247 Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World, Part I

This session examines geoscience curricula balancing traditional foundations and innovative, interdisciplinary approaches. We invite abstracts exploring how programs address evolving societal challenges while preparing students for licensure exams and diverse career pathways.

Wednesday, 22 October 2025
8:00 AM - 12:00 PM
HBGCC, 301B

Breath, Depth and Flex: Geoscience Curriculum Reform at UT Austin

Paper number: 247-6
Program: Technical Sessions
Time: 9:20 AM – 9:35 AM

Authors

Abstract

The Department of Earth and Planetary Sciences at The University of Texas at Austin recently undertook a major overhaul of its undergraduate degree programs in line with similar efforts by geoscience programs across the country. The redesign, implemented in 2024, aimed to reduce structural barriers to entry into the programs, enhance student flexibility, and reflect the interdisciplinary nature of modern Earth science. These changes were motivated by a desire to broaden participation, increase enrollment and retention as well as better reflect the diverse expertise within the department. In addition, the revisions aimed to balance preparation for professional licensure and workforce demands with the integration of topics like sustainability, climate, and data science.

This presentation shares early experiences from the first year of implementation, with a focus on the redesigned General Geology degree—historically our most traditional track. Key features of the new curriculum include foundational courses required across all majors, emphasis on geospatial skills and quantitative analysis, and student-selected disciplinary "bundles" that allow for flexibility while ensuring core competencies. The department also examined how these curricular shifts prompted a reimagining of field training. Our former six-week immersive field camp has been replaced by two progressive three-week field courses—one offered after the sophomore year, and another after the junior year—tailored to students’ evolving skills and interests.

Drawing on insights from both geoscience faculty and education leadership, this work reflects on the process of change, highlights the motivations behind the reform, and discuss how learning objectives have evolved, especially in field settings. It also explores emerging questions about student outcomes, advising, and licensure preparedness. While long-term assessment is still in progress, preliminary observations on what’s working, where challenges remain, and curriculum design with student experiences, professional readiness, and the future of the geosciences.

Geological Society of America Abstracts with Programs. Vol. 57, No. 6

doi: 10.1130/abs/2025AM-413795

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