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In the Trenches

Recent Issues

April 2013 - Teaching Pre-Service Teachers About Earth Science

Trenches April 2013 Cover
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Teaching assistant helps first-year students read and interpret coastal topographic maps on Chesapeake Bay.[creative commons]
Provenance: Photo by Jeff Niemitz
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January 2013 - Teaching Teachers Via Research, Publishing, and Inquiry-Driven Exploration

Jan 2013 Trenches Cover
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Anna Downey, co-author of one of this issue’s articles on teaching teachers, examines contact between igneous units on Tenpound Island, Maine. [creative commons]
Provenance: Photo courtesy of Martha L. Growdon.
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October 2012 - Lab Activities to Engage Active Learners

October 2012 Trenches Cover
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Provenance: NAGT
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July 2012 - Karst: Connecting with Student in their Backyards

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April 2012 - By the Numbers: Improving Quantitative Literacy

In the Trenches Cover April 2012
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Provenance: NAGT
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January 2012 - Thinking About Thinking, Learning, and Teaching

In the Trenches Cover January 2012
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Cover image from the January 2012 issue of In the Trenches, Vol 2, N 1. On the Cover: Students make Play-Doh models of folded sedimentary rocks to understand geologic structures and better visualize their map patterns. [reuse info]
Provenance: Photo by Karl Wirth, Macalester College
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David Steer (University of Akron), Editor
Dexter Perkins (University of North Dakota)
Nancy Ashmore, Managing Editor

In the Trenches is a full color, 16-page hard copy publication, designed to provide a forum for geosciences education dialog targeting educators in the classroom. It provides a venue for contributors to inform NAGT members about their best teaching ideas, resources or other special topics relevant to our profession that do not lend themselves to more research-focused journals. The idea is to provide a more informal outlet for ideas and experiences that can inform the larger community.

While the overall format varies from issue-to-issue, each volume includes a variety of articles, columns and reviews. Each edition includes a color cover photo highlighting an education experience, resource or situation. Every issue has a short lead article (around 2000 words) that is reviewed by the editor and one or more members of the Executive Committee. That lead article will be on a topic of broad interest to a major segment of our membership. In the Trenches also includes several sidebar columns. Some sidebars span several issues, others stand alone. Examples include classroom-ready K-12 resources, teaching in large classes, using research data in the classroom or assessment strategies. Book reviews, descriptions of geosciences educations software or datasets, biographies of leading geoscientists or other general interest materials are also welcome. Other short items include descriptions of active-learning lab activities with links to the resources needed or more lighthearted material such as classroom quips or member musings. When possible, we include news bits that highlight upcoming events in regional sections, NAGT business items, networking and mentoring opportunities or advertising relevant to teachers in the classroom. Our goal is to provide a useful, but more casual resource that serves your needs and becomes a favorite publication on your routine reading list.

To supplement the print publication, each issue of In the Trenches will have a webpage where links from the issue can be accessed and additional information will be posted relating to the theme of the issue. Additional web resources and news items will also be publicized via this webpage. Members wishing to contribute ideas for content can use the Content Suggestion form to submit their ideas to the editors.

Information on advertising is available on the In The Trenches Advertising page.


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