When asked to write this article, I decided to use a bit of space to share some thoughts about the professional adventure that I have experienced as a member of the GeT community, a community which I find to be welcoming and collegial. Since becoming a member of this community, I have deepened my own content knowledge and have enhanced my teaching skills. My scholarly work has flourished while working with colleagues who have similar interests.  I was a bit apprehensive when asked to serve as a co-editor of the GeT volume. However, my experiences working in this community have been so positive that I decided to step into some new territory.  One comforting thought as I took that step was that my work would allow me to give back to our community. The amount of time spent on related tasks increases with each phase of this endeavor, but I have learned so much. I continue to appreciate how much effort the GeT team puts into supporting our community to be relevant and of high quality. Next, you find some details about the status of the GeT volume.

It is still our plan to have “The GeT Course: Resources and Objectives for the Geometry Courses for Teachers” completed by the end of May 2024. At that time, the volume will be submitted to the Mathematical Association of America (MAA), which will then conduct its own review.  It is envisioned that the book will be useful to anyone interested in the undergraduate geometry courses taken by pre-service teachers. Chapters in this volume will also further advance the development of the Student Learning Objectives (SLOs – see https://getapencil.org/student-learning-objectives/) for the preparation of secondary mathematics teachers. For those of you who are curious about the details regarding submissions, as of this writing, there are 65 submitted chapters with an additional 7 outstanding anticipated submissions. Outstanding submissions are primarily from those invited to write about special topics related to their own particular contributions to the field and from those willing to write additional chapters in order to help evenly distribute the work in the compilation. Current categories of the volume are: Background, Commentary, Activities, Assessment, Community and Scholarship, Course Sequence Conceptualization, and Teaching K12 High School Geometry.  At the time of this writing, 27 chapters are still under review. Initial decisions have been sent to 37 corresponding authors. Of those, 21 are expected to have major revisions and 15 to have minor revisions. Authors were given the option of requesting a double- or single-blinded review process.  It is envisioned that the reviews, being developmental in nature, will provide sufficient guidance to assist authors to enhance the quality and impact of their contributions.  In addition, reviewers are provided with the full decision letter and all reviews when decision letters are sent. 

While there is no promise that all contributions will be accepted for publication in the volume, it is the intent that the process being used will help authors improve their work. The process is meant to ensure that submissions are a good fit for the volume by inspiring the implementation of the SLOs into Get Classrooms and by informing conversations about future versions of the SLOs.

As GeT instructors, we live through the demands of jobs that require attention to be distributed among teaching, service, and scholarly work.  As part of our scholarly work and service this academic year, members of our community will be busy writing and reviewing GeT chapters.  Together, we march on toward the completion of our common vision of the publication of the GeT volume.