–12 teach-

develop positive recruitment programs for ers. Explicitly identifying and using cross-
new students, lower division non-majors, cutting science and math examples in
transfer students, and students under- introductory and non-major courses dem-
represented in the geosciences, leveraging onstrates the relevance of the geosciences
existing institutional recruitment efforts. to students, including pre-service teachers
Another approach to increasing participa- for whom an introductory or non-major
tion in Science, Technology, Engineering geoscience course may be their only sci-
and Mathematics (STEM) majors in col- ence course. Societally relevant examples
lege is developing or collaborating with have the potential to be adapted for sub-
programs for minority students at pre- sequent use in teachers’ classrooms. Fac-
high school and high school levels to build ulty teaching these courses should have
the pipeline. the opportunity to participate in profes-
sional learning experiences that introduce
Programs should be intentional about the the NGSS and supporting practices. If
retention and success of recruited stu- institutionally appropriate, geoscience
dents, as part of a broad diversity, equity departments should consider developing
and inclusion (DEI) plan. Best practices an option for K–12 preservice teachers,
include mentoring, building community, which may increase future college-level
and other supportive actions, with partic- geoscience enrollments.
ular focus on students underrepresented
in the geosciences. Establishing programs Faculty, advisors, programs, and/or
that support students before, during, and departments should guide students to be
after transferring from community col- proactive in their education and support
leges to four-year programs promotes them in identifying co-curricular oppor-
student success and can help in increasing tunities for developing skills needed for
Courtesy of the Jackson School of Geosciences,
enrollments and diversity in four-year future careers. Advisors and mentors can University of Texas at Austin
institutions. Additionally, geoscience pro- help students build customized roadmaps
grams can leverage institutional efforts for attaining their educational and career
to build partnerships among geoscience goals. Additionally, students should have
programs at two-year colleges, four-year access to information on career options
colleges/universities and minority-serving and training on how to find and obtain
institutions to enhance diversity, equity employment through institutional career
and inclusion in the geosciences. centers, employers and/or alumni, profes-
sional societies, and other professional
Introductory and non-major courses development resources.
should leverage the Next Generation
Science Standards (NGSS) to engage Both geoscience faculty and students
all students and preservice teachers to should recognize that formal undergrad-
align the courses with students existing uate education is a robust foundation
expectations of how science is taught. for lifelong learning in support of a suc-
Programs and departments should revise cessful career. Geoscience programs can
these courses to focus on processes and help students become aware of external
systems, integrate other sciences and certifications required for some geosci-
math, and use active-learning pedagogies ence employment and the availability of
and resources. This approach may entice continuing education programs. More-
more students who take these courses to over, students need to be prepared for
major in the geosciences and will prepare changing workforce needs, including

Executive Summary
new careers and jobs that require the use strategies that improve student learning requires cultural change, from the admin-
of new technologies, strong quantitative and motivation are greatly facilitated by istration down to the students. This report
and computational skills, data analytics professional development opportunities is a roadmap and resource for deans,
and machine learning, interdisciplinary and other incentives for faculty, such as heads and chairs, undergraduate program
teamwork and problem solving. release time, redistribution of workload, directors, faculty, other educators, current
or reduction of non-instructional assign- and future employers, and professional
An ongoing initiative investigating the ments, as allowed by each institution. societies in shaping the future of under-
skills and competencies needed by grad- graduate geoscience education.
uate students for successful careers in A wide range of stakeholders, including
Earth, ocean, and atmospheric sciences academics, employers, and organizations,
underscores the need for undergradu- have vested interests in the success of
ate programs to build the educational undergraduate geoscience education and
foundations essential for students who bear a responsibility for accomplishing
will pursue graduate degrees. Most identi- this vision for the future. Heads and chairs
fied skills and competencies are similar, should encourage and support faculty in
requiring a higher level of accomplish- completing necessary curricular review
ment, along with some additional skills and revision efforts and in adopting new
related to research, problem solving, and instructional approaches. They should
future technological trends. Student suc- also advocate to their Dean for support of
cess can be strengthened by supporting these efforts related to meeting commu-
the career goals of students and working nity educational standards and articulate
with them to build the competencies they their relationships to institutional mea-
need for the future. sures of student success. Faculty should
participate in and leverage relevant profes-
Case studies captured by this initiative sional development experiences, the more
demonstrate that efforts to revise under- specific to the geosciences and to their
graduate programs are multi-year pro- courses the better. Funding agencies, pro-
cesses requiring patience, persistence, and fessional societies, and other stakeholder
steady leadership to maintain engage- groups should support and/or offer a broad Courtesy of the Jackson School of Geosciences,
University of Texas at Austin
ment and sustain momentum. Heads array of relevant professional development
and chairs need to encourage, facilitate, experiences for faculty to learn how to
and support those faculty tasked with adopt innovative teaching practices and
making changes to undergraduate pro- understand curricular enhancement and
grams; they need to allocate necessary revision efforts. Academic departments
resources, assure alignment of curricu- and geoscience employers should estab-
lar efforts with institution-level priori- lish and maintain interactive professional
ties, and keep the upper administration relationships with one another, focusing
informed of progress in these activities ultimately on improving the abilities and
and of the national effort that necessi- accomplishment of bachelor’s level geosci-
tates these changes. Review, revision and ence graduates.
changes to undergraduate programs and
teaching are best accomplished through Sustained change in geoscience under-
bottom-up efforts and identifying key graduate education will require the com-
individuals or teams of faculty to drive the bined and coordinated efforts of depart-
effort while maintaining full transparency ments and programs, administrators,
with the rest of the department. Successful individual faculty, geoscience employers,
implementation of active and experien- and professional societies. To prepare
tial learning and other research-based geoscience undergraduates for success

Annotated Table of Contents
Executive Summary
Outlines the robust vision of over 1000 geoscientists in the
academic and employer communities for the Future of Geoscience
Undergraduate Education and key strategies for transformative
change documented in this report
1. Introduction: A Call for Action

Articulates the motivations for change and the imperative need to
transform undergraduate geoscience education
2. Process Summary: Summits, Workshops, Survey

Provides an overview of the process that led to the outcomes and
recommendations in this report
3. What Undergraduate Geoscience Education Should Accomplish
Articulates the academic and employer community consensus on the
broad geoscience concepts, skills, and competencies needed by
undergraduate geoscience majors
4. Approaches to Implementing Curriculum Reform: Backwards

Design and “Matrix” Strategies
Discusses effective strategies for reforming curriculum
5. Best Practices for Instruction of Geoscience Undergraduates

Provides information on research-based instruction and discusses
effective strategies for increasing student learning
6. Practices for Assessment of Student Learning Outcomes

Discusses assessment methods and resources
7. Preparation for Careers

Provides advice from employers and Summit academic participants
on how to help students prepare for future careers

Executive Summary
8. Recruiting, Retaining, and Promoting Success of Undergraduate

Students with Emphasis on Students Underrepresented in
the Geosciences
Summarizes best practices compiled from Summit participants and
other community advice
9. Leveraging the Next Generation Science Standards in Introductory

and Non-Major Courses to Recruit Majors and Prepare K–12 Science
or Geoscience Teachers
Outlines the impact of the Next Generation of Science Standards on
undergraduate education and how to use it for recruiting majors and
preparing the next generation of K–12 teachers
10. Building a Learning Continuum for Life — Undergraduate

Geoscience Education as Part of the Continuum of Career and
Lifelong Learning
Discusses the importance of and how best to accomplish
lifelong learning
11. What Graduate Geoscience Education Should Accomplish
Summarizes the outcomes of the 2018 Geoscience Employers
Workshop for graduate education in Earth, atmospheric and
ocean sciences
12. Fostering Change in the Academic Community: Case Studies

Provides results of heads and chairs efforts to implement change
using the information outlined in this report
13. Engaging Stakeholders

Discusses what stakeholders need to do to accomplish change
to undergraduate geoscience education to prepare students for
the future

D uring the last six years, over 1,000 members of the geoscience com-
munity have helped shaped a vision for the future of undergraduate
geoscience education to better prepare future geoscientists. This vision
provides a roadmap as educators to make critical, positive changes to our
programs over the next decade. This call for action is motivated by many
factors ranging from the success of our students to the health of the geosci-
ence profession.
As educators, we need to help students new tools, technologies, and approaches.

build a foundational understanding of Both undergraduate and graduate educa-
how the Earth system works, so they can tion need to undergo similar changes to
apply this knowledge to complex and prepare students for their future. Suc-
profound issues where geoscience and cessful geoscientists need a strong foun-
society intersect. Evidence of geoscience dation of disciplinary knowledge and
processes impacting society is increasingly scientific skills while being able to work
common and highlight geoscience- across domains.
themed “grand challenges” that will con-
front our global population in the coming Beyond academia, employers are also
decades, including more frequent and responding to a new reality that includes
intense natural hazards, threats to coastal use of multidisciplinary approaches by
infrastructure from rising sea levels, the diverse teams drawn from a broad range
effect of our warming climate on food and of backgrounds, experiences, and capa-
water supplies, and meeting global energy bilities. These teams use innovative tools,
and resource needs in a sustainable and models, and skills to integrate new ways of
environmentally responsible way. The thinking and a range of datasets. Recent
types of thinking inherent to the geosci- geoscience graduates are entering fields
ences — working with complex systems, that have experienced rapid changes in
temporal and spatial reasoning, and the how work is done, due both to significant
collection, interpretation, and analysis of changes in the type of work and skills
complex natural data — are among the needed and from the incorporation of new
most crucial approaches to addressing technologies. Employment opportunities
these future challenges. for geoscientists are expanding. Graduates Nicholas Perez for AGI’s 2017 Life as a Geoscientist
with training in economics, risk manage- contest
Geoscience research has evolved to meet ment, ethics, or policy, and the ability to
these challenges, with interdisciplinary, work across cultures and communicate
multi-disciplinary and transdisciplinary with diverse audiences will have a broader
teams addressing complex Earth system array of opportunities for career advance-
problems of societal importance with ment. Some future graduates may find

themselves in occupations that did not How undergraduate education is delivered

exist a decade ago, while others will find by faculty to students has also been trans-
themselves in occupations that are yet to forming. We now understand that HOW
be invented. we teach has a direct impact on how well
our students learn. Effective, research-
Our understanding of the complex inter- supported teaching strategies have been
actions between different parts of the increasingly incorporated in STEM classes
Earth system, including the Earth’s inte- during the last several decades but remain
rior and surface, hydrosphere, atmo- far from ubiquitous. Widespread adop-
sphere, cryosphere, and biosphere, and tion of these approaches to teaching by
in the chemical, physical, biological and geoscience college instructors will lead
geological processes that help shape the to students who are more successful and
Earth system continues to grow. Yet much better-prepared to enter the workforce.
University of Texas at Austin of undergraduate education still compart-
mentalizes these processes and compo- Education research tells us that students
nents. Geoscience programs need to learn better when they can actively moni-
adapt curricula to emphasize these criti- tor their understanding with purpose-
cal interactions. While the geoscience ful activities during class. Furthermore,
community has begun to create resources knowledge is socially constructed, and
that support interdisciplinary learning people learn best in supportive social set-
about the Earth, and the important role tings such as small collaborative groups in
that the geosciences play in addressing active learning environments. Active and
grand challenges, we have much more to experiential learning increases student
do to incorporate these ideas deeply into learning and reduces attrition in science,
geoscience programs. math, and engineering courses and can
reduce performance gaps among different
Student success requires more than just student populations, especially those that
sophisticated content knowledge. The are traditionally underrepresented in Sci-
geoscientist of the future needs a range of ence, Technology, Engineering and Math-
skills and competencies. Students who can ematics (STEM) disciplines. We must
conduct quantitative analysis, apply criti- support improved student performance
cal thinking and problem-solving skills, and develop more compelling learning
manage and analyze large data sets, com- opportunities by reshaping the way we
municate effectively in a variety of for- approach university teaching and learning
mats, and work well in teams will be likely and adopting documented best practices.
to succeed in the future work environ-
ment, even if they choose non-geoscience As our understanding of effective practices
employment. The knowledge and skills in undergraduate education has grown,
needed for success will change through- technology has become more readily used
out a career, so creating programs that to support learning, including virtual and
encourage students to develop the flexibil- interactive experiences, videos and ani-
ity to adapt to change will be important. mations, blended learning modalities,
Geoscience departments must assess their and crowdsourcing of open education
programs and incorporate opportunities resources. These advances enable mul-
to facilitate the development of appropri- tiple types of opportunities for learning
ate skills and competencies. and the sharing of community created
educational resources. Furthermore, sig-
nificant advances have occurred in tools

for visualization and geospatial analysis, high school courses can create an interest
for using massive amounts of quantitative in geoscience careers while contributing
information, and for computational mod- to development of a scientifically liter-
eling, animation, and simulation for both ate society.
predictive capabilities and generating new
insights into Earth processes and global- Over the last decade, the expectation that
scale events. Undergraduate students need STEM graduates will be prepared for the
to be prepared to use these rapidly evolv- workforce has increased. Calls for change
ing technologies and the large data sets to undergraduate education have come
they produce in the future. from the National Academies and National
Research Council, the Association of
As a substantial segment of the current American Universities, Association of
workforce retires and geoscience oppor- American Colleges and Universities, the
tunities increase, we will face shortages National Science Foundation, the White
of geoscientists in the future workforce House Office of Science and Technology
if enrollments do not increase. Despite Policy (OSTP) and the President’s Coun-
continued efforts by educators and indus- cil of Advisors in Science (PCAST). Leg-
try and with considerable support from islatures, governing boards, regents,
federal funding agencies, the geoscience presidents, provosts, as well as parents,
community still has difficulty recruiting alumni, the public and students have put Christopher M. Keane
students from underrepresented groups concurrent widespread pressure for
to our programs and sustaining success change on universities. This concern is
through completion of their degree and fueled in part by an increased divergence
into the profession. Changing how geo- between the needs in the workforce and
science departments and programs in what undergraduates learn. A focus on
4- and 2-year institutions recruit, mentor, concepts and skills, and the ability to use
support, and educate students is neces- them (i.e., competencies) provides an
sary to increase enrollments and ensure excellent educational foundation while
that we are creating an inclusive and preparing students for future success
diverse workforce. regardless of their career path.
The Next Generation Science Standards Departments are more likely to attract
for K–12 education have put Earth and students and thrive if they invest their
Space Sciences on an equal footing with time and resources in helping students
Physical and Biological Sciences, which is develop a rich set of critical skills and con-
a tremendous opportunity and challenge tent knowledge clearly linked to potential
for our field. Using the NGSS approaches careers and the aptitude to manage their
to teaching science will help us improve developmental pathway. Instructors and
introductory and non-major courses and students are investing in the multi-year
align them with learning expectations of development of life-long skills, and the
new students. Additionally, this is a pivotal return on that investment comes when
time to engage pre-service K–12 teach- students secure employment and are pre-
ers in our undergraduate programs and pared for a successful career in a wide
courses to build their content knowledge, range of occupations and work settings.
scientific skills, and confidence in facili- As educators, we derive personal and pro-
tating students’ investigations into Earth fessional satisfaction when our students
science questions in their future class- succeed, and we have an obligation to
rooms. Geoscience content in middle or prepare our students for the future.

The community vision outlined in this KEY OUTCOMES ▶ Departments should help students
document provides a roadmap for positive take a proactive role in their education
changes to undergraduate geoscience edu- ▶ The academic and employer com- and co-curricular solutions to develop
cation, recognizing the differing priorities munities have developed a consensus skills needed for future careers.
and capacities among our diverse educa- on the broad geoscience concepts,
tional institutions, and promoting strong skills, and competencies that need ▶ Growing demand for geoscientists
collaborations between educational insti- to be developed throughout the cur- requires departments and programs
tution types (e.g., community colleges and riculum across multiple courses and to recruit, retain, and promote the
four-year institutions). Lasting changes educational experiences. success of undergraduate geoscience
for the benefit of our profession and the majors across a broad spectrum
students we educate will take the com- ▶ The community-vetted concepts, of society.
bined efforts of geoscience departments competencies, and skills provides
and programs, led by administrators, indi- the basis for successful curriculum ▶ Introductory and non-major courses
vidual faculty, geoscience professional revision in which students learning should leverage the Next Genera-
societies, and employers. outcomes become the foundation of tion Science Standards to engage
curricula planning. all geoscience students and preser-
Our learning environments and curri- vice teachers.
cula must evolve to address future geosci- ▶ Geoscience educators should further
ence challenges and prepare students to embrace active teaching strategies ▶ Programs and students must rec-
build long and successful careers. Given that research has shown to improve ognize that formal undergraduate
regional and global challenges, the accel- student learning. education is a robust foundation for
erating pace of change in all aspects of lifelong learning in support of a suc-
society, a renewed commitment to diver- ▶ The community-vetted suite of stu- cessful career.
sity, equity and inclusion, and the evolu- dent learning outcomes for disci-
tion of geoscience careers, geoscience pline-specific and professional com- ▶ Skills and competencies needed by
educators urgently need to reconsider petencies can be used as the basis for graduate students for successful
our role in educating the next genera- geoscience program assessment. careers should be integrated into
tion of geoscientists and in producing Earth, Ocean, and Atmospheric Sci-
geoscience-informed graduates generally. ences graduate programs.
▶ Undergraduate program revision

efforts are multi-year processes that
require patience, persistence, and
leadership to maintain engagement
and sustain momentum.
▶ Many individuals and organizations

have a stake in the success of under-
graduate geoscience education and a
responsibility to help accomplish the
vision for the future.
Courtesy of the Jackson School of Geosciences, University of Texas at Austin

T he Future of Undergraduate Geoscience Education initiative, spon-

sored by the National Science Foundation (NSF), addressed three critical
questions facing undergraduate geoscience education:
▶ What concepts, skills, and compe- Energized by keynote presentations and

tencies do undergraduates need to informed by panel discussions, the par-
succeed in graduate school and/or ticipants spent nearly three days discuss-
the future workforce? ing the three questions above in small
working groups. The working groups then
▶ What are the best teaching practices presented their summarized results to all
and most effective uses of technology Summit participants, prompting discus-
to enhance student learning? sions among all Summit participants. A Irish Centre for Research in Applied Geosciences
key point of consensus from the working (iCRAG)
▶ How do we recruit, retain, and ensure group reports was that developing critical
success of a diverse and inclusive competencies, skills, and conceptual
community of geoscience majors and understandings was more important than
support K–12 science teachers to con- students taking a specific menu of courses.
tribute to a well-informed public and Attendees agreed to a list of important
dynamic geoscience workforce? conceptual, scientific, and geoscience spe-
cific skills and competencies (Figs. 3-1,
In 2014, the Summit on the Future of 3-2, 3-3), and a summary of the Summit
Undergraduate Geoscience Education outcomes was published on the web
made major progress developing a high- (Mosher et al., 2014).
level community vision for the geosci-
ences. The Summit brought together a A comprehensive electronic survey (Appen-
broad spectrum of the undergraduate dix A) was distributed nationally to geosci-
geoscience education community, about ence faculty and employer contacts follow-
200 faculty from Carnegie Classification ing the Summit. Approximately 470
R1, R2, and R3 research universities with individuals responded: 77% academics and
undergraduate programs, doctoral/pro- 23% employers (17% industry, 3% govern-
fessional universities, terminal Master’s ment, 2% other, 1% professional societies).
programs, four-year private and state Approximately 85% were not Summit par-
colleges (4YC), and 2-year community ticipants. Although the survey remained
colleges (2YC) from across the country, open through 2019, most responses were
as well as about 20 representatives from submitted in 2014 and 2015. The survey
industry, government and professional respondents agreed with the 2014 Summit
geoscience societies. participants that improving competencies,
skills, and conceptual understanding was
the most important issue in undergraduate

education, with 95% of the survey partici- distributed among representatives of the also provided insights into how industry
pants rating this goal as very important or energy industry, hydrogeology, engineer- could help departments implement this
important. Eighty percent of the survey ing and environmental consulting firms community vision.
respondents agreed with the major conclu- and companies, and various government
sion of the 2014 Summit that developing agencies. One representative from a min- In 2016, a second Summit event was held
competencies, skills, and conceptual under- ing company was present, along with a specifically for department heads, chairs,
standing was more important than taking few professional society representatives. and other administrators. This Summit
a specific menu of geoscience courses. This workshop further investigated the focused on further development of the
Respondents also concurred with the list of important concepts, competencies, and emerging community vision for under-
important concepts and skills generated at skills students need for success in the graduate geoscience education and to
the Summit. future workforce. The workshop followed develop implementation strategies for
the same format as the 2014 Summit, with this vision at the departmental level. Par-
Additionally, the survey included ques- working groups comprised of employers ticipants included over 100 geoscience
tions on the status of curriculum reform from different sectors focused on top- academic leaders from Carnegie Classifi-
efforts in departments, on the use of vari- ics related to universally-needed skills cation R1, R2, and R3 research universities
ous research-validated teaching meth- and concepts. The geoscience employ- with undergraduate programs, doctoral/
ods, on the constraints on geoscience ers strongly agreed with the 2014 Sum- professional universities, terminal Mas-
degree programs, and, for both the depart- mit and 2014–2015 survey outcomes on ter’s programs, four-year private and state
ments and employers, on the type of pro- the skills and concepts undergraduates colleges (4YC), and 2-year community
grams offered or supported for broad- need, regardless of employment sector colleges (2YC) from across the country.
ening participation of underrepresented (see Summa et al., 2017). In addition, The Heads and Chairs Summit followed
groups and for K–12 teacher preparation they provided increased granularity on the same format as the previous events,
in geosciences. key skills and concepts and identified with the additional assignment that each
that in their view experiential learning institution submit an action plan for
The 2015 Geoscience Employers Workshop strategies as the best way to instill these their department.
Figure 2.1: Contributed Input Levels by Institution Type
brought together 46 participants evenly skills in students (Appendix B). They
Inputs from academia
All
doctoral
Other
doctoral
Research 1
doctoral
Non-US
doctoral
Terminal
master's
Bachelor's
granting
Community
colleges
0% 10% 20% 30% 40% 50%
Figure 2-1: Contributed Input Levels by Institution Type

Inputs from academia

These development plans varied widely up progress report providing insight into Workforce, we held a second Geoscience
depending on size and type of institution, the time horizon for needed change. The Employers Workshop, representing a
stage of undergraduate curriculum evalu- results of these reports are discussed as broader range of employment sectors and
ation, and areas of focus (i.e., curriculum, case studies in Section 13 and presented disciplinary specialties. The purpose was
pedagogy, broadening participation, etc.). and analyzed in Appendix C. These to explore the universal skills and com-
Several follow-up workshops targeting reports provide insight on best practices petencies that should be part of graduate
Heads and Chairs were held between for curriculum reform, changing peda- education for doctoral and master’s stu-
2017 and 2019 to increase the number of gogy, and other undergraduate program dents in Earth, ocean, and atmospheric
departments engaged in the process and changes based on the experiences of the sciences. Although this workshop con-
to gather further input and departmental responding heads and chairs. In addi- centrated on the graduate experience,
action plans and progress reports. By 2017 tion to the case studies in Section 13 and geoscience employers also discussed skills
a total of 91 individual department action Appendix C, we have interspersed quotes they expected undergraduates to develop
plans were submitted. Progress reports on from these progress reports where rel- before coming to graduate school. Par-
these action plans were submitted by 56 evant throughout this document. ticipants in this workshop highlighted
departments, gathered between 16 to 36 the same menu of skills and competencies
months after the Heads and Chairs Sum- In 2018, as part of a new NSF-sponsored identified in the undergraduate effort, but
mit or 2017 Earth Educators Rendezvous initiative on Improving Geoscience Gradu- the increase in importance of some skills
workshop; 12 submitted a second follow ate Student Preparedness for the Future was notable.
Figure 2.2: Contributed Input Levels by Employer Type
Inputs from employers
Professional
societies
State agencies/
surveys
Non-profits
Museums
Federal
agencies
Weather/climate
Reinsurance
Petroleum
consulting
Petroleum
Mining/minerals
Environment/hydro/
engineering
Education
Other consulting
Other energy
0% 5% 10% 15% 20% 25%
Figure 2-2: Contributed Input Levels by Employer Type

Sources of employer input

Overall, the academic and employer com- surveys, 3% from weather/climate related, on findings from the Summits, followed
munity involved in this geoscience edu- 1% energy, 1% reinsurance, 1% other con- by a review of all sections by all commit-
cation initiative reflect the distribution sulting, 7% NGOs and 14% professional tee members. The changes and additions
of faculty by institution type and of geo- societies. For the undergraduate effort, from individual committee members were
science employers (Fig. 2-1 and Appen- most the participants were from the solid compiled by Mosher and Keane and the
dix D). Input from academic institutions earth geosciences with some representa- document reworked to have a consistent
was: 11% two year colleges (2YC), 33% tion from the ocean and atmospheric sci- style. In mid-2020, the committee met
Bachelors, 6% from M.S., and 50% Ph.D. ences. For the graduate effort, there was to discuss the new draft and construct
(31% R1s, 18% other Ph.D., 1% interna- an even distribution of participants across specific recommendations. After modi-
tional) granting departments. Input from Earth, atmospheric, and ocean sciences. fications, the committee reviewed the
employers was: 29% petroleum related, entire document again and final edits were
19% federal agencies, 14% mining/min- An initial draft of this document was incorporated. The revised document was
erals, 9% hydrogeology/environmental/ written in mid-2019 with each member reviewed by four external reviewers and
engineering consulting, 4% museums/ of the committee writing sections most based on the reviews further revised by
other education, 3% state agencies/ closely aligned to their expertise based Mosher and Keane.
This document outlines a robust community-wide vision supported by both representatives of

the geoscience academic programs and employers. Well over 1,000 geoscientists have provided
input to this vision for the future of geoscience undergraduate education. Additional studies
of education in the geosciences, and of STEM education in general, support and substantiate
the findings of this Future of Geoscience Education initiative (see references).
NOAA/Nicholas Morgan

3. What Undergraduate Geoscience Education
Should Accomplish
T he academic and employer communities have developed a consensus

on the broad geoscience concepts, skills, and competencies that need
to be developed throughout the curriculum across multiple courses and
educational experiences.
The geoscience academic community over- ▶ Earth as a complex system

whelmingly agreed at the 2014 and 2016 ▶ Deep time
Summits that improving competencies, ▶ Surface processes
skills and conceptual understanding was ▶ Earth materials
the most important issue for undergraduate ▶ Earth structure
education. Similarly, 85–87% of the 2014– ▶ Hydrogeology and water science
2015 survey participants agreed that was ▶ Natural resources
very important and an additional 6–10% ▶ Climate change
rated it as important. The major conclusion
of the 2014 Summit that developing com- Both academics and employers concurred
petencies, skills, and conceptual under- on the importance of these concepts
standing in students was more important (Fig. 3-1) (Appendix A). The 2015 Geosci-
than taking specific undergraduate courses ence Employers Workshop participants
was also validated by the 2014–2015 survey provided even further granularity on what
Victoria Heath for AGI’s 2017 Life as a Geoscientist
with 81% of academics and 77% of employ- they thought students should know and contest
ers agreeing. Consequently, the focus of this be able to do. Many of these concepts
section is on concepts (A), skills (B), and emphasize ideas taught in traditional
competencies (C). courses offered by most departments
(such as deep time, structure, Earth mate-
rials, surface processes), while others are
covered only by some programs and only
A. CORE CONCEPTS FOR to variable extents (climate, hazards,
SUCCESS resources, hydrogeology). The employers
focus was on developing an understanding
At the 2014 Summit and in the 2014–2015 of broad concepts — i.e., the processes and
survey, the academic community identi- their impacts — to build a working frame-
fied broad concepts that undergraduate work for knowledge gained during their
geoscience majors, mainly geologists and education and future career. Although the
geophysicists, should know to be success- employers provided a robust discussion
ful in graduate school and the workforce. of what comprised each broad concept as
These broad concepts, ranging from core outlined below, they deemphasized the
topics taught in most programs to those importance of memorization of terms,
covered to a variable extent, are: definitions, classifications, and other

material that is easily referenced online. mechanisms. They need to consider the (superposition, cross cutting relation-
The employers at the 2015 Geoscience implications of forcings within the system ships, fossil succession, etc.) and abso-
Employers Workshop and participants at and evaluate predictions. Students should lute time (radiometric dating) should be
the 2016 Summit did not address geologic particularly understand the human driv- understood, along with the precision and
hazards as a separate concept, but instead ers of change and its impacts, environ- limitations of each of these methods. Stu-
integrated hazards into the other appro- mental transitions, and scales over which dents should be able to extrapolate from
priate concepts, which is reflected in the changes occur. Students should be able to what is determined in the lab to the field
following subsections. use present processes to infer past pro- and integrate this information into real
cesses and use the geologic record of past geologic settings. Students need to under-
processes to forecast the future, assessing stand the impact of time on different
1. Earth as a Complex System the risks and advantages to changes in the geologic processes. Processes can occur in
Objective: Students will be able to Earth system. real, instantaneous time, over millennia,
or over millions to billions of years. The
interpret Earth’s systems, their interre-
relevance of these processes depends on
lationships, and effects on each other. 2. Deep Time these different time scales. When exam-
ining Earth events, it is important that
Objective: Students will be able to
Earth is a nonlinear, complex system students consider rates, rates of change,
composed of interlinked dynamic sys-
comprehend the scale and magni- duration, frequency, magnitude, residence
tems of different complexities of scale tude of deep time, the impact of time, scale, sequencing of events, and
and interactions. These systems involve different time scales on geologic pro- other impacts of time on geological pro-
the movement of energy, solids, and flu- cesses, and interpret its relationship cesses. Examples where time is important
ids, commonly in cycles with different to major geological and biological include weathering and erosion, plate tec-
residence times. The systems and their events in the geologic record. tonics and the resultant natural hazards,
parts interact and form feedback loops. the development of mineral and energy
Students need to understand the concept resources, and environmental changes
of systems and how they work. They must Understanding geologic time is funda- and related hazards. Students must be able
think of Earth as a system and understand mental to all geosciences. Conventional to employ temporal reasoning to address
its constituent interactions and forcing means of determining relative time geologic problems and should recognize
Figure 3.1: Geoscience Concepts Importance

Earth as complex, dynamic system
Deep time
Climate change
Natural resources (including energy)
Surface processes
Earth materials
Earth structure
Natural hazards
Hydrogeology
0% 20% 40% 60% 80% 100%

1 Very important 2 3 4 5 Not Important
Figure 3-1: Geoscience Concepts Importance

Survey Question: The Summit report identifies the following concepts as critical to undergraduate education. For each, please
indicate the importance from your perspective of these concepts for undergraduate-level curricula.

that different processes were more or 4. Earth Materials

less critical during specific periods in
geologic history.
analyze and interpret the chemical
and mechanical processes that are
3. Surface Processes involved within each stage of the
Rock Cycle.
recognize key surface processes and
their connection to geological fea- The Earth is composed of rocks com-
tures and possible natural and man- prised of minerals with different physical
made hazards. and chemical properties. Students should
know what rocks and minerals are, under-
stand the rock cycle, and be familiar with
The Earth’s surface, in both the terrestrial the mechanical and chemical characteris-
and marine realms, is modified by physi- tics of rocks and minerals that determine
cal, chemical, and biological interactions how terrestrial solids behave under dif-
with variable rates of physical and chemi- ferent conditions and change over time.
cal changes. Students should understand Students should also know how physical
sediment deposition and erosion pro- and chemical properties of rocks and
cesses, including transport relationships minerals are measured, the relevant scales
and the magnitude and frequency of sur- of measurement, and the natural scales of
ficial deposits. Subsurface analogs that heterogeneity. Knowing the processes that
cannot be measured directly should be form rocks and minerals, the conditions
Michael Collier, from the AGI ESW Image Bank
introduced along with field exposures. of rock formation, fluid flow, dynamics
Particularly important are stream and and chemistry, and the role of micro-
river flow and the resultant morphologies, organisms on rock formation are equally
associated deposition and erosion, and important. Students should recognize the
the effects of floods. Streams and rivers role of rock formation in the localization
are the primary mechanism that shapes and development of mineral deposits and
the continents in our current climate, a energy resources, in terms of both organic
major hazard, and an important resource and inorganic processes.
for humans for water, hydropower, and
recreation. Familiarity with landscape
alteration (or geomorphology) through 5. Earth Structure
mechanical and chemical processes is
important, including the development of
karst, glacial deposition and erosion, land-
analyze and interpret plate tectonic
slides, and wind-related surface processes. and deformation processes, the rela-
Students need to make the connections tionship to Earth’s structure, and the
between surface processes and the Earth’s resultant geological structures and
habitability and ability to sustain life. Sur- natural hazards.
face processes are involved in natural
hazards that affect society, and students
should understand and evaluate the trig- Plate tectonics is the central dynamic
gers, impacts, and risks associated with concept of the Earth system. Students
these processes. need to know the different types of plate
boundaries, their associated geologic and

geophysical features, the driving forces the hydrosphere, atmosphere, and land should have the opportunity to evaluate
of plate tectonics, and how these forces surfaces and among oceans, ice, fresh the pros and cons of renewable and non-
interact with other parts of the Earth surface water and groundwater. Under- renewable (finite) resources, investigate
system. Students must be able to link standing ocean chemistry, dynamics and resource dependency and limits, know
plate tectonic processes to deformation, its layered structure is important. Stu- where materials, energy and medicines
basin formation, earthquakes, tsuna- dents should know about groundwater come from and how they are made, pro-
mis, volcanism, and other hazards. Also and aquifers, including the difference cessed, or refined. Additionally, students
important is recognizing the episodic between confined and unconfined aqui- should understand ecosystems services
nature and uncertainty of plate tectonic fers, saturated versus unsaturated condi- and their direct and indirect contributions
processes as they impact hazard predictions, water phase behaviors and scales of to human well-being. Students should
tion, mitigation, and planning. Central aquifer heterogeneity in space and time. be familiar with the relative supply and
to understanding the dynamic Earth is Additionally, students must recognize demand for natural resources, including
knowing the internal layered structure of the importance of aqueous geochemis- ore, fossil fuels, and water, and what is
the Earth, the mechanical properties and try and biogeochemical phenomena in involved getting them to market, the scale
composition of the different layers, and the hydrologic cycle, including microbial for formation and depletion of natural
the various means by which we measure interactions and nutrient cycling, con- resources in time and space, and whether
and define the Earth’s internal structure taminant transfer, groundwater quality, sustainability can be achieved.
(seismic waves, analysis of earthquakes, and impact on oceans. Discussions of
analogies to meteorites, etc.). Addition- economics, regulatory standards, and
ally, geoscience students should under- public policies regarding groundwater 8. Climate Change
stand stress and strain, rock mechanics, should be included.
Objective: Students will be able
deformation processes, and the conditions
under which different kinds of deforma-
to analyze and explain the Earth’s
tion occur. Students should be able to 7. Natural Resources changing climate over various time
recognize the resultant structural features, scales and analyze the environmen-
including folds, faults, shear zones, frac- tal, social, and geological impacts of
tures and joints, and know the condi-
relate the distribution of natural
these changes.
tions under which they form. Students resources to geological processes,
should also understand the importance of explain how natural resources are
structural controls on energy and mineral formed, used, and extracted, and The Earth’s climate is changing and has
resource accumulation. understand their relative availability. throughout geologic history. Students
should know what climate change is, the
difference between climate and weather,
6. Hydrogeology and Water Natural resources play a critical role for how climate has changed on the geo-
Science society, and it is important for students logic time scale, and how it is chang-
to understand the economic geology of ing on a present-day time scale. They
natural resources, including water, energy, should be familiar with and know how
analyze and interpret the chemi- minerals, and other geologic materials. to use climate proxy records (e.g., ice
cal and mechanical processes that This understanding includes the eco- and sediment cores, tree rings, speleo-
are involved in the Water Cycle and nomic importance of natural resources thems, etc.). Students should understand
important aspects related to water as commodities with finite availability, rates of change and how gradual versus
being a natural resource. the economics and viability of different rapid change creates different impacts
resources, and the distinction between and effects on global, continental, and
resources and reserves. The geographic local scales. Students should examine the
The water cycle is a critical component distribution of resources, and the geo- driving forces and causal mechanisms of
of the Earth system that impacts all life logic processes involved in their forma- climate change, and how much depen-
and the Earth’s habitability. Students tion, extraction, and use, should be part dence there is on the spatial and temporal
should examine the interactions among of the geoscience curriculum. Students scales of change. Students should also

know the difference between external and mass transfer, fluid flow, and key ▶ accessing and integrating informa-
and internal climate forcings, what feed- geochemical cycles (e.g., C, H2O, N, P), tion from different sources and to
back mechanisms are acting, and how should be introduced where applicable continue to learn;
they work. They should consider climate to the study of the geoscience concepts
change from an Earth systems perspec- discussed above. ▶ understanding and using scientific
tive, including the impacts of plate tecton- research methods;
ics, atmosphere-ocean-cryosphere-Earth
interactions, the carbon cycle, the role ▶ applying strong quantitative skills; and
B. CORE GEOSCIENCE
of oceans, and human-induced climate
change. Students need to analyze the
AND SCIENCE SKILLS FOR ▶ working in interdisciplinary teams
impacts of climate change in the context SUCCESS and across cultures.
of a variety of important societal issues:
impact on water resources and the hydro- At the 2014 Summit, participants recog- Employers at the 2015 Geoscience Employ-
logic cycle; implications for the biosphere, nized that while many skills were common ers Workshop agreed students should be
ocean acidification, and sea level rise; to science, others were specific to the both proficient in these skills and have
effects on soil and agriculture; impacts geosciences. Most academics and employ- experience applying them. Employers
on ocean-atmosphere circulation; and ers in the 2014–2015 survey identified the felt the capability to access and integrate
the economics and societal aspects of following core science and geoscience information from different sources while
climate change. Students should be aware skills as either important or very impor- continuing to learn was something stu-
of the climate element in environmental tant (Figs. 3-2, 3-3). dents needed to master. The 2014–2015
consulting, in hydrogeology, and in petro- survey results showed that a substantial
leum exploration. Skills common to all sciences that students majority of both academics and employ-
should develop include: ers (84–95%) viewed these science skills
Additionally, participants at the 2015 as important or very important, with the
Geoscience Employers Workshop thought ▶ critical thinking and problem solving; exception of working in interdisciplin-
fundamental physical and chemical pro- ary teams and across cultures where a
cesses and concepts, such as thermody- ▶ communicating effectively to scien- smaller majority (65%) agreed (Fig. 3-2)
namics, kinetics, diffusion, energy, heat tists and non-scientists; (Appendix A).
Figure 3.2: Science Skills Importance
Critical thinking
Effective communication
Integrate diverse sources
Use scientific methods
Strong quantitative skills
Interdisciplinary teamwork
0% 20% 40% 60% 80% 100%

Figure 3-2: Science Skills Importance

Survey Question: The Summit report identifies the following skills as critical to undergraduate education. For each, please
indicate the importance from your perspective of these skills for undergraduate-level curricula.

Summit participants and employers also 6. using strong computational skills and C. CORE COMPETENCIES
identified several geoscience-centric skills the ability to manage and analyze
that students should develop (Fig. 3-3). large datasets; and Both academics and geoscience employers
These included: agreed that developing competencies —
7. being technologically versatile (i.e., the ability of students to use the concepts
1. making inferences about the Earth Google Earth®, tablets, smartphones, and skills they had learned — are impor-
system from observations of the natu- apps). tant. At the 2015 Geoscience Employers
ral world combined with experimen- Workshop, employers expanded on the
tation and modeling; Of these seven geoscience skills, 80–87% skills identified by the academic com-
of 2014–2015 survey participants saw the munity, identified what these skills meant
2. solving problems requiring spa- first four as either very important or in a work environment, and detailed what
tial and temporal (i.e., 3D and 4D) important while 52–67% viewed the last competencies students need to be success-
interpretations; three as very important or important ful in the workforce.
(Fig. 3-3) (Appendix A). By contrast, 2015
3. working with uncertainty, non- Geoscience Employers Workshop partici- Employers expected, for any of the iden-
uniqueness, incompleteness, ambi- pants felt that students should have a tified science and geoscience skills, at
guity, and indirect observations; demonstrated mastery of five (#s 1, 2, 3, least a level of proficiency — students
5, 7) of these skills by having completed had experience using or applying what
4. integrating data from different disci- a project or thesis. For the other two (#4 they knew, most likely in class exercises.
plines and applying systems thinking; and #6), they expected proficiency For geoscience-specific skills, employers
through application of these skills in their generally expected mastery — students
5. applying field observation and inte- coursework or projects. Employers at the had demonstrated the ability to use skills
gration skills and a working knowl- workshop stressed the importance of all through a project or thesis. Only exposing
edge of GIS; these science and geoscience-specific students to these broad concepts with the
skills, including those that garnered lower development of some understanding was
percentages in our survey responses. viewed as insufficient. Students must be
able to use what they know.
Figure 3.3: Geoscience Skills Importance
Make inferences about Earth system
Spatial and temporal interpretations
Work with uncertainty
Integrate disparate data
Field skills and GIS
Computational and data skills
Tech versatility
0% 20% 40% 60% 80% 100%

Figure 3-3: Geoscience Skills Importance

Survey Question: The Summit report identifies the following skills as critical to undergraduate education. For each, please
indicate the importance from your perspective of these skills for undergraduate-level curricula.

The important competencies for skills, problem-solving skills. Students need

OBSERVATIONS FROM
and to a lesser extent for concepts, that experience solving problems with authen-
THE COMMUNITY:
geoscience employers highlighted and tic data and non-unique answers in the
were endorsed by participants at the 2016 context of an open and dynamic system. We established a new Geology
Heads and Chairs Summit, are discussed Employers note that students need to program. Although on paper
in the following subsections. Starting with understand the context of the problem it is a set of content-specific
the adjacent observation from the com- and identify the appropriate questions to courses, it represents a collec-
munity, and throughout this document, ask, what data to collect, and methods to tive, conscious shift of focus
quotes from the heads and chairs progress use. They also need to be able to collect
toward building core student
reports illustrate how the results of this and compile that data, analyze its quality,
competencies and “must-have”
initiative have been applied (see also Sec- interpret it, and apply their results and
tion 12; Appendix C). conclusions. What makes this process dis- skill sets and attributes in addi-
tinctive to the geosciences is the need to tion to content-driven knowl-
make predictions with limited data while edge base. Placing greater
Geoscience and Systems recognizing and managing uncertainties. emphasis on students using,
Thinking Students must have experience working applying, communicating, and
Employers emphasized that Geoscience on questions with no clear answers and
being innovative with what
Thinking and Systems Thinking are core substantial ambiguity, where they work
they’ve learned, the new pro-
competencies. In this context they meant by analogy and inference, and within the
that Geoscience Thinking (or geoscience limits of certainty. To solve most geosci- gram design fills more gaps
habits of mind) requires thinking on geo- ence problems, they also need the ability and contains more purposeful
logic and real timescales, spatial thinking to visualize and address 3D and 4D ques- scaffolding. (Bachelor’s-granting
in 3D (and 4D), and direct field observations involving spatial scales that may vary public university)
tions, coupled with geologic reasoning from atomic to global, and time scales
and synthesis (Kastens et al., 2009). When ranging from geologic to “instantaneous.”
students solve geoscience problems, they
need to think of Earth as a complex, Employers are interested in students who
open, and dynamic system of interlinked have a passion for solving problems and
parts, processes, and feedbacks. Students are intellectually flexible enough to apply
need to examine how the atmosphere, their skills in new situations. Conducting
hydrosphere, lithosphere, pedosphere authentic research and the collection of
(surface), and biosphere work as a sys- new information were considered valuable
tem and interact, including the driving student experiences. Most importantly,
forces for change and their effects, and the students needed to be prepared for and
coupled solar system-Earth interactions. embrace life-long learning. They need to
Additionally, students should be able to be willing to learn and apply new con-
incorporate the human element — the cepts, ideas and data, use new technology
influence of geosciences on society and of and software; and be able to critically
society on Earth processes and its impact evaluate literature so that as new informa-
in shaping the human experience — the tion becomes available they can assess its
coupled human/societal-Earth system. validity and usefulness.
Critical Thinking and Quantitative and

Problem Solving Computational Skills
Preparation for “real world” profes- Higher-level math and computer pro-
sional projects and future research graming skills are increasingly critical for
requires strong critical thinking and geoscientists, and competency in these

skills have resulted in demonstrated competency in higher-level mathematics. undergraduates entering graduate school
increased employability and employment Another increasingly important expertise for these competencies had increased over
resiliency. Employers across the spectrum highlighted by employers at both 2015 the three-year period. Overall, employers
of occupations expressed the importance Undergraduate and 2018 Graduate Geo- stressed that successful geoscientists are
of these skills. Employers expect students science Employers Workshops is compu- expected to integrate technical and quan-
to take calculus and statistics. The lat- tational methods, including computer titative skills, programming, and applica-
ter viewed as the most important as it programming and modeling. tion development. As the geosciences
relates to understanding probability and evolve, the need to be technologically
being able to analyze uncertainty and risk. facile and diverse, and to have strong data
All geoscience professions rely heavily Data Analysis Skills skills, will continue to increase.
on these statistical skills as most applied The analysis and management of large
geoscience problems are fundamentally datasets is increasing in importance rap-
risk assessments. idly as a competency, even more now Communication Skills
than was evident during the 2014/2016 Communicating science verbally and in
Additionally, differential equations and Undergraduate Summits and 2015 Under- writing is critical. Employers at 2015 Geo-
linear algebra are highly recommended. graduate Geoscience Employers Workshop. science Employers Workshops stressed that
Students will need to have a fundamental In 2015, employers agreed that students students must be able to tailor their writ-
grasp of differential equations to effec- need to be able to examine large datasets ten and verbal communication to different
tively understand many of the key con- and statistically analyze the data to draw audiences, ranging from specialists within
cepts in fluid flow, which is a pervasive conclusions about the information within their field to other scientists and engi-
concept in geoscience today. Linear alge- them; to model data using visual mod- neers, educated non-scientists, potential
bra prepares students to understand how els, modeling tools (e.g., Stella, Modflow, funders, management, the general public,
complex multivariate systems behave and Matlab, etc.), and simulations; and to and the press. Another key component of
how multiple variables and dependen- integrate multiple large datasets of differ- communication stressed by the employ-
cies between them can generate multiple ent types and from different disciplines. ers is good listening skills and the ability
solutions. Employers at the 2018 Gradu- The increased emphasis on these data to carry on an interactive dialogue. They
ate Student Geoscience Employers Work- skills and competencies, and all levels of noted that the best leaders know how to
shop expected that undergraduates would data analytics at the 2018 Graduate Stu- listen to ideas and respond constructively.
already have competency in all these dent Geoscience Employers Workshop, was Many heads and chairs in their action plan
mathematical areas. Students wishing to striking. Although these employers were reports detailed how they embedded com-
continue for master’s and doctoral degrees discussing graduate students, the employ- munication throughout their curriculum
should be encouraged to start developing ers made clear that the expectations for (e.g., Box 3.1).

Cross-disciplinary Teamwork
on Interdisciplinary Projects Box 3.1: Embedding Skills Throughout Curriculum
and Project Management
Science communication is intentionally embedded into key parts of the cur-
All employers participating in the work- riculum, helping students increase their capacity for effective written, oral,
shops stressed the importance of students and graphic communication to both scientific and non-specialist audiences.
learning to work in teams, particularly (Bachelor’s-granting private college)
with people from different disciplines,
on projects that are commonly multidis- A few examples:
ciplinary and even transdisciplinary. In
the work environment, teams comprise • A place-based geology project in the introductory course connects
people with different backgrounds, spe- students’ prior experience with their novice-level understanding of
cialties, experiences, and personalities. geologic processes and products. Students write throughout the
The team works together on the entire semester to produce an observation-oriented geologic interpretation
project so that this diversity of thought, of a particular place that is familiar to them.
experience, and specialties enhances
the outcomes. • Evolution of the Earth (historical geology) includes both scientific
writing, with a focus on outcrop- and hand sample-scale description
Project management in a team setting is as the basis for geologic interpretation, and public communication, in
very important. Each person must learn the form of museum exhibits.
to be a leader and a follower, to listen and
share, and to work with people who have • Earth Surface Processes (geomorphology), which has always included
different opinions and approaches. Team- an individual research component, now has an increased emphasis
work requires goal setting and solution- on communicating those findings to both scientific and non-scientific
oriented approaches, as well as under- arguments. Students are challenged to think about real-world
standing effective methods for addressing application alongside their scientific inquiry.
conflict resolution. Strategies for iden-
tifying and resolving problems as they • Research in Geology I and II, our junior-senior seminar course, in
arise are essential for projects to succeed. which students propose, conduct, and write a senior thesis, has an
Students need to learn time management increasing emphasis on communicating to a non-specialist audience.
to assure that projects are completed in While students continue to write a scientific paper-style thesis,
the time allotted. Effective team members they must also give a 3-minute ‘elevator’ speech to a non-specialist
need to learn to monitor their own behav- audience. We asked non-geology faculty to stop our students in the
ior and to set aside interpersonal issues hallway and inquire about their work. Geology students participate
with peers, supervisors, and employees. in an all-campus research presentation day, in addition to the
Other important interpersonal skills are scientific research symposium that we have always done. In addition,
the ability to work with different person- we explicitly discuss the value of liberal arts education in shaping
alities, emotional makeups, viewpoints, who they are as scientists and help them craft a personal narrative
specialties, educational backgrounds, and that can form the basis of a cover letter, personal statement, or
abilities, including with people one does interview response.
not like.
Field Skills
Employers strongly supported develop-
ment of field skills, particularly through
intensive experiences such as field camps,
research projects, expeditions, and cruises.

