Job opportunity at the EGU General Assembly: press assistant

Job opportunity at the EGU General Assembly: press assistant

We have a vacancy for an early career science communicator or science journalism student in Europe to work at the press office of the 2016 General Assembly, which is taking place in Vienna, Austria, from 17–22 April. Applications from geosciences students with science communication experience are also welcome. We are particularly interested in receiving applications from people with experience in photo and video reporting.

The student will join the team assisting the EGU press officer and the journalists at the press centre, and is expected to help run press conferences. Other possible tasks include reporting on the events at the Assembly through photographs and video, writing blog posts, and distributing EGU Today, the daily newsletter at the General Assembly.

This is a paid opportunity for an early career science communicator to gain experience in the workings of a press office at a major scientific conference, and to interact with journalists, freelance science writers and public information officers. Like the other media assistants at the conference, the successful candidate will receive €600 for the week and will be given support towards travel expenses.

The position is open to University students (final-year undergraduates or postgraduates) or recent graduates in science communication/journalism or to students in the Earth, planetary and space sciences with experience in science outreach. Applicants must have an expert command of English and good computer and internet skills.

Applications must include

  • Cover letter and CV (one page each) summarising relevant experience
  • Two samples of recent science communication work such as photo features, videos or written articles (published or unpublished, aimed at a general audience)

Application documents (in English) should be submitted by email in a single file to Bárbara Ferreira, the EGU Media and Communications Manager ( Bárbara can also be contacted for informal enquiries. Please note that people who are presenting an abstract at the General Assembly are not eligible to apply.

The deadline for applications is 7 February 2016.

The European Geosciences Union (EGU, is Europe’s premier geosciences organisation, dedicated to the pursuit of excellence in the Earth, planetary, and space sciences for the benefit of humanity, worldwide. The EGU organises a General Assembly that attracts over 11,000 scientists each year, as well as reporters interested in hearing about the latest research in topics that range from volcanology and earthquakes to climate science, and from solar physics to planetary science.

The Sustainable Geoscientist – how many papers should academics really be publishing?

The Sustainable Geoscientist – how many papers should academics really be publishing?

In this guest blog post, Nick Arndt, Professor at the Institut des Sciences de la Terre, Grenoble University, reflects on the pressures on academics to publish more and more papers, and whether the current scientific output is sustainable.

Imagine a highly productive car factory. Thousands of vehicles are built and each is tested as it leaves the factory; then it is stored in an enormous parking lot, never to be driven. Science publication is going this way. It is becoming an industry that produces without reason or limit, with no consideration whatsoever of whether the product is ever consumed.

A successful scientist is now required to publish 5 or more papers per year, the pressure coming from the need to foster the H-index and boost the total number of citations. Twenty years ago, to publish a paper in Nature or Science was all very well, but nothing that special; now, according to persistent rumours, a Chinese researcher can buy a used car with his share of the reward his university receives for such a publication.

Some months ago, a geoscientist (let’s call her Tracy) saw that Earth and Planetary Science Letters (EPSL) had published over twice as many papers in 2014 (about 630) than in 1990 (about 250). She recalled that twenty years ago there was just Nature; since then the publishing house has spawned Nature Geoscience, Nature Climate Change, Nature Arabic Edition and 36 other siblings, not to mention Nature Milestones, Networks, Gateways and Databases. In 2001 Copernicus Publications launched its first highly successful open-access journal; now it publishes about 50. Each day Tracy receives an email invitation to contribute to, or edit, a newly launched publication; such as the Comprehensive Research Journal of Semi-Qualitative Geodesy, impact factor 0.313, which “provides a extraordinary podium where scientists can share their research with the global community after having traversed numerous quality checks and legitimacy criteria, none of which promises to be liberal”. An editor of one well-known biology journal now handles 4300 manuscripts per year.

The explosion in the number of new journals means there are quite enough portals for Tracy to publish her annual quota, but are these papers ever consumed? What proportion is ever read? One well-known geoscientist published 114 papers in 2014, more than two per week. Did he have time to read them?

Imagine an artisan in a Morgan car factory, carefully hand-crafting V6 Roadsters, each car taking two full weeks to finish. Some of these become collection pieces, stored and never driven. Geoscience papers are going in the same direction – the time taken to write them is far, far longer than the time dedicated to reading them.

Many of us now admit that the only time we read a paper from cover to cover is when we do a review (the equivalent of the test drive). Tracy knows from talking to others that her own papers are never read thoroughly, even those that are remarkably highly cited.

Citation report for two highly productive researchers prepared by N. Arndt using Web of Science.

Citation report for two highly productive researchers (Prepared by N. Arndt using Web of Science).

