Atmospheric Science Major
USLI: Undergraduate Student Learning Initiative
1. Goals of the Berkeley Undergraduate Program in Earth and Planetary Science
The Department of Earth and Planetary Science offers a program of instruction that focuses on the origin, evolution, structure and dynamics of the Earth and other planetary bodies. EPS offers a BA degree and students have a choice among six specializations: geology, geophysics, environmental earth science, atmospheric science, marine science and planetary sciences. Our major is small (currently 100) but has been growing (Fig. 1), in part because of active recruiting and in part because the world is becoming more aware of earth-related issues such as climate change, earthquakes and earth resources and their geo-political and environmental consequences.
The goal of the EPS BA degree is to provide students with a broad and sound education that provides general and specialized knowledge and is intellectually challenging and stimulating. Upon completion of the degree students are ready to enter graduate school at top-ranking institutions (about half of them choose this path), find employment in the profession (geological and environmental engineering and consulting are major opportunities), continue in public education as teachers, or use their background as a sound basis for a new career such as in public policy, law or medical sciences. A quick look at our alumni list reveals that more than 110 former students have faculty positions at over 70 institutions in the United States and over 20 at universities abroad.
We offer classes both in core training and in specialized topics, as well as integrative courses that provide a broad overview. Beginning with a required introduction to the “Planet Earth”, the undergraduate major specializations give students many options for courses. Additionally, extensive opportunities are provided for field work, laboratory experiments and analysis, and theoretical investigations. EPS majors acquire knowledge through course work, laboratory training (expertise in experimental techniques), primary field research, library research, and computer applications, with oral presentations and written reports required in many of our classes. Many students engage in senior research projects (EPS 199, EPS H195, UG192). According to our records, 22 students completed research projects in 2008.
Apart from the professional curriculum the department reaches out to the general student body through Freshmen seminars, general courses (such as EPS2 “Gems”, EPS3 “Water Planet”, EPS8 “Geologic record of climate change”, EPS C12 “The Planets”, EPS 20 “Earthquakes in your Backyard”, EPS 51 “Big History”, EPS 80 “Environmental Earth Sciences”, EPS C82 “Introduction to Oceans”, EPS C100 “Communicating Ocean Science” and EPS 170AC “Crossroads of Earth Resources and Society”. All are highly popular and not only provide non-majors with a background in earth-related issues that are becoming increasingly important but also attract students into the major. The College of Letters and Sciences has selected several of these courses (EPS 51 and EPS 170AC) as highly recommended “Discovery” courses.
The upper division classes are not only small in size but frequently also include a field or lab component, allowing close interaction with faculty. Rigorous courses prepare students for future graduate studies. In this way the undergraduate program provides strong technical training for those who wish to pursue professional careers in the earth, environmental and planetary sciences, as well as training in analytical, creative and critical thinking and communication that serves well those who choose paths in new fields.
Students have the opportunity to engage in senior research projects under the supervision of faculty members and a fellowship program provides support (Ramsden Endowment).
2. How is success monitored?
The best measure for success is academic achievement and professional success. We are a small department: Students know the faculty and faculty know the students. All students see our staff student advisor as well as a faculty undergraduate advisor at least once every semester. Faculty advisors approve declaration of major as well as the study list. Undergraduates in the major track programs are mentored by designated faculty advisors who work closely with the undergraduate advising office where progress and accomplishments are closely monitored. Thus there is much input from personal interaction and students provide informal feedback. For example it was through a student initiative that we became convinced to resume teaching a course in petroleum geology (EPS 111). Other more objective criteria which we continually review are:
a) Percentage of declared majors that continue to graduation
b) GPA distribution in major
c) Course questionnaires
d) Number of students that engage in senior research projects
e) Results of UCUES exit survey and comparison with other departments
f) Results of Career Center exit survey
g) Results of internal exit survey (new)
h) Percentage of graduates that attend graduate school
i) Percentage of graduates that seek and find employment
j) Long-term alumni success
We will briefly comment on each of these criteria and present some results.
a) Completion of degree
We are proud that of the 229 students who declared an EPS major between Fall 2000 and Spring 2008, 118 graduated, only 16 changed majors or entered another career without a degree. 84 are currently in the program as of September 2008. This is a success rate of 83%.
(b) GPA
Of all 84 students in the major in spring 2008 the average GPA is 3.18, with the following distribution: 64 have a GPA between 3 and 4, 17 between 2 and 3 and only 3 below 2. Over five years the GPA average of graduating seniors was 3.14. Most courses in the EPA major are rigorous, with quantitative analysis and laboratory components and the Department aims at avoiding grade inflation.
b) Course evaluations
When asked students how EPS courses compared to others they had taken at UC, students uniformly ranked them very highly, mostly in the upper 10%.