Fieldwork improves spatial cognition and Geoscience is global. Not only is the
OBSERVATIONS FROM
creative problem solving and provides an science and impact global, the range of
THE COMMUNITY:
excellent opportunity for students to gain geoscience employment and colleagues
Pennsylvania: Students who experience synthesizing different types of are global in scale. Geoscientists must
graduate without field camp geoscientific information to solve prob- have a global perspective and the abil-
cannot be certified as a Geol- lems. Depending on the design, these ity to work with people from different
ogist in Training until educa- experiences can also help students learn cultures. Additionally, geoscientists work
tional requirements are met. teamwork. The employers considered field on issues of importance to society, and
experiences as unique, essential, and dif- employment in these areas is increasing
The formal education required
ficult to replicate or substitute. In some rapidly. Thus, students need to develop an
must include field geology and
states (e.g., Pennsylvania, California) understanding of the societal relevance,
structural geology coursework licensing for geologists requires as stressed in many of the concepts out-
that is sufficient to demonstrate field courses. lined above, and the ethical implications
that the candidate has educa- of their work.
tional experience in tectonics
and fractured bedrock geology
Essential Non-technical
and the field methods needed
Skills APPROACHES
Many skills stressed by geoscience
to measure, map, and evaluate
employers are not technical in nature
TO DEVELOPING
geologic data. but are nevertheless necessary for success. CONCEPTS, SKILLS, AND
Ethical behavior and adhering to codes of COMPETENCIES
conduct for professions, institutions, and
employers is critical for trustworthy sci- Employers at the 2015 Geoscience Employ-
entific results that guide decision-making. ers Workshop and Heads and Chairs at the
Also, awareness of implicit biases and the 2016 Summit discussed the best ways to
components of an inclusive environment develop skills, understanding of concepts,
promotes a productive workplace. and competencies. Experiential learning
was considered instrumental to achiev-
Other non-technical skills or competen- ing identified student learning outcomes,
cies that are not specific to the geosciences either within existing classes or as dis-
but are key to success in the workforce tinct experiences. Students should be con-
include professionalism, demonstrating stantly engaged in practicing their skills
a commitment to doing an effective job, and using the concepts within classes.
being responsible, dependable, honest, Gaining experience in problem solving
confident, committed to effective per- using and analyzing real datasets is criti-
formance, time management, and gener- cal. Students also will benefit by using
ally having a professional appearance. methods and geoscience equipment and
Leadership involves effectively guiding tools to gather data and solve problems.
others to accomplish goals or objectives Written and oral work should be inte-
in a coherent and cohesive manner. Busi- grated into classes, and intensive writing
ness acumen, or some knowledge of the and oral presentation courses should be
business environment that provides the part of programs. Students should have
ability to make good business decisions, is opportunities to work on collaborative,
very beneficial. Risk management is criti- integrative, and interdisciplinary team
cally important: most geoscience careers projects. Also important is interactive
involve making decisions that include use of technology to gain experience with
financial, environmental, structural, or visualization, simulation, and modeling
other types of risks. of real data.

In addition to experiential learning in course requirements to integrating these

existing classes, substantial experiences skills into geoscience courses, and some
such as fieldwork and field experiences, cite examples of success in their progress
and capstone problem or project-ori- reports (see Box 3.2; Section 12). As
ented courses, are valuable. Independent much of the mathematical and statistical
research experiences and projects, senior education of undergraduates happens
theses, and internships or REUs (Research outside of geoscience departments and
Experiences for Undergraduates) pro- programs, it is critical that math and
vide excellent ways to develop skills and other quantitative skills be integrated
use concepts. Employers also stressed into geoscience courses throughout
the importance of active collaboration the curriculum. Too often, math is not
between academia and outside employers used in geoscience courses, even if it is
(discussed in Section 13). a prerequisite or required for gradua-
tion, although the situation is improving
A major concern expressed at the 2016 (McFadden et al., 2019). Faculty have
Summit and subsequent workshops was tried a range of strategies to ensure the
that most geoscience undergraduates were quantitative abilities of their graduates,
not prepared for the math, quantitative from specialized courses on mathemati-
skills, data analysis, and computational cal applications in geology (e.g., Vacher,
skills recommended by the employers. At 2000; Ricchezza and Vacher, 2017), to
the undergraduate level, only about 25% developing and leveraging a range of ©Shutterstock/cherries
of the graduates, and about half of online resources in courses to support
advanced degree recipients, have taken students’ quantitative skills. The NSF-
substantial math beyond Calculus II (Wil- supported “Math You Need, When You
son, 2018). Geoscience employers across Need It” project (Wenner and Baer,
all employment sectors, including atmo- 2015; Wenner et al., 2011) produced a
spheric and ocean sciences, highlight set of online resources aimed at support-
quantitative geoscience skills as critical ing student understanding of common
for bachelor’s graduates. The rapid growth mathematical applications encountered
of data-intensive applications in both in introductory-level geoscience courses,
basic and applied geoscience investiga- such as linear regression, making and
tions across subdisciplines highlights the reading graphs, and understanding rates,
need for more advanced experiences with among others.1 One specific example
statistics. The ability for students to man- for both introductory and upper-level
age data and use numeric data systemati- geoscience and other STEM curricula is
cally with a full understanding of the the Spreadsheets Across the Curriculum
limits of accuracy and precision, and educational resource collection2 (e.g.,
appropriate use of transformative func- Vacher and Lardner, 2010) that leverage
tions and algorithms, is now central to the the computational functions in Microsoft
nature of geoscience work. Excel to help students learn different
aspects of mathematics. Heads and chairs
Heads and Chairs at the 2016 Summit in their progress reports cited ways they
discussed ways of developing these quan- were increasing the quantitative rigor of
titative, data analysis, and computational their programs (e.g., Box 3.2)
skills, ranging from increasing external
1 See https://serc.carleton.edu/mathyouneed for the full collection.

2 https://serc.carleton.edu/sp/ssac

Geospatial information science (GIS)

Box 3.2: Increasing Quantitative Rigor of skills were also highlighted as a needed
Undergraduate Programs addition to geoscience programs during
both the 2014 Summit and 2015 Geosci-
ence Employers Workshop. Since then,
Many departments have started increasing the rigor of their undergradu- the importance of student statistical
ate programs. skills related to dealing with large (and
geospatially controlled) Earth datasets
One Bachelor’s-granting private university came up with several different has increased. Geospatial skills and rea-
approaches to integrating more math and computational and data analyt- soning, including spatial statistics and
ics skills: analysis, are highly marketable and are
in high demand by students. These have
• All elective courses focus on developing skills and conceptual been incorporated into some bachelor’s
understandings valued by industry, including quantitative, written, degree geoscience programs, though
conceptual, and technical skills. others recommend that students seek
coursework in this area through their
• We led an effort with the business and math departments to general electives.
propose a new cross-disciplinary B.S. degree in GeoBusiness and
Data Analytics. Students take core geology classes and courses in Summit and workshop discussions about
business, economics, statistics, big data management, spatial data GIS, quantitative/computational skills,
analysis, programming, and technical writing. The integrated skill and other competencies that traditionally
set developed was viewed by our advisory board and other industry have been addressed through supporting
experts as very strong and employable. The Academic Vice President science and mathematics courses centered
saw it as an innovative degree that will prepare students for the on the lack of alignment of these offerings
business workforce and for non-geology graduate work (MBA, geo- with the context and application needs
economics, etc.). He is encouraging other departments to consider of the geosciences. Some programs have
similar cross-disciplinary degrees. moved to models where formal support-
ing courses are paired with a geoscience-
• Many of our students have an interest in geospatial studies so we focused offering in the same disciplin-
created a B.S. degree that builds on that interest including core ary area (e.g., a course in physics with a
geology classes as well as and earned certificate in GIS and in another follow-on geophysics course; a course in
technical field including computer programming, web design, chemistry with a follow-on geochemistry
networking, or data science. Graduates with this degree have found offering, etc.) to give students more con-
immediate employment. text with these allied sciences.
Other doctoral granting institutions have worked to overcome limited quan- With GIS, and in some cases quantita-
titative and computer skills among their undergraduates by introducing more tive/computational content, certificate
quantitative activities across a range of courses and including examples in programs offered at two- and four-year
every course to show how these skills are important and applied in Geological institutions, and/or badging, provide a
Sciences. Several have started offering their own quantitative or computational mechanism for students to document
geoscience courses. these experiences and capabilities on
resumes and in graduate applications.
Some programs are seeking to leverage
the credential trend, encountered more
often in master’s programs, of stackable
certificates in geoscience subfields, several
of which can be compiled by students to
“construct” their bachelor’s degree.

Heads and Chairs at the 2016 Summit ▶ Incorporate instruction and prac-
expressed concerns that if the require- tice in geoscience skills identified by
ments for a geoscience degree were too employers and academics across mul-
rigorous, they would have problems tiple classes to ensure students gain
attracting and retaining students to their sufficient competency in these skills
majors. Feedback from the geoscience
employers, however, stressed that this was ▶ Provide students with authentic
doing graduates a disservice as the quan- experiences that incorporate geosci-
titative skills were needed for employ- ence and systems thinking and prob-
ment and the level of skills needed was lem solving (e.g., field experiences,
increasing over time. Counter to the con- research projects, in class exercises
cern of enhanced quantitative require- with real data, etc.)
ments being a dissuasive factor for majors
as expressed by academic participants, it ▶ Incorporate the development of key
is important to recognize that strong professional skills (communication
quantitative skills are a predictor of to diverse audiences, teamwork,
employment resilience (Keane and Wil- project management, etc.) and those
son, 2018). Workers who completed skills more closely aligned with the
courses in differential equations, linear discipline into your undergradu-
algebra, and computational methods have ate program
not been displaced as quickly as individu- Courtesy of the Jackson School of Geosciences,
als who lack these skills. One issue for ▶ Identify the key quantitative reason-
consideration in their success, beyond the ing skills required for your gradu-
motivation for a higher level of prepara- ates and incorporate practice in
tion, is the cognitive development con- these skills at multiple points in their
veyed through these courses. As noted degree program
above, differential equations and linear
algebra better prepare students to under- ▶ Provide students experience and
stand many key concepts in fluid flow practice in acquiring and analyzing
and complex, multivariate systems. This real data using multiple methods and
cognitive development is extremely ben- tools to solve geoscience problems
eficial to developing a mastery of broad (if practical for your institution) and
geologic thinking. Additionally, compu- handling large data sets, with full
tational methods courses represent a core understanding of accuracy, limita-
tool in appropriate data modeling and tions, and uncertainty
management.
Recommendations:
▶ Provide students through their

courses and activities the opportunity
to develop an understanding of broad
concepts, including processes and
impacts, to build a working frame-
work for knowledge gained during
their education and future career


4. Approaches to Implementing Curriculum Reform:
Backwards Design and “Matrix” Strategies
T he community vetted concepts, competencies, and skillsprovides

the basis for successful curriculum revision in which student learning
outcomes become the foundation of curricula planning.
OBSERVATIONS FROM
THE COMMUNITY:
“Developing the online matrix
A major conclusion of the 2014 and 2016 1. attain faculty agreement on con- of competencies/skills in order
Summits, 2015 Geoscience Employers cepts, skills, and competencies identify those common to mul-
Workshop and 2014–2015 survey is that that their undergraduate students tiple courses was very helpful.”
developing competencies, skills, and con- should develop;
The faculty met to identify and
ceptual understanding is more important
construct a matrix of under-
than taking specific courses. Faculty and 2. carefully analyze the current curricu-
other geoscientists commonly find it lum and/or extracurricular activi- graduate course competencies/
difficult to agree on what specific courses ties to discover whether the course skills. The matrix was posted
students should take, however they gen- sequence builds these core elements online and faculty was asked
erally agree on what students should and to find gaps and unnecessary to identify which competen-
learn and be able to do. These student redundancies; and cies/skills are taught in their
learning outcomes — w hat students
courses. (Doctoral-granting
should know, be able to do, and demon- 3. redesign curriculum including course
public university)
strate when they have completed a course content and sequence to meet agreed
or program — should be the basis for any upon student learning outcomes.
curricular revision. Many successful cur- Use the concepts and skills
ricular revision efforts in the geosciences Listing concepts, skills, and competen- matrix to your advantage, as
have worked from the “backwards cies along one axis of a matrix, and the an instrument that was nation-
design” principles outlined in Wiggins current courses along the other, allows ally vetted by geoscience fac-
and McTighe (2005; see also McTighe individual faculty to indicate which of
ulty and employers. Sharing
and Wiggins, 2012), in which student these they cover or develop in their class
summaries from the Summits,
learning outcomes, as the desired goals, and to what extent or depth. The matrix
become the foundation of curricular then forms the basis for making changes along with the employer-vet-
planning. The community vision for con- to the curriculum. Examples and helpful ted concept and skills matrix,
cepts, skills, and competencies, described information can be found at the National helped greatly with faculty
above, provides the basis for developing Association of Geoscience Teachers’ “buy-in.” (Master’s-granting pub-
bachelor’s geoscience curricula and (NAGT) Building Strong Departments lic university)
programs. website under Design Degree Programs
(https://serc.carleton.edu/departments/
The first step towards significant cur- degree_programs/matrix.html). A modi-
ricular revision is establishing depart- fied approach is to focus on the big picture
mental consensus on curricular learning reforms, concentrating on building a new
outcomes, followed by defining how well curriculum based on the agreed upon
these outcomes are being met by the cur- student learning outcomes, and doing a
rent program. The keys to success are: course-by-course matrix later.

4. Approaches to Implementing Curriculum Reform
A well-documented example of the Back- are progressing across their program of

OBSERVATIONS FROM
wards Design and matrix strategy comes study, recognize if they have developed
THE COMMUNITY:
from David Mogk (Mogk, 2016), who used the skills necessary to be successful, and
“Many/most of the faculty it for gathering information about depth of help them identify areas where they may
were ready to buy into the cur- coverage of key skills and competencies in want to supplement the curriculum with
ricular changes. We learned the Geology and Geography degree pro- other activities.
from an NAGT site visit (the grams at Montana State University (see also
Building Strong Geoscience Mogk, 2013, 2014, 2015; Savina et al., 2001). About 50% of progress reports from par-
There, the faculty identified key discipline- ticipating heads and chairs at the 2016
Departments program) how to
based and transferrable skills and compe- Summit and subsequent workshops stated
develop and implement a good
tencies central to bachelor’s graduates. Data that they used a matrix approach and the
course and curriculum assess- on the coverage of these key competencies, community vetted concepts, competen-
ment plan.” (Master’s-granting concepts, and skills in their majors and cies, and skills for bachelor’s programs
public university) supporting courses were then collected as a guide, but with modifications based
from the instructional faculty, based on on the type and size of the program. A
We hosted an NAGT Travel- their syllabi and course activities, and vetted common result was faculty went into the
by the Chair. These data were mapped by exercise convinced everything was fine
ing Workshop called “Building
course and by faculty member in a matrix. with the curriculum and came out sur-
Stronger Geoscience Depart-
This compilation was then used to identify prised by the large number of gaps and
ments” where we created an gaps in coverage (i.e., important concepts/ unnecessary redundancies. Most of the
action plan for curricular revi- competencies/skills not currently covered) departments used the matrix approach to
sion and followed through with and depth of coverage (e.g., to what extent describe the current program and design
numerous department meet- were key skills/competencies revisited and a set of recommendations for curriculum
ings dedicated to developing a reinforced through the program, assuming reform. A few skipped analyzing the cur-
at least three opportunities for practice were rent program. Changes included modify-
new curricular model, including
necessary to develop mastery; Mogk, 2016). ing existing course content and designing
sharing it with a student focus
This effort informed faculty decisions new courses that merged content from
group for feedback. (Master’s- regarding the revision of courses and/or others courses or introduced new con-
granting private college) course content and activities, and the tent. Importantly, this effort resulted in
revised matrix became the foundation for specifically embedding skills into courses
establishing and measuring student learn- and developing a sequence so students
ing outcomes required for University had repeated opportunities to develop
accreditation (Mogk, 2015). and attain a mastery of key skills. Course
OBSERVATIONS FROM
sequences were revised along the lines of
THE COMMUNITY:
Designing a curriculum focused on stu- the core-competency goals and imple-
After implementing a matrix dent learning outcomes makes assess- mentation of competency-based bach-
approach, we have a more cohe- ment simpler. The course-by-course elor’s curricula.
sive curriculum that stresses curriculum matrix serves as a blueprint
repeated exposure, expected of expected student learning outcomes, Faculty retreats that focused on curricular
mastery of key skills necessary which can be used for any university or redesign were found to be extremely use-
department-wide assessments or accredi- ful by departments across the range of
for conducting research, report-
tation. Further, faculty know more about institutions. Some brought in NAGT’s
ing research (oral and written),
what students should have learned and Traveling Workshop “Building Stronger
analyzing data, and design- done in prior courses and can build on Geoscience Departments” to campus and
ing a research plan. (Doctoral- these concepts, skills, and competencies. others found resources at the Science
granting Hispanic Serving R2 Education Resource Center (SERC) at
public university) A developed matrix should be shared Carleton College (serc.carleton.edu) on
with students so they can see how they retreat planning and Backward

Curriculum Design helpful. Sharing of

OBSERVATIONS FROM
course syllabi and/or learning outcome
THE COMMUNITY:
goals (i.e., concepts, skills) in prerequisite
and core courses helped in addition to “When we fully developed matrices for all three of our undergradu-
using backwards design. ate degree programs, we discovered we had placed much of the
transferrable skills in specific classes (e.g., writing, in one course titled
Recommendations: Scientific Communication) which meant students would get these
skills once, but maybe not again. Alpha-testing infused these transfer-
▶ Establish a geoscience faculty and/or
rable skills into the majors courses (e.g., writing exercises, taught by a
department consensus on curricu-
second instructor who specializes in scientific writing, embedded in
lar/student learning outcomes using
recommended community vetted the context of an exercise in Structural Geology).” (Master’s-granting
concepts, skills, and competencies, private university)
accounting for institutional priorities
and capacities “Working within the structure and course requirements of the exist-
ing degree path (B.S. in General Geology), we broke our existing
▶ Analyze how well these outcomes
outcomes into more granulated outcomes, added competencies and
are being met by current curriculum
skills (where needed), and mapped these courses into a Mogk-type
and courses
matrix. We collected syllabi and materials and met individually with
▶ Redesign curriculum including all faculty to verify which outcomes and skills were met by the course
course content and sequence to meet and at what level (basic, enriched, reinforced). We have assessed our
agreed upon curricular/student learn- outcomes (one course per year) via mandated degree assessment
ing outcomes from our institution starting with our introductory course and moving
up through the curriculum. (Doctoral-granting R1 public university)
Faculty buy-in may be facilitated by progressing slowly enough to

allow feedback. For example, for two weeks the department filled
two walls with posters listing their learning goals. This allowed
everyone an opportunity to provide feedback. (Doctoral-granting
R1 public university)

4. Approaches to Implementing Curriculum Reform
Tim Gibson for AGI’s 2018 Life as a Geoscientist contest

5. Best Practices for Instruction of
Geoscience Undergraduates
G eoscience educators should further embrace active teaching strate-

giesthat research has shown to improve student learning.
In the last few decades, new approaches strategies, but that less-common strate-
to geoscience instruction have developed gies were used less frequently (2–22%)
based on the results of discipline-based (Fig. 5-1). The results of the 2016 National
education research (Tewksbury et al., Geoscience Faculty Survey (Egger et al.,
2013; McConnell, 2019). These new teach- 2019) show a deeper penetration of these
ing strategies support active learning and methods across departments with the pro-
build on the traditional mix of classroom, portion of geoscience faculty incorporat-
lab, and field instruction to foster deep ing active learning instructional strategies
conceptual understanding of important in their courses climbing from one-third
skills and competencies (e.g., Manduca in 2004 to over half in 2016. This cor-
and Mogk, 2006). Many participants at responds to increases in the frequency
the 2014 Summit were unaware of these of use of small-group discussions and
pedagogies and the research supporting in-class exercises (Manduca et al., 2017;
their usage. The participants concluded Egger, 2019; Egger et al., 2019; McFadden
that the community’s primary pedagogical et al., 2019).
challenges lie in encouraging wider aware-
ness and adoption of these practices and Generous NSF-DUE funding over the
in characterizing their educational last twenty years has supported profes- University of Texas at Austin
impacts and benefit. sional development opportunities for
geoscience faculty, many through the
Over the subsequent years, community long-running On the Cutting Edge proj-
discussions and many NSF-funded geo- ect (MacDonald, et al., 2004), and have
science education projects, including this generated large collections of high-quality
one, have increased awareness and adop- geoscience teaching resources, along with
tion of research-supported pedagogies. detailed “how to” explanations for a range
In the Summit 2014–2015 survey, 79% of research-validated instructional strate-
of the 360 responding academics said gies. The National Association of Geosci-
their department was interested in making ence Teachers (NAGT), working with the
changes in how they did undergraduate Science Education Resource Center at
teaching; 46% indicated their department Carleton College (SERC; serc.carleton.
was already making, or about to make, edu), stewards these collections, providing
systematic efforts to encourage faculty to geoscience instructors with free access to
incorporate research-validated teaching a rich library of shared resources that can
strategies. Also, 40–53% of respondents support a transition to research-validated
thought that all or most of their program’s teaching strategies (Manduca et al., 2010;
faculty were instituting some of these McConnell, 2019; Box 5.1).

About 40% of the progress reports from

Box 5.1: SERC and the NAGT On the Cutting Edge participating heads and chairs at the 2016
Program Summit said usage of active and experi-
ential learning increased. The most
The 17-year NSF-funded On the Cut- instructional strategies and explain- impactful action that increased usage was
ting Edge project (2002–2019) offered ing how they can be adapted and professional development for faculty,
a broad menu of professional devel- implemented in geoscience courses. including attending workshops (e.g.,
opment workshops for faculty3 and Earth Educators Rendezvous). Some
produced, aggregated, and peer- Major geoscience professional orga- heads and chairs incorporated the use of
reviewed an extensive menu of teach- nizations (American Geoscience Insti- active learning teaching into their annual
ing resources, which are available to tute (AGI), The American Geophysical evaluation process, incentivized adopting
geoscience faculty through the Teach Union (AGU), the Geological Society these methods, or implemented new peer
the Earth collections at the Science of America (GSA), and NAGT) have teaching evaluations. Others pointed to
Education Resource Center (SERC) at collaborated to create the Travel- incentivization by having enthusiastic
Carleton College. In 2019, On the Cut- ing Workshops Program6, which is junior faculty, peer mentoring, open fac-
ting Edge transitioned from NSF sup- intended to help guide faculty and ulty discussion and sharing of resources,
port to becoming an initiative jointly departments through critical disci- positive outcomes supported by student
managed by the National Associa- plinary and institutional changes.7 assessment, and introduction of new ideas
tion of Geoscience Teachers (NAGT) at retreats. Some recognized that changing
and SERC. The NAGT On the Cutting The success of these initiatives has how they taught would help student
Edge professional development pro- highlighted the need for sustain- recruitment and retention.
gram supports building capacity for able professional development
instructional reform through the com- experiences for geoscience instruc- Continued progress require faculty time
bination of professional development tors. To meet this need, the National to implement active learning and other
experiences and online materials. Association of Geoscience Teachers pedagogical innovations, such as non-
These programs disseminate effective established the Earth Educators’ Ren- instructional assignments, redistribution
curricula and pedagogical resources, dezvous8 as a stand-alone, five-day of workload, or release time and profes-
provide opportunities for instructors professional development event, sional development opportunities to learn
to reflect on their teaching and learn offering a mix of programming that effective ways to improve student learn-
from trusted colleagues, and promote includes multi-day workshops, mini- ing. Nonetheless, many of the progress
the development of a shared vision workshops, research presentations, reports cited resistance from faculty to
within a community of practice (Kas- round table discussions, and plenary changing how they taught, and many
tens & Manduca, 2017). sessions. The Rendezvous attracts participants in subsequent workshops
more than 300 geoscience educa- remain unfamiliar with most active learn-
The Teach the Earth portal4 provides tors each summer and is an accessible ing pedagogies.
access to online resources related to forum for instructors to get a crash
teaching and learning, and programs course in those pedagogical compo- In the following subsections, we dis-
such as Pedagogy in Action 5 are nents that will help them to reform cuss these best practices with the goal of
focused on describing research-based their coursework. encouraging wider awareness and adop-
tion of these research-validated practices
3 https://serc.carleton.edu/NAGTWorkshops/about/workshops.html
and how educational impacts and benefits
4 https://serc.carleton.edu/teachearth/
demonstrate the importance of integrat-
ing active and experiential learning into
5 https://serc.carleton.edu/sp/
undergraduate programs. Faculty buy-in
6 https://www.nagt.org/nagt/profdev/twp/
can be increased by using the concept of
7 See full listing of the NAGT On the Cutting Edge services and support at https://nagt.org/nagt/profdev/
oce.html scientific teaching (Handelsmon et al.,
8 https://serc.carleton.edu/earth_rendezvous/ 2007), where faculty rely on evidence that
shows what works in teaching.

ACTIVE LEARNING AND 2. Opportunities for student reflection the supporting research. Many of these
BUILDING CONTENT on their learning, or student/instruc- methods have resulted in improved con-
KNOWLEDGE tor interactions that lead to assess- ceptual learning and retention of specific
ment of learning; knowledge, and most have high utility —
Active learning in the classroom builds they are relatively straightforward to pre-
a deeper understanding of geoscience 3. Peer-to-peer interaction among pare and use in almost any class setting.
concepts. Students learn better when they students as they complete activities Many of these same methods have had
can actively monitor their understand- (McConnell et al., 2017). positive impacts on learning, supported
ing through a variety of activities dur- by multiple studies across several settings.
ing class (Pollock & Finkelstein, 2008; Supplementing or replacing lectures Instructors who revise a geoscience course
Derting & Ebert-May, 2010; Freeman et with in-class exercises and small group may prefer to start by incorporating some
al., 2011, 2014). Adopting these empiri- or entire class discussions allows students of these higher utility strategies as there
cally validated instructional practices also to think about and use lecture information are many readily available geoscience-
increases student retention rates (Russell and to learn collaboratively. In the geosci- specific examples.
et al., 2007; Graham et al., 2013) and ences, courses with a high level of active
reduced achievement gaps among differ- learning typically include exercises with The three easiest to use strategies are
ent student populations (Haak et al., 2011; the interpretation of maps, graphs, and/ Think–Pair–Share, minute papers
Eddy & Hogan, 2014). or natural datasets (Teasdale et al., 2017). (Box 5.2), and peer instruction (Box 5.3),
all of which involve students responding to
Active learning environments typi- Many research-validated methods for questions in class and are useful in classes
cally include two or more of the follow- engaging students in active learning are of any size. Think-Pair-Share is commonly
ing elements: widely used in both large and small- used to generate class participation and
enrollment courses. (McConnell et al., social interaction between students and
1. Students observing or participating in 2017) discuss the instructional utility and can be used as retrieval practice. Minute
activities in addition to, or instead of, learning efficacy of several of these strate- papers provide a good way to check and
listening to direct instruction; gies (discussed below) and summarizes correct understanding during lecture.
Figure 5.1: Teaching method use
Level of use by faculty within a department
MOOCs
Explore before learning
Collaborative projects
Flipped classrooms
Reflection and refinement
Blended learning
Collaborative learning
Using real data & research
Frequent group discussion or exercises
Inquiry-based labs
0% 20% 40% 60% 80% 100%

All Most Some Few None
Figure 5-1: Teaching Method Use

Level of use by faculty within a department
Survey Question: From what you know about your department, which of the below teaching methods are used by faculty in
your department?

Peer instruction strategies are one of

Box 5.2: Easy-to-use Active Learning Practices the most widely adopted active-learning
approaches (Crouch and Mazur, 2001),
Think-Pair-Share9. Students are pre- Think-Pair-Share have done so in com- and are well suited to assess students’
sented with a question and asked to bination with other active learning comprehension of concepts, or their appli-
think about their answer, discuss it strategies, and there are limited cation of concepts to new situations. In
with a neighbor, and then engage in research on the effectiveness of this the geosciences, ConcepTests (McCon-
a full-class discussion. This exercise is strategy used alone. nell et al., 2006) are available through
particularly useful in large classes and SERC and can be readily incorporated
increases constructive social interac- Minute papers10. Students are asked into most class settings. Lecture Tutori-
tion among students. Students may to briefly write about what they als are also available but involve more
feel more comfortable asking ques- thought was the most important upfront preparation (see Box 5.3). These
tions and participating in class dis- thing covered during the lecture or approaches allow students to assess their
cussions once they know others have what was the most confusing. To be learning, identify the concepts and con-
the same questions or understanding effective, the instructor needs to use tent that are important for the course, and
of the material. Depending on what the results in the next class period develop communication and reasoning
is asked, it can also serve as a retrieval to confirm what was important or skills among their peers. These strate-
practice, where students are asked to clarify what students found confus- gies help instructors quickly identify the
recall and use something they ing. Minutes papers are generally content that most students understand or
learned previously. Although Think- straightforward to implement and topics that present a challenge and allow
Pair-Share is easy to use, most are moderately effective at improv- instructors to adjust in-class activities
research studies that have included ing learning. accordingly. Peer instruction has high-
to-moderate utility, depending on the
specific approach, and its effectiveness
9 https://serc.carleton.edu/introgeo/interactive/tpshare.html
in improving student learning is well
10 https://serc.carleton.edu/resources/14315.html
documented11.
11 https://serc.carleton.edu/NAGTWorkshops/
teaching_methods/conceptests/

Other active learning strategies often

involve more effort and preparation but Box 5.3: Peer Instruction
are recognized as very effective at improv- and Lecture Tutorials
ing learning. These include teaching with
models, constructing concept maps,
case studies, and problem-based learn- Peer instruction. These activities
ing activities. The common practice of are built around lectures and
physical models being used during lecture divided into segments, punctuated
demonstrations, and/or by students in by multiple-choice questions (Con-
lecture or lab settings, has been shown by cepTests) that focus on key con-
research to engage students and improve cepts. The students “vote” for the
learning. Concept maps, where students correct answers individually, via
graphically represent what they know clickers, a learning response system
about a topic and show similarities among such as Learning Catalytics, or a
various ideas and concepts, also has been show of hands. If a high percentage
shown to improve learning13. choose the correct answer, the
class moves on. However, if the
Case studies14 and problem-based learn- question draws a mixed response Courtesy of the Jackson School of Geosciences,
ing exercises15 have the potential to exam- (i.e., correct responses between
ine real-world science and emphasize 35% and 70%), students are
application and problem-solving rather directed to discuss the reasoning
than memorization. Such activities permit behind their choices with neigh-
instructors to engage students in higher- bors or assigned group members,
order learning and to address problems and then they vote again based on
that involve the analysis and/or synthesis the results of that conversation
of large datasets. Using real data, where (Mazur, 1997). Typically, the instruc-
students work on problems with no exact tor then discusses the explanation
answers, either in class or in lab, is impor- for the correct or best answer
tant for developing problem-solving skills before moving on to the next topic.
and increasing conceptual understanding.
Such exercises may involve case studies Lecture Tutorials. The instructor
that model a specific situation, requir- delivers a short lecture on a con-
ing an action in which students take on cept, followed by students work-
different roles reflecting a real scenario ing together on a set of relevant
(e.g., representing a company, a mem- questions with the instructor and
ber of the community, a geoscientist, teaching assistants circulating
etc.), encouraging the development of through the class to provide guid-
communication and non-technical skills ance and support to the individual
as well as content-specific understand- groups. Group work is followed by
ing. These activities commonly involve an instructor debrief explaining
the best answers and answering
13 For Concept Maps: https://serc.carleton.edu/ questions.12
NAGTWorkshops/assess/conceptmaps.html; also see
McConnell et al., 2017.
14 For case studies: https://serc.carleton.edu/sp/
library/cases/index.html; https://serc.carleton.edu/
NAGTWorkshops/undergraduate_research/case_
studies.html 12 https://serc.carleton.edu/sp/library/lecture_
15 For problem based learning: https://serc.carleton. tutorials/index.html
edu/NAGTWorkshops/problem_solve/index.html

students working together in small groups oral presentations. Scientific abstracts,

OBSERVATIONS FROM
on questions while the instructor and/ “one-pagers” for non-geoscientists, and
THE COMMUNITY:
or teaching assistants provide guidance. short grant proposals provide students
“Our focus on streamlining stu- Again, the activities are followed by a with a variety of written formats tar-
dent learning outcomes and debrief as the instructor solicits ideas from geting different audiences, while keep-
methods of assessment has student teams before revealing correct or ing the evaluation and review process
resulted mainly in attempts to (in the case of real-world scenarios) his- manageable for the instructor. Multiple
integrate more critical think- torically accurate explanations as to how short assignments involving review and
the issues were addressed and answering editing in several courses provide more
ing, writing, presentation skills,
student questions. useful communication practice to stu-
and teamwork into existing
dents than term papers. Similarly, short
classes. There has also been Case-based or problem-based resources student presentations in classes targeted
a concerted effort to encour- are rarely presented in textbooks, but a to different audiences provide students
age faculty to engage classes growing collection of online resources, with chances to improve their presenta-
with more active/experiential hosted at SERC, emphasize the relation- tion skills. Although technical writing
learning exercises.” (Doctoral- ship between the geosciences and society, classes can be effective, it is important
and provide opportunities for instruc- to integrate these skills throughout the
granting R2 public university)
tors to use activities that incorporate real geoscience curriculum.
world data16. Additionally, some employ-
ers are willing to provide datasets and Geoscience thinking involves spatial
real-world problems for classroom use. thinking, particularly visualizing in
three dimensions from field observations,
temporal reasoning, and understanding
Earth as a complex system (Kastens et al.,
ACTIVE LEARNING IN
2009). In both introductory and majors’
DEVELOPING SKILLS AND courses, students need practice solving
COMPETENCIES 3D spatial and geologic time problems.
Students need to be able to describe a
OBSERVATIONS FROM Active learning strategies also develop key natural system in detail, discuss changes
THE COMMUNITY: skills and competencies, but unlike geosci- that have multiple effects, and recognize
Pairing courses throughout ence content that may be specific to an and analyze feedback loops. All geosci-
the undergraduate trajectory individual course, skills need to be revis- ence students need experience making
ited in multiple classes so students can field observations, conducting field-based
is effective because students
practice, develop competency, establish investigations, and working with geospa-
see the connections between
mastery, and recognize how these profi- tial data.
courses and can spend more ciencies are employed. Geoscience
time as teams working on proj- instructors should work toward having In the 2016 National Geoscience Faculty
ects that span several courses. learning outcomes that target broadly Survey, geoscience faculty reported that
(Doctoral-granting Hispanic applicable skills and competencies in data approximately two-thirds of their students
Serving R2 public university) analysis, scientific communication, quan- work with geospatial data at least once
titative reasoning, and geoscience and during their courses, and more than half
systems thinking. indicated that students made field obser-
vations (Egger, 2019). Similarly, most
Scientific communication skills develop instructors, whether teaching introduc-
only through repeated practice with dif- tory or majors’ courses, reported that
ferent types of professional written and their students practiced both 3D spatial
16 For example, InTeGrate https://serc.carleton.edu/integrate/; GETSI, https://serc.carleton.edu/getsi/.

thinking and temporal thinking at least LABORATORY LEARNING formulate conclusions) except in selected
once, with this kind of practice occurring SETTINGS upper level courses or in specially designed
more commonly in majors’ courses. Like- research-experiences. Instead, lab activi-
wise, a majority of instructors indicated ties should run the from low-level inquiry
that they featured some aspects of system The laboratory environment provides such as basic confirmation tasks (e.g.,
thinking (e.g., describing a system, dis- excellent opportunities for students to students identify a mineral or read a map
cussing a change with multiple impacts) address problems or questions that require elevation) to higher level open inquiry
in their courses, while other features of them to think and act like scientists. Lab tasks that provide students with a question
systems (e.g., analyzing feedback loops) experiences should help our students and some background information and
were typically not covered. develop a mix of technical skills (e.g., expect them to design their experimental
map reading, mineral identification) and procedures and decide how to analyze and
Although a large proportion of geoscience scientific reasoning skills (e.g., interpret- communicate their results (Ryker and
instructors self-identify as teaching with a ing the geologic history of an area from McConnell, 2017).
focus on a range of skills and competen- a cross section). Lab activities can vary
cies (Viskupic et al., 2020), the evidence from relatively basic exercises in intro- The level of inquiry should match the
is less clear as to whether the neces- ductory courses (e.g., using geologic and task at hand. A review of activities in four
sary learning outcomes are successfully topographic maps to answer questions), published lab manuals for introductory
achieved. Assessing content knowledge is to more sophisticated tasks in majors’ physical geology courses revealed that
easier than measuring the development courses such as research, experimentation, most (~88%) of the included activities
of specific skills and competencies which fieldwork, or modeling and simulations. involved relatively low levels of inquiry.
necessarily develop over multiple courses Conducting inquiry-based activities in Limiting students to low-inquiry activ-
throughout a curriculum across several laboratory courses can promote student- ities may influence their views of the
years. Community college (2YC) faculty centered teaching that emphasizes the nature of science as a primarily confir-
can play an important leadership role in process of scientific inquiry and focuses matory, fact-gathering activity, and may
developing best practices for geoscience on the student’s role in investigating sci- negatively influence their perceptions of
education. 2YC faculty have a greater entific questions and building concep- geoscience. Lower-level inquiry activities
capacity to trial-run and enhance active tual understanding. Inquiry-based lab are suitable for descriptive tasks while
learning pedagogies given the number activities in geoscience courses improve activities with higher levels of inquiry
of opportunities a 2YC professor has to student learning in comparison to more are more appropriate for more complex
teach introductory courses in one semes- traditional lab exercises (Grissom et al., and abstract concepts. By providing a
ter (typically 5–7 per semester). 2YC 2015; Moss and Cervato, 2016). Based mix of high- and low-inquiry activities in
institutions have more diverse student on the 2014 –2015 Summit survey, most introductory geology laboratory courses,
populations, relative to most geoscience active learning occurs in course-related students develop a better understanding
programs at four year institutions (4YC), labs, with 53% of faculty saying most to of geoscience and of the nature of science.
and as such can better represent a broader all labs in their program are inquiry based Students who have positive experiences in
perspective of the experiences of minority (Fig. 5-1). introductory level science are more likely
students. Finally, the 2YC faculty focus to persist and take a second course in the
predominately on teaching and learning, Inquiry should engage in scientifically- discipline. Although tasking students with
and less on research and publications, oriented questions, give priority to evi- completing higher-level inquiry activi-
allowing more time to develop effec- dence, formulate explanations from evi- ties may cause frustration, scaffolding
tive pedagogy. As we continue to rise to dence, connect explanations to scientific the learning for those students so they
the challenge of improving geoscience knowledge, and communicate and justify can engage in these activities can lead
recruitment, education, and retention, explanations (NRC, 2000). Students are to a sense of accomplishment, improved
collaboration between institution types unlikely to experience fully authentic theoretical understanding, and a view of
and their faculty are a key component to inquiry (formulate their own research science as a creative process by which we
our success. question, design their procedures, analyze investigate the world around us (Ryker
and communicate their results, and and McConnell, 2017).

science skills. Most experiential learning

Box 5.4: Marine Geology and Geophysics Field activities offer opportunities for authentic
Course: Experiential Learning Through Collaborative, inquiry. Conducting research develops
Interdisciplinary Team-Based Field Project critical thinking and problem-solving
skills while developing a fuller under-
Each Maymester, the University of reflection and chirp sub-bottom pro- standing of content knowledge. Field
Texas Institute for Geophysics (UTIG) filing data, and take sediment cores courses and field camps commonly
offers a marine geology and geophys- and grab samples. In the lab portion, include multiple types of group projects
ical field course designed to provide they analyze their geophysical data that, in addition to making direct field
hands-on instruction for upper-level and the sedimentology of resulting observations and building team skills,
undergraduate and graduate stu- seabed samples (e.g., core description, require thinking on geologic and real
dents in the collection, processing, grain size analysis, x-radiography, etc.). timescales, spatial thinking in 3D (and
analysis, and interpretation of marine 4D), and geologic reasoning and synthe-
geological and geophysical data. The Upon returning to Austin, students sis. Many of these courses also include
class is taught by three researchers work in teams to integrate data and written or oral presentations.
with three marine technicians who act techniques into a final project that
as the teaching assistants and oversee examines the geologic history and/ Another approach to experiential learn-
safety training and instruction. or sedimentary processes as typified ing is course-based research experiences
by a small area of the Gulf Coast con- (NASEM, 2015). Some of these build
Initially, the class provides students tinental shelf. Students spend one entire classes around collaborative, inter-
with three days of classroom instruc- week learning interpretation meth- disciplinary team-based projects, provid-
tion on the theory for the different ods using industry-standard, state- ing experience in project management
techniques. The class then travels to of-the-art software (Focus, Landmark, and teamwork. Such courses are often cap-
the Gulf Coast for a week of at-sea field Caris, Fledermaus). On the last day, stone experiences, like engineering design
work and on-shore lab work. Students students present their final project to courses. These courses can incorporate
gather multibeam bathymetry, sid- the instructors, their fellow classmates, service learning, research projects, or col-
escan sonar, high-resolution seismic and foundation and industry sponsors. laboration with local geoscience employ-
ers (sometimes associated with intern-
ships). Other examples include courses
designed around field-based investigative
EXPERIENTIAL LEARNING projects (see Box 5.4) or modeled after
the AAPG Imperial Barrel competition17
Experiential learning is an effective way where student teams do a prospective
that students gain skills, knowledge, and basin evaluation, analyze a dataset (geol-
experience outside of the traditional aca- ogy, geophysics, land, production infra-
demic classroom or associated laboratory structure, and other relevant materials)
setting. These experiences take the form and prepare a 25-minute presentation
of co-curricular activities such as intern- on their results. Some departments have
ships, studies abroad, Research Experi- developed a different approach where a
ences for Undergraduates (REU) and large student project (individual or team
service-learning projects. Field trips and based) spans multiple courses, and stu-
courses, field research, senior or honors dents work on different aspects in each
theses and independent research projects course. In the 2014–2015 survey, 30% of
also provide first-hand experience for respondents reported that one or more
students to learn concepts and develop project-oriented courses were offered in
proficiency or mastery of geoscience and their departments (Fig. 5-1).
17 https://iba.aapg.org/program

ALTERNATIVE LEARNING
SETTINGS Box 5.5: Examples of “Flipped” Classes
2-year community college:

Another type of instructional reform
focuses on altering the course structure I have successfully transitioned to and models plus technology using
itself by introducing opportunities for a flipped classroom model, which large data sets, interactivity, anima-
learning outside the confines of a typical focuses on active learning vs. passive tions, and video instruction. I assure
classroom through the addition of online listening. I use only open educational that students leave my introductory
components. Such changes are facilitated resources (OER) in my introductory courses with the skills necessary to
by the prevalence of online learning courses and have developed exercises analyze geoscience related data to
management systems (e.g., Blackboard, that fully utilize classroom time to assist them in their future course of
Moodle, Canvas) and the availability of explore topics through investigation study and in their everyday lives.
extensive suites of free resources to sup- using a plethora of physical samples
port geoscience instruction18, especially in
introductory courses. One challenge for
instructors seeking to use active learning Doctoral-granting R1 public university:
strategies in their classes is finding the
course time to incorporate these strate- Peer mentoring works in active-learn- Initially, this process was done for an
gies without sacrificing content coverage ing classrooms. “New” faculty co-teach introductory course, however, they
(Crouch & Mazur, 2001). This dilemma these “flipped” courses with seasoned are slowly drawing more faculty into
has contributed to the development of the instructors and then take over as lead transformed courses and these expe-
“inverted” or “flipped” learning model instructor after 1–2 semesters. This riences appear to “trickle” up to their
that places some of the responsibility for has been successful with three faculty major courses. Mineralogy, Geochem-
learning basic content on students outside in our introductory course. With the istry, and Biogeochemistry are now
of class time, which is often facilitated help of a teaching postdoc, we also also taught as “flipped” class. The men-
by the use of quizzes and on-line assess- “flipped” the associated lab course. toring approach used within the trans-
ments (e.g., Lage et al., 2000; Bishop and Metrics for this introductory course formed courses was very successful.
Verleger, 2013; Gross et al., 2015). This show the transformed format pro- Student evaluations for these instruc-
ensures students have a stake in interact- motes success for underrepresented tors were immediately high without
ing with the basic content, and, by moving minorities (URM) and women, and any of the dips seen with other imple-
some content outside of the classroom URMs in our major have increased mentation strategies. A new graduate
experience, provides additional class time over the time-period of the transfor- training course, with specific training
for students to tackle more demanding mation. We implemented new peer in active learning, greatly improved TA
activities with the instructor and peers teaching evaluation that includes support in these types of courses and
(Strayer, 2012; Gajjar, 2013). Addition- teaching practices inventory (http:// will be expanded this year to include
ally, the practice of “flipping” may allow www.cwsei.ubc.ca/resources/ more strategies for student success
the instructor to explore topics in greater TeachingPracticesInventory.htm). (time management, etc.).
depth, and present students with oppor-
tunities for formative assessments so they
can practice applying a new concept and
assess their comprehension (Freeman et
al., 2011). Implementing such classroom
approaches involves substantial initial
logistical planning.
18 For example, the Teach the Earth portal at

SERC: https://serc.carleton.edu/teachearth

USE OF TECHNOLOGY IN information technologies have evolved as the onset of the COVID‑19 pandemic and
TEACHING AND LEARNING instructional tools from “eye candy” into the canceling of many 2020 field camps
sophisticated systems that facilitate stu- and courses, the community has greatly
dent exploration and classroom interac- accelerated the development of online
Technology is increasingly used for tivity. The major advances taking place in field exercises, simulations, and computer
instruction and to transform the structure visualization and geospatial tools, genera- “games”19.
of classrooms (Whitmeyer et al., 2016). tion and use of massive amounts of quan-
Creating 3D visualizations and/or anima- titative information, and computational In standard field courses, many institu-
tions, either as models of geologic features modeling and simulation provide both tions already incorporate technology. In
or from real data (e.g., maps and cross predictive capabilities and insight into the 2014–2015 survey, up to 60% of faculty
sections), which can be rotated or viewed processes and global-scale events. respondents said technology was used in
as 2D sections in any orientation, greatly conjunction with fieldwork, ranging from
increases students’ ability to visualize and In the 2014–2015 survey, most respon- mapping on tablets or phones (23%) to
understand complex geologic structures, dents (94%) indicated that faculty used using ArcGIS or other similar software
features, and spatial relationships. Wit- passive observation of visualizations in the (49%), to the instructor (60%) or student
nessing major geologic events virtually classroom, however, many (>60%) were (35%) preparing or developing informa-
through time-lapsed videos enhances stu- using technology that actively engaged tion in advance from remote sensing,
dent understanding of geologic processes. students in classroom settings. Virtual Google Earth®, DEMs, etc., prior to con-
The development of virtual field trips and fieldtrips, student driven investigation ducting fieldwork (Fig. 5-3).
lab experiences makes it possible for many with real time feedback, and social net-
students to have experiences their institu- working, games and crowdsourcing had The 2014 and 2016 Summit participants
tions cannot provide. Thus, internet and under 31% penetration (Fig. 5-2). With discussed the evolution, potential, and
19 https://serc.carleton.edu/NAGTWorkshops/online_field/activities.html
Figure 5.2: Technologies used in Teaching

Percent of departments
Modeling and simulation
Use of large datasets
Observation of visualizations
Interactive visualization
Integrating Google Earth with maps
Student investigation using technology
Real-time feedback on student investigation
Virtual fieldtrips
Social networking, ed games or crowdsourcing
0% 20% 40% 60% 80% 100%
Figure 5-2: Technologies Used in Teaching

Percent of responding departments
Survey Question: From what you know about your department, how do your colleagues (or you) use technology in teaching?

challenges of technology in teaching and

learning, and little had changed between
the two meetings in terms of usage. With
some notable exceptions, the geoscience
community has not fully embraced the
potential of such approaches, including
social networking, educational games, and
crowdsourcing, to effectively engage with
a generation of students immersed in
digital information and online social
interactions. Community-wide strategies
for developing and integrating appropriate
technological advances into future edu-
cational efforts (e.g., leveraging the shift
to mobile devices, harnessing data for
educational research, or developing vir-
tual communities of practice) are needed.
One positive outcome of the COVID‑19
pandemic has been a significant increase
in such development and sharing of such
resources between educational institu-
tions with local customization.
Figure 5.3: Technologies used in field instruction

Percent of departments and faculty
Instructor provides information for field
GIS or similar software
Mapping on tablets, IPADs or phones
Student develops information for field
No technology use in the field
No field instruction
0% 20% 40% 60% 80% 100%
Figure 5-3: Technologies Used in Field Instruction

Percent of responses from departments and faculty
Survey Question: From what you know about your department, how do your colleagues (or you) use technology in teaching in
the field?

