OSER Workshops and the CORE Dataset: Past and Present
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Long Term Trends in Total Applications to JO I and CO RE Schools: 1978-2003 0 500 1000 1500 2000 2500 3000 3500 Year (# ofschools responding) CORE JO I Schools 23 24 24 24 23 32 26 32 26 OSER Workshops and the CORE Dataset: Past and OSER Workshops and the CORE Dataset: Past and Present Present In 1980, the education “Deans” from the JOI schools began to meet annually to assess graduate education in ocean sciences (with ocean engineering added later). Mr. A. L. “Jake” Peirson (Associate Dean of WHOI - now retired) originally suggested the idea to Dean Charles D. Hollister of WHOI and Professor Arthur R. M. Nowell, then Director of the School of Oceanography at the University of Washington. Initially, the schools funded participant travel and in the mid 1980s JOI and ONR provided funding (Nowell and Hollister, 1988). Sustained leadership for the effort through the 1980s by Nowell and Hollister led to the assessments we have today. After CORE was established in 1994, participation expanded to include deans, associate deans, department chairs and program managers from additional graduate programs. Consortium membership now stands at 85 with 3? members granting graduate degrees in some aspect of ocean science. CORE sponsored workshops are now held every other year in the fall at a CORE member institution and are referred to as Ocean Science Education Retreats (OSER). Nine to ten months prior to each workshop, CORE staff distribute Graduate Program Surveys, Faculty Workforce Surveys and Funding and Facilities Surveys to the CORE membership. Dr. Arthur Nowell has continued to play a leadership role in data analysis and community discussion of trends and patterns (see www.coreocean.org /education/ for OSER03 data). In 2005, Dr. Russell Mc Duff reviewed survey data from academic years 2003 and 2004 and summarized patterns and trends for OSER05 participants. THE CORE-OSER COMMUNITY 2003-2004 STATUS REPORT OVERVIEW References: Farrington, J. W., 2001. Oceanography, Volume 14: 34-39. Nowell, A.R.M. and C.D. Hollister, 1988. EOS 69: 834-835; 840-843. USCOP, 2004. Final Report. Chapter 8, pages ; Appendix IV. WHERE DO WE GO NEXT? WHERE DO WE GO NEXT? •Sharing of OSER05 proceedings and energy with the community via CORE website •Need an inventory of current graduate and undergraduate education curriculum and practices and evaluations to share best practices and to assess ocean sciences graduate and undergraduate education needs for the future. •Focus on new challenges in education– how to adapt to an interdisciplinary world where students will follow multiple career pathways; draw on best in educational practice. •Increase attendance at next OSER by talking up value and linking workshop to a Board Meeting. •Continue the demographic data and graduate program and postdoc related data SUPPLY SIDE TRENDS Applications (the supply side of the graduate school equation) are cyclic. In the 1980s, data collected by JOI show a decline in applications to member institutions with numbers peaking in the mid 1990s and dropping again in 1998-2000. Since CORE has been surveying its members, application numbers were highest in 1996 and 1997 with a drop in 1998-2000 and a rebound in 2001-2004. When data from a subset of 17 schools are compared, the same ‘up-down-up’ pattern occurs: 2247 in 1996, a minimum of 1780 in 2000 and a rise to 2073 in In 2003 and 2004, cohort selectivity (from applications to offers to acceptances) was similar between biological, chemical, physical and geological subdisciplines. Table 2. Discipline Total Students % Disciplin e % Male % Female Marine Bio/Bio Ocean 851 36.4% 44.5% 55.5% Marine Chem/Chem Ocean 285 12.2% 51.9% 45.1% Marine Geol and Geophysics 290 12.4% 51.9% 52.1% Physical Ocean 285 12.2% 59.3% 40.7% Ocean Engineering 100 4.2% 79.0% 21.0% Marine Affairs 167 7.1% 41.3% 58.7% Fish & Aquatic Science 258 11.0% 54.3% 45.7% Coastal and Estuary 33 1.4% 51.5% 48.5% Other 68 2.9% 60.7% 39.3% TOTAL 2337 99.8% http:// http:// www.coreocean.org www.coreocean.org OSER 05, October 27-28 at Woods Hole, Ma. OSER 05, October 27-28 at Woods Hole, Ma. 45 participants from 21 CORE Institutions. Hosted by CORE and Woods Hole Oceanographic Institution Steering Committee members: Dr. John Farrington (MIT/WHOI) Dr. Arthur Nowell (U. Washington), Dr. Peter Betzer (University of South Florida), Dr. Gary Griggs (U. California @ Santa Cruz, and Dr. Nancy Targett (University of Delaware). CORE staff: CORE Education Director Dr. Sue Cook, CORE President Richard West and staff members Susan Haynes and Henry Hope. Diversity Panel Diversity Panel WHAT DID WE LEARN FROM OSER05? WHAT DID WE LEARN FROM OSER05? The Ocean Sciences community is already responding to the U.S Oceans Commissions and the Pew Ocean Commission reports with respect to all levels of education. As examples, the involvement of graduate students in K-12 activities has been launched and the sharing of best practices is in progress for these activities and for increasing diversity in ocean sciences. Attention to evaluation of success of programs is important and is being incorporated into more programs. OS451-01 The CORE OSER Dataset: A Community OS451-01 The CORE OSER Dataset: A Community Resource for Resource for Assessing Patterns in Ocean Sciences Graduate Assessing Patterns in Ocean Sciences Graduate Education Education S. B. Cook, Consortium for Oceanographic Research and Education, [email protected] ; J. Farrington, Woods Hole Oceanographic Institution, [email protected] ; R. E. McDuff, University of Washington, [email protected] Keynote Address: Ocean Sciences Graduate Education: Status and Trends, Dr. Russ McDuff, U. Washington. Mentoring Physical Oceanography Women to Increase Retention (MPOWIR), Drs. Amy Bower and Robert Beardsley, MIT/WHOI Group Discussions: Recruitment Strategies, Dr. P. Betzer; Financial support, Dr. G. Griggs; Retention and career services, Dr. J. Farrington Funding Opportunities for Research on Ocean Science Graduate Education, Dr. N. Targett Panel 1: Insights and Recommendations on Diversity Panel 2: Graduate Student Opportunities to Contribute to K12 Education USCOP Recommendations 8-7 and 8-10, What can the Community Do Now? Dr. G. Griggs Discussion of Gaps in Knowledge, Funding sources for gap analysis and Next Steps for the Community, Drs. Griggs and Farrington In 2003, males made up 50.5 % of the ocean science student body at CORE institutions (Table 2). Gender ratios were approximately equal in chemical oceanography, marine geology and geophysics and coastal and estuarine science. Women were somewhat better represented in marine biology/biological oceanography and marine affairs. Men predominated in ocean engineering, physical oceanography, the ‘other’ category and to a lesser extent Fisheries and Aquatic Science. CORE Graduate Institutions College of Charleston College of William and Mary/VIMS East Carolina University Florida Atlantic University Florida State University Louisiana State University Massachusetts Institute of Technology/WHOI Moss Landing Marine Laboratories Naval Postgraduate School North Carolina State University Nova Southeastern University Old Dominion University Rutgers, The State University of New Jersey Skidaway Institute of Oceanography Stony Brook University The University of Southern Mississippi University of Alaska, Fairbanks University of California Santa Barbara University of California Santa Cruz University of Connecticut University of Delaware University of Maine University of Maryland University of Massachusetts Dartmouth University of North Carolina Chapel Hill University of North Carolina Wilmington University of South Carolina University of South Florida University of Southern California CORE Member CORE Member Institutions Institutions with Graduate with Graduate Ocean Science Programs Ocean Science Programs At OSER05, a five member panel provided a candid, personal look at the realities of recruiting and retaining individuals from underrepresented groups. “Our scientist has opened up my eyes to more of the real world and scientific studies …It was unfathomable how much fun it was learning like this” -(GK-12 Participant, 2005) Graduate Programs in 2003-2004 Graduate Programs in 2003-2004 Graduate Programs at CORE institutions are part of a rich and complex tapestry. In 2003-2004, programs ranged in size from very small (n=8) to large (n=200). Between 1996 and 2004, applications to 8 programs increased with the number of interested students doubling while 9 programs were less sought-after with some showing an almost two-fold drop in interest. In 2003, 87% of the student population was supported by institutional or government sources. JOI/CORE Institutions Lamont-Doherty Earth Observatory Oregon State University Texas A&M University University of California San Diego University