Articles | Volume 5, issue 3
https://doi.org/10.5194/gc-5-275-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Special issue:
https://doi.org/10.5194/gc-5-275-2022
© Author(s) 2022. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
GC Insights
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20 Sep 2022
GC Insights | Highlight paper |
| 20 Sep 2022
| 20 Sep 2022
GC Insights: Diversifying the geosciences in higher education: a manifesto for change
The W.A. Franke Honors College and Biosystems Engineering Department, University of Arizona, Tucson, Arizona, USA
Sam Illingworth
CORRESPONDING AUTHOR
Department of Learning and Teaching Enhancement, Edinburgh Napier
University, Edinburgh, Scotland
Solmaz Mohadjer
Department of Earth and Environmental Sciences, University of Central Asia, Khorugh, Tajikistan
Mathew Koll Roxy
Climate Research Lab, Indian Institute of Tropical Meteorology, Pune, India
Craig Poku
Department of Chemistry, University of York, York, United Kingdom
Frederick Otu-Larbi
Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom
Darryl Reano
School of Earth and Space Exploration, Arizona State University,
Tempe, Arizona, USA
Mara Freilich
Scripps Institution of Oceanography, University of California San
Diego, San Diego, California, USA
Maria-Luisa Veisaga
Kimberly Green Latin American and Caribbean Center, Florida
International University, Miami, Florida, USA
Miguel Valencia
Department of Earth and Environment, Florida International
University, Miami, Florida, USA
Joey Morales
Miami Northwestern Senior High School, Miami, Florida, USA
Related authors
Caitlyn A. Hall, Andre van Turnhout, Edward Kavazanjian Jr., Leon A. van Paassen, and Bruce Rittmann
Biogeosciences, 20, 2903–2917, https://doi.org/10.5194/bg-20-2903-2023, https://doi.org/10.5194/bg-20-2903-2023, 2023
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Earthquake-induced soil liquefaction poses a significant global threat. Microbially induced desaturation and precipitation (MIDP) via denitrification is a potentially sustainable, non-disruptive bacteria-driven ground improvement technique under existing structures. We developed a next-generation biogeochemical model to understand and predict the behavior of MIDP in the natural environment to design field-based hazard mitigation treatments.
Caitlyn A. Hall, Sheila M. Saia, Andrea L. Popp, Nilay Dogulu, Stanislaus J. Schymanski, Niels Drost, Tim van Emmerik, and Rolf Hut
Hydrol. Earth Syst. Sci., 26, 647–664, https://doi.org/10.5194/hess-26-647-2022, https://doi.org/10.5194/hess-26-647-2022, 2022
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Impactful open, accessible, reusable, and reproducible hydrologic research practices are being embraced by individuals and the community, but taking the plunge can seem overwhelming. We present the Open Hydrology Principles and Practical Guide to help hydrologists move toward open science, research, and education. We discuss the benefits and how hydrologists can overcome common challenges. We encourage all hydrologists to join the open science community (https://open-hydrology.github.io).
Minja Sillanpää, Ana Capri Mauro, Minttu Hänninen, Sam Illingworth, and Mo Hamza
EGUsphere, https://doi.org/10.5194/egusphere-2024-46, https://doi.org/10.5194/egusphere-2024-46, 2024
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Minions of Disruptions is a climate change game designed as a communication tool for groups that do not regularly engage with the topic. In our research we find that the game is liked by the general public because it encourages collective action. This is important, because most local climate challenges can only be solved together and because gameplay can increase collaboration. The results of this study may be used to develop communication tools that better consider the needs of the audiences.
Shahzad Gani, Louise Arnal, Lucy Beattie, John Hillier, Sam Illingworth, Tiziana Lanza, Solmaz Mohadjer, Karoliina Pulkkinen, Heidi Roop, Iain Stewart, Kirsten von Elverfeldt, and Stephanie Zihms
EGUsphere, https://doi.org/10.5194/egusphere-2023-3121, https://doi.org/10.5194/egusphere-2023-3121, 2024
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Science communication in geosciences has societal and scientific value but often operates in "shadowlands." This editorial highlights these issues and proposes potential solutions. Our objective is to create a transparent and responsible geoscience communication landscape, fostering scientific progress, the well-being of scientists, and societal benefits.
Sam Illingworth
Geosci. Commun., 6, 131–139, https://doi.org/10.5194/gc-6-131-2023, https://doi.org/10.5194/gc-6-131-2023, 2023
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In this article, I explore the various ways the geosciences can be communicated to a wider audience. I focus on creative methods that range from sharing information to involving the public in the research process. By using examples from my own work and the wider literature, I demonstrate how these approaches can engage diverse communities and promote greater recognition for geoscience communication.