Recommendations:
▶ Instructors should become conver-

sant with, and adopt, active learn-
ing teaching strategies that research
has shown to motivate students and
enable improved learning.
▶ Incorporate activities that develop

skills and competencies in multiple
classes so students can practice, estab-
lish mastery, and recognize how these
proficiencies are broadly employed
▶ Conduct inquiry-based activities in

laboratory courses to emphasize the
process of scientific inquiry and focus
on the students’ role in investigat-
ing scientific questions and building
conceptual understanding
▶ Use current and emerging technol-

ogy and computational models and
simulations using large datasets to
increase student understanding of
complex geologic structures, fea-
tures, and spatial relationships and
to provide insight into processes and
global-scale events
▶ Request or provide, depending on

your role, opportunities for faculty to
implement active learning and other
pedagogical innovation — such as
time, redistribution of workload,
non-instructional assignments, and
professional development, according
to individual institutional policies
Maxine Brown, Image courtesy of the Electronic Visualization Laboratory at the University of Illinois at Chicago,
for AGI’s 2016 Life as a Geoscientist contest

6. Practices for Assessment of Student Learning
Outcomes
T he community-vetted suite of student learning outcomesfor disci-

pline-specific and professional competencies can be used as the basis
for geoscience program assessment.
OBSERVATIONS FROM
THE COMMUNITY:
Leveraged annual Program
Assessment of undergraduate geoscience foundation for assessment plans for under- Review and mapping core com-
curricula is the data-driven measurement graduate geoscience programs nationally. petencies onto departmen-
of a program’s effectiveness in supporting tal and institutional learning
student learning across a set of critical Departments that use the backwards
outcomes; and constructed a
areas (Mogk, 2014). A learning assessment design or similar approaches to revise their
competencies matrix to make
strategy is based on the desired student curriculum will develop a matrix of stu-
learning outcomes in individual courses dent learning outcomes that provides a sure that students acquire core
and across a curriculum. The first step blueprint for assessment. Additionally, competencies and desired skills
in developing an effective and tractable when colleagues are aware of prerequisite through our program. (Bach-
learning assessment protocol is identifying requirements, they can communicate with elor’s-granting private college)
the key student learning outcomes. At the peers to help with assessment of individual
class level, instructors should have both course effectiveness. Aside from disciplin-
course learning goals and related learning ary, program, or department standards,
objectives for each class session that are student learning outcomes for any degree
matched with appropriate assessments. At program need to align with institution-
the curriculum level, faculty need to agree level learning outcomes, both to meet
on the desired overall learning outcomes institutional needs as well as to enhance
for the students and develop appropri- the efficiency of the data collection and
ate assessments. If some desired learning analysis effort, which can become highly
outcomes cannot be met by their program, onerous if not approached strategically.
programs should provide students either
co-curricular activities or information on A major challenge to any successful geo-
external resources to meet these outcomes. science curricular assessment effort is
finding reasonable means for measuring
The geosciences, unlike engineering which disciplinary, as well as non-disciplinary,
must follow the ABET accrediting criteria, professional skills, such as teamwork,
do not have externally mandated priorities critical thinking, written, and oral com-
for the discipline. The consensus find- munication. Several very useful rubrics
ings from the Summit efforts provide an have already been developed and are read-
externally-vetted suite of student learning ily available for most the competencies.
outcomes spanning the range of disci- For example, the American Association of
pline-specific concepts, professional skills, Colleges and Universities (AACU) VALUE
and competencies that can be used as the project20 has developed an extensive series
20 https://www.aacu.org/value-rubrics

of assessment rubrics for these kinds of

Box 6.1: Capstone Field Courses/Camps competencies: rubrics are provided for
inquiry, critical and creative thinking, oral
What field experiences should aim to accomplish. These field course/camps and written communication, teamwork,
use most of the skills needed while integrating the concepts learned and allow problem solving, reading, quantitative
student to demonstrate their competencies. and information literacy, integrative and
applied learning, and lifelong learning.
Learning Objectives & Assessments for Field Experiences, from NAGT workshop The National Association of Colleges and
led by Kurtis Burmeister and Laura Rademacher22 Employers (NACE) also provides use-
ful student learning rubrics and career
• Design a field strategy to collect or select data to answer a assessment resources. Additionally, fac-
geologic question ulty can assess aggregate student learning
outcomes for an individual course using
• Collect accurate and sufficient data on field relationships and record a SALG — Student Assessment of Their
these using disciplinary conventions (field notes, map symbols, etc.) Learning Gains survey21, which is custom-
izable and allows faculty to tailor questions
• Synthesize geologic data, and integrate with core concepts and skills, to their courses. The limitation, however,
into a cohesive spatial and temporal scientific interpretation is that it relies on student self-reporting.
• Interpret Earth systems and past/current/future processes using With reliable and usable rubrics in hand,
multiple lines of spatially distributed evidence the next challenge facing departments is
identifying suitable student work products
• Develop an argument that is consistent with available evidence to review for such competencies. The
and uncertainty common advice is to look at “capstone”
curricular experiences to find assignments
• Communicate clearly using written, verbal, and/or visual media (e.g., and student work products reflecting the
maps, cross-sections, reports) with discipline-specific terminology full curricular experience. The traditional
appropriate to your audience capstone experience in geology programs
has long been geological field camp
• Work effectively, independently, and collaboratively (e.g., courses, which require students to use
commitment, reliability, leadership, open for advice, channels of the information, concepts, and skills they
communication, supportive, inclusive) learned in classes to solve field-related
geoscience problems (Box 6.1). Although
• Reflect on personal strengths and challenges (e.g., in study design, field courses are a valuable assessment
safety, time management, independent, and collaborative work) tool for many concepts, skills, and com-
petencies, other capstone experiences may
• Demonstrate behaviors expected of professional geoscientists provide more suitable measures for many
(e.g., time management, work preparation, collegiality, health and professional and computational/quantita-
safety, ethics) tive/data analysis skills. Departments need
to examine the assignments and student
22 https://serc.carleton.edu/NAGTWorkshops/online_field/learning_outcomes.html experiences across their degree programs
that allow for the review and analysis of
all the desired skills and competencies.
This review can be augmented by using
student e-portfolios as described below.
21 https://www.salgsite.org/

The Association of State Boards of Geol- test questions and student assignments
ogy (ASBOG), which administers the that have been validated for assessment
Fundamentals of Geology examination use) are available from the Geoscience
as part of the professional licensure pro- Concept Inventory24 (Libarkin and Ander-
cess for geologists in 34 states, supports son, 2006). Alternatively, Conceptests25
the use of this examination as an exit and Geoscience Literacy Exam questions26
assessment for graduating students. In represent assessments that can be applied
Mississippi, all graduating seniors in geol- in introductory courses. Concept Sketches
ogy programs take the exam, and it is (Johnson and Reynolds, 2005) provide a
also required by the University of West means for quick rubric-based assessment
Georgia (ASBOG, 2016). Recent state- of visual conceptual content that is unique
level initiatives to establish “Geologist in to the geosciences.
Training” certifications based on success-
ful completion of the ASBOG Fundamen- Longitudinal, post-graduation assess-
tals examination provides new incentives ment measures can provide some of the
for graduating seniors to take the exam. best evidence for the effectiveness of a
Getty Images/Cultura RF
ASBOG also reports summary results to degree program. Tracking the professional
departments. As regional accreditors (led progress of bachelor’s recipients through
by the Southeastern Association of Col- “check-in” surveys, 1–5 years post-grad-
leges and Schools: SACS) are beginning to uation, can provide useful perspectives
require “external measures” in proposed on their academic preparation and any
assessment plans, the use of longstanding unanticipated skill needs. The challenge
profession-oriented instruments like the in gathering such data is tracking one’s
ASBOG Fundamentals exam begin to graduates, which increases in difficulty
look more attractive. An obvious chal- with time since their completion. Success-
lenge with use of the ASBOG exam is ful university alumni and development
cost, as students, or their department, offices have their own means and motiva-
must cover the fee. tions to track recent graduates and may be
able to assist, as can active alumni society
One consideration about the ASBOG chapters. For example, the University of
Fundamentals exam is that it focuses on South Florida Geology Alumni Society
conceptual geoscience understanding, as maintains a professional email network
opposed to the mastery of important geo- and adds all the current students who
science and other skills (like mapping, participate in their outreach activities.
field/laboratory data collection and inter- Alternatively, using professional social
pretation, data analytics, etc.). Also, the networking sites (LinkedIn, Facebook
content coverage is comparatively tradi- groups) offers a way to create and main-
tional23, so topics such as Earth system tain contact with students both pre- and
science and climate change are not directly post-graduation. Holding alumni recep-
addressed, and there is a focus on the tions at major geoscience conferences is
more applied geosciences, such as hydro- also a way to keep in touch with graduates.
geology and engineering geology. Aside
from the ASBOG exam, a different range Another indirect, but useful, resource is
of validated assessment instruments (i.e., engaging with employer partners as
23 See https://asbog.org/documents/testblueprint2015.pdf.
24 https://geocognitionresearchlaboratory.com/2018/11/20/the-geoscience-concept-inventory/
25 https://serc.carleton.edu/introgeo/interactive/conctest.html
26 https://serc.carleton.edu/integrate/about/gle.html

members of program advisory boards, or processes. Documenting achievements is

through surveys and interviews. Employ- a core challenge with competency-based
ers who hire many of a program’s bach- approaches. Courses, as a traditional
elor’s recipients see the level of prepara- unit, are a relevant benchmark even in
tion and the nature of the professional a competency-based perspective, espe-
skills developed in the program and can cially if the intended learning outcomes
provide feedback on the strengths of a are clearly identified to students so they
program, identify gaps that may exist, and can recognize them, record them, and
note issues graduates may be consistently consider how they integrate into future
having in areas such as communication, learning experiences. Likewise, as addi-
teamwork, and professional acumen. tional co-curricular activities are inte-
Access to this type of assessment data grated into the student experience, these
involves developing and nurturing rela- non-traditional approaches also need to
tionships with local and regional employ- find a way into the demonstrated record
ers, a task that is often a sidebar in the of the student.
service and community engagement
activities of geoscience departments. One solution for facilitating student dem-
Similarly, faculty colleagues at graduate onstration of achievement across a spec-
schools can provide insight into how trum of modes is the use of an individual
prepared student graduates are for con- digital portfolio of work, transcripts, and
John M. Wright for AGI’s 2017 Life as a tinued education. achievements, usually referred to as an
Geoscientist contest
ePortfolio (e.g., Cribb, 2018). These ePort-
folios allow students craft a professional
identity in a digital format similar to a
E-PORTFOLIOS AS A website or blog. Three general types of
STUDENT TOOL FOR ePortfolios are widely recognized:
DOCUMENTING AND
1. A Working portfolio, or “holding
SELF-ASSESSING
tank”, where students are building
DEVELOPMENT the portfolio in iterative cycles of
creating, reflecting, and revising
Students can participate in self-assess- (also called integrated learning or
ment and document their development developmental portfolios). The act of
through their undergraduate program. creating a portfolio is itself a learning
They benefit from a solid understand- experience for the student and may
ing of their own progress with respect involve working with a mentor during
to the linkages between courses and the its development.
rationale for both geoscience in-course
activities and the necessity of support- 2. The Showcase or Display portfolio is
ing courses. Students can ‘validate’ their where students allow others to view
understanding of concepts, skills, and their portfolio to demonstrate their
competences, starting with class exposure achievements and evidence of mas-
at the basic level, application in a dedi- tery, either collectively to potential
cated assignment being the next step, fol- employers, graduate schools, or for
lowed by independent application of the specific projects.
skill to a problem showing a fundamental
level of mastery. This tiered approach is
often used within corporate development

3. The Documentation or Directed Recommendations: OBSERVATIONS FROM

Portfolio is generally used for assess-
THE COMMUNITY:
ment and is more structured around ▶ Understand and define what con-
program outcomes. This portfolio stitutes the varied modes of suc- We implemented a require-
facilitates student mapping of work cess of your program —
post- ment that all students in spe-
products, achievements, and other baccalaureate student outcomes, cific geoscience courses com-
accomplishments to the programs curricular outcomes, and individual plete a ‘signature assignment’
intended outcomes. course outcomes to be uploaded to an ePortfolio.
At the end of each semester,
Departments and programs can use these ▶ Have clear learning outcomes and
student ePortfolio ‘signature
collectively as a means of assessment. matching assessments within indi-
Extensive literature on ePortfolios exists vidual courses assignments’ are assessed on
(e.g., Danielson and Abrutyn, 1997; Mat- several specific criteria based
thews-DeNatele, 2013; Barrett, 201027), ▶ Develop an effective and tractable on a university-provided
and case studies demonstrate a correlation learning assessment protocol for rubric. (Doctoral-granting pub-
between the use of ePortfolios and student your program that uses key student lic university)
engagement in learning, retention, suc- learning outcomes and incorporates
cess, and catalyzing learning-centered specific discipline, program/depart-
institutional change (Eynon and Gam- mental, and university goals
bino, 2017, 2018).
▶ Use external assessment methods,
Student ePortfolios can support evalua- such as AACU rubrics, ASBOG
tion of how well a geoscience program’s exams that reflects employer needs,
activities are meeting intended outcomes, ABET for frameworks, and post-
especially in the complicated dance graduation longitudinal surveys to
between the formal educational process understand skills gaps in the program
controlled by the department, and the
needed co-curricular activities for which ▶ Leverage modern student self-assess-
there is less departmental influence. This ment tools, such as e-portfolios, the
situation was well described by Matthews- National Association of Colleges and
DeNatele (2013) as ePortfolios “living out Employers (NACE) student learn-
the tension between data-driven strategies ing rubrics, and career assessment
for verification and accountability, and resources, etc., as a collaborative
personalized learning that is greater than opportunity between students and
the sum of its parts, and thus difficult the program on aggregate outcomes
to measure.”
The ePortfolio can become a permanent,

dynamic record of the individual’s career,
from formal education through their life-
time of work and learning. This records
the continued development of their indi-
vidual professional development plan and
becomes a reference for completing more
traditional records of achievements, such
as resumes and curricula vita.
27 https://www.slideshare.net/eportfolios/eportfolios-in-stem

Dan Scott, for AGI’s 2015 Life in the Field contest

D epartments should help students take a proactive role in their

education and co-curricular solutions to develop skills needed for
future careers.
Preparing undergraduate students for possibilities with a geoscience bachelor’s

work experiences beyond the degree degree, and this was an area where
requirements can be challenging for actively partnering with student advising
faculty. The goals of undergraduates are on their campuses and with their local,
diverse with only about a third continu- regional, and other employers would be
ing to graduate studies (Wilson, 2019), beneficial.
the development pathway with which
faculty are most familiar. Additionally, few One method to empower students in their
employers provide active career manage- own career development management
ment for their employees, and commonly is to have them develop an Individual
the best available advice to students is Development Plan (IDP) with help from
generalized educational pathways for a a mentor or advisor. These IDPs are gen-
discipline rather than a specific occupa- erally used for postdoctoral fellows and
tion (Asher et al., 2018) or occupational graduate students28 but are becoming
handbooks such as those produced by the more common for undergraduates29. Such University of Texas at Austin
U.S. Bureau of Labor Statistics. Supporting plans provide a customized roadmap for
the spectrum of potential pathways, even professional training and goals. The focus
within the geosciences, is a challenge, let is on identifying career goals, the skills
alone for the 20% of geoscience graduates and competencies required to achieve
who decided to pursue careers outside of that goal, the pathway of activities that
the discipline (Wilson, 2018). develop them, and establishing a record
of activities to assess progress.
Discussions catalyzed by the Summits
focused on encouraging geoscience stu- One challenge for geoscience under-
dents to take a proactive role in their graduates attempting to use this planning
education, including co-curricular solu- approach is that the geosciences do not, as
tions to foster key skills. Summit partici- of 2020, have a universal detailed skills/
pants noted that their undergraduates competency matrix such as those found in
were surprisingly unaware of the career the Department of Labor Career OneStop
28 For example, https://myidp.sciencecareers.org/ or https://www.feinberg.northwestern.edu/sites/ctmh/docs/

idp-worksheet.pdf
29 For example, https://medium.com/stem-and-culture-chronicle/building-your-individual-
development-plan-idp-a-guide-for-undergraduate-students-f14feca9111c (Bosch, 2017; Sac-
nas — Stem and Culture Chronicle) or https://undergrad.ucf.edu/whatsnext/faculty-staff/resources/
individual-development-plans-idps-for-undergraduate-students/

site for many other professions, including needed to support the trajectory towards
OBSERVATIONS FROM
geospatial sciences. their next career step. If it includes gradu-
THE COMMUNITY:
ate school, the student needs to take into
I have written a Geology Road- In general, students start the process by consideration the knowledge and skills
map that is given to all majors. assessing their own skills and exploring they will need to be able to get into gradu-
This document outlines disci- career pathways that are of interest. Once ate school in their chosen field (e.g., field
pline specific skills and student they have identified their career interests experience, high-level math, or computa-
learning outcomes. (Bachelor’s- and current skills, they determine which tional methods).
skills they need to meet their career goals
granting private college)
and establish a development plan. Addi- In addition to technical skills and com-
tionally, students identify where and how petencies, the mapping process should
they can obtain these skills and what include professional skills such as writing
professional development outside of their and oral presentation, budgeting, project
classes is needed. Integrating their IDP management, and, if appropriate, regula-
with an e-portfolio is one way to track tory certification. Faculty advisors can
and demonstrate their progress. be key in helping students understand
when they are developing these skills,
Developing their IDP with help from a which may not be mapped to a specific
mentor or faculty advisor throughout course outcome and may be experiential
their education is important. Goals and or co-curricular in nature. For instance,
interests change as students learn, and designing and executing a senior research
students cannot always develop the skills thesis study develops project management
required for a specific career. These plans skills which should be identified to the
should facilitate agile responses to prog- student (Wulff and May, 2013). Likewise,
ress or changes in goals or the target envi- faculty can help students understand that
ronment, such as fundamental structural achieving a skill is not a binary experi-
change to an industry. Although many ence, but rather one in which they prog-
students do not come into the geosciences ress from exposure, practical application,
with a specific career goal, some do but competency, and finally mastery. At the
are unaware of the required skills and same time, students should understand
competencies. In advising these students, they do not always need to be the master
it is important to help them identify what of all skills.
they will need to learn and be able to do
to follow that career path. The student will Some programs have started to implement
need to analyze whether they wish to student e-portfolios in which students
pursue that career based on this informa- compile examples of their curricular and
tion and their own skills, values, and inter- co-curricular work products to document
ests, or whether to investigate and pursue their educational experiences and devel-
other career paths. oping skillsets for future employers and/
or graduate programs (Cribb, 2018; see
Geoscience programs that have detailed Section 6). These electronic portfolios can
the learning outcomes of their courses be reviewed by faculty to provide students
can provide the critical framework for the guidance on how to best present their
student to begin mapping their plan. With strengths. Additionally, many universi-
help from faculty, a student with access to ties are developing stackable credentials,
the menu of learning outcomes available such as badges, or certificates for comple-
in a course of study can begin to map tion of a program of study or series of
the portfolio of skills and competencies learning experiences that are awarded for

mastery of a specific competency, which number of services: the American Geo- department programs through advisory
can be incorporated into e-portfolios. science Institute (AGI) Career Compass30 boards and offer valuable student co-cur-
Many of these are designed to be relevant effort provides “roadmaps” for students ricular professional experiences through
to specific careers, for example an energy and advisors to the critical skills and expe- internships, field experiences, and vari-
management certificate or data analyt- riences that undergraduates interested in ous kinds of professional development
ics certificate. pursuing careers in a wide-range of pro- workshops and/or short courses. Geosci-
fessional directions should seek. The Geo- ence professionals who participated in
A mechanism to improve students aware- logical Society of America (GSA) Geo- the 2015 Employers Workshop also noted
ness of the skills and competencies needed Careers programs include the Schlemon the potential of some to support under-
for various careers is to have students and Mann Mentoring programs at GSA graduate research activities by providing
interview individuals in occupations close professional meetings where students can datasets for analysis, or other kinds of
to their goals about how those individu- interact directly with professionals across hands-on field and/or lab experiences.
als rose to that position. This is a meth- a range of industries. The American Geo- Constructively engaging with geoscience
odology used in some European energy physical Union (AGU) has partnered with employers and alumni involves persis-
companies to help new employees map other societies to establish Mentoring365, tent and creative engagement of one or
their desired career trajectory into man- a virtual mentoring program providing more faculty members and is something
agement or senior technical roles (Rosaz, mentors from outside of academia. The that often goes unrewarded academically.
2013). In addition to the typical curricu- NSF-funded SAGE 2YC project31, hosted However, as noted by Boyer (1990), con-
lar benchmarks that will be reaffirmed, by the Science Education Resource Cen- structive and successful outreach efforts
such processes help students identify not ter (SERC), has developed an extensive are themselves a form of scholarly activity.
only the additional needed skills, but suite of geo-career focused web resources To transform geoscience undergraduate
also the diversity of methods of acquir- aimed at freshmen and sophomores. education, these kinds of activities need
ing those skills. to be recognized as mission-central and
Students need to know what careers exist, scholarly and be supported and rewarded
Students who participate in career-related where to search, what their options are, by heads/chairs and administrators.
activities, such as co-ops, internships, and how to leverage their competencies,
or extended problem-based learning skills, and knowledge to get an interview
experiences, gain first-hand experience and be hired. Departments and programs
with potential careers. Departments that can help guide students to job-seeking
develop collaborative relationships with resources, whether within the depart-
employers to foster these types of oppor- ment, somewhere within the institution,
tunities for students also strengthen their or through external groups like societies.
program’s connection to industry and Job seeking support can include provid-
enhance their relevance on campus and ing advice on resumes, applications, and
in their community. The depth of involve- interview skills, which is often available on
ment of departments with employers is campus or even some employers who hire
highly variable, but whether sustaining students from a program or local alumni
or developing these contacts, overcoming are willing to provide in-house workshops.
the challenges of sustaining these external
relationships do help students establish a Departments need to be intentional in
network of potential employers. nurturing and leveraging their connec-
tions with geoscience employers to support
To support the diverse career interests geoscience undergraduates through their
of geoscience students, geoscience pro- degrees and post-graduation (Box 7.1).
fessional societies are also providing a These employers can provide feedback on
30 https://www.americangeosciences.org/workforce/compass
31 https://serc.carleton.edu/sage2yc/careers

Box 7.1: Career-focused Geoscience Courses at the University of South Florida
The product of a vital and evolving of whom are USF Geology alumni. The USF Alumni Society’s involvement in
Department/Employer partnership The professionals introduce their the student’s level of education is moti-
(see Ryan and Schackne, 2016; Ryan work and background, and students vated by seeing them as future employ-
et al., 2017) interact with them through extended ees. Geology Department/School of
question-answer sessions. Student Geoscience faculty work to provide
The University of South Florida (USF) assignments involve writing reflective access by helping reduce administra-
Geology Alumni Society, founded commentary on each of the panel dis- tive barriers to course involvement,
in 1997, serves as the liaising entity cussions, and an informal professional and actively reach out for input and
between the USF Department of development plan for their time at USF, feedback on our programs. Much of
Geology (and more recently the based on their interests and what they this work is done by a few department
USF School of Geosciences) and the have learned in the class. champions who were given assigned
professional geoscience commu- time by chairs to network with alumni
nity in Florida, and is an active part- Also, the Alumni Society offers a range and employers, forge these connec-
ner in delivering key pieces of both of co-curricular professional develop- tions, and occasionally support events
USF’s graduate and undergradu- ment and networking opportunities if funding is provided. Also important
ate geoscience degree curricula. for USF geoscience undergraduates, in maintaining this employer partner-
At the undergraduate level, regional from social events, to workshops on ship is clear communication about how
employers are central players (as pre- resume writing and career oppor- things work in the context of a large
senters and as a co-instructor) in a tunities, panel discussion events on state-funded university (e.g., the time
new 2000-level course, “Preparing for a professional licensing, and related it takes to get a program or course
Career in the Geosciences”, which was topics, and live field demonstrations approved, or an on-campus demon-
added to the USF Bachelor’s degree during periodic “USF GeoExpo” events, stration event cleared to go forward);
offerings based on the recognition where local firms drill wells, conduct recognizing the limitations of what
that many students were graduating geophysical surveys, and do water employers can and can’t do (ex: hold-
with no clear idea of the professional sampling at an on-campus “geo-park” ing the above described classes only in
opportunities in the field. In the course maintained by the School of Geosci- the evenings so no one has to miss work
taught by a practicing geoscience ences. Florida geoscience employ- to participate); and expressing sincere
professional and past Alumni Society ers, through the USF Geology Alumni gratitude to all participating employ-
leader, students interact with panels Society, also are intimately involved in ers, both formally (through letters from
of 2–4 professionals from a range of the USF Professional Science Master’s Chairs, Deans, and other University offi-
geoscience employment sectors, many degree program in Geology. cials) and informally.
Recommendations: ▶ Help students find the resources they

need to explore career options, find
▶ Collaborate with students to custom- employment, and get training on
ize a roadmap for professional train- the application and interview pro-
ing and goals based on skills and cess, including support from insti-
career interests (e.g., IDP, e-portfo- tutional career centers, employers
lios, external certifications, and pro- and/or alumni, professional societ-
fessional development) ies, and other professional develop-
ment resources

8. Recruiting, Retaining, and Promoting Success
of Undergraduate Students with Emphasis on
Students Underrepresented in the Geosciences
G rowing demand for geoscientistsrequires departments and programs

to recruit, retain, and promote the success of undergraduate geoscience
majors across a broad spectrum of society.
CHALLENGES AND fields (6%; Gonzales, 2010). The need for

OPPORTUNITIES increasing diversity has been recognized
for decades (e.g., initiation of NSF Oppor-
The demand for geoscientists in a range tunities for Enhancing Diversity in the
of employment opportunities continues Geosciences (OEDG) program in early
to expand and outpace the number of 2000s (Karsten, 2019); commencement in
students preparing for geoscience careers. 1974 of AGI’s Minority Participation Pro-
The American Geoscience Institute (AGI) gram Scholarships) and is affirmed by
using U.S. Bureau of Labor Statistics data position statements of geoscience profes-
estimates that by 2028, there will be a sional societies32. The geosciences are still
shortage of 35,000 geoscientists (FTEs, not effectively engaging the entire student
full time equivalents), and geoscience population and thus are not competing
employment will increase over the next for the best minds (Bernard and Cooper-
decade by 4–8%, depending on the spe- dock, 2018; Hofstra et al., 2020). Not only
cific occupation. Traditional undergradu- are we missing excellent future geoscience
ate geoscience enrollments have declined professionals, but also the diverse life
recently with six major universities report- experiences and perspectives that help in
ing between 28% and 71% (54% average) identifying and solving the geoscience- Courtesy of the Jackson School of Geosciences,
declines, and many smaller colleges report related problems facing society.
‘plummeting’ or steeply declining enroll-
ments (data from Summit action plan Most middle and high school students
progress reports). Recruitment of students are unaware of what most scientists actu-
and retention to degree completion is ally do, partly because they are rarely
critically important to our profession. exposed to the active work of scientists.
Most K–12 students have limited expo-
The demographics of the general work- sure to the geosciences, which impacts
force has changed, becoming more diverse their building knowledge of our planet,
and global, yet the geosciences enroll one its issues, and the potential of a career in
of the lowest percentages of underrepre- the geosciences. Evolving science educa-
sented minority students of all STEM tion standards (e.g., Framework for K–12
32 GSA https://www.geosociety.org/gsa/positions/position15.aspx; AGU https://www.agu.org/Learn-About-AGU/

About-AGU/Diversity-and-Inclusion

Science Education; NGSS) are improving underrepresented and urban populations.

OBSERVATIONS FROM
these factors nationwide. Pathways for Communities, school districts, and insti-
THE COMMUNITY:
attracting high school graduates to careers tutions of higher education need to create
2YC: I have developed a num- in the geosciences include tapping into an opportunities for outdoor experiences
ber of relationships with local interest in the world around them, work- so students can see the benefits and the
community organizations ing towards constructive societal impact, impact of the environment on their life
that have created a number of leveraging interest in high tech fields, and local community.
undergraduate research oppor- and seeking well-compensated careers.
Geoscience programs must engage these Geoscience departments need to be on
tunities for students in a ser-
students as they enter post-secondary the forefront of marketing the geosci-
vice learning capacity that is
education, and work within the commu- ences as a fruitful and impactful career
helping build community in the nity of campus programs to foster interest that benefits society and local communi-
classroom, students develop in the discipline, both for the health of the ties. Departments and programs need to
real-world skills, interact, and discipline and the potential to engage the directly engage with prospective students
build relationships with their best and brightest. and parents, as well as the campus-wide
local community. (2-year com- community, highlighting the local, soci-
The geosciences, like most STEM fields, etal impacts of the geosciences and its
munity college)
struggle with recruiting and retaining career prospects by developing commu-
diverse populations through graduation nity service activities that increase its
and actively promoting their success, not exposure and build robust STEM sup-
just completion of their degree. Devel- port and mentoring systems for students.
oping a diverse workforce begins with Faculty involved in such efforts should be
emphasizing the role geoscientists play rewarded for their contributions to this
in societal and environmental issues critically important challenge. We must
and their role across society, providing ensure that we demonstrate the geosci-
tangible context on the world of geosciences as a viable, honest, respectable, and
ence work. Climate change, sustainability intellectual occupation in our efforts to
and availability of natural resources, and engage with underrepresented minor-
the increasing impact of natural hazards ity families.
due to population growth are all begin-
ning to affect society on larger scales. Geoscientists work with people from all
Though no community is spared, the parts of the globe, from urban populations
increasing impact of these issues often in developed countries to isolated and
disproportionately affects underrepre- impoverished villages in the developing
sented minorities. If the geoscience com- world. Students must be prepared to work
munity pulls from the greatest breadth effectively and respectfully in a culturally
of society, these diverse perspectives diverse environment. Experiences work-
will lead to unique insights and solu- ing with diverse populations while in
tions and effective engagement with all college is a crucial step in that learning
affected communities. journey, so geoscience programs need to
reflect and engage with a demographic
Limited opportunities for being outdoors, representative of the nation and humanity.
in outdoors spaces, or outdoors-related We need to ensure that different cultural
programs impedes the development of perspectives, learning opportunities, and
curiosity and discovery of the natural experiences are integral to the geoscience
world and is a growing challenge to educational process.
engaging potential geoscience students,
and it is particularly acute for many

Building a representative geoscience com- SUMMIT OUTCOMES of minorities in their population (see
munity has been a slow process, not from Appendix A).
a lack of desire or effort, but because of The 2014 and 2016 Summit partici-
the complexity of engaging at multiple pants provided valuable insight into best About 22% of the Heads and Chairs
societal, racial, cultural, and educational practices for recruiting and retention of who participated at the 2016 Summit
levels. The geoscience community needs students, with an emphasis on students and subsequent workshops submitted
to take a holistic approach to increasing underrepresented in the geosciences, and progress reports that described success-
diversity and a long view. It will take more for successful transitions from two year ful recruiting and retention strategies.
than one generation to see full representa- (2YC) to four-year colleges/universities To recruit more students, some depart-
tion in the discipline. Consider that an 8th (4YC). The 2014–2015 survey indicated ments instituted new courses or changed
grader in 2020 will be mid-career in 2050, that, of the respondents, 40% of depart- introductory classes to active learning,
so structural changes we make today in ments and 34% of companies and other worked with college admissions offices on
early education will only become inherent organizations have, or plan on, systematic recruitment, held open houses, and used
in the community in the second half of efforts to encourage broadening partici- updated marketing materials to advertise
the century. We must make concerted pation and retention of a more diverse their programs to reach wider audiences,
efforts to set these internal processes in student population. Efforts ranged from including presentations during introduc-
motion now, and look for near-term using role models to collaborating with tory classes about the geology major and
opportunities, such as encouraging bright minority serving institutions (Fig. 8-1). employment opportunities. One depart-
undergraduates on our campuses to Also, 57% of the departments and 31% ment deliberately started co-emphasizing
become geoscientists, to mitigate the of companies and other organizations laboratory and computer (e.g., GIS) work
immediate issues. track the participation and retention alongside fieldwork.
Figure 8.1: Engagement Methods to Broaden Participation

Departments utilizing specific methods
Use of role models
Mentoring
Financial support
Direct outreach to students
Minority programs at K-12 levels
Family, K-12 faculty and staff engagement
Collaboration between faculty and MSIs
0% 10% 20% 30% 40%
Figure 8-1: Engagement Methods to Broaden Participation

Departments utilizing specific methods of engagement
Survey Question: If you sponsor, partner with, or have a program to encourage broadening of participation and retention of a
more diverse student population, which of the following does that program offer?

To increase retention of first-generation should be integrated into the lower divi-

OBSERVATIONS FROM
college and other underrepresented stu- sion courses so that students understand
THE COMMUNITY:
dents, several departments increased why geoscience majors need a spectrum
“To increase retention of first- mentoring of students and became more of STEM courses to be successful.
gen college students, we inclusive of disparate levels of science
designed a 1-credit course background by being flexible about the Many students who are initially attracted
for all students that includes order a student might take science and to the discipline through elective geosci-
problem-based field and lab math courses. One department showed ence courses do not realize the technical
students how courses connect by develop- nature of the geosciences. Departments
activities, discussions, and visits
ing a curriculum roadmap that outlines need to provide prospective majors frank
from alumni and industry-pro-
expected skills and student learning out- advice on degree requirements, including
fessionals. Students will leave comes, and developed e-portfolio pro- costs, time commitments and resources
with a clear path to gradua- grams for student self-assessment. needed for the program (e.g., field camp
tion, an outline for a portfolio Another department designed a 1-credit related). Departments can also explicitly
and resume, and knowledge course that includes problem-based field target beginning students planning to
of various career opportuni- and lab activities, discussions, and visits major in other STEM fields by emphasiz-
from alumni and industry-professionals. ing the rigorous aspects of the geosciences
ties.” (Bachelor’s-granting pri-
and showing that students can use their
vate university).
quantitative and technical skills to make
a difference to society while utilizing a
RECRUITMENT broad spectrum of scientific knowledge
OBSERVATIONS FROM and skills.
THE COMMUNITY: Recruitment of undergraduate students
We are revamping our fresh- to the geosciences commonly occurs when Ultimately, individual departments and
undergraduates discover the subject by programs need to be actively engaged in
men-level classes. Recogniz-
taking an elective geoscience course. Hav- their own recruitment of students, both
ing that classic or traditional
ing the best and most engaging instructors on and off campus. Take advantage of
freshmen geology classes are teach these courses is essential; these any opportunity to promote the geosci-
becoming less attractive, we instructors should use best practices for ences and your program. Collaborating
were motivated to be proactive active learning and concentrate on broad with recruiters in the central admissions
in what we teach and had the concepts, processes, and human interac- office is also important, as they may know
willingness to do our best to tions with the Earth system (see Sections little about the geosciences. Provide the
5 and 9). recruiters with information on what the
offer modern geology courses
geosciences and your program have to
in our curriculum. (Doctoral-
Integration of practices recommended by offer students. Other possibilities include
granting R1 public university) the Next Generation Science Standards leveraging other institutional recruiting
(NGSS) will resonate with many incoming organizations, such as those associated
students from their high school experi- with athletics, and partnering with other
ence (see Section 9). As noted in the Best departments, 2YCs and universities.
Practices for Instruction section (Section
5), by having a mix of high- and low- Websites serve as the front door for the
inquiry activities in introductory or non- department and program. The site needs
major laboratory courses, students have to clearly communicate that geoscience
more positive experiences and develop a is an undergraduate major with a lot of
better understanding of the geosciences. career potential (using AGI data) that
These students are more likely to persist impacts their community while solving
and take a second course in the discipline. socially relevant problems, including
Math, physics, chemistry, and biology environmental issues. Websites should

be inclusive in their language and imag-

OBSERVATIONS FROM
ery. The website is also a key entry point
THE COMMUNITY:
for internal recruitment of undecided
undergraduate students, or those enrolled We have modified our degree
in degree programs that no longer interest plans, developing two tracks
them. Include clear roadmaps to degrees, that lead to a degree in Geol-
including those for students transferring ogy. The first track is labeled
from other majors and 2YCs. If appro- our “Career Track” and will pre-
priate, discuss bridge programs starting
pare students for either gradu-
from K–12 to 2YC to 4YC. Be aware that
ate school or employment in
highlighting students outside in exotic
locations working on non-socially rel- the geology field. The second
evant problems can be counterproductive. track is labeled “General Track”
and provides the student with a
To engage K–12 students early, represen- good background in the geosci-
tatives of the department or program ences, but is probably lacking
need to visit schools regularly, especially
in some of the cognate courses
for career days. Faculty and/or students
(specifically Calculus, and less
should talk about different geoscience
topics in K–12 classes, judge science fairs, rigorous Chemistry and Phys-
and/or hold social recruiting events. Pre- ics) that a graduate school University of Texas at Austin
sentations and media should show or geoscience employer may
diverse geoscientists as successful profes- require. This second track was
sionals. It is best to show geoscientists in developed for students who
the lab, on a computer, or in a formal
enjoy geology but may end
office setting, in addition to the field.
up not working in the geosci-
Provide career information, such as the
American Geoscience Institute work- ence areas. Both tracks have
force brochures and The Earth is Calling increased flexibility for electives
(Be a Geo Video33), which offer brief and will allow a smoother path
introductions to geoscience careers. Vis- to graduation or allow more
its to schools also provide the opportu- specialization for those majors
nity to develop good relationships with
who desire it. It is only one year
high school counselors and provide them
old, so we are still evaluating
with career information. In addition to
working with K–12 schools, building how successful this change has
stronger relationships with local informal been. We think these tracks
science centers, museums, and civic or make the Geology major more
professional groups is another way to attractive to students and our
increase exposure of the geosciences and enrollment is slowly, steadily
your programs.
increasing. Many of our new
majors are transferring from
Many departments and programs also
work with high school teachers, providing other majors (Engineering
support through educational resources, and Physics are key contribu-
professional development, fieldtrips, or tors). (Doctoral-granting pub-
lic university)
33 https://www.youtube.com/watch?v=naMxvhPdi5g

other opportunities. Getting more geosci- (Noel-Levitz, 2009), connecting with

ence content and examples into middle them is critical. Parents should be invited
and high school courses builds student to student recruiting events and provided
exposure. Some departments even offer with career, salary, and employment infor-
online geoscience instruction to institu- mation. Recruiters should be candid with
tions, particularly to those serving under- them regarding financial considerations
represented communities. Dual credit for the degree, including unique expenses
high school Earth science courses, where like field camp, financial aid, and opportu-
students receive both high school and nities for geoscience-related scholarships.
college credits, are another mechanism
for developing prospective geoscience
majors. Another approach is to mentor Increasing Diversity
students entering international science The geosciences face major challenges
and engineering fairs (Intel, Siemens, in attracting undergraduate students,
Regeneron, etc.) or Science Olympiads. particularly those underrepresented in
geosciences (Wilson, 2018). Although
As parents often are the most influential many STEM fields have similar issues,
factor in their children’s decisions related research has documented specific chal-
to choosing a higher education pathway lenges facing the geosciences (Karsten,
2019), as well as solutions (Wolfe and
Riggs, 2017; Gates et al., 2019). The public
OBSERVATIONS FROM does not have a clear perception of what
THE COMMUNITY: geoscientists do, our impact on society,
We examined the ‘face’ that geology shows to prospective students. or what geoscience occupations exist.
Saddled with stereotypes of boom-and-
Our revised recruiting and advertising materials have been adapted
bust petroleum industry cycles and that
to reach a wider audience and we have worked with our admissions
most Earth science courses taken in high-
office to broaden the ways in which they portray geology when talk- school and the introductory college-level
ing with students. Specifically, we are deliberately co-emphasizing are considered an easier science credit,
laboratory and computer (e.g., GIS) work alongside fieldwork. We are our “storefront” provides little incentive
inclusive of students coming into our program with disparate levels of for talented individuals to look more
science readiness and are flexible about the order a student might take deeply at the geosciences. The lack of
authentic geoscience role models who
cognate courses, for example. Our numbers are small, so it is difficult
interface with the public over real issues
to tell whether diverse students find this approach more engaging,
affecting communities leads to miscon-
but we are paying attention to the implicit messages we send to our ceptions of what the geosciences are and
prospective students and majors. (Bachelor’s-granting private college) the breadth of geoscience occupations
that are available.
We have developed presentations for our introductory classes, inform-
ing students about the Geology major and employment opportuni- In marketing the geosciences, it is impor-
tant to emphasize the ability for students
ties, and this seems to be working. (Doctoral-granting public university)
to make a difference by solving problems
of societal importance. Stressing ties to the
Collaborating with the community, including a local museum and local community and the societal aspects
city government, increases outreach and education beyond the of problems is especially important
community college’s walls. This, of course, improves recruitment and because many underrepresented minori-
retention of students. (2-year community college) ties and first-generation college students
view returning to help their community

as a major priority (Banks-Santilli 2015). Public Broadcasting System (PBS), the Understanding the backgrounds of poten-
Information on salaries and employment National Academy of Sciences and Engi- tial students is crucial to using the appro-
rates are also critical for demonstrating neering (National Academy of Engineer- priate tactics and language their specific
that geoscience occupations are well-coming, 2008), and professional marketing communities and cultures. Nonetheless,
pensated and have robust employment firms to present attractive, diverse images there are some fundamental outreach prac-
opportunities. Another attraction is that of women and minorities in engineering. tices and program elements for improving
the geosciences are engaged in innovation Lastly, the geoscience community should diversity that can be emulated (discussed
and advanced technologies. When pos- advertise and demonstrate with tangible at 2014 and 2016 Summits). Recruitment
sible, programs should publicly showcase local examples that the geosciences can often starts early during middle and high
the innovation and advanced technology be a gateway undergraduate major that school with relationship building involv-
applications that your program is using leads to a spectrum of careers by showing teachers, school counselors, families,
while framing the geosciences as a profes- casing alumni. and the community. In many cases this
sional occupational discipline. contact comes in the form of a geoscience
Diversity issues are complex and recruit- or STEM program for underrepresented
Two popular geoscience marketing and ment or retention strategies will be unique minority students at pre-high school and
recruiting approaches, working in the to each institution. Different institutions high school levels, either within the com-
field and global travel, are very attractive and regions offer different challenges, munity or at the university or college.
to some cultures but not others and need potential impacts, and targets (e.g., high Whoever is involved in such programs
to be presented carefully (see Sherman- schools, two-year colleges, minority or other recruiting efforts needs to value,
Morris and McNeal, 2016). Students who serving institutions, other undergradu- and be aware of, cultural differences, local
love the outdoors are attracted by the ate majors, etc.). Underrepresented stu- issues, and the roles of different individu-
opportunity to work in the field. Similarly, dent diversity classifications may include als. Personal touch matters. Respect and
the opportunity to travel and work glob- race, ethnicity, first generation, socio- trust come through building long-term
ally is very attractive to some students. economic class, gender, age, disability, relationships, so ensuring that the same
However, many minority communities and veterans and therefore require dif- person serves as the “recruiter” over mul-
equate fieldwork with occupations involv- ferent approaches. tiple years is important.
ing manual labor, something they do not
want their children doing. The message
needs to be clear that geoscientists work
as professionals and that most work is
accomplished on computers, in offices,
and/or in laboratories and that working
in the field for a living is a choice, not a
requirement.
For community-centric cultures, travel

can be viewed negatively by parents and
prospective students. It is also impor-
tant to show that there are opportunities,
depending on their career choices, to stay
in or near their communities and give
back through their work.
The geosciences should adopt the mes-

saging strategies of engineering (National
Academy of Engineering; NAE, 2013;
chapter 1) which for decades have coor-
dinated with major corporations, the Courtesy of the Jackson School of Geosciences, University of Texas at Austin

Involving pre-college students in research provide workshops to help with admis- When recruiting, departments should
programs has shown to increase self-effi- sion and financial aid application forms involve people of similar cultural back-
cacy and a continued interest in geoscience (including Free Application for Federal grounds, particularly people closer to
careers (Baber et al., 2010). Summit partici- Student Aid — FAFSA®) or offer SAT or the student’s age, to more easily establish
pants shared information on several suc- ACT preparation workshops. Many offer a rapport. If you have alumni or current
cessful programs that attracted and retained financial support for students accepted students from an underrepresented com-
minority students (Box 8.1). The most into their programs. munity, invest in having them return to
successful recruiting programs provided talk about their experiences. When pos-
financial support, reached out to students Because most undergraduate institutions’ sible, have minority geoscientists visit
in their communities, involved members student body is more diverse than most the schools and participate in recruiting
of the community (families, high school geoscience departments and programs events as role models.
teachers, guidance counselors), included themselves, active recruitment from the
mentoring, and incorporated role models. entire campus population is another strat- Diversifying the faculty also demonstrates
egy to increase diversity. This recruitment your commitment to diversity and pro-
Some successful recruitment programs might be achieved through increasing vides role models and mentors to connect
also provide mentors for prospective stu- interdisciplinary courses and activities, underrepresented students to geoscience
dents who stay in touch through social offering engaging non-major courses, and careers more effectively (Archer et al.,
media, email, etc. Many underrepre- working across academic departments at 2019). At the same time, do not overtax
sented students are first generation, and universities to give geoscience depart- faculty from underrepresented popula-
no one in their family has applied for ments more visibility to a greater range tions with recruitment obligations at the
colleges or financial aid. A few programs of students. expense of meeting their own career goals.

Box 8.1: GeoFORCE Texas — Successful High School Diversity Field Program
GeoFORCE Texas34 is a highly successful K–12 outreach school or major. Staff hold transition-to-college workshops
program designed to increase the number and diversity of for students and parents on the basics of college, the appli-
students pursuing STEM degrees and careers, especially cation and admission process, financial aid and scholarships,
geoscience, at the University of Texas at Austin Jackson and SAT preparation. They also provide letters of recom-
School of Geosciences. Each summer, GeoFORCE Texas takes mendation, notify students of potential scholarships, and
over 300 high school students on geological field trips to connect the high school seniors with undergraduates for
the Gulf Coast, Mt. St. Helens/Pacific Northwest, Grand advice. High school seniors present posters at the Jackson
Canyon, and central Texas. These field academies engage School Student Research Symposium. Incoming college
diverse students from challenged high schools in southwest STEM majors also participate in a Math and Science Institute
Texas and inner city Houston and provide life-changing to prepare for their college-level courses.
learning experiences at some of the most spectacular geo-
logic sites in the country to broaden students’ understand- As of 2019, GeoFORCE had 582 graduates enrolled in col-
ing of the Earth, geosciences, and engineering. Although lege (432 in 4YCs, 77 in 2YC, and 73 in graduate school).
it varies each year, the demographics are ~85% minorities ~86% of graduates go onto college with ~90% persisting
(e.g., 2019: 59% hispanic, 17% black, 8% asian) and 60–64% through their second year. ~44% of undergraduate majors
female. GeoFORCE Texas also serves first-generation stu- are pursuing a STEM major and 8% more in health and
dents and those from low-income families. clinical sciences. The geosciences have 8% of the under-
graduate and 18% of the graduate students. As of 2019,
Each academy is about 1 week in length and involves active 492 students have bachelor’s degrees, 51 have master's
learning in an outdoor environment. Students are recruited degrees, and 7 professional degrees. 13% of all bachelor’s
in 8th grade and go on one field experience the summer degrees are in the geosciences, 67% of which were earned
before each of their high school years. They must maintain by underrepresented minority students. Comparatively,
a B average during the school year and pass quizzes and 12% of bachelor’s degrees in geoscience were awarded
exams during the week-long trip. Over 1,300 students have to URM in 2016 nationally (NCSES, 2016). Of 51 master’s
completed the program, and 100% graduated from high degrees earned by GeoFORCE alumni, 22% have been in
school. The academies are sponsored by companies and geoscience (11).
foundations, predominantly the petroleum industry, and
are free for the students. Each academy has an instructor, a The staff maintain contact with all the college students,
GeoFORCE coordinator, six counselors, a corporate/profes- helping them get involved in mentoring or other helpful
sional geoscientist mentor, and an educational coach. Many programs at the university they attend and directing them
alumni of GeoFORCE come back and work as counselors to research opportunities and scholarships. The Jackson
in the summer. School has endowed scholarships and fellowships for
GeoFORCE graduates who are accepted into the under-
GeoFORCE works closely with communities, high school graduate or graduate program, and geoscience majors
counselors, and teachers. GeoFORCE staff are active with who attend universities other than UT Austin frequently
the students during the year, staying in touch and helping participate in undergraduate research with JSG researchers
them prepare for college applications regardless of what as visiting scholars.
34 https://www.jsg.utexas.edu/geoforce/

RETENTION AND To ensure students are building a solid inviting alumni to talk about what they
SUCCESSFUL PROGRESS foundation, departmental, program or do in their careers and how they achieved
TO GRADUATION institutional tutors or pre-calculus and their present position. Having a success-
lower level science courses and work- ful professional geoscientist join a field
shops can address any deficiencies. trip to interact with the students can
Successful progress to graduation goes Rigorous summer bridge programs in illustrate context relative to job oppor-
beyond retention, particularly for students mathematics and chemistry can provide tunities. Career information should be
underrepresented in the geosciences. for a better transition to college STEM provided to students by the department
For example, students may complete the courses (Ashley et al., 2017; Dickerson and/or program, and this same informa-
degree by meeting minimum graduation et al., 2014; Murphy et al., 2010). Some tion should be shared with your insti-
requirements but find themselves lack- institutions incorporate more pre-col- tutional career services office. Students
ing the grade point averages and extra- lege material in lower division science should be encouraged to take advantage
curricular activities sought by graduate and math courses or teach material at a of professional networks that have stu-
schools and employers. For this reason, slower pace. For example, a course may dent chapters (e.g., American Association
a multifaceted, institutional approach have more contact (and credit) hours or of Petroleum Geologists (AAPG), Soci-
that nurtures the academic, social, and be offered over multi-semesters. Others ety of Exploration Geophysicists (SEG),
professional development of all students have tried a modular approach, breaking National Association of Black Geoscien-
is central to success (Wolfe and Riggs, the material into multiple three-week tists (NABG), Society for Advancement
2017). As students declare a geoscience segments. Some encourage students to of Chicanos/Hispanics and Native Ameri-
major, the faculty advisor should discuss take these more difficult courses during cans in Science (SACNAS), American
the curriculum, including concepts, skills the summer when they can concentrate Indian Science and Engineering Society
and competency expectations for gradu- fully on the subject. Other departments (AISES), the American Water Resources
ates, as well as detail those that align best offer calculus taught by geoscience faculty Association (AWRA), etc.). Depart-
to support their aspirations for gradu- or sequence core science courses with ments and programs should encourage
ate school or employment. Advisors and contextual geoscience courses, such as and financially support undergraduate
students need to also discuss the culture one semester of physics and/or chemistry attendees and/or presenters at regional
of the geoscience department, the profes- followed by a semester of geophysics and/ and national scientific conferences that
sional societies, as well as extracurricular or geochemistry. help to build student self-efficacy as
and social networking opportunities that nascent geoscience professionals. Many
support overall success. Support is not just about academics; it societies provide scholarships for first
includes social, economic, and cultural time underrepresented minority attend-
As previously outlined, quantitative skills factors (Tinto and Engstrom, 2008). ees (AGU, GSA, etc.).
are a strong predictor for post-college suc- Develop a gathering place where stu-
cess, yet are also viewed as a key recruit- dents and faculty can get together on Nurturing a sense of departmental com-
ment and retention barrier. Many depart- a regular basis to provide community munity that provides academic, social,
ments have piloted approaches to support continuity. Student organizations can help and financial support within the under-
students in developing their core science with building a sense of belonging, and graduate program and the classroom as an
and math skills. One successful approach successful inclusion of diverse students in entrée to the discipline and profession is
has been to integrate math, chemistry, the academic and social communities of critical to student success. Departments
physics, and computational science into geoscience campuses will address feelings should accept new students as emerging
all levels of geoscience courses so the stu- of isolation and exclusion. geoscientists who are part of the field,
dents can both learn these topics in a but starting their learning journey. Field
geoscience context and understand their As nascent members of the geoscience trips are excellent mechanisms to build
application and importance to their degree community, undergraduate students need camaraderie and community that few
(e.g., “Math You Need, When You Need It”; to be engaged in the development of a other disciplines have, though field trip
see Section 3). Ongoing contextual success career to not only to prepare for their leaders need to be cognizant of issues
builds student’s sense of self-efficacy (i.e., future but to help motivate them to com- that may impede participation by under-
belief in their ability to succeed). plete their program. Strategies include represented students.

