I teach undergraduate and graduate courses in Earth System Science and Climate Change Communication/Literacy. Students in my group conduct research in the field of geoscience education and geocognition and typically used mixed methods research (e.g., qualitative and quantitative approaches) to investigate geoscience teaching and learning challenges in formal and informal settings.
My work ties together the affective and cognitive domains of learning in the geoscience education and geocognition fields. My group uses a suite of tools to investigate including psychomotor tools (e.g., eye-tracking, pupillometry, and hand bio-sensors), psychometric tools (e.g., concept inventories), and open-ended approaches (e.g., interviews, concept-maps, etc) to measure people's engagement, conceptual understanding, and perceptions about the Earth. We address questions such as: How do expert and novices interpret and engage with climate change materials? What are students' understanding of temporal and spatial dynamics? How do students engage with augmented reality supported activities? How do we best communicate using figures and graphs to the public? What is the role of social media in communicating climate science to the public? What is the cognitive load of subjects when completing numerical tasks while viewing graphs? What are peoples' climate change risk perceptions?
Ph.D., Geology, Texas A&M University (2007)
M.S., Oceanography, Texas A&M University (2003)
B.S., Marine Science, Eckerd College (2000)