CREATING A SYSTEM OF SUPPORT TO PREPARE STUDENTS FOR CAREERS IN PROFESSIONAL GEOSCIENCE

The Earth Sciences are broad suite of disciplines. Students need information about their scope to select their area of study and to plan careers. This includes information on the disciplinary scope of, and processes for, licensure as a professional geoscientist, within their jurisdiction. Licensure in Canada uses a syllabus model where the academic backgrounds of applicants are assessed against an approved suite of courses. In the United States, academic courses and programs are followed by independent comprehensive knowledge exams. Students who pursue careers that require licensure can face additional costs if they graduate programs not meeting the professional knowledge requirements.

A study was conducted in Canada to explore best practices for improving relationships between academic Earth Science departments (n=37) and the provincial/territorial professional geoscience regulatory bodies (n=10) in order to better support students. Data was gathered using written surveys and 1:1 appreciative inquiry interviews.

Individual students need to be well-informed partners in a three-way communication structure with departments and regulators. More regular and formal contact between departments and regulatory bodies helps support students. Students need to know whether program graduation requirements are aligned to the knowledge requirements when choosing a program. Students in diverse programs need information early on to decide whether to align their studies to the requirements of geoscience licensure, or if their interests are in the broader Earth sciences. Students benefit from information on whether courses in their program are acceptable. The departmental role of being the regulator contact is a key service position in a department or program to ensure continuity of information to students, with faculty serving in some departments, and staff in others. Departments with faculty who participate in the self-regulation of the geoscience profession by serving on regulatory committees reported greater student and faculty knowledge of licensure requirements and greater student success. Departments with supportive faculty and university administrations reported greater resources to support students. Regulatory bodies should have clearly identified contact persons for students and faculty.