Effective pedagogy supports retention (LSAMP) and other NSF sponsored REU
and student success, especially pedago- programs across the country, are impor-
gies that draw on collaborative and active tant ways to build student success.
learning (e.g., Association of American
Colleges and Universities (AACU) High Concern about mental health issues
Impact Practices, Liberal Education and among college and university students
America’s Promise (LEAP), Calculus has resulted in increased counseling and
Communities of Scholars (Asera, 2001)) mentoring resources for all students. Any Courtesy of the Jackson School of Geosciences,
These pedagogies also support inclusive undergraduate may suffer from feelings of University of Texas at Austin
learning environments (Beane et al., 2019) inadequacy, so departments must develop
(see Section 5). Other successful strate- strong mentoring and engagement pro-
gies include providing explicit instruction grams for all students, and especially for
in effective study skills, metacognitive underrepresented minority and at-risk
instruction to help students understand students, including students who com-
the way they learn, and more structured mute and those living off-campus. Gen-
opportunities for assessing what they have erally, students develop a strong sense
learned throughout the semester. of belonging if early in their education
they are involved in research, disciplin-
Active learning strategies and undergrad- ary projects or contests, and/or student
uate research experiences help students groups or chapters, where they can form
identify their skills and interests more working relationships with other students
thoroughly, build strong connections to as part of a cohort.
mentors, and understand what future
steps are needed to continue in a desired Mental health challenges also impact
field (e.g., Lopatto, 2007). These activities high-performing high school students
or research projects may be as simple as who have never had a poor grade. When
data collection or field and lab assistance starting college or the university, they may
on a larger project that creates a sense no longer be the best in the class, or find
of belonging. Early authentic research it difficult to adjust to a new less struc-
experiences for undergraduate students tured life. If they do poorly on an exam
help with retention (e.g., UT Austin Fresh- or in a class, they may magnify it out of
man Research Initiative (FRI)35; Simmons, proportion, be devastated, and unwilling
2014; Beckham et al., 2015), particularly to admit failure to their family. They also
for underrepresented minorities. These are likely to change majors, or because
research experiences can be during the they have never considered the possibility
school year or summer, and ideally should of failure, drop out. They, too, need robust
be paid if participation could cause a advising and mentoring.
financial hardship by keeping students
from jobs. Additionally, summer Research
Experiences for Undergraduates (REU) Effective Strategies for
programs sponsored by organizations such Students Underrepresented
as the University Corporation for Atmo- in the Geosciences
spheric Research (UCAR), UNAVCO, Successful engagement of underrepre-
or the Western Alliance to Expand Stu- sented minority students involve sev-
dent Opportunities (WAESO), the Louis eral common components: mentoring,
Stokes Alliances for Minority Participation active learning, research, and formative
35 https://cns.utexas.edu/news/freshman-research-starts-at-ut-changes-the-world

experiences. These same components are is particularly difficult. Departments and a dormitory. A student who is the first in
important for all students as well. Men- programs should continually address the the family or community to attend college
toring is a powerful tool that is effective question of why diversity matters, reduce does not have a support or information
at the peer level, where students already the prevalence of “lonely onlys”, and build system like that of peers whose families
engaged in the geosciences mentor other student self-efficacy. They need to educate are educated. Students from some cultures
students; and the faculty level, where stu- faculty and students (particularly under- must continually manage the expecta-
dents engage with faculty based on aligned represented students) about topics such as tions of family or community members
interest and skills. Mentoring groups with “imposter syndrome” where students feel whose demands can conflict with aca-
mixed cohorts of underrepresented and inadequate despite evident success and demic needs. For example, attending a
non-underrepresented students have “stereotype threat” where students feel at Pow Wow is mandatory and often not
proven to be successful, particularly for risk of conforming to stereotypes about scheduled; enthusiasm about school can
freshman. Mentoring is also key in help- their social group (Spencer et al., 2016). be viewed as having fun and not being
ing individuals interested in geosciences These two conditions can have the largest serious about supporting the family; and
navigate and discover the wide range of impact on those students who are doing the lack of understanding of the difference
careers and opportunities offered. or want to do well, resulting in decreased between high school and university work
performance (Santiago and Einarson, can overwhelm students.
Another component to underrepresented 1998). Geoscience departments must be
minority student engagement in the geo- willing to look inward, change depart- Faculty and staff need professional devel-
sciences is a formative field experience. mental culture, and develop, incorporate, opment on cultural sensitivity and implicit
While not true for all underrepresented and advertise to their students programs bias, and departments and institutions
students, some minorities and other urban that are welcoming and designed to pro- need to develop robust diversity, equity,
students lack formative childhood experi- mote success among underrepresented and inclusion plans. Many colleges and
ences with outdoor spaces that many geo- student groups. universities now offer or require such
scientists find intrinsic to the science. For training centrally or through College of
many underrepresented minority stu- Faculty and counselors need to recognize Education courses on teaching diverse
dents, sponsored field experiences are many underrepresented students do not learners. Some professional societies,
often the only time they have been intro- know anyone else who has gone to col- including NAGT, offer workshops on
duced to natural science in outdoor spaces lege and thus are significantly less likely these subjects. In the classroom, instruc-
(National Park Service (NPS) survey to have a roadmap for their future. Small tors need to identify and embrace all types
2008–2009). These experiences can be setbacks can be amplified out of pro- of diversity, recognizing there are diverse
even more formative for students when portion. Many have deep connections to communities within underrepresented
they interact with outdoor spaces through their family and home, but their families minorities and to learn about the cultures,
the lenses of newly acquired skills and cannot provide the advice and guidance heritage, skill levels, and learning styles of
knowledge allowing them to interpret the students need. Robust advising and students you are working with and adjust
their natural surroundings or an environ- mentoring are required. Faculty and/or teaching and mentoring accordingly.
mental issue. This approach might include counselors may need to do “intrusive
connecting underrepresented students to advising”, intentionally contacting a stu- Promising approaches to broadening par-
ocean and marine environments through dent to develop a positive relationship ticipation often happen through institu-
time spent on research vessels and through that promotes academic motivation and tional partnerships among 2YCs, 4-year
coastal research opportunities, directly or persistence. Many institutions also have colleges/universities (4YCs) and minor-
remotely. resources to help departments and pro- ity serving 4YCs (MSI), Hispanic Serv-
grams with these issues. ing Institutions (HSI), Historically Black
The departments and programs hold the Colleges and Universities (HBCU’s), and
institutional responsibility to provide sup- Advisors must consider the home envi- Tribal Colleges and through leveraging
port networks, safety nets, mentoring, and ronment of the minority or “first in fam- research infrastructures and research
more (Wolfe and Riggs, 2017) to ensure ily” student. A student who commutes to opportunities to enhance a student aca-
student success. Success of students school and does not live on campus leads a demic training. Universities and four-
underrepresented in geoscience programs different student life than one who lives in year colleges (4YC) intending to increase

diversity need to develop such relation-

ships and collaborations (Box 8.2). Box 8.2: Fort Valley State University Cooperative
Developmental Energy Program (CDEP)
Partnerships between institutions with
clearly articulated and communicated The Cooperative Developmental government, and other universi-
pathways for students can additionally Energy Program (CDEP) program36, ties participate.
provide opportunities for 2YC, MSI, HIS, founded in 1983 by its Director, Dr.
HBCU and Tribal College students to Isaac Crumbly, focuses on the recruit- The dual STEM degree has students
participate in programs such as REUs, ment and placement of academi- enroll at Fort Valley State University
and mentor students before, during, and cally talented minorities and females for the first three years and pursue a
after transfers to ensure retention and into professional level careers in major in mathematics, chemistry, or
success of high-risk students. Recruitment the energy and other STEM-related biology. For years 4 and 5, students
scholarships for the underrepresented industries. It has one of the best track- transfer to one of CDEP’s partnering
minorities at two-year colleges can be records in the nation for recruiting universities to complete a major in
made portable to 4-year colleges if the minorities and women in science and engineering, geology, geophysics, or
students transfer. engineering disciplines. health physics. At the completion of
the five-year program, students earn a
The CDEP dual degree programs B.S. degree from Fort Valley State Uni-
have produced 106 engineers, 40 versity and a B.S. or M.S. from one of
geoscientists, and 9 health physicists. CDEP’s partnering universities. CDEP’s
The program achieves its objectives current partnering institutions consist
through scholarships, internships, of Fort Valley State University, Georgia
providing career and job opportu- Institute of Technology, Pennsylvania
nities, and dual-degree programs State University, University of Arkan-
in engineering, geology, geophys- sas, University of Nevada at Las Vegas,
ics, and health physics. Industry, and the University of Texas at Austin.
36 https://www.fvsu.edu/cdep

2YCS OPENING THE

Box 8.3: Community College Partnerships DOORS TO THEIR
STUDENTS’ FUTURE
In 2017 there were 941 public com- and mentoring projects between
munity colleges (two-year institu- institutions that serve to increase 2YC
tions) in the U.S., serving 5.8 mil- undergraduates’ awareness of the 4YC A critical gateway to engaging the broader
lion students making up 34% of the institution. Field research opportuni- population is through 2YC (community
undergraduate population in the U.S. ties for faculty and students can be a college) institutions (Box 8.3). Commu-
(McFarland et al., National Center tremendous incentive for continued nity colleges often have a high percentage
for Education Statistics, 2019). As collaborations and for matriculation of underrepresented minority students
higher education becomes increas- to the 4YC institution after the stu- and as the cost of higher education
ingly more expensive, more under- dent graduates or finishes taking increases, many non-minority students
graduate students are attending 2YC classes. are enrolling as well. Building community
community college as a means to college partnerships to bridge the 2- and
save money and graduate with their Degree plans: Many 2YCs have 4-year college divide provides multiple
bachelor’s degree on time. With 2-year Associate degrees in Science opportunities to introduce underrepre-
undergraduate introductory courses with some even specific to the Geo- sented students to geoscience at critical
being the most effective marketing sciences. Finding out if a 2YC has a decision points.
tool to engage undeclared students degree that is transferable, and ensur-
into majoring in geology, a strong ing that the courses within the degree
effort must be made to ensure these are transferable and are equivalent to
courses across institution types and a student who has the same course
modes of delivery are given our work and hours at the 4YC, will help
utmost attention and support. Com- ensure that students do not use OBSERVATIONS FROM
munity colleges reach a wider mar- up valuable educational resources
THE COMMUNITY:
ket of undergraduate students and (financial aid, college credits, time,
Developing relationships is crit-
therefore should be a key outreach money, etc.)
component for departments and ical. We recently had a weekend
institutions as they encourage stu- Mentoring: Student mentoring field trip and invited a faculty
dents to study the geosciences. Many stretching between 2YC and 4YC member from the transfer uni-
NSF RFPs require that collaborations greatly improves the success of stu- versity to attend. Having that
with 2YCs be incorporated into the dents making the transition from the unstructured time for majors
scope of work for the proposal and community college system to the
to ask her questions was invalu-
this opportunity should not be over- university system. Having a faculty
able and was something I hope
looked by 4YC or 2YC institutions. mentor at both institutions can help
The most effective collaborations facilitate this transition and the chal- to continue to accomplish and
between 2YC and 4YC are often sys- lenges that arise such as larger class work toward in the future.
tematic in their efforts. sizes and increased cost. Mentors (2-year community college)
can help students navigate these
Curriculum: Ensure content being hurdles and increase the chance a
taught in a 2YC introductory course student continues and does not drop
prepares students for the higher divi- out. Mentors can be faculty men-
sion courses at the 4YC. Build conver- tors, departmental advisors, and
sations and formative collaborations even departmental undergraduate
between colleagues at each institu- or graduate students.
tion which can often lead to research

Robust communication between advisors 4YC advisors throughout the process that submitted a progress report said they
and faculty at local 2YCs and 4YCs and helps ensure retention and success of successfully implemented some of these
joint advising strategies are beneficial for high-risk students. Successful approaches 2YC–4YC engagement strategies. These
successful student transfers. Advising and have included joint fieldtrips for fresh- included joint fieldtrips, student panels,
mentoring needs to happen before, after men and sophomores at the two insti- social events, development of a transfer
and during the transfer process. These tutions, summer research internships, pathway academic map, and increased
relationships lead to increasing 4YC REUs, or field programs for 2YC students interactions between faculty and students
enrollments, potentially increased diver- at 4YCs, and collaboration with upper at local community colleges and 4-year
sity, and a greater chance of long-term classmen at 4YCs (Boxes 8.3, 8.4). Rela- colleges/universities to ease success of
student success as preparation and expec- tionships can be strengthened by 4YC transferring students (Box 8.4).
tations for transfers will be closely aligned faculty inviting 2YC students and faculty
to the target 4YC. to research talks and symposiums, co- To prepare students for future success with
advising students, and establishing peer their educational pathway, 2YC faculty
Early and intentional integration of trans- and vertical mentoring programs between should teach students to be good learn-
fer students from 2YC to 4YC settings the two institutions. These partnerships ers who are open to new ideas, engage
is important for ensuring their success, offer opportunities to a broader segment them in problem solving, and develop
retention, and graduation. Students of the student population at both the team skills; discover and use any non-
struggle to feel a part of their new pro- 2YC and 4YCs than just the transferring traditional skills they already have; and
gram when they transfer in with half of students. Institutions need to be attentive leverage local professional societies for
their degree program already completed, to managing costs, such as those associ- both 2YC students and faculty. Faculty at
particularly in into programs with an ated with funding to house and support 2YCs need to be active in the professional
established strong community. The 4YC students during REUs. community and participating in national
students will have already developed 2YC faculty networks, bringing benefits to
cohorts and friendships. Activities that Respondents in the 2014–2015 survey themselves and their students. Informing
integrate transfer students into the 4YC indicated limited interaction between administrators about professional activi-
community before and after the transfer 2YC and 4YC (Fig. 8-2). About 17% of ties is important, so publicize good-news
build community and provide support. participating Heads and Chairs at the stories about engagement with outside
Joint mentoring of students by 2YC and 2016 Summit and subsequent workshops stakeholders and professional activities.
Figure 8.2: Methods used to Ease 2YC-4YC Transition

Departments using method
Alignment of curricula between 4YC and 2YC
Faculty interactions
Collaborative field trips and research
0% 5% 10% 15% 20% 25% 30% 35% 40%
Figure 8-2: Methods Used to Ease 2YC-4YC Transition

Departments using specific methods
Survey Question: Which of the following does your department do to ease the transition between 2-year and 4-year colleges?

Box 8.4: University and Community College

Collaboration
The University of Texas at El Paso between community college and
(UTEP) and El Paso Community Col- the university.
lege (EPCC) have formed a strong
collaborations over many years that One effective collaborative project is
incorporates a partnership between SLATES (Service Learning Activities
their geoscience faculty to ensure Targeting the Earth Sciences) that
that EPCC students interested in the aims to diversify service learning
geosciences have a high success in opportunities for undergraduates
matriculation to, and graduation at the Hispanic Serving Institution,
from, UTEP. Geoscience faculty at UTEP, and EPCC. A series of short-
both institutions convene regularly term activities (< 10 hrs./semester)
to discuss any recent changes or rec- were developed to target students
ommendations to either curriculum in introductory geoscience courses to
objectives or degree plans. This help increase the number of geosci-
ensures EPCC students who major in ence majors, as well as long-term (>10
Geosciences are receiving the hrs./semester) activities for majors
Courtesy of Joshua Villalobos required instruction and transferable to apply their knowledge and skills
credit for them to succeed at both at outside the classroom. In the first
UTEP and EPCC. Collaborations year of SLATES, we focused primar-
between faculty and students at ily on short-term activities while lay-
UTEP and EPCC are often strong coming the groundwork for longer-term
ponents in grant proposals submitted activities and encouraged students
by UTEP and incorporate EPCC stu- to assist in designing new activi-
dents facilitating in various field and ties. EPCC students chose to focus
laboratory tasks that are often con- on water and sustainability projects,
sidered routine (assisting if deploying including serving as tour guides for
field equipment, running lab equip- the El Paso Water Utilities’ TecH2O
ment, data input, etc.) but in fact can Center and desalination facility, and
be very formative to a student who developing lesson plans on El Paso’s
has begun to show an interest in the groundwater for 4th grade students.
geosciences and who may not have These activities involved over 170 stu-
yet been on a university campus. dents (K–14), parents, and teachers.
These activities have proven to be Students at UTEP focused on tutoring
highly effective in increasing UTEP’s lower division majors in key classes
undergraduate programs and (e.g., mineralogy, petrology) and K–12
increasing the number of geoscience outreach (involving over 40 students).
majors at EPCC. Faculty at both insti- We also organized a variety of field
tutions have acquired enough knowl- trips that highlighted local geology
edge about each other and their for students, family, and friends. A
respective institutions that they have total of 242 participants (35% non-
begun to serve as successful mentors science majors) attended or assisted
at both ends to assist students in the with the local field trips.
challenges many face transitioning

Students at 2YCs generally mirror the BROADENING OBSERVATIONS FROM

community demographic and can thrive PARTICIPATION AND THE COMMUNITY:
at 4YCs, especially when appropriate sup- INSTITUTIONAL CHANGE
port structures are in place. 4YC Fac- Institutionally our students
ulty working with transfer students from Changing the culture of academic depart- (not just geology but STEM and
2YCs need to overcome any cultural or ments through transformative institu- non-STEM) are receiving their
academic biases — attendance at a 2YC tional practices to sustain diversity efforts Associates’ through reverse
or underrepresentation does not mean progresses slowly. Problems and solu- articulation. (That is) wonderful
underprepared. 2YC students are funda- tions do not lie with the communities
for the student to achieve this
mentally the same as 4YC students, and we hope to serve but are the responsi-
intermediate-step by earning
27% 4YC students completed two years bility of leadership, who are in position
at a 2YC before finishing their last two to motivate change and re-think what a degree) and very good for
years at 4YCs (also 26% of M.S. and 17% constitutes a geoscience degree. Building our 2YC institution to have this
of Ph.D.’s) (Wilson, 2018). on research and evaluation in best prac- “degree awarded” data points
tices, academic programs are beginning for our state legislative funding
For success, a clear pathway to degree to embrace new approaches to increasing formula (a formula that does
completion for transfer students must be the diversity of majors, career options,
not recognize the course trans-
defined and communicated to local 2YCs and training. A snapshot of current geo-
fer mission as a fundable merit).
to ensure students are on track at the end sciences diversity programs funded by
of their first two years to be prepared for the NSF shows innovation in approaches (2-year community college)
the next two. Faculty at both institutions and skill development around topics that
need to coordinate course objectives, are particularly meaningful to students, I convened two summits with
curriculum, and degree plans. They urban or rural. Researchers should take area 2YC instructors, revise our
should discuss content, objectives, and advantage of the Broader Impact review 2+2 transfer plans, and dissemi-
any evolution or changes in degree pro- criterion for federal grants to continue to
nated them to the appropri-
grams. Clear articulation agreements are initiate and test new programs and ideas
ate college recruitment offices
needed, but that goes beyond course to address minority and nontraditional
numbers; it is critical in advising students student issues in the geosciences. and 2YCs. (Doctoral-grant-
to ensure transfer courses actually trans- ing university)
fer as specific courses needed for the
degree, not just as credit hours. If 4YCs We developed a freshman field
ROLE OF PROFESSIONAL
have transfer students from multiple exchange with the local com-
2YCs, the 4YC faculty should work with
SOCIETIES (GSA, AGU,
NABG, SACNAS, AISES, munity college where the two
the network of 2YCs. Also, if a student
NAGT) groups of students did local
transfers before receiving their Associates
degree from the 2YC, it is important for fieldtrips together. (Doctoral-
faculty at both institutions to facilitate Geoscience and other STEM professional granting R1 university)
cross-transfer credits from the 4YC to the societies have been at the forefront for
2YC so the students can still be awarded decades in building strategic approaches
their associates degree. This coordination for recruiting underrepresented popula-
will ensure that students who do not fin- tions into the sciences. These initiatives
ish the four-year degree will at least have have largely been structured as competitive
the Associates degree and increases the scholarships or overarching informational
likelihood that they complete the four- or mentoring initiatives. Efforts by indi-
year degree. Also, 2YCs are evaluated on vidual programs, often funded by the
the number of Associate degrees that are National Science Foundation and industry,
completed. have been key to capturing these newly
engaged students. However, this process

struggles to scale effectively, as demon- Recommendations: ▶ Develop or collaborate with STEM

strated by the marginal improvement in programs for minority students at
participation by underrepresented popula- ▶ Address the public perception of the pre-high school and high school lev-
tions. Additionally, efforts by the National geosciences by emphasizing societal, els, as appropriate for your institution
Academy of Engineering and the Ameri- economic, and employment relevance
can Geosciences Institute demonstrated ▶ Develop a formal approach for
the critical barrier to success has been ▶ Emulate and develop program/ student retention and success that
building sufficient self-efficacy in these department-focused positive recruit- includes mentoring, building a sense
recruited populations (Houlton and Keane, ment programs for new students, of community, and other support-
2017). Starting in 2020, a spectrum of lower division non-majors, transfer ive aspects, particularly focusing
major NSF-funded initiatives have been students, and students underrep- on students underrepresented in
launched with professional societies to resented in the geosciences, taking the geosciences
develop community-wide networks that advantage of institutional efforts
foment change to improve the diversity of ▶ Develop programs that facilitate the
the geoscience community. success of transfer students from 2YC
to 4YC and/or universities before,
during, and after transfer
▶ Build institutional partnerships

among two-year colleges, four-year
colleges/universities and minor-
ity serving institutions (MSI) and
leverage research infrastructures and
research opportunities to enhance
a student academic training at His-
panic Serving Institutions (HSI),
Historically Black Colleges and Uni-
versities (HBCU’s), and Tribal Col-
leges, leveraging institutional efforts
as appropriate
▶ Initiate and test new programs to

address underrepresented minority
and nontraditional student issues in
the geosciences
▶ Use the Broader Impact review crite-

rion for federal grants to encourage
actions to increase underrepresented
minority participation, retention,
and success
Vincent Hoban, UCD Media Services

9. Leveraging the Next Generation Science
Standards in Introductory and Non-Major Courses
to Recruit Majors and Prepare K–12 Science or
Geoscience Teachers
I ntroductory and non-major coursesshould leverage the Next Genera-
tion Science Standards to engage all students and preservice teachers in
the geosciences.
CHALLENGES AND the importance of Earth and space science

OPPORTUNITIES in pre-college science education to a level
equivalent to that of the life and physical
The Next Generation Science Standards (physics and chemistry) sciences.
(NGSS)37 are fueling a major reform in
K–12 science education in the U.S. and As NGSS adoption expands, students will
offer an unprecedented opportunity to enter college with different expectations
expand the reach of the geosciences for how science works and is taught. We
(Wysession, 2014). Introductory and non- need to prepare for these students by
majors courses can leverage the NGSS to becoming familiar with NGSS and adapt-
better engage all students and support ing our undergraduate programs. If we Courtesy of the Jackson School of Geosciences,
pre-service teachers in the geosciences. As use the recommendations discussed in
of 2020, 20 states have adopted the NGSS previous sections regarding active learn-
and 24 others have developed standards ing pedagogies (Section 5), and a focus
based on the Framework for K–12 Science on concepts, skills, and competencies
Education38. In using these standards, (Section 3), our courses will align with
K–12 education focuses on active-learning the expectations of the NGSS and these
pedagogies, student-centric education, future students. Reforming introduc-
cross-disciplinary science, and key disci- tory and non-major geoscience classes
plinary concepts. Within this approach, is essential for all students, including
the geosciences are well-positioned to geoscience majors and pre-service K–12
serve as a vehicle for addressing the science and geoscience teachers (e.g.,
requirements for integration of the science PCAST, 2012), because it will contribute
disciplines while simultaneously incorpo- to improving geoscience literacy for all.
rating mathematics, engineering, com- Effective pedagogues, including societally
munication, and societal considerations relevant, active-learning opportunities,
(see Box 9.1 for specific information). in introductory courses may entice more
Although most states do not require stu- students to major in the geosciences.
dents to take an Earth science course in Departments should provide faculty
middle or high school, the NGSS elevate teaching introductory and non-major
37 https://www.nextgenscience.org/
38 see https://ngss.nsta.org/about.aspx

9. Leveraging the Next Generation Science Standards
classes with opportunities for professional

Box 9.1: Pre-college Science Education in the U.S. development related to implementing
NGSS guidance and strategies so that
K–12 science education in the U.S. is each of the three dimensions (that is, they can learn about the research-based
currently undergoing major reform they each include a practice, a cross- strategies that are being implemented in
that has produced the Next Genera- cutting concept, and a disciplinary K–12 classrooms.
tion Science Standards (NGSS). For core idea). The performance expecta-
the Earth and space sciences, this tions specify what a student should Preparing geoscience-literate K–12 teach-
reform began with a series of com- be able to do in order to demonstrate ers will help the geosciences to address
munity-based collaborations that mastery of all three dimensions of the critical workforce needs while also pro-
produced the “Blueprint for Change: standard. Evidence statements (NGSS moting development of a geoscience-lit-
Report from the National Conference Lead States, 2013c) for the NGSS erate citizenry. Some of the most pressing
on the Revolution in Earth and Space provide teachers and administrators problems facing the world are related to
Science Education” (Barstow et al., with guidance regarding what should the geosciences, and it is crucial that the
2002) followed by a series of materials count as credible evidence that a stu- public, most of which will not pursue a
(UCAR, 2007; ESLI, 2010; OLN, 2015; dent has mastered a standard. Com- post-secondary science credential, has
EERE, 2017; CLEAN, 2018) designed prehensive three-dimensional assess- a basic understanding of the Earth and
to promote understanding of the ments address all components of the its systems. The 2014 and 2016 Summit
“big ideas” in the geosciences. These target performance expectation(s) participants overwhelmingly agreed that
documents, among others for other simultaneously. A series of com- our best approach is to train K–12 educa-
disciplines, guided the development prehensive assessment examples tors, from any disciplinary background,
and release of the Next Generation addressing multiple performance to integrate geosciences into their classes
Science Standards (NGSS; NGSS Lead expectations is available online from in accordance with the NGSS. The par-
States, 2013a) that continued refram- the NGSS website (NGSS Lead States, ticipants’ recommendations for develop-
ing science disciplines that started 2013b). The standards development ing the next generation of introductory
with National Science Education Stan- was based on decades of research on courses are outlined below. K–12 teach-
dards in 1996. effective practices in science educa- ers who have taken effective geoscience
tion, much of which was summarized courses in college are better equipped
The three-dimensional nature of in the National Research Council’s to educate their students about how the
the NGSS is truly revolutionary. The publication “A Framework for K–12 world works, demonstrate the relevance
standards are articulated as a series Science Education: Practices, Cross- of this knowledge to local and global
of “performance expectations” that cutting Concepts, and Core Ideas” issues, and instill enthusiasm and interest
include a component drawn from (NRC, 2012). in the geosciences.
A cultural shift to focusing on the role

of geoscience programs in influencing
K–12 teacher preparation is needed. Of
all the sciences, Earth science has the
fewest disciplinarily trained K–12 teach-
ers (Wilson, 2019). We need to expand
efforts to prepare geoscience-literate
K–12 teachers to increase pre-college
exposure to geosciences. By helping
teachers use authentic geoscience exam-
ples to promote science literacy, geosci-
ence departments can strengthen public
understanding and promote recruitment
of future majors.

REDESIGN OF Teaching with real data and models can Teachers’ preparation will be enhanced if
INTRODUCTORY AND support student-centered pedagogy while geoscience-related phenomena and prob-
NON-MAJOR COURSES also promoting a deep understanding of lems are included in introductory and
material (e.g., Freeman et al., 2014; NRC, non-major courses in ways that can be
2015; Miller & Kastens, 2018; Kastens et modified for implementation at the K–12
Faculty teaching introductory and non- al., 2019). level, whether in K–12 Earth and space
major courses should become familiar science courses or as geoscience examples
with the structure and expectations of To increase the relevance of introductory in other disciplines’ courses, such as phys-
NGSS. The NGSS has three core disci- geoscience courses to all students, majors ics, chemistry, biology, and math. The
plinary domains: Physical Science, Life and non-majors alike, faculty should focus introductory geoscience courses need to
Science, and Earth and Space Science; on phenomena and problems. An earth- model the best pedagogy and investigation
Engineering is treated at the same level as systems approach, which emphasizes the of scientific phenomena and problems
Science. For the first time, Earth and Space integration of physics, chemistry, biology, that can be adapted by future teachers.
Science is considered at the same level as math, societal implications, and communi- Such courses will prepare future science
other sciences. Instead of emphasizing cation will help increase students’ percep- teachers to use the NGSS and real-world
disciplinary content above all other con- tion of the relevance of the geosciences. examples in their K–12 classrooms.
siderations, the NGSS pay equal attention By employing active-learning strategies,
to three different dimensions of science: instructors can help their students develop Pre-service teachers who major or minor
an awareness that the Earth acts as a com- in the geosciences need to engage in
1. practices of science and engineering; plex system and to recognize the nature of authentic geoscience experiences (i.e.,
the linkages between different parts of the field trips, service learning, laboratory-
2. crosscutting concepts that span and system. The students should have oppor- based projects or work experiences)
unite all of science; and tunities to explore the causes, effects, and along with rigorous disciplinary prepa-
feedback loops within the Earth system, ration. They also need methods courses
3. disciplinary core ideas. and investigate how geoscience processes that emphasize strategies and pedagogies
impact humans and how humans impact validated by education research, designed
This “three-dimensional” nature of the the Earth systems (Ireton et al., 1996). in collaboration with education and/or
NGSS is truly revolutionary. As students geoscience education faculty. Pre-service
proceed through the learning process, teachers who have the opportunity to
they employ the scientific practices and do research and get early experiences in
PREPARING AND
use the crosscutting concepts to develop K–12 classrooms while completing their
a deep understanding of the disciplinary
SUPPORTING K–12 undergraduate degree will be well-pre-
core ideas. They demonstrate mastery of TEACHERS FOR SUCCESS pared to introduce their future students
a standard by using all three dimensions to the geosciences.
of science to investigate a phenomenon Most K–12 and Earth science teachers
or develop a solution to a problem. The only take introductory or non-major geo- K–12 teachers, who are already in the
NGSS were developed based on evidence science courses (Banilower et al., 2013; classroom, will benefit from efforts under-
of what works, and through an extensive Gilbert et al., 2019); thus redesigning taken by the geoscience community to
community-based process. The recom- these courses to incorporate the NGSS develop low cost resources, including lab-
mendations for geoscience majors as dis- framework and pedagogy is imperative oratory, field, and problem-solving exer-
cussed in previous sections (Sections 3, 5 to preparing pre-service teachers (Egger, cises that can be easily adapted for high
and 8) are fully aligned with this process. 2019). Integrating the vision of the NGSS school classes. Useful teaching materials
into university curricula using the geosci- and methods are crucial to increasing geo-
The NGSS call for implementation of stu- ence literacy documents39 will strengthen science content in K–12 classes. The best
dent-centered pedagogies that empower the curriculum and improve the prepara- repository of tested undergraduate-level
students to drive their own learning. tion of future teachers. teaching resources resides on the Science
39 http://www.earthscienceliteracy.org/

Education Resource Center (SERC) web- assessments (NRC, 2014), pre-service in-service teachers, need to be prepared
site accessible through NAGT’s “Teach the teacher education programs must increase to implement student-centered teaching
Earth” portal40. Other excellent resources the focus on this activity because it is and the three-dimensional approach to
are available through geoscience con- challenging for both new and experienced learning in their own classrooms.
sortia and organizations such as IRIS, teachers. Programs must give teachers
UNAVCO, and AGI, and government time to practice and reflect on the nature To develop proficiency with student-cen-
agencies including NOAA, and NASA, of assessments to prepare them for suc- tered teaching methods and the NGSS,
and the U.S. Department of Agriculture cess in the classroom. These assessment geoscience faculty involved in K–12
Natural Resources Conservation Service strategies will also contribute to improved teacher education should engage with the
Web Soil Survey that can be used any- assessment of student learning that can be colleges/schools of education and effec-
where in the U.S.. adapted for undergraduate classes as well. tive K–12 teachers to understand how
they are addressing NGSS. Collaboration
Geoscientists, and especially faculty, need One of the most significant aspects of the with two-year college faculty who teach
to value K–12 teaching as a career. Educa- vision underpinning the NGSS is the tran- a broad spectrum of students can sup-
tion majors and pre-service Earth science sition from a traditional teacher-centered port development of culturally relevant
teachers are as important as geoscience classroom to student-centered classrooms practices. The broader the engagement
majors and are critical to developing the in which the teacher serves as a guide on of geoscientists with pre-service and in-
next generation of geoscientists and Earth the side rather than taking on the role of service teacher professional development,
literate citizens. In all classrooms, there a sage on the stage in the traditional class- the larger the potential for K–12 students
are a diversity of skills and trajectories room model. In a fully student-centered exposure to geoscience.
and each is important to develop. classroom, the students ask the questions
and develop the answers to those ques- The 2014–2015 survey shows institutions
tions. The teacher keeps the learning pro- beginning to integrate the 2013 NGSS into
cess moving forward and helps to provide curricula and 51% integrating math and
K–12 TEACHER resources as needed, but does not serve as basic sciences into undergraduate courses
EDUCATION PROGRAMS the ultimate source of knowledge. (Fig. 9-1). In addition, about 30% of the
respondents indicated that their institu-
For 2YC and 4YC geoscience programs The transition to student-centered peda- tion is involved in K–12 teacher prepara-
already invested in K–12 teacher edu- gogy requires implementation of NGSS- tion and 36% offer professional develop-
cation, contributing to K–12 education aligned curricula by teachers who are ment programs for in-service K–12
reform is necessary. Even a cursory review prepared to implement NGSS-aligned teachers (Fig. 9-1; Appendix A). Very few
of the NGSS performance expectations pedagogy (NRC, 2015). Novice teachers participating Heads and Chairs at the 2016
and evidence statements makes it clear will find effectively implementing NGSS- Summit and subsequent workshops that
that teachers can no longer rely on work- aligned instruction challenging if they submitted a progress report, however,
sheets or multiple-choice tests to gauge have not had the opportunity to experi- indicated any changes in in K–12 teacher
student learning. Thus teachers, to be ence it as part of their education (NASEM, preparation.
effective and prepare their students for 2015). It will also be difficult for experi-
success on state-based high-stakes tests, enced teachers unless they have inten- For faculty working with pre- and in-
must learn how to develop and score sive and sustained professional learning service teachers it is important to:
three-dimensional assessments. These involving substantial hands-on practice.
new types of assessments typically ask Thus, effective implementation of the ▶ be a good geoscience role model and
students to demonstrate mastery in ways NGSS and other Framework-aligned mentor;
that differ significantly from traditional standards will require more, and a dif-
pencil-and-paper classroom-based exams. ferent type of, pre-service and in-service ▶ demonstrate respect for the role
Although guidance exists for developing teacher education. Geoscience faculty, of K–12 teachers as academic
three-dimensional performance-based particularly those who work with pre- or professionals;
40 https://serc.carleton.edu/teachearth/

▶ be willing to discuss different pedago- Pre-service teachers, like all students, When collaborating with in-service
gies pros and cons; need career advice, information about teachers, it is important to recognize
job opportunities, and mentors. Con- their expertise as educators. Pre- and
▶ connect to the NGSS whenever necting pre- and in-service teachers to in-service teachers should be included as
possible; professional organizations (GSA, AGU, co-authors on scholarly works, supported
NAGT, etc.) will help them develop pro- to attend state, regional, and national
▶ devise strategies to address and assess fessional networks. Departments should conferences, and encouraged to present
multiple dimensions of the NGSS foster personal connections among faculty at those events. Encouraging interaction
simultaneously; and pre-and in-service K–12 teachers and between undergraduate and graduate
continue to build those long-term collab- students and K–12 teachers, including
▶ continually inform local teachers orative relationships as the teachers enter K–12 classroom involvement, is valuable
about new Earth science resources, the classroom. Collaboration with teach- in expanding the teachers’ network of
including locally relevant project; ers may involve science or educational geoscientists, improving graduate and
research, professional development, out- undergraduate students’ communication
▶ and develop local field guidebooks. reach, or development of standards-based skills, and providing the K–12 students
teaching resources. Many possibilities with geoscience role models. The NSF
Departments should also consider more exist, including using in-service teacher’s Graduate STEM Fellows in K–12 Edu-
involvement with in-service teachers expertise to design non-major and intro- cation program was successful in this
and engage with teacher networks in ductory undergraduate classroom and effort, and projects supported through
their area. Seek out and work with exist- laboratory activities, or developing pilot that program provide good models for
ing professional development programs programs combining geoscience content success (Ufnar et al., 2012).
for in-service teachers, or if none exist with content from other fields for use in
in your area, use existing resources to high-school, introductory, and non-major By inviting K–12 teachers to participate
develop one. geoscience courses. in activities, including attending and/or
Figure 9.1: Departmental Supports for K-12 Educators

Departments offering specific supports
Integrates math and basic science into courses
Track state K-12 teacher license requirements
Specific courses for pre-service K-12 educators
Offers programs for in-service K-12 educators
Integrate NGSS into curricula
0% 10% 20% 30% 40% 50%
Figure 9-1: Departmental Supports for K-12 Educators

Departments offering specific supports for K-12 educatiors
Survey Question: Which of the following does your department do to help with preparation of K-12 teachers?

presenting seminar talks, participating increasing demand because of the eleva- ▶ Provide and take opportunities for
in field trips, serving on advisory boards, tion of geosciences in NGSS, institutions geoscience faculty to participate in
and other activities, post-secondary insti- of higher education should consider offer- professional learning experiences that
tutions can contribute to teachers’ profes- ing a master’s in Earth science education introduces them to the nature of the
sional development while also promoting (non-thesis), having separate labs and/or three-dimensional NGSS and associ-
development of sustainable collaborations classes focusing on how to teach geosci- ated pedagogies
among teachers, faculty and students. ence, and offering field courses designed
for pre- and in-service teachers. ▶ Prepare geoscience majors, non-
If teacher education is an important aspect majors and future K–12 science and
of an undergraduate geoscience program, Earth science teachers by focusing
departments should provide incentives on processes and systems, integrat-
for faculty to participate and include such IMPLICATIONS ing content from other sciences and
activities in the reward structure. OF K–12 SCIENCE math in introductory and non-major
EDUCATION REFORM courses, using active learning and stu-
In addition to being familiar with NGSS, dent-centered pedagogies, and devel-
FOR UNDERGRADUATE
key faculty members and staff involved oping and using resources that can be
in training teachers should also be aware
GEOSCIENCE EDUCATION easily adapted for use in middle and
of state education and licensure require- high schools
ments and state expectations for K–12 As student-centered, three-dimensional
instruction and assessment of students science education becomes the norm at ▶ For pre-service teachers, use and
in the content areas. The available and the K–12 level, students entering post- explicitly identify geoscience exam-
required training, individual state stan- secondary institutions are likely to have ples that connect to other sciences,
dards, and certification requirements new expectations for undergraduate math, social sciences, and commu-
vary widely by state, and sometimes even education. Undergraduate geoscience nication. Take into consideration that
by school district. It is also critical to programs will need to respond accord- an introductory geoscience may be a
engage with local school administrators, ingly to remain relevant and interesting as student’s only science course and that
local school boards and state education the expectations of students evolve. Also future teachers will be more likely to
boards as changes to K–12 curriculum relevant to undergraduate education is use geoscience examples if they also
and requirements can have a major impact conducting research on whether student- support learning of other subjects
on your future students. “In order to fully centered courses that provide practice
realize a diverse and well-prepared K–12 with all three dimensions of science are ▶ Develop a focus on K–12 teacher
Earth and Space Science teacher work- effective in achieving valuable intended education if appropriate to your insti-
force, teacher education research must learning outcomes. tution. Include courses that provide
also recognize the complex landscape practical applications of strategies
in which teacher education takes place, Recommendations: informed by the literature on geosci-
involving an interplay of programmatic, ence education and other education
institutional, demographic, political, state, ▶ Revise introductory and non-major research and offer training on the
and national factors” (St. John, 2018). courses using the NGSS approach implementation of NGSS-aligned
focusing on active learning peda- teaching resources
Few teachers teach Earth science full- gogies, problem- or project-based
time, driven by partial allocations because learning, cross-disciplinary concepts,
of limited discipline awareness and licens- emphasis of disciplinary core ideas,
ing limitations. Many formally-educated and investigation of phenomena
Earth science educators teach other topics,
just as many of the teachers of Earth sci-
ence come from other disciplinary back-
grounds, such as biology. To increase the
number of Earth science teachers to meet

10. Building a Learning Continuum for Life —
Undergraduate Geoscience Education as Part of
the Continuum of Career and Lifelong Learning
P rograms and studentsmust recognize that formal undergraduate

education is a robust foundation for lifelong learning in support of a
successful career
As geoscience work increasingly demands

a broad portfolio of knowledge, technical Box 10.1: Selected Skills Needed for Geoscientists in
abilities, and professional skills in areas Environmental Consulting
that are rapidly changing, an individual
can no longer rely on their formal educa- • Core geoscience skills • Drone-based
tion and work experience to stay relevant. acquisition (emerging)
Students’ undergraduate education gener- • Chemistry
ally focuses on core geoscience knowledge • First Aid/CPR/AED training
and skills and the requisite educational • Physics
outcomes of a balanced undergraduate • OSHA HAZWOPER training
education. It forms the foundation for • Biology
lifelong learning and facilitates further • Technical writing
training and education not encompassed • Environmental Engineering and speaking
in undergraduate geoscience program.
The traditional 120 credit limit for under- • Soil Science • Business writing and speaking
graduate degrees is insufficient to also
educate students in professional skills, • Hydrogeology • Business finance
such as communications, economics,
and project management, let alone the • Hydrology • Environmental compliance/
specialty skills, advance knowledge, and regulations/law course
regulatory understanding required for • Field mapping/data
workplace success. Even a post-graduate collection/instrumentation • Scientific and business ethics
master’s experience may not fully prepare (e.g., LIDAR, GPR, etc)
students for all the skills needed, (e.g., see Compiled from Houlton, 2015;
skills needed for Environmental Consult- • GIS/spatial data analysis Wilson, 2018; 2015 Geoscience
ing; Box 10.1). and management Employer Workshop

10. Building a Learning Continuum for Life
The importance of knowing how to learn a geoscientist to understand the licensing LEARNING TO LEARN
was stressed at both the 2015 Undergradu- process within their state. The National FOR LIFE
ate and 2018 Graduate Geoscience Employ- Association of State Boards of Geolo-
ers Workshops. Students need to recognize gists (ASBOG®) administers two exams: Rapid advancements in technology and
their formal education is only one compo- the Fundamentals of Geology exam is science requires students and profession-
nent of the learning they will need while taken either during the final semester of als to master the fundamentals, evolve
in school and during their career. One college or shortly after graduation; and their understanding, continue to learn
outcome from any undergraduate degree the Practice of Geology exam is taken new concepts and skills, and even change
program is that students should learn after passing the first exam and having their view on “settled science.” Just as most
how to learn and should become inten- completed a specified amount of required professional licensure programs require
tional learners as they focus on building work experience for licensure. Glob- certain levels of ongoing education to
specific knowledge and skills during their ally, licensure of geologists is even more retain currency, all professionals need to
career. A portion of the needed skills common than in the United States and continue learning over the duration of
will be developed through their formal represents an opportunity for employ- their careers.
education experience, but many others ment mobility.
will need to be built either through co- One fundamental transition for most stu-
curricular activities or ongoing profes- Professional licenses require ongoing con- dents is moving from the formal educa-
sional development. tinuing professional education. However, tion environment to the approaches used
accumulation of Continuing Education within professional and continuing edu-
For students to continue to learn, under- Units (CEU) (also often referred to as Pro- cation. Professional development expe-
graduate degrees must provide them with fessional Development Hours — PDH) is riences commonly use different modes
the foundations for a learning continuum, not limited to those who have completed of delivery compared to formal educa-
including core knowledge and principles, their formal studies. As an extracurricular tion, such as on-demand online courses,
and prepare them for geoscientific and activity, students can take in-person and intensive short courses, or developmen-
systems thinking, while proactively learn- online professional development courses tal workshops.
ing and applying new skills and knowl- that provide recognized CEUs. The Amer-
edge. This preparation is critical for those ican Institute of Professional Geologists The scope and approach of continuing
starting careers immediately after gradu- (AIPG), in cooperation with AGI, offers education experiences is varied, whether
ation and for those going on for master’s on-demand, online professional devel- hyper-focused on a specific technical
and doctoral degrees. opment courses with a nominal fee for application or looking at the develop-
all students to gain CEUs and begin this ment of a professional skill within an
professional development and certifica- organizational or disciplinary context.
tion process. Additionally, the mode of communication
EXTERNAL is often closer to guiding tutorials, with
CERTIFICATIONS Through professional development an expectation that the learner be either
courses, students can build and docu- versed in, or developing, the habits of
Geoscience programs and their students ment their professional skills with cov- mind of the profession (Coble, 2019). The
should be aware of the opportunities and erage of critical topics such as ethics continuing education environment relies
requirements for professional geosci- and regulatory compliance, as well as on teaching an intentional learner, which
ence licensure. While many professions exposure to technical topics in their field can be a substantial change in posture
have overarching accreditation agen- of interest so they gain an understand- for a student transitioning from a formal
cies, such as the Accreditation Board for ing of how the science is used in an education environment.
Engineering and Technology (ABET) for applied context.
engineers, geoscience does not. Nonethe- Some skills desired by employers may be
less, with 32 states requiring a license difficult to get in the regular course of
for a geologist to practice professionally study within the existing curriculum —
(with some employment exceptions), it is such as computer programming or data
critical for students planning a career as analytics. In a reformed curriculum,

these skills may well be embedded to Second, the advancement of data ana- These factors result in the expectation that
help students meet the needs of the mod- lytics and machine learning is trans- the future geoscientist is a professional
ern workforce, but there are substantial forming the nature of work in the geo- with a broad spectrum of competency
external resources, such as MOOCs, code sciences (Keane and Wilson, 2018). In and selected areas of mastery (Fig. 10-1).
academies, etc., where students can gain 2017, the mining industry analyzed how This trend was reflected during both the
some level of certification proving their their geoscientists spent their time and 2015 Undergraduate and 2018 Gradu-
exposure to these skills. Facilitating the found that 80–82% was spent collect- ate Geoscience Employers Workshops in
immediate utility of a continuing educa- ing, collating, and preparing data for which employers emphasized that new
tion experience is critically important, analysis. The petroleum industry had employees need to be well-versed across
especially if it can be coordinated within a similar findings during a 2018 study, with all the major geoscience concepts and
degree program. Developing well-defined their geoscientists spending 79% of their conceptually literate of the ideas within
skills and competencies is a prime out- time wrangling data (Malchuk, 2018; them, while also having the technical
come of an intentional learning approach Salamis, 2017), i.e., cleaning, restruc- skills to apply the science. Additionally,
and enabling students to utilize these turing, and processing raw data into a employees are be expected to have solid
skills in their courses builds competency more usable format. Many companies professional skills, including business and
and efficacy. are using advanced data analytics and economics, ethics, and project manage-
machine learning to automate a sub- ment. Within this mode, individuals can
stantial amount of the data wrangling work across a range of problems, but excel
and basic technical evaluation previ- with greater mastery in selected areas,
THE CHANGING ously done by those geoscientists, freeing both in a domain science and technical/
WORKFORCE more time for the geoscientists to apply professional skill space.
their domain knowledge to increasingly
Three factors are changing the nature of complex problems. Though this automa-
work in the geosciences and the expectation is beginning to displace middle-skill
tion of what a geoscientist is: generational geoscience work such as routine core OUTCOMES AND
turnover, automation of “middle-skills,” logging, stratigraphic interpretation, and ONGOING CHALLENGES
and evolution in how geoscientists work. data discovery, it is freeing up geologic
All three factors are coming into play in talent to tackle intellectually more chal- Even with a continued emphasis on life-
2020 and will likely define the careers of lenging problems and fundamentally long learning, cyclicity in employment
a generation of students. increasing the value of the geoscientist to remains a reality in the geosciences as it
the employer (Keane and Wilson, 2018). is in every employment sector. With the
First, the geosciences have been prepar- softening of the resource industries’ job
ing for over a decade for the “Great Crew Third, as in many complex fields, col- market in the mid-2010s, it became evi-
Change” as Baby Boomers retire (Martin- laborative work is critical to success. For dent that individuals with stronger quan-
sen et al., 2012). This generational shift has the geosciences, there has been a natu- titative skills and additional technical
already occurred in the minerals industry ral progression as the interdisciplinary skills, such as programming and database
and is well underway in the energy sec- nature of the science has become integral management, had greater employment
tor. The environmental sector does not to its definition. Having evolved from resilience than geoscientists focused on a
face quite such a generational shift, but it subdisciplines, to collaborations, to the specific industry (Keane and Wilson,
faces the retirement of many of its most current standard of integrated teams of 2018). Two potential explanations for this
experienced workers. This generational specialists, the emerging trend with major trend have been considered. First, the
shift, when coupled with technological employers is towards teams of integrated resilient employees, by the nature of their
advances, is leading to the elimination of geoscientists who all possess a base level more rigorous preparation and continued
many traditional geoscience occupations, of broad skills in the pertinent areas of commitment to learning, potentially rep-
and current recent graduates are defining geoscience, engineering, and business resent better-qualified or more motivated
new geoscience occupations that meet issues, but with each member bringing workers. Second, with a diverse and evolv-
the needs of today and into the future particular strengths. ing skill set, workers are more readily able
(Malchuk, 2018). to switch career tracks when the demand

