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An essay concerning the effectiveness of an interdisciplinary field trip in educating biologists about the value and aspects of geology is presented.

The article discusses the use of eyetracking technology to improve the geologic field trips of University of Rochester students in New York. Students use eyetrackers to search for geological clues in landscapes. Professor of earth and environmental sciences John Tarduno and other geologists accompanied undergraduate students to study geologic interest in California including the Yosemite National Park and San Andreas Fault. Students used eyetrackers to capture images and videos.

The article discusses David Harwood's geology field course for future teachers. The course teaches the basics of geology as well as helps students gain a new appreciation for scientific inquiry, according to the author. He describes the three-week course as a combination of humor, drama, exacting challenges and moments of "Survivor," the reality television series.

An interview with earthquake geologist and professor Kerry Sieh is presented. Topics discussed include his decision to get into geology, his tenure as director of the Earth Observatory of Singapore and his way of spending free time. It further discusses his future plans to stay in Singapore and challenges faced by him while living in Singapore.

A personal narrative is presented which explores the author's experiences in studying geology on how and when a flood basalt happen and how glacial erosion works.

The author discusses his task to handle geology education at Kabul Polytechnic University (KPU) in Afghanistan in 2014. He relates the evolution of higher education in the country since the 1970s, and the U.S. Task Force for Business Stability Operations' plan to raise basic geology and mining education at KPU in 2013. The author notes that Afghanistan will have to focus on hydrology and hydrogeology to effectively manage its water resources and address possible water conflicts in the future.

The article focuses on International Association for Promoting Geoethics and its vision for earth scientists to take care of Earth. It cites a session convened by IAGP in Vienna, Austria titled "Geothics and Natural Hazards" which began with a review of ethical issues involved in the case of 7 experts convicted to warn people of a possible earthquake in L'Aquila, Italy in 2009 and ended with a discussion on methods for teaching children to understand and respect geological processes.

The article reports on the Ministry of Education's proposed law that would remove geoscience from the list of required courses taught in secondary schools in Spain. The geological, scientific, academic and professional communities in the country have expressed their concerns over the proposed law. Spain's lack of strategic, long-term vision to maintain consistency and quality in the educational system is considered.

Two letters to the editors are presented in response to articles in previous issues including "Teaching Geology to Biologists" and article about a family travel trip to Greece.

An introduction to the journal is presented in which the editor discusses a report published within the issue about efforts to ensure that the full breadth of a geoscience education is available to all, including the disabled.

The article focuses on the Experimental Study Group (ESG) program of Massachusetts Institute of Technology (MIT) which aims to help students deepen their own sense of science. Topics covered include the difference of the format of the video course from what students are typically exposed to in science class, the assessment by geologist David McConnell of videos in geology classrooms and the benefit of the program to computer science major Christian Cardozo.

The article focuses on the need of field camps for undergraduate geology students for their proper training to help them in becoming geoscience professionals. It mentions that field camps teach teamwork, leadership and scale which is essential for a geology student. It further mentions that field camp is their first real experience to move into the workforce after graduation.

Two letters to the editor are presented in response to articles in previous issues, one which discusses the skills needed for geoscience students and the other talks about the intrusion of granite.

Letters to the editor are presented in response to the article "May 18, 1952: Stonehenge's Age Solved with Carbon-14" by May Benchmarks in the May 2010 issue, and a commentary on geology education and the economic downturn in the June 2010 issue.

The article offers information on a field geology course developed by David Harwood. Included in the course are principles of stratigraphy such as superposition, initial horizontality and horizontal continuity which were described by Nicholas Steno in 1669. Other concepts presented in the course are uniformitarianism and the Precept of Multiple Working Hypotheses.