Publications
Publications
Publications from CEEE
Karplus, M.S., Young, TJ., Anandakrishnan, S., Bassis, JN., Case, E.H., Crawford, AJ., Gold, AU, Henry,LR Kingslake, J., Lehrmann, AA., Montalvo, PA., Pettit, EC, Scambos, TA, Sheffield, EM., Smith, EC, Turrin ,M., Wellner, JS (2023): Strategies to build a positive and inclusive Antarctic field work environment. Annals of Glaciology, Volume 63 (87-89) , pp. 125 – 131, DOI: https://doi.org/10.1017/aog.2023.32.
*Marsh, C., Gold, A, Rongstad, B. (2023): Inclusive Science Communication: Strategies for Utilizing an Asset-Based Community Engagement Framework to Elevate Community Voices, Inspire Conversation, and Honor Multiple Ways of Knowing. Frontiers in Communication, 8, https://doi.org/10.3389/fcomm.2023.1214105 (*former undergraduate student)
Rongstad Strong, B., Schaecher, A., Gold, A., Knight, E. (2023): We are Water: Connecting Communities Through Stories and Conversations. Living Room Conversation blog Blog post as part of Earth Day and to advertise the new Living Room Conversations Guide. https://livingroomconversations.org/we-are-water-connecting-communities-through-stories-and-conversations/
Littrell, M.K., Okochi, C., Boyd, K., Gold, A.U., Pennycook, D., McCormick, M., Mrakuzic, A. (2023): Engaging Library Visitors in Dialogues around Informal Learning about Water and Community Connections. National Association for Research in Science Education (NARST) 2024 Denver Conference. Extended conference paper. peer-reviewed
Okochi, C., Littrell, M.K., Boyd, K.J., Gold, A.U. (2023): Water meaning maps: Diving deeper into rural library visitors’ connections with water in the Southwest. National Association for Research in Science Education (NARST) 2024 Denver Conference. Extended conference paper. peer-reviewed.
Boyd, K.J., Littrell, M., Okochi, C., Stein, J., Valdez, S., Gold, A.U., Rongstad Strong, B., Schaecher, A., Grybko, T. (2023): Engaging Communities and Adapting Informal Learning Research and Evaluation Methods to Rural Library Settings. National Association for Research in Science Education (NARST) 2024 Denver Conference. Extended conference paper, peer-reviewed.
Gold, A.U., Maryboy, N., Begay, D., Valdez, S., Stein, J., Littrell, M., Boyd, K., Okochi, C., Rongstad Strong, B. (2023): Indigenous Logic Model Development: Fostering Collaborative Engagement and Cultural Relevance. National Association for Research in Science Education (NARST) 2024 Denver Conference. Extended conference paper. peer-reviewed
Quarderer, N. A., Wasser, L., Gold, A. U., Montaño, P., Herwehe, L., Halama, K., ... & Balch, J. (2025). Fostering the Development of Earth Data Science Skills in a Diverse Community of Online Learners: A Case Study of the Earth Data Science Corps. Journal of Statistics and Data Science Education, 33(1), 3-15. https://doi.org/10.1080/26939169.2024.2362886
Gold, A.U., Ward, E., Marsh, C., Moon, T., Schoeneman, S., Khan, A. (2024): Emotional Value Coding as an Innovative Approach to Assess Sense of Place in Classroom Instruction. American Education Research Association Conference. (accepted)
Littrell, M., Gold, A.U., Ward, E., Quarderer, N., Sullivan, S., Rattling Leaf, J., Balch, J. (2024): Assessing Needs and Sense of Belonging in an Emerging Environmental Data Science Community. American Education Research Association Conference, (accepted)
Vieyra, R., López Tavares, D., Vallejo, A., Rouinfar, A., Gold, A., & Perkins, K. (2025). Elevating student agency to explore big Earth and space science ideas with PhET Interactive Simulations. The Earth Scientist, 42(1), 22-28.