10. Building a Learning Continuum for Life
for their geoscience expertise is limited. Recommendations: ▶ Prepare students for the changing
In some sectors, such as mining, where workforce with new careers and jobs
exploration and development activity can ▶ Provide students with a framework that require use of new technolo-
change extremely rapidly, having the abil- for mapping future educational plans gies, strong quantitative and com-
ity to quickly reassign geoscience exper- and understanding that undergradu- putational skills, data analytics and
tise can be a strategic advantage to the ate experience is a foundation of life- machine learning, interdisciplinary
company and a critical approach for work- long learning problem solving, and teamwork, etc.
ers to ride through the natural business
cycle pressures on employment. ▶ Make students aware of external cer-
tifications required for some geosci-
ence employment and the availability
of Continuing Education programs
Surface
Processes Stratigraphy Mineralogy
Geophysics
Structural Geology
Systems
Thinking
Rock Mechanics
Modelling
Engineering
Programming Entrepreneurism
Management
Data Science
Writing
Ethics Finance
Leadership
Figure 10-1: Conceptual Spectrum of Competencies for a Future Geoscientist

11. What Graduate Geoscience Education
Should Accomplish
S kills and competencies needed by graduate studentsfor successful

careers should be integrated into Earth, Ocean, and Atmospheric Sci-
ences graduate programs
Most geoscience employment requires a sciences. The employers included indus-

graduate education, primarily a master’s try, non-profits, and other organizations
degree, and for research-related careers, in the areas of weather and climate, energy
a doctoral degree. This continuing educa- and natural resources, oceans and fisher-
tion builds on the undergraduate educa- ies, environment, and reinsurance and
tional foundation, while adding a strong hazards. It also included government
research component. agencies including NOAA and multiple
branches of NASA, as well as research labs
A separate NSF sponsored initiative on the and universities. Following the same for-
“Universal Skills for Geoscience Gradu- mat as the undergraduate effort, employ-
ate Student Success in the Workforce” ers discussed and provided feedback to
investigated skills and competencies that academia on the skills and competencies
should be part of graduate geoscience needed by doctoral and master’s graduates
education for doctorate and master’s stu- for the current and future workforce.
dents in Earth, ocean and atmospheric Despite the wide breadth of occupations,
sciences. Recognizing that only about there was overall agreement on what
half of all STEM and geoscience doctoral graduates need and what current gradu-
students end up in academia (and under ates generally lack upon entry to the
5% of geoscience master’s students; Wil- workforce.
son, 2018), the project’s goal is to work Courtesy of the Jackson School of Geosciences,
with heads, chairs and graduate program In May 2019, a Summit was held for
directors on best practices and strategies department heads, chairs, and graduate
for integrating employer recommended program directors to discuss the employ-
skills and competencies development into ers’ input, and strategies for supporting
graduate programs nationally. the development of these key skills and
competencies in their graduate programs.
The Summit comprised 74 participants,
60 from doctoral and 5 from master’s
PROCESS SUMMARY only granting universities and colleges,
plus four industry and four professional
In the fall of 2018, a Geoscience Employers society representatives. All three branches
Workshop was held with 52 participants of the geosciences (Earth, ocean, and
representing a broad spectrum of employ- atmospheric sciences) were represented.
ers of geoscience graduate degree recipi- The heads and chairs were in general
ents in Earth, ocean and atmospheric agreement with employers in terms of

what graduating geoscience graduate relevant areas of expertise was deemed importance of their outcomes. Employ-
students have and lack in terms of the absolutely necessary. Graduates need a ers noted that many graduates struggle
identified skills and competencies. Most deep understanding of the fundamentals with defining a problem but could solve
of the discussions focused on the best and mechanics of the techniques and a problem given to them. In either case,
ways to address these deficiencies, and methods they are using. The employers they had difficulty identifying how to
60 individual action plans were developed also thought that in addition to breadth apply the solution.
and submitted. As with the undergraduate in their core area, graduates should have
Summit effort, progress reports have be grounding across all sciences. Overall, the
requested after 12 to 18 months. employers agreed that current geoscience Teamwork and
graduates are excellent scientists with Collaboration
very strong technical and research skills, Teamwork and collaboration permeate
including laboratory and field skills, and the work environment, where diversity
SKILLS AND with a solid base of knowledge of their of thought is important and valuable. The
COMPETENCIES field of geosciences. ability to work effectively with other sci-
entists and professionals towards a project
Geoscience employers built on results goal is critical. Beyond technical abil-
of the 2015 Undergraduate Geoscience Problem Solving and ity, being able to foster cooperation and
Employers Workshop and on studies of Critical Thinking manage conflict was crucial in teamwork.
graduate STEM education by the National The most important skills identified Doing so requires developing self-aware-
Academies in 201841 and the Council of regardless of discipline are problem ness and knowing one’s own strengths and
Graduate Schools in 201742. The employ- solving and critical thinking. Graduates skills as well as recognizing the capabilities
ers focused on the additional skills and should be able to think logically, be flex- of the people around you. Being person-
competencies and different level of skills ible and open-minded, and be pragmatic ally versatile matters — graduates need to
development that Earth, ocean and atmo- in their critical thinking. The expectation be able to lead, to follow, to accept coach-
spheric science graduate students need for finishing graduate students, particu- ing and to take directions. Employers
for the current and future workforce. larly doctoral recipients, was that they agreed that teamwork and collaboration
Although a large portion of the employ- be independent critical thinkers who was an area where new graduates gener-
ers focused on research-oriented careers, can identify and define a problem and ally lacked experience and would benefit
those for whom primary research was develop and implement appropriate solu- greatly from improvement.
not a focus in their sector voiced simi- tions with solid analytical and technical
lar views. skills. In the workplace environment,
there is usually neither the time nor need Leadership
to find the complete solution, but it is Leadership involves being able to effec-
Depth of Expertise in Core critical to know whether the chosen solu- tively guide others to accomplish goals
Areas tion is sufficient. Being able to define a and/or objectives in a coherent and cohe-
Depth of expertise in their core disciplin- sufficient solution to a problem, versus a sive manner. Leadership abilities are as
ary areas is critical in doctoral and mas- precise and complete solution, was seen essential in science and education as they
ter’s graduates, leading to good judgement as very important. are in business, public policy and politics.
and professional confidence. Employers Regardless of the graduates’ career direc-
stressed the need for good foundational Another aspect that employers said grad- tions, their ability to lead teams, groups
skills, strong grounding in the geosci- uates found difficult was understanding and/or organizations is an important skill,
ences, and course background in their the broader impact of their research and which employers generally found lacking
chosen field, even if students switched what decisions would be made using their in their new geoscience employees. Lead-
fields after their undergraduate degrees. findings. For any given problem, they ership requires recognizing purpose, mak-
Developed core technical skills in their need to understand and articulate the ing commitments, identifying and
41 https://www.nap.edu/catalog/25038/graduate-stem-education-for-the-21st-century
42 https://cgsnet.org/ckfinder/userfiles/files/CGS_ProfDev_STEMGrads16_web.pdf

implementing a strategy and having the Computational and

determination to accomplish one’s stated Quantitative Skills
goals. Leaders need to have passion and Computational and quantitative skills
be good communicators. They also need are essential for all types of geoscience
to accept responsibility for both positive employment. Employers thought that stu-
and negative outcomes, be good at listen- dents entering graduate school should
ing to what others think, and appreciate have the basics of statistics and higher-
the viewpoints and the accomplishments level math as undergraduates, including
of others. Good leaders are honest and calculus, differential equations, linear
have integrity, humility, and a good set of algebra and statistics for communicat-
values and principles. ing certainty. If not, they would need to
acquire them in graduate school.
Communication Employers noted the need for more com-

Communication is a common limiting putational skills, but within the ability to
factor to success, regardless of the pro- make observations. These skills include
fession. The ability to express technical basic programming in scripted languages
work effectively in writing and verbally and being able to code and translate older
to diverse audiences is critical. Audiences code to newer and more effective systems.
may include those within one’s specialty,
other science and engineering fields, as Being able to develop, analyze and evalu- University of Texas at Austin
well as non-technical audiences such as ate computational models is also a needed
management, the public, public policy skill. In discussing current and future
makers, politicians and the press. Being workforce needs, the ability to analyze
sensitive to one’s audience (i.e., reading algorithms will be important with the
the room), is important in finding the increase in machine learning. Keeping
appropriate level to communicate effec- up with the transition to cloud comput-
tively, and in recognizing when your audi- ing and its unique approaches to mas-
ence is engaged and understands what sive scalability and parallelization will
you have to say. Complex material needs make cloud-based data manipulation and
to be conveyed in a simple way, without management important. For doctoral and
relying on technical jargon or acronyms, some master’s students, the employers
and ideas expressed logically. Being able were looking for those that embraced
to communicate effectively about societal technology not only as users but also as
and/or financial impacts is important. In creators with a willingness to engage in
today’s global world, effectively commu- genuine innovation.
nicating with people whose first language
is not English is also critical.
Data Management and
In writing, graduates need to be able to Data Analytics
evaluate and recognize credible sources, Of all the research skills, the one emerg-
and to have sufficient editing skills to ing skill of critical importance across the
both critically evaluate written work, and entire employer spectrum was data man-
to accept and use criticism of their own agement and data analytics. Finishing
writing. Employers also stressed listening graduate students need an awareness of
skills as a critical competency: to be able data analytics, its applications, and of the
to pay attention to what others say, and processes for using data. They need to be
answer questions sensibly and logically. able to work with complex and multiple

large datasets, examining them to draw Systems Thinking Innovation and entrepreneurship also play
conclusions about the information they Systems thinking is critical. Employ- major roles in business success.
contain, including mining data to answer ers stressed the need to consider entire
questions that are yet to be framed. systems and recognize that any parts in
isolation may act differently than when Scientific Process, Ethics
Data acquisition and collection requires within the system. Thus, it is important to and Professionalism
working with different types of data and start at the system level and evaluate the Employers were satisfied that their new
different data sources, establishing data interactions and limitations of its differ- doctoral and master’s geoscience employ-
credibility, and using available tools to ent parts. In solving problems, employers ees understood and were experienced
access and interpret the data. Understand- were looking for those who could look at with the scientific process of observing,
ing and evaluating data quality and being the big picture first, then drill down to characterizing, understanding, modeling,
able to appropriately use data of differ- details, and bring that information back predicting, and verifying. In addition,
ent qualities is essential. Data analysis up to the system level. Employers agreed geoscience graduates should have a good
and management necessitates using data that systems thinking was required for all grasp of uncertainty and the scalability
effectively and being proficient at examin- types of systems and that the Earth needs of space and time. Employers also dis-
ing and synthesizing data from different to be treated as a complex, non-linear, cussed the need for awareness of risk
perspectives (e.g., air, ground, etc.), using interactive, coupled system with interac- and impact, the importance of simula-
various types of data, and knowing the tion, linkages and feedback between dif- tion, and application-driven questions.
tools for the analysis and organization of ferent processes and parts of the system. Geoscience graduates should understand
data. Data analytics is an expanding field, that research should have a clear societal
and learning and developing new ways to purpose and be able to demonstrate that
manage, analyze and synthesize data will Project and Program societal connection. They should have a
be needed. Management, Business clear understanding of research integrity
Skills as essential to science and the research
Data integration and the merging of dif- Managing projects and programs is a criti- process, including understanding plagia-
ferent types of data and information is cal skill for success regardless of career, rism, self-plagiarism, proper attribution to
required to solve complex geoscience but one geoscience employers reported true sources, and the ground rules for sci-
problems. With a growing influx of lacking among new employees. These entific citation and research. Core values
new observations, data assimilation and skills include understanding budgets are also critical, such as being trustworthy,
sequential updating of model forecasts is and project financials, managing people, honest, and ethical, etc.
necessary. Also crucial are the ability to time, resources and overseeing multidis-
model and know the limits of modeling, ciplinary projects. The specific competen-
and to create visualizations and/or simula- cies run the gamut from knowing how to Professional Growth
tions to display and explore data. Employ- run a meeting, including developing an Being a life-long learner and knowing
ers also discussed the advent of machine agenda, time management, etc., to know- how to learn is critical, as is a diverse and
learning, artificial intelligence (AI), ing the factors that drive the decision- adaptable skillset. New graduates should
robotics, immersive virtual reality data making process. know how to search for information elec-
exploration, and other data science that tronically and otherwise. Employers are
is currently becoming significantly more Although proficiency was not expected, looking for those with an internal drive
important and will continue to be in the employers thought improvement in busi- to do well, including overcoming fear
future. They also mentioned understand- ness skills was needed. Exposure to the of failure and the inherent risk aversion
ing how to monetize data or data valuation basics of business and business opera- in adopting new technology to address
as a useful skill. Looking ten years to the tions is important, including economic, major problems.
future, employers saw all fields becoming data-driven decision-making, risk analy-
more data centric, with the use of differ- sis, uncertainty quantification, and time-
ent programming languages, changing value concepts, i.e., that time is money Social Dynamics
algorithms, and increased emphasis on and money today is worth more than Employers indicated that a general lack of
tools for visualization and simulations. the same amount of money in the future. social skills among most new graduates is

a barrier to future success. People skills they can self-market, and how they can
related to interpersonal and cultural present their unique expertise. Students
behavior are very important. Personal also need to know how to network, includ-
opinions about an individual are irrel- ing what to do and not do, and where to
evant to professional conduct and coop- be or not be seen. Students should always
eration. It is critical to be able to work with be ready to give an “elevator speech” — a
people who come from different cultures, brief statement of what they have accom-
experiences, and backgrounds. plished in their research and why it is
significant. Today a critical piece of one’s University of Texas at Austin
Corporate skills were also deemed very professional existence is their virtual pres-
important; academia, industry, govern- ence or brand. How one appears on social
ment and business all involve different media can affect their ability to get and
work cultures. In many environments, keep a job. Finishing students commonly
employees need to learn to take direction only think about their first job, but many
and do directed work, as well as know employers said that when they interview,
when innovation is encouraged and they are looking for people with the abil-
appropriate. A required corporate skill is ity to move up and transition within an
being able to distill everything you have organization. Thus, it is worth investigat-
done and make it accessible and relevant ing what the options are for advancement
to a CEO, manager, program director, prior to an interview and asking about it
client, or the public. during the interview.
Professional Development Level of Competency

Students need a roadmap for professional Both doctoral and master’s students are
development that starts with learning expected to attain mastery of nearly all
about career options and how to gain the of the skills and competencies discussed
necessary skills and knowledge to obtain above. Doctorate recipients are expected
their career goals. Customized roadmaps to be experts in terms of depth in core
can be developed by students as they prog- areas and critical thinking and problem
ress through their graduate career using solving. In a few areas, such as systems
Individual Development Plans (IDPs) (See thinking and project management, mas-
for example, AAAS Science Careers: my ter’s recipients are only expected to be
IDP43; Section 7). proficient. The level of accomplishment
needed for specific skills varied to some
Students also need training on how to extent with employment type. Employers
secure employment, including where to across the geoscience spectrum expect
search for job openings, how to apply, competency in written and oral commu-
and the factors that can get them hired. nication, a capacity for learning, adaptable
They need to understand the informa- skillsets, systems approaches, program-
tion included in a resume, a cover letter ming, simulation, data skills, problems
or an application depends on the type of solving and critical thinking. Employers
employment being sought. Students can saw their role as providing specialized
learn interviewing skills, how to prepare job training as needed, either in house or
for online, phone or in person interviews, through professional programs.
typical questions that may be asked, how
43 https://myidp.sciencecareers.org/

GRADUATE EDUCATION competencies and skills can be developed

AND FUTURE CAREERS without sacrificing the depth of prepara-
tion geoscience graduate students gain
in research.
Most graduate education, particularly at
the doctoral level, is too narrowly focused Recommendations:
on academic research and preparing stu-
dents for future academic careers. A ▶ Graduate programs should integrate
strong doctoral researcher is distinguished development of employer recom-
by a deep technical dive into one subject, mended skills and competencies into
the ability to discover, own and solve a graduate programs while maintaining
problem independently, a high level of a research focus
creativity and innovation, and the ability
to create new knowledge. These compe- ▶ Faculty should support the career
tencies are essential, but students also goals of their graduate students,
need to develop professional and personal recognizing that the recommended
skills valued by both academic and non- skills and competencies are essential
Courtesy of the Jackson School of Geosciences, academic employers, including teamwork, to students’ future success in both
project management, leadership, and academic and non-academic careers
communication. Incorporating these non-
core research skills into the graduate pro- ▶ Undergraduate programs should
gram culture was viewed as very impor- build the educational foundation
tant, but not at the expense of losing its needed for students who will pursue
rich research focus. Both research and graduate degrees
applications have transitioned to multi-,
inter- and trans-disciplinary in nature.
More geoscience research and occupa-
tions are critical to society, and demo-
graphics are changing to be more diverse
and global. These changes require a spec-
trum of skills and competencies now, and
the ability to continue to learn and master
transferable skills.
At the 2019 Summit, heads, chairs and

graduate program directors discussed
ways to integrate these competencies and
skills into graduate courses, research, and
co-curricular programs. They recognized
that faculty needed to work with their
graduate students to help them identify
their career aspirations, and what skills
they have or need to acquire to achieve
their goals. Moving toward the wide-
spread use and support of graduate stu-
dent IDP’s was strongly recommended.
With mentoring and acceptance of their
graduate students’ career goals, the needed

12. Fostering Change in the Academic Community:
Case Studies
U ndergraduate program revision effortsare multi-year processes that

require patience, persistence, and leadership to maintain engagement
and sustain momentum.
IMPLEMENTING CHANGE HEADS/CHAIRS’

EXPERIENCES WITH
The experience of institutions that have ENGAGING FACULTY
already carried out changes, coupled with
IN CURRICULAR AND
the considerable body of literature avail-
able to help businesses implement change,
PEDAGOGY CHANGES
should prove useful to departments and
programs that are to initiating curricular Discussions at Summit events and the
and pedagogical reform. Ninety-one insti- experiences of participating heads/chairs
tutions, including two-year colleges, bach- (as discussed in progress reports on their Courtesy of the Jackson School of Geosciences,
elor’s, master’s, and doctorate-granting action plans; Appendix C) brought to University of Texas at Austin
institutions, submitted action plans for light successful strategies and a range
their individual departments as part of of barriers, problems, and challenges to
this study; 56 of these institutions submit- implementing changes in undergraduate
ted progress reports on their efforts to geoscience programs. A common theme
initiate and implement change after 16 among participating heads/chairs in their
months to three years; twelve submitted post-Summit progress reports was the
a second report approximately two years need for patience in starting and main-
after the first one. These reports provide taining curricular change efforts. Build-
examples of successful strategies imple- ing bottom-up buy-in for making change
mented by department heads/chairs, and identifying several go-to faculty to
while also describing barriers to change drive review and revision efforts were
encountered and approaches used to over- seen as essential, as was maintaining full
come these challenges. They are presented transparency and gaining the assent, if
and analyzed in detail in Appendix C and not the active engagement of all faculty,
are described below in the context of as they moved forward. The chair’s role
broader strategies for successful change in the progress of reform is largely facili-
management. tation through supporting faculty who
expend time on these efforts through
changes in assignment (i.e., modifying
teaching loads), the allotment of course
TA’s, and, if appropriate, direct financial
support. Heads/chairs are also positioned
to align departmental curricular efforts

12. Fostering Change in the Academic Community
with institution-level priorities for teach- ▶ Student involvement: Showed stu- of diverse students, easing 2YC to 4YC
ing, learning, and student success. dents how courses connect, developed transfers, and program assessment. To
a curriculum roadmap that outlined recruit more students, some departments
expected skills and student learning instituted new courses or changed intro-
Successful Strategies outcomes, and/or developed e-portfo- ductory classes to active learning, revised
Many strategies were used successfully lio programs for student assessment. marketing materials, advertised their pro-
across the range of institutions. The most Increased mentoring of diverse stu- grams, combined efforts with other STEM
successful practices for evaluating and dents and implemented training for departments, and worked with college
redesigning curriculums were the use of graduate students to improve TA sup- admissions offices on recruitment. For
backwards design or a matrix mapping port of new active learning courses. two- to four-year college transitions,
approach and faculty retreats focused on departments eased the transfer process by
the curriculum. Heads/chairs that encour- ▶ Flipped classrooms: One department increasing interactions between students
aged, supported, and incentivized profes- used peer mentoring by having fac- and faculty at local community colleges
sional development for faculty, including ulty experienced in active-learning and at four-year colleges/universities,
attending workshops (e.g., SAGE 2YC, strategies co-teach with other fac- including joint fieldtrips, student panels
Earth Educators Rendezvous) saw the ulty for “flipped” classes, with the and social events, and development of
greatest increase in active and experien- other faculty taking over after one clear transfer pathways.
tial learning. Peer mentoring, sharing of to two semesters. They started with
ideas among faculty, and introduction of introductory courses and ended up Perhaps the most difficult endeavor was
new ideas at retreats also helped. From “flipping” three courses for majors. assessment: most departments found
the progress reports, it is clear it takes at quantitative assessment of their changes
least three years for significant changes to ▶ Employer involvement: Eight depart- difficult. Departments tried having faculty
be made to undergraduate programs, and ments were successful in increas- assess WOVN (Writing, Oral, Verbal,
even then, they may still not be embedded ing internships by interacting with Numerical) in every course, exit inter-
in the departmental culture. employers and/or brought employers views for graduates, and use of e-portfo-
in to discuss careers with students. lios for gauging student achievement. One
Other best practices developed by depart- department used an alternative assess-
ments include: Departments also reported successful ment, pre- and post-tests in all courses,
strategies for recruitment and retention bridging the previous and next course in

the sequence. In general, departments tied

OBSERVATIONS FROM
their assessment of curricular changes to
THE COMMUNITY:
required annual program reviews or insti-
tutional assessments. Accreditor-moti- Faculty have been asked to assess WOVN — Writing, Oral, Verbal,
vated institutional efforts at educational Numerical — in every course. As Chair, I have added these questions
assessment are both a driver and an obsta- to annual performance reviews: What do you do? What have you
cle to change, especially when these efforts tried? How do you know that changes you make are better? Are you
are managed in a directed, top-down way. still teaching what students can look up? The last question will be
Several heads/chairs pointed out the
added to course and performance reviews in coordination with better
department’s advantage to using these.
implementation of introducing active learning methods. (Bachelor’s-
Upon analysis (taking into consideration granting private university)
the specificity of Action Plans), having
fewer geoscience faculty in a department We also used some of our own experience, and those we learned
meant more progression toward imple- from an NAGT site visit (the Building Strong Geoscience Departments
menting their plan (See graph in Appen- program) to develop and implement a good course and curriculum
dix C). Although faculty sizes between 5
assessment plan. This turned out to be important, as we (Geology)
and 10 appear to be most successful, too
became a model for other departments to develop university-wide
few faculty was a challenge as they were
spread too thin to pursue a deep dive into assessment plans. This year we had an accreditation site visit; this
curriculum redesign and engage in new turned out well, and the vice-provost in charge of managing the
teaching methods. With large faculty sizes assessment program, and developing the materials for our accredita-
(>20), it was more successful having a tion, cited these models as being critical to our successful accredita-
few faculty members take the lead with a tion review. This positive feedback has been affirming to our faculty
bottom-up approach or involving early-
and will prove (I hope) useful in resource decisions in the future.
career faculty while receiving feedback
(Master’s-granting public university)
from all faculty members. For all sizes,
having a faculty champion, and the sup-
port of the head/chair, was critical.
When ‘Carnegie classification’ is consid-

ered, 2YC, bachelor’s, and master’s institu-
tions made more progress than R1 and R2
doctoral research institutions, even when
R1s and R2s had equivalently small faculty
sizes. Four R1s at public universities with
more than 20 faculty were highly success-
ful (see Box 12.1). All four redesigned
their curriculum using a matrix approach
and mapping knowledge, skills, and learn-
ing objectives across courses. Only one of
the four substantially addressed pedagogy.
Two provided dedicated time for a faculty
member to work on program changes.
All of them agreed that these changes
required time and patience.

Box 12.1: Experiences of 4 Successful Doctoral Granting R1 Public University

Departments with >20 Faculty
The issues and solutions to making change are well illus- course and curriculum committee rejected their plan for
trated by how these four large R1 departments were suc- a Data Analytics course (despite dean approval) so they
cessful in making undergraduate program changes. required an existing one taught in Biology. Younger
faculty were pushing for more curricular reform, not
1. In 2017, this department had made no progress to just identifying and correcting gaps but thinking “out
“reconfigure our curriculum around a matrix of courses of the box.” The faculty had not looked for overlap, a
versus knowledge, skills, and ways of mind”, though potential “hot button” issue, but some faculty are now
they had discussed it at length and it would be central passing syllabi back and forth between prerequisites
to their education-based retreat in fall. In a second and subsequent courses. The chairs’ advice is: time
progress report in 2019, they say the “all-day retreat (months, years) and patience, patience, patience. One
was REALLY worthwhile. We spent some time explain- step at a time worked, so it took us MONTHS to get
ing the matrix approach and getting us all on the through. You cannot rush this, faculty must see the
same page with regards to the Likert scaling. Then we results, ponder, then come back. All faculty think this
broke into groups, which were fluid so people could was very good for the Department. They might not
join-and-leave multiple groups and real-time feed- have “enjoyed” the process, but they realized it was
back could help us all get/stay on the same page.” By worthwhile in bringing about change.
2019, they had fully developed matrices for all three
of their undergraduate degree programs. They also 3. This department made great strides in sustaining and
noticed that much of the transferable skills and some implementing further active learning and in “flipping”
important concepts were only in specific classes, so the classrooms by using peer mentoring (see comments
students were only exposed once. They are now trying on flipping classrooms; Section 6). They also success-
to get these transferable skills into majors’ classes so fully implemented a new curriculum (see comments
students have a chance to develop skills throughout in Section 5). On their success, the chair reported,
the curriculum. So, what made the difference? The “Too many cooks can ruin the soup.” “There was some
main roadblock was time, and having a retreat was initial chaos when these ideas were vetted to the entire
critical to their success. faculty. Running all of this through a committee using
a matrix ‘straw-man’ allowed us to get beyond the
2. In 2017, this department completed the “Mogk matrix” minutia of faculty concerns that can grind these efforts
and their curriculum committee was mapping it onto to a halt. One-on-one meetings also allowed us to get
their university’s learning outcomes and communicat- information quickly and in an environment that was not
ing to the Dean and Provost how these were linked. threatening to the faculty. Some buy-in and urgency
They also were communicating with corporations to from most faculty resulted from pressure to increase
develop a framework to help them “translate” tran- enrollment. Connecting personally and individually
scripts so the corporations knew where “teamwork” with professors built support and created momentum
or “communication” and other skills were being devel- to continue the process.”
oped. By 2019, they had identified gaps and ways to fill
them, but for the math skills, the university curriculum Continued on page 93

Continued from page 92
4. In 2015, after a faculty member attended the 2014 • Apply the tenets of professional, ethical, and
Summit, the department undertook revision of a well- responsible conduct as geoscientists
regarded, but traditional, curriculum with the goal
of keeping what makes the curriculum strong while The process was derailed by major changes in leadership
enhancing its depth through improved scaffolding upon across the entire university spectrum including a failed
lower-division courses, increasing its flexibility, and search, etc. In 2017, at the Earth Educators Rendezvous,
drawing more broadly on the expertise present within the next chair, who led the previous curriculum commit-
the department. After considerable deliberation, a plan tee, submitted an action plan and then a progress report
was proposed to the faculty in the fall of 2015. Both fac- in 2019. The chair reported he had successfully guided
ulty and student feedback were solicited, and a revised debate, built consensus, and got faculty approval to imple-
plan proposed in winter of 2016 was approved, but with ment most of the proposed changes. They did not develop
some reservations. The plan defined core knowledge tracks (e.g., geophysics or geochemistry) but might in the
and student learning objectives first, then integrated future, and they did not allow the capstone field course to
them into courses throughout the curriculum. They are: be replaced by a senior thesis, but would consider that on
a case-by-case basis. Buy-in is not 100%, more like 85%.
• Understand how planetary-scale processes They retained much of the present curriculum structure
have shaped Earth systems and habitable through the revision, and the names of the courses listed
environments look like a relatively traditional curriculum. However, more
significant changes occur within courses as they scaffold
• Apply geologic principles to acquire data and in skills, knowledge, and tools (i.e., the student learning
solve problems objectives) throughout the curriculum.
• Evaluate the Earth as a set of dynamic and The curriculum revision was under review by the University
interacting systems at the time of the chair’s report. For the actual submission
process another faculty member was granted a teach-
• Become an effective geoscientist ing release so they could give it their full attention. They
taught all the new courses that year as a test case before
• Employ scientific methods via geologically the curriculum was approved. The chair’s advice is: “It’s a
informed inquiry, observation, discovery, slow process. Have a committee of earlier-career faculty
hypothesis, testing, reason, and critical thinking from diverse fields build a plan. We did start with learning
outcomes, knowledge, and skills, and these did help the
• Synthesize and communicate knowledge of process. Altogether, it took us four+ years. Could have been
geological concepts through effective written, a little faster if it weren’t for other distractions affecting the
oral, and graphical presentation and visualization, department, but three years would have been the fastest
in both collaborative and individual settings it could have proceeded from start to finish.”

OBSERVATIONS FROM
Roadblocks and Solutions or as a result of support and buy-in from
Many challenges were similar across all junior or new faculty. A number of par-
THE COMMUNITY:
types of institutions. Regardless of faculty ticipating heads/chairs noted that an ini-
We abandoned the “Mogk” size, many departments contended with tial sense of faculty buy-in to the need to
matrix when it became clear faculty who were unwilling to change pursue curricular change and enthusiasm
that it was going to bog us down traditional curriculum or adopt new peda- for major curricular reform was often
in an overly detailed process at gogy, but with persistence many suc- followed by a loss of interest in the process
the expense of the big-picture ceeded. Resistant faculty, personality when tasks such as reviewing the existing
issues, and intradepartmental politics program and/or making changes to
reforms our curriculum needed.
interfered with attempts to make changes courses arose.
This decision to approach the
to undergraduate programs in about 17%
reform in a phased way, with of the reporting departments. In all but a The 2014–2015 survey results revealed an
big-picture reform first, and few cases, these issues were resolved over overall interest in making undergraduate
course-by-course matrix anal- time. Another 10% had to work at getting curricular changes focusing on competen-
ysis later, is what saved our faculty buy-in and generally overcame this cies, skills, and understanding of concepts,
process. (Doctoral-granting R1 by either having the faculty complete the with 75% of the respondents indicating
concepts and skills matrix exercise, hold- that their department was interested, but
public university)
ing faculty retreats focused on curriculum, with only 59% indicating it was likely to
happen, already in progress, or done. The
2014–2015 survey specifically asked about
Box 12.2: Major Roadblocks obstacles and barriers to implementing
research-validated pedagogies and uses
In some departments, faculty have a short ‘Learning Goals and Out- of technology, and the data was analyzed
different views on what constitutes comes’ document: a list of concepts, by faculty and/or an administrator posi-
a geoscience degree, which makes skills, and competencies that they tion (Appendix A). The 2014–2015 survey
evaluation and redesign of curriculum want the undergraduate curriculum results show that, regardless of rank or
difficult. For example: to develop. This was disseminated position, lack of time and/or support for
among the other faculty for comment developing and piloting new instructional
A fundamental split exists among and discussed at a faculty meeting; approaches was the most important bar-
our faculty on what the future of there was very little comment or dis- rier to pedagogical reforms, with financial
geosciences should be. Some can- cussion from faculty not on the cur- resources, instructional space design, and
not see that geosciences need to riculum committee. It is being incor- teaching infrastructure as additional chal-
be any different than what geology porated into the first level courses lenges. Faculty without the rank of full
has been for decades. They want but there has been resistance and professor were also concerned about the
nothing added, nothing removed, inaction in propagating this upward potential implications for annual perfor-
nothing changed. They will concede through the curriculum. The chair’s mance reviews and tenure and promotion
adding something non-traditional concern is “I’ve realized that we have evaluations, ranging from 65% to 52%
(such a courses on climate or water!) no mechanism in the department to (decreasing with increased rank), indicat-
as electives, but never at the expense enforce anything. There is no way to ing this was important to very important.
of something they regard as fun- force putting these learning goals Only assistant professors (45%) expressed
damental. Other faculty feel that into any course, and no mechanisms concerns about student evaluations.
geosciences should change to meet to enforce assessment of these. The
current and future needs, and are biggest problem to achieving our
trying to push for a curriculum that action plan is faculty inaction. This
better connects geosciences with endeavor is largely not a priority for
sustainability.” The chair convened a a majority of our faculty.” (Doctoral-
small curriculum committee to write granting R1 public university)

Another common problem was that many ▶ Concerns about increases in work-
OBSERVATIONS FROM
faculty focused only on their own courses load, the time and effort needed to
THE COMMUNITY:
and not the overall curriculum. It is neces- deliver the revised program.
sary to show how intertwined courses in We have made good progress,
the curriculum are and why it is important Many heads and chairs have advice on how but slower than hoped for and
to consider the larger picture. Even for they overcame these issues (see Box 12.3; not following the exact plan as
those faculty that were receptive to pro- Appendix C). “Patience, patience, initially set forth. The faculty
grammatic changes, actualizing change patience”, taking time, and going slow, committee agreed on a com-
was much more difficult. are the most common pieces of advice.
plete set of recommendations
“Be persistent, encouraging, and don’t
outlining a very thoroughgo-
Common roadblocks identified by Sum- expect things to change overnight.” “Mak-
mit participants to getting buy-in from ing slow and steady changes incrementally ing reform of our curriculum,
faculty for curricular or pedagogical was received best by most faculty.” “Have which is now part of our stra-
changes and expressed in the comments a vision and share that regularly with the tegic plan. A matrix document-
in the 2014–2015 survey and the depart- faculty, but don’t expect miracles.” Show- ing our current program was
mental heads/chairs action plan progress ing faculty the results of the Summits compiled, but the faculty com-
reports, include: helped spur action because it provided
mittee was uncertain of how to
an externally vetted set of criteria for an
use it as a tool for further plan-
▶ Resistance to inclusion of new con- undergraduate program.
tent areas and/or the de-emphasis ning and get faculty to make
of other content areas affecting the Getting faculty to use a matrix to analyze needed changes to courses. We
faculty member’s own course or the the concepts and skills in their undergrad- have made little progress since
overall curriculum uate program makes them realize their then. (Doctoral-granting R1 pub-
students are not learning what they think lic university)
▶ Resistance on the part of some fac- they are. The next harder step is for them
ulty to the principles of active-learn- to change what they are doing, collectively
ing pedagogies and individually. Advice includes: leverage
institutional processes; add teaching —
▶ Convincing certain faculty they the use of active learning or reforming OBSERVATIONS FROM
might need to change their courses course content — as part of their annual THE COMMUNITY:
to include important competencies/ performance review; and bring in external There is general agreement on
skills facilitators such as the NAGT Traveling the ‘Big Picture’ of where we
Workshop ‘Building Strong Geoscience
should be heading in terms of
▶ Concerns about their loss of control Departments program’. Collegiality, sup-
incorporating a competency-
over course instruction and content, port of leadership, departmental retreats,
how and what they teach and the use of SERC-endorsed resources based approach and devel-
contributed to successes. oping problem solving and
other skills into our program.
The challenge is change at the
course level where syllabi, lab
exercises, etc., are more firmly
entrenched. (Bachelor’s-grant-
ing public university)

OBSERVATIONS FROM Box 12.3: Sample Advice from Heads and Chairs from
THE COMMUNITY: Institutions Spanning 2YCs, Bachelor’s, Master’s and
“One of the biggest road- Doctorate-granting Institutions (see also Appendix C):
blocks we have as a depart-
ment is inadequate facilities. “Take it slow and spend the time to “Identifying a core group faculty to
We occupy an old building with get faculty buy-in. Before you start, fig- define goals and implement strat-
limited scope for engaging in ure out how to overcome entrenched egies is important. (Not all faculty
ideas regarding what constitutes a members want to be involved).” (Doc-
many of the active learning
‘real’ B.S. degree in geology; travel- toral-granting public university)
approaches that are increas-
ing workshops may help with this. Be
ingly popular. Lack of resources prepared to do a lot of background “Make sure that there are some
prevent us from doing any- research and bring that to the table mechanisms in place for driving and
thing substantial about it, so before you engage your faculty in enforcing your proposed changes.”
we have to work within these discussions involving major changes. (Doctoral-granting public university)
constraints.” (Doctoral-granting Incentivize things that you can as chair.”
(Doctoral-granting public university) “If you are at an institution where
R1 public university)
merit pay increases are possible, you
“Start early with a rational group of can encourage change by increas-
faculty to gather opinions. Do not let ing the weight of various faculty
a few individuals dominate the con- activities in your annual merit review
versation in a general faculty meeting. process. If you make ‘uses-engaged
Some may take a position that they learning practices’ worth 20–30%
think is supported, but in reality the of someone’s teaching evaluation
junior faculty are afraid to confront score in your merit review, and if
those individuals. Set guidelines for you wield that evaluation sincerely
behavior in faculty meetings.” (Doc- and critically, you will get people
toral-granting R2 public university) to start using engaged learning
practices.”(Doctoral-granting R2 pub-
“Running all of this through a commit- lic university)
tee using a matrix ‘straw-man’ allowed
us to get beyond the minutia of faculty “Be the change. You have to model
concerns that can grind these efforts the change for others to see what
to a halt. One-on-one meetings also works. And don’t be afraid to ask what
allowed us to get information quickly others are doing in their classrooms.
and in an environment that wasn’t Encourage them to make student-
threatening to the faculty.” (Doctoral- friendly decisions.” (2-year commu-
granting R1 public university) nity college)
“Use the concepts and skills matrix to “Connecting personally, and individu-
your advantage, as an instrument that ally, with professors builds support
was nationally vetted by geoscience and creates momentum to continue
faculty and employers.” (Master’s- the process.” (Doctoral-granting R1
granting public university) public university)

External pressures create challenges and Interestingly, while participating heads/

OBSERVATIONS FROM
barriers to departments making real chairs detailed their progress with faculty,
THE COMMUNITY:
change and include limited campus bud- only a few informed deans and other
gets, budget cuts, hiring freezes, and low higher-level administrators about prog- “Work with the deans and try to
or declining enrollments. Some heads/ ress in curricular revision activities, or get more resources. We success-
chairs used declining enrollments to even their necessity. The few exceptions fully gained a new tenure-track
revamp introductory classes, and/or the that did found it very valuable. FTE on geoscience education
entire curriculum, to increase class enroll- through a special opportunity
ments and majors. In some departments, Some heads/chairs also talked about the
hire. We may also get additional
the slow rate of progress was attributed to importance of becoming involved in the
TA support for the new fresh-
bureaucracy, such as the need for higher- college or university administration: “Col-
level curriculum approval, inadequate laborate and be involved positively with man-level courses we are devel-
resources and instructional space design, your college.” “A good relationship with oping. Deans and upper admin-
teaching infrastructure, and funding for the administration is useful: be positive istration were happy with our
new faculty, lab space, and equipment, and serve on committees.” A couple others willingness and efforts; how can
etc. Losing one or more faculty members solved their upper administration prob- they not support?” (Doctoral-
with no ability to replace them, and hav- lems by becoming administrators.
granting R1 public university)
ing to fill the curricular gaps left behind,
exacerbated some cases. As heads/chairs are the department’s pri-
mary liaison to their university’s higher “Communicate curricular deci-
The 2014–2015 survey data showed fewer administration, it is equally important sions to the Dean and develop
concerns about constraints from non- for them to communicate upward about a budget to support imple-
departmental sources, though 35% indi- curricular review and revision efforts and mentation. Deans who are
cated such constraints existed in their the nationwide geoscience community not geoscientists may not be
institution. effort to implement a consensus vision
understanding of why the fac-
for undergraduate geoscience educa-
ulty is proposing changes, so
Other external pressures causing chal- tion. They need to show the alignment
lenges and barriers to change include: of these efforts with university-level, stu- on-going communication with
dent learning outcomes or institutional the Dean about decisions being
▶ Upper administration imposing its assessment program objectives, as well as made is important.” (Doctoral-
own requirements and demands on the national effort to gain approval. granting public university)
departments that are at odds with their
undergraduate degree program needs
OVERCOMING BARRIERS
▶ Changes in administrators, leading to
a lack of clarity on institutional priori-
TO INSTRUCTIONAL
ties, can slow or stop change efforts REFORMS
▶ Inability to get buy-in from other Although use of research-validated teach-

departments on changes to cognate ing methods is becoming more preva-
courses, or to offer geoscience-specific lent in college geoscience courses, and
courses in cognate areas (such as geo- instructors are placing greater empha-
computation or geo-communication) sis on the development of key skills and
competencies (Egger et al., 2019), there
▶ Upper administration and univer- are nonetheless significant barriers to
sity curriculum committees not widespread instructional reform. Uni-
understanding the need for rigor- versity faculty members across STEM
ous requirements disciplines report that limited training

and lack of instructional and peer support of classroom observations documented no professional development programs, or
hinder their efforts to reform their courses measurable differences in the use of active who participated in programs that focused
(Dancy & Henderson, 2010). Time is usu- learning strategies and the type of insti- on materials topically aligned with their
ally the most significant barrier: more tution (research/doctoral, master’s, bac- course content showed greater degrees
than two-thirds of the 2016 National calaureate, associate), the academic level of instructional reform (Viskupic et al.,
Geoscience Faculty Survey respondents of the course (introductory vs. majors), 2019). Nearly three-quarters (72%) of
cited time constraints as the most com- the size of the class, or the gender of the geoscience instructors interviewed noted
mon reason for not introducing course instructor (Teasdale et al., 2017). they had changed their teaching practices
changes (Egger et al., 2019). The results as a result of their workshop participation,
of the Summit efforts support this finding. A significant difference was evident in and were using related online resources
Additionally, the literature documenting the extent of active learning practices (Manduca et al., 2017). Consequently,
the successful implementation of active used by instructors and their cumulative for interested faculty or departments, the
strategies is unfamiliar to many geosci- professional development experiences. available disciplinary professional devel-
ence instructors, and at times this litera- Instructors who participated in multiday, opment programs offered a means to chart
ture is written in ways that are alien to professional development workshops were an effective path to instructional reform.
those who teach geoscience courses. more likely to teach using research-vetted Heads/chairs (as reported in action plan
instructional strategies than those who progress reports) that encouraged and/or
No relationship apparently exists between had not participated in such programs, or supported faculty attending professional
the use of active learning strategies in who only used related online resources, but development workshops saw the most
geoscience courses and any institutional had not attended the workshop (Teasdale successful adoption of these pedagogi-
or demographic characteristics among et al., 2017). Those instructors who com- cal reforms.
geoscience programs. A national program pleted more than 24 hours of combined
Shutterstock/Gorodenkoff

Box 12.4: Impact of COVID‑19
Impact of COVID‑19
The SARS-CoV-2 pandemic that began that there will be lasting impacts. How has been measured and chronicled
in the Spring of 2020 represents the will these impacts affect the future by AGI’s National Science Founda-
first societally systemic disruption of undergraduate geoscience education-funded project Impacts of
since at least World War 2. Though tion and the framework presented in COVID‑19 on the Geoscience Enter-
the long-term impacts on society and this document? prise: How Permanent Will Academic
higher education will only be realized Program and Workforce Changes Be?
over the balance of the decade of the To address this question we will (Award #2029570).
2020s, even at this early part of the review the impacts the geoscience
full pandemic’s trajectory, it is clear enterprise in the United States, which
What Happened?
As the threat from the pandemic in virtual laboratory processes and 55% about 20% reported planned research,
the U.S. became evident in March report utilizing at-home capable activi- such as REUs, being cancelled. For
2020, colleges and universities in ties. Additionally, 25% of geoscience student research, the modes of activ-
the United States rapidly shifted the faculty report adding additional com- ity changed, with 40% reporting
balance of their Spring semester to putational-based activities as part of shifting to virtual or computational
online-only teaching. As of Febru- their lab instruction. approaches, and 22% focusing on lit-
ary 2020, 91% of geoscience faculty erature review until traditional activi-
reported teaching in-person only Similarly, field experiences also saw a ties could resume.
geoscience courses. By the end of shift in strategies, with only 5% of geo-
April, no geoscience faculty reported science faculty cancelling field instruc- The most striking aspect of the geosci-
teaching any courses only in-person, tion. Rather, 74% reported utilizing ence program response to the pan-
with 92% reporting teaching online- virtual field trips and 40% using local demic disruption was the immense
only courses. This rapid shift in teach- field locations to effectively stay within agility and creativity of geoscience
ing mode was disruptive, but it also a more controlled environment. Only faculty in ensuring educational conti-
set in motion several responses. 4% of geoscience faculty report con- nuity of their programs. With at least
tinuing with normal field instruction. 80% of labs, field experiences, and
After the shift to online teaching, geo- research experiences continuing in
science faculty reported continuing Similarly, research activities evolved some productive form, and given the
over 82% of all laboratory courses while rapidly in the Spring of 2020, espe- dramatic regional impacts of SARS-
changing the approaches to conduct- cially with respect to student research. CoV-2 during the Spring, this repre-
ing those courses. Over 65% of geo- Only 9% of geoscience students report sents substantial resilience by the
science faculty report implementing active research being terminated, but geoscience faculty.
Emerging Sustained Changes
Heading into the Fall 2020 semes- began to emerge early in the semes- a very large COVID‑19 related con-
ter, over 50% of geoscience faculty ter. First, both faculty and students cern. Interestingly, faculty and stu-
reporting having less than one month’s were acutely concerned about health dents also shared the same second and
notice about the instructional mode and safety on campus, with well over
for the Fall, yet several new trends 90% of respondents indicating it was Continued on page 100

Continued from page 99 being more tightly integrated into the Though there is a slow shift back to
curricula for faculty. traditional methods, which universally
third greatest concerns — the ability to are being acknowledged as superior
retain academic rigor in the new teach- Of note, is that where allowed, labo- to alternative activities such as virtual
ing environments and the availability ratory sections that can be in-person field trips or virtual labs, the exposure
of employment for students. are being offered as such, with 49% to those methodologies appear to have
of faculty indicating they are running lasting impact. A consistent message in
All faculty and students reported that in-person labs for Fall 2020. Likewise, faculty comments is that things such as
their campuses have implemented for field instruction, the use of virtual virtual labs and field trips are ineffec-
COVID‑19 related restrictions to cam- field trips has dropped to 42% of faculty tive substitutes for actual labs and field
pus or classes, with 72% of geoscience while 52% indicating they are conduct- instruction, however, they represent
courses being taught online-only. This ing local field instruction for Fall 2020. strong, new pedagogical approaches
has led to the use of new techniques In both cases, only 1% of faculty report to be used within the course as a whole,
such as virtual labs and field trips or cancelling laboratory sections and 3% such as part of a lecture or in the intro-
shifting to computational-focused labs cancelling field instruction for Fall 2020. duction to lab projects.
Longer-Term Impacts
The SARS-CoV-2 pandemic has forced with increased costs from COVID‑19 4% annualized job loss rate during
all faculty to evaluate their courses, mitigation efforts, downward pres- the first six months of the pandemic,
consider explicitly what their expected sure on enrollments and tuition pric- with a next annual job loss rate of
learning outcomes are, and to evaluate ing, a more difficult fund-raising envi- 1.8%, which is both far below the “full
new, creative approaches to ensure the ronment, and new questions on the employment” standard of 5% and the
continued quality of their teaching. valuation of the physical plant of the prior geoscience unemployment rate
These factors are arguably the corner- institutions. With the coinciding of an of 2.1%. This resilience and the over-
stone to the methodologies being sug- already expected drop in new enroll- all stability of the aggregate level of
gested by the outcomes of the Vision ments in college and a shift to more employment of geoscientists indicate
and Change initiative. Will this experi- online courses, COVID‑19 is bringing to that the skills are transferrable and
ence make change easier? Perhaps not, the forefront the debate over the value thus a stable basis for building a career.
but it will no longer be the first time proposition of any given university The U.S. Bureau of Labor statistics is
faculty will have had to consider their program. With an expected decadal- still forecasting aggregate growth in
courses. Additionally, as with most scale period for economy recovery, demand for geoscientists by 2029. So,
corporations and government agen- graduate employability will become an the ability for geoscience programs to
cies, universities, departments, and the even more dominant metric for value. look at ways to improve the employ-
faculty will be expected to be better ability of their graduates will drive
prepared to pivot during future dis- Employment in the geosciences has many programs ability to attract stu-
ruptions and thus drive for more focus remained resilient relative to the dents and define its value proposition
on the learning outcomes of students direct impacts of COVID‑19, though to university leadership. Unequivo-
rather than just the course scope. the energy sector had already greatly cally, higher education is being forced
contracted in its hiring of geoscien- through a dramatic realignment, but in
The impact on higher education in gen- tists. According to the COVID‑19 study, change exists great opportunities for
eral is less clear, as institutions grapple the geosciences experienced only a those that act swiftly and strategically.

