Preparing the Next Generation of Earth Scientists An Examination of Federal Education and Training Programs (2013) / Chapter Skim
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3 A Program Framework
3 A Program Framework
Pages 19-28
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From page 19... ...
. This chapter describes a framework for thinking about federal earth science education and training programs in the context of a larger system that moves individuals from inter BOX 3.1 Workshop Discussions on an Education Program Framework and Critical Incidents Key points raised by individuals at the workshop included the following: • The need for a community model or framework of programs that engages students and leads them from awareness to employment in earth science.
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The chapter concludes with a discussion of critical incidents: the events and influences on people's lives that lead them to pursue particular educational paths toward a career. FRAMEWORK CONCEPT Preparing a student for the science, technology, engineering, and mathematics (STEM)
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Polygons are not drawn to scale, but their vertical extent is intended to show that some education opportunities span more than one stage of the framework and their relative horizontal extent is intended to show that more individuals participate in awareness activities than in professional preparation activities. gramming at lower levels.
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require a series of positive experiences. Productive mechanisms for developing awareness include introducing earth science concepts in formal education; informal learning in museums, after-school programs, and clubs; and individual exploration through books or other media.
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Federal agencies also offer internships and transitional employment opportunities for undergraduate, graduate, and postdoctoral students. For example, the USGS Hydrologic Technician Internship Program and DOE's Community College Internships Program are aimed at drawing future technicians from the 2-year college system, and the National Cooperative Geologic Mapping Program is aimed at developing field mapping expertise, a critical skill for the USGS scientific workforce.
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The American Geosciences Institute provides online resources for students and families, describing career pathways for earth scientists. Although these networks are useful, stronger and more systematic connections are needed to create synergies between programs and to support the movement of students through the system of opportunities.
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The goal of these studies was to carry out a detailed and relatively deep qualitative analysis of the common pathways and significant moments that lead people into earth science, not to provide a statistically significant, generalizable model of earth science career choices and critical incidents. Nevertheless, the results of the two studies were consistent, potentially revealing some broad outlines of common career pathways in earth science.
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Exits from Earth Science Critical incidents and other factors may discourage students from continuing study and a career in earth science. Although studies of reasons for leaving earth science are sparse, analyses of other scientific and engineering disciplines have identified a wide variety of factors that contribute to students leaving the field, such as inadequate precollege preparation, lack of funding for research involving students, negative classroom experiences with peers or faculty, inadequate faculty advice or support, and a culture of competition (e.g., Seymour and Hewitt, 1997)
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Students exit from formal education in earth science for different reasons and at different times. The multiple entry and exit points along earth science pathways underscores the need for a wide range of education and training programs that can attract different populations of potential earth scientists at different times, and for linkages between these programs that facilitate the movement of students into earth science careers.
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