Showing 1 - 9 of 9 Items

• Embargo End Date: 2027-05-15

Date: 2024-01-01

Creator: Christine Reimer

Access: Embargoed

Date: 2024-01-01

Creator: Brielle Martin

Access: Access restricted to the Bowdoin Community

Date: 2014-05-01

Creator: Graham Harper Edwards

Access: Open access

Morainal and lacustrine sediments in Linnédalen, Spitsbergen, Svalbard, record the fluctuations of a glacier in a currently unglaciated mountain cirque during the Little Ice Age (LIA). This study attempts to reconstruct Late Holocene glacial activity within this cirque from geochemical, physical, and visual stratigraphic variation of the Linnévatnet lacustrine sediment record. A 57 cm lacustrine sediment core (D10.5) from Linnévatnet was analyzed at a high-resolution for variations in X-Ray Fluorescence (XRF)-measured elemental composition, spectral reflectance, and magnetic susceptibility. The visual stratigraphy was observed at a microscopic scale. An age-depth model for D10.5 is developed by extrapolating sedimentation rates from dated horizons, measured by 239+240Pu radionuclide fallout dating and chemostratigraphic enrichment of atmospheric anthropogenic pollutants. Visual stratigraphy of the sediment record indicates two periods of cirque glacier sediment delivery to Linnévatnet during the LIA (1329-1363 CE, 1816 CE-Present) and a third period of sediment delivery during the Medieval Climate Anomaly (MCA; 984-1082 CE). During non-glacial periods, stratigraphic variation in XRF-measured Ti and K appear to be associated with fluctuations in North Atlantic Oscillation (NAO)-regulated precipitation. Within the LIA glacial intervals, decadal-scale variations in sediment Ti and K geochemistry may result from advance and retreat of the cirque glacier ice-margin or fluctuations in precipitation. Stratigraphic variation in Fe content indicates complex erosional and hydrological processes associated with MCA precipitation and glacial meltwater. Stratigraphic and geochemical variations in the lacustrine record of Linnévatnet indicate that both cirque glacier activity and sediment transport in Linnédalen are more sensitive to climatological change than previously thought.

Date: 2000-01-01

Creator: Nalini M. Nadkarni, Nathaniel T. Wheelwright

Access: Open access

The Monteverde Cloud Forest Reserve has captured the worldwide attention of biologists, conservationists, and ecologists and has been the setting for extensive investigation over the past 40 years. Roughly 40,000 ecotourists visit the Cloud Forest each year, and it is often considered the archetypal high-altitude rain forest. Featuring synthetic chapters and specific accounts written by more than 100 biologists and local residents, the 573-page book documents in a single volume everything known about the biological diversity of Monteverde, Costa Rica, and how to protect it. New short chapters which update and expand the research presented in the 2000 Oxford publication were written in 2014 and are now available.

Date: 2021-06-15

Creator: Rachel J. Beane, Eric M.D. Baer, Rowan Lockwood, R. Heather Macdonald, John, R., McDaris, Vernon R. Morris, I. Joshua Villalobos, Lisa D. White

Access: Open access

Date: 2019-07-17

Creator: Rachel J. Beane, Karen S. McNeal, R. Heather Macdonald

Access: Open access

What is the extent to which college and university geoscience faculty report using education practices that contribute to more inclusive learning environments and engage a diverse population of students? In the 2016 National Geoscience Faculty Survey, faculty answered questions about their practices in a specific introductory or major course they had taught in the previous two years, and about how they share and learn about the content and methods used in their teaching. Based on factor analysis, 22 of the survey questions divided into four categories associated with inclusive teaching practices: geoscientist representations, curricular choices, learning strategies, and career pathways. The self-reported use of practices across these four categories varies greatly, with some used by as many as 71% of faculty respondents whereas others by only 8%. These data provide new information on the current state of teaching practices in the geosciences with regard to inclusive practices, and establish a baseline to which responses from future surveys may be compared. Univariate general modeling combined with ANOVA tests on the responses to the questions shows that education practices differ based on variables such as teaching style, communication with colleagues, years of teaching experience, faculty type, institution type, class size, and course type (introductory or major). These differences suggest opportunities for focused geoscience faculty development around education practices that support the success of a diverse population of undergraduate students and the enhancement of inclusive learning environments in the geosciences.

Date: 2020-02-12

Creator: Rachel J. Beane, Ellen R. Altermatt, Ellen R. Iverson, R. Heather Macdonald

Access: Open access

The National Association of Geoscience Teachers’ Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One’s Career has been offered annually since 1999. The five-day workshop with accompanying web resources employs a “whole faculty” approach to support geoscience faculty members during their transition into academic careers. More than 1,000 faculty members (53% female, 47% male) have attended the national workshop; 52% from doctoral-granting institutions, 15% master’s, 28% bachelor’s, and 5% associates. Evidence-based instructional practices are shared and modeled during workshop sessions. Situated learning theory grounds the workshop design and promotes the development of a community of practice. Examination of the 2016 National Geoscience Faculty Survey data using univariate analyses of covariance (ANCOVAs) showed that workshop alumni report spending more class time on student activities, questions, and discussion than faculty members who did not participate in the workshop, particularly on small group discussions or think-pair-share and in-class exercises (for introductory courses p < .05; for majors courses p < .001). Workshop alumni also were more likely than faculty who did not participate to report feeling part of a geoscience community that shares their goals, philosophy, and values for geoscience education (p < .01), more likely to report that interactions with this community help them to become better educators (p < .001), and more likely to attend talks on teaching methods or science education (p < .001). Although causality cannot be established without random assignment, these findings are consistent with the hypothesis that this discipline-based workshop with its holistic approach is effective at promoting evidence-based teaching strategies and a community of practice.

Date: 2015-05-01

Creator: Zachary FM Burton

Access: Access restricted to the Bowdoin Community

Date: 2014-01-01

Creator: Nalini M Nadkarni, Nathaniel T Wheelwright

Access: Open access

The Monteverde Cloud Forest Reserve has captured the worldwide attention of biologists, conservationists, and ecologists and has been the setting for extensive investigation over the past 40 years. Roughly 40,000 ecotourists visit the Cloud Forest each year, and it is often considered the archetypal high-altitude rain forest. “Monteverde: Ecology and Conservation of a Tropical Cloud Forest”, edited by Nalini Nadkarni and Nathaniel T. Wheelwright (Oxford University Press, 2000 and Bowdoin’s Scholar’s Bookshelf. Book 1 ), features synthetic chapters and specific accounts written by more than 100 biologist and local residents, presenting in a single volume everything known in 2000 about the biological diversity of Monteverde, Costa Rica, and how to protect it. The new short chapters written in 2014 by original contributors, and presented here update and expand that knowledge through 2014.