Littrell, M. K., Boyd, K. J., Schloesser, K., Christensen, A., Gold, A. U., & Alam, I. (2025). Place and community engagement in a youth natural hazards and community resilience education program. Journal of Geoscience Education, 1–16. https://doi.org/10.1080/10899995.2025.2489709
Semmens, K., Sickler, J., Maxfield, K., Goldner, M., Curry, D., Peddicord, H., … Carr, R. H. (2025). Building Insights Through Observation: Integrating Art and Science to Support Sensemaking. Science Scope, 48(2), 30–38. https://doi.org/10.1080/08872376.2025.2463906
Schloesser, K., Davis, R., Ruffin, T., Gold, A. U., Christensen, A., Littrell, M. K., & Boyd, K. J. (2024). Centering and uplifting youth voice in planning for a more resilient climate future in rural Colorado: A case study of a student resilience team asking for change. Frontiers in Climate, 6(1), Article 1408872. https://doi.org/10.3389/fclim.2024.1408872
Boyd, K. J., Busch, K. C., Gold, A. U., Ward, E. G., Niepold, F., Poppleton, K., … Morrison, D. L. (2024). Using social network analysis to assess connections within climate and energy education organizations: A case study conducted by the Climate Literacy and Energy Awareness Network (CLEAN). Environmental Education Research, 1–24. https://doi.org/10.1080/13504622.2024.2408424
Schaecher, A., Rongstad Strong, B., Gold, A. (2023) We are Water Patch Promotes Action for Watershed Stewardship. Connected Science Learning. July – August 2023. 5(4). https://doi.org/10.1080/24758779.2023.12318615
Okochi, C, Gold, A.U., Christensen, A., Batchelor, R. (2023): Early access to science research opportunities: Growth within a geoscience summer research program for community college students. PLOS ONE. https://doi.org/10.1371/journal.pone.0293674.
Griffith, J., Braaten, M., Dubick, A., & Gold, A. (Accepted). From Windy Day Stories to Wind Farms of the Future: Leveraging student resources to make sense of science phenomena with Data Puzzles. NSTA Science Scope. https://doi.org/10.1080/08872376.2024.2314669
Marsh, C. L., Gold, A. U., & Rongstad Strong, B. (2023, November 2). Elevating community voices through inclusive science communication: A case study of the we are water program in the Southwestern United States. Frontiers. https://doi.org/10.3389/fcomm.2023.1214105
Gold AU, Geraghty Ward EM, Marsh CL, Moon TA, Schoeneman SW, Khan AL, et al. (2023) Measuring novice-expert sense of place for a far-away place: Implications for geoscience instruction. PLoS ONE 18(10): e0293003.. https://doi.org/10.1371/journal.pone.0293003
Rongstad Strong, B., A.U. Gold, C. Ratcliffe Adams, V. Tomas, and A. Watkins (2023) Place-based education and community knowledge connect youth to water topics. Connected Science Learning, 5 (4). https://doi.org/10.1080/24758779.2023.12318616
Christensen, A., Welton-Mitchell, C., Gold, A., James, L., & Zeitz, L. (2023, June 27). Beyond Doom and Gloom: Teaching Climate Change to Foster Empowerment. Connected Science Learning, 5(3). https://doi.org/10.1080/24758779.2023.12318633
Littrell, M. K., Gold, A. U., Kosley, K.L.K., May, T.A., Leckey, E., & Okochi C. (2022). Transformative experience in an informal science learning program about climate change. Journal of Research in Science Teaching, 1-25. doi: epdf/10.1002/tea.21750
Griffith, J., & Kozick-Kingston, M. (2022). Arctic Feedbacks: Not All Warming Is Equal. The Science Teacher, 89(4), 38-45.
Fortner, S., Gold, A.U., Batchelor, R.L. et al. (2022). Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science. Earth and Space Science Open Archive. https://doi.org/10.1002/essoar.10510740.1
Boyd, K. J., Okochi, C., Littrell, M. K., Batchelor, R. L., Gold, A. U., & Leckey, E. (2021). Career implications for college student mentors through their contribution to a climate film outreach program for adolescents. International Journal of Science Education, Part B, 11(4), 308–323. https://doi.org/10.1080/21548455.2021.1996656.
