1. University Education In The Geosciences: Reflections on the past, the present, and the future – being a talk in three parts – John T. Snow The University of Oklahoma Norman, Oklahoma USA EGS/AGU/EUG Joint Assembly – 9 Apr 03

2. Acknowledgements Don Johnson, Univ. of Wisconsin, who introduced me to Earth System Science in the 1980s Art Few, Rice University, who taught me the need for integrative thinking with respect to Earth System models Cathy Manduca and Dave Mogk, who introduced me to inquiry as way of learnig Faculty colleagues, who over the years debated with me on what a university degree is and it could (should) become

3. I. University Education In The Geosciences: The Past In The Beginning … In The Beginning … Reductionist Focus Reductionist Focus Related Developments Related Developments The Last Forty Years The Last Forty Years

4. In The Beginning … Natural philosophy in the late 1700s 3 3 Holistic; no formal disciplinary boundaries 3 3 Physical Geography is probably most direct descendent Geology: the early 1800s Meteorology: mid-1800s, but “modern” meteorology in the early 1900s Oceanography: mid-1800s, but “modern” oceanography in the mid-1900s

5. Reductionist Focus Focus narrowly on components of Earth System necessary to build the knowledge base  research driven Development of narrow subspecialties 3 3 Continued proliferation for last 100 years Loss of connection to the life sciences Loss of perspective of the whole: “Can’t see forest for the trees” POINT: Modern geoscience education, independent of particular discipline, has evolved to be largely reductionist in structure, with early specialization

6. Related Developments Association with the extractive industries 3 3 Mining – rose and fell, but still remembered 3 3 Fossil Fuels – the “energy business” Association with global military operations 3 3 Cold War Rise of the “environmental movement” 3 3 Politics 3 3 “Soft” science Global population  6B + “rising expectations” Tools and Techniques Tools and Techniques 3 Computational capabilities; GIS 3 Observing platforms; GPS POINT: Sets the context for present and future

7. The Last 40 Years View from space  Again seeing Earth as whole View from space  Again seeing Earth as whole Knowledge base has reached stage where again need to consider Earth as an integrated system  Earth System Science; such a perspective required to address: Knowledge base has reached stage where again need to consider Earth as an integrated system  Earth System Science; such a perspective required to address: 3 Environmental Quality 3 Water Issues 3 Climate Change Bio-geoscience  formal reconnection to the life sciences Bio-geoscience  formal reconnection to the life sciences 3 Life an integral part of the Earth System Scientific foundation for sustainability Scientific foundation for sustainability

8. II. University Education In The Geosciences: The Present Entering the Golden Age? A More Demanding Customer Base Symptoms of Problems New Demands on Geosciences Education

9. Entering the Golden Age? Knowledge base has grown to where we can now begin to understand the Earth as an integrated system 3 3 Biogeochemical cycles 3 3 Climate and climate change New tools and techniques promise unprecedented opportunities to explore the Earth on a wide range of scales 3 3 Now able to “see” phenomena in ways impossible only a few years ago 3 3 Continued push toward “big science” POINT: Ready to make major advances in understanding and in predictive capabilities

10. A More Demanding Customer Base Geosciences relies on the support of society – government, industry 3 3 Shrinking discretionary budgets 3 3 Accountability Utilitarian Perspective  Applications to Decision- Making 3 3 Support to decision makers in government and industry 3 3 Establishment of a global society sustainable in long term Industry does little training anymore POINT: Lawyers, accountants, populist politicians are in charge of the future!

11. Symptoms of Problems Declining pool of high quality applicants for graduate study (competition from IT, Business, Law, Medicine) In the educational process itself: lack of diversity/high degree of commonality in programs (“cookie cutter”); little experimentation in format, content, program integration, or teaching techniques; rigid, slow to adapt to new knowledge, changing job market  we continue to teach much as we were taught

12. New Demands on Geosciences Education Substantive education in disciplinary science area necessary, but not sufficient for personal success as a geoscientist Mastery of wider range of technical tools 3 3 GPS, GIS; MIS for applications Soft Skills 3 3 Communications in all forms 3 3 Business, Political Sense Life-long learning, personal re-invention several times during a career POINT: Educational programs should be flexible, adaptable to prepare graduates for a rapidly evolving professional environment

13. III. University Education In The Geosciences: The Future Recruiting the Next Generation of Geoscientists 3 3 Positives 3 3 Negatives Twin Challenges to Tomorrow’s Geoscientists One Way Forward Goals for the Pre -Professional Degree 1, 2, 3 Goals for the Professional Degree 1, 2 Goals for the Research Degree Closing Challenges