Caitlyn A. Hall, Andre van Turnhout, Edward Kavazanjian Jr., Leon A. van Paassen, and Bruce Rittmann
Biogeosciences, 20, 2903–2917, https://doi.org/10.5194/bg-20-2903-2023, https://doi.org/10.5194/bg-20-2903-2023, 2023
Short summary
Short summary
Earthquake-induced soil liquefaction poses a significant global threat. Microbially induced desaturation and precipitation (MIDP) via denitrification is a potentially sustainable, non-disruptive bacteria-driven ground improvement technique under existing structures. We developed a next-generation biogeochemical model to understand and predict the behavior of MIDP in the natural environment to design field-based hazard mitigation treatments.
Alice Wardle and Sam Illingworth
Geosci. Commun., 5, 221–225, https://doi.org/10.5194/gc-5-221-2022, https://doi.org/10.5194/gc-5-221-2022, 2022
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Participants answered four questions concerning their experience writing a haiku based on a geoscience extract. Data were categorised as being part of the
Task Processor
Task Meaning. The themes involved in the
Task Processwere
Identification of significant information,
Distillation of informationand
Metamorphosis of text, while the themes related to
Task Meaningwere made up of
Enjoyable,
Challenging(which has sub-themes
Frustratingand
Restricted) and
Valuable.
Caitlyn A. Hall, Sheila M. Saia, Andrea L. Popp, Nilay Dogulu, Stanislaus J. Schymanski, Niels Drost, Tim van Emmerik, and Rolf Hut
Hydrol. Earth Syst. Sci., 26, 647–664, https://doi.org/10.5194/hess-26-647-2022, https://doi.org/10.5194/hess-26-647-2022, 2022
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Short summary
Impactful open, accessible, reusable, and reproducible hydrologic research practices are being embraced by individuals and the community, but taking the plunge can seem overwhelming. We present the Open Hydrology Principles and Practical Guide to help hydrologists move toward open science, research, and education. We discuss the benefits and how hydrologists can overcome common challenges. We encourage all hydrologists to join the open science community (https://open-hydrology.github.io).
John K. Hillier, Katharine E. Welsh, Mathew Stiller-Reeve, Rebecca K. Priestley, Heidi A. Roop, Tiziana Lanza, and Sam Illingworth
Geosci. Commun., 4, 493–506, https://doi.org/10.5194/gc-4-493-2021, https://doi.org/10.5194/gc-4-493-2021, 2021
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In this editorial we expand upon the brief advice in the first editorial of Geoscience Communication (Illingworth et al., 2018), illustrating what constitutes robust and publishable work for this journal and elucidating its key elements. Our aim is to help geoscience communicators plan a route to publication and to illustrate how good engagement work that is already being done might be developed into publishable research.
Erika Rader, Renee Love, Darryl Reano, Tonia A. Dousay, and Natasha Wingerter
Geosci. Commun., 4, 475–492, https://doi.org/10.5194/gc-4-475-2021, https://doi.org/10.5194/gc-4-475-2021, 2021
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In response to the COVID-19 pandemic shutdown, we designed a virtual geology field camp based in the video game Minecraft. Students learned how to map geological features on the surface and in the subsurface using this fun and engaging platform. Students' perceptions of the course were positive, and they showed improvement in basic geologic skills between pre-assessment and post-assessment surveys. Students discussed career pathways and skills and fostered interpersonal relationships.
Mara Freilich, Alexandre Mignot, Glenn Flierl, and Raffaele Ferrari
Biogeosciences, 18, 5595–5607, https://doi.org/10.5194/bg-18-5595-2021, https://doi.org/10.5194/bg-18-5595-2021, 2021
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Observations reveal that in some regions phytoplankton biomass increases during the wintertime when growth conditions are sub-optimal, which has been attributed to a release from grazing during mixed layer deepening. Measurements of grazer populations to support this theory are lacking. We demonstrate that a release from grazing when the winter mixed layer is deepening holds only for certain grazing models, extending the use of phytoplankton observations to make inferences about grazer dynamics.
Hazel Gibson, Sam Illingworth, and Susanne Buiter
Geosci. Commun., 4, 437–451, https://doi.org/10.5194/gc-4-437-2021, https://doi.org/10.5194/gc-4-437-2021, 2021
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In the spring of 2020, in response to the escalating global COVID-19 Coronavirus pandemic, the European Geosciences Union (EGU) moved its annual General Assembly online in a matter of weeks. This paper explores the feedback provided by participants who attended this experimental conference and identifies four key themes that emerged from analysis of the survey (connection, engagement, environment, and accessibility). The responses raise important questions about the format of future conferences.
