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'I Think They Only Study Seawater': Oceanography Classroom Career Panel as a Tool to Promote Geoscience Career Awareness

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Title: 'I Think They Only Study Seawater': Oceanography Classroom Career Panel as a Tool to Promote Geoscience Career Awareness
Language: English
Authors: Samuel Cornelius Nyarko (ORCID 0000-0002-2434-5949), William P. Gilhooly III (ORCID 0000-0002-5931-5571), Lean Hong Tan (ORCID 0009-0007-8497-4118), Stuart M. Kenderes (ORCID 0000-0002-1400-0496)
Source: Journal of Geoscience Education. 2025 73(3):207-224.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Oceanography, Career Awareness, Earth Science, Scientists, Undergraduate Students, Knowledge Level, STEM Careers, Majors (Students), Group Discussion, Class Activities
DOI: 10.1080/10899995.2024.2416367
ISSN: 1089-9995
Abstract: The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students' ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students' critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students' career awareness.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476454
Database: ERIC
FullText Text:
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  Data: 'I Think They Only Study Seawater': Oceanography Classroom Career Panel as a Tool to Promote Geoscience Career Awareness
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  Data: <searchLink fieldCode="AR" term="%22Samuel+Cornelius+Nyarko%22">Samuel Cornelius Nyarko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2434-5949">0000-0002-2434-5949</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+P%2E+Gilhooly+III%22">William P. Gilhooly III</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5931-5571">0000-0002-5931-5571</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lean+Hong+Tan%22">Lean Hong Tan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8497-4118">0009-0007-8497-4118</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stuart+M%2E+Kenderes%22">Stuart M. Kenderes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1400-0496">0000-0002-1400-0496</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. 2025 73(3):207-224.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Oceanography%22">Oceanography</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Awareness%22">Career Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+Science%22">Earth Science</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Careers%22">STEM Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink>
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  Data: 10.1080/10899995.2024.2416367
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  Data: 1089-9995
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students' ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students' critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students' career awareness.
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  Data: 2025
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        Value: 10.1080/10899995.2024.2416367
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 207
    Subjects:
      – SubjectFull: Oceanography
        Type: general
      – SubjectFull: Career Awareness
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      – SubjectFull: Earth Science
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      – SubjectFull: Scientists
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: STEM Careers
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Group Discussion
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      – TitleFull: 'I Think They Only Study Seawater': Oceanography Classroom Career Panel as a Tool to Promote Geoscience Career Awareness
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