American city; precious metal exploration in Arizona or Nevada; the seemingly endless need for rare earths, cobalt and some base metals.


Go abroad and meet other adventure-minded co-workers from around the globe.


Weeks or months ON followed by weeks or months OFF to travel further and see new places. Although the tendency is to head home and see family and friends, side trips are irresistible with the thought “when will I ever again have the chance to…”. Some of my examples include Kruger National Park in South Africa, various places in Brazil, French Caribbean Islands Martinique and Guadeloupe, and various places in Europe.


Pay only for a storage locker and live overseas –mining and/ or mineral exploration companies pay most/all travel/living costs. In many places, there can be tax advantages as well.


My experience is not unique nor nearly as fascinating as many other geologists. I worked with folks from Europe,


The Pressing Need for Advanced Placement Geology Courses in High School Classrooms Matthew Rhoades, CPG-7837


T www.aipg.org


here are a number of merging societal and economic factors that will challenge geosci- entists in the very near-future. Changes in future energy demands and transportation modes are creating an urgent demand for our national education system. The demand is to better prepare our nation’s youth for foreseeable pivots in our energy profile. A greater understanding of the geosciences at an earlier age will provide a leg-up in preparing our youth for the changing economic and energy realities they will encounter as adults. The winds of change are blowing right now. Advanced place- ment (AP) coursework in geology could give a pragmatic boost to their educational development.


As a science in academia, geology is given short-shrift from the very outset. Forms of biology, chemistry and physics are taught all the way through a K-12 curriculum. In some parts of high school programs, an environmental science class might be encountered and an advanced placement (AP) class in environmental science is often offered in high schools. There is very little exposure to geology in the AP environmental science coursework. It is indeed a rarity that a new student walks on to a college campus today with the express intent of getting a degree in geology. It just doesn’t happen. Not so, however, for biology, chemistry and physics students who matriculate with the express intent of getting a degree in one of those sciences. Many of them will have already had several classes in their desired field of study before they matriculate. So, what gives?


The average college student who ultimately graduates with a geology degree first encounters the science when looking for an easy science elective somewhere in their second or third year on campus. Amongst all science students, the potential geologist is already a member of a subgroup of a subgroup. The winnowing process had actually started years before in


the K-12 curriculum, when their exposure to various science options was already being directed.


In terms of diversity and inclusion, it is an acknowledged fact that the geosciences lag other sciences.1 This is to be expected when viewed in the context of how late in the educa- tional timeline our nation’s youths are exposed to the science and to its possibilities as a career path. In my view, the way to mitigate some of this disparity is to expose as many of our nation’s young people to geology as early as possible in their education. That exposure can go a long way to enhancing their worldview of how we source the materials for modern living.


In terms of modern living, the materials we will need to support the technologies of the future must be sourced right here on planet Earth. Lithium, cobalt, rare earth elements and a whole host of other elements, minerals and materials will be required to advance the green revolution. Similarly, new technologies that provide for the more efficient use and re-use of materials will be created by those young individu- als who are in school right now. All of us will benefit if those young individuals have a more diverse, well-rounded STEM education.


At this early juncture, it is not well-known exactly how to move this AP Geology notion forward to an educational real- ity. We’re geologists, after all, and this is taking us somewhat afield. With that said, however, we have many well-connected educators in our AIPG ranks; some of whom have already voiced favorable opinions of this initiative. It may involve a letter-writing campaign, signed petitions, legislative sponsor- ship or crowd funding to make it all happen. Look to the TPG for future developments along this front. I welcome input from all corners of the AIPG. The timing for this is becoming critical. Our future energy mix, internet of everything and standard of living are all pivoting quickly. Our educational curriculum needs to pivot, as well.


1. New York Times, 12/23/2019, ‘Earth Science Has a Whiteness Problem’, by Emma Goldberg Apr.May.Jun 2021 • TPG 53


Australia, New Zealand, Africa, and North and South America. Today’s social media now easily maintains connections and makes it easier to reconnect. When you live, work and “explore” with folks abroad, they are remembered forever and often remain friends for life. Your network is typically expanded far beyond your high school and college friends.


Like so many of today’s advancements, the technology moves fast. The earth science tools used today are so far beyond those from 20 years ago, whether they are used for mineral exploration, petroleum, environmental, or other kinds of geology-based research. And the tools being developed for tomorrow will be even more fascinating.


I could go on and on – but in summary, if you share those “what’s it like over there?” feelings, you should definitely con- sider a career in geology --- GO EXPLORE and EXPERIENCE!!


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