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
Earth and Planetary Science Graduate and
Undergraduate Majors
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
100
80
60
40
20
0
Undergraduate Majors
Graduate Students
Earth and Planetary Science Percentage of Female
Undergraduate and Graduate Students
Percentage of Fem ale Graduate and
Undergraduate Students
80
60
40
20
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
0
Undergraduate Students
Graduate Students
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?
If yes, please list: Company
Yes
Job title
□
No
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
□
Faculty:
□
□
□
□
2
3
4
5
□
□
□
2
3
4
5
□
□
□
□
□
1
2
3
4
5
1
Undergraduate Advising Staff:
□
□
1
Please rate and comment on your overall experience in EPS:
3-good 4-very good 5-excellent
What was the most useful aspect of the EPS program?
How can the EPS department improve the experience for undergraduates?