Anna B. Harper, Karina E. Williams, Patrick C. McGuire, Maria Carolina Duran Rojas, Debbie Hemming, Anne Verhoef, Chris Huntingford, Lucy Rowland, Toby Marthews, Cleiton Breder Eller, Camilla Mathison, Rodolfo L. B. Nobrega, Nicola Gedney, Pier Luigi Vidale, Fred Otu-Larbi, Divya Pandey, Sebastien Garrigues, Azin Wright, Darren Slevin, Martin G. De Kauwe, Eleanor Blyth, Jonas Ardö, Andrew Black, Damien Bonal, Nina Buchmann, Benoit Burban, Kathrin Fuchs, Agnès de Grandcourt, Ivan Mammarella, Lutz Merbold, Leonardo Montagnani, Yann Nouvellon, Natalia Restrepo-Coupe, and Georg Wohlfahrt
Geosci. Model Dev., 14, 3269–3294, https://doi.org/10.5194/gmd-14-3269-2021, https://doi.org/10.5194/gmd-14-3269-2021, 2021
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We evaluated 10 representations of soil moisture stress in the JULES land surface model against site observations of GPP and latent heat flux. Increasing the soil depth and plant access to deep soil moisture improved many aspects of the simulations, and we recommend these settings in future work using JULES. In addition, using soil matric potential presents the opportunity to include parameters specific to plant functional type to further improve modeled fluxes.
Solmaz Mohadjer, Sebastian G. Mutz, Matthew Kemp, Sophie J. Gill, Anatoly Ischuk, and Todd A. Ehlers
Geosci. Commun., 4, 281–295, https://doi.org/10.5194/gc-4-281-2021, https://doi.org/10.5194/gc-4-281-2021, 2021
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Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we created and classroom tested a series of earthquake education videos that were co-taught by school teachers and Earth scientists in the UK and Tajikistan. Comparison of the results reveals significant differences between students' views on the Earth's interior and why and where earthquakes occur.
Craig Poku, Andrew N. Ross, Adrian A. Hill, Alan M. Blyth, and Ben Shipway
Atmos. Chem. Phys., 21, 7271–7292, https://doi.org/10.5194/acp-21-7271-2021, https://doi.org/10.5194/acp-21-7271-2021, 2021
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We present a new aerosol activation scheme suitable for modelling both fog and convective clouds. Most current activation schemes are designed for convective clouds, and we demonstrate that using them to model fog can negatively impact its life cycle. Our scheme has been used to model an observed fog case in the UK, where we demonstrate that a more physically based representation of aerosol activation is required to capture the transition to a deeper layer – more in line with observations.
Joel C. Gill, Faith E. Taylor, Melanie J. Duncan, Solmaz Mohadjer, Mirianna Budimir, Hassan Mdala, and Vera Bukachi
Nat. Hazards Earth Syst. Sci., 21, 187–202, https://doi.org/10.5194/nhess-21-187-2021, https://doi.org/10.5194/nhess-21-187-2021, 2021
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This paper draws on the experiences of seven early career scientists, in different sectors and contexts, to explore the improved integration of natural hazard science into broader efforts to reduce the likelihood and impacts of disasters. We include recommendations for natural hazard scientists, to improve education, training, and research design and to strengthen institutional, financial, and policy actions. We hope to provoke discussion and catalyse changes that will help reduce disaster risk.
Arianna Soldati and Sam Illingworth
Geosci. Commun., 3, 73–87, https://doi.org/10.5194/gc-3-73-2020, https://doi.org/10.5194/gc-3-73-2020, 2020
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In this study we investigate what poetry written about volcanoes from the 1800s to the present day reveals about the relationship between humanity and volcanoes, including how it evolved over that time frame. This analysis reveals that the human–volcano relationship is especially centred around the sense of identity that volcanoes provide to humans, which may follow from both positive and negative events, and has a spiritual element to it.