RELATIONSHIP TO change is a multi-step process and that

SUCCESSFUL CHANGE a strong, persevering leader is needed
MANAGEMENT to steer the organization through these
steps. In geoscience departments, it is
STRATEGIES
the departmental head/chair who must
lead the faculty through these steps from
Although the ability to change is a foun- beginning to end.
dation of robust organizations, some-
times strong motivation is required to Results from the Summit and associated
overcome institutional resistance or iner- workshops show that department heads/
tia. While this document provides guid- chairs have already had considerable suc-
ance for vision and change in geoscience cess establishing a level of urgency around
education, the geosciences community implementing curricular and pedagogical
has access to the considerable literature reform. Leaders need to work hard at
available on implementing change in eliminating complacency among faculty
institutional settings. After studying the and other stakeholders.
efforts of multiple companies to remake
themselves, Kotter (2012) concludes that Summit participants also reported that
the most general lessons learned from having a group of faculty members who
successful organizational change are that strongly advocate for the change, i.e., a
the process occurs through a series of guiding coalition, has been key to
phases and generally requires a consider-
able amount of time. Furthermore, leaving OBSERVATIONS FROM
out any of those phases frequently leads THE COMMUNITY:
to failure in the process. Here, we relate
“Because there is pressure from the university to assess and increase
the change framework of Kotter (2012)
majors/course enrollment (e.g., falling student credit hours that have
to the experiences reported by geoscience
departments and make recommendations led to a lack of resources from the College), there has been some
on how to cement that change. buy-in and urgency from most faculty to participate in these efforts.”
(Doctoral-granting R1 public university)
Kotter’s framework consists of 8 sequen-
tial steps. They are: “Recognizing that classic or traditional freshmen geology classes are
becoming less attractive, we were motivated to be proactive in what
1. Establish a sense of urgency
we teach and had the willingness to do our best to offer modern geol-
2. Create the guiding coalition
3. Develop a vision and strategy ogy courses in our curriculum.” (Doctoral-granting R1 public university)
4. Communicate the change vision
5. Empower employees for broad- “Our faculty, at least a group of them, were relatively willing to par-
based action ticipate in these activities, once they understood they will strengthen
6. Generate short term wins our department’s standing, ultimately benefit the students, and fulfill
7. Consolidate gains and produce
our long-term vision.” (Doctoral-granting R1 public university)
more change
8. Anchor new approaches in
the culture “I think the best piece of advice is to be patient, but insistent that
changes can improve our offerings and be beneficial to our students
In establishing this framework, Kotter and to our program. In times of budget problems, these kinds of
points out that successful implemen- changes can be program savers.” (Doctoral-granting public university)
tation depends on the realization that

advancing change. Per Kotter (2012),

OBSERVATIONS FROM
make sure the coalition is sufficiently
THE COMMUNITY:
powerful and respected so skeptics cannot
“Get a core group of faculty that can serve as representatives to various derail progress. Though engaging the
parts of the department; take your time to think it all through and do skeptics is important so they feel their
it right; consider logistics right from the outset. The core group needs voices are heard.
passion for the project, but has to be willing to compromise in the
end if necessary for agreement.” (Doctoral-granting R1 public university) This document presents a community
vision and strategies for implementing
change. Individual organizations will need
“Empower a faculty champion. We now have a very unlikely ‘hero’ lead-
to refine that vision and develop their own
ing the efforts on developing the concept-skill metric and revamping strategies for achieving success within
our freshman-level classes. I said “unlikely’ because that faculty had their own institutional framework. Lead-
always put research above everything else. (Doctoral-granting R1 ers using this document must help their
public university) staff fully understand the direction of
change and motivate them to act, even if
it is not in their short-term interest. A
“Faculty resistance to change — but two new faculty members (out of
powerful vision is a powerful motivator.
6) and their energy and commitment to this process are really helping
us move forward.” (Master’s-granting public university) Communicating the vision successfully
comes from keeping it simple and using
“We’ve had the most success implementing change when a small analogy or metaphor, repetition in mul-
group, or even just one faculty member, is willing to take the lead tiple forums, and lots of give and take
(rather than top-down).” (Doctoral-granting R2 public university) among stakeholders. This is consistent
with department heads/chairs admoni-
tions “to be patient”. If the vision is under-
“Identifying a core group faculty to define goals and implement
communicated, then it will not take. It has
strategies is important.” (Doctoral-granting public university) been observed that leaders, in organiza-
tions with solid communication, are not
“Keeping it driven by a few faculty (bottom-up instead of top-down) afraid to discuss how actions and behav-
I think was key.” (Doctoral-granting R1 research university) iors can help achieve the vision or under-
mine it.
The admonition to “empower employees”

is about preventing perceived barriers
from stopping change and is central to
how department heads/chairs can remove
barriers. For example, with respect to the
“not enough time” complaint — how can
department heads create time?
Showing faculty that change is possible

via short-term wins, such as modifying a
few courses or implementing some peda-
gogical changes and celebrating them,
makes a difference. This approach makes
the bigger objectives seem surmountable.
Once a few short-term wins are in place,

it becomes easier to consolidate and grow

OBSERVATIONS FROM OBSERVATIONS FROM
the process, though participants cannot
THE COMMUNITY: THE COMMUNITY:
be allowed to think that short-term wins
represent complete victory. “Planning is everything, but “Have a vision and share that
actual implementation takes regularly with the faculty,
A good illustration of a short-term win time. Planning should include but don’t expect miracles.”
not being enough is provided in Box 12.1 personal networking and fac- (Doctoral-granting R1 pub-
(example #4). A department developed a ulty buy-in internally (depart- lic university)
revised curricular plan in 2015 that faculty
mental level) and externally
approved in 2016 (short-term win). After
(Senate level). The depart- Open communication and
implementation was derailed for unfore-
seen issues (a loss), it was restarted in mental plan should link to the complete transparency with
2017, and was sent to the university for university’s strategic plan. The all stakeholders. Sharing sum-
approval by 2019 (a second short-term plan should be based on data, maries from the Summits,
win). Only when it is approved and references, and examples and along with the employer-vet-
becomes anchored in the culture will it be should include SWOT analyses ted concept and skills matrix,
fully implemented.
and link to program review (self- helped greatly with faculty
study).” (Master’s-granting His- “buy in.” (Master’s-granting pub-
Anchoring the changes into culture is a
huge challenge and may take many years. panic service public university) lic university)
Kotter and others list many examples of
organizations that successfully completed OBSERVATIONS FROM
all the steps up until this last one, and THE COMMUNITY:
failed. Even with near-term successes, “Faculty buy-in may be facilitated by progressing slowly enough to
institutional success cannot be taken for
allow feedback. For example, for two weeks the department filled
granted. Resistance will hide in many
two walls with posters listing their learning goals. This allowed
corners, and change will depend on people
getting into alignment. One of the most everyone an opportunity to provide feedback.” (Doctoral-granting
important lessons learned is to ensure R1 public university)
that when leaders change, the succes-
sors will continue to exemplify the new “Let everyone (faculty, staff, admin) feel like they are part of the entire
approach. The progress reports in this process from the first steps of the initial planning efforts. It takes lon-
study showed that in cases where one
ger in the beginning, but having everyone on board from the start is
department chair completed a prelimi-
worth the (sizable) initial investment to (hopefully) avoid issues down
nary progress report describing curricular
change efforts, and was replaced by a the road.” (Doctoral-granting R1 public university)
department chair with little knowledge or
interest of those efforts, much of the ini-
tial work was lost. The good news is that OBSERVATIONS FROM
when the torch was passed appropriately THE COMMUNITY:
among both leadership and staff, changes
“We are slowly drawing more faculty into transformed courses and
became institutionalized.
these experiences appear to “trickle” up to their major courses. Other
faculty have seen the effectiveness and have started implementing
these in other courses. Showing them [it works] and making them
part of it [peer teaching] breaks down these preconceived notions
quickly!” (Doctoral-granting R1 public university)

Recommendations: ▶ Review, revision, and changes to

undergraduate programs and teach-
▶ Heads/Chairs need to encourage, ing are best accomplished through
facilitate, and support faculty work- bottom up efforts and identifying,
ing on changes to undergraduate depending on size, one-to-a-small
programs, allocate needed resources, group of faculty to drive the effort
align curricular efforts with insti- while maintaining full transparency
tution-level priorities for teaching, with the rest of the department
and keep the upper administration
informed of these activities and ▶ Recognize that, using Kotter’s change
the national effort that necessitates framework, it takes time and patience
these changes to implement change in undergradu-
ate programs.
©Michael Collier

M any individuals and organizationshave a stake in the success of

undergraduate geoscience education and a responsibility to accom-
plish the vision for the future.
In this section we examine answers to feel un-empowered and surrounded by

several questions related to accomplish- barriers and obstacles, apparently set up
ing the community vision for the Future by the key players, which limit their ability
of Undergraduate Geoscience Education to lead change.
based on the input received from geo-
science employers and academics from The 2014–2015 survey data show that
across the country as part of this project. common obstacles and barriers perceived
They are: by department Heads/Chairs are:
▶ Who are the key players in facilitat- ▶ Faculty resistance: lack of consensus
ing change in approaches to geosci- regarding the curriculum/pedagogy;
ence education? lack of reward structure
▶ What roles and responsibili- ▶ Budget cuts from above

©Shutterstock/beboy
ties do those players have in the
change process? ▶ Lack of support/vision from above
▶ How could/should those players ▶ Lack of time

interact with one another to achieve
the vision? ▶ Lack of funding
▶ How do we reinforce those Fortunately, initial input from Summit and

interactions? workshop participants shows that depart-
ment heads/chairs can succeed in helping
The departmental head/chair is at the key players recognize their roles and
nexus of assorted key players and influ- responsibilities in effecting change (see
encers including the faculty, undergradu- Section 12; Appendix C). A head/chair
ate program director, the college dean and can stimulate and shape change. You can
university administration, and external educate your faculty on the general aca-
stakeholders such as the K–12/2YC com- demic and employer community consen-
munity, donors and alumni, employers, sus on the conceptual understanding,
professional societies, and policy mak- skills, and competencies needed by under-
ers (Fig. 13-1). It falls to the department graduate geoscience majors. You can
head/chair to lead the change though, as empower faculty to make curriculum/
data from this work shows, they often course changes using the backwards

design/matrix approach. You can establish modifying workload expectations, indi- COLLEGE DEANS
academic cultures that reward innovative vidual goal setting, overseeing thought- AND CENTRAL
teaching, including promotion and tenure ful annual performance and post-tenure ADMINISTRATION
decisions. The key is understanding that review processes, and providing access
patience and persistence are a department and financial resources for professional
head/chair’s power position and provides development opportunities or seed proj- Deans and central administrators are aca-
more influence and tools than readily ects. For example, workloads can be demic professionals familiar with higher
assumed. Department heads/chairs can changed to a reduced teaching load so a education, but likely not in how they
leverage their position in concert with faculty member may engage in curricu- should serve the geosciences. Their suc-
responsibilities and expectations of key lum design efforts to develop and pilot cess depends on deploying their limited
players to achieve the vision and the roles new instructional approaches. Depart- financial resources, time, and profes-
other stakeholders may play. ment heads/chairs can engage faculty in sional expertise to foster the meaning-
setting the expectation that engaging in ful improvement of academic programs.
curricular change is a high priority that Educating them about this national initia-
will be rewarded through performance tive, and academic and employer’s collec-
THE FACULTY evaluation processes. A budget cut can tive community vision for undergraduate
be reframed as an opportunity to make geoscience education, demonstrates the
The faculty comprises disciplinary experts changes to the educational program so importance of the changes your depart-
who have a professional obligation to it is more effective in educating students ment is making. This Vision and Change
keep up with the evolution and changes and attractive to majors. The department document provides an opportunity and
in their field, be that content, pedagogy, heads/chairs can fund sending faculty to challenge to demonstrate that geoscience
scholarship/research, changes in pro- professional development opportunities departments are essential, and central,
cesses, policies or priorities of the insti- or bring in a facilitator/consultant, either parts of each institution.
tution, or employer demand. Department from the outside or from the Univer-
heads/chairs can take advantage of those sity’s Center for Teaching and Learning, In this context, a department head/chair
obligations through a “carrot and stick” to work with the entire faculty to enact seeking their dean’s help in effecting
approach that includes leveraging “crises” change. Departments can offer credits change can continually make the case for
such as budget cuts, building on profes- and/or funding to attend these courses how investment of additional resources
sional pride, team building, setting and or workshops. (however small) will bring the dean
Figure 13.1: Department Chairs as Communications Nexus
Professional
Societies
K-12/2YC
Faculty Community
Department
Head/Chair
Local
Department Policy Makers
University
College / University Administrators Employers
Figure 13-1: Department Chairs as Communications Nexus

reward in the form of improved metrics undergraduate education. Faculty can Community college administrators that
in the areas where they are held account- help teachers interest students in the geo- oversee geosciences courses or programs
able. For example, the department head/ sciences by developing and providing need to ensure their faculty are aware of
chair has the opportunity to keep the dean examples and resources useful in middle the efforts and trends discussed in this
continually abreast of the distinctive char- and high school classrooms, and by giving document and what is occurring on a
acteristics of the geosciences and its needs talks or lectures. Collaboration between national level regarding 2YC geoscience
in areas such as field education, teach- teachers and faculty at the different insti- education. Geoscience 2YC faculty in turn
ing laboratory space needs, and improv- tutions can increase dual credit or On- need to educate unaware administrators.
ing instructional infrastructure to better Ramps courses and ease the transition Funding for faculty to attend workshops,
facilitate active learning. between high school and college. conferences, and meetings is vital to learn-
ing more about these efforts and making
At the same time, the department head/ important connections. Universities are
chair can keep the dean informed on more likely to have faculty with larger
successes that reflect on the dean, such as 2YC COMMUNITY networks and collaborate across multiple
student employment opportunities or the institutions on projects, often with the
department’s role in community engage- Community Colleges have diverse admin- aid of travel funds written into research
ment, natural resources, and sustainabil- istrative structures, therefore under- grants to help disseminate their informa-
ity. This should create a reinforcing loop standing the local structures increases tion and ideas. 2YC faculty, on the other
for the dean to “reward” the department, the chance of a successful collaboration. hand, are often less connected with their
recognizing the reward may be interme- Many regions may have several com- peers across the country and therefore
diate to long term. Typically, if a dean munity colleges in a 4YC’s service area, miss out on the successful and replicable
is well-informed and energized about a which can make communicating with 2YC initiatives within the national 2YC com-
department’s contribution, this success stakeholders a challenge. Reaching out to munity. The SAGE 2YC and Summit series
will trickle up to the Provost’s office. How- determine what geoscience degree plans, of events has helped change this dynamic.
ever, it can be useful to become involved in technical programs, and Earth science The most effective method of broadening
university committees to increase the visi- courses they offer and what their student 2YC faculty connections and awareness
bility of the department and its good work. enrollment/population is, can help focus of national strategies is to enable them to
on the specific goal of a 4YC and help with attend local, state, and national geoscience
Note that the 2014–2015 survey data from collaboration efforts. meetings and workshops.
this project yielded relatively little infor-
mation on how deans and upper admin-
istration can help, rather than hinder,
department heads. The paragraph above
represents the insights of the writing team,
some who hold, or have held, these roles.
K–12 COMMUNITY
K–12 science and Earth science teachers

can use their expertise and insight on how
the Next Generation Science Standards
are being implemented, particularly in
middle and high schools, to help college
and university faculty understand what to
expect from incoming students and what
pre-service teachers need from their Courtesy of the Jackson School of Geosciences, University of Texas at Austin

Collaboration between faculty at 2YC helpful and what was missing in their
and 4YC colleges and universities is criti- undergraduate studies relative to the
cal to ease the transition for students career they have undertaken.
transferring from 2YCs to 4YCs that can
increase 4YC enrollment and diversity. Alumni and development offices may
Joint fieldtrips, faculty exchanges of semi- maintain this information, but depart-
nars and lectures, research collaborations ments need to posses this data to effec-
involving students, and other mechanisms tively engage with alumni on these pro-
can increase collaboration between fac- grammatic topics. Facebook, LinkedIn,
ulty and students at both institutions. ResearchGate, etc., are all helpful in find-
2YC faculty have expertise and insights ing alumni, some of whom, may be inter-
on effective teaching and working with ested in financially supporting specific
diverse communities that is helpful for initiatives and enjoy hearing what and
4YC faculty. how their department is doing.
MUSEUMS AND OTHER

EMPLOYERS
INFORMAL EDUCATION
SETTINGS Non-academic employers have profes-
mana5280 on Unsplash sional geoscientists who likely have a
Museums, science centers, and other types much more applied and business orien-
of informal learning settings play impor- tation than university faculty. In some
tant roles in promoting the geosciences cases, they may be alumni representing
by enhancing knowledge about the Earth local businesses engaging with the Univer-
and the connection of geoscience pro- sity, or others hiring geoscience students.
cesses to everyday life. They provide edu- Their professional success depends in part
cational opportunities, many through on the ability to identify and hire geosci-
active learning, and can stimulate student ence graduates who can be efficiently
interest in the geosciences and reinforce on-boarded to contribute to the mission
concepts and scientific practices learned of the firm or government agency.
in traditional educational settings. Heads/
chairs can encourage faculty and students Participating employers noted that the
to use museums and their online learning department head/chair may find they can
resources to extend learning opportunities reach out to employers to help with stu-
and reinforce geoscience concepts. dents’ education in many ways. Employers
can help by providing samples, data sets,
case studies, and opportunities for end-to-
end learning through conceptualization,
ALUMNI/ DONORS collection of data, analysis, and presenta-
tion. Company employees and retirees
Understanding where undergraduate stu- may be willing to help or teach classes or
dents go after graduation, where they are problem-oriented short courses.
employed, and how they keep in touch
throughout their careers is important. Employers are the best resource for pro-
Engaging in a long-term ongoing dis- moting career awareness. By fostering
cussion or longitudinal survey is needed communication and engagement between
to understand what was most and least employers and academia, students and

faculty gain a better understanding of the PROFESSIONAL SOCIETIES OBSERVATIONS FROM

skills and competencies needed for suc-
THE COMMUNITY:
cess. In addition to having alumni and The geoscience societies, such as GSA,
other employers on advisory boards, invite AGU, AAPG, SEG NAGT and AGI, play Our Friends and Alumni Net-
them as speakers for talks, seminars, and/ a central role in being career hubs — one work do mock interviews, using
or classes to discuss ‘real-world’ perspec- that students can start engaging with a “speed dating” approach, with
tives, applications, their jobs, and career as a student and continue participating our students when they come
opportunities. See if they will do short with professionally well past retirement. to campus for their board meet-
or mock interviews, or give advice on The societies are the keepers of the pro-
ing. They also serve as judges
resumes and interviewing skills, online or fession; their members are the society
for our annual student research
in person. Some employers will do extern- and their values and priorities reflect
ships exposing students to what is involved those of the profession. The societies poster symposium, providing
in working for that company. Another can disseminate, promote, and achieve students a chance to inter-
source of career information is returning the community vision of the Future of act with professional geosci-
interns who can talk about their experi- Undergraduate Geoscience Education and entists and get their input. In
ences, the corporate culture, and values. evolve their own activities as well. Pos- turn, our alumni have a chance
sibilities include: spearheading follow-
to see what the students can
If you have research symposia where stu- on meetings and workshops; providing
do in a non-interview setting.
dents present, either verbally or in poster professional development and/or men-
sessions, invite employers to participate, torship for students, faculty, and other (Doctoral-granting R1 pub-
and if appropriate, be judges. This is geoscientists; modifying programming lic university)
mutually beneficial — students get feed- of meetings and shifting editorial focus
back from external professionals, and of journals; and developing or continuing
employers learn about the department’s of programmatic activities reflecting the
program and have an opportunity to see evolved view of geoscience resulting from
students in a non-interview setting. the Summits (Box 13.1).
Courtesy of Jackson School of Geoscience, University of Texas at Austin

Box 13.1: Actions for Professional Societies
At the Summits and Geoscience Employer Workshop, spe- example, at professional meetings hold sessions
cific suggestions were made for constructive actions by designed specifically for students to present their
professional societies: research with verbal and/or written feedback from
professionals or a general audience (public, K–12
• Provide more experiences to connect employers teachers, policy fellows, etc.)
with students
• Develop competency, certification/accreditation,
• National and regional meeting sessions and/or badging programs for desired skills
with career related information, poster
sessions with companies and employers, and • Create opportunities for industries and other
networking opportunities employers to engage with academia; most faculty
have little contact with employers
• Provide venues for employers to interact with
students in one-on-one conversations • Increase student focus and encourage
continuing membership
• Connect students to willing mentors in their
disciplines by developing mentoring programs and • Strengthen the role of their student chapters
expanding current ones — i.e., AGU’s Mentoring365 as catalysts for the various reforms proposed,
virtual mentoring and GSA’s Schlemon and Mann especially in co-curricular opportunities
Mentoring programs. Broaden a mentoring
network to include more career paths e.g., • Develop funding to send more students to
Congressional Fellows, Knauss Marine Policy professional meetings
Fellows could be public policy mentors
• Provide opportunities for young professionals to
• Promote externship and internship be mentors and interact with students at meetings
opportunities — act as a clearinghouse
• Focus on supporting all students and young
• Help develop and provide competency professionals and not competing with them
certification or badging, curricula, and/or other as members
educational programs and activities
• Design membership enrollment processes
• Offer summer courses and field experiences for similar to engineering societies, such as batch
students and young professionals memberships for all students in a department and
having a network of student organizations across
• Offer short courses and workshops to develop the US at major universities schools
professional and technical skills at national or
regional meetings • Identify pan-society student and departmental
support opportunities and programs
• Expand opportunities for students to learn to
effectively communicate to different audiences. For

The vision of the future of the geosci- that if the need is critical, then the market
ences is that of an integrated continuum (a.k.a. industry) will find ways to support
from student to professional. The societ- a solution.
ies historically serve both populations,
with a primary focus on the professional Geosciences also faces a problem of scale
and a reactive program approach to stu- in developing human capital nationally.
dents. This discrete approach has likely The geosciences tend to be a small player
hampered their ability to retain student in the primary GDP contribution and are
members through their transition into often allocated as an expense for miti-
the profession, with most societies report- gation or regulatory compliance. When
ing fewer than 10% of student members coupled by widespread skilled worker
becoming professional members on a shortages such as pilots, truckers, nurses,
continuing basis. However, these same etc., the national and public priority will
people appear to rejoin in their mid-30s. align with the more immediate and tan-
Societies need to view members not as gible challenges.
discrete categories, but rather as valued
individuals transitioning through phases On the federal level, current rhetoric in
of their life as a geoscientist. 2020 related to higher education costs and
concerns about the return on investment
©iStock/Tyler Fairbank
It would behoove the societies to start of a college degree needs to be followed
accepting the new geoscience majors as closely by all in the academic community.
simply inexperienced geoscientists and If changes are enacted to the current fed-
look at their structures, activities, and eral aid system, this will impact all pro-
how they touch a person across all phases grams. These questions have been further
of their career. The graduate-to-5 years’ complicated by the impact of the
experience phase, described as “emerging COVID‑19 crisis and impact on college
geoscientist” by SEG and by other societ- and university operating budgets. The
ies as the “awkward teenage years of a geo- question is how to prepare for change, and
scientist”, is where emerging professionals especially how to address the current
need to be supported like students and phase where higher education as a busi-
provided opportunities like professionals. ness is having to prospectively align itself
for its predicted future, which currently
is utilitarian in nature with an increased
focus on graduate economic outcomes.
PUBLIC POLICY AND THE
PUBLIC Beyond the federal influence through stu-
dent aid and research grants, most impacts
The professional societies, as well as indi- on higher education occur at the state
viduals, can engage in change relative to and local level. These policy bodies are
public policy. Historically, specific initia- traditionally responsive to local opinion
tives pushing discipline-specific changes and conditions. If the geoscience com-
through the federal system have had little munity proactively and visibly demon-
effect. For example, prior efforts to build strates applied solutions to local problems
sustained funding sources for mining with measurable economic impact, then
engineering programs faced challenges. local policymakers may favor support-
Such focused efforts run counter to most ing geoscience programs and students.
government investment approaches. The However, providing solutions, and not
traditional argument, even if flawed, is simply identifying compliance issues, is

critical. This makes the public perceive and a collaborative relationship between and experiences that differ to avoid a
geoscience as being current and part of the industry and departments, is critical to completely inward focus that can isolate
team building strong local communities. enabling responsive evolution in geosci- a program from changes. Where feasible,
The department’s core activity will then ence programs. Such relationships also participation from non-regional alumni,
be demonstrating how these proposed invest industry partners in the health and or employers, can also serve to broaden
reforms will build a responsive skilled effectiveness of the geoscience programs the support network.
workforce that addresses specific local from which they draw their talent.
issues such as flooding, land stability, and
economic resources, especially when they During the 2015 Geoscience Employers
have been impacted within the “political Workshop, the elements of what consti- PROFESSIONAL SOCIETY
memory” of the election cycle. tutes effective and viable collaboration CHAPTERS
and dialogue were discussed at length.
It is also critical to engage with local The specifics will vary by circumstance, Some of the professional societies such
school and state education boards since but some of the targeted ideas are as AIPG, have chapters that connect stu-
changes to K–12 curriculum and require- detailed below. dents to the local professional commu-
ments can have a major impact on your nity. Utilize these chapters to engage the
incoming students and the future teachers department at an organizational level with
you are educating. the regional or national bodies. Exam-
FACULTY/EMPLOYER ples of involvement at an organizational
Departments also need to be cognizant SABBATICAL SWAPS level might include active involvement
of the composition of their board of in regional conferences or similar events
regents, or similar bodies. Often these Pair with employers for a faculty sab- or building critical networking oppor-
are composed of local business and politi- batical to pursue research and experience tunities between students, faculty, and
cal leaders, whose first interest will be to within that environment. Likewise, enable industry. Departments need to incentivize
understand a program’s local impact ver- industry partners to have resident time the broader faculty to engage with these
sus proclamations of national and interna- in the geoscience department to conduct groups as it will form a lasting relation-
tional stature and placement of graduates research, teach classes, and work with ship beyond the duration of student resi-
at distant organizations. students. Such arrangements might be dence time.
designed synchronously as a faculty/pro-
fessional swap or could be opportunistic Most professional development short
based on specific circumstances. courses offered by geoscience societies are
CATALYZING THE
conducted by industry members. These
DIALOGUE BETWEEN courses and lectures are often offered at
ACADEMIA AND the local chapter level. If direct student
EMPLOYERS TO FOSTER ENGAGEMENT OF
participation in the short course is not
FUTURE EVOLUTION ALUMNI/PROFESSIONALS possible, leveraging relationships through
IN COMMITTEES AND campus chapters, etc., could be engaged to
Undergraduate geoscience programs need ACTIVITIES repeat a short course for students.
to evolve with the science, societal issues,
and the needs of employers of future Engage local and other professionals to
graduates. Surveys by AGI have shown serve on review committees, career advis-
that graduate outcomes versus employer ing councils, or similar functions to make PROFESSIONAL
expectations are well-aligned, especially persistent connections with local employ- LICENSING OF FACULTY
in the areas of applied and professional ers and those that hire your students.
skills (Houlton, 2015). Employers and Though there is often a tradition of tap- Identify key faculty to obtain a profes-
academics generally agreed on skills as ping alums for such roles, consider engag- sional geologist license in your state (if
well in the 2014–2015 survey (Summa ing non-alums to build out a broader available). This license opens up consult-
et al., 2017). However, strong dialogue support network and to provide insight ing opportunities, encourages currency

in applied geoscience issues of concern JOINT CLASS‑BASED PAIRED SENIOR THESIS

to local employers, and in many states, RESEARCH EXPERIENCES WITH
enables students to begin to earn “profes- OPPORTUNITIES INTERNSHIP
sionally supervised” time toward a profes-
sional geologist license themselves, pos-
sibly even before graduating. Work with local industry to identify proj- One of the hallmarks of many geoscience
ects or problems that might be appropri- programs is the senior thesis project. Tra-
ate for a class-based research opportu- ditionally, many thesis projects are
nity. Local priority or undercapitalized approached like a master’s research proj-
SEEK “LOST” ALUMNI research problems can be identified by ect. AGI studies on library access notes
companies and will provide students with measurable demand for access to senior
Many alumni disappear and do not real experiences and a value-added return theses by engineering and consulting
communicate with their alma mater for the collaborating company. firms because they often represent the
departments. With only 50% of working only pre-existing, detailed data for many
geoscientists being formal members of locales in the United States. Departments
professional societies, there is a large body should approach local employers to iden-
of practicing geoscientists and employers INTERNSHIPS tify projects of immediate or speculative
who are not in the normal communica- use that could be conducted as a joint
tion flow of the geosciences. Making your Internship experiences are critical for internship/senior thesis experience.
department their anchor will help them building work and professional experience
engage and provide unique connections by students. Even internships that lead a
and relationships. student to decide a particular area of work
is not what they want has as much value
as the one where they find their passion.
PROVIDE REAL DATA SETS

AND PROBLEMS
Departments benefit from accessing real

data from actual work projects or case
studies. Employers at the 2015 Geosci-
ence Employers Workshop indicated that
providing such resources should be rather
simple, but the single largest barrier is
that they are not directly asked. Shared
datasets allow students and faculty to col-
laborate with the providing company on
solutions to problems, including the dif-
ferent levels of science required for a com-
plete answer vs. a “sufficient” answer in a
budget-constrained environment where
business decisions may be made without
complete information.
American Geosciences Institute

OBSERVATIONS FROM
FACILITATE TECHNOLOGY ▶ Funding agencies, professional societ-
THE COMMUNITY:
APPLICATION ies, and others: support and/or offer a
OPPORTUNITIES generous menu of professional devel-
Geoscience programs will grow opment experiences for faculty and
and thrive when their gradu- students to better prepare them for
ates can demonstrate that Research will often yield new and novel their careers, for adopting reformed
their knowledge and skills are techniques, technologies, or methods that teaching practices, and for curricular
grounded in innovative think- can be patented or licensed. Collabora- enhancement efforts
tion with industry partners, crafted with
ing and strong preparation for
assistance from a university technology ▶ Academic departments and geosci-
their role in a dynamic society.
transfer office, could not only lead to a ence employers: seek to develop and
patentable invention, but the initial mar- maintain interactive professional rela-
ket capital to yield a revenue-generating tionships with each other, focusing
product for the faculty inventor and the ultimately on improving the abilities
department. In fields with thin patent and accomplishments of bachelor’s
records like the geosciences, a ready- geoscience graduates
market definition is critical to design-
ing appropriate business plans, and with The community vision for the future of
licensing preferences, for instance, indus- undergraduate geoscience education
try partners can be key. articulated in this report is a roadmap for
making critical, positive changes to under-
Recommendations: graduate programs over the next decade.
Our learning environments and curricula
▶ Heads and chairs: encourage and sup- must evolve to confront future geoscience
port your faculty to complete neces- challenges and prepare students to enjoy
sary curricular review and revision a vibrant and successful career. We
efforts and in adopt new instruc- urgently need to reconsider our role in
tional approaches educating the next generation of geosci-
entists for the health of our profession and
▶ Heads and chairs: advocate to the success of our students.
dean for support of your department’s
innovations related to meeting our
new community educational stan-
dards, articulating their relationship
to institutional measures of stu-
dent success
▶ Faculty engaged in instructional

reform: take or make opportunities
to participate in professional develop-
ment experiences, the more specific
to the geosciences and their courses
the better

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Appendix A:
Results from the 2014 Summit and 2014–2015 Survey
FUTURE OF UNDERGRADUATE GEOSCIENCE EDUCATION SUMMIT; JANUARY 2014
Participants
About 200 educators representing a broad spectrum of the

undergraduate geoscience education community:
▶ R1, R2, and R3 research universities with undergraduate

programs, doctoral/professional universities, terminal
master’s programs, 4‐year private and state colleges and
2‐year community colleges
▶ Faculty, heads & chairs, education researchers
▶ Industry & professional society representatives
▶ Working in small groups with collective presentations
Outcomes
▶ Collective agreement on most points
▶ Online survey developed to assess larger community views

and status of community efforts
▶ Many questions were designed for academics and non‐aca-

demics did not see those pertaining only to departments
©Michael Collier, from the AGI ESW Image Bank

Appendix A
DEMOGRAPHICS OF THE 2014–2015 Academic Demographics

SURVEY
▶ Department Faculty size
▶ 463 respondents • 19% under 5
• 68 were participants in the Summit (15%) • 31% 5–12
• 357 Academics (77%) • 21% 12–20
• 79 Industry (17%; 47 energy/oil/gas, 21 mining/ • 12% 20–30
minerals exploration, 11 environmental/ • 17% over 30
hydrogeology/engineering)
• 14 Government (3%) ▶ Institution type
• 7 Other (1.5%) • 16% 2-year community colleges
• 5 Professional Society Representatives (1%) • 12% 4-year private
• 315 Male (68%) • 30% 4-year state
• 148 Female (32%) • 34% public research universities
• 7% private research universities
▶ Ethnicity • 1% Hispanic-Serving Institution
• 91% White/Caucasian
• 2% Hispanic ▶ Position
• 1% Asian • 10% nontenure track/adjunct
• 1% American Indian/Alaska Native • 11% assistant professor
• 5% Other • 23% associate professor
• 0% Black/African American and Native Hawaiian/ • 40% professor
Other Pacific Islander • 11% department chair/head
• 4% dean or upper administration
▶ In all reported results, all non‐academics are listed
as employers.
Figure A-1: Participants by Sector
Academia
Industry
Government
Societies/other
0 50 100 150 200 250 300 350
Figure A-1: Participants by Sector

Total number of survey and summit participants by sector

EDUCATION EMPHASIS
For Undergraduate Geoscience Education
Figure A-2: Issue Importance in Undergraduate Geoscience Education
Competencies & understanding
Broadening participation
Research-validated pedagogies
K-12 teacher preparation
0% 20% 40% 60% 80% 100%

Very important 1 2 3 4 5 Not important
Figure A-2: Issue Importance in Undergraduate Geoscience Education

Survey Question: What are the most important issues from your perspective in terms of undergraduate education?
Figure A-3: Are Competencies More Important Than Specific Courses?
Academics
Employers
0% 20% 40% 60% 80% 100%

Yes No
Figure A-3: Are Competencies More Important Than Specific Courses?

Survey Question: A major outcome of the summit was an agreement that developing competencies, skills, and conceptual
understanding were more important than making sure specific courses were taught at an undergraduate level. Do you agree
with this approach?

Appendix A
IMPORTANCE OF TEACHING KEY GEOSCIENCE CONCEPTS

Figure A-4: Importance of Key Geoscience Concepts
Earth as a system
Deep time
Climate change
Natural resources
Surface processes
Earth materials
Earth structure
Natural hazards
Hydrogeology
0% 20% 40% 60% 80% 100%

Figure A-4: Importance of Key Geoscience Concepts
Survey Question: What are the key geoscience concepts that need to be addressed in undergraduate geoscience education?
Concept Importance Breakdowns by Respondent Employment Category
Figure A-5: Earth as a Complex System Figure A-6: Deep Time
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Very important 1 2 3 4 5 Not important Very important 1 2 3 4 5 Not important
Figure A-5: Earth as a Complex System Figure A-6: Deep Time

Survey Category: Earth as complex and dynamic system with Survey Category: Deep time (including the origin and
linkages between the different systems (e.g., lithosphere, evolution of life)
atmosphere, biosphere, etc.) Continued on page 123
RESPONDENTS’ RANKING OF IMPORTANCE OF TEACHING EACH SPECIFIC KEY GEOSCIENCE CONCEPT
1 Very important 2 3 4 5 Not important

Importance of Teaching Key Geoscience Concepts, continued from page 122
Figure A-7: Earth Materials Figure A-8: Earth Structure
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-7: Earth Materials Figure A-8: Earth Structure
Survey Category: Earth materials Survey Category: Earth structure
Figure A-9: Surface Processes Figure A-10: Natural Resources
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-9: Surface Processes Figure A-10: Natural Resources
Survey Category: Surface processes (including relationship Survey Category: Natural resources (including energy)
between landscape and process)
Figure A-11: Natural Hazards Figure A-12: Climate Change
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-11: Natural Hazards Figure A-12: Climate Change
Survey Category: Natural hazards Survey Category: Climate change
Figure A-13: Hydrogeology
Academics
Employers
0% 20% 40% 60% 80% 100%

Figure A-13: Hydrogeology
Survey Category: Hydrogeology (including water, rock, and
microbe interactions)
RESPONDENTS’ RANKING OF IMPORTANCE OF TEACHING EACH SPECIFIC KEY GEOSCIENCE CONCEPT

Appendix A
CRITICAL UNDERGRADUATE SKILLS AND COMPETENCIES

Figure A-14: Critical Undergraduate Skills and Competencies
Critical thinking and

problem solving skills
Communicate to scientists
and non-scientists
Integrate diverse information
Use scientific research

methods
Strong quantitative skills
Work in interdisciplinary
teams and across cultures
Make inferences about
the Earth system
Problem solving, especially
spatial and temporal
Uncertainty and ambiguity
Interdisciplinary data
integration
Strong field skills
and GIS
Strong computational
and data skills
Technological versatility
0% 20% 40% 60% 80% 100%

Figure A-14: Critical Undergraduate Skills and Competencies
Survey Question: What are the skills and competencies critical in undergraduate geoscience education?
Skills Importance Breakdowns by Respondent Employment Category

Figure A-15: Uncertainty and Ambiguity Figure A-16: Problem Solving
Importance of concept Importance of concept
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure
Very A-15:
important 1 Uncertainty
2 and
3 Ambiguity
4 5 Not important Figure A-16: Problem Solving
Importance of skill Importance of skill
Survey Category: Work with uncertainty, non-uniqueness, Survey Category: Readily solve problems, especially those
incompleteness, ambiguity and indirect observations requiring spatial and temporal (i.e., 3D and 4D) interpretations
Continued on page 125
RESPONDENTS’ RANKING OF SKILLS AND COMPETENCIES CRITICAL FOR UNDERGRADUATE STUDENTS TO LEARN

Critical Undergraduate Skills and Competencies, continued from page 124
Figure A-17: Inferences about Earth System Figure A-18: Integrate Multidisciplinary Data
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-17: Inferences about Earth System Figure A-18: Integrate Multidisciplinary Data
Survey Category: Make inferences about Earth system Survey Category: Integrate data from different disciplines
from observations of natural world combined with and apply systems thinking
experimentation and modeling
Figure A-19: Strong Field and GIS skills Figure A-20: Computational and Data Skills
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-19: Strong Field and GIS skills Figure A-20: Computational and Data Skills
Survey Category: Have strong field skills and a working Survey Category: Have strong computational skills and the
knowledge of GIS ability to manage and analyze large datasets
Figure A-21: Strong Quantitative Skills Figure A-22: Critical Thinking

Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-21: Strong Quantitative Skills Figure A-22: Critical Thinking
Survey Category: Have strong quantitative skills and ability Survey Category: Critical thinking/problem solving skills
to apply

Appendix A
Critical Undergraduate Skills and Competencies, continued from page 125
Figure A-23: Integrate Disparate Information Figure A-24: Communicate Effectively

Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Very important 1 2 3 4 5 Not importantVery important 1 2 3 4 5 Not important
Figure A-23: Integrate Disparate Information Figure A-24: Communicate Effectively
Survey Category: Ability to access and integrate information Survey Category: Communicate effectively to scientists &
from different sources and to continue to learn non-scientists
Figure A-25: Work in Teams and Across Cultures Figure A-26: Technological Flexibility
Academics Academics
Employers Employers
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-25: Work in Teams and Across Cultures Figure A-26: Technological Flexibility
Survey Category: Work in interdisciplinary teams and across Survey Category: Be technologically versatile (i.e., Google
cultures Earth, tablets, smartphones, apps)
Figure A-27: Scientific Research Methods

Importance of concept
Academics
Employers
0% 20% 40% 60% 80% 100%

Figure A-27: Scientific Research Methods
Importance of skill
Survey Category: Understand and use scientific research
methods

ASSESSMENT OF DEPARTMENTAL VIEWS
Is your department interested in making changes to your undergraduate curriculum to focus on competencies,
skills, and conceptual understanding?
Yes: 231 No: 79
Is the development of your institution’s undergraduate curriculum, in terms of competencies, skills, or conceptual
understanding, regulated at any institutional, local, or state levels?
Yes: 113 No: 210
Does your institution track Student Learning Outcomes or other metrics of student success with in your department?
Yes: 181 No: 141
Figure A-28: Focus on Competencies

Departments reporting
Already done
In progress
Likely
Possibly
Unlikely
0 20 40 60 80 100
Figure A-28: Focus on Competencies

Survey Question: How likely is it that your department will make a systematic effort to improve competencies, skills, and
conceptual understanding in developing your undergraduate curriculum in the next few years?
Figure A-29: Likelihood of Systemic Reform of Undergraduate Curriculum
Respondents by academic rank
Chair
Professor
Assoc professor
Asst professor
Non-tenure
0% 20% 40% 60% 80% 100%

Unlikely Possibly Likely In progress Already done
Figure A-29: Likelihood of Systemic Reform of Undergraduate Curriculum

Respondents by academic rank
Survey Question: How likely is it that your department will make systematic efforts to encourage faculty to incorporate research-
validated teaching strategies?

Appendix A
OPPORTUNITIES AND ACTIVITIES AVAILABLE TO UNDERGRADUATES

Figure A-30: Undergraduate Opportunities
Independent research
Research projects or experiences
Traditional field camp
Other field courses
0% 20% 40% 60% 80% 100%

No Optional Required
Figure A-30: Undergraduate Opportunities

Survey Questions: Do your undergraduates have the opportunity for the following activities?
Breakdowns of Activity Availability by Institution Type

Figure A-31: 4-year Public Institutions Figure A-32: 4-year Private Institutions
Student opportunities Student opportunities
Internships or REUs Internships or REUs
Research projects Research projects
Independent research Independent research
Other courses Other courses
Field camp Field camp
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
No Optional Required No Optional Required
Figure A-31: 4-year Public Institutions Figure A-32: 4-year Private Institutions
Survey Category: Undergraduate opportunities at 4-year Survey Category: Undergraduate opportunities at 4-year
public institutions private institutions
RESPONDENTS’ REPORTING OF OPPORTUNITIES AND ACTIVITIES AVAILABLE TO UNDERGRADUATES AT THEIR INSTITUTIONS

Opportunities and Activities Available to Undergraduates, continued from page 128
Figure A-33: R1 Public Institutions Figure A-34: R1 Private Institutions

0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
Figure A-33: Public Research Institutions Figure A-34: Private Research Institutions
Survey Category: Undergraduate opportuntities at public Survey Category: Undergraduate opportunities at private
research institutions research institutions
Figure A-35: 2-year Colleges Figure A-36: Hispanic-Serving Institutions

Student opportunities Number of institutions
0% 20% 40% 60% 80% 100% 0.0 0.5 1.0 1.5 2.0 2.5 3.0
Figure A-35: 2-year Colleges Figure A-36: Hispanic-Serving Institutions
Student opportunities Number of institutions
Survey Category: Undergraduate opportunities at Survey Category: Undergraduate opportunities at
2-year colleges Hispanic‑serving institutions
RESPONDENTS’ REPORTING OF OPPORTUNITIES AND ACTIVITIES AVAILABLE TO UNDERGRADUATES AT THEIR INSTITUTIONS

Appendix A
TEACHING METHODS USED BY FACULTY

Figure A-37: Teaching Methods Used by Faculty
MOOCs
Inquiry-based labs
Frequent use of discussions or

in-class exercises
Learning through practice

with feedback
Students engaged in collaborative

learning in class
Opportunities for reflection

and refinement
Blended learning
Classes designed around

team-based projects
Flipped classrooms
0 50 100 150 200 250

1 Nearly all Most Some Few 5 None
Figure A-37: Teaching Methods Used by Faculty

your department?

Teaching Methods Used by Faculty, continued from page 130

Figure A-38: Teaching Methods Used
Percentage of departments
MOOCs
Inquiry-based labs
Group discussion
Learning through practice
Collaborative learning
Reflection and refinement
Blended learning
Collaborative team projects
Flipped classrooms
0% 20% 40% 60% 80% 100%
Figure A-38: Teaching Methods Used

5 Nearly all Most Some Few 1 None
Percentage of departments
your department?
Breakdowns of Teaching Methods by Institution Type

Figure
Notation: 2YC A-39:College;
is 2-Year Inquiry-based Figure A-40: Frequent Use of Discussions
Labs College; RU is Research University
4YC is 4-Year
Teaching method by institution type Teaching method by institution type
RU public RU public
RU private RU private
4YC public 4YC public
4YC private 4YC private
2YC 2YC
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
5 All 4 3 2 1 None 5 All 4 3 2 1 None
Figure A-39: Inquiry-based Labs Figure A-40: Frequent Use of Discussions
Survey Category: Inquiry-based labs Survey Category: Frequent use of small group discussion,
whole class discussion or in-class exercises
RESPONDENTS’ REPORTING OF TEACHING METHODS USED IN THEIR DEPARTMENTS
5 All 4 3 2 1 None

Appendix A
Figure A-41: Collaborative Learning in Class Figure A-42: Use Real Data & Research
RU public RU public
2YC 2YC
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
5 All 4 3 2 1 None 5 All 4 3 2 1 None
Figure A-41: Collaborative Learning in Class Figure A-42: Use Real Data & Research
Survey Category: Students engaged in collaborative learning Survey Category: Learning through practice with feedback —
in class (e.g., Think-Pair-Share; team exercises/discussions) teaching with using real data & research
Figure A-43: Blended Learning Figure A-44: Explore Before Learning

RU public RU public
2YC 2YC
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
5 All 4 3 2 1 None 5 All 4 3 2 1 None
Figure A-43: Blended Learning Figure A-44: Explore Before Learning
Survey Catgory: Blended learning (classroom lectures/ Survey Category: Explore before learning
activities combined with partial online delivery of content
and instruction)
5 All 4 3 2 1 None

Figure A-45: Reflection and Refinement Figure A-46: Collaborative Team Projects
RU public RU public
2YC 2YC
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
5 All 4 3 2 1 None 5 All 4 3 2 1 None
Figure A-45: Reflection and Refinement Figure A-46: Collaborative Team Projects
Survey Category: Opportunities for reflection and refinement Survey Category: Entire classes designed around
(e.g., Retrieval practice, Minute papers, Concept tests, etc.) collaborative team based projects
Figure A-47: Flipped Classroom Figure A-48: MOOCs

RU public RU public
2YC 2YC
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
5 All 4 3 2 1 None 5 All 4 3 2 1 None
Figure A-47: Flipped Classroom Figure A-48: MOOCs
Survey Category: Flipped classroom Survey Category: MOOCs
5 All 4 3 2 1 None

Appendix A
TECHNOLOGY USED IN TEACHING

Figure A-49:Technology Used in Field Teaching
Instructor provides information for field

(e.g. maps/cross sections overlain on Google Earth,
DEMs overlain on photographs,
remote sensing interpretations, etc.)
Using GIS or other similar software
Mapping on tablets, IPADs or phones
Student develops information for field

(e.g. remote sensing interpretations, etc.)
None, but teaching is done in the field
No teaching done in the field
0 25 50 75 100 125 150 175 200
Figure A-49: Technology Used in Field Teaching

Survey Question: From what you know about your department, how do your colleagues (or you) use technology in teaching in
the field?
Figure A-50: Technologies Used in Teaching

Modeling and simulation

Use of large datasets
Observation of visualizations
Interactive visualization
Google Earth®
Technology facilitated investigations
Investigation with real-time feedback
Virtual fieldtrips
Social networks, games, etc.
0 50 100 150 200 250 300
Figure A-50: Technologies Used in Teaching

Survey Question: From what you know about your department, how do your colleagues (or you) use technology in teaching?

USE OF VALIDATED TEACHING STRATEGIES
Is your department interested in making changes to how teaching is done at the undergraduate level?
Yes 238 No 64
Figure A-51: Likelihood of Using Research-Validated Teaching Strategies

Already done
In progress
Likely
Possibly
Unlikely
0 20 40 60 80 100 120
Figure A-51: Likelihood of Using Research-Validated Teaching Strategies

Survey Question: How likely is it that your department will make systematic efforts to encourage faculty to incorporate research-
validated teaching strategies?
Figure A-52: Faculty Using Reformed Pedagogy

All or nearly all (>85%)
Most faculty (50-85%)
Some faculty (20-50%)
A few faculty (<20%)
None
0 20 40 60 80 100
Figure A-52: Faculty Using Reformed Pedagogy

Survey Question: How extensive are efforts to introduce pedagogical reforms in your department?

