First – a student-centric perspective

Before delving into curricular reform and marketing of quantitative Earth science degree programs, it is worth being reminded that this is about students. What is their perspective regarding education and the undergraduate university experience?

Individual faculty members are certainly authorities in their own areas of expertise. Two challenges to keep in mind are: (a) “how people gain expertise in particular domains” is not always well understood by subject-specialists, and (b) the focus is on preparing undergraduates for their needs upon graduation, not on preparing future PhD-capable scientists, nor even preparing every student to become “expert” in every topic they are studying. Students who choose to go on to graduate studies (roughly 20%) will delve into detailed fundamentals as graduate students. On the other hand, roughly 80% of BSc. students need to develop abilities that will help them get hired into their first meaningful job and succeed in the workforce.

This does not mean our role at UBC is purely to “train workers”. University education is certainly different from trade school. The benefits of succeeding in a BSc. program at a tier-1 research university like UBC include both the breadth gained across disciplines (i.e. progress towards become a well-rounded, educated citizen) and an appreciation of the fundamentals that underlie the concepts, skills and habits they will use as employees, even if the depth of that appreciation is not at the level of “experts”.

The QuEST project has learned from undergraduate students using personal conversations, course and program feedback data & comments (eg Jolley, 2020), from undergraduate and graduate project employees, teaching assistants, and from precedent reported by other institutions, via workshops, peer discussions and peer reviewed literature.

Thinking about future courses & curriculum: How to factor in the “evolving characteristics of students”?

The influences on undergraduate experiences – individual background, the social conditions and events, opportunities and challenges – are distinct for every generation. Students arrive at UBC with prior experiences different from ours, and with concerns and priorities that may be unique to their times. How can we design and deliver curricula and learning experiences that will be inspiring and which will prepare them to be effective contributors in the decades beyond graduation?

The spotlight article in the Fall 2023 edition of the UBC Magazine (a publication of alumni-ubc) offers a glimpse of characteristics unique to undergraduate students in 2023. The article includes perspectives and quotes from Esmé Decker, the current (2023/24) AMS president, Ainsley Carry, the current vice-president students, and UBC sociologist Neil Armitage who was also with the Centre for Student Involvement and Careers. The article is short and thought-provoking. Here are some notable quotes and take-away messages to keep in mind as we tackle current and future curricular initiatives.

Students’ priorities

• Students are more globally-minded and have more avenues of communication and self-expression. Big picture issues are more prominent in their minds, especially climate, justice, equity, inclusion and the like.
• They are eager to lead change on campus but also eager to contribute more widely in the professional world beyond the academic “ivory tower”.
• The current AMS president was elected on a platform of climate action and food security, and is active with the student group Climate Justice UBC, and the UBC Climate Hub.
• “No generation has been as well equipped to rally around such a massive global issue”.

About learning today compared to “yesterday”:

• New theories of student development place emphasis on pre-enrollment experiences and traumas, including personal, racism, immigration and mental health issues among others.
• The rise of high-tech learning may have permanently changed how current and future students think of education in general. They have quick access, on-demand, and tech-centric perspectives.
• Students apparently think “just give me access to information and I’ll learn it”. Also, many instructors still assume that their job is to “deliver the information”. However, we now know better; learning is about “practicing new skills and capabilities” not “learning information”. And it is our (instructors’) responsibility to help students engage with challenges and adjust their expectations accordingly.
• Regarding reasons for attending university: “Students are working on careers the moment they step on campus.” They “view university as a stepping-stone rather than a rewarding experience in and of itself. Students can be like cost/benefit analysts … ” therefore it is unwise to assume they are driven by curiosity and “interest” to the same extent as professional research scientists.
• “Academics are very good at explaining the issues but not always good at addressing them”.