Jonathan P. Tennant, Sam Illingworth, Iain Stewart, and Kirsten von Elverfeldt
Geosci. Commun., 3, 71–72, https://doi.org/10.5194/gc-3-71-2020, https://doi.org/10.5194/gc-3-71-2020, 2020
Sam Illingworth
Geosci. Commun., 3, 35–47, https://doi.org/10.5194/gc-3-35-2020, https://doi.org/10.5194/gc-3-35-2020, 2020
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To many non-specialists, the science behind climate change can appear confusing and alienating, yet in order for global mitigation efforts to be successful it is not just scientists who need to take action, but rather society as a whole. This study shows how poets and poetry offer a method of communicating the science of climate change to the wider society
using language that they not only better understand, but which also has the potential to stimulate accountability and inspire action.
Rolf Hut, Casper Albers, Sam Illingworth, and Chris Skinner
Geosci. Commun., 2, 117–124, https://doi.org/10.5194/gc-2-117-2019, https://doi.org/10.5194/gc-2-117-2019, 2019
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Game worlds in modern computer games, while they include very Earth-like landscapes, are ultimately fake. Since games can be used for learning, we wondered if people pick up wrong information from games. Using a survey we tested if people with a background in geoscience are better than people without such a background at distinguishing if game landscapes are realistic. We found that geoscientists are significantly better at this, but the difference is small and overall everyone is good at it.
Maria Loroño-Leturiondo, Paul O'Hare, Simon J. Cook, Stephen R. Hoon, and Sam Illingworth
Geosci. Commun., 2, 39–53, https://doi.org/10.5194/gc-2-39-2019, https://doi.org/10.5194/gc-2-39-2019, 2019
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Urban centres worldwide are adversely affected by flooding and air pollution. Effective communication between experts and citizens is key to understanding and limiting the impact of these hazards, as citizens have valuable knowledge based on their day-to-day experiences. In this study, we compare five different communication formats that can facilitate the required dialogue and explore the best ways and optimal circumstances in which these can be implemented.
Sam Illingworth, Alice Bell, Stuart Capstick, Adam Corner, Piers Forster, Rosie Leigh, Maria Loroño Leturiondo, Catherine Muller, Harriett Richardson, and Emily Shuckburgh
Geosci. Commun., 1, 9–24, https://doi.org/10.5194/gc-1-9-2018, https://doi.org/10.5194/gc-1-9-2018, 2018
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Climate change is real, it is happening now, and it will not be stopped by the sole efforts of scientists. This study shows how poetry and open conversation can be used to develop a dialogue around mitigating climate change with different communities, including faith groups and people living with disabilities. Furthermore, it shows how this dialogue can help us to better understand the opportunities that these communities present in tackling the negative effects of human-made climate change.
Dagmawi Asfaw, Emily Black, Matthew Brown, Kathryn Jane Nicklin, Frederick Otu-Larbi, Ewan Pinnington, Andrew Challinor, Ross Maidment, and Tristan Quaife
Geosci. Model Dev., 11, 2353–2371, https://doi.org/10.5194/gmd-11-2353-2018, https://doi.org/10.5194/gmd-11-2353-2018, 2018
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TAMSAT-ALERT is a framework for combining observational and forecast information into continually updated assessments of the likelihood of user-defined adverse events like low cumulative rainfall or lower than average crop yield. It is easy to use and flexible to accommodate any impact model that uses meteorological data. The results show that it can be used to monitor the meteorological impact on yield within a growing season and to test the value of routinely issued seasonal forecasts.
Sam Illingworth, Iain Stewart, Jonathan Tennant, and Kirsten von Elverfeldt
Geosci. Commun., 1, 1–7, https://doi.org/10.5194/gc-1-1-2018, https://doi.org/10.5194/gc-1-1-2018, 2018
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Welcome to the journal of Geoscience Communication! We decided to write this editorial in order to introduce ourselves (the executive editors of GC), to provide a history of its development, and to serve as a guideline for future authors who wish to submit to this journal. We hope that this article serves as a useful aid for people who are considering publishing in GC, as well as the wider geoscience community, and that it can act in the first instance as a FAQ for authors, editors, and readers alike.
Maria Loroño-Leturiondo, Paul O'Hare, Simon Cook, Stephen R. Hoon, and Sam Illingworth
Adv. Sci. Res., 15, 45–50, https://doi.org/10.5194/asr-15-45-2018, https://doi.org/10.5194/asr-15-45-2018, 2018
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Globally we are facing both an air quality crisis and a communication emergency. Communication efforts so far have been based on a one-way provision of information from experts to society, and have arguably failed in their mission to foster a more engaged society, or to result in cleaner air. This paper supports the case for moving away from one-way communication, and identifies five benefits of a practical two-way communication between experts and citizens in order to engender positive change.