of Hawaii University of Miami/RSMAS University of Rhode Island University of Washington Ms. Teresa Greely (USF), Ms. Shay Saleem (USF), Ms. Desiree Plata (MIT/WHOI), Ms.Liz Tyner (USF), Dr. Robert Chen (U. Mass.Boston), Ms. Julie Callahan (UMB) , Discussion Lead, Dr. P. Betzer (USF) GK12 Panel GK12 Panel Take Home Message: Involving graduate students in the K12 classroom benefits students in multiple ways from self- organization and priority setting to effective and clear communication of the value of their science. “(The program…) challenged my own way of learning…” “I enjoyed helping students understand and discover the world around them…” -(Quotes from GK12 Fellows) Third grade after school enrichment in science class from Maynard Academy in Cambridge, MA brought to WHOI for a tour and a visit to a nearby beach by MIT/WHOI Joint Program Graduate Students Desiree Plata and Ari Shapiro - enrichment class volunteer instructors. “Cultural competency is key. Different approaches are needed. There must be personal contact - websites and letters don’t always work. Career fairs and visits to HBCUs do work”. -(B. Jones, EPA) Dr. Ambrose Jearld, NOAA; Dr. Brandon Jones, US EPA; Dr. Letise Houser, U. Delaware, Ms. Camille Daniels (USF), Ms. Regina Campbell Malone (MIT/WHOI Joint Program) The most recent CORE survey data show that the graduate student pool in the ocean sciences is still dominated by Caucasians. In 2003, of the 79% US citizens in residence, 90% were white, 2.9% were Asian American, 1.5% were African American, 3.2% were Hispanic, 0.4% were Native American and 2.3% classified themselves as other. Table 1. Selectivity in four ocean science subdisciplines for 2003 and 2004 graduate student cohorts. Discipline 2003-2004 Total Applications 2003-2004 Total Offers % Selectivity MB/BO 2390 396 17% MC/CO 561 99 18% MGG 682 103 15% PO 712 130 18% Sub Total 4345 728 17%
description
OS451-01 The CORE OSER Dataset: A Community Resource for Assessing Patterns in Ocean Sciences Graduate Education. CORE Member Institutions with Graduate Ocean Science Programs. JOI/CORE Institutions Lamont-Doherty Earth Observatory Oregon State University Texas A&M University - PowerPoint PPT Presentation
Transcript of OSER Workshops and the CORE Dataset: Past and Present
Long Term Trends in Total Applications to JOI and CORE Schools: 1978-2003
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5001000
1500
2000
25003000
3500
Year (# of schools responding)
Number of Applications
CORE JOI Schools
2324
24
2423
322632
26
OSER Workshops and the CORE Dataset: Past and OSER Workshops and the CORE Dataset: Past and PresentPresent
In 1980, the education “Deans” from the JOI schools began to meet annually to assess graduate education in ocean sciences (with ocean engineering added later). Mr. A. L. “Jake” Peirson (Associate Dean of WHOI - now retired) originally suggested the idea to Dean Charles D. Hollister of WHOI and Professor Arthur R. M. Nowell, then Director of the School of Oceanography at the University of Washington. Initially, the schools funded participant travel and in the mid 1980s JOI and ONR provided funding (Nowell and Hollister, 1988). Sustained leadership for the effort through the 1980s by Nowell and Hollister led to the assessments we have today.
After CORE was established in 1994, participation expanded to include deans, associate deans, department chairs and program managers from additional graduate programs. Consortium membership now stands at 85 with 3? members granting graduate degrees in some aspect of ocean science. CORE sponsored workshops are now held every other year in the fall at a CORE member institution and are referred to as Ocean Science Education Retreats (OSER). Nine to ten months prior to each workshop, CORE staff distribute Graduate Program Surveys, Faculty Workforce Surveys and Funding and Facilities Surveys to the CORE membership. Dr. Arthur Nowell has continued to play a leadership role in data analysis and community discussion of trends and patterns (see www.coreocean.org/education/ for OSER03 data). In 2005, Dr. Russell Mc Duff reviewed survey data from academic years 2003 and 2004 and summarized patterns and trends for OSER05 participants.
THE CORE-OSER COMMUNITY 2003-2004 STATUS REPORTOVERVIEW
References:Farrington, J. W., 2001. Oceanography, Volume 14: 34-39. Nowell, A.R.M. and C.D. Hollister, 1988. EOS 69: 834-835; 840-843.USCOP, 2004. Final Report. Chapter 8, pages ; Appendix IV.