Gold, A. U., Atkins, R., & McNeal, K. S. (2021). Undergraduates graph interpretation and scientific paper reading shift from novice- to expert-like as a result of participation in a summer research experience: A case study. Scholarship and Practice of Undergraduate Research, 5(2), 7–19. https://doi.org/10.18833/spur/5/2/2.
Schloesser, K., Kurz, J., Gold, A.U. (2021): Too much or too little: Empowering students to plan for resiliency to flooding and drought. The Earth Scientist, Vol. XXXVIII, 3, 24-18.
Boyd, K. J., Gold, A. U., & Littrell, M. K. (2021). Teaching practices around natural hazards and community resilience in Colorado. Journal of Geoscience Education, 1-14. https://doi.org/10.1080/10899995.2021.1964319.
Leckey, E. H., Littrell, M. K., Okochi, C., González-Bascó, I., Gold, A., & Rosales-Collins, S. (2021). Exploring local environmental change through filmmaking: The Lentes en Cambio Climático program. The Journal of Environmental Education, 52(4), 207-222. doi: 10.1080/00958964.2021.1949570.
Hill, A. F., M. Jacquemart, A. U. Gold, and K. Tiampo (2021), Changing the culture of fieldwork in the geosciences, Eos, 102, https://doi.org/10.1029/2021EO158013. Published on 06 May 2021.
Batchelor, R. L., H. Ali, K. G. Gardner-Vandy, A. U. Gold, J. A. MacKinnon, and P. M. Asher (2021), Reimagining STEM workforce development as a braided river, Eos, 102, https://doi.org/10.1029/2021EO157277. Published on 19 April 2021.
Gold, A., Harden, L., Griffith, J. (2021). Teaching Nature of Science Concepts in the Context of Past (Fram) and Present (MOSAiC) Arctic Expeditions. Science Scope, 44(4). https://doi.org/10.1080/08872376.2021.12291396
Gold, A. U., Pfirman, S., & Scowcroft, G. A. (2021). The imperative for polar education. Journal of Geoscience Education, 69(2), 97-99, https://doi.org/10.1080/10899995.2021.1903242
Sloan, V., & Haacker, R. (Eds.). (2020). GEO REU Handbook: A Guide for Running Inclusive and Engaging Geoscience Research Internship Programs (1st ed.). doi:10.5065/ycba-qw42.
Chapter 11: Science Communication Training, coauthor: Rebecca Batchelor
Chapter 14: Evaluating Your REU Program, coauthor: Anne. U. Gold
Chapter 15: Publishing Education Research, coauthor: Anne U. Gold
Batchelor, R.L., Christensen A.H., Gold, A.U., Okochi, C. (2020): A Two-week Virtual Research Experience Program for Community College Students in the Geosciences. Advances in Engineering Education. FALL 2020 VOLUME 8 NUMBER 4.
Sloan, V., R. Haacker, R. Batchelor, and C. Garza (2020), How COVID-19 is affecting undergraduate research experiences, Eos, 101, Published on 18 June 2020.
Tayne, K., Littrell, M. K., Okochi, C., Gold, A. U., & Leckey, E. (2020). Framing action in a youth climate change filmmaking program: Hope, agency, and action across scales. Environmental Education Research, 1-21. doi: 10.1080/13504622.2020.1821870.
Katya A. Schloesser & Anne U. Gold (2020) Bringing polar topics into the classroom: Teacher knowledge, practices, and needs. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2020.1729076
Littrell, M.K., Okochi, C., Gold, A.U., Leckey, E., Tayne, K., Lynds, S., Williams, V., & Wise, S. (2020). Exploring students’ engagement with place-based environmental challenges through filmmaking: a case study from the Lens on Climate Change program. Journal of Geoscience Education, 68(1), 80-93. doi: 10.1080/10899995.2019.1633510.
