The GSA 2011 meeting abstract deadline just passed, and now it's time to focus on getting those abstracts ready for the AGU 2011 Fall Meeting! Did you know about the sessions that the YES Network is convening at the AGU 2011 meeting? If not, here's the information. Please consider submitting an abstract to one of the following sessions that the YES Network is convening.
AGU 2011 abstract deadline is this Wednesday, 04 August.
ED32: Innovative Education, Outreach, and Communication (EOC) Activities by Early Career Scientists (ECS)
Beyond research, scientists are expected to communicate their science. EOC activities by scientists enhance public understanding of pressing topics, foster scientific literacy among the public, open lines of communication with scientists, and inspire young people to consider science careers. EOC skill development is crucial for ECS. While important for obtaining funding, ECS training generally does not cultivate EOC skills. ECS efficacy in EOC occurs through practical experience and professional development activities. This session aims to highlight innovative EOC activities initiated and conducted by ECS, as well as professional development activities designed to foster these skills.
ED49: The Student-to-Professional Continuum: How to Retain Students and Successfully Transition Graduates into Geoscience Careers
Since the mid-1990's geoscience degree completion rates have remained near 12% for undergraduates and 20% for graduate students. Furthermore, data from NSF indicates that only 30 percent of geoscience graduates work in core geoscience occupations. The US and other developed nations are beginning to see the loss of technical skills in the geoscience workforce, both within academia, government, and industry sectors. The implementation of successful retention and student-to-professional transition strategies are critical for bolstering the supply of new graduates to geoscience occupations.
ED51: Using International Networks to Develop the Future Global Geoscience Workforce
As the geoscience workforce becomes increasingly global, geoscience graduates need to be equipped with strong geoscience skills and experience in international collaboration. Data from the IUGS Global Geoscience Taskforce indicates that developed nations face the immediate need to replace the current wave of retiring geoscientists while developing nations need to bolster human and capital infrastructure to support the training of future geoscientists. International geoscience networks, which remove geographical constraints and connect geoscientists via the web, may help solve the unequal distribution of geoscience capacity while providing geoscience students with the ability to develop international experience.
AGU 2011 abstract deadline is this Wednesday, 04 August.
ED32: Innovative Education, Outreach, and Communication (EOC) Activities by Early Career Scientists (ECS)
Beyond research, scientists are expected to communicate their science. EOC activities by scientists enhance public understanding of pressing topics, foster scientific literacy among the public, open lines of communication with scientists, and inspire young people to consider science careers. EOC skill development is crucial for ECS. While important for obtaining funding, ECS training generally does not cultivate EOC skills. ECS efficacy in EOC occurs through practical experience and professional development activities. This session aims to highlight innovative EOC activities initiated and conducted by ECS, as well as professional development activities designed to foster these skills.
ED49: The Student-to-Professional Continuum: How to Retain Students and Successfully Transition Graduates into Geoscience Careers
Since the mid-1990's geoscience degree completion rates have remained near 12% for undergraduates and 20% for graduate students. Furthermore, data from NSF indicates that only 30 percent of geoscience graduates work in core geoscience occupations. The US and other developed nations are beginning to see the loss of technical skills in the geoscience workforce, both within academia, government, and industry sectors. The implementation of successful retention and student-to-professional transition strategies are critical for bolstering the supply of new graduates to geoscience occupations.
ED51: Using International Networks to Develop the Future Global Geoscience Workforce
As the geoscience workforce becomes increasingly global, geoscience graduates need to be equipped with strong geoscience skills and experience in international collaboration. Data from the IUGS Global Geoscience Taskforce indicates that developed nations face the immediate need to replace the current wave of retiring geoscientists while developing nations need to bolster human and capital infrastructure to support the training of future geoscientists. International geoscience networks, which remove geographical constraints and connect geoscientists via the web, may help solve the unequal distribution of geoscience capacity while providing geoscience students with the ability to develop international experience.
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