Appendix A
OBSTACLES/BARRIERS IDENTIFIED BY SUMMIT TO IMPLEMENTING

RESEARCH‑VALIDATED PEDAGOGIES AND USES OF TECHNOLOGY
BreakdownsFigure
of Impacts byofAcademic
A-53: Lack Rank
Time and Support Figure A-54: Financial Resources
Impact by academic rank Impact by academic rank
Dean Dean
Chair Chair
Professor Professor
Assoc professor Assoc professor
Asst professor Asst professor
Non-tenure Non-tenure
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%
1 Most 2 3 4 5 Least 1 Most 2 3 4 5 Least

Figure A-53: Lack of Time and Support Figure A-54: Financial Resources
Survey Category: Lack of time and support necessary for Survey Category: Financial resources
developing and piloting new instructional approaches
Figure A-55: Performance and T&P Reviews Figure A-56: Need Validated Techniques
Dean Dean
Chair Chair
Professor Professor
Assoc professor Assoc professor
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

Figure A-55: Performance and T&P Reviews Figure A-56: Need Validated Techniques
Survey Category: Annual performance and tenure and Survey Category: Lack of information on what techniques are
promotion evaluations research-validated
Figure A-57: Student Evaluations Figure A-58: Instructional Infrastructure

Dean Chair
Chair Professor
Professor
Assoc professor
Assoc professor
0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

Figure A-57: Student Evaluations Figure A-58: Instructional Infrastructure
Survey Category: Concern about student evaluations Survey Category: Instructional space design and teaching
infrastructure
SUMMIT PARTICIPANTS’ ASSESSMENTS OF BARRIERS TO IMPLEMENTING RESEARCH‑VALIDATED PEDAGOGIES AND TECHNOLOGY USE
1 Most 2 3 4 5 Least

PROFESSIONAL DEVELOPMENT AND K–12 TEACHER TRAINING

Figure A-59: Teaching Development Opportunities
Faculty teaching professional development
Teaching as important hiring criterion
Improved instructional infrastructure
Rewards for innovative teaching

Incentives for developing courses
using research-validated pedagogies
Teaching training for grad students
0 25 50 75 100 125 150 175 200
Figure A-59: Teaching Development Opportunities

Survey Question: Does your department use or offer any of the following?
Figure A-60: Is Earth Science Taught in Local K-12 Schools?

Yes
No
Unknown
0 25 50 75 100 125 150 175 200
Figure A-60: Is Earth Science Taught in Local K-12 schools?

Survey Question: Is Earth Science (geoscience) taught as a course or in the curriculum in K-12 in your local school districts?
Figure A-61: Ways Department Helps K-12 Teacher Training

Integrate math and basic

science into intro courses
Awareness of state K-12
teacher license requirements
Curriculum for pre-service K-12 teachers
Development programs for

in-service K-12 teachers
Integrate use of the Next
Generation Science Standards
0 25 50 75 100 125 150 175
Figure A-61: Ways Department Helps K-12 Teacher Training

Survey Question: Which of the following does your department do to help with preparation of K-12 teachers?

Appendix A
Professional Development and K–12 Teacher Training, continued from page 137
Does your department/company/organization sponsor, partner with or have any professional development pro-
grams for in‐service K–12 teachers?
Yes: 156 No: 272
Figure A-62: Programs for 2-year to 4-year College Transition

Aligns curricula between 4-year

and local 2-year colleges
Cross-instituion faculty interactions
Collaborative field trips

and research
0 20 40 60 80 100 120 140
Figure A-62: Programs for 2-year to 4-year College Transition

Survey Question: Which of the following does your department do to ease the transition between 2-year and 4-year colleges?

EFFORTS TOWARD STUDENT DIVERSITY AND BROAD PARTICIPATION
Does your department/company/organization have or plan on any systematic efforts to encourage broadening
participation and retention of a more diverse student population?
Yes: 181 No: 239
Figure A-63: Systematic Efforts to Broadening Participation

Organizations reporting
Role models
Mentoring
Financial support
Outreach to students in
their communities
Collaboration with K-12 STEM

programs for minority students
Student family & K-12

professional engagement
Collaboration with
Minority Serving Institutions
0 25 50 75 100 125 150 175
Figure A-63: Systematic Efforts to Broadening Participation

Organizations reporting
Survey Question: Does your department/company/organization have or plan on any systematic efforts to encourage broadening
participation and retention of a more diverse student population?
Does your department/company/organization track the participation and retention of minorities in your population?
Yes: 237 No: 182

©Michael Collier

Appendix B:
Geoscience Employers Workshop Outcomes
A Geoscience Employers Workshop was held May 27–28, 2016 in Washington D.C. to get employers of geo-
scientists’ input on the developing community vision for the geosciences. The 46 participants were evenly
distributed between the petroleum industries; hydrology, engineering and environmental consulting companies;
and federal agencies that employ geoscientists, along with representatives from some of the geoscience professional
societies. One participant represented the mining.
The first breakout session asked participants to identify the ▶ Pedosphere/surface — geomorphic, erosion, and surface
skills, competencies, and conceptual understandings needed by processes, landscape evolution
geoscience bachelor’s recipients for future employment. Subse- ▶ Biosphere — paleontology, ecosystems
quently the results from the Summit and survey were presented. ▶ Solar/Earth interactions — tidal, climate,
A series of breakout sessions compared the employers’ initial planetary geology
views and that of the results from the Summit and survey. ▶ Human/societal coupled to Earth — natural
Overall, agreement among the employers and between their resources, energy, anthropomorphic climate change,
views and the results of the developing vision from the Summit natural hazards
and survey was remarkably strong. In addition to their own • Influence of geology on society
views on general skills and competencies, they also provided • Influences of society on earth processes
detailed granularity to the concepts and skills identified by the
Summit. Lastly, they discussed ways to implement or develop
these skills and competencies in students, the role industry and Processes
other employers should take to help the academic community, ▶ Geochemical cycles — C, H2O, N, P
and how to develop better academic-industry partnerships. ▶ Thermodynamics — energy, kinetics, diffusion, heat,
mass transfer, fluid flow
The specific results are summarized below. ▶ Geomechanics/stress state/rheology
▶ Geological time/Earth evolution
▶ Plate tectonics/geodynamics
▶ Tectonic processes
IMPORTANT CONCEPTS IDENTIFIED BY ▶ Depositional processes
THE EMPLOYERS ▶ Crystallization processes
Systems Thinking: Tools

How Systems Work and Interact ▶ Statistics/uncertainty/probability
▶ Atmosphere — climate, weather, ocean- ▶ Mathematics (differential equations, linear algebra)
atmospheric circulation ▶ Cartography
▶ Hydrosphere — ocean, ice, surface water, groundwater ▶ Geography and spatial thinking
▶ Lithosphere — rock cycle, deformation, ▶ Field methods
structure, tectonics ▶ Potential fields
▶ Remote sensing

Appendix B
▶ Age dating Climate Change

▶ Instrumentation ▶ What is climate change? — geologic scale vs.
▶ Analytical/numerical modeling present change
▶ Seismology/geophysical sensing • Significant climate change in geologic past
• Relevant space and time scales
The employers also provided more granularity for each of the • Continental vs. local scale change
general concepts identified by the Summit. • Proxy records
• Rate of climate change; rapid change
▶ Driving forces and causal mechanisms
Earth as a Complex System • External forcing vs. internal forcing
▶ Nonlinear complex systems • Dependence upon spatial and temporal scale
• Size of systems — complexity of scale and feedbacks
and interactions • Impact of plate tectonics, atmosphere-earth
• Feedback loops, interactions, forcings interactions, etc.
• Implications and predictions • Human-induced climate change
▶ Energy, mass, fluid transport (movement and flow), ▶ Carbon cycle
residency, and cycles ▶ Difference between weather and climate
▶ Work/changes that affect the Earth’s systems ▶ Impacts of climate change
• Human drivers and impacts of • Water resources, hydrologic cycle, other
change, Anthropocene climate‑change effects
• Environmental transitions • Biosphere implications, ocean acidification,
• Scales of change sea‑level rise
• Using the present processes to infer past • Implications on soil, agriculture
processes: Advantages/risks • Economics and social aspects of climate change
▶ Solar system interaction • Climate element to environmental consulting and
hydrogeology as well as petroleum exploration
Deep Time
▶ Conventional concepts of geologic time Natural Resources
• Paleontology, superposition ▶ Understanding of what is included in
• Relative vs. absolute age “natural resources”
• Tools to determine absolute age (radioisotopes, • Economic geology (commodities and
stable isotopes, etc.), precision of data, limitations finite resources)
• Extrapolate from lab to field • Energy, water, minerals, geologic materials
▶ Impact on processes ▶ Solid vs. liquid resources, geographic
• Time scales over which processes are relevant distribution, uses
• Specific periods in geologic time that are critical for ▶ Ecosystem services, analysis of renewable and non-
different processes renewable (finite) resources
• Impact of time on “Earth” events (i.e., weathering, ▶ Resource dependency and limits
geodynamics, resources, etc.) • Finite resource or commodity
▶ Events and rates • Understanding your environment (where do our
• Duration, frequency, magnitude and residence time materials, energy, and medicines come from)
• Timing, scale, sequencing, and rates of change • Ore and fossil fuel supply and demand and getting
▶ Temporal reasoning it to market
• Time and space scale of formation and
depletion, sustainability
• Economics and viability of resources
• How things are made

• Process from ore to refined product ▶ Plate Tectonics, including

• Process from fossil fuel to energy or • Basin formation
material objects • Episodic nature, planning perspectives, uncertainty
▶ Structural controls on resource accumulations
Surface Processes
▶ Sediment deposition & erosion Hydrogeology
• Stream/River flow, morphology, deposition, erosion, ▶ Water cycle
effect of floods ▶ Groundwater/aquifers, confined vs. unconfined aquifers
• Transport relationships (all surface processes) • Phase behaviors
• Magnitude and frequency relationships of • Saturated vs. unsaturated conditions
surficial deposits • Scales of heterogeneity in space and time
• Subsurface analogs • Contaminant transfer
▶ Terrestrial and marine surface interactions ▶ Biogeochemistry and aqueous geochemistry
• Biological, chemical, and physical interactions • Microbe interactions
• Rates of chemical and physical changes • Nutrient cycling
▶ Landscape alteration (geomorphology) ▶ Subsurface-surface interactions
• Surface mechanical processes ▶ Economics and public policy
• Karst formation • Groundwater quality
• Glacial till and overburden thickness • Regulatory standards
▶ Habitability, sustaining life
• Ties to natural hazards
Earth Materials
▶ What is a rock, mineral? Rock cycle
▶ Rocks: physical and chemical properties
• How measure, scale of measurement
• Mechanical characteristics
• Scales of heterogeneity
• How change over time
▶ Processes that form rocks and minerals
• Processes and conditions of formation
• Localizing mechanisms for deposits
• Fluid dynamics, flow and fluid chemistry
• Role of microbiology and organisms
▶ Resource applications, organic-inorganic materials
Earth Structure
▶ Structure of Earth
• Mechanical and compositional layers
• Tools for defining earth structure (seismic waves,
analysis of earthquakes, etc.)
▶ Deformation
• Stress and strain
• Rock mechanics and deformation processes
• Fractures, faults, folds, other structural features, etc. Courtesy of the Jackson School of Geosciences, University of Texas at Austin

Appendix B
IMPORTANT SKILLS AND Field and Technology Skills

COMPETENCIES IDENTIFIED BY THE ▶ Field skills
EMPLOYERS • Field camp and/or field mapping experiences
• Improves spatial cognition, creative problem
solving, teamwork, geoscience synthesis
Geoscience Thinking • Data supports field skills are unique and essential,
▶ Earth science habits of mind/geoscientific thinking difficult to replicate or substitute
• Temporal and spatial thinking ▶ GIS — most essential for building large data sets
• Systems thinking ▶ Ability to handle and analyze Big Data
• Geologic reasoning and synthesis ▶ Use of visual models, modeling tools (Stella, Modflow,
▶ Problem solving in the context of an open and Matlab, etc.)
dynamic system ▶ Integration of technical and quantitative skills,
• Asking appropriate questions programming, application development
• Understand context of problem ▶ Technological diversity (need skills and training beyond
• Problem solving in 3-and 4-D point, click, and type) — i.e., not just black box
• Ability to work on problems with no clear answers ▶ Preparation for life-long learning
• Managing uncertainty in problem solving • How to learn and use new technology
• Have a passion for solving problems
▶ Working by analogy, inference and the limits
of certainty Non-technical Skills
▶ Intellectually flexible — applying skills in new scenarios ▶ Oral and written communication competency
• Science writing and verbal communication;
knowing your audience
Technical Skills • Public speaking
▶ Problem solving with data • Listening skills
• Data collection and interpretation, use of data ▶ Project management
and application • Ability to work in teams
• Evaluation of data, data quality, purpose of • Be a leader and follower
collecting data, begin with understanding of how • Don’t divide work; iterative process between
data will answer question students with different backgrounds/disciplines
• Understanding data and uncertainties • Goal setting
• Make predictions with limited data • Conflict resolution (open minded — answer may lie
• Use of appropriate methods, reading and in the conflict space)
interpreting graphs • Managing problems on the front end
▶ Quantitative/math skills • Solution-oriented approaches
• Differential equations/linear algebra • Time management
• Probability and statistics (to understand risk) ▶ Professionalism, interpersonal skills
• Understanding of scale • Ethics, ethical awareness and conduct
• Computer programing skills (be able to think about • Business acumen and risk management
how to solve a problem computationally) • Cultural interactions, cultural literacy, emotional
▶ Experience with authentic research, collection of literacy, learning styles, awareness of implicit bias
new information • Leadership
▶ Critically evaluate literature, encourage critical thinking • Career awareness/resume/interview preparation
▶ Global perspective
▶ Understand societal relevance

RANKING OF IMPORTANCE OF SKILLS Additional Employer Discussion

IDENTIFIED BY EMPLOYERS ▶ Difference between explicit versus tacit knowledge
• To what extent to you give this versus they
discover themselves
Level of • Transferability of skills and competencies
Skill Mastery ▶ Integrated culture between academia and industry
Critical thinking/problem solving Proficient • Advisory boards
• Workshops and engagement
Communicate effectively with scientists & Proficient ▶ Geoscience as a service to society
non-scientists • Discussion topic with students for recruitment
and retention
Readily solve problems, especially spatial Mastery • Looking at the big picture
and temporal
▶ Balance between geoscience knowledge and
professional skills
Make inferences about Earth system from Mastery
observations of natural world combined • Where to draw that line
with experimentation and modeling • Should there be requirements or a certification
before completion?
Work with uncertainty, non-uniqueness, Mastery • Should curriculum prepare students for
incompleteness, ambiguity, and indirect
ASBOG exam?
observations
• External forces
Ability to access and integrate information Mastery
from different sources and to continue to
learn Experiential Learning
▶ Vehicles for practical problem solving
Understand and use scientific research Proficient • Constant engagement in opportunities to practice
methods
skills and use concepts
Have strong quantitative skills and ability to Proficient • Field experiences
apply • Internships
• Senior thesis, research projects
Integrate data from different disciplines and Proficient • Project-based courses
apply systems thinking ▶ Technical skills being at the forefront
▶ Getting internship etc., experience — the earlier the
Have strong field skills and working Mastery/
knowledge of GIS Proficient better, the more often the better
▶ Use games to teach & reward innovation and creativity
Work in interdisciplinary teams and across Proficient
cultures
Ways Employers Can Help
Have strong computational skills and Proficient ▶ Provide opportunities for end-to-end learning:
the ability to manage and analyze large
conceptualization, collection of data, analysis,
datasets
and presentation
Be technologically versatile (i.e., Google Mastery ▶ Providing samples and data
Earth®, tablets, smartphones) ▶ Problem oriented short courses
▶ Collaborative research projects between employers
and academia
▶ Judging student activities
▶ Supporting field experiences — providing funds and
representatives for teaching
▶ Sabbatical programs — both ways; faculty fellowships

Appendix B
▶ Internships — earlier and more often the better Additional Thoughts

▶ Virtual internships, classes, and field experiences ▶ Models, tools, and resources already exist for how
▶ Campus teaching awards or pedagogical development to develop the whole student and prepare them
▶ Geoscientists without Borders® — raise profile of the for employment
science and profession training • Cutting Edge website
• ASBOG test as a source of problem-oriented
activity for the classroom and as an incentive
Training • Assessment, accreditation (demonstrable
▶ Importance of practical applications and problem and measurable)
solving embedded in the curriculum ▶ Requirements for success
▶ Opportunities for instruction by professional partners • More active collaboration between academia and
• Professors of practice, invited experts the outside employers
• Short courses, webinars, practicums, pop-up and • Ranging from formal courses to informal
micro (AGI) courses in core competencies mentoring of students’ faculty
• Annual industry symposia, career days with • Culture changes needed for faculty to place greater
emphasis on problem solving skills and value on the benefits of active collaboration
essential component • Faculty need to be incentivized to increase
• Opportunities for partnerships with experiential learning into classroom/curriculum
curriculum developers • Incorporation of the non-technical skills into
▶ Working through industry-instructional barriers with the geoscience curriculum or proactively include
proprietary data and software or advise students to take courses/experiences
related to those non-technical skills (e.g., business,
ethics, etc.)
Opportunities ▶ Solutions
▶ Tech transfer as a part of greater community • Professional societies leading active discussions
engagement meeting the mission of both the institution about these collaborations
and industry • Increased industry-academia interaction
▶ Added value of local, more frequent engagement and • NSF funding for research to demonstrate outcomes
ties to broader impacts of these collaborations — we are missing
▶ Growing/expanding stakeholders, growing campus opportunities
consortiums and partnerships towards similar goals
Measuring Effectiveness and

Competencies
▶ Accreditation of programs and practicality of course
(engineering model; ASBOG)
▶ Collection of courses, practicums with
appropriate assessments
▶ Need stronger articulation of measures of competence
• Relate to specific employer needs
• Explicitly tie skills and applications to courses
• Acknowledging one size does not fit all
Howard Bluestine for AGI’s 2014 Life in the Field Contest

Appendix C:
Summary and Analysis of Departmental Progress
T he 2016 Heads and Chairs Summit on the Future of Undergraduate Education had 114 participants from
community colleges, bachelor’s-granting four year colleges, terminal master’s-granting institutions, doctoral-
granting universities from R3/DPUs to R1s, plus a National Science Foundation, industry, and two professional
society representatives. Before leaving the Summit, participants submitted action plans for their individual depart-
ments. Some universities had multiple attendees, including panelists and organizing committee members, who
worked together on the action plans for their institution. From these Summit efforts, 79 action plans were generated.
The 2017 Earth Educators Rendezvous (EER) had 34 par- ▶ How much progress have you made with your plan? If
ticipants. Of these 14 had been to the 2016 Heads and Chairs you have modified your plan since then, in what way did
Summit and had submitted an action plan progress report it change and why?
by the summer of 2017, and one also submitted a follow-up
report in May 2019. For the heads/chairs that had not been ▶ What has been accomplished, whether it was in your
to the previous summit, 12 submitted an action plans and 4 original plan or not?
submitted a progress report in 2019. A second request was
made in 2020. Several institutions had multiple participants ▶ What are your future plans?
and two participants were observers (NSF, SERC) and two did
not submit action plans. ▶ Which implementation strategies worked — i.e., what was
successful, and what wasn’t?
Overall between the Heads/Chairs Summit and EER workshop,
we received 91 individual department action plans. A total ▶ What were roadblocks to progress or where did problems
of 56 participants provided feedback regarding the progress occur? And if you were able to overcome them, what did
their departments had made toward reaching their Action you do?
Plan objectives (62% return), mainly between 16–18 months
afterward the Summit or Workshop, however 3 from the ▶ What did you anticipate would be a problem that wasn’t?
workshop were submitted after 2 years, and 5 from the sum-
mit after 3 years. A follow-up progress report was submitted ▶ Any advice to others who wish to make similar changes?
by 11 in 2019 about 2 years after the first one, and by one in
2020 after 3 years. These later and updated reports help show Below, their progress is reviewed both objectively and subjec-
the overall timeline needed for making change in undergradu- tively to identify trends among departments.
ate programs. The responses span the range of participating
institutions (5 2YC, 9 bachelor’s-granting, 11 terminal-master’s, To describe their progress objectively, their feedback was
14 doctoral R2/R3/D/PU and 25 doctoral RI institutions). quantified using a rubric (provided at the end of appendix)
designed to evaluate the common themes identified in the
To identify best practices and common problems and solutions, workshops — curriculum redesign, increase in an active learn-
we asked the following questions: ing-based pedagogy, 2YC to 4YC transfers, recruitment of
underrepresented groups, adding new courses and adding/
deleting majors. Curriculum redesign and increased imple-
mentation of active learning require the greatest amount of

Appendix C
“created a Mogk-style matrix for each of three majors, identified

gaps and rewrote curricula.” Others reported progress in more
general terms, such as “our plan has been largely implemented”
without commenting on process or specific outcome.
When taking into consideration the specificity of Action Plans

coupled with the variation in reporting style, the overall trend
is that the fewer the number of geology faculty in a department
the more they had progressed toward implementing their plan
(Fig. C-1). When ‘Carnegie classification’ is considered, 2YC,
BA/BS and MA/MS institutions made more progress than R1
Courtesy of the Jackson School of Geosciences, University of Texas at Austin and R2 institutions, even when R1s and R2s had equivalently
small faculty sizes.
time and active engagement by faculty so it carried more weight In some departments, the slow rate of progress was attrib-
when progress was being evaluated. (Not all participants pro- uted to common factors such as lack of faculty buy-in and
posed to address all six themes.) bureaucracy (curriculum approval, funding for new faculty,
lab space, equipment, etc.). Eleven departments had begun
Additionally, the objectives of action plans varied in detail and a campus or state-mandated curriculum overhaul before the
magnitude. Some of the smaller institutions had very specific first Summit or workshop, so they were already a few years
action items such as “rework an introductory geoscience course into the process when they attended. As is evident from the
to improve recruitment and retention” or “increase lab space chart, where faculty size exceeded 27, departments did not
and technology access” while the larger departments proposed make more than 50% progress. Although faculty numbers
a complete curriculum overhaul by producing backwards between 5 and 10 appear to be most successful, too few faculty
design matrices, planning retreats and final adoption of cur- was a challenge as they were spread too thin to pursue a deep
ricula. Finally, in terms of updating progress, some departments dive into curriculum redesign and to engage in new teaching
reported very specific accomplishments, for example they methods. Their focus was primarily on recruitment/retention
Figure C.1: Reported Program Reform Success
Relationship by faculty size and institution type
100 Institution Type
2YC
BA/BS
80
DPU
M1/M3
Success Level
R1
60
R2/R3
40
20
0
0 10 20 30 40 50 60
Faculty
Figure C-1: Reported Program Reform Success

Relationship by faculty size and instition type
Reform success as related to faculty size and institution type.

and 2YC to 4YC transition. Had departments had more time Faculty Progress from
or if they had already begun curriculum revisions, they likely Carnegie Classification Size Report 1 to 2
have made more progress. Bachelor’s (Public) 4 30/30
Bachelor’s (Public) 12 30/65
Twelve departments submitted a second progress report and M1 (Public) 5 35/75
all but two reflected more progress, primarily because they
M1 (Public, MSI/HIS) 5 15/15
had more time to achieve results. Common themes from those
who provided 2019 updates to their 2017 progress reports: D/PU (Public) 10 30/50
R2 (Public) 19 35/60
▶ change is a continuous process that requires patience R2 (Public, MSI/HIS) 20 40/65
R3 (Public) 10 75/85
▶ the ones who sent updates generally had a defined vision
R1 (Public) 11 5/10
and stewarded progress against that vision
R1 (Public) 20 50/70
▶ short-term goals and tactics were continually updated in R1 (Public) 27 35/85
response to internal/external changes — university man- R1 (Public) 42 10/45
dates, staff changes, etc.
Table C-1. Progress by institution type and faculty size
▶ over the 2-yr period, departments had commonly focused
on one aspect of their plan From a more subjective perspective, many of the departments
shared similar experiences in terms of successes and challenges.
▶ continuity of champions was an issue for those who didn’t Collegiality, support of leadership, department retreats and
make much progress the use of SERC-endorsed resources contributed to successes.
Many were constrained by outside forces such as limited cam-
▶ Five Ph.D. granting institutions are good examples of pus budgets, hiring freezes and low enrollment. No matter
developing vision, empowering others to act on vision, the department size, many departments had to contend with
addressing obstacles, and finding short-term wins faculty who were unwilling to change traditional curriculum
100
Institution Type
BA/BS
80 DPU
M1/M3
R1
Level of Progress
60 R2/R3
40
20
0
0 10 20 30 40
Faculty size
Figure C-2: Reported Progress on Reform

Departments providing additional updated progress reports
Reported progress on reform as reported by departments.

Appendix C
or adopt new pedagogy, but with persistence many succeeded. ▶ produced fully developed matrices at a retreat devoted to
More details are provided in a later section. this purpose and attended by all faculty
▶ many major courses were flipped
ELEMENTS OF SUCCESS ▶ assessing outcomes (to show success!) via campus man-
dated degree assessment
Figure C-1 clearly shows that for faculty size greater than 20
(all R1s) and for those less than 20 (all types) some were more
successful than others, leading to the following questions: Same questions for the three R1s with more than
20 faculty that were between 40–50%. And for
the 3 R2s with close to 20 faculty and over 60%
For the four R1s with 20 or more faculty that successful?
were over or at 60% successful — what did they
do that was different? Why were they successful? R1, >20 faculty, 40–50% success (3 departments, 1 of 3 pro-
What part did they primarily distinguish vided two progress reports but did not make progress between
themselves doing — i.e., was it redoing the the two):
curriculum, changing pedagogy, etc.
▶ curriculum effort was driven by a few faculty with a
R1, >20 faculty, > 60% successful: Two of four departments bottom-up approach rather than top-down
submitted two progress reports (one improved from 40% to
60% and the other from 35% to 85%): ▶ moved very slowly (took four years) and took time to get
feedback from all faculty to assure support
All four redesigned their curriculum using the backwards
design matrix approach. Only one of the four substantially ▶ in terms of pedagogy, one department supported profes-
addressed pedagogy. Two provided dedicated time for a faculty sional development for teaching
member to work on program changes.
R2, ~20 faculty, > 60% success (3 departments; 2 of 3 provided
Additionally, departments noted: two progress reports improving from 35 to 60% and 40
to 65%):
▶ increased a faculty member with a 9-month appointment
to 12-months for the purpose of focusing on career- ▶ encouraged faculty to engage classes with more active/
building exercises for students experiential learning exercises
▶ granted a faculty member a teaching release so that she ▶ did much of work at a retreat (2 departments)
could dedicate attention to writing new curriculum and
submitting it to the campus for approval ▶ began process of restructuring the department with goal
of sharing courses across curricula (geology, geography
▶ involved early-career faculty and environmental science)
▶ implemented new peer teaching evaluations ▶ Backwards design matrix was instrumental in identify-
ing gaps
▶ implemented training course for grad students to improve
TA support of new active learning courses ▶ pairing courses throughout the undergrad trajectory for
students to see connections and afford opportunity to
▶ considerable sharing of course syllabi among faculty to work on projects as teams
minimize overlap in prerequisites and core courses

▶ streamline programs/courses to assure they reflect what Incorporated e-portfolios:

the department has the expertise to teach 2 departments — 1 BS/BA, 1 R3/D/PU
Made changes to majors:

For all with smaller faculty (under 20) and 4 departments — 2 BS/BA, 1 M3, 1 M1
over 60% successful, was the success primarily
because of major curriculum or pedagogy
changes or was it all the other types of things, Are there any strategies that clearly were a
like e-portfolios or increasing some skills/ major failure — not including budget cuts, upper
concepts like more communication, etc. administration issues, etc.?
Of the 19 departments: No, no major failures. Instead of sweeping curricular or peda-

gogical improvements, one R1 department put a lot of energy
▶ One-third of them had already begun curriculum redesign into a proposal aimed at improving relations with local two-
prior to attending workshops which boosted their progress year colleges that did not get funded. It did, however, build a
(6 departments) relationship with the science education department.
▶ More than half made changes to pedagogy (11 departments)

Successful Strategies
▶ Less than half tackled other areas such as 2YC–4YC trans-
fers (7 departments), improving recruitment and retention An additional analysis based on a set of questions provided
(6), adding new courses (4), incorporating e-portfolios (2) the following information:
and making changes to majors (4). Most of the depart-
ments that tackled these other areas fall in the 5 to 10
faculty range. (*See below for specific departments) 1. How useful were retreats?
▶ Three of the four 2-Year colleges did not propose to make Extremely. Not one reported failure. Nine departments
curricular changes at all and while they may have done planned retreats and seven had executed before their last
some tweaking, their progress was based on improvements progress report:
focused primarily on recruitment/retention and transfer
to 4-year programs ▶ Bachelor’s (1 department)
• one planned.
▶ Hosted an NAGT Traveling Workshop, “Building Stronger
Geoscience Departments” ▶ Master’s M1/M3 (2 departments)
• Most helpful for curricular revision was two-day
*Faculty <20 faculty and >60% success, areas outside of cur- workshop — developed the very specific action plan
riculum and pedagogy: Most of the departments that tackled with faculty names and deadlines attached for each
these areas fall in the 5 to 10 faculty size range. task. One planned.
2YC–4YC transfers: ▶ Doctoral/Professional (1 department)

7 departments — 2 2YC, 2 BS/BA, 2 M1, 1 R3/D/PU • Two-day retreat with facilitators from NAGT’s Trav-
eling Workshop Program was very much a success.
Improved recruitment and retention:
6 departments — 3 BS/BA, 3 M1 ▶ Doctoral R2 (3 departments)
• Where the most progress was made.
Added new courses:
4 departments — 1 BS/BA, 1 M3, 1 M1, 1 R2 ▶ Doctoral R1 (3 departments)
• SERC pages on retreat planning very helpful.

Appendix C
• All-day retreat was REALLY worthwhile — did it • We abandoned the Mogk matrix when it became clear
all the way across campus with meals catered. That that it was going to bog us down in an overly detailed
bought eight hours x 40 faculty required to get the process at the expense of the big-picture reforms our
basic data, which a smaller group of staff and leader- curriculum needed. This decision to approach the
ship could then use to create the final matrices. reform in a phased way, with big-picture reform first,
• Successful Friday afternoon faculty retreat to discuss and course-by-course matrix analysis later, is what
curriculum map. One planned. saved our process.
2. How useful was doing the backwards 3. What kinds of things made changing to more
design/matrix? active learning pedagogy easier?
Fifteen of forty-eight departments that addressed cur- In general, attending workshops (SAGE, Earth Educa-
riculum specifically referenced the matrix approach or tors’ Rendezvous); open faculty discussion and sharing of
backward design. resources; enthusiastic junior faculty; positive outcomes
supported by student assessment; and introduction of new
▶ Master’s M1/M3 (4 departments) ideas at retreats.
• One department brought in David Mogk to present
a seminar and afternoon workshop on curriculum More specifically:
planning and content.
▶ 2 Year Colleges (4 departments)
▶ Doctoral R2/R3/D/PU (6 departments) • Explore topics through investigation using physical
• Backward design or matrix used. samples and models plus technology using large data
• Constructed a matrix of undergraduate course com- sets, interactivity, animations and video instruction.
petencies/skills. Posted the matrix online and faculty • Successfully transitioned to a flipped classroom model
identified which are taught in their courses and which for introductory course which focuses on active learn-
should be added to undergraduate curriculum. ing vs. passive listening.
• Matrix identified major gaps (however 50% of faculty
either misinterpreted or neglected request for input). ▶ Bachelor’s (1 department)
▶ Doctoral R1 (8 departments) ▶ Master’s M1/M3 (2 departments)

• We collected syllabi and materials and met indi- • Progress establishing the importance of successful
vidually with all faculty to verify which outcomes and adoption of active-learning in courses as a faculty
skills were met by the course and at what level (basic, performance expectation.
enriched, reinforced). We have assessed our outcomes • Two geoscience faculty were instrumental in estab-
(one course per year) via mandated degree assessment lishing a college FAST Team (Faculty Advocates for
from the University starting with GEOL 101 and mov- STEM Transformation) that is working to showcase
ing up through the curriculum. active-learning pedagogies and to provide profes-
• Matrix identified gaps in quantitative skills and math. sional development.
• Major curriculum revision in 2014 lacked a formal
document to identify which concepts, skills, and ▶ Doctoral R2/R3/DPU (3 departments)
competencies are covered in the new curriculum so • Incentivized our merit review process to reward fac-
retroactively developed such a metric. ulty who develop and implement reformed teaching
methods that incorporate engaged learning.

▶ Doctoral R1 (4 departments) ▶ Doctoral R2/R3/D/PU

• Peer mentoring in active-learning introductory class- • Focused on streamlining student learning outcomes
rooms. We have “new” faculty co-teach these courses and methods of assessment by integrating more critical
with seasoned instructors and then take over the thinking, writing, presentation skills, and teamwork
course as lead instructor after 1–2 semesters. With into existing classes. There has also been a concerted
help of teaching post doc introductory lab course effort to encourage faculty to engage classes with more
was “flipped” and Mineralogy, Geochemistry and active/experiential learning exercises.
Biogeochemistry are all major courses that have • Curriculum that stresses repeated exposure and
been “flipped”. expected mastery of key skills necessary for conduct-
• Identified intro level courses taken by all majors that ing research, reporting research (oral and written),
make them ideal candidates for innovative instruc- analyzing data and designing research plans.
tional methods such as the flipped classroom and
blended learning. Seeking new faculty hires who ▶ Doctoral R1
have experience in innovative instructional methods, • Emphasized topics such as experiential learning and
and encourage new faculty to bring new and creative field instruction rather than specific content.
methods to our department. • Discovered had placed much of the transferrable skills
• 3 faculty have been supported to undertake profes- in specific classes (e.g., writing, in one course titled
sional development for teaching and 3 more have Scientific Communication) which meant students
been supported in developing experiential interna- would get these skills once, but maybe not again.
tional courses. Chair attended a SAGE workshop Alpha-testing infusing these transferrable skills into
where some pedagogical methods were summarized the majors courses (e.g., writing exercises, taught
and demonstrated. by a second instructor who specializes in scientific
• Recognizing that classic or traditional freshmen geol- writing, embedded in the context of an exercise in
ogy classes are becoming less attractive, we were moti- Structural Geology).
vated to be proactive in what we teach and had the
willingness to do our best to offer a modern geology
courses in our curriculum. 5. Any mention of addressing specific skills
(quantitative, communication, field, etc.) in their
curriculum?
4. Were there specific comments about using the
employer’s recommendations for concepts and Yes, in addition to the previous question:
skills or the Summit outcomes being used to
demonstrate what needed to change (either ▶ 2 Year Colleges
course content/courses or incorporation • Purchase of E-science lab kits geared toward testing
of skills)? and measuring/analyzing hypotheses.
Yes, some examples: ▶ Bachelor’s

• Intentionally embedding science communication
▶ Bachelor’s into key parts of the curriculum, helping students to
• All elective courses focus on developing skills and con- increase their capacity for effective written, oral, and
ceptual understandings valued by industry, including graphic communication to both scientific and non-
quantitative, written, conceptual and technical skills. specialist audiences.
• Produced a ‘Geology Roadmap’ given to all majors
▶ Master’s M1/M3 that outlines discipline-specific skills and student
• Sharing summaries from the Summits, along with learning outcomes.
the employer-vetted concept and skills matrix, helped
greatly with faculty buy-in.

Appendix C
• Although a set of content-specific courses, new ▶ Doctoral R1 (2 departments)

program represents a collective, conscious shift of • Developed a transfer pathway/academic map for stu-
focus toward building core student competencies and dents transferring in from 2YC. Developed freshman
“must-have” skill sets in addition to content-driven field exchange with local CC geology faculty.
knowledge base. Placing an even greater emphasis on
students using, applying, communicating and being
innovative with what they’ve learned. 7. How many reported on recruitment and
• To expose students to research invoke more research- retention of underrepresented minorities or
like experiences earlier in the curriculum to bring all recruitment/retention overall? Any specific
students to a higher level of readiness. examples of success?
• Integrating more critical thinking, writing, presenta-
tion skills, and teamwork into existing classes. 8 reported on recruitment and retention. Some suc-
cess stories:
▶ Doctoral/Professional
• Developed an Earth Science Professional Develop- ▶ 2 Year College (1 department)
ment Seminar course for all Earth Science majors. • Faculty attendance at campus outreach events for
The professional development course helps students international students and veterans.
become aware of career prep resources on campus
and in the discipline, learn to write resumes, practice ▶ Bachelor’s (4 departments)
interviews via video conferencing, etc. • To increase retention of first gen college students,
designed a 1-credit course that includes problem-based
field and lab activities, discussions, and visits from alumni
6. How many worked on 2YC to 4YC transfers — and industry-professionals. Students will leave with a
how many had success? clear path to graduation, an outline for a portfolio and
resume, and knowledge of various career opportunities.
10 departments made progress, from building relationships • Focus on messaging with Admissions office recruiting
with institutions to the following: and advertising materials; inclusive of disparate levels
of science background.
▶ 2 Year Colleges (3 departments) • 50% faculty now from underrepresented groups; active
• inviting 4YC faculty to field trips for one-on-one time learning helps retention.
with students; student panels and socials for discussing
transfer options. ▶ Master’s M1 (1 department)
• Student mentoring/support for diverse students; col-
▶ Master’s M1/M3 (2 departments) laboration with other STEM departments
• 13 new transfers into 4YC in one summer.
• Hosted a conference for state system campuses and ▶ Doctoral R2/R3/DPU (2 departments)
was well-attended by 2YCs. • Presentations during introductory classes inform-
ing students about the Geology major and employ-
▶ Doctoral R2/R3/DPU (3 departments) ment opportunities
• Multiple summits with area 2YC instructors. • A key part of the IUSE GEOPATHS grant, the under-
• Submitted NSF Pathways grant for connection with graduate research cohorts, has been successful with a
2YC (not funded). substantial increase in the number of B.S. graduates
• Completed articulation agreements for the Geology going on for graduate work, including 3 students from
degree with 4 local two-year community colleges underrepresented groups (African-American and
and are nearly done with a fifth agreement. We have Latina). All of those who went on for graduate work
continued to work on strengthening our connections were connected in some way to the research cohorts.
with those two-year colleges.
▶ Doctoral R1 (1 department)

8. How many reported on K–12 teacher training, ▶ Doctoral R2/R3/D/PU (1 department)

how many successes, what type of institutions • The “Career Track” will prepare students for gradu-
did this (i.e., # of each)? ate school or employment in the field of geosciences.
The “General Track” provides the student with a solid
Only two background in the geosciences, however it is probably
lacking in some of the cognate courses (specifically
▶ 2 Year Colleges (1 department) Calculus, and less rigorous Chemistry and Phys-
• Admin focus ics). Second track was developed for students who
enjoy geology but may end up working outside of
▶ Master’s MA/S (1 department) the geosciences.
• Hoped to link matrices to Next Gen Science Standards
for benefit of science education students but received ▶ Doctoral R1 (1 department)
huge faculty blowback (currently working on link • Our Advisory Council (consisting of employers)
to concepts/competencies/skills as well as ASBOG reviewed and discussed the Summit series outcomes
Fundamentals instead). and were in general agreement with the results. We
continually work with employers of our students
with them providing students career and interview-
9. How many talked about working with ing advice, giving professional talks and provid-
employers? Note — not necessarily in many ing datasets.
action plans.
Very few. 10. How many used e-portfolios?
▶ 2 Year Colleges (2 departments) Five total:

• Worked with local museum and city government
for internships. ▶ Bachelor’s (1 department)
• Local community organizations have created under- • Students in a single credit ‘career path’ class outline
graduate research opportunities for students in a an ePortfolio
service learning capacity.
▶ Doctoral R2/R3/D/PU (4 departments)
▶ Bachelor’s (1 department) • Department developing an ePortfolio template to
• Bringing in industry representatives to discuss illustrate mastery of each competency/skill which will
career paths. also include a student reflection component.
• Used ePortfolio assignments to assess student achieve-
▶ Master’s M1/M3 (3 departments) ment of more specific geoscience knowledge and skills,
• Representatives from the State Board (that employs such as those identified by the Summit participants.
many geoscientists) spoke to faculty and students; • AY2019–2020 implemented requirement that all stu-
this was effective in presenting competencies vetted dents in specific Geoscience courses complete a ‘sig-
by employers. nature assignment’ to be uploaded to an ePortfolio. At
• County Water Dept. for paid internships and fieldwork. the end of each semester, student ePortfolio ‘signature
• We have shared the matrix with our advisory board assignments’ are assessed on several specific criteria.
and they have provided feedback related to the work- A university-provided rubric was used as a rating
force skills need in their particular segment of the tool for ePortfolios. A small financial incentive (paid
geoscience workforce. by the university) to faculty willing to implement the
ePortfolio requirement in their courses.
• May add an “ePortfolio” based on competencies as a
capstone requirement.

Appendix C
11. Any comments on assessment strategies? PROGRESS REPORTS SUMMARY
Yes, 15 include the need for assessment in their plans but Six major themes were identified in the progress reports:
only a handful offer successful strategies: changes focused on:
▶ Bachelor’s (3 departments) 1. curriculum redesign

• Challenged with annual assessment exercises because
although learn what graduates know, it’s not clear 2. pedagogy
where in curriculum they learned it
• Faculty have been asked to assess WOVN — Writ- 3. promoting 2YC–4YC transfer
ing, Oral, Verbal, Numerical — in every course. Also,
add these questions to annual performance review: 4. recruitment and retention of underrepresented groups
What do you do? What have you tried? How do you
know that changes you make are better? Are you still 5. changes to the major,
teaching what students can look up? Chair included
the first three questions in performance and course 6. changes (addition/deletion) of courses.
reviews AY 2016–17. The last question will be added
to course and performance reviews in AY2017–18 in Progress reports are discussed according to institution type (2
coordination with better implementation of introduc- Year Colleges, Bachelor’s public, Bachelor’s private, terminal
ing active learning methods. Master’s granting institutions, Doctoral DPU, R3, R2, and
R1. The following summarizes the experiences of the differ-
▶ Master’s M1/M3 (3 departments) ent departments in implementing their action plans, which
• Generating questions for an exit interview for graduates. strategies promoted progress, what were the challenges and
roadblocks that impeded progress, and any advice.
▶ Doctoral R2/R3/D/PU (3 departments)
• Considering replacement of University-provided
rubric used for ePortfolio assignments to assess stu- Five 2YC institutions range in faculty size
dent achievement with more specific criteria identified from 1–5:
by the Summit or combine the two.
• Assessment resulted from merging of our original A total of 5 two-year colleges submitted progress reports in
plan to use ePortfolio assignments to assess student 2017 and another one in 2019. Of these, one institution has
achievement of more specific geoscience knowledge plans to implement a curriculum redesign assisted by a depart-
and skills, such as those identified by the Summit par- mental matrix. With respect to changes in pedagogy, 4 of these
ticipants, with the University’s new Quality Enhance- institutions have made progress through the implementation of
ment Plan (QEP). service learning, flipped classrooms, open-access educational
resources, and competency-based review. In addition, interest
▶ Doctoral R1 (6 departments) in pedagogical changes have resulted in increased participa-
• Looking at alternative assessment (pre-post- test in all tion in faculty professional development. One of the 2 Year
courses — bridging between previous and next course Colleges mentioned increased collaboration with four-year
in the sequence). colleges, which resulted in new learning outcomes and part-
• Developing a database of what graduates do in terms nership with environmental (rather than just geology or earth
of jobs, further education, and careers but chal- science) programs. The 2019 report mentioned importance
lenge to obtain necessary contact information from of collaboration with the community for internships, other
the administration. student opportunities.

 Successes and Strategies
Developing relationships is critical for transitioning students

to 4YC. Invited faculty members from possible transfer uni-
versities to campus or on field trips for students to learn about
future opportunities.
Connecting our students with internship opportunities is

important. A grant supported students from a community
college to work the summer with UNAVCO in Boulder.
Collaborating with the community, including a local museum

and city government, increases outreach and education beyond
community college’s walls. This, of course, improves recruit- Anna Stanczyk for AGI’s 2017 Life as a Geoscientist contest
ment and retention of students.
 Challenges and Roadblocks Six BA/BS institutions range in faculty size

from 3–12:
A large part of the focus is on teacher education and train-
ing, which is a positive outcome but can deter efforts to BA/BS institutions that submitted progress reports include 6
produce successful geoscientists (curriculum design, learn- institutions, with between 12 and 4 faculty (with an average of
ing experiences). 6 faculty). Two of the institutions sent 2019 updated progress
reports focusing on the need to evaluate how effectively the
University-wide budget issues caused a hiring freeze. changes are serving students. Of these institutions, 5 worked
on curriculum redesign — Electives were modified to add
Time is the greatest barrier — a lot of these changes require competencies, and some courses were eliminated. Learning
time to write, propose, collaborate, etc... other duties have to outcomes were added; science communication was empha-
take priority (2 departments). sized; a roadmap for majors was created; more common core
courses were required, and a shift to competencies and skills
occurred. Other institutions still have plans to reconfigure
 Advice their curriculum. Major advice regarding curriculum changes
include: work on big picture engagement and agreement
Just hang in there — follow highs and lows of budgets and through communication and dialogue, and course level change
dynamics of leadership with their own goals for campus success. is difficult, even with big picture agreement. One of the major
strategies was to allow the younger faculty take lead.
Developing relationships is critical. We had a weekend field
trip and invited a faculty member from the transfer university Four institutions made progress on pedagogy changes, with
to attend. Having that unstructured time for majors to ask her the introduction of more active learning techniques and more
questions was invaluable. focus on measurable outcomes and assessment. Faculty dis-
cussions, departmental retreats, and increased participation
Obviously “be the change.” You have to model the change in teaching workshops were instrumental in facilitating these
for others to see what works. And don’t be afraid to ask what pedagogical changes.
others are doing in their classrooms. Encourage them to make
student-friendly decisions. None of the BA/BS institutions worked on 2YC–4YC transfers.
Four of these institutions worked on promoting inclusion of
underrepresented groups. A new seminar course was designed
(but not yet implemented) to aid in retention. General outreach

Appendix C
efforts, as well as specific effort to make the department more Many of our students have an interest in geospatial studies so
accessible for students with varying levels of science readiness, we created a B.S. degree that builds on that interest that includes
were enacted to work on recruitment. Strategies included fac- core geology classes as well as earning a certificate in GIS and
ulty involvement directly in the retention and outreach efforts, a certificate in another technical field including computer pro-
as well as active learning as a means of promoting retention. gramming, web design, networking, or data science. Graduates
with this degree have found immediate employment.
Two institutions worked on changes to majors, introducing
a cross-disciplinary BS in geobusiness, a new environmental Leveraged annual program review and mapping core compe-
geology degree, a new geophysics major, a non-thesis MS in tencies onto departmental and institutional learning outcomes
Environmental Science, and new certificates. These new initia- and constructing a competencies matrix to make sure that
tives were helped by focusing on cross-disciplinary degrees, students acquire core competencies and desired skills through
and through work with faculty and directly with the academic our program.
vice president. One institution worked on changes to courses,
adding a statistics and a GIS course. Existing curricular map was evaluated. As a department we
agreed that all elective courses should focus on developing skills
and conceptual understandings valued by industry, including
 Successes and Strategies quantitative, written, conceptual and technical skills.
Faculty receptive to programmatic changes. Student assessment will be added to course and performance
reviews in AY2017–18.
Overall faculty engagement. — i.e., understanding the differ-
ence between course assessment and student assessment. Our network with internship-granting agencies has grown
and more students are taking internship for credit. Also, some
Defining the big picture in terms of incorporating a compe- members of our faculty are part of a state-level team attempting
tency based approach. to launch a state system-wide geology field course for Geology
students at the 14 universities.
Established a new Geology program — although on paper it
is a set of content-specific courses, it represents a collective, In response to historically low graduation rates, we designed a
conscious shift of focus toward building core student compe- 1-credit ‘active learning’ class during which students design a
tencies and “must-have” skill sets and attributes in addition to clear path to graduation, an outline for a portfolio and resume,
content-driven knowledge base. Now placing greater emphasis and are exposed to various career opportunities.
on students using, applying, communicating and being innova-
tive with what they’ve learned. The new program design now To meet the needs of students of varied interests and back-
fills more gaps and contains more purposeful scaffolding. grounds, we developed an Environmental Geology degree
and worked with a nearby university to create a non-thesis
We led an effort with the business and math departments to 4+1 M.S. option in Environmental Science. Early measures of
propose a new cross-disciplinary B.S. degree in GeoBusiness this degree suggest about 70% of graduates will go, or have
and Data Analytics. Students take core geology classes and gone directly into industry, and about 20% are interested in
courses in business, economics, statistics, big data management, graduate school.
spatial data analysis, programming, and technical writing. The
integrated skill set developed was viewed by our advisory board University-mandated reduction of classes with low enrollment
and other industry experts as very strong and employable. resulted in reducing elective courses from nine to six. The
The Academic Vice President sees it as an innovative degree remaining six electives strengthened their focus on develop-
that will prepare students for the business workforce and for ing skills and conceptual understanding valued by industry.
non-geology graduate work (MBA, geo-economics, etc.); he (Direction from above contributed to the outcome.)
is encouraging other departments to consider similar cross-
disciplinary degrees.

