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We present a Geology of Yosemite Valley virtual field trip (VFT) and companion exercises produced to substitute for physical field experiences. The VFT is created as an Earth project in Google Earth Web, a versatile format that allows access through a web browser. The module's progression from VFT to mapping exercise to geologically-reasoned decision-making results in high quality student work; students find it engaging, enjoyable, and educational.

This paper outlines educational materials appropriate to teach upper-division or graduate-level geoscience students how to produce and interpret high-resolution topography data. These datasets are useful in interpreting river and hillslope processes with implications for flooding and mass wasting. Students can use the training for environmental jobs or research settings.

The news media has been identified as one of the ways weather hazard risk can be communicated. However, hazards become subject to newsworthiness. Here, it is presented that the media focus of Northern Hemisphere Summer 2021 was storms and flooding. This is despite the fact there were also a number of high profile extremes for heat waves, droughts and wildfires.

Climate change is one of the major challenges of our society and therefore we present a climate risk training for tertiary students and practitioners. The training uses a hands-on method and was tested with 5 independent groups in Brazil. We find that the application of a mapping exercise supports learning about climate risk, as well as the development of problem-solving skills. The proposed training enables the teaching of climate risk in stand-alone courses and professional development.

Current science communication initiatives in universities draws from media and journalism to encourage scientists to be competent communicators of their research in order to show the relevance of scientific knwowledge to societal concerns. An alternative but less popular source of inspiration is from marketing and public relations. Here, science communication is reappraised through the lens of three leading marketing paradigms: 'make and sell', 'sense and respind' and 'guide and co-create'.

It is an aspiration to infer flow conditions from bedform morphology (e.g. riverbed ripples) where sedimentary structures preserve the geological past, or in inaccessible environments (e.g. Mars). This study was motivated by the idea of better designing an 'AI' algorithm by using lessons from non-AI (i.e. human) abilities. Survey participants demonstrate that the task is visually possible, but geoscience expertise does not help, so an algorithm might be trained well from the data alone.

Geoscience courses, such as geology and geomorphology, require not only classroom lessons and laboratory exercises, but field trips as well. Here, we performed a virtual navigation on Naxos Isl., Cyclades (Greece) for a series of virtual field trips, which took place during webinars in the framework of Erasmus+ CIVIS. Taking into consideration the feedback from 100 students we evaluate the effectiveness of virtual fieldtrips as an alternative form of education.

In this article, we present authorship guidelines which also include a novel authorship form, along with the documentation of the formulation process for a multidisciplinary and interdisciplinary center with more than 250 researchers. Our practical approach promotes fair authorship practices and by focusing on clear, transparent, and timely communication, helps avoid late-stage authorship conflict.

The Strike and Dip (SaD) tool is a desktop virtual reality environment to teach taking strike and dip measurements and compiling geologic maps. SaD replicates real world field mapping by using virtual 3D outcrop models and a geologic compass the user manipulates to take measurements. SaD was implemented in an introductory geology course and students were surveyed about their experience with it. We found that the experience was overall positive and is a viable resource for accessible field trips.

We designed interactive, open-ended video games that simulate field geology to address the learning goals of traditional, in-person exercises for geology students. When these simulations were implemented in college courses, students used virtual versions of standard geology measuring tools to collect data but could also visualize and collect data in new ways, with a jetpack and instantaneous graphing tools. The games were for remote learning, but the tools can also enhance in-person instruction.

In this paper we investigate the number of pages, references and references per page in open access EGU journals. We showed that, while the number of references and number of pages have been constantly increasing in the period 2010–2020, the number of references per page did not change in the same period. Further, all the journals showed similar number of references per page, i.e. ~3.8 references per page.