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Advanced Technologies and Data Management Practices in Environmental Science: Lessons from Academia
Rebecca R. Hernandez, Matthew S. Mayernik, Michelle L. Murphy-Mariscal and Michael F. Allen
Vol. 62, No. 12 (December 2012), pp. 1067-1076
Stable URL: http://www.jstor.org/stable/10.1525/bio.2012.62.12.8
Page Count: 10
You can always find the topics here!Topics: Graduate students, Students, Metadata, Environmental sciences, Environmental technology, Environmental education, Data management, Doctoral students, Sensors, Datasets
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Environmental scientists are increasing their capitalization on advancements in technology, computation, and data management. However, the extent of that capitalization is unknown. We analyzed the survey responses of 434 graduate students to evaluate the understanding and use of such advances in the environmental sciences. Two-thirds of the students had not taken courses related to information science and the analysis of complex data. Seventy-four percent of the students reported no skill in programming languages or computational applications. Of the students who had completed research projects, 26% had created metadata for research data sets, and 29% had archived their data so that it was available online. One-third of these students used an environmental sensor. The results differed according to the students’ research status, degree type, and university type. Changes may be necessary in the curricula of university programs that seek to prepare environmental scientists for this technologically advanced and data-intensive age.
© 2012 by American Institute of Biological Sciences. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press’s Rights and Permissions Web site at http://www.ucpressjournals.com/reprintinfo.asp.