Michael Dietze, Solmaz Mohadjer, Jens M. Turowski, Todd A. Ehlers, and Niels Hovius
Earth Surf. Dynam., 5, 653–668, https://doi.org/10.5194/esurf-5-653-2017, https://doi.org/10.5194/esurf-5-653-2017, 2017
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We use a seismometer network to detect and locate rockfalls, a key process shaping steep mountain landscapes. When tested against laser scan surveys, all seismically detected events could be located with an average deviation of 81 m. Seismic monitoring provides insight to the dynamics of individual rockfalls, which can be as small as 0.0053 m3. Thus, seismic methods provide unprecedented temporal, spatial and kinematic details about this important process.
Solmaz Mohadjer, Todd Alan Ehlers, Rebecca Bendick, Konstanze Stübner, and Timo Strube
Nat. Hazards Earth Syst. Sci., 16, 529–542, https://doi.org/10.5194/nhess-16-529-2016, https://doi.org/10.5194/nhess-16-529-2016, 2016
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The Central Asia Fault Database is the first publicly accessible digital repository for active faults in central Asia and the surrounding regions. It includes an interactive map and a search tool that allow users to query and display critical fault information such as slip rates and earthquake history. The map displays over 1196 fault traces and 34 000 earthquake locations. The database contains attributes for 123 faults mentioned in the literature.
G. Allen, S. M. Illingworth, S. J. O'Shea, S. Newman, A. Vance, S. J.-B. Bauguitte, F. Marenco, J. Kent, K. Bower, M. W. Gallagher, J. Muller, C. J. Percival, C. Harlow, J. Lee, and J. P. Taylor
Atmos. Meas. Tech., 7, 4401–4416, https://doi.org/10.5194/amt-7-4401-2014, https://doi.org/10.5194/amt-7-4401-2014, 2014
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This paper presents a validated method and data set for new retrievals of trace gas concentrations and temperature from the ARIES infrared spectrometer instrument on the UK Atmospheric Research Aircraft (www.faam.ac.uk). This new capability for the aircraft will allow new science to be done because of the way it can sense information about the atmosphere without having to physically pass through it (remote sensing). This will allow us to better understand the make-up of the lower atmosphere.
S. J. O'Shea, G. Allen, M. W. Gallagher, K. Bower, S. M. Illingworth, J. B. A. Muller, B. T. Jones, C. J. Percival, S. J-B. Bauguitte, M. Cain, N. Warwick, A. Quiquet, U. Skiba, J. Drewer, K. Dinsmore, E. G. Nisbet, D. Lowry, R. E. Fisher, J. L. France, M. Aurela, A. Lohila, G. Hayman, C. George, D. B. Clark, A. J. Manning, A. D. Friend, and J. Pyle
Atmos. Chem. Phys., 14, 13159–13174, https://doi.org/10.5194/acp-14-13159-2014, https://doi.org/10.5194/acp-14-13159-2014, 2014
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This paper presents airborne measurements of greenhouse gases collected in the European Arctic. Regional scale flux estimates for the northern Scandinavian wetlands are derived. These fluxes are found to be in excellent agreement with coincident surface measurements within the aircraft's sampling domain. This has allowed a significant low bias to be identified in two commonly used process-based land surface models.
S. M. Illingworth, G. Allen, S. Newman, A. Vance, F. Marenco, R. C. Harlow, J. Taylor, D. P. Moore, and J. J. Remedios
Atmos. Meas. Tech., 7, 1133–1150, https://doi.org/10.5194/amt-7-1133-2014, https://doi.org/10.5194/amt-7-1133-2014, 2014
S. J. O'Shea, G. Allen, M. W. Gallagher, S. J.-B. Bauguitte, S. M. Illingworth, M. Le Breton, J. B. A. Muller, C. J. Percival, A. T. Archibald, D. E. Oram, M. Parrington, P. I. Palmer, and A. C. Lewis
Atmos. Chem. Phys., 13, 12451–12467, https://doi.org/10.5194/acp-13-12451-2013, https://doi.org/10.5194/acp-13-12451-2013, 2013
Related subject area
Subject: Geoscience education | Keyword: Pedagogy
The Rock Garden: a preliminary assessment of how campus-based field skills training impacts student confidence in real-world fieldwork
GC Insights: The crystal structures behind mineral properties – a case study of using TotBlocks in an undergraduate optical mineralogy lab
Building confidence in STEM students through breaking (unseen) barriers
The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus
Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions
A snapshot sample on how COVID-19 impacted and holds up a mirror to European water education
Virtual field experiences in a web-based video game environment: open-ended examples of existing and fictional field sites
GC Insights: Geoscience students' experience of writing academic poetry as an aid to their science education
GC Insights: Space sector careers resources in the UK need a greater diversity of roles
A remote field course implementing high-resolution topography acquisition with geomorphic applications
From a virtual field trip to geologically reasoned decisions in Yosemite Valley
Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA
Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)