(d) Number of students that engage in senior research projects
Of the 118 BA’s granted from December 2002-2008 , 26 were engaged in senior research projects or finished an honors thesis (22%), an impressive percentage given the rigor specializations.
(e) Results of UCUES exit survey
This survey is conducted by the University to assess student’s perception of progress during their time at Cal. We are pleased that our Department has one of the highest return rates on Campus (62%) and received an award. We are even more pleased that our students feel that they have learnt a lot and we rank higher in many issues, not only compared to other Departments in physical sciences but the University average as well (ADD A LINK!!!). This is not just in analytical thinking skills or knowledge about the specific field but also in writing skills (62% vs. 42% for Physical Sciences and 53% for UC average), English speaking skills (88% vs. 58% PS and 67% for UC), internet skills and ability to give a presentation (63% vs. 37% for PS and 47% for UC). Obviously emphasis on laboratory training, oral presentations and exams, report writing and research projects in our courses is having an impact. A weak aspect is social experience with only 38% of students satisfied (compared to 45% for UC). We are surprised because students experience a lot of interaction on field trips, the summer field camp, socialize in a new undergraduate study center and join in parties with refreshments, following weekly seminars. Also they created their own club (Geological Association at Berkeley), which is sponsored by the Department. Results of Career Center exit survey
f) Internal exit survey
The Department started its own exit survey. The purpose is twofold: To know where our students are going and to obtain advice on how our undergraduate program could be improved. The exit questionnaire is shown in Table 1.
(h,i) What do our students do after graduation?
We have records for 39 out of 49 who received BA degrees 2006-2008 (including double majors). Of those who responded to our survey, 33% continue with graduate school, either in an MS or PhD program with another 13 % deferring their continued education for a year, 46% find employment within the profession and only one used their education as a foundation for a new career.
Alumni success
The Department keeps in touch with over 1000 alumni in yearly newsletters and through e-mail correspondence. We solicit suggestions and input. Contributions from alumni have been vital to improve our undergraduate environment, e.g. the substantial Ramsden endowment which provides financial aid as well as support for research projects.
3. Diversity
Earth sciences at Berkeley have traditionally attracted a large number of female students (Fig. 1). Currently 58% of our declared majors are female. By contrast our record in ethnic diversity is not stellar but this is a Nation-wide problem for geological sciences with less than 1.8% PhDs awarded to underrepresented minorities between 1966 and 2005. While numbers are small we strive to improve this picture. Currently 37% of our majors are from minorities and last year a Hispanic major graduated to continue her PhD studies at Caltech.
4. Specializations within the EPS major
(a) Atmospheric Science Major
Exploring the fundamental natural processes controlling atmospheric composition, circulation dynamics, and climate, and understanding how these processes have changed in the past and may change in the future due to human activity, are among the greatest intellectual and technological challenges of our time. The Atmospheric Science track provides students with a strong foundation in the physical sciences as well as an outstanding introduction to atmospheric dynamics and evolution, atmospheric chemistry and biogeochemistry. Students gain a rigorous, quantitative, and predictive (in addition to descriptive) knowledge of the earth system with an emphasis on atmospheric processes. Along with laboratory courses, students are encouraged to pursue undergraduate research within the department.
(b) Environmental Earth Science Major
The Environmental Earth Science track focuses broadly on the natural sciences, using earth science as a base to expand outward. This track can accommodate the student's interest by incorporating classes in biology, hydology, hazardous waste management, ecology, and natural resources. Interrelationships are key to this course of study, with an emphasis on how the physical, biological, and chemical processes at the earth's surface affect each other.
This track is excellent preparation for graduate study in environmental science, but it also provides a strong foundation for work within governmental agencies such as the Environmental Protection Agency, Bureau of Land Management, United States Geological Survey or consulting firms, or broader involvement in land use planning, business, policy, law or management. If you are interested in teaching science in elementary or secondary education, this is a great way to obtain a good science foundation.
(c) Geology Major
Geology is a broad science concerned with a vast range of physical phenomena in both space and time, and thus, it requires a broad scientific background. This track affords a strong foundation in the processes that shape the earth; it emphasizes quantitative understanding and a solid understanding of the physical sciences. Courses in the Department emphasize expertise in laboratory skills, field observation, oral student presentations and many involve research projects.