14. Recruiting The Next Generation of Geoscientists - Positives Inherent natural interest in the Earth, atmospheric phenomena, the sea, and the environment Some students born to be geoscientists! Combination of science/high technology with the out-of-doors Environmental concerns

15. Recruiting The Next Generation of Geoscientists - Negatives Declining interest generally in science as a career choice  “Not where the action is” 3 3 Limited financial rewards/not competitive 3 3 Lack of prestige/status Negative image due to association with extractive industries, energy business 3 3 Perceived as part of the environmental problem, not part of the solution Lack of visibility; isolated in the ivory tower 3 3 Too academic, not customer-oriented 3 3 Perceived as irrelevant POINT: Must compete vigorously for “best and brightest”

16. Twin Challenges to Tomorrow’s Geoscientists Development of integrated understandings of Earth processes that combine measurements from optimally designed three-dimensional multi-scale observing systems with numerical simulations/prediction models Provision of customized diagnostic and prognostic information that meets users’ needs for improved decision-making information on an operational basis  knowledge/technology transfer POINT: Tomorrow’s educational programs must prepare graduates to respond to these challenges

17. One Way Forward Pre-Professional Degree  Bachelor's – emphasis on fundamentals of mathematics, physics, chemistry, life sciences as applied to the Earth as a whole; disciplinary area of secondary concern The Professional Degree  Master’s –emphasis on depth in a disciplinary area in preparation for a career in industry or government The Research Degree  PhD – emphasis on discovery; breadth as well as depth; professionalism

18. Pre-Professional Degree Professional Degree Research Degree POINT: The Master’s completely separate from the PhD

19. Goals for the Pre-Professional Degree 1 Know the basic physical, chemical, and life science principles that govern the functioning of the Earth System (what scientists have come to know -- “facts”, theories, models -- about Earth processes as reflected in observable events ) 3 3 Quantitative as well as qualitative appreciation of the natural world and the events that occur within it 3 3 Interconnections of Earth’s major subsystems 3 3 Earth history: Evolution over long time   Origin, composition, and structure

20. Goals for the Pre-Professional Degree 2 Understand that science is a systematic method for exploring the natural world (how scientists have come to know what they know - processes, methods) 3 3 Development of scientific “habits of mind” (  critical thinking, arguing from data, mathematical and reasoning skills, and problem solving experiences) POINT: For the pre-professional student, the geosciences should appear to be seamless and quantitative, focused on “How the World Works”

21. Goals for the Pre-Professional Degree 3 Able to apply knowledge and understanding to the solution of novel problems 3 3 Uses a suite of appropriate “technology” – IT, GIS, GPS, visualization – in problem solving 3 3 Accesses relevant parts of the accumulated body of knowledge about the natural world 3 3 Recognizes, quantifies uncertainties and risks POINT: Foundation for further study, life-long learning

22. Goals for the Professional Degree 1 Depth  Specialist knowledge, understandings, and skills 3 3 GIS, RS, GPS tools as appropriate to the disciplinary area 3 3 Ethics  risk; societal impacts (good and bad) Case study based, team-oriented 3 3 Context: how disciplinary knowledge fits with that of other geoscientists, engineers 3 3 Integration: how to apply disciplinary knowledge to solve complex problems

23. Goals for the Professional Degree 2 Technical project  content + writing, presentation skills 22 to 24 months Opportunities for industry involvement  internships, tailored projects POINT: Employment oriented; flexible skills package

24. Goals for the Research Degree Fundamental -- make an original contribution to the knowledge base Professional Development – ethics; humankind as part of an integrated environment ; environmental economics  prepared to play a leadership role in developing a sustainability society in a world of rapid changes

25. Closing Challenges Resolve the dichotomy that often exists between many faculty members’ professional interests and student desires and/or expectations Development of an entrepreneurial spirit with regard to geosciences education, breaking with traditions of last 100 years 3 3 Bold and innovative in both structure and content 3 3 Recognize that in a pre-professional program, excitement as well as content must be communicated; emphasize critical thinking and problem solving skills 3 3 Re-orient the Professional Degree to serve the needs of the work place Compete successfully to bring “best and brightest” in to the geosciences

26. John T. Snow Dean, College of Geosciences The University of Oklahoma Sarkeys Energy Center, Suite 710 100 E. Boyd Street Norman, Oklahoma 73019 USA Telephone: 405-325-3101 FAX: 405-325-3148 E-mail: jsnow@ou.edu