Poster presented at the 2013 Ecological Society of America (ESA) Annual Meeting. This poster discusses research on assessing habitat preference of invasive American minks (Neovison vison) using trap-cameras in Navarino Island, Chile.
Poster for the 2015 University of North Texas (UNT) Graduate Exhibition. This poster discusses the evaluation of three major emission sources on the Dallas-Fort Worth ozone levels using photochemical modeling.
Poster presented as part of the 2012 University Forum on Teaching & Learning at UNT. This poster discusses a learning activity with a Wiki course on gender and globalization through film. The course aims to help students understand how existing gender inequalities are challenged and furthered by processes of international development and globalization.
Poster presented as part of the 2013 University Forum on Teaching & Learning at UNT. This poster discusses exploring the effectiveness of group-based blog assignments in large enrollment classes to help students learn about global film history across different industries and time periods.
Poster for the 2012 University Forum on Teaching & Learning. This poster discusses a project for a UNT history course, History 4263, on Palestinian history. In the course, students explore historical foundations and interpretations of modern Palestinian history.
This poster presentation discusses research on a transformative instructional initiative on globalizing curriculum. The project involved students learning about the legacy of Stalinism in modern Russia and connecting students to their virtual peers in Russia via the internet.
This poster describes an experiential learning activity for the UNT course History 5040, Historiography of Stalinism. The goal is to apply critical reasoning to Stalin's politics in a courtroom environment.
This poster describes a pilot study on teaching French verbal aspect through concept-based instruction. This poster outlines and describes the background and context of a verbal aspect, the tasks and assessments for the study, student learning outcomes, the theoretical framework, and the results of the study.
This poster discusses a project using Calibrated Peer Review (CPR). CPR is a web-based instructional tool. CPR assignments require students to write an essay, evaluated three 'canned' calibration essays on the same topic, evaluate three of their peers' essays, and finally evaluate their own essay. The authors' goal was to determine whether the CPR process improves student learning of the essay content and whether the CPR process improves student writing.
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