Academic journal article Journal of Geoscience Education

Journal Awards and Transitions

Academic journal article Journal of Geoscience Education

Journal Awards and Transitions

Article excerpt


Six years ago NAGT and the JGE Editorial Board established two awards to promote and celebrate outstanding peer-review and author contributions. The criteria for these awards can be found at awards. I am pleased to share that the 2017 Outstanding Reviewer is Kim Kastens (Lamont-Doherty Earth Observatory of Columbia University), and the author of the Outstanding Paper is Kathryn Stofer (University of Florida). The committee was unanimous in their selection of each awardee.

Kim Kastens reviewed more manuscripts than any other reviewer over the last year and the quality of feedback to the authors was exceptional high. One author indicated that her review helped redirect their team's investigation, which ultimately made their research and manuscript much stronger. JGE quality standards depends on dedicated reviewers, and we honor Kim Kastens for her thoughtful and thorough reviews.

Kathryn Stofer's research paper "When a Picture Isn't Worth 1000 Words: Learners Struggle to Find Meaning in Data Visualizations" is an excellent example of high quality research design. In her work, she set up a test of a widely held assumption and communicated her findings in a very well written paper - it is a pleasure to read and learn from. In addition, it was among the top five downloaded JGE articles that were published in 2016.


The Editorial team for JGE also deserves praise and thanks. Like many readers, reviewers, and authors, the individuals on the Editorial Board are busy people - with teaching or administrative responsibilities and their own research projects to pursue. Nevertheless, this collection of individuals has worked as a true team with a unified goal to support the peer review process and produce a journal that serves as a well-respected outlet for geoscience education scholarly work. The Editors and Associate Editors maintain high standards, yet also take a nurturing approach to the peer review process to support those submitting authors who may be new to geoscience education research. This means more time reading and providing guidance, but the end result is both good for the journal and for the geoscience education community. …

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