Tracy has resolved to become sustainable, which means that she will publish no more than 2 papers per year and will train no more than two PhDs during her career. By avoiding shingling and taking care with the writing, the two papers will be quite sufficient to report the results of her research (at least those that warrant publication). The fate of some of her PhD students worries her; does a thorough knowledge of Semi-Qualitative Geodesy really help Judith, who now works in a bank, or Christophe, a mountain guide? She thought that 2 PhDs would be quite sufficient, one to replace her when she retired and the other reserved for that one student who was brilliant.

The sustainable geoscientist has a very mixed opinion of the science funding industry. She applauds the measures taken to help assure that money goes to the best science, but deplores the time and effort that is consumed. She spends a third of her time writing proposals to one agency or another, knowing that the chances of success are far less than one in ten. Another large slice of time is spent reviewing the proposals of others, a exercise she suspects is futile because the final decision will be based mainly on the H-index. She looks forward to the time when her grant proposals will be judged from the content of her two publications per year, which will be read thoroughly by all members of the evaluation committee.


By Nick Arndt, Professor at the Institut des Sciences de la Terre, Grenoble University & EGU Outreach Committee Chair


Editor’s note: This is a guest blog post that expresses the opinion of its author, whose views may differ from those of the European Geosciences Union. We hope the post can serve to generate discussion and a civilised debate amongst our readers.

Life after geoscience

Life after geoscience

After spending 13 years (give or take) at school you are faced with a tough decision: what to study at University (if anything at all, the academic path may well not be for you)? You sift through a bunch of university prospectuses and try to plan your future. Of course, lots of things can change, prior to, during and after you finish your studies. Nevertheless, there is no harm in starting to plan early, while at the same time being open to new opportunities and avenues as and when they come your way. In this post, Sam Illingworth, Lecturer of Science Communication at Manchester Metropolitan University, explores some career choices open to those who chose to study the geosciences at undergraduate level.

It’s that time of year again when undergraduate students are either returning to University, or starting their courses for the very first time. All across Europe there will be tens of thousands of young geoscientists asking themselves the same nagging question: have I made the right choice here?

For many of us, our experiences at University help to shape us into being our future selves. We make strong friendships, experience the highs and lows of living away from home or in a big city for the first time, and we ultimately get our first taste of independent learning. For some this is enough to convince them that they have found their calling, that following on from their undergraduate degree they want to specialise further by taking an additional postgraduate qualification. But for others, this is simply a step too far; they enjoyed their learning experience but now they want to go and put this into practice. So what exactly can you do with a geosciences degree?

A quick job search for the word ‘geosciences’ on a careers website revealed a rather long list of opportunities, which included the following:

  • Exploration geophysicist
  • Software developer
  • Reservoir geologist
  • Mine engineer
  • Earthquake catastrophe model developer
  • Geoscientist

Whilst some of these jobs are fairly specialised (e.g. reservoir geologist), other such as ‘geoscientist’ are more general positions, which are looking to utilise the specialist skillsets that you have developed during your undergraduate training. And let’s face it, if you enjoyed learning about geosciences at university, some of these jobs sound extremely interesting; who wouldn’t want to tell people that they were an earthquake catastrophe model developer?

A map of deviations in gravity from a perfectly smooth, idealized Earth.  The gravity model is created with data from NASA's GRACE mission. (Image Credit: NASA/JPL/University of Texas Center for Space Research)

A map of deviations in gravity from a perfectly smooth, idealized Earth. The gravity model is created with data from NASA’s GRACE mission. (Image Credit: NASA/JPL/University of Texas Center for Space Research)

According to the UK Commission for Employment and Skills and the Office for National Statistics, the skills shortages in the science and engineering sector are about twice what they are in other areas. In addition to this, people working in this sector tend to earn significantly more than the national salary, and whilst these statistics are for the UK, it is a similar story across most of Europe. What this means is that whilst your degree will not guarantee you a job, you are more likely to be employed than people from other non-scientific backgrounds, and that when you do find a job, the chances are that you will be earning a reasonably healthy salary.

But what if you want to move on, and despite enjoying the course at the time, upon graduating you never want to see another rock, look at another planet, or hear the word fluvial ever again; what hope for you then? Well, the good news is that the key skills that you acquired during your geoscience training are still extremely valuable across a variety of different sectors; you just need to think about how to market yourself effectively. Most workforces will value your analytical and problem solving skills, whilst your practical and fieldwork experience demonstrate that you have effective research and planning skills. Similarly group work exercises demonstrate that you have excellent interaction and liaison skills, whilst your dissertation is a perfect exemplar of good time management, organisation and communication.

Asking yourself if you made the right decision in choosing to study geosciences at university is a perfectly natural question, but if you enjoy the course material and the learning experience then stick at it, as no matter what you decide to do in the future your degree will open a lot of doors, as well as quite a few windows, and a couple of mine shafts to boot.

