BUILDING THE GEOSCIENCE FUTURE IN HIGHER EDUCATION: SCIENCE, CULTURE, AND EXPECTATIONS

Multiple factors in higher education currently drive the future of the geosciences. Leadership at the national level supports an anti-science perspective that constrains some scientific discussion, particularly around climate change. Campus issues focused on diversity, equity, social justice, and students’ basic needs impact all academic programs and their ability to serve students.

Declining support for public higher education will continue to be a challenge for the geosciences, although this situation varies by state. For example, Texas and New York have had relatively stable state funding over the last decade, while Wisconsin and Michigan have experienced serious reductions. Heightened levels of student activism have major implications for colleges and universities, as evidenced by the recent $44-million defamation judgement against Oberlin College. Data on food and housing insecurity for students are difficult to collect and reproduce, but some states, including California, have begun redirecting resources to address these issues. Students on campuses across the country, including Pomona College, Syracuse University, University of Minnesota, University of Missouri at Columbia, and Washington University, have issued demands to their administrations to hire additional diverse faculty. In some cases, like the University of Oklahoma, student protesters have specifically identified geoscience programs as needing more attention to diversity issues.

Most geoscience programs have a vision for the future that embraces diversity, inclusion, adequate funding, appropriate student support services, and faculty who can clearly articulate the value of their own research and who are strong institutional “citizens.” The ability to realize this future will require collaboration, planning, leadership, communication, resources, and a fundamental belief in the importance of understanding the science and history of our planet.