Morrison, A.L., Rozak, S., Gold, A.U. et al. Quantifying student engagement in learning about climate change using galvanic hand sensors in a controlled educational setting. Climatic Change 159, 17–36 (2020). https://doi.org/10.1007/s10584-019-02576-6
Littrell, M. K., Tayne, K., Okochi, C., Leckey, E., Gold, A. U., & Lynds, S. (2020). Student perspectives on climate change through place-based filmmaking. Environmental Education Research, 26 (4), 594-610. doi: 10.1080/13504622.2020.1736516.
Taylor, J., Thomas, L., Penuel, W., Sullivan, S. (2019) Food: Students designing ways to take a bite out of climate change at school. The Science Teacher.
Tayne, K., Littrell-Baez, M.K., Leckey, E., Gold, A.U. (2018): Engaging with Climate Change as a Socioscientific Issue in an Informal Science Learning Environment. In: Kay, J. & Luckin, R. (eds.) Rethinking Learning in the Digital Age. Making the Learning Sciences Count, International Society of Learning Sciences Conference Proceedings, v. 1, p. 1715-1716. https://doi.dx.org/10.22318/cscl2018.1715
Tayne, K., Littrell-Baez, M., Leckey, E., Gold, A. (2018): Toward More Meaningful Climate Change Education: Investigating the Role of Climate Change Solutions. Paper presented at American Educational Research Association Annual Meeting, New York. Extended Abstract
Littrell-Baez, M., Tayne, K., Leckey, E., Gold, A.U., Okochi, C., Lynds, S., & Smith, L. (2018). A qualitative approach to understanding Lens On Climate Change (LOCC) students’ perspectives on climate change. Paper presented at American Educational Research Association Annual Meeting, New York.
Anne U. Gold, Philip M. Pendergast, Carol J. Ormand, David A. Budd, Jennifer A. Stempien, Karl J. Mueller, Katherine A. Kravitz (2018); Spatial skills in undergraduate students—Influence of gender, motivation, academic training, and childhood play. Geosphere; 14 (2): 668–683, doi:10.1130/GES01494.1.
Gold, A.U., Leckey, E., Littrell-Baez, M., Smith, L., Lynds, S. (2018): Student-Produced Short Films About Impacts of Climate Change on Local Communities: An Effective Approach That Combines Art and Place-Based Learning. Opportunities and challenges of program implementation with secondary school students. Journal of Sustainability Education (ISSN: 2151-7452)
Libarkin, J.C, Gold, A.U., Harris, S.E., McNeal, K.S, Bowles, R.P. (2018): A new, valid measure of climate change understanding: Associations with risk perception. Climatic Change, 150(3), pages 403-416. https://doi.org/10.1007/s10584-018-2279-y
Cervato, C., Charlevoix, D., Gold, A., Kandel, H. (2018): Research on Students' Conceptual Understanding of Environmental, Oceanic, Atmospheric, and Climate Science Content. In: St. John, K. (ed.): A Community Framework for Geoscience Education Research. Framework of the Grand Challenges in Geoscience Education Research.
Gold, A.U., Pendergast. P., Ormand, C., Budd, D., Mueller, K. (2018): Improving Spatial Thinking Skills among Undergraduate Geology Students through short online Training Exercises. International Journal for Science Education. https://doi.org/10.1080/09500693.2018.1525621.
Aksit, O., McNeal, K.S., Libarkin, J.L., Gold, A.U., Harris, S. (2017): Undergraduate Students’ Knowledge and Risk Perception about Climate Change. Journal of Research in Science Teaching, 55 n4 p550-572, doi:10.1002/tea.21430.
Oonk, D.J., Leckey, E., Gold, A.U., Margolin-Sneider, J., Littrell-Baez, M., Smith, L.K., Lynds, S. (2017): Lens on Climate Change - Using place-based learning to explore climate change effects. Science Scope, 41: 86–95.
Harris, S., Gold, A.U. (2017): Learning molecular behaviour may improve student explanatory models of the greenhouse effect - Environmental Education Research. 24 (5), 754-771, doi:10.1080/13504622.2017.1280448.
