Making Undergraduate Geoscience Quantitative
Article first published online: 3 JUN 2011
©2008. American Geophysical Union. All Rights Reserved.
Eos, Transactions American Geophysical Union
Volume 89, Issue 16, pages 149–150, 15 April 2008
How to Cite
2008), Making Undergraduate Geoscience Quantitative, Eos Trans. AGU, 89(16), 149–150, doi:10.1029/2008EO160001., , , , , , and (
- Issue published online: 3 JUN 2011
- Article first published online: 3 JUN 2011
Modern geoscience uses equations, models, and numbers in conjunction with observations, maps, and words as fundamental tools for investigating Earth. Yet the U.S. public persists in viewing the study of Earth processes as highly qualitative and, in many states, as a remedial science course that is not accepted as appropriate preparation for admission to U.S. colleges and universities. Geoscience teachers and faculty are working to change this perception by increasing the quantitative content of the geoscience curriculum.
From the most mathematical of senior theses to the most basic of introductory courses, geoscience instructors can make these courses more reflective of the full range of tools used in the geosciences by including the quantitative content and methods that pervade geoscience. In addition to being provided with a more realistic perception of our science, college students whose major study is the Earth sciences will be better prepared for geoscience careers and all of our students will be more quantitatively literate.