Virtual field trips as a tool for indirect geomorphological experience: a case study from the southeastern part of the Gulf of Corinth, Greece
Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways
Using paired teaching for earthquake education in schools
Evaluating participants' experience of extended interaction with cutting-edge physics research through the PRiSE “research in schools” programme
Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects
A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections
Volcanoes in video games: the portrayal of volcanoes in commercial off-the-shelf (COTS) video games and their learning potential
Celebrating 25 years of seismology at schools in France
Thomas W. Wong Hearing, Stijn Dewaele, Stijn Albers, Julie De Weirdt, and Marc De Batist
Geosci. Commun., 7, 17–33, https://doi.org/10.5194/gc-7-17-2024, https://doi.org/10.5194/gc-7-17-2024, 2024
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Field skills training is an integral part of geoscience education, but long field courses away from home can be barriers to accessing that education and mean that students do not get regular field skills practice. We built the Rock Garden, an on-campus field course at Ghent University, Belgium, to make our field skills training more accessible. Here, we present preliminary data that suggest on-campus field skills training provision can increase students' confidence during real-world fieldwork.
Derek D. V. Leung and Paige E. dePolo
Geosci. Commun., 6, 125–129, https://doi.org/10.5194/gc-6-125-2023, https://doi.org/10.5194/gc-6-125-2023, 2023
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We used 3D-printed building blocks (TotBlocks) in an undergraduate optical mineralogy lab session to illustrate the links between crystal structures and the properties of minerals. Students built mica, pyroxene, and amphibole structures. We observed an improved understanding of cleavage (how minerals break) and pleochroism (how light interacts with minerals), but understanding did not improve with more abstract concepts. TotBlocks hold potential as a teaching tool in mineralogy classrooms.
Philip J. Heron and Jamie A. Williams
Geosci. Commun., 5, 355–361, https://doi.org/10.5194/gc-5-355-2022, https://doi.org/10.5194/gc-5-355-2022, 2022
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Science, technology, engineering, and maths subjects have historically struggled to be inclusive to students from diverse backgrounds. We outline here an outreach course designed to improve critical thinking for people in prison. Based on course feedback, we share advice for working with students who do not engage in formal education – specifically those who have low self-confidence. We focus on how to create a classroom dynamic that is accessible, inclusive and relatable to all students.
Edward G. McGowan and Lewis J. Alcott
Geosci. Commun., 5, 325–337, https://doi.org/10.5194/gc-5-325-2022, https://doi.org/10.5194/gc-5-325-2022, 2022
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The fictional landscape of Hisui from Pokémon Legends: Arceus is inspired by the real-world island of Hokkaido, Japan. This paper illustrates how the game can be used to explore geological concepts including volcanology, economic geology, and hazard mitigation, by comparing in-game features to their real-world counterparts on Hokkaido. Applications from this study include increasing geoscientific interest and facilitating the self-learning or formal teaching of geoscience worldwide.
Clare E. Bond, Jessica H. Pugsley, Lauren Kedar, Sarah R. Ledingham, Marianna Z. Skupinska, Tomasz K. Gluzinski, and Megan L. Boath
Geosci. Commun., 5, 307–323, https://doi.org/10.5194/gc-5-307-2022, https://doi.org/10.5194/gc-5-307-2022, 2022
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Virtual field trips are used to engage students who are unable to go into the field with geological field work. Here, we investigate the perceptions of staff and students before and after a virtual field trip, including the investigation of the success of mitigation measures designed to decrease barriers to engagement and inclusion. We conclude that negative and positive perceptions exist and that effective mitigation measures can be used to improve the student experience.
Benjamin M. C. Fischer and Alexandru Tatomir
Geosci. Commun., 5, 261–274, https://doi.org/10.5194/gc-5-261-2022, https://doi.org/10.5194/gc-5-261-2022, 2022
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The aim of this paper is to communicate results of our survey giving a first overview and reflects how teaching of hydrology and water-related sciences changed due to COVID-19. Next to many negative aspects for teachers and students, a spirit of optimism, time of change and community initiatives could also be noticed. COVID-19 made it possible to explore novel teaching methods useful for modernizing education and making practical teaching formats accessible to all hydrology and water students.