WHERE DO WE GO NEXT?WHERE DO WE GO NEXT?•Sharing of OSER05 proceedings and energy with the community via CORE website•Need an inventory of current graduate and undergraduate education curriculum and practices and evaluations to share best practices and to assess ocean sciences graduate and undergraduate education needs for the future.•Focus on new challenges in education– how to adapt to an interdisciplinary world where students will follow multiple career pathways; draw on best in educational practice.•Increase attendance at next OSER by talking up value and linking workshop to a Board Meeting.•Continue the demographic data and graduate program and postdoc related data in two year increments to provide a much needed basis for assessing trends that need attention.
SUPPLY SIDE TRENDS
Applications (the supply side of the graduate school equation) are cyclic. In the 1980s, data collected by JOI show a decline in applications to member institutions with numbers peaking in the mid 1990s and dropping again in 1998-2000. Since CORE has been surveying its members, application numbers were highest in 1996 and 1997 with a drop in 1998-2000 and a rebound in 2001-2004. When data from a subset of 17 schools are compared, the same ‘up-down-up’ pattern occurs: 2247 in 1996, a minimum of 1780 in 2000 and a rise to 2073 in 2003. In 2003 and 2004, cohort selectivity (from applications to offers to acceptances) was similar between biological, chemical, physical and geological subdisciplines.
Table 2.
Discipline Total Students
% Disciplin
e
% Male
% Female
Marine Bio/Bio Ocean 851 36.4% 44.5% 55.5%
Marine Chem/Chem Ocean 285 12.2% 51.9% 45.1%
Marine Geol and Geophysics
290 12.4% 51.9% 52.1%
Physical Ocean 285 12.2% 59.3% 40.7%
Ocean Engineering 100 4.2% 79.0% 21.0%
Marine Affairs 167 7.1% 41.3% 58.7%
Fish & Aquatic Science 258 11.0% 54.3% 45.7%
Coastal and Estuary 33 1.4% 51.5% 48.5%
Other 68 2.9% 60.7% 39.3%
TOTAL 2337 99.8%
http://http://www.coreocean.orgwww.coreocean.org
OSER 05, October 27-28 at Woods Hole, Ma.OSER 05, October 27-28 at Woods Hole, Ma. 45 participants from 21 CORE Institutions. Hosted by CORE and Woods Hole Oceanographic Institution
Steering Committee members: Dr. John Farrington (MIT/WHOI) Dr. Arthur Nowell (U. Washington), Dr. Peter Betzer (University of South Florida), Dr. Gary Griggs (U. California @ Santa Cruz, and Dr. Nancy Targett (University of Delaware). CORE staff: CORE Education Director Dr. Sue Cook, CORE President Richard West and staff members Susan Haynes and Henry Hope.
Diversity PanelDiversity Panel
WHAT DID WE LEARN FROM OSER05?WHAT DID WE LEARN FROM OSER05? The Ocean Sciences community is already responding to the U.S Oceans Commissions and the Pew Ocean Commission reports with respect to all levels of education. As examples, the involvement of graduate students in K-12 activities has been launched and the sharing of best practices is in progress for these activities and for increasing diversity in ocean sciences. Attention to evaluation of success of programs is important and is being incorporated into more programs.
OS451-01 The CORE OSER Dataset: A Community OS451-01 The CORE OSER Dataset: A Community Resource for Resource for
Assessing Patterns in Ocean Sciences Graduate Assessing Patterns in Ocean Sciences Graduate EducationEducation
S. B. Cook, Consortium for Oceanographic Research and Education, [email protected]; J. Farrington, Woods Hole Oceanographic Institution, [email protected]; R. E. McDuff, University of Washington,
Keynote Address: Ocean Sciences Graduate Education: Status and Trends, Dr. Russ McDuff, U. Washington. Mentoring Physical Oceanography Women to Increase Retention (MPOWIR), Drs. Amy Bower and Robert Beardsley, MIT/WHOI Group Discussions: Recruitment Strategies, Dr. P. Betzer; Financial support, Dr. G. Griggs; Retention and career services, Dr. J. FarringtonFunding Opportunities for Research on Ocean Science Graduate Education, Dr. N. Targett Panel 1: Insights and Recommendations on DiversityPanel 2: Graduate Student Opportunities to Contribute to K12 EducationUSCOP Recommendations 8-7 and 8-10, What can the Community Do Now? Dr. G. GriggsDiscussion of Gaps in Knowledge, Funding sources for gap analysis and Next Steps for the Community, Drs. Griggs and Farrington
In 2003, males made up 50.5 % of the ocean science student body at CORE institutions (Table 2). Gender ratios were approximately equal in chemical oceanography, marine geology and geophysics and coastal and estuarine science. Women were somewhat better represented in marine biology/biological oceanography and marine affairs. Men predominated in ocean engineering, physical oceanography, the ‘other’
category and to a lesser extent Fisheries and Aquatic Science.