The Geology track is versatile: it is an excellent background for graduate work, and it satisfies the minimum academic requirement for registration as a geologist in the State of California. Students learn from both a theoretical and a practical perspective, through field trips, in courses and through a four-week long summer camp. In summer camp students spend the entire time in the field, making observations, mapping, and interpreting a technical report that describes your findings in relation to published literature on the area.
(d) Geophysics Major
Geophysics seeks to understand the vast and complicated body that is the Earth. Because most of the Earth's interior is inaccessible to direct observation, the geophysicist uses the basic principles of physics to devise indirect methods of exploring those parts of the Earth that cannot be reached by shovel or drill bit. Measurements of magnetic fields, electric potential, gravity, seismic waves, and satellite-based geodesy are used to probe the interior and study surface and internal processes of our planet, and are used to answer questions concerning how continents move, mountains form, earthquakes shake, and volcanoes erupt, as well as improving our understanding of planetary to local scale structure and processes. These questions require an interdisciplinary approach that links the disciplines of mathematics, physics, geology, and chemistry. Moreover, the geophysics study encompasses theoretical and experimental science as well as fieldwork to study geodynamic processes and the structure of the Earth and other planets, and employed methods are used for identification and recovery of natural resources, the characterization of natural hazards from earthquakes and volcanoes, and are used for environmental studies and remediation
(e) Marine Science Major
The Marine Science program is offered jointly through the departments of Earth and Planetary Science and Integrative Biology. This track is a good foundation for graduate study in the marine, geological or biological sciences, or for technical positions in State and Federal agencies (such as NASA or NOAA) or private consulting firms.
Marine science is inherently interdisciplinary. Because the ocean plays a central role in physical, biological, chemical, and geological processes on earth, an understanding of the interactions between the biosphere, hydrosphere, lithosphere, and atmosphere are crucial.
(f) Planetary Science Major
The recent discovery of several hundred planets in other solar systems has revolutionized the field of planetary science. This field encompasses the study of the physical and chemical nature of all planetary bodies, both in our and other solar systems. The formation of planets, the forces that sculpted their orbits, the processes that shaped their interiors, surfaces, and atmospheres, and the development of life all fall under its rubric. Understanding these complex phenomena requires interdisciplinary knowledge of astronomy and astrophysics, earth science, atmospheric science, space science, and of fundamentals in physics and chemistry. The specialization prepares students for graduate school as well as employment in research laboratories and government agencies.
Figure 1
Earth and Planetary Science Undergraduate Major
and Graduate Student Enrollments
[pic]
Earth and Planetary Science Percentage of Female
Undergraduate and Graduate Students
[pic]
Table 1:
DEPARTMENT OF EARTH & PLANETARY SCIENCE
EXIT SURVEY — PART I
Name First name SID
Permanent e-mail
Current Address
Permanent Address
Phone Numbers Current(*) Permanent(*)
Major(s)/Minor/Dept Specialization
Semester and year of graduation
Did you complete an Honors thesis? □ Yes □ No
If yes, who was your thesis advisor?
Any other pertinent information such as awards, achievements etc.:
EDUCATIONAL PLANS
Do you plan to attend graduate school? □ Yes □ No
If yes, when do you plan to begin?
What institution will you attend?
Do you have a special field of interest?
EMPLOYMENT PLANS
Have you received any job offers? □ Yes □ No
If yes, please list: Company Job title Annual salary(*) Accepted?
$ □ Yes □ No
$ □ Yes □ No
What resources did you use to conduct your job search? List any on and off campus resources:
□ On campus □ Off Campus
Do you have other current plans?
Would you be willing to talk with future EPS undergraduate students about your experience at CAL?
□ Yes □ No
In the future if your contact information needs to be updated, please let us know. We would like to stay in touch with our alumni!
DEPARTMENT OF EARTH & PLANETARY SCIENCE
EXIT SURVEY — PART II
This part is evaluated anonymously.
Please separate from first page and place both pages in locked mailbox in 340 McCone.
Major(s): Year of degree:
Specialization:
How did you decide on your major?
Please evaluate the curriculum of your specialization: □ □ □ □ □
1-poor 2-satisfactory 3-good 4-very good 5-excellent 1 2 3 4 5
If you could make one change on the curriculum of your specialization, what would that be?
Please rate the advising the you received at EPS: 1-poor 2-satisfactory 3-good 4-very good 5-excellent
Faculty: □ □ □ □ □
1 2 3 4 5
Undergraduate Advising Staff: □ □ □ □ □
1 2 3 4 5
Please rate and comment on your overall experience in EPS: □ □ □ □ □
1 2 3 4 5
What was the most useful aspect of the EPS program?
How can the EPS department improve the experience for undergraduates?
................
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