Smith, L., Rooney-Varga, J., Gold, A.U., Oonk, D., Morrison, D. (2016): Engaging Secondary Students in Regionally relevant Science Topics Through Videography - Lens on Climate Change. In: Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches. in Improving K-12 STEM Education Outcomes through Technological Integration, edited by Dr. Michael Urban, Dr. David Falvo, IGI Global, ISSN: 2329-5929
Gold, A.U., Kirk, K.B., Morrison, D., Lynds, S., Sullivan, S.B., Grachev, A., Persson, O. (2015): Arctic Climate Connections Curriculum - A Model for Bringing Authentic Data into the Classroom. Journal of Geoscience Education, Vol. 63, pp. 185-197, https://doi.org/10.5408/14-030.1.
Gold, A.U., Oonk, D., Smith, L., Boykoff, M., Osnes, B., Sullivan, S.B. (2015): Lens on Climate Change: Making Climate Meaningful through Student-Produced Videos. Journal of Geography, Vol. 114, p. 235-246, https://doi.org/10.1080/00221341.2015.1013974.
Gold, A.U., Ledley, T.S., Sullivan, S.B., Kirk, K.B., Grogan, M. (2015): Supporting Energy Education Online: Climate Literacy and Energy Awareness Network (CLEAN). Journal of Sustainability Education.
Kirk, K., Gold, A.U., Ledley, T.S., Sullivan, S.B., Manduca, C.A., Mogk, D.W., Wiese, K. (2014): Undergraduate Climate Education: Motivations, Strategies, Successes, and Support. Journal of Geoscience Education, Vol. 62, No. 4, pp. 538-549, https://doi.org/10.5408/13-054.
Ledley, T. S., Gold, A.U., Niepold, F., McCaffrey, M. (2014): Moving Toward Collective Impact in Climate Change Literacy – The Climate Literacy and Energy Awareness Network (CLEAN). Journal of Geoscience Education, Vol. 62, No. 3, pp. 307-318, https://doi.org/10.5408/13-057.1.
Ellins, K.K., Ledley, T.S., Haddad, N., McNeal, K., Gold, A.U., Lynds, S., Libarkin, J. (2014): EarthLabs: Supporting Teacher Professional Development to Facilitate Effective Teaching of Climate Science. Journal of Geoscience Education, Vol. 62, No. 3, pp. 330-342, https://doi.org/10.5408/13-059.1
Kellagher, E., D. Noone, L.K. Smith, A. Kaushik and A. Bailey (2014): Inspiring future scientists through synergy between K-12 classroom learning and water cycle research. The Earth Scientist XXX (1):12-15.
Ledley, T.S., Gold, A.U., Niepold, F. (2014): Enabling Climate and Energy Literacy – A Shared Effort. EOS, Transactions American Geophysical Union, Vol. 95, No. 36, pp. 325-326, https://doi.org/10.1002/2014EO360002.
Sullivan, S. B., Ledley, T.S., Lynds, S.E., Gold, A.U. (2014): Navigating Climate Science in the Classroom: Teacher Preparation, Perceptions and Practices. Journal of Geoscience Education, Vol. 62, No. 4, pp. 550-559, https://doi.org/10.5408/12-304.1.
Gold, A.U. 2013. Book Review: Global Weirdness. National Science Education Center. 2013. Book Review: Global Weirdness. National Science Education Center.
Buhr, S.M. and D. Morrison. 2013. CLEAN and ICEE: Two new resources for teaching climate science. Foundations: Newsletter of the Geo2YC NAGT Division. 2:12-14.
Gold, A.U., Ledley, T.S., Buhr, S.M., Fox, S., McCaffrey, M., Niepold, F., Manduca, C. & Lynds, S. 2012. Peer-review of digital educational resources—A rigorous review process developed by the Climate Literacy and Energy Awareness Network (CLEAN). Journal of Geoscience Education. 60: 295-308, https://doi.org/10.5408/12-324.1.
