The Journal of Geoscience Education (JGE)
The Journal of Geoscience Education (JGE) is the premier peer-reviewed publication for geoscience education research and curriculum and instruction at the undergraduate and pre-college levels. JGE is the publication of record for NAGT, and serves as the only international forum dedicated solely to the publication of research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences.
JGE Outstanding Paper Award 2019 Recipients:
The Outstanding Paper Award goes to Benjamin A. Wolfe for his paper Introductory geosciences at the two-year college: Factors that influence student transfer intent with geoscience degree aspirations (2018), Journal of Geoscience Education, 66:1, 36-54, DOI: 10.1080/10899995.2018.1411740
In making this award, the editors noted the strong design of the study, the important contribution it makes to the literature, and the impressive number of downloads it has already achieved. We also note that, this paper, in addition to his reviews, led us to invite Ben to serve as an Associate Editor for the journal to bring his expertise in two-year colleges to our board.
JGE Outstanding Reviewer Award 2019 Recipient:
Peggy McNeal, Towson University
In making this award, the editors noted Peggy's thoughtfulness and attention to detail, her willingness to review revisions, and her consistency in submitting thorough, carefully-considered reviews on time. Her reviews have been especially helpful as JGE seeks to grow submissions from, and readership in, the atmospheric sciences.
The JGE Outstanding Paper Award
Because of the broad range of Research, Curriculum and Instruction, and Commentary manuscripts published by the Journal of Geoscience Education, it is impossible to define a set of criteria that must be applied to all papers considered for this award. Rather, it is expected that in order to be nominated, a paper must exhibit, as relevant, at least some of the following characteristics: (1) innovative enhancement of student learning, which is documented and assessed, (2) advancement of the discipline of geoscience education, and (3) broad societal impact of vital and significant high quality geoscience education. The award will be given for papers published during the preceding year (e.g. Fall 2018 award presentation for papers published in 2017).
Presentation: The names and affiliations of the awardee and all nominees will be published in In the Trenches and NAGT's E-News following the award decision. The Award will be presented by the Editor-in-Chief at a venue where NAGT members and editorial board members are present; for example, at the National Association of Geoscience Teachers luncheon held during the national meeting of the Geological Society of America. This award includes a plaque and a $500 cash prize.
David A. McConnell, LeeAnna Chapman, C. Douglas Czajka, Jason P. Jones, Katherine D. Ryker, & Jennifer Wiggen, (2017) Instructional Utility and Learning Efficacy of Common Active Learning Strategies. The Journal of Geoscience Education: November 2017, Vol. 65, No. 4, pp 604-625. DOI: 10.5408/17-249.1
Kathryn A. Stofer (2017) When a Picture Isn't Worth 1000 Words: Learners Struggle to Find Meaning in Data Visualizations. Journal of Geoscience Education: August 2016, Vol.64, No. 3, pp. 231-241. doi: https://tandfonline.com/doi/abs/10.5408/14-053.1
Carol J. Ormand, Cathryn Manduca, Thomas F. Shipley, Basil Tikoff, Cara L. Harwood, Kinnari Atit, and Alexander P. Boone (2014) Evaluating Geoscience Students' Spatial Thinking Skills in a Multi-Institutional Classroom Study. Journal of Geoscience Education: February 2014, Vol. 62, No. 1, pp. 146-154. doi: http://dx.doi.org/10.5408/13-027.1.
Anthony D. Feig (2013) The Allochthon of Misfit Toys. Journal of Geoscience Education: August 2013, Vol. 61, No. 3, pp. 306-317 doi: http://dx.doi.org/10.5408/13-004.1.
Tamara Shapiro Ledley, Michael R. Taber, Susan Lynds, Ben Domenico, and LuAnn Dahlman (2012) A Model for Enabling an Effective Outcome-Oriented Communication Between the Scientific and Educational Communities. Journal of Geoscience Education: August 2012, Vol. 60, No. 3, pp. 257-267. doi: http://dx.doi.org/10.5408/11-234.1.
Scott K. Clark, Julie C. Libarkin, Karen M. Kortz, and Sarah C. Jordan (2011) Alternative Conceptions of Plate Tectonics Held by Nonscience Undergraduates. Journal of Geoscience Education: November 2011, Vol. 59, No. 4, pp. 251-262. doi: http://dx.doi.org/10.5408/1.3651696.
The JGE Outstanding Reviewer Award
The quality of the Journal of Geoscience Education is dependent on dedicated reviewers and editors. JGE Editorial Board would like to recognize those reviewers who: (1) provided reviews of exceptional quality, (2) completed reviews more quickly than average, and/or (3) completed more reviews than average. The award will be based on the quality and quantity of reviews completed in the past year.
Presentation: The names and affiliations of the Awardee and all nominees will be published in In the Trenches and NAGT's E-News following the award selection. The Award will be presented by the Editor-in Chief at a venue where NAGT members and editorial board members are present; for example, at the National Association of Geoscience Teachers luncheon held during the national meeting of the Geological Society of America. This award includes a plaque and a $500 cash prize.
2018 Glenn Dolphin, University of Calgary
2017 Kim Kastens, Lamont-Doherty Earth Observatory
2016 Julie Sexton, University of Northern Colorado
2015 Katrien van der Hoeven Kraft, Whatcom Community College, and Roger Levine, Independent Consultant
2014 Cinzia Cervato, Iowa State University
2013 Anthony Feig, Central Michigan University
2012 Kyle Grey, University of Northern Iowa