Mattathias D. Needle, Juliet G. Crider, Jacky Mooc, and John F. Akers
Geosci. Commun., 5, 251–260, https://doi.org/10.5194/gc-5-251-2022, https://doi.org/10.5194/gc-5-251-2022, 2022
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We designed interactive, open-ended video games to 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 (i.e., a jetpack and instantaneous graphing tools). The games were for remote learning, but the tools can also enhance in-person instruction.
Alice Wardle and Sam Illingworth
Geosci. Commun., 5, 221–225, https://doi.org/10.5194/gc-5-221-2022, https://doi.org/10.5194/gc-5-221-2022, 2022
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Participants answered four questions concerning their experience writing a haiku based on a geoscience extract. Data were categorised as being part of the
Task Processor
Task Meaning. The themes involved in the
Task Processwere
Identification of significant information,
Distillation of informationand
Metamorphosis of text, while the themes related to
Task Meaningwere made up of
Enjoyable,
Challenging(which has sub-themes
Frustratingand
Restricted) and
Valuable.
Martin O. Archer, Cara L. Waters, Shafiat Dewan, Simon Foster, and Antonio Portas
Geosci. Commun., 5, 119–123, https://doi.org/10.5194/gc-5-119-2022, https://doi.org/10.5194/gc-5-119-2022, 2022
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Educational research highlights that improved careers education is needed to increase participation in science, technology, engineering, and mathematics (STEM). Current UK careers resources in the space sector, however, are found to perhaps not best reflect the diversity of roles present and may in fact perpetuate misconceptions about the usefulness of science. We, therefore, compile a more diverse set of space-related jobs, which will be used in the development of a new space careers resource.
Sharon Bywater-Reyes and Beth Pratt-Sitaula
Geosci. Commun., 5, 101–117, https://doi.org/10.5194/gc-5-101-2022, https://doi.org/10.5194/gc-5-101-2022, 2022
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This paper outlines educational materials appropriate to teach upper division or graduate-level geoscience students how to produce and interpret high-resolution topography data. In a remote implementation, students were able to independently generate high-resolution topographic data products that can be used for interpreting hazards such as landsliding and flooding. Students met course learning outcomes while learning marketable skills used within environmental jobs or research settings.
Nicolas C. Barth, Greg M. Stock, and Kinnari Atit
Geosci. Commun., 5, 17–28, https://doi.org/10.5194/gc-5-17-2022, https://doi.org/10.5194/gc-5-17-2022, 2022
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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 a VFT and a mapping exercise to geologically reasoned decision-making results in high-quality student work; students find it engaging, enjoyable, and educational.
Madeline S. Marshall and Melinda C. Higley
Geosci. Commun., 4, 461–474, https://doi.org/10.5194/gc-4-461-2021, https://doi.org/10.5194/gc-4-461-2021, 2021
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We created a virtual field trip (VFT) to Grand Ledge, a regionally important suite of outcrops in Michigan, USA. There is a wide range of sedimentary and stratigraphic features encompassed in this locality, making it ideal for a comprehensive virtual field experience. The VFT undertakes all stages of a field project: students investigate outcrops and samples at multiple scales, and students report successfully learning how to interpret complex sedimentary environments
like a real geologist.
Kevin H. Mahan, Michael G. Frothingham, and Ellen Alexander
Geosci. Commun., 4, 421–435, https://doi.org/10.5194/gc-4-421-2021, https://doi.org/10.5194/gc-4-421-2021, 2021
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We describe a virtual education module that encompasses many of the basic requirements of an advanced field exercise, including designing data collection strategies, synthesizing field and laboratory data, and communicating the results. Modules like the one shared here can successfully address some of the key learning objectives that are common to field-based capstone experiences while also fostering a more accessible and inclusive learning environment for all students.
Niki Evelpidou, Anna Karkani, Giannis Saitis, and Evangelos Spyrou
Geosci. Commun., 4, 351–360, https://doi.org/10.5194/gc-4-351-2021, https://doi.org/10.5194/gc-4-351-2021, 2021
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Field trips, despite their significance in students' education, cannot be performed under the COVID-19 pandemic. Here, we evaluate virtual field trips, as an alternative to in situ field work and as a means of preparation for live field trips, considering students' views. They are useful for geoscience students and a good alternative during restriction periods; although they can't substitute real field trips, they can be a valuable additional tool when preparing for a live field trip.
