Name Lydia K. Fox Degrees Obtained BS Geological Engineering, Princeton University, Ph.D (Dates not necessary): Geological Sciences, UC Santa Barbara Research (or Other Professional) Interests (limit 200 words): Igneous Petrology/Geochemistry, Jurassic granites , Geoscience education

Teaching Interests (limit 200 words): Mineralogy, Ig/Met Petrology, Engineering Geology, various intro geology courses

Grants and/or Program Experience (limit 200 words): NSF-CCLI grant to run faculty development workshops on undergraduate research at GSA, AGU, AAG. Since Fall 2008 there have been 14 workshops and over 140 faculty have attended.

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. FOX, Lydia K., GUERTIN, Laura A., MANLEY, Patricia L., and POLLOCK, Meagen (2013) UNDERGRADUATE RESEARCH AS EFFECTIVE PEDAGOGY SUPPORTED BY THE GEOSCIENCES DIVISION OF THE COUNCIL ON UNDERGRADUATE RESEARCH (GEOCUR), Geological Society of America Abstracts with Programs. Vol. 45, No. 7, p.733. 2. Rawhouser, Katilyn* and Fox, Lydia K. (2013) Petrographic and Geochemical Investigation of the Copper Hill and Gopher Ridge Volcanics in the Sierra Nevada Foothills, California, 13th Annual Pacific Undergraduate Research & Creativity Conference, Program & Abstract Volume, p. 55. 3. Fox,Lydia K.. 2013, "WATER IS FOR FIGHTING OVER": WATER AND THE CALIFORNIA DELTA AS A THEME FOR A CAPSTONE SEMINAR, Geological Society of America Abstracts with Programs. Vol. 44, No. 7, p.46. Activities Related to Undergraduate Research (limit 250 words): Lead faculty development workshops at professionals society meetings (see above), Campus Director of Undergraduate Research (see below).

Campus responsibilities, activities, and accomplishments (limit 250 words): Director of Undergraduate Research for University of the Pacific. I run the campus grants program for students (research grants, travel grants, summer research fellowships). I also run the campus-wide celebrations week (Pacific Undergraduate Research & Creativity Conference - going into its 14th year.

Other Relevant Professional Service / CUR Service (limit 250 words): GeoCUR Councilor for many years. Chair of Geosciences Division (2004-2006), Co- chair of CUR 2008 Planning Committee, member of Consulting Committee, former member of Meetings Committee, Publications Committee, facilitator for 3 CUR Institutionalizing Undergraduate Research Institutes for the California State University system

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have a long history with the Council, I am active in promoting undergraduate research on my campus and in promoting CUR at professional society meetings (GSA, AGU, AAG).

Name Elizabeth Johnson Degrees Obtained 2003, 1999 California Institute of Technology, (Dates not necessary): Pasadena, CA Ph.D. and M.S. Geochemistry 1997 Rice University, Houston, TX

B.A. Geology, cum laude 1996 Northern Arizona University, Flagstaff, AZ. Six-week field course 1993 The Thomas Jefferson High School for Science and Technology, Alexandria, VA

Research (or Other Professional) Interests (limit 200 words): My research interests are in igneous and metamorphic petrology and fall into two categories: geothermobarometry and infrared spectroscopy. Geothermobarometry allows us to determine the temperature and pressure at which a rock formed based on the thermodynamics of chemical equilibria. Infrared spectroscopy is used to make quantitative measurements of hydroxyl (water) in minerals. Water content strongly affects the dynamics of volcanic eruptions, as well the rheology and melting properties of the lower crust and mantle. My students and I are using these techniques to study the volcanic rocks and their xenoliths (foreign fragments of rocks carried upward with the eruption) exposed in the Valley and Ridge of and . These volcanic eruptions occurred during the , 48-50 million years ago, and are the youngest igneous rocks known to exist in the Eastern US. Why these Eocene volcanoes erupted is an especially intriguing question, since as today, the Eastern US was a passive margin far from any plate boundary. The xenolith and compositions help us create a vertical profile of the lower crust and mantle under the East Coast, with its long, complicated tectonic history.

Teaching Interests (limit 200 words): I teach general education students each semester in Earth systems and climate change, physical geology, or a physics/chemistry overview course. I am the instructor for Introduction to Petrology, a required course in our BS Geology program. Petrology is taught every semester to accommodate our increased number of majors. Next spring I am looking forward to co-teaching a course in analytical methods which has not been offered for 8 years.

Quality undergraduate instruction at the general education and major level is the core strength of our department, and I constantly strive to utilize new pedagogies and incoroporate new content to improve and revitalize my courses. Techniques I have successfully used in my courses recently include: Just-in-time teaching in general education and Petrology courses; spiraling the Petrology course to aid in retention of content and techniques; online resources including using Twitter as a news feed; information literacy; and integrating research into general education and major courses.