Smith, L.K., M. Barber, L. Duguay and L. Whitley. 2012. Using the Ocean Literacy Principles to connect inland audiences to the global oceans. Currents. Currents 1:1-7.
Lynds, S. and K. Merryman. 2012. Geophysical Research at Storm Peak (GRASP). External Evaluation Report.
Ledley, T. S., M.R. Taber, S. Lynds, B. Domenico and L. Dahlman. 2012. A model for enabling an effective outcome-oriented communication between the scientific and educational communities. Journal of Geoscience Education. 60: 257-267. Https://doi.org10.5408/11-234.1
Huntoon, J. E., R. Buchanan, S.M. Buhr, S. Kirst, S. Newton, and W. Van Norden. 2012. Hidden threats to science education, Eos Trans. AGU, 93(17), 170. http://doi.org/10.1029/2012EO170002
Gold, A.U., Ledley, T.S., Buhr, S.M., Fox, S., McCaffrey, M., Niepold, F., Manduca, C. & Lynds, S. 2012. Peer-review of digital educational resources—A rigorous review process developed by the Climate Literacy and Energy Awareness Network (CLEAN). Journal of Geoscience Education. 60: 295-308. https://doi.org/10.5408/12-324.1
Smith, L.K., M. Barber, L. Duguay and L. Whitley (2012): Using the Ocean Literacy Principles to connect inland audiences to the global oceans. Currents. 1:1-7.
Laursen, S. L., & Brickley, A. (2011). Focusing the Camera Lens on the Nature of Science: Evidence for the Effectiveness of Documentary Film as a Broader Impacts Strategy. Journal of Geoscience Education,59(3), 126-138. doi:10.5408/1.3604825
Lynds, S. 2011. A decision support system for ecosystem-based tropical coral reef management. Front-end Survey Results.
Ledley, T.S., L. Dahlman, C. McAuliffe, M. Haddad, M.R. Taber, B. Domenico, S. Lynds and M. Grogan. 2011. Making earth science data accessible and usable in education. Science 333: 1838-1839. DOI: 10.1126/science.1199348
Laursen, S. L. and Brickley, A. L. 2011. "A scientist has many things to do": E/O strategies that focus on the processes of science. In: J. B. Jensen, J. G. Manning, & M. Gibbs (eds.), Earth and Space Science: Making Connections in Education and Public Outreach, ASP Conference Series vol. 443, 116-124.
Buhr, S.M. 2011. Navigating Climate Science in the Classroom: Teacher Preparation, Practices, Perception and Professional Development. NRC Board on Science Education 'Climate Change Education in Elementary School through the First Two Years of College'. Pp. 1-13. https://doi.org/10.5408/12-304.1
Laursen, S. L. and Brickley, A. 2011. Focusing the camera lens on the nature of science: Evidence for the effectiveness of documentary film as a Broader Impacts strategy. Journal of Geoscience Education 59:126-138. https://doi.org/10.5408/1.3604825
Wise, S. B. (2010). Climate change in the classroom: Patterns, motivations, and barriers to instruction among Colorado science teachers. Journal of Geoscience Education, 58(5), 297-309. https://doi.org/10.5408/1.3559695
Laursen, S. L., & Smith, L. K. (2009). Helping Scientists Become Effective Partners in Education and Outreach. Eos, Transactions American Geophysical Union, 90(1), 3. https://doi.org/10.1029/2009EO010003
McDonnell, G. Banta, B. Chen, S. Cook, L. Duguay, N. Mesner, G. Sharp, L. Smith, W. Stair and A. Sponberg (2009): American Society for Limnology and Oceanography Bulletin. 18(3):62-69. doi/pdf/10.1002/lob.200918361
McCaffrey, M. S., & Buhr, S. M. (2008). Clarifying climate confusion: Addressing systemic holes, cognitive gaps, and misconceptions through climate literacy. Physical Geography, 29(6), 512-528. https://doi.org/10.2747/0272-3646.29.6.512
