The COVID-19 crisis is a major event likely to result in lasting changes to geoscience teaching, outreach, and administration. For geoscience education researchers who were collecting data or began collecting data when the crisis began, the crisis provided the opportunity to observe the impact of a major event on behavior in the educational environment. Much of what happened during the 2020-2022 phase of the crisis involved the abrupt movement of many education and outreach endeavors onto virtual platforms. Has this shift impacted student learning outcomes, including opening or closing learning gaps? In what ways have faculty and students changed their use of digital technologies, and which of these changes are likely to be permanent? Have departments/programs created structural changes that are likely to persist, and what impact will these changes have on the long-term health of the programs, especially in the context of equity and inclusion? We welcome submissions from educators and education researchers whose projects overlap with the COVID-19 crisis or who began new projects in response to the crisis.
Submission of research papers, curriculum and instruction papers, and commentaries are welcomed.