 Challenges and Roadblocks progress on curriculum redesign. Progress included revisions

to courses and curriculum, related to an NSF-IUSE project;
While colleagues were very receptive to programmatic “big increase resources to add engineering geology and geophysics
picture” changes, affecting what they do in the classroom is programs; and development of a curriculum matrix combined
much more difficult. with internally developed Knowledge, Skills, and Dispositions
work. Additional changes include design of upper-level courses
Quantitative assessment is tricky. Often it seems as if a new to fill gaps, improved internship and undergraduate research
active-learning activity is ephemeral, the students feel good opportunities, collaboration with a civil engineering school
about it, they enjoy it, but there is little to no improvement in to design a 3–2 curriculum to recruit students with stronger
the overall learning in the class. math backgrounds; and addition of physics, math, GIS, sur-
face processes and field components. Future efforts include
Implementation efforts were derailed by bureaucratic forces a department retreat to help guide curriculum change, new
and the limits of smaller faculty size. Of the three full time fac- faculty hires; and updates to BSc with more focus on workforce
ulty, one retired and the college will not authorize a replacement skills. Progress was possible with faculty who are motivated
which leaves the remaining two to cover all department duties. to make changes, collaboration with other departments, and
capitalization with internal experiences and NAGT site visits.
State budget cuts and declining enrollment preclude funding
for professional development even though senior administra- Progress related to pedagogy includes faculty mentoring
tion is aware of the need to incentivize teaching. and peer evaluation, adoption of active learning as a faculty
performance expectation. Other progress includes: newer
Biggest obstacle remains a budget shortfall and a decade of faculty are working with a geology lecturer to build reformed
plummeting enrollment. (active) teaching modules. College-wide effort to increase
active learning in STEM departments. Faculty developed
Progress has stalled because of major budget constraints due team to work on showcasing these pedagogies and providing
to declining enrollment. professional development.
Two institutions are working on 2YC–4YC transfer, with

 Advice 2YCs visiting to develop a pathways document and to attend a
meeting on the community consensus vision. One institution
Open dialogue and communication within the department reports that these efforts have led to noticeable improvement in
is key. attracting 2YC students to program. 2YCs have been involved
in conversations regarding skills, competencies. These MA/MS
Leverage institutional processes, such as regular Program institutions advise to build strong relationship with 2YC faculty
Review, to drive change. (faculty–faculty > administrator–administrator).
Add these questions about teaching to annual performance One master’s institution has made progress on underrepre-
review: What do you do? What have you tried? How do you sented groups, with a cohort-based model to recruit and retain
know that changes you make are better? Are you still teaching students in all STEM departments, and training for faculty on
what students can look up? improving curriculum and student support specifically for
“more diverse” students. These initiatives have been designed
and will be implemented in the future. This initiative was suc-
The nine M1 and two M3 institutions cessful due to collaboration with other departments (biology)
range in faculty size from 4–14: to secure a HHMI grant.
Seven MS/MA institutions submitted 2017 progress reports. Three institutions have instituted some change to the major,
One of those institutions one submitted a minor 2019 update, with a two-phase declaration system, and new certificates in
and 2 institutions submitted new reports, for a total of 9 MS/ geospatial technologies. There are also plans to provide Engi-
MA institutions reporting. Eight of the nine institutions made neering Geology programs, an MS in Geophysics, certificate

Appendix C
in climate, and major in climatology. Changes to courses Best strategy is to allow faculty to take ownership of process —
were made at two institutions, with upper level courses being slows work, but best way forward.
redesigned to fill curriculum gaps, addition of a Tectonics
course, addition of Hydrogeology as a core course, and a new Personal advising by Geology faculty, coupled with curricular
general geology course in Natural Hazards. Close advising by changes increasing the number of compulsory classes at the
faculty has encouraged students to enroll in elective courses. expense of electives worked best.
Enrollment in a general education course was disappointing.
Collaborate, and be involved positively with your college. We
Other progress from these institutions included a revised (Geology) became a model for other departments to use to
plan for faculty hires and successfully receiving requested develop assessment plans university-wide. On accreditation
new faculty line. Work with county water department on new site visit the vice-provost in charge of managing the assess-
groundwater monitoring wells provides new internships, teach- ment program and developing the materials for the university’s
ing opportunities, data for research, recruitment, outreach to accreditation, cited our models as being critical to the univer-
K–12. An effort to offer Geologic Hazards and Resources as sity’s successful accreditation review.
dual credit with high school was ultimately cancelled by the
high school. As an example of unintended consequences, in an effort to
recruit first year students, we collaborated with other chairs
in Biology, Chemistry, and Science Education to develop and
 Successes and Strategies submit a successful proposal to the Howard Hughes Medical
Institute (HHMI). This project presented plans to develop a
Hosted an NAGT Traveling Workshop called “Building Stronger cohort-based model to recruit and retain diverse students into
Geoscience Departments” where created an action plan for cur- STEM departments (in this case, Biology, Chemistry, Geology,
ricular revision and followed through with numerous depart- and Physics) and institute training and mentoring for faculty
ment meetings dedicated to developing a new curricular model, to improve our curriculum and student mentoring/support
including sharing it with a student focus group for feedback. for more diverse students.
Open communication and complete transparency with all External facilitators helped work through the initial stages of
stakeholders. Sharing summaries from the Summits, along curricular reform. It was valuable for all to dedicate uninter-
with the employer-vetted concept and skills matrix, helped rupted time to thinking deeply about curricular goals, what is
greatly with faculty “buy in.” being done, what to do, and to be able to discuss these ideas
and concerns freely among the group.
Spreading the word about the collective community agreement
on what undergraduates should learn and be able to do from Invited representatives from the State Board (employer of stu-
the Summit initiative to colleagues across the system. dents). They were very receptive to the request and their pre-
sentations were highly motivating to faculty and students. An
Backwards design was very helpful — starting by identifying outside authority represents competencies vetted by employers.
key student skills and knowledge, then defining student learn-
ing outcomes and then mapping these to a course matrix. Per-
haps the most helpful was the two-day workshop during which  Challenges and Roadblocks
we developed the very specific action plan (with faculty names
and deadlines attached for each task) for curricular revision. Faculty resistance to change — but two new faculty members
(out of 6) and their energy and commitment to this process
Made a matrix that is a progression of courses and our previ- are really helping us move forward.
ously articulated Knowledge Skills and Dispositions to map
progression (not just coverage), then inserted our assessment Personalities has been the biggest one. It has been more impor-
outcomes into the matrix to inform curricular discussion. tant to “win” than to actually develop functional programs.

Faculty took different approaches on course survey for skills Key step for us was bringing in external facilitators (NAGT
and concepts and the reliability of the data is being questioned traveling workshop) to help us work through the initial stages
by faculty as a whole. I wish I would have been more organized of curricular reform. It was valuable for all of us to dedicate
in the way we collect this initial data. uninterrupted time to thinking deeply about our curricular
goals, what we do, what we want to do, and to be able to discuss
Time. these ideas and concerns freely among the group.
New university mandates, strategic plans and initiatives have Planning is everything, but actual implementation takes time.
taken up all our time. Planning should include personal networking and faculty
buy-in internally (departmental level) and externally (Senate
Limited time available for the few faculty (small department) level). The departmental plan should link to the university’s
to execute plans. strategic plan. The plan should be based on data, references,
and examples; the plan should include SWOT analyses and
Workload for faculty heavy. link to program review (self-study).
Significant decrease in number of faculty. Lost a faculty line Be persistent, encouraging, and don’t expect things to
due to low enrollments. change overnight.
Smaller departments are scrambling to stay above water with Slow down the pace of changes, as faculty, students, and admin-
limited people and resources. istrators tend to resist changes/ new ideas.
Sidetracked by our campus converting from a quarter to Take the long view; this process takes significant time.
a semester system and creation of a new general educa-
tion program. Congenial working relationships are key.
Overcame obstacles because I became Associate Provost at Collaborate, and be involved positively with your college.
the university. NAGT site visit (the Building Strong Geoscience Departments
program) helped us develop and implement a good course and
Associate dean/dean thought BS geology program had too curriculum assessment plan. This turned out to be important,
many credits required and was too rigorous — scaled back as we (Geology) became a model for other departments to use
slightly without giving up on rigor that we think is important to develop assessment plans university-wide. This positive
if our graduates are to be competitive. feedback has been affirming to our faculty, and will prove (I
hope) useful in resource decisions in the future.
Upper Administration: Main roadblock is our dean who does
not work well with departments in the college. Invite representatives from your State Board (or other agency
that hires students). We found them to be very receptive to
Lack of support from University Administration, which contin- our request and their presentations were highly motivating to
ues to impose its own set of changes on departments without faculty and students.
consulting the faculty and is putting pressure on to increase
the number of majors in Geology.
The six R2 and four R3/DPU institutions
range in faculty size from 4–20:
 Advice
Four doctoral/professional universities submitted progress
Use the concepts and skills matrix to your advantage, as an reports between 2017 and 2020, and two submitted a 2019 or
instrument that was nationally vetted by geoscience faculty 2020 update. In the field of curriculum, one institution made
and employers. progress in the use of the competencies and skills matrix, and
faculty identified skills/competencies to add to the curriculum.

Appendix C
Another revised their Environmental Science curriculum to reward faculty who develop and implement reformed teach-
include classes with more rigor and with a broader range across ing methods and streamlining assessment methods. There
the Earth Sciences and developed two new required courses are plans to redesign introductory geology lectures to include
for all geoscience majors — a discipline-oriented statistical more engaged learning.
analysis course and an Earth Science Professional Development
Seminar course. Plans were made to add e-portfolios and to One institution met at the summit with local area 2YC instruc-
review general education program in geology and physical tors, revising transfer plans and disseminating them to college
geography. Two institutions addressed pedagogy. Geology recruitment offices. No institutions addressed underrepre-
courses were included in a campus wide initiative to increase sented populations or changes to majors. Two institutions
student awareness of integrated content across courses. A made changes to courses, addressing issues of uneven course
competency-based approach was implemented. The other content across sections and adding engaged learning laborato-
initiated discussion of active learning strategies and course ries. Additional progress at doctoral R2 universities included
content in faculty meetings. Two institutions addressed 2YC– implementation of differential teaching/research/service so
4YC transfer. Meetings between 4YC and 2YC colleges resulted faculty with varying roles can be credited for effort. They cre-
in the development of a transfer pathway/academic map, and ated a 5-year strategic plan to prioritize new faculty and staff
approved by Board of Regents. Articulation agreements were hires, explored and rejected idea to create School of Earth
completed with four 2YCs and connections were strengthened. and Environmental science, and implement a new system of
One institution addressed underrepresented populations, undergraduate advising.
by discussing presentations for introductory classes on the
major and career paths. One developed research cohorts that
resulted in an increase in the number of minorities going  Successes and Strategies
onto graduate school. Future plans to pursue direct contact
with promising students, and 2YC students. One institution Developing the online matrix of competencies and skills being
implemented changes to the major, developing a “career- taught across the curriculum was useful in identifying gaps
track” and a “general-track”, increasing flexibility for electives for the faculty.
and specialization, and numbers of majors (especially transfer
from Engineering and Physics) is increasing. One institution After implementing matrix approach, we have a more cohesive
has plans for changing courses, and hiring a new assistant curriculum that stresses repeated exposure, expected mastery
professor with computational geosciences experience to teach of key skills necessary for conducting research, reporting
courses in technical data skills. An institution that provided a research (oral and written), analyzing data and designing
2019 update reported progress revising Geography curriculum, research plan.
and the one that provided a 2020 update reported that they
developed an introductory-level course called ‘Our Violent Focused on streamlining student learning outcomes and
Earth’ which includes the most exciting elements of geology methods of assessment. This has resulted mainly in attempts
and meteorology in hopes of getting a broader range of students to integrate more critical thinking, writing, presentation skills,
interested in the geosciences. One started an alumni listserve. and teamwork into existing classes. There has also been a
concerted effort to encourage faculty to engage classes with
Four doctoral R2 universities submitted 2017 progress reports, more active/experiential learning exercises.
2 provided 2019 updates, and 2 additional institutions provided
new 2019 progress reports, for a total of 6 institutions report- Strategies that worked well were implementing changes incre-
ing. Five of these institutions addressed curriculum redesign, mentally, and as part of planning that had to be done for
identifying gaps using the backwards design matrix and having external assessment.
conversations on learning outcomes. Formal curriculum plans,
developing unifying themes and lasting knowledge and skills Retreat was very successful.
across degree programs is still a goal. One institution devel-
oped new BA degree in Environmental Sustainability. Two
institutions addressed pedagogy, disseminating literature on
best teaching practices, incentivizing merit review process to

After a retreat, faculty generally agreed on the overall goals, To aid in career readiness, students in specific geoscience
concepts and skills that need to be emphasized throughout the courses are required to complete a ‘signature assignment’ to
curriculum. We did not need to add courses, but we agreed to be uploaded to an ePortfolio. At the end of each semester, stu-
make courses more consistently emphasize important concepts dent ePortfolio ‘signature assignments’ are assessed on several
and skills as a student progresses. specific criteria. A small financial incentive by the University
increased faculty willingness to implement the ePortfolio
The NAGT TWP workshop was very much a success — we requirement into their courses.
had a lot of great discussions and ideas about possible course
offerings — an outcome of these discussions was the develop- After the State’s decision to provide free 2YC tuition to all new
ment of the Violent Earth course. high school graduates and adults who have not completed a
college degree, we made great strides in developing 2YC to 4YC
We’ve had the most success implementing change when a small geology transfer pathway/academic map with area schools.
group, or even just one faculty member, is willing to take the
lead (rather than top-down).
 Challenges and Roadblocks
Identifying a core group faculty to define goals and implement
strategies is important. Convincing certain faculty that they might need to change
their courses to include important competencies/skills can
Try to overcome entrenched ideas regarding what constitutes be difficult.
a “real” BS degree in geology; traveling workshops may help
with this. Problems with obstruction from senior faculty reluctant to
relinquish control that they have historically exercised.
Creating a poster-size, color-coded map of faculty course
offerings and enrollments going back four years was useful for Difficulty to get faculty to make concrete written plans and
bringing a new Chair up to speed on curriculum and schedul- continually had to show by example how intertwined our cur-
ing. It helped identify inefficiencies and how to shift resources riculum matters are and need to be discussed across depart-
to new curriculum initiatives. ment not in discipline specific meetings.
To increase recruitment and retention one department devel- Difficult to get faculty to pay attention or focus on curricular
oped two tracks that lead to a degree in Geology. The “Career issues, particularly assessment.
Track” will prepare students for either graduate school or
employment in the field of geosciences. The “General Track” We are a small program (4 faculty) and one faculty member
provides the student with a solid background in the geosci- is a reluctant change agent.
ences, however it is probably lacking in some of the cognate
courses (specifically Calculus, and less rigorous Chemistry The new Chair had trouble motivating senior, tenured faculty.
and Physics) that a graduate school or geoscience employer By enlisting the help of their undergraduate coordinator, who
may be looking for. This second track was developed for stu- knows the curriculum in detail, he was able to fill in the blanks
dents who enjoy geology but may end up working outside of and create a matrix.
the geosciences.
Progress has been hampered by a lack of faculty buy-in and a
In an effort to overcome the limited math and computer shrinking faculty size. Older faculty are traditionalists insist-
skills of undergraduates, we are working to include examples ing on status quo creating obstacles to change and untenured
in every course to show how these skills are important and faculty are afraid to speak up.
applied in Geological Sciences. Pairing courses throughout
the undergraduate trajectory is effective because students see Personnel turnover and a necessary focus on hiring took time.
the connections between courses and can spend more time as
teams working on projects.

Appendix C
No internal accommodation or reward for any of these efforts.  Advice

The Geoscience Program Coordinator position does not come
with any course release and so any time spent on program Utilize an undergraduate advisor to let students know what are
initiatives has to be extracted from time spent on a high teach- the overall goals of the obtaining a degree in Geological Sci-
ing load (3 courses per semester) or from the Coordinator’s ences. They need to see the big picture. Also, career advising and
research program. access to internships are key to opening up students’ horizons.
Progress has been hampered by the overriding crisis of the Be patient and be persistent. Although we are making progress
budget and higher education funding situation: ~70% bud- we are still at least a year away from having concrete evidence
get cuts and my undergrad program has seen a 50% decline of progress.
in majors.”
I think the best piece of advice is to be patient, but insistent
We are just beginning to hit roadblocks (2020 update) because that changes can improve our offerings and be beneficial to
of budget cuts in the past year, loss of staff and other finan- our students and to our program. In times of budget problems,
cial uncertainties. these kinds of changes can be program savers.
Concerns regarding differential teaching implications on In my experience, making slow and steady changes incremen-
promotion and tenure of junior faculty. Make sure metrics for tally was received best by most faculty.
P/T are well understood.
For major changes in governance, start early with a rational
Limited math and computer skills in our undergraduates, so group of faculty to gather opinions. Don’t let a few individuals
introducing math and computation is difficult. We are work- dominate the conversation in a general faculty meeting. Some
ing to include examples in every class to show how math and may take a position that they think is supported, but in reality
computational skills are important and applied. the junior faculty are afraid to confront those individuals. Set
guidelines for behavior in faculty meetings (at least that has
We need to do a better job of communicating to students what become an issue for my faculty).
our expectations are.
Take it slow and spend the time to get faculty buy-in. Before
One difficulty we face is collecting data about employment you start, figure out how to overcome entrenched ideas regard-
possibilities that we can use to induce administration sup- ing what constitutes a “real” BS degree in geology; traveling
port and serve to attract potential students and their parents workshops may help with this. Be prepared to do a lot of
to our program. background research and bring that to the table before you
engage your faculty in discussions involving major changes.
The University Marketing office has been uninterested in Incentivize things that you can as Chair.
working with programs.
Be more realistic about expectations.
Plans were slowed by continued governance problems associ-
ated with a poorly conceived/planned merger that occurred 12 Paving the way for regular discussion among faculty is critical
years ago. Convinced the faculty to re-think our entire charter. to having a functional department. Regular discussions on
teaching can dispel preconceptions about what your colleagues
No time or resources to increase participation with may be doing — they can also lead to greater cohesion and
2YC campuses. integration in the curriculum, along with new course ideas
and teaching strategies. As we move toward figuring out how
to operate under new challenges (whether that be a financial
crisis, a global health crisis, or, both), I think this communica-
tion and teamwork will be critical to keeping our department
afloat in uncertain times.

If you are at an institution where merit pay increases are pos-

sible, you can encourage change by increasing the weight of
various faculty activities in your annual merit review process.
If you make “uses engaged learning practices” worth 20–30%
of someone’s teaching evaluation score in your merit review,
and if you wield that evaluation sincerely and critically, you
will get people to start using engaged learning practices.
A good relationship with the administration is useful: be

positive, and serve on committees. But, also be careful and be
prepared for unforeseen changes. Remember to emphasize the
importance of the liberal arts, if yours is a liberal arts college.
Communicate curricular decisions to the Dean and develop a

budget to support implementation. Deans who are not geosci-
entists may not be understanding of why the faculty is propos-
ing changes, so on-going communication with the Dean about
decisions being made is important.
The twenty-one doctoral R1 institutions

range in faculty size from 5–51: Courtesy of the Jackson School of Geosciences, University of Texas at Austin
Sixteen doctoral R1 universities submitted 2017 progress reports.

Four of those institutions provided 2019 or 2020 updates, and Six institutions made progress on addressing pedagogy. These
five additional institutions provided new 2019 progress reports. changes include emphasis on experiential learning, career-
All but one of the institutions addressed curriculum redesign, building exercises, scaffolding writing throughout the major,
through a range of approaches. Most of the institutions used the and field instruction. Additionally, it included providing pro-
curriculum matrix to describe the current program and design a fessional development information to junior faculty and sup-
set of recommendations outlining curriculum reform. Changes port of faculty to pursue their interests in course reform while
include elimination of redundancies in curricula, discussion ensuring that peer evaluators are aware of this encouragement
of revising sequence along lines of core-competency goals, and of the possibility of poor student evaluations along the
implementation of competency-based BS and BA curricula, way. Peer mentoring in active-learning classrooms, in which
implementation of a common two-year core curriculum for three “new” faculty co-teach courses with seasoned instructors and
undergraduate degree programs and other revision of degree then take over the course as lead instructor after 1–2 semesters,
programs (BS Geology and BS Geophysics.). A few departments along with new peer teaching evaluation that includes teaching
decided on the big picture reforms their curriculum needed first, practices inventory.
designed a curriculum around those, and then did a course-by-
course matrix later to show where skills and concepts were being Two institutions addressed 2YC–4YC transfers, through meet-
covered. Strategies for faculty buy-in: modest tweaks, plans for ings with local community colleges and submission of NSF
faculty to review for consideration, discussion, amendment as Pathways grant with a primary goal of connections to 2YCs.
necessary, and approval, eventual implementation. Additional Three institutions have future plans to address underrepre-
approaches to curriculum design include submission of a NSF sented populations, preparing grants for future submission
pathways grant, plans for future work on assessment plans, and aimed to increase underrepresented participations in programs,
creation of a “learning goals and outcomes” document with outreach, and pedagogical reform to promote success for
concepts, skills and competencies for undergraduate curricu- underrepresented minorities and women, and development
lum. Updates in 2019 include a desire among younger faculty of plans associated with campus-wide initiatives to develop
to continue moving on curriculum reform. an inclusive excellence plan.

Appendix C
Four institutions made changes to the majors, reducing curriculum without encountering much hydrology, which is
the number of majors and options, creating new programs reflected in the poor performance of many students during the
(BS in Oceanography), merging and aligning 3 degrees into Hydrology Section of Field Camp. We are now exploring ways
one, and eliminating majors. Four institutions worked to to enhance fluid-related content throughout the curriculum.
change courses, with new courses/curricula first introduced
as electives prior to full enrollments during the following We really like the matrices, and they are resulting in action.
year, revising specific courses (separating Field Mapping
from Structural Geology), renewing the non-majors core Running all of this through a committee using a matrix “straw-
curriculum through addition of interdisciplinary courses, man” allowed us to get beyond the minutia of faculty concerns
adding “intersession” courses to promote student progress that can grind these efforts to a halt. One-on-one meetings also
in the degree, and developing online courses/formats for allowed us to get information quickly and in an environment
100-level, non-major courses. Additional comments from that wasn’t threatening to the faculty.
the 2019 updates include: addressing skill gaps recognized
as a result of matrix-based curriculum redesign, and how Faculty buy-in may be facilitated by progressing slowly enough
to assess whether curriculum changes are leading to better to allow feedback. For example, for two weeks the department
student learning outcomes. filled two walls with posters listing their learning goals. This
allowed everyone an opportunity to provide feedback.
One of the institutions does not have a geoscience program,
but proposed and was approved for a new interdisciplin- Department chair guided debate, built consensus, and got
ary minor in Environmental and Sustainability Studies that faculty approval to implement most of the proposed change.
works for six colleges and is working towards making this
a major. A wide range of science electives and a mandatory The most successful strategy after getting faculty approval to
interdisciplinary methods course has contributed to making implement the agreed upon curriculum changes was to del-
the minor successful. egate the University mandated submission process to a single
faculty member and grant her a teaching release. The submis-
sion process was a lot of work and it could not have happened
 Successes and Strategies without the dedicated attention of one person.
We brought Dave Mogk in to present a seminar and afternoon Changes made from previous external review are well estab-
workshop on undergraduate Geosciences curriculum planning lished and faculty are now considering how to respond to
and content. Initiated a special curriculum committee to make changing workforce demands by establishing specific tracks
recommendations on courses, pre-requisites, learning objec- within our degree that allow students to tailor their degrees
tives, and alignment. earlier in the areas of Petroleum Geosciences, Environmental
Geosciences, and Geology.
The SERC pages on retreat planning and Backward Curriculum
Design are very helpful for planning a retreat. One of our aims has been to increase quantitative skills for our
graduates. We are trying to do this by introducing more quan-
Making progress on curriculum reform required an all-day titative activities across a range of courses. We are also about to
retreat, across campus with catered meals. That bought the launch our own Quantitative Geosciences course. The course
eight hours x 40 faculty required to get the basic data, which will try to address the problem we have that a lot of geology
a smaller group of staff and leadership could then use to cre- students feel that are “bad at math”. We aim to teach them the
ate the final matrices for all three undergraduate tracks. After math and statistical skills they need for the job market today.
identifying gaps, courses have been redesigned to emphasize
the competencies and skills identified in the workshops. After the University Courses & Curriculum Committee blocked
the proposed addition of a Data Analysis course in our depart-
We are now using the matrices to help revision our curricu- ment, the solution was to instead require a similar course
lum. We have long thought we were good at hydrology, but the
matrices have identified that a student could get through our

taught by a sister department that had already been approved infusing these transferrable skills into the majors courses (e.g.,
by the University. While the data sets will not be geological writing exercises, taught by a second instructor who special-
the teaching load is shifted from us to another department. izes in writing, etc.)
I have made it a regular practice to discuss approaches used in Just getting the faculty to separate conceptually the curriculum
teaching, both at introductory and upper level, with all faculty issues from “I want to tell you how to teach” was a major suc-
during annual reviews and mid-year update discussions. When cess. The discussions were good.
I hear something new and innovative from one faculty member,
I share that with the other faculty members as I talk to them We got faculty into the classroom to break down the mystique
so they can consider whether it might work for them. It means of “flipped” classrooms. It’s not complicated or scary but the
they don’t have to go out looking for new ideas (saving them buzzwords put people off. Showing them and making them
time), but it also makes it clear to them that their colleagues part of it breaks down these preconceived notions quickly!
might be doing some more innovative and imaginative things
in their classes than they are. As a result, more faculty are Peer mentoring in active-learning classrooms has been suc-
engaging in active learning approaches. cessful. “New” faculty co-teach these courses with seasoned
instructors and then take over the course as lead instructor
Time (months, years) and patience. One step at a time worked after 1–2 semesters. Introduction of a new graduate training
for us, so it took us MONTHS to get through, but this takes course with specific training in active learning greatly improved
time. You cannot rush this, faculty have to see the results, go TA support in these types of courses.
away and ponder, then come back.
Early career faculty are most receptive, in a one-on-one set-
Having open dialog and getting all stakeholders involved in ting, to fairly simple, low-cost approaches that might enhance
the process, but we still have a long way to go. their classes.
Enlisting a core group of faculty members who could serve We are slowing drawing more faculty into transformed intro-
as representatives from different parts of the department ductory courses and these experiences appear to “trickle” up
(bottom-up instead of top-down was key) and taking time to to their major courses. The mentoring approach used within
process best practices. The core group should be impassioned the transformed courses were very successful. Student evalua-
by the objectives, but has to be willing to compromise in the tions for these instructors were immediately high without any
end if necessary. of the dips seen with other implementation strategies. The TA
training course was successful and is going to be expanded
Engage faculty. I am lucky that our faculty, at least a group of this year to include more strategies for student success (time
them, were relatively willing in participating these activities, management, etc.).
once they understand that these activities will strength our
department’s standing and ultimately benefit the students and New set of interdisciplinary courses for 1st and 2nd years using
fulfill our long-term vision. We did have a retreat and one of innovative instructional methods such as the flipped classroom
the two major agenda items of the retreat was on teaching. and blended learning. Other faculty have seen the effective-
ness and have started implementing these in other courses.
Empower faculty to champion. We now have a very unlikely As part our assessment activities, faculty members discuss the
‘hero’ leading the efforts on developing the concept-skill metric effectiveness of newer teaching methods compared with that
and revamping our freshman-level classes. I said “unlikely’ of the older teaching methods.
because that faculty had always put research above every-
thing else. Used university resources. Our Center for Teaching Excellence
has an implementation grant in STEM that allows for some
We noticed that we had placed much of the transferrable skills support for faculty who transform courses.
in specific classes (e.g., writing, in one course titled Scientific
Communication). This meant that students would get these
skills once, but maybe not again. We are now alpha-testing

Appendix C
Successful participation in SAGE workshop (Supporting and Some faculty are not interested in critically evaluating teaching
Advancing Geoscience Education) where selected pedagogical and curriculum. While they may want to do a good job individu-
methods were summarized and demonstrated. ally in their courses, there is little interest in thinking holistically
about the undergraduate program and how its pieces fit together.
Changes in leadership and new hires was a catalyst for change There is no mechanism to enforce adoption engagement by fac-
for departments. ulty. Instead the effort is driven by a small group (~6 out of 23).
Working with the deans and trying to get more resources. We There was the expected overenthusiasm for expanding every
successfully gained a new tenure-track FTE on geoscience part of the curriculum as too important to miss. We did projec-
education through a special opportunity hire. We may also get tions of how much space was in the degree, how many courses
additional TA support for the new freshman-level courses we we could reasonably teach, how much lab space we had, in
are developing. Deans and upper administration were happy order to inject reality.
with our willingness and efforts; how can they not support?
The Mogk matrix approach bogged us down in an overly
Social media is an effective tool for reaching students. We have detailed process at the expense of the big-picture reforms our
an up-to-date Geoscience Undergrad Facebook page designed curriculum needed.
to help facilitate the academic and career goals students of
majoring in Geology, Geography, and Environmental Science Difficult to keep large faculty committee focused and productive.
and Policy.
There was some initial chaos when these ideas were initially
Collaborated with Science Ed to submit a NSF Pathways grant vetted in a faculty meeting to the entire faculty.
(to connect with local 2YCs).
I developed the competencies matrix to identify areas of
Working with science colleagues (Biology and Chemistry) strength and weakness within our program. The faculty felt,
mostly worked in establishing the interdisciplinary Minor in we were covering the competencies we wanted. However,
Environmental and Sustainability Studies, because we had a beyond that, I have not been able to get faculty to engage with
mutual interest in getting students enrolled in these classes. this approach and the matrix has largely been ignored since
Convening a committee to establish program-wide learning

 Challenges and Roadblocks goals and outcomes went fairly well. But I’ve realized that we
have no mechanism in the department to enforce anything
A fundamental split among our faculty on what the future of else. There is no way to force putting these learning goals in
geosciences should be. Some cannot see that geosciences need to any course, and no mechanisms to enforce assessment of
to be any different than what geology has been for decades. these. The biggest problem to achieving our action plan is
They want nothing added, nothing removed, nothing changed. faculty inaction. This endeavor is largely not a priority for the
They will concede adding something non-traditional (such majority of our faculty.
a courses on climate or water!) as electives, but never at the
expense of something they regard as fundamental. Other No matter how good the idea, it always comes down to politics
faculty feel that geosciences is changing and needs to change and relationships. Everyone agreed it was a great idea, but
to meet current and future needs, and are trying to push for a everyone said no, not until we spoke with and got the approval
curriculum that better connects geosciences with sustainability. of x, y, or z. Meeting-after-meeting, presentation-after-presen-
tation, briefing-after-briefing, we finally got decision-makers to
Senior faculty have been so recalcitrant that some have even agree that it was not only a great idea, but that we also should
opted to phase in their retirement so as not to be bothered with go ahead and pursue it.
discussions of curriculum and updated pedagogy.
Have a vision and share that regularly with the faculty, but
don’t expect miracles.

Early-career faculty feel tremendous pressure to do their address now, and how those might be modified in the future.
research, and so investing too heavily in pedagogical experi- Roadblock is working out the administration of this first and
ments ranks low. However, these are the faculty who are most second year common curriculum and the buy-in from the
receptive when I share with them (one-on-one) a fairly simple, three departments (because of the perceived loss of program
low-cost approach that might enhance their classes. control over curriculum).
The strongest impediment is senior faculty thinking that this

process will tell them how to teach their material. “How to  Advice
Teach” is a different issue than “What to Teach.”
I’ve found the SERC pages on retreat planning and Backward
Long-term individual faculty ownership of particular course Curriculum Design very helpful as I plan our upcoming retreat.
that may be modified by this process.
The all-day retreat was REALLY worthwhile. We spent some
No interest from faculty in addressing when teaching methods time explaining the matrix approach, and getting us all on the
successes and failures discussed at faculty meetings. same page with regards to the Likert scaling. Then we broke
into groups, which were fluid so people could join-and-leave
I also tried to establish working groups around several of our multiple groups and real-time feedback could help us all get/
introductory-level courses as a way of sharing best practices, stay on the same page.
but those faculty who would probably have benefited most by
participating were least interested and complained that they Aim high but expect setbacks. Be patient. One step at a time.
did not want to be told what they could and could not teach.
Getting well-established faculty to change their approach can Show faculty the results of the survey from the Summits and
be extremely difficult. They want to keep doing what they’ve Geoscience Employers workshop.
always done.
Let everyone (faculty, staff, admin) feel like they are part of
A challenge that we think the geoscience community will be the entire process from the first steps of the initial planning
facing: a mismatch between our hopes and dreams vs. the efforts. It takes longer in the beginning, but having everyone
reality of how difficult it is for students to transition from just on board from the start is worth the (sizable) initial investment
absorbing knowledge to actively engaging in the process of to (hopefully) avoid issues down the road.
generating new knowledge.
Don’t discuss, plan, or dictate anything without frequently
Getting faculty to teach in areas that may be higher enrollment. asking for every faculty member’s feedback.
University Committee questions our proposed course in Data Get a core group of faculty that can serve as representatives
Analysis. Solution was to require a course in another department. to various parts of the department; take your time to think it
all through and do it right; consider logistics right from the
One of the biggest roadblocks we have as a department is outset. The core group needs passion for the project, but has to
inadequate facilities and resources to fix them. be willing to compromise in the end if necessary for agreement.
Time (2 departments). Try to avoid having the process drawn out; it runs the danger
of losing momentum. Incorporate reports to the general fac-
Merger of programs: Unit head and faculty recalcitrance, not ulty on in-progress committee deliberations as a part of the
because the idea isn’t good, but because of a perception of loss general approach, to keep them apprised, engaged, and able to
of control and loss of resources like TA-ships, which would be give committee members feedback (though this would require
shared by merged program. Our program is a traditional one dedicating a lot of faculty meeting time to the topic).
with easily identifiable core-competencies and the degree we
wanted to merge with is elective heavy and the faculty in charge
were not willing to list and rank the core competencies they

Appendix C
Patience, patience, patience, one step at a time. All faculty think RUBRIC FOR QUANTIFYING PROGRESS
this was very good for the Department. They might not have MADE TOWARD ACTION PLAN
“enjoyed” the process, but they realize we made good changes OBJECTIVES
and used the process to motivate the changes. We did NOT
look for “overlap”. I think discussion of “overlap” would be a
“hot button” issue. In addition, some faculty are now passing The following was applied to quantify the progress a depart-
syllabi a back and forth between prerequisites and courses. ment has made toward accomplishing their individual Action
Plan objectives:
Make sure that there is some mechanisms in place for driving
and enforcing your proposed changes. ▶ 10–20 — participant shared their plan with colleagues but
failed to get faculty onboard
Slow process. Have committee of earlier-career faculty from
diverse fields to build plan. We did start with learning outcomes, ▶ 20–30 — participant/department did one or more of the
knowledge and skills, and these did help the process. Altogether following: initiated analysis of existing curriculum; began
took four+ years. Could have been faster if no other distractions, to produce matrices; provided resources for improving
but three years would have been the fastest from start to finish. pedagogy; identified specific steps for implementation of
plan objectives
Recognize that there are alternative approaches to a Mogk
matrix analysis of current classes. Get the faculty to decide on ▶ 30–40 — completed department-specific matrices or other
the end result of reform and work from there. plan elements but no tangible outcomes; progress stalled
due to external factors (no support of leadership, budget
Connecting personally and individually with professors built constraints, hiring freeze, etc.)
support and created momentum to continue the process. Get
faculty into the classroom to break down the mystique of ▶ 40–50 — plan for implementation defined and initiated
“flipped” classrooms. (possibly awaiting University approval)
As student research experiences are added to the curriculum, ▶ 50–60 — tangible progress in either curriculum redesign
the intent is that students are learning what it means to be a (successfully implemented in a course or two), pedagogy
scientist. Be cautious of a mismatch between the intent of the (faculty slowly adopting new ideas, attending workshops,
research experience and the reality of how difficult it is for transforming courses) or other major plan elements
students to transition from absorbing knowledge to actively
engaging in the process of generating new knowledge. ▶ 60–100 — reflects the scale to which new curriculum,
courses, pedagogy and other objectives are being adopted
Check out university/college resources as many have teaching in the department
centers or other resources that help faculty learn new teach-
ing methods. If the primary objective was curriculum and/or pedagogy,
but the department made significant progress addressing an
Don’t downplay or discount administration or curricular increase in underrepresented groups, K–12 teaching, 2YC–
demands at faculty meetings, this is the boat we are in, we 4YC, change in majors or additional courses, they increased
must sail it together. by 10–20.

Appendix D: Participants
O ver 1,000 members of the geoscience community contributed to the

development of the vision for the future of geoscience undergraduate
education in the United States. The level of input to the development of the
vision was measured, on the academic side, by institution type (Table D-1),
and on the employer side, by industrial sector (Table D-2). The level of input
reflects the total number of contribution points — individuals attending
summits, responses to surveys, or progress reports submitted.
Additionally, we have listed all academic institutions which had representa-

tives contribute to the vision, as well as employers who were engaged in the
process too. The list does not include participants from additional academic
institutions and employers who provided anonymous responses to the survey.
Inputs Input
to the to the
Institution Type Vision Employer Sector Vision
Community Colleges 11% Other energy 1%
Bachelor’s-granting 33% Other consulting 1%
Terminal Master’s-granting 6% Education 2%
Non-US Doctoral-granting 1% Environment/hydro/eng. 9%
Research 1 Mining/minerals 14%
Doctoral-granting 31% Petroleum 26%
Other Doctoral-granting 18% Petroleum consulting 3%
All Doctoral-granting 50% Reinsurance 1%
Weather/climate 3%
Table D-1: Magnitude of inputs
Federal agencies 19%
(summit attendance, survey All courtesy of the Jackson School of Geosciences,
responses, and progress reports) by Museums 2% University of Texas at Austin
institution type. Non-profits 7%

State agencies/surveys 3%
Professional societies 14%
Table D-2: Magnitude of inputs

(summit attendance, survey
responses, progress reports) by
employment sector

Appendix D
ACADEMIC INSTITUTIONS Clemson University Hamilton College

Colby College Hardin-Simmons University
Adrian College College of William & Mary Highline Community College
Albion College Colorado School of Mines Hill College
Amherst College Colorado State University Hope College
Angelo State University Columbus State University Humboldt State University
Arizona State University Community College of Rhode Island Idaho State University
Arkansas Tech University Cornell University Illinois Valley Community College
Augustana College Cuyahoga Community College Indiana University of Pennsylvania
Austin Community College Dartmouth College Indiana University/Purdue University
Ball State University Daytona College Indiana University Bloomington
Bare Mountain Community College Del Mar College Iowa State University
Baylor University Drexel University Ivy Tech Community College
Bemidji State University Dutchess Community College of Indiana
Benedictine University East Carolina University James Madison University
Blinn College — Bryan Campus East Tennessee State University Kansas State University
Bloomsburg University Eastern Carolina University Kent State
Boise State University Eastern Connecticut State University Kent State University
Boston College Eastern Illinois University Lake Superior State University
Bowdoin College Eastern Washington University Lamar University
Bowling Green State University Edinboro University of Pennsylvania Lamont-Doherty Earth Observatory
Brigham Young University — Idaho El Paso Community College of Columbia University
Bucknell University Elgin Community College Lane Community College
Buena Vista University Essex County College Laurentian University
California State University Chico Everett Community College Lawrence University
California State University, Fitchburg State University Long Island University Post
Bakersfield Flagler College Lord Fairfax Community College
California State University, East Bay Florida Agricultural and Louisiana State University
California State University, Fullerton Mechanical University Lyndon State College
California State University, Florida Atlantic University Macalester College
Long Beach Florida Gulf Coast University Marshall University
California University of Pennsylvania Florida International University Massachusetts Institute of Technology
Cape Fear Community College Florida State College at Jacksonville Mesa Community College
Carleton College Florida State University Mesalands Community College
Centenary College of Louisiana Fort Hays State University Metropolitan Community College —
Central Michigan University Fort Valley State University Kansas City
Central Oregon Community College Front Range Community College Michigan State University
Central Washington University George Mason University Michigan Technological University
Central Wyoming College Georgia Southern University Mid-Continent University
Centralia College Grand Valley State University Middle Tennessee State University
City College of San Francisco Green River College Millsaps College
City University of New York Gustavus Adolphus College Mississippi State University

Montana State University Rocky Mountain College Tufts University

Montana Technical University Saint Louis University University at Albany
Mt. San Antonio College Salem State University Universidad de Chile
Murray State University San Francisco State University University of Adelaide
Muskegon Community College San Jose City College University of Alabama
National Taiwan Normal University San Jose State University University of Alaska Fairbanks
Nevada State College at Henderson Santa Rosa Junior College University of Alberta
New Jersey City University Scottsdale Community College University of Arizona
New Mexico Institute of Mining Scripps Institution of Oceanography, University of Arkansas at Little Rock
and Technology University of California, San Diego University of Arkansas at Pine Bluff
New Mexico State University Shawnee State University University of British Columbia
North Carolina State University Skagit Valley College University of Calgary
Northeastern University South Dakota School of Mines University of California, Berkeley
Northern Arizona University South Mountain Community College University of California, Davis
Northern Illinois University Southwestern Illinois College University of California,
Northern Virginia St. Petersburg College Los Angeles (UCLA)
Community College Stanford University University of California, San Diego
Northland College Stockton University University of California, Santa Cruz
NorthWest Arkansas Stony Brook University University of Canterbury,
Community College Sul Ross State University New Zealand
Northwest Florida State College SUNY Buffalo State College University of Colorado Boulder
Northwest Missouri State University SUNY Oneonta University of Connecticut
Northwestern University SUNY Oswego University of Delaware
Oberlin College SUNY Potsdam University of Denver
Occidental College Syracuse University University of Florida
Ohio State University Tacoma Community College University of Georgia
Old Dominion University Tarrant County College — University of Hawaii at Manoa
Olivet Nazarene University Northeast Campus University of Houston
Oregon State University Temple University University of Illinois at Chicago
Pacific Lutheran University Tennessee State University University of Illinois at
Pasadena City College Tennessee Tech University Urbana-Champaign
Penn State Brandywine Texas A&M University University of Iowa
Penn State University (Geoscience) (Atmospheric Sciences) University of Kansas
Penn State University (Meteorology) Texas A&M University (Geology University of Kentucky
Plymouth State University & Geophysics) University of Louisiana at Lafayette
Pomona College Texas A&M University University of Manitoba
Portland Community College (Oceanography) University of Massachusetts Amherst
Prairie State College Texas Christian University University of Massachusetts Boston
Princeton University Texas Tech University University of Miami
Purdue University Thomas Nelson Community College University of Michigan — Dearborn
Radford University Towson University University of Minnesota
Rice University Trinity University University of Minnesota Morris

Appendix D
University of Missouri University of West Georgia Chevron Energy

University of Montana Western University of Wisconsin — Madison Technology Company
University of Mount Union University of Wisconsin — Parkside Cleveland Museum of Natural History
University of Nebraska Omaha University of Wisconsin — Richland Conoco Phillips Company
University of Nevada, Reno University of Wyoming CONSOL Energy Inc.
University of New Mexico University Western Michigan Consortium for Ocean Leadership
University of North Carolina Utah State University DeGolyer & MacNaughton
at Pembroke Vanderbilt University Draper Aden Associates
University of North Carolina at Washington State University Encino Energy
Charlotte Waubonsee Community College Endeavour Silver
University of North Dakota Wayne State University Environmental Protection Agency
University of Northern Colorado Weber State University (EPA)
University of Northern Iowa Wenatchee Valley College EOG Resources
University of Ohio Western Carolina University Eriksson Associates
University of Oklahoma Western Colorado University ExxonMobil Exploration Company
University of Pennsylvania Western Illinois University ExxonMobil Upstream Research
University of Puerto Rico — Western Kentucky University Freeport McMoRan
Mayaguez Campus Western Michigan University Geochimica, Inc.
University of Rhode Island Western New Mexico University Geological Society of America
University of Rochester Western Washington University Geological Survey of Alabama
University of Saskatchewan Wharton County Junior College Geological Survey of New
University of South Alabama Whatcom Community College South Wales
University of South Carolina Wheaton College Hess Corporation
University of South Florida Wittenberg University Hunter Dickinson Inc.
University of Southampton Yale University IBM and the Weather Company
University of Southern California York College (City University of IMDEX/Cascabel
University of Southern Indiana New York) Institute of Marine Engineering,
University of Southern Maine Science and Technology
University of Tennessee Integral Consulting
University of Tennessee at EMPLOYERS IOS Services Géoscientifiques
Chattanooga IRIS Consortium
University of Tennessee at Martin AAAS (Science & Technology Policy) Jackson Exploration LLC
University of Texas at Austin AIR-Worldwide Jacobs Environment/Hydro/
University of Texas at Dallas American Geophysical Union Engineering
University of Texas at El Paso American Geosciences Institute Jupiter Intelligence
University of the Pacific American Meteorological Society Langan Engineering and
University of the South Anadarko Petroleum Environmental Services
University of Toledo ARCADIS U.S., Inc. Leigh Freeman Consultancy
University of Utah Aztec Geoscience Inc. LLOG Exploration Company
University of Washington Bothell Bayhorse Silver Inc. Louisiana Department of
University of Waterloo BHP Billiton Environmental Quality
University of West Florida Blue Moon Exploration Company Louisiana Geological Survey

Marathon
Martineau Petroleum
Murchison Minerals, Inc
NASA Johnson Space Center,

Astromaterials Research and
Exploration Science (ARES)
NASA Goddard Flight Center
(Climate)
NASA Goddard Space Flight Center
(Meteorology)
NASA Headquarters (Earth Sciences)
NASA Jet Propulsion Laboratory
(Geophysics and Planetary
Geosciences) National Science Foundation, State of Nevada Department
Graduate Education of Transportation
NASA Jet Propulsion Laboratory
Science Division National Weather Service, Swiss Re
National Academies of Sciences, National Center for Talisman
Engineering, and Medicine, Ocean Environmental Prediction
Terracon Consultants
Studies Board
National Park Service Tetra Tech
National Earth Science
Teachers Association New World Associates Total E&P Research & Technology
Newmont Mining Corporation USA, LLC
National Oceanic & Atmospheric
Administration, Education Orogen Royalties Inc. U.S. Department of Energy
National Oceanic & Atmospheric Paleontological Research Institution U.S. Geological Survey, Education
Administration, Northeast Fisheries Paleontological Research Institution, U.S. Geological Survey, National
Science Center Museum of the Earth, Cayuga Minerals Information Center
National Oceanic & Atmospheric Nature Center
U.S. Nuclear Regulatory Commission
Administration, Research Fisheries
Pebble Creek Mining Ltd UNAVCO
National Science Foundation,
Antarctic Science Section Peregrine Petroleum LLC University of California Museum
Powell Xploration LLC of Paleontology
Atmospheric and Rock Whisperer LLC URS Corp
Geospace Sciences
Royal Dutch Shell USDA-OCE — Climate Change
National Science Foundation, Royal Exploration Co Inc. Program Office
Earth Sciences
S&ME, Inc. Violet Energy
Education & Diversity (GEO/OAD) Scripps Oceanographic Institute Virginia Institute of Marine Science
National Science Foundation, SEPM — Society for Sedimentary WeatherCall Services
Education and Cross Disciplinary Geology Weathernews Inc.
Activities Program (GEO/AGS) Society of Exploration Geophysicists Woods Hole Oceanographic
National Science Foundation, Soil Science Society of America Institution
Geoscience Directorate
Spire Global
Geospace Science

Appendix D

This material is based upon work supported
by the National Science Foundation under
Grant Numbers:
EAR‑1347209
EAR‑1725289
ICER‑1748780
ICER‑1740844
ICER‑1740386
Published by the American Geosciences Institute

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VISION AND CHANGE

Document version: March 2, 2021 i

Executive Summary 1 4. Approaches to Implementing Curriculum Reform:

3. What Undergraduate Geoscience Education Experiential Learning 40

C. Core Competencies 20 8. Recruiting, Retaining, and Promoting Success

Broadening Participation and Institutional Change71

Role of Professional Societies (GSA, AGU, NABG,

ii Document version: March 2, 2021

Heads/Chairs’ Experiences with Engaging Faculty

K–12 Teacher Education Programs 76 Relationship to Successful Change Management

10. Building a Learning Continuum for Life — ​ The Faculty 106

K–12 Community 107

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Appendix B: Geoscience Employers

Important Concepts Identified by the Employers141

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T he Future of Undergraduate Geoscience Education initiative, spon-

▶ How do we recruit, retain, and ensure

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graduate school should be incorporated outcomes that incorporate disciplinary,

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career. Programs and departments should proficient geoscience-literate K–12 teach-

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Annotated Table of Contents

1. Introduction: A Call for Action

2. Process Summary: Summits, Workshops, Survey

4. Approaches to Implementing Curriculum Reform: Backwards

5. Best Practices for Instruction of Geoscience Undergraduates

6. Practices for Assessment of Student Learning Outcomes

7. Preparation for Careers

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8. Recruiting, Retaining, and Promoting Success of Undergraduate

9. Leveraging the Next Generation Science Standards in Introductory

10. Building a Learning Continuum for Life — ​Undergraduate

12. Fostering Change in the Academic Community: Case Studies

13. Engaging Stakeholders

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As educators, we need to help students new tools, technologies, and approaches.

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themselves in occupations that did not How undergraduate education is delivered

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▶ Undergraduate program revision

▶ Many individuals and organizations

Courtesy of the Jackson School of Geosciences, University of Texas at Austin

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T he Future of Undergraduate Geoscience Education initiative, spon-

▶ What concepts, skills, and compe- Energized by keynote presentations and

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0% 10% 20% 30% 40% 50%

Figure 2-1: Contributed Input Levels by Institution Type

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0% 5% 10% 15% 20% 25%

Figure 2-2: Contributed Input Levels by Employer Type

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This document outlines a robust community-wide vision supported by both representatives of

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T he academic and employer communities have developed a consensus

The geoscience academic community over- ▶ Earth as a complex system

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Figure 3.1: Geoscience Concepts Importance

0% 20% 40% 60% 80% 100%

Figure 3-1: Geoscience Concepts Importance

Executive Summary 1 4. Approaches to Implementing Curriculum Reform:

3. What Undergraduate Geoscience Education Experiential Learning 40

C. Core Competencies 20 8. Recruiting, Retaining, and Promoting Success

Broadening Participation and Institutional Change71

K–12 Teacher Education Programs 76 Relationship to Successful Change Management

10. Building a Learning Continuum for Life — The Faculty 106

K–12 Community 107

Important Concepts Identified by the Employers141

10. Building a Learning Continuum for Life — Undergraduate