CAREER LESSONS


We also realize that core courses may also contain the needed experiences mimicking project-management-style learning, but it is more likely that your university’s core curriculum has fairly rigidly set learning outcomes whereas electives provide more flexibility for student interest and particularly interest in engaging in assignments that parallel potential job tasks.


We have had students tell us that upon graduation and moving on into a career they have had lots of opportunity to “forget’ much of the traditional lecture course content. What they best retain is the project-based learning in courses that possess such elements. Such courses that we have created have provided a framework into which students can place the required tasks or requisite content mastery. When students can see throughout a project what they need to know, why they need to have foundational knowledge and the ability to link the content of all their physical science and mathematics courses with geology courses (e.g. see Brackman and May, 2014) and how they will go about solving a problem and reporting on it, they thrive. Once in the work place, their employers or graduate advisors recognize that these students marketed themselves well because they essentially had already had experiences aligned with their current job. Some examples are:


Geophysics courses in which students integrate a business proposal, project calendar, define the scope of work and make preparation for contingencies in the field etc. In short, they submit a project report as if to a real-world client, but they actually do the field work, collect and process data and compile graphi- cal outputs and accompanying text. Students are generally working in small groups forming a team for a “company” tasked with assessing or characterizing sites using primarily electrical resistivity and seismic methods.


Environmental geology courses in which students are pre- sented with field data including groundwater and chemical and geological information from soil borings. This is presented to a mock state agency addressing the site assessment, and entails compiling and contouring data to make appropriate maps and cross sections and making a recommendation for continued monitoring, additional assessment or remediation.


We present the examples above to you as a student to sug- gest that you seek out similar courses, field exercises, etc. as you sit down with your advisor. If your school doesn’t have such elective courses perhaps you could request something similar! We have run one-time only courses that eventually could be repeated as cataloged formal courses.


At-non R-1 universities, there are fewer NSF and other external grants unless there is major cooperation and col- laborative effort with R-1 institutions, but there are other opportunities to fund students which we have been successful with over the years. These successes are due not only to our curricular offerings but also due to our having provided and acquired for the students something akin to what engineering students routinely have --- fully or partially paid internships. Specifically, we have been able to have students work on theses or research projects funded by energy and similar resource companies, geotechnical/engineering and environmental com- panies. There are also fewer funds available through state universities for graduate or similar stipends and thus we have minimally provided at least some living expense funding for students by having students work with us on projects primarily with local, but also state wide and regional industry. Those stu- dents who have not benefited from paid internships, however,


www.aipg.org


have nonetheless been successful in landing jobs in geophysics or applied near-surface site characterization services, typically with hydrogeological, geotechnical, or environmental geology consultants due to their having utilized their course experi- ences that simulated consulting or other technical reports to market themselves.


Companies we communicate with have stated that the


reason they have chosen our students is because they have had geology or geophysics courses that mimic realistic projects in which they have become the project manager; integrating proposals, field and lab work, mapping, and presentation of results. If the program at your university does not have such opportunities, we encourage you to have a discussion with your professors about embedded project-based learning in courses, and about local internships, some of which you can get col- lege credit for as well. The universities by themselves have limited resources, especially in today’s budgetary climates, but industry is always interested in helping out even if students get paid a small amount or even if there are only volunteer opportunities – any of these experiences can help build your CV or resume and market your “job experience” skills quite nicely. Remember, it is all about marketing yourself and your experiences, many of which may just have more to do with the first real job you land than you might have at first thought.


Reference


Brackman, T.B., and May, M.T., 2014, Tools of the Trade, the Professional Geologist, v. 51, p. 10-11. http://96.93.209.186/ StaticContent/3/TPGs/2014_TPGJanFebMar.pdf


Classroom Earth, continued from p. 32


With UTSA’s proximity to my employer’s office and experi- ence balancing my work and school schedules, I knew that I could continue working in my current job while attending school. I took the GRE in the summer of 2018, and submitted my application to the UTSA Graduate School. I did “put my eggs all on one basket” by not applying to other schools, but I felt that my application was strong and I was confident (and hopeful) that I would be accepted. While I was waiting on a decision from UTSA, I contemplated other options including taking a semester off, applying to other graduate programs in San Antonio, or seeing what employment opportunities were available with a bachelor’s degree.


In October, I received an acceptance decision via email, as well as letters from the department of geological science and from the Graduate School. I felt a sense of accomplish- ment and excitement knowing that the hard work I had put into achieving a good academic record had been worthwhile. I also felt relieved and was able to put an end to my worries and contingency planning. In the modern era, it is nice to see a hardcopy letter on paper saying that I have been accepted for the spring semester. I am looking forward to starting graduate courses and studying geology more intently. Based on available course offerings, I chose to begin with a petroleum geology course (something I thought would certainly be use- ful as a Texas geologist), plus a graduate seminar in geology covering current topics in geoscience. I aim to take things one semester at a time, as I expect it will take me longer than the average graduate student to complete my coursework. I also need to decide on a thesis topic, but I think that is something that will take some time to determine. As I start another long road toward completing my master’s degree, I look forward to working with more students and teachers, and acquiring skills and knowledge that will help me as a professional.


Apr.May.Jun 2019 • TPG 51


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