I participated in professional development workshops (On the Cutting Edge) for both general education and petrology courses. I also chaired a session at GSA 2012, “New Strategies for Teaching Mineralogy, Petrology, Geochemistry, and Volcanology (MPVG) to Geoscience Majors and General Education Students.” Grants and/or Program Experience (limit 200 words): 2012-2015 National Science Foundation EAR-1249438/1249412 ($353,097) Title: Collaborative Research: Virginia’s Volcanoes: a Window into Eastern North America Mantle Processes PIs: E.A. Johnson (JMU); E. Gazel (VT) 2010-2012 Jeffress Memorial Trust ($20,000 plus $10,000 renewal) Title: Renewal: Geochemical Constraints on the Depth and Composition of the Crust and Mantle beneath Mole Hill, a 47-million- year-old Volcano near Harrisonburg, VA PI: E.A. Johnson 2009-2012 National Science Foundation DMR-0851367 ($267,063) Title: A Materials Science REU Program at James Madison University Including International Students PI: W.C. Hughes; Co-PI: B. Augustine. Senior Personnel: K. Caran, S. Paulson, E.A. Johnson, B. Utter, A. Tongen, T. DeVore, D. Mohler, K. Layman, R. Amenta 2009-2010 US Department of State Office of Weapons Removal and Abatement ($273,756) Title: Study of the Effects of Aging on Landmines, Phase 2, Year 1 PI: D.J. Ressler; Senior Personnel: A. Hartshorn, E.A. Johnson, K. Davies, W.C. Hughes 2006-2009 National Science Foundation EAR-0538107 ($249,090 total, $24,900 transferred to JMU) Title: OH in Rutile: An Oxygen and Water Barometer PI: E.A. Johnson; Co-PI: C.E. Manning 2004-2006 National Science Foundation EAR-0409883 ($150,000; UCLA) Title: Characterization of Hydrogen Diffusion in Volcanic Feldspars PI: E.A. Johnson

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Helsley, J.T.*, Johnson, E.A., Bodnar, R.J., Farley, C., and Schwartz, B.F. (2013) Ultrahigh temperatures recorded in lower crustal xenoliths from the Shenandoah Valley, VA. Geological Society of America Abstracts with Programs, 355-15. 2. Johnson, E.A., Kiracofe, Z.A.*, Haynes, J.T. and Nashimoto, K. (2013) The origin of sandstone xenoliths in the Mole Hill , Rockingham County, Virginia: Implications for magma ascent and crustal structure in the western Shenandoah Valley. Southeastern Geology, 49, 95-118. 3. Johnson, E.A., Sutherland, C.E.*, Logan, M.A.V., Samson, S. and Feely, M. (2011) Petrogenesis of a felsic porphyry dike and constraints on timing of motion along the Coolin Fault at Ben Levy, County Galway. Irish Journal of Earth Sciences, 29, 1-13. Activities Related to Undergraduate Research (limit 250 words):

Since becoming an assistant professor in 2008, I have mentored 17 students in research projects. These projects often combine field observation and collection with petrographic and geochemical analysis. Students have used many analytical facilities at JMU and other institutions, including the Smithsonian, USGS, Virginia Tech, and University of Arizona.

I encourage students to participate in summer research experience for undergraduate (REU) programs. Eight of my students have participated in cross- disciplinary summer REU programs at JMU. My research students have given a total of 40 poster presentations and talks since Fall 2008. These presentations include 11 posters at national GSA or AGU meetings, a presentation at a regional GSA meeting, and a presentation at CUR Posters on the Hill. One of my students, Brittany Sacco, won the Sigma Gamma Epsilon Best Student Presentation Award at the National GSA meeting in Fall 2011.

Two of my students’ research projects have been the basis for peer-reviewed research papers. Research results from four other students are scheduled to be published as part of my current research funded by NSF.

I have supported student summer research stipends through my own NSF awards and funds from the JMU Materials Science REU (NSF - DoD) as well as regional grants (Jeffress Foundation) and university funds (Tickle Scholarship and Alison McDonald Dougherty Fellowships). I continue to pursue opportunities to develop summer research programs in the Geosciences at my university.

Campus responsibilities, activities, and accomplishments (limit 250 words):

University-level Service: 2013 Faculty Senate Representative, JMU 2011-2013 Diversity Committee, JMU 2012 Environmental Geochemistry Minor Committee, JMU 2010 Moderator, General Education Student Conference, JMU 2007-2011 Department Representative, University General Education Science (Cluster Three) Committee, JMU 2008-2009 Co-chair, General Education Cluster Three Faculty Survey Subcommittee, JMU 2007-2008 Science on a Sphere Users Committee, JMU

Service at the Department level: Curriculum and student research: 2011 Created a Syllabus Template for GEOL 497, Undergraduate Research Project Course 2008-2011 Co-chair, Geology and Environmental Science Seminar Series, JMU 2010 Credit Hour Committee 2010 Minors / Concentrations Committee 2009 Global Change Committee 2008 BA Research Committee 2007-2008 Co-chair, Department of Geology and Environmental Science Student Research Symposium, JMU 2007 Common Physical Geology Lab Committee 2007 Podcasting Committee

Other: 2013 Cullen Sherwood Award and Amenta Scholarship Committees 2012-2013 Department Library Liason 2009- Academic Advisor, students in Geology BS degree and Earth Science BA degree

Other Relevant Professional Service / CUR Service (limit 250 words): In 2009 and 2011, I taught a 1-week case-study Geology of Skyline Drive course to members of the community through the JMU Lifelong Learning Institute. This course brings retirees and other interested adults from the surrounding community to JMU and aids in a dialogue about geology and natural resources between the university and the community.