CORE Graduate InstitutionsCollege of Charleston
College of William and Mary/VIMSEast Carolina University
Florida Atlantic UniversityFlorida State UniversityLouisiana State University
Massachusetts Institute of Technology/WHOIMoss Landing Marine Laboratories
Naval Postgraduate SchoolNorth Carolina State UniversityNova Southeastern University
Old Dominion UniversityRutgers, The State University of New Jersey
Skidaway Institute of OceanographyStony Brook University
The University of Southern MississippiUniversity of Alaska, Fairbanks
University of California Santa BarbaraUniversity of California Santa Cruz
University of ConnecticutUniversity of DelawareUniversity of Maine
University of MarylandUniversity of Massachusetts Dartmouth
University of North Carolina Chapel HillUniversity of North Carolina Wilmington
University of South CarolinaUniversity of South Florida
University of Southern California
CORE Member CORE Member Institutions Institutions with Graduate with Graduate
Ocean Science ProgramsOcean Science Programs
At OSER05, a five member panel provided a candid, personal look at the realities of recruiting and retaining individuals from underrepresented groups.
“Our scientist has opened up my eyes to more of the real world and scientific studies …It was unfathomable how much
fun it was learning like this” -(GK-12 Participant, 2005)
Graduate Programs in 2003-2004Graduate Programs in 2003-2004
Graduate Programs at CORE institutions are part of a rich and complex tapestry. In 2003-2004, programs ranged in size from very small (n=8) to large (n=200). Between 1996 and 2004, applications to 8 programs increased with the number of interested students doubling while 9 programs were less sought-after with some showing an almost two-fold drop in interest. In 2003, 87% of the student population was supported by institutional or government sources.
JOI/CORE InstitutionsLamont-Doherty Earth Observatory Oregon State University
Texas A&M UniversityUniversity of California San Diego University of Hawaii
University of Miami/RSMASUniversity of Rhode Island University of Washington
Ms. Teresa Greely (USF), Ms. Shay Saleem (USF), Ms. Desiree Plata (MIT/WHOI), Ms.Liz Tyner (USF), Dr. Robert Chen (U. Mass.Boston), Ms. Julie Callahan (UMB) , Discussion Lead, Dr. P. Betzer (USF)
GK12 Panel GK12 Panel Take Home Message: Involving graduate students in the K12 classroom benefits students in multiple ways from self-organization and priority setting to effective and clear communication of the value of their science.
“(The program…) challenged my own way of learning…” “I enjoyed helping students understand and discover the world around them…”
-(Quotes from GK12 Fellows)
Third grade after school enrichment in science class from Maynard Academy in Cambridge, MA brought to WHOI for a tour and a visit to a nearby beach by MIT/WHOI Joint Program Graduate Students Desiree Plata and Ari Shapiro - enrichment class volunteer instructors.
“Cultural competency is key. Different approaches are needed. There must be personal contact - websites and letters don’t always work. Career fairs and visits to HBCUs do work”. -(B. Jones, EPA)
Dr. Ambrose Jearld, NOAA; Dr. Brandon Jones, US EPA; Dr. Letise Houser, U. Delaware, Ms. Camille Daniels (USF), Ms. Regina Campbell Malone (MIT/WHOI Joint Program)
The most recent CORE survey data show that the graduate student pool in the ocean sciences is still dominated by Caucasians. In 2003, of the 79% US citizens in residence, 90% were white, 2.9% were Asian American, 1.5% were African American, 3.2% were Hispanic, 0.4% were Native American and 2.3% classified themselves as other.
Table 1. Selectivity in four ocean science subdisciplines for 2003 and 2004 graduate student cohorts.
Discipline 2003-2004 Total
Applications
2003-2004 Total Offers
% Selectivity
MB/BO 2390 396 17%
MC/CO 561 99 18%
MGG 682 103 15%
PO 712 130 18%
Sub Total 4345 728 17%
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