INCREASING CONFIDENCE LEVELS OF UNDERGRADUATE STUDENTS IN SUCCESSFULLY ENTERING THE GEOSCIENCE WORKFORCE

The projected shortage of geoscientists entering the workforce in the near future requires increased attention on retention and recruitment in geoscience programs. It is also critical to increase opportunities for professional development, networking, and practical skills for currently enrolled students. During a recent curriculum update at Humboldt State University, a public institution with approximately 100 geology and geoscience majors, we designed and implemented a junior-level seminar that specifically addresses student preparedness post-graduation. Overall, our objectives were to empower students to self-identify more strongly as geoscientists, and lessen perceived barriers to entry in the geoscience workforce. Practical assignments included i) applying to graduate school, ii) writing professional emails, iii) understanding hiring biases, iv) asking for a recommendation letter, v) navigating search engines to look for job postings, vi) writing and editing the resume, and vii) approaching the first job interview. In addition, ten professionals in diverse geoscience fields, ranging from recent graduates to CEOs, spoke with our class via video conference. Each described their occupation’s daily duties and shared personal stories of their career paths. Students (n=34, 18 men, 16 women) were surveyed before and after the semester on their anticipated occupation immediately upon graduation, and their confidence level in finding meaningful work directly after graduation. Pre-course, 50% of students (55% of men, 44% of women) reported feeling confident or very confident in finding work post-graduation, and post-course, 74% of students (72% of men, 75% of women) reported feeling confident or very confident. Pre-course, 18% of students reported seeking entry immediately to graduate school, compared to 12% post-course, which is likely a reflection of learning about career options and how to apply for jobs. 47% of students changed their anticipated occupation post-course, from their pre-course choice. Notably, 69% of women students changed their anticipated occupation post-course, compared to only 33% of men. These survey results from our pilot implementation of this new course indicate a significant impact on students’ confidence and career plans, particularly for women students.