Rachel Bosch
Geosci. Commun., 4, 329–349, https://doi.org/10.5194/gc-4-329-2021, https://doi.org/10.5194/gc-4-329-2021, 2021
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In order to communicate the field-rich, complex concepts of karst geomorphology and hydrogeology to people who may not be able to access in-person field experiences, two virtual learning resources were created. Both karst activities, introductory and advanced, are available online in the Science Education Resource Center (SERC) Online Field Experiences repository. These and other activities from that SERC repository were incorporated into virtual capstone pathways for senior undergrad students.
Solmaz Mohadjer, Sebastian G. Mutz, Matthew Kemp, Sophie J. Gill, Anatoly Ischuk, and Todd A. Ehlers
Geosci. Commun., 4, 281–295, https://doi.org/10.5194/gc-4-281-2021, https://doi.org/10.5194/gc-4-281-2021, 2021
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Lack of access to science-based natural hazards information impedes the effectiveness of school-based disaster risk reduction education. To address this challenge, we created and classroom tested a series of earthquake education videos that were co-taught by school teachers and Earth scientists in the UK and Tajikistan. Comparison of the results reveals significant differences between students' views on the Earth's interior and why and where earthquakes occur.
Martin O. Archer, Jennifer DeWitt, Charlotte Thorley, and Olivia Keenan
Geosci. Commun., 4, 147–168, https://doi.org/10.5194/gc-4-147-2021, https://doi.org/10.5194/gc-4-147-2021, 2021
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We explore how best to support school students to experience undertaking research-level physics by evaluating provision in the PRiSE framework of
research in schoolsprojects. These experiences are received by students and teachers much more positively than typical forms of outreach. The intensive support offered is deemed necessary, with all elements appearing equally important. We suggest the framework could be adopted at other institutions applied to their own areas of scientific research.
Martin O. Archer
Geosci. Commun., 4, 189–208, https://doi.org/10.5194/gc-4-189-2021, https://doi.org/10.5194/gc-4-189-2021, 2021
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An evaluation of the accessibility and equity of a programme of independent research projects shows that, with the right support from both teachers and active researchers, schools' ability to succeed at undertaking cutting-edge research appears independent of typical societal inequalities.
Adam J. Jeffery, Steven L. Rogers, Kelly L. A. Jeffery, and Luke Hobson
Geosci. Commun., 4, 95–110, https://doi.org/10.5194/gc-4-95-2021, https://doi.org/10.5194/gc-4-95-2021, 2021
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We investigate the potential use of Thinglink, an interactive imagery-based web platform, for the study of rocks, minerals, and fossils under the microscope. We disseminated a prototype which allowed users to view rock samples through a "virtual" microscope and gathered feedback from staff and students. Results were overwhelmingly positive and imply real interest in this style of resource. Such resources could help to enhance accessibility and inclusivity and could complement existing teaching.
Edward G. McGowan and Jazmin P. Scarlett
Geosci. Commun., 4, 11–31, https://doi.org/10.5194/gc-4-11-2021, https://doi.org/10.5194/gc-4-11-2021, 2021
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Results from reviewing 15 popular video games demonstrate a combination of accuracies and inaccuracies that could impact on people’s self-learning of volcanoes. Several volcanic features are represented to varying degrees of accuracy (stratovolcanoes and calderas, lava flows, volcanic ash, and lava bombs), whereas health risks are often inaccurate. Suggested applications of the findings for educational environments are given, such as group projects in open-world games.
Jean-Luc Berenguer, Julien Balestra, Fabrice Jouffray, Fabrice Mourau, Françoise Courboulex, and Jean Virieux
Geosci. Commun., 3, 475–481, https://doi.org/10.5194/gc-3-475-2020, https://doi.org/10.5194/gc-3-475-2020, 2020
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An educational program, focusing on seismological activities at schools and on raising citizen awareness of natural hazards, has been active in France since 1995. Over this quarter century, different generations of students have learned various lessons concerning instrument installation, data recording, and analysis. Analysis of earthquakes has generated a strong awareness of the seismic hazard, especially after the deployment of seismometers at schools.
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Executive editor
The paper is a guideline especially for educators that highlights the potential of a transformation towards diversified knowledge systems in curricula.
The paper is a guideline especially for educators that highlights the potential of a...
Short summary
In this manifesto, we offer six points of reflection that higher education geoscience educators can act upon to recognise and unlearn their biases and diversify the geosciences in higher education, complementing current calls for institutional and organisational change. This serves as a starting point to gather momentum to establish community-built opportunities for implementing and strengthening diversity, equity, inclusion, and justice holistically in geoscience education.
In this manifesto, we offer six points of reflection that higher education geoscience educators...
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