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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.

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.

Rainbow and red–green colour schemes are widely used in scientific publications despite being known to be problematic, particularly to people with colour blindness. This study investigates to what extent such colour schemes are used in geoscience publications. Based on a desk survey of over 2500 papers from six journals between 2005 and 2020, it is found that over half of the published papers have maps or graphs with colour issues that are therefore potentially misleading to readers.

Many countries can get hit by different hazards, such as earthquakes and floods. Generally, measures and policies are aimed at decreasing the potential damages of one particular hazard type despite their potential of having unwanted effects on other hazard types. We designed a serious game that helps professionals to improve their understanding of these potential negative effects of measures and policies that reduce the impacts of disasters across many different hazard types.

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.

Virtual 3D models are becoming fundamental to support field-based geoscience, with drones and image-based modelling providing rapid workflows for generating 3D datasets for mapping and education. Here, we present V3Geo, a cloud-based repository to facilitate 3D model searching, reuse, sharing and visualisation. We highlight the potential value of V3Geo for the geoscience community with examples of scenarios in publication and teaching where the repository is already being employed.

At UNIS, located at 78° N in Longyearbyen in Arctic Norway, we use digital outcrop models (DOMs) actively in a new course (AG222 Integrated Geological Methods: From Outcrop To Geomodel) to solve authentic geoscientific challenges. DOMs are shared through the open-access Svalbox geoscientific portal, along with 360° imagery, subsurface data and published geoscientific data from Svalbard. Here we share experiences from the AG222 course and Svalbox, both before and during the Covid-19 pandemic.

We aim to address a proposed disconnect between science and the public. In this case, it is imarine meteorological information and the users of these data. Here, the focus is not only on the perceptions, usability and uptake of extreme event forecasts but rather on general, everyday situations. A survey was conducted in two Southern Hemisphere countries, South Africa and New Zealand, and subgroups within the communities (recreational and commercial users) were identified and elucidated.

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 (artificial intelligence) algorithm to do this by using lessons from non-AI (i.e. human) abilities, investigated using a geoscience communication activity. A survey and an artificial neural network are used in a successful proof of concept.

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.

This paper presents an analysis of public responses to U.S. National Weather Service heat-related Facebook posts for the Phoenix (Arizona) County Warning Area to identify community norms that may present challenges to the effectiveness of heat risk communication. Findings suggest that local audiences tend to view heat as normal and the ability to withstand heat as a marker of community identity. Recommendations are provided for harnessing those norms to promote positive behavioral change.

Strike and Dip (SaD) is a desktop virtual reality environment to teach strike and dip measurement and the compilation of geologic maps. SaD replicates real-world field mapping using virtual 3D outcrop models and a geologic compass that 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 generally positive. SaD is a viable resource for accessible field trips.

In this paper we investigate the numbers 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. Furthermore, all the journals showed a similar number of references per page, i.e. ~ 3.8 references per page.

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.

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.

Many projects in their reporting phase are required to provide a clear plan for evaluating the results of those efforts aimed at translating scientific results to a broader audience. This paper illustrates methodologies and strategies used in the framework of a European research project to assess the impact of knowledge transfer activities, both quantitatively and qualitatively, and provides recommendations and hints for developing a useful impact plan for scientific projects.

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.

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.

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 five 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.

In this paper we suggest that introductory level geoscience students can learn more about the Earth and the processes that change it through well-designed interactive videos and 3-D images than they typically can learn from a field trip or live lecturer, textbook, and hand samples. This is particularly important at this time as many schools and universities are moving away from actual field experiences, and there is a common viewpoint that geology is not a real science.

Natural events like earthquakes provide an opportunity for geoscientists to communicate Earth science with the public. YouTube has a large number of users, but little is known about how YouTube videos on natural events engage and communicate geoscience to the public. Our results show that timely videos about geologic events in the news better engage younger and more diverse audiences to be interested in Earth science and stimulates more meaningful dialogues with certain YouTube users.

This paper extracts key learning from two case studies (India and Mozambique), outlining solutions and approaches to challenges in developing forecast products. These lessons and solutions can be used by forecasters and practitioners to support the development of useful, appropriate, and co-designed forecast information for institutional decision-makers to support more effective early action in advance of disasters.

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.

We present the Magnetic to the Core project, which communicated palaeomagnetism to members of the general public through hands-on experiments. The impact of the project was tested with an interactive quiz, which shows that this outreach event was successful in impacting visitors’ learning. We hope our Magnetic to the Core project can serve as an inspiration for other Earth science laboratories looking to engage a wide audience and measure the success and impact of their outreach activities.

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.

W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It provides a structured approach for the learning and training platform to professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with academics, instrumentation manufacturers, and public sectors for sharing knowledge and good practices.