From Classroom to Career

The wide range of career opportunities for geoscience students, combined with a changing workforce, makes it more challenging for undergraduate programs to adequately prepare students for their careers. Therefore, it is important for geoscience programs to have a comprehensive view of the workforce needs and what barriers students may encounter when transitioning to the workforce. This dissertation identifies key skills and competencies essential for bachelor-level geoscientists, as well as potential barriers for recent graduates entering the workforce. The study analyzed entry-level geoscience job advertisements using a case-insensitive code matching function in MATLAB and conducted interviews with geoscience employers to identify desired skills and competencies in new applicants. A Bayesian statistical model assessed the likelihood of students practicing these skills, while Monte Carlo simulations estimated the number of student exposures to skills across various types of institutions (e.g., R1, R2 universities). Additionally, the analysis evaluated Equal Opportunity Employer (EEO) and accommodation statements in job advertisements to gauge inclusive practices by geoscience employers, while also noting instances where physical abilities were required or preferred and whether they aligned with core job functions. The job advertisement analysis and employer interviews both show written and oral communication, field skills, planning, working as part of a team, and ability to drive a vehicle are all highly desirable skills. Interviews also highlighted the importance of personal dispositions such as a desire to learn and trustworthiness. The Bayesian statical modelling and Monte Carlo simulations revealed that students are frequently exposed to geologic reasoning, quantitative skills, communication, and teamwork during undergraduate studies. Finally, many of the job advertisements frequently lacked EEO or accommodation statements and the requested physical abilities matched core job functions in only 19% of the advertisements that required physical abilities. This dissertation provides the geoscience community with a picture of the skills sought by employers of bachelor-level geoscientists and provides departments and programs with data they can use to assess their curricula for workforce preparation.