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Fourteen years ago the Wingspread Project helped establish geoscience education research (GER) as an important research eld and highlighted overarching research questions for GER at the time. Since the release of this report, GER has grown as evident from an increase in the quality and frequency of geoscience education research articles, the establishment of the NAGT GER Division, the creation of an online home for GER via the GER Toolbox, an increase in the number of GER graduate programs, and the growth of tenureeligible faculty positions that support geoscience education research. As an emerging STEM education research eld, the GER community is examining the current state of their research and considering the best course forward so that it can have the greatest collective impact on advancing teaching and learning in the geosciences. As part of an NSF-funded multi-step e ort to meet this need, 45 researchers drafted priority research questions, or “Grand Challenges”, that span ten research themes on undergraduate geoscience teaching and learning. These themes include research on: students’ conceptual understanding of the solid and the uid Earth, K-12 teacher preparation, teaching about Earth in the context of societal problems, access and success of underrepresented groups in the geosciences, spatial and temporal reasoning, quantitative reasoning and use of models, instructional strategies to improve geoscience learning, students' selfregulated learning, and faculty professional development and institutional change. For each theme, several Grand Challenges have been proposed, and are now ready for their rst round of peer review, which at GSA will include this presentation and a Town Hall event. It is our vision that the nal outcomes of this community-grounded process will be a published guiding framework to (1) focus future GER on questions of high interest to the geoscience education researcher and practitioner community, (2) provide funding agencies with a strong rationale for including GER in future funding priorities, (3) increase the strength of evidence of GER community claims, and (4) elevate the visibility, stature, and collaborative potential of GER in the geosciences and in STEM education research. BACKGROUND AND CONTEXT NSF project: A Framework for Transformative Geoscience Education Research Goal: to engage the community in setting ambitious goals for geoscience education research (GER) that will be achievable within ten years and will have signi cant impact on undergraduate geoscience teaching and learning. Steps in the Process: Identify themes that de ne the spectrum in which GER operates and has the potential to impact undergraduate teaching and learning. Articulate and prioritize grand challenges for each theme that are of high interest to the geoscience education researcher and practitioner community. Recommend strategies to address the prioritized grand challenges. These will be strategies that the community views as providing the strongest opportunities for rapid achievement of transformative GER. Primary focus of the summer GER workshop, the GSA Town Hall, and the upcoming online survey Themes informed by: Focus group discussions at the 2015 GER workshop, Results from the 2016 and 2017 GER Surveys, the DBER Report (Singer et al., 2012), the Wingspread Report (Manduca et al., 2003), the Earth in Mind II Synthesis report (Kastens and Manduca, 2012), and Lewis and Baker (2010, JRST). Research on: 1 Students' conceptual understanding of geology/solid Earth science content 2 Students' conceptual understanding of Env/ocean/atmosphere/climate content 3 Elementary, middle, and secondary Earth science teacher education (working with teachers and future teachers in all settings) 4 Teaching about Earth in the context of societal problems 5 Access and success of under-represented groups in the geosciences 6 Spatial and temporal reasoning 7 Quantitative reasoning, problem-solving, and models/modelling 8 Instructional strategies to improve geoscience learning in different settings and with different technologies (e.g., placebased instruction, teaching large lectures, online instruction) 9 Geoscience students' self-regulated learning/metacognition and affective domain 10 Institutional change and faculty professional development, TA training RESEARCH THEMES

IDENTIFYING AND PRIORITIZING GEOSCIENCE EDUCATION RESEARCH GRAND CHALLENGES: DRAFT PLANS FOR A COMMUNITY RESEARCH AGENDA