Analysis of Skills Sought by Employers of Bachelors-Level Geoscientists

Bachelors-level geoscientists make up the majority of the geoscience workforce, and positions for entry-level geoscientists are expected to grow rapidly over the next decade, with some jobs anticipating upward of 10% growth (National Center for O*NET Development, 2021). Are geoscience departments adequately preparing undergraduate students to succeed in these positions

Critical Workforce Skills for Bachelor-Level Geoscientists: An Analysis of Geoscience Job Advertisements

Understanding the skills bachelor-level geoscientists need to enter the workforce is critical to their success. The goal of this study was to identify the workforce skills that are most requested from a broad range of geoscience employers. We collected 3668 job advertisements for bachelor-level geoscientists and used a case-insensitive, code-matching function in Matlab to determine the skills geoscience employers seek. Written communication (67%), field skills (63%), planning (53%), and driving (51%) were most frequently requested. Field skills and data collection were frequently found together in the ads. Written communication skills were common regardless of occupation. Quantitative skills were requested less frequently (23%) but were usually mentioned several times in the ads that did request them, signaling their importance for certain jobs. Some geoscience-specific skills were rarely found, such as temporal understanding (5%) and systems thinking (0%). We also subdivided field skills into individual tasks and ranked them by employer demand. Site assessments and evaluations, unspecified field tasks, and monitoring were the most frequently requested field skills. This study presents the geoscience community with a picture of the skills sought by employers of bachelor-level geoscientists and provides departments and programs with data they can use to assess their curricula for workforce preparation

Adapting the CACAO Model to Support Higher Education STEM Teaching Reform

Background: Efforts to achieve improved student outcomes in STEM are critically reliant on the success of reform efforts associated with teaching and learning. Reform efforts include the transformation of course-based practices, community values, and the institutional policies and structures associated with teaching and learning in higher education. Enacting change is a complex process that can be guided by change theories that describe how and why a desired change takes place. We analyzed the utility of a theory-based change model applied in a higher education setting. Our results provide guidance for change efforts at other institutions. Results: Use of the CACAO model to guide the transformation of STEM instruction at a large public university resulted in changes to faculty teaching practices and department culture consistent with the vision defined for the project. Such changes varied across STEM departments in accordance with the emergent nature of project activities at the department level. Our application of the CACAO model demonstrates the importance of (1) creating a vision statement (statement of desired change or end-state); (2) attending to different levels of the organization (e.g., individuals, departments, and colleges); (3) working with change agents who are situated to be effective at different organizational levels; and (4) employing strategies to meet the needs and interests of faculty at different stages of adoption with respect to the desired change. Conclusion: Our work, which demonstrates the utility of the CACAO model for change and captures its key elements in a matrix, provides a potential foundation for others considering how to frame and study change efforts. It reinforces the value of using change theories to inform change efforts and creates a structure that others can build on and modify, either by applying our CACAO matrix in their own setting or by using the matrix to identify elements that connect to other change theories. We contribute to the growing body of literature which seeks to understand how change theories can be useful and generalizable beyond a single project

Critical workforce skills for bachelor-level geoscientists: An analysis of geoscience job advertisements

Understanding the skills bachelor-level geoscientists need to enter the workforce is critical to their success. The goal of this study was to identify the workforce skills that are most requested from a broad range of geoscience employers. We collected 3668 job advertisements for bachelor-level geoscientists and used a case-insensitive, code-matching function in Matlab to determine the skills geoscience employers seek. Written communication (67%), field skills (63%), planning (53%), and driving (51%) were most frequently requested. Field skills and data collection were frequently found together in the ads. Written communication skills were common regardless of occupation. Quantitative skills were requested less frequently (23%) but were usually mentioned several times in the ads that did request them, signaling their importance for certain jobs. Some geoscience-specific skills were rarely found, such as temporal understanding (5%) and systems thinking (0%). We also subdivided field skills into individual tasks and ranked them by employer demand. Site assessments and evaluations, unspecified field tasks, and monitoring were the most frequently requested field skills. This study presents the geoscience community with a picture of the skills sought by employers of bachelor-level geoscientists and provides departments and programs with data they can use to assess their curricula for workforce preparation

Geoscience Job Advertisements as a Barrier to Employment for People With Disabilities

