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EDITORIAL

Is There a Better Model for Promotion and Tenure Preparation and Evaluation of Geoscience Education Researchers in Geoscience Departments?

REFERENCES

  • Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate . Carnegie Foundation for the Advancement of Teaching, Princeton, N.J.
  • Feig, A. 2013. The allochthon of misfit toys. Journal of Geoscience Education , 61 (3):306–317.
  • Lukes, L. 2015. Post 2015 Earth Educator Rendezvous: Message from the President. The GER Exchange: Special Edition, NAGT GER Division newsletter , 24 July 2015. Available at http://d32ogoqmya1dw8.cloudfront.net/files/nagt/divisions/geoed/ger_exchange.pdf (accessed October 20, 2015).
  • Lukes, L., LaDue, N., Cheek, K., Ryker, K., and St. John, K. 2015. Creating a community of practice around geoscience education research: NAGT-GER. Journal of Geoscience Education , 63 (1):1–6. doi:https://doi.org/10.5408/1089-9995-63.1.1
  • Singer, S., Nielsen, N., and Schweingruber, H., eds. 2012. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research ; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Research Council. Washington, DC: National Academies Press, p. 282. ISBN: 978-0-309-25411-3.
  • St. John, K. 2015. Being your own best advocate: Geoscience education researchers and the tenure track in traditional geoscience departments. Journal of Geoscience Education , 63 (3):165–166.

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