By Sam Illingworth, Lecturer in Science Communication, Manchester Metropolitan University.

GeoEd: Social Communications

GeoEd: Social Communications

We all know that social media is an excellent way in which we can communicate our research (and indeed our rants, dreams, and favourite cat pictures) to the general public, but can we also use it to communicate our research in the classroom? From kindergarten to higher education, social media can be a fantastic learning tool, which can help to open up digital windows into the world of geosciences.

Social media is a rather large umbrella; for anyone doubting this, check out the wonderful A-Z of Social Media for Academia by Professor Andy Miah from the University of Salford. In utilising social media for your teaching practices, it is important that you choose the platform with which you feel the most comfortable, and which you feel will be of greatest benefit to both you and your students. For the rest of this article we are going to focus mainly on: Facebook, Twitter, Skype, and Periscope, but obviously many more platforms are available.

Creating a Facebook group for a specific class or topic can be an excellent way to promote learning and interactivity outside of the classroom. Wang et al. (2012) found that many of the fundamental functions of a learning management system could be easily implemented into a Facebook group, and that encouraging students to use Facebook as a learning tool presents the teacher with the flexibility to engage with students at times that are convenient for them. This in turn can lead to the students feeling more inclusive, and can help to foster a more collegial atmosphere, both amongst the students and between the students and the teacher (Marovich et al., 2010). If using Facebook in this manner, it is important that the students are aware and comfortable with the security settings that are being used. It is also an idea to give several of them administrative rights, as this promotes ownership, and helps the students to self-moderate, which will further encourage the students to learn together, away from their traditional learning environments.

Twitter is a fast, easy method for making announcements, solving student issues, and performing course-related administrative duties (Rinaldo et al., 2011). Using a Twitter Wall, such as Tweetchat, in combination with a designated hashtag can be a great way to promote discussions in class, and can help to encourage those students that would otherwise be too shy or awkward to ask questions. By using a hashtag, it is also possible for the teacher to return to any questions or issues that they may have missed during the session at a later date, and they can also help to inform the content and delivery to future sessions. Using hashtags also allows you curate the conversation using Storify or Curator for a later date, as outlined in this blog post. Twitter is also an excellent way to help teach students about how to network efficiently (Sacks and Graves, 2012), a vital skill in any future career path, and one that will stand them in good stead for the academic conferences of their futures. For those that are interested, this post by the UK Media-Enhanced Learning Special Interest Group (MELSIG) talks further about how social media can be used to promote interaction and inclusivity, and how it is being done across UK HE institutions.

Social media can help bring geosciences into the classroom. Credit: Steveadcuk (distributed via Wikimedia Commons).

Social media can help bring geosciences into the classroom. Credit: Steveadcuk (distributed via Wikimedia Commons).

Skype and Periscope are excellent platforms for bringing geoscience and geoscientists into the classroom. By setting up a Skype chat with a geoscientist in an exotic location, students can get a feel for what it is like to be a geoscientist in the field; they are also presented with the opportunity to chat to real geoscientists about what it is that they do, and why it is that they do it. This is also an extremely cost-effective (in terms of both time and money) method to communicate with geoscientists from across the globe. Periscope brings with it the opportunity for genuine two-way communication in a versatile and flexible manner. If you are a university lecturer then why not set up a live feed when you are out in the field, your students could then watch as you climb a volcano/identify rock types/ take chamber measurements of gases, whilst asking you questions that you can respond to in real time, effectively bringing them with you on your own personal learning experience. You could also encourage your students to do the same, allowing them to share their geoscientific wanderings with the rest of their class.

These are just some suggestions for how a number of social media platforms might be used to enhance the learning experience. The possibilities really are as limitless as your imagination. However, it is important to realise that social media, in all of its many guises is effectively just a set of (admittedly very cool) tools, and that without the required content and competency to complement these, all that is left is a set of ineffectual instruments and a very confused and or uninterested classroom.

By Sam Illingworth,  Lecturer in Science Communication, Manchester Metropolitan University.

Marovich, M., Stanaityte, J. & Wankel, C.: Cutting-edge social media approaches to business education: teaching with LinkedIn, Facebook, Twitter, Second Life, and blogs, IAP, 2010.

Rinaldo, S. B., Tapp, S. & Laveriel, D. A.: Learning by tweeting: Using Twitter as a pedagogical tool. Journal of Marketing Education, 0273475311410852, 2011.

Sacks, M. A. & Graves, N.: How Many “Friends” Do You Need? Teaching Students How to Network Using Social Media. Business Communication Quarterly, 75, 80-88, 2012.

Wang, Q., Woo, H. L., Quek, C. L. et al:. Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43, 428-438, 2012


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