Individuals with physical disabilities are largely underrepresented in the geoscience workforce. In this study, we analyzed over 2,500 job advertisements (ads) for entry-level geoscience positions across 19 industries to assess how inclusive the United States job market is for people with physical disabilities. We evaluated each ad’s Equal Opportunity Employer (EEO) and accommodation statements to create a measure of geoscience employers’ inclusive practices for people with disabilities. We coded each ad for instances where physical abilities (e.g., traversing rough terrain, driving a vehicle, lifting heavy objects) were listed as required or preferred qualifications and whether these abilities matched the core job function. A significant proportion of job ads (44%) did not include EEO statements, and of those that did, the language used was minimal or abbreviated. Additionally, only 18% of ads mentioned accommodations for people with disabilities. Of the ads that required physical abilities, only 19% requested physical abilities that matched the core job function. Students exploring their career options or applying for entry-level jobs may feel disadvantaged, restrict their applications, or dismiss geoscience careers if they have physical limitations, or if they perceive that the work environment is not inclusive. Overall, online geoscience ads could benefit from adding or modifying equal opportunity employment and accommodations statements to reflect a more inclusive workplace and could explicitly link requested physical abilities to the job description. These results could help employers consider possible modifications to their job advertisements and explore alternative strategies to promote a more inclusive geoscience workforce

Teaching Geophysics with a Vertical-Component Seismometer

Earthquakes are some of the more dramatic expressions of the dynamics of our planet. The sudden release of stress built up slowly by tectonic or volcanic processes often has far-reaching consequences, and can be measured (in classrooms) around the world. This is one reason why designing and building seismometers has been a popular activity,1,2 and why different versions of “Seismometer in Schools” projects thrive in the United States, Australia, and Europe. We present a cheap, robust, and easy-to-build seismometer—called the TC1 —to measure seismic displacements in the vertical direction. Its components are easy to obtain and assemble, yet the resulting instrument is accurate enough to record earthquakes from around the globe. The parts list and building instructions of the TC1 seismometer are freely available online. Alternatively, a complete kit can be purchased for around US$300. Assembling the system naturally introduces students to a number of concepts in physics and engineering, while upon completion seismic recordings trigger discussions about the dynamics and internal structure of the Earth. The discussions are fostered by service learning and shared in the network of TC1s called the Z-NET

A systems approach identifies co-signaling molecules of early growth response 1 transcription factor in immobilization stress

Adaptation to stress is critical for survival. The adrenal medulla, the major source of epinephrine, plays an important role in the development of the hyperadenergic state and increased risk for stress associated disorders, such as hypertension and myocardial infarction. The transcription factor Egr1 plays a central role in acute and repeated stress, however the complexity of the response suggests that other transcription factor pathways might be playing equally important roles during acute and repeated stress. Therefore, we sought to discover such factors by applying a systems approach. Using microarrays and network analysis we show here for the first time that the transcription factor signal transducer and activator of transcription 3 (Stat3) gene is activated in acute stress whereas the prolactin releasing hormone (Prlh11) and chromogranin B (Chgb) genes are induced in repeated immobilization stress and that along with Egr1 may be critical mediators of the stress response. Our results suggest possible involvement of Stat3 and Prlh1/Chgb up-regulation in the transition from short to repeated stress activation

Faculty Self-Reported Use of Quantitative and Data Analysis Skills in Undergraduate Geoscience Courses

Quantitative literacy is a foundational component of success in STEM disciplines and in life. Quantitative concepts and data-rich activities in undergraduate geoscience courses can strengthen geoscience majors’ understanding of geologic phenomena and prepare them for future careers and graduate school, and provide real-world context to apply quantitative thinking for non-STEM students. We use self-reported teaching practices from the 2016 National Geoscience Faculty Survey to document the extent to which undergraduate geoscience instructors emphasize quantitative skills (algebra, statistics, and calculus) and data analysis skills in introductory (n = 1096) and majors (n = 1066) courses. Respondents who spent more than 20% of class time on student activities, questions, and discussions, taught small classes, or engaged more with the geoscience community through research or improving teaching incorporated statistical analyses and data analyses more frequently in their courses. Respondents from baccalaureate institutions reported use of a wider variety of data analysis skills in all courses compared with respondents from other types of institutions. Additionally, respondents who reported using more data analysis skills in their courses also used a broader array of strategies to prepare students for the geoscience workforce. These correlations suggest that targeted professional development could increase instructors’ use of quantitative and data analysis skills to meet the needs of their students in context