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GSA TODAY | NOVEMBER 2016 2017 Student
Research Grants
GSA is proud to offer research grants
to its highly qualified student members.
Students may receive a total of two GSA
graduate student grants in their entire
academic career, regardless of what program
they are currently enrolled in. The
maximum award per grant is US$2,500.
Students may be eligible for specialized
awards; in which case, the total funding
awarded could be greater than US$2,500.
The GSA student research grant applica-
tion process is available online only; no
paper applications or letters will be accepted. still an important reason for my continued active membership. But as my research
Apply online at www.geosociety.org/
grants/gradgrants.htm starting in
December. Online submissions must be
completed by Wednesday, 1 Feb. 2017, at
5 p.m. MST.
For further information on the 2017
Research Grants Program, go to www
.geosociety.org/grants/gradgrants.htm,
call +1-303-357-1025, or e-mail awards@
geosociety.org.
Exploring Career Paths
through Published
Materials Webinar
Wed., 9 Nov., 11 a.m.–noon MST
Learn about the types of career paths by
exploring the published materials, subject
classification scheme, historical aspects of
geoscience careers and research, and other
hidden information gems within the USGS
Library. Presenter: Emily Wild, U.S.
Geological Survey. Read the abstract and
register at https://attendee.gotowebinar
.com/register/4927315501987503105.
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Why GSA Membership
is Important to Me
GSA membership is important to me because of the
Society’s long-standing support of effective practice
and rigorous research in geoscience education. I’m
part of a cohort who trained initially as geoscientists,
and who came by our subsequent scholarly interest in geoscience teaching and
learning after first accruing some experience as college or high school educators and
having engaged with challenges of student interest and retention, access and inclu-
sion, authentic assessment, and public geoscience literacy. We became interested in
applying scientific methods to address these and other problems of teaching and
learning. We gathered at GSA annual and sectional meetings to share ideas and
present our work, in part because of the Society’s affiliation with the National
Association of Geoscience Teachers (NAGT) and the co-convening of NAGT events
with these meetings. I initially became a Society member for the geology, and that is
interests in place-based and cross-cultural geoscience teaching and learning grew
out of my work in Native American communities, the professional value of my GSA
membership increased proportionately. I am a past-president of NAGT and have
served on GSA’s education and diversity committees—and I am truly proud to have
witnessed and collaborated in the great expansion of co-sponsored Geo-Ed sessions
and short courses at GSA meetings, the genesis and growth of the Geoscience
Education Division (GED), and the publication of a number of GSA Special Papers
focused on geoscience teaching and learning. We’ve gained two more generations of
geoscience-education researchers, now including scholars who’ve identified as such
from the inception of their careers. GSA is a professional home to them too. An
increasing number of geoscience-education researchers are being recognized as GSA
Fellows; this reflects both the maturity of the field and the Society’s profound
support of it. At each year’s Annual Meeting, GSA, GED, and NAGT together offer
the broadest, deepest, and most current program in geoscience education research
and practice. I encourage all geoscientists to sample some of that bounty! GSA
membership has been indispensable to my career—and now, it is providing the same
kinds of benefits to my students.
Steven Semken
Arizona State University
GSA Member since 1988
GSA Fellow since 2014