A Journey to In The Trenches: Introducing Myself as Interim Editor

I came to the Earth sciences as a kid growing up east of the Lewis and Clark Range in northern Montana. Between the Fold and Thrust Belt and dinosaur fossils, I was hooked. I earned my B.S. (1989) and M.S. (1993) in Geology at Montana State University.

I switched to teaching in 1996 and taught integrated science and Earth systems science to middle school students in Utah, where I was awarded Utah's Science Teacher of the Year in 2000. From 2002, I moved to Colorado and, until 2021, taught high school-level Earth and Space Science, Environmental Science, Physics, Chemistry, Mathematics, and STEM capstone courses in Colorado. During these years, I became certified in GLOBE, AP Environmental Science, AP Chemistry, and achieved National Board Certification in Adolescent/Young Adult Earth Sciences.

From 2018-2019, I served as an Albert Einstein Distinguished Educator Fellow at the National Science Foundation's Directorate for Geosciences (NSF-GEO), working in the Office of the Assistant Director. This experience provided me with insights into how research funding connects to educational outcomes and the importance of broader impacts in geoscience research. This work inspired me to pursue my Doctorate, and in December 2023, I completed my Ph.D. in Earth, Atmosphere and Environment at Northern Illinois University. I worked with Dr. Nicole D. LaDue to develop the concept of Geo-STEM learning ecosystems and how Earth science teachers access Earth systems science resources, work that grew from my observation that many geological and environmental challenges disproportionately impact communities with limited access to geo-STEM expertise. These topics directly relate to the work we do through publications like In The Trenches.

As interim editor, I see In The Trenches as serving a vital role in our community. The publication provides a venue for NAGT members to learn about and discuss teaching strategies and resources, share the work of our committees and sections, and exchange ideas relevant to Earth educators and education researchers.

One of In The Trenches' core functions is to disseminate high-quality educational resources to our community. I understand the barriers and facilitators that influence teachers' adoption of new resources, which will inform my editorial decisions. I want to encourage submissions that not only share teaching strategies but also examine their impacts on student learning and engagement. I am particularly interested in highlighting diverse voices and addressing educational challenges faced by underrepresented communities.

In The Trenches emphasizes interactive discussions, with each article including threaded discussion boards where readers can comment, ask questions, and interact with other NAGT members. I want to encourage authors to engage meaningfully with reader questions and comments, enhancing the publication's role as a platform for professional dialogue and learning.

As I begin this role, I am committed to maintaining the quality standards that make In The Trenches a valued resource while bringing fresh perspectives to our work. My commitment to equity, evidence-based practice, and community engagement aligns with NAGT's mission to support a diverse, inclusive, and thriving community of educators and education researchers. I understand the challenges facing both K-12 and higher education, and I want to ensure our publication remains relevant and useful to our diverse readership.

I believe that geoscience education can serve as a tool for community empowerment and social justice. I have found that Earth science education can simultaneously advance scientific literacy, promote environmental stewardship, and contribute to social equity. I hope to bring this integrated approach to my editorial work.

I look forward to working with authors, reviewers, and readers to maintain In The Trenches as a vital resource for our community. I encourage you to consider submitting articles about your own work, whether it involves innovative teaching strategies, assessment approaches, professional development programs, or research findings that inform practice.