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Morethanjustaworkforceissue:TeachinggeoscienceforthefutureBarbaraJ.Tewksbury*HamiltonCollege,Clinton,NewYork,USAAfewyearsago,Iattendedameetingabouttheenvironmentalstudiesprogramatourcollege,andIhadtheoccasiontoaskagroupofsixorsevenofmynon-geoscientistcolleaguestomakealistofalloftheenvironmentalissuesthattheycould.IintendedtousetheirliststopointouthowcentralthegeosciencesaretothecriticalenvironmentalissuesfacingsocietysothatIcouldarguethatallstudentswhomajorinenvironmentalstudiesshouldberequiredtotakeatleastonegeosciencecourse.Mydandyplantohighlightthegeosciencestookasharpdetourwhen,tomycompleteastonishment,mycolleagues'listsdidnotcontainasingleissuedirectlyinvolvinggeoscience!Therewasnothingongeologichazards(notevenflooding),nothingonwastedisposal,watersupply,orwatercontamination,nothingontheenvironmentalimpactsofresourceextraction,andevennothingonclimatechange(themeetingpredatedthefirstshowingofAnInconvenientTruth).Thestoryendswell,though,becauseIwasabletopickmyjawupoffthefloor,pointoutallofthemissinggeoscienceissues,andlobbysuccessfullyforarequiredgeocourseinourenvironmentalstudiesmajor.Buttheincidentmademesuddenlyandacutelyawareofhowfarofftheradarscreengeoscienceisformostpeople,eveneducatedones.Evennow,aswetellourselvesthatgeosciencefinallyhasahigh-prominenceissueinglobalwarming,wefailtorealizethatmostpeopleinthiscountryareunawarethatgeoscientistshaveanythingusefultobringtotheissue.Inthisarticle,Iwilloffersomepersonalviewpointsonwhatcanbeandisbeingdonetoincreasethelong-termimpactofgeoscienceeducationattheundergraduatelevel.TeachingforfutureimpactStatisticscompiledbytheAmericanGeologicalInstituteshowthat,forthedecadefollowing1976,morethan25000undergraduateswereenrolledannuallyingeosciencecourses,withapeakin1983ofover36000.Since1987,however,nationwideundergraduateenrollmentshavereached25000inonlyoneofthoseyears(1999),andenrollmentshavehoveredaroundonly20000forthepastfouryears.Bachelor'sdegreesgrantedannuallymirrortheseenrollmenttrends,althoughundergrad
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