Kristen St. John

Regional patterns of Pleistocene ice‐rafted debris flux in the North Pacific

IRD mass accumulation rate (MAR) records are presented for Deep Sea Drilling Project site 580 and Ocean Drilling Program sites 882 and 887 and are combined with results from previous IRD MAR studies to provide a synthesis of North Pacific Pleistocene ice rafting. Important regional differences in the ice rafting histories of the NW and NE Pacific are highlighted by this synthesis and include (1) significant variations in IRD fluxes across the North Pacific, which identify two major IRD sources, coastal Alaska and coastal Siberia/Kamchatka Peninsula, and (2) significant variations in the timing of IRD supply across the North Pacific, particularly in response to global-scale climatic forcing. These regional differences indicate that local and regional controls on iceberg input, transport, and melting exert a major influence on ice rafting throughout the North Pacific. This suggests that a single generalized ice rafting record for the North Pacific does not adequately describe the complexity of this basins Pleistocene history. Data used to calculate LSRs and IRD MARs for sites 380, 882, and 887 are available on diskette or via anonymous FTP from kosmos.agu.org, directory APEND (Usemame = anonymous, Password = guest). Diskette may be ordered from American Geophysical Union, 2000 Florida Avenue, N.W., Washington, DC 20009 or by phone at 800-966-2481;

Synthesis: Discussion and Implications

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2016 Awards for Reviewer and Paper Contributions to the Journal of Geoscience Education

Kristen St. John, James Madison University; Kelsey Bitting, Northeastern University; Cinzia Cervato, Iowa State University; Kim A. Kastens, Lamont-Doherty Earth Observatory; Heather Macdonald, College of William & Mary; John R. McDaris, SERC at Carleton College; Karen S. McNeal, Auburn University; Heather L. Petcovic, Western Michigan University; Eric J. Pyle, James Madison University; Eric M. Riggs, Texas A&M University; Katherine Ryker, University of South Carolina; Steven Semken, Arizona State University-Tempe; Rachel Teasdale, California State University-Chico.

Opportunities and Acclaim for JGE Contributors

JGE is committed to publishing high quality scholarly work on teaching and learning in the geosciences. This depends on a community of contributors–study authors, content and methods experts who serve as reviewers, editors, and a production team. Five 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 http:// nagt-jge.org/page/awards. I am pleased to share that the 2016 Outstanding Reviewer awardee is Julie Sexton (University of Northern Colorado), and the authors of the Outstanding Paper are Caitlin Callahan (Grand Valley State University), Julie Libarkin (Michigan State University), Carmen McCallum (Buffalo State, SUNY), and Chris Atchison (University of Cincinnati). Julie Sexton served as an external reviewer on a manuscript that underwent substantial changes. She checked the manuscript against the original review concerns, wrote a very detailed and constructive review, and offered key insights to the Associate Editor and Editor. It was an excellent example of the value and expected quality of external review. Callahan et al.’s (2015) commentary ‘‘Using the Lens of Social Capital to Understand Diversity in the Earth System Sciences Workforce’’ is an excellent paper that addresses an under-reported aspect of geoscience education. The editors saw the potential impact of this paper made it open access at the time of publication; that it was already downloaded >480 times is impressive. The contribution has broad societal impact and advances the discipline by successfully arguing for a new way to look at research on broadening participation.

The late Miocene to Pleistocene ice‐rafting history of southeast Greenland

Introduction For many academic geoscientists the summer months are a time when teaching loads go down and research productivity goes up. Whether we are traveling to distant field locations, working in labs, or writing, we temporarily turn away from grading and towards other intellectual endeavors that deepen our scholarship. For those whose scholarship is in geoscience education, the research outcomes can broadly impact teaching and learning as well. With this in mind I describe new opportunities for sharing your scholarship in JGE, and for further developing your scholarly skills through professional development workshops co-sponsored by NAGT, our Journal’s parent society. I also draw your attention to recent high impact articles in JGE, and the opportunity to nominate reviewers and articles for special recognition.