The Role of Introductory Geoscience Courses in Preparing Teachers—And All Students—For the Future: Are We Making the Grade?

Introductory geoscience courses enroll hundreds of thousands of students a year, most of whom do not major in the geosciences. For many, including future K–12 teachers, an introductory course is the only place they will encounter Earth science at the college level. New standards for K–12 science education have profound implications for teacher preparation, particularly in Earth science. The new standards call for taking a systems approach, highlighting how humans interact with Earth, making use of science and engineering practices, and engaging students in discourse. Analysis of responses to the National Geoscience Faculty Survey (n = 813 in 2004; n = 994 in 2009; n = 972 in 2012; and n = 1074 in 2016) and data from 152 syllabi suggest that a systems approach is not widespread and human interactions with Earth are not emphasized, and that most instructors engage students in mostly low cognitive-level practices. While the use of discourse practices has increased over time, these and other active learning components are not yet widely included in students’ grades. These results suggest that courses are not currently well-aligned with teacher needs. However, instructors have access to many research-based instructional resources to support them in making changes that will help all students—including future teachers

Recruiting Students into the Earth Sciences through Undergraduate Research

This article discusses the challenges of recruiting undergraduate students into STEM disciplines and describes strategies which have been used to stimulate undergraduate interest in Earth sciences research at Stanford University

Evolution of the Northwestern Margin of the Basin and Range: The Geology and Extensional History of the Warner Range and Environs, Northeastern California

Along the northwestern margin of the Basin and Range province, mid-Miocene to Pliocene volcanic rocks cover and obscure much of the earlier history of the region. In northeastern California, however, slip on the Surprise Valley fault has resulted in the uplift of the Warner Range, exposing \u3e4 km of volcaniclastic and volcanic rocks as old as late Eocene. New geologic mapping, combined with geochemistry and geochronology of rocks in the Warner Range and surrounding region, documents a history of volcanism and extension from the Eocene to the present that provides insight into the evolution of this margin. Our work reveals that subduction-related arc volcanism began ca. 40 Ma and continued into the mid-Miocene, despite the nearby impingement of the Yellowstone hotspot and eruptions of flood basalts. Extensional normal faulting began in the mid- to late Miocene in relative isolation from other Basin and Range normal faults. Later Miocene and Pliocene volcanic rocks flowed into low-lying areas produced by mid-Miocene extension. These younger basalts are cut by normal faults, requiring a second episode of extension that began after 3 Ma. Our cross-section reconstructions indicate that 12%–15% extension has been accommodated across the Warner Range region, primarily along the Surprise Valley fault, which has accommodated 8 km of dip-slip motion. A similarly protracted or two-part history of extension has been observed elsewhere in the western Basin and Range. While relatively little extension has been accommodated in the Warner Range region, it continues to the present day. Thus, the Surprise Valley fault appears to have persisted as the westernmost boundary of Basin and Range extension since the mid-Miocene

Engaging Students in Earthquakes via Real-Time Data and Decisions

The topic of earthquakes appears in virtually all introductory undergraduate geoscience courses. Most students entering these courses already have some knowledge of earthquakes and why they occur, but that knowledge often derives from the most recent event in the news and can therefore be biased toward the most destructive earthquakes. In addition, students arrive at college with misconceptions, perhaps picked up from erroneous or poorly presented media coverage. These misconceptions can go unchecked or even be reinforced by introductory textbooks, most of which contain errors and oversimplifications about earthquake processes

Magmatic Rifting and Active Volcanism Conference, Afar Rift Consortium

The Magmatic Rifting and Active Volcanism (MRAV) Conference took place in Addis Ababa, Ethiopia January 10-13, 2012, convened by members of the Afar Rift Consortium, an international team investigating active magmatism and deformation in the Afar region. Over 200 people from around the world attended. The conference participants primarily presented the results of work on ongoing rifting processes in Afar, but work was also presented that addressed other portions of the East African Rift, comparable rift settings elsewhere, rifting processes in general, and the hazards and resources associated with the East African Rift. The scientific program outlined the current state of knowledge in the East African rift and placed recent discoveries within the broader context of rift-related research globally. Central to the meeting was the presentation of results from thematic, multi-collaborator, international programs (e.g. Afar Consortium, RiftLink, Actions Marges), individual research groups, and industrial partners. The rich detail and modern datasets presented at the meeting highlight the importance of the existing infrastructure of international research in East Africa, which should be leveraged by GeoPRISMS to effectively focus resources in the extensive East African Rift System primary site

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

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

Hidden intrabasin extension: Evidence for dike-fault interaction from magnetic, gravity, and seismic reflection data in Surprise Valley, northeastern California

The relative contributions of tectonic and magmatic processes to continental rifting are highly variable. Magnetic, gravity, and seismic reflection data from Surprise Valley, California, in the northwest Basin and Range, reveal an intrabasin, fault-controlled, ~10-m-thick dike at a depth of ~150 m, providing an excellent example of the interplay between faulting and dike intrusion. The dike, likely a composite structure representing multiple successive intrusions, is inferred from modeling a positive magnetic anomaly that extends ~35 km and parallels the basin-bounding Surprise Valley normal fault on the west side of the valley. A two-dimensional high-resolution seismic reflection profile acquired across the magnetic high images a normal fault dipping 56°E with ~275 m of throw buried ~60 m below the surface. Densely spaced gravity measurements reveal a \u3c1 mGal gravity low consistent with the fault offset inferred from the seismic data. Collinearity of the magnetic high and gravity low for ~6 km implies normal fault control of the dike along that length. The unusually shallow angle of the dike suggests that motion along the fault (perhaps aided by reduced friction along the dike) and associated block rotation resulted in post-intrusion tilting of the dike. The source of the dike is likely related to a shallow brittle-ductile transition zone that was elevated following rapid slip on the Surprise Valley fault after 3 Ma. Prior to our work, the Surprise Valley fault was assumed to accommodate the vast majority of extension across the region. Our results indicate that subsurface features, although no longer active, are significant contributors to the processes, timing, and total amount of extension observed in continental rift environments

Learning from the COVID-19 Pandemic: How Faculty Experiences Can Prepare Us for Future System-Wide Disruption

The COVID-19 pandemic provided education researchers with a natural experiment: an opportunity to investigate the impacts of a system-wide, involuntary move to online teaching and to assess the characteristics of individuals who adapted more readily. To capture the impacts in real time, our team recruited college-level geoscience instructors through the National Association of Geoscience Teachers (NAGT) and American Geophysical Union (AGU) communities to participate in our study in the spring of 2020. Each weekday for three successive weeks, participants (n = 262) were asked to rate their experienced disruption in four domains: teaching, research, ability to communicate with their professional community, and work-life balance. The rating system (a scale of 1–5, with 5 as severely disrupted) was designed to assess (a) where support needs were greatest, (b) how those needs evolved over time, and (c) respondents’ capacity to adapt. In addition, participants were asked two open-response questions, designed to provide preliminary insights into how individuals were adapting—what was their most important task that day and what was their greatest insight from the previous day. Participants also provided information on their institution type, position, discipline, gender, race, dependents, and online teaching experience (see supplemental material)