https://orcid.org/0000-0003-3267-060X
Citations (21)
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Wendy F. Todd, Chessaly E. Towne & Judi Brown Clarke. (2023) Importance of centering traditional knowledge and Indigenous culture in geoscience education. Journal of Geoscience Education 71:3, pages 403-414.
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Wendy F. Todd, Christopher L. Atchison & Lisa D. White. (2023) Amplifying the voices of diverse scholars to integrate culture in the Earth sciences. Journal of Geoscience Education 71:3, pages 281-287.
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Damian Mellifont. (2023) Ableist ivory towers: a narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education. Disability & Society 38:5, pages 865-886.
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Evelyn Abagayle Boyd, Kelly Best Lazar & Matthew Voigt. (2023) Humanizing geoscience education research through participant-driven visual representation. Journal of Geoscience Education 0:0, pages 1-9.
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Christopher L. Atchison, Timothy L. Hawthorne, Hannah R. Torres, Christy C. Visaggi, Patricia Bencivenga, Joshua Haralson, Darby Relyea & Olga S. Jarrett. (2022) Designing inclusive community-based geography research experiences across the spectrum of ability. Journal of Geography in Higher Education 46:4, pages 541-559.
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Samantha Friedman, Jenny Gibson, Catherine Jones & Claire Hughes. (2022) ‘A new adventure’: a case study of autistic children at Forest School. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-17.
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Evelyn Abagayle Boyd & Kelly Best Lazar. (2022) “It’s not just a picture”: The effects of an international two-week field experience on student geoscience involvement and persistence. Journal of Geoscience Education 70:3, pages 399-411.
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Cat StEvens. (2022) The lived experience of autistic teachers: a review of the literature. International Journal of Inclusive Education 0:0, pages 1-15.
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Articles from other publishers (13)
Hilary Nelson, Danielle Switalsky, Jill Ciesielski, Heather M. Brown, Jackie Ryan, Margot Stothers, Emily Coombs, Alessandra Crerear, Christina Devlin, Chris Bendevis, Tommias Ksiazek, Patrick Dwyer, Chelsea Hack, Tara Connolly, David B. Nicholas & Briano DiRezze. (2023) A scoping review of supports on college and university campuses for autistic post-secondary students. Frontiers in Education 8.
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Kira A. Treibergs, David Esparza, Jeannie A. Yamazaki & Michelle K. Smith. (2023) Journal reflections shed light on challenges students face in an introductory field biology course. Ecosphere 14:4.
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Kira A. Treibergs, David Esparza, Jeannie A. Yamazaki, Marc Goebel & Michelle K. Smith. (2022) How do introductory field biology students feel? Journal reflections provide insight into student affect. Ecology and Evolution 12:11.
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Caitlyn A. Hall, Sam Illingworth, Solmaz Mohadjer, Mathew Koll Roxy, Craig Poku, Frederick Otu-Larbi, Darryl Reano, Mara Freilich, Maria-Luisa Veisaga, Miguel Valencia & Joey Morales. (2022) GC Insights: Diversifying the geosciences in higher education: a manifesto for change. Geoscience Communication 5:3, pages 275-280.
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Stephanie Shaulskiy, Alison Jolley & Kari O’Connell. (2022) Understanding the Benefits of Residential Field Courses: The Importance of Class Learning Goal Orientation and Class Belonging. CBE—Life Sciences Education 21:3.
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James E. Rutkofske, Terry L. Pavlis & Samantha Ramirez. (2022) Applications of modern digital mapping systems to Assist inclusion of persons with disabilities in geoscience education and research. Journal of Structural Geology 161, pages 104655.
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Jessica H. Pugsley, John A. Howell, Adrian Hartley, Simon J. Buckley, Rachel Brackenridge, Nicholas Schofield, Gail Maxwell, Magda Chmielewska, Kari Ringdal, Nicole Naumann & Joris Vanbiervliet. (2022) Virtual field trips utilizing virtual outcrop: construction, delivery and implications for the future. Geoscience Communication 5:3, pages 227-249.
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Anya Lawrence & Natasha Dowey. (2021) Six simple steps towards making GEES fieldwork more accessible and inclusive. Area 54:1, pages 52-59.
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Kari O'Connell, Kelly L Hoke, Michael Giamellaro, Alan R Berkowitz & Janet Branchaw. (2022) A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience 72:2, pages 189-200.
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Erin E. Shortlidge, Alison Jolley, Stephanie Shaulskiy, Emily Geraghty Ward, Christopher N. Lorentz & Kari O'Connell. (2021) A resource for understanding and evaluating outcomes of undergraduate field experiences. Ecology and Evolution 11:23, pages 16387-16408.
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Alexander L. Peace, Jeremy J. Gabriel & Carolyn Eyles. (2021) Geoscience Fieldwork in the Age of COVID-19 and Beyond: Commentary on the Development of a Virtual Geological Field Trip to Whitefish Falls, Ontario, Canada. Geosciences 11:12, pages 489.
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Olivier Pourret, Pallavi Anand, Sandra Arndt, Pieter Bots, Anthony Dosseto, Zimin Li, Johanna Marin Carbonne, Jennifer Middleton, Bryne Ngwenya & Amy J.V. Riches. (2021) Diversity, equity, and inclusion: Tackling under-representation and recognition of talents in geochemistry and cosmochemistry. Geochimica et Cosmochimica Acta 310, pages 363-371.
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Anya Lawrence. (2021) Between a rock and a workplace. Nature Geoscience 14:7, pages 454-455.
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