I gave public outreach talks about local geology in Harrisonburg to about 80 members of the Virginia Mennonite Retirement Center and surrounding community, and at the Cecil F. Gilkerson Community Activities Center on behalf of the Lifelong Learning Institute. In 2012, I presented a public outreach lecture on Virginia’s Volcanoes to more than 280 middle and high school students and members of the community surrounding the Jefferson Lab in Newport News, VA (http://education.jlab.org/scienceseries/archive.html). In 2010, I recruited students to JMU and described my career to high school students at the 2nd annual Thomas Jefferson High School for Science and Technology Alumni Fair, Alexandria, VA.

Over the last five years I have given nine invited talks in professional scientific settings, at the University of Oregon, Oregon State University, the Geological Society of Washington, West Virginia University, Virginia Tech, the Earthscope-GeoPRISMS workshop at Lehigh University, and at GSA.

News agencies find volcanoes in Virginia intriguing, and I have been interviewed on the radio and for articles published in The Washington Post, the PBS NewsHour blog, The Virginian-Pilot Sunday Edition Magazine, and other newspapers.

Statement explain how your experience would be of value to the CUR Council (limit 250 words:

I believe my experiences would be helpful to the CUR council because of 1) my long- time passion for undergraduate research; 2) my experience mentoring students; 3) the type of institution and department in which I am employed; and 4) geographic location.

1) Student research, especially during summer REU programs, is one of the joys of my career. I participated in several summer research experiences as a high school and college student, and these programs greatly influenced my interest in continuing in the sciences. I wish to help provide these experiences to as many students as possible.

2) As described in the section above, I have mentored 17 students over the last 5 years. I have experience in REU programs, student presentations, field work and traveling to use analytical facilities, and obtaining funds for undergraduate research.

3) JMU is a large (20,000 students), public, primarily undergraduate institution (PUI) with a mission of producing educated and enlightened citizens. The Department of Geology and Environmental Science is an undergraduate-only program, and all of our majors are required to do a research project to graduate. We are in the process of better integrating research into our curriculum, and would be able to help other geoscience programs to do the same.

4) JMU is located about two hours away from Washington, DC, conveniently located near many CUR events and meetings. Many of our students come from the DC area and/or use facilities in the DC area for research, which could be helpful for advocacy.

Name Erin Kraal Degrees Obtained PhD Earth and Planetary Science from UC-Santa Cruz, (Dates not necessary): MS Earth Science from UC-Santa Cruz, BS Geology from Washington and Lee University Research (or Other Professional) Interests (limit 200 words): Planetary surface processes, Martian geomorphology, quantitative geomorphology

Teaching Interests (limit 200 words): General education, non-science majors teaching, integration of research experiences at the lower levels.

Grants and/or Program Experience (limit 200 words): NASA, NSF, and internal grant experience for planetary research

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Kraal, E. R. and Regensburger, M. (2013) Telescopic Topics: Student-created radio podcasts in a general education planetary science class. Geological Society of America, Denver, CO (192-3). 2. Mangold, N., Kite, E.S., Kleinhans, M.G., Newsom, H., Ansan, V., Hauber, E., Kraal, E., Quantin, C., Tanaka, K. The origin and timing of fluvial activity at Eberswalde crater, Mars. Icarus 220, 530–551 (2012).. doi:10.1016/j.icarus.2012.05.026. 3. *Malenda, H.F., Simpson, E.L., *Szajna, M.J., Fillmore, D.L., Hartline, B.W., *Heness, E.A., Kraal, E.R., *Wilk, J.L. Taphonomy of lacustrine shoreline fish-part conglomerates in the Late Triassic age Lockatong Formation (Collegeville, Pennsylvania, USA): Toward the recognition of catastrophic fish kills in the rock record. Palaeogeography Palaeoclimatology Palaeoecology. 313, 234–245 (2012). doi:10.1016/j.palaeo.2011.11.022. Activities Related to Undergraduate Research (limit 250 words): Integration of research in introductory level courses, interdisciplinary research including collaboration between art and science, research experiences for the future K-12 educator/pre-service teacher.

Campus responsibilities, activities, and accomplishments (limit 250 words): Coordinator of the first year living-learning community for Physical Science majors and interdisciplinary science seminar series.

Other Relevant Professional Service / CUR Service (limit 250 words): Served as GeoCUR representative to the Finance committee, reviewer for NASA/NSF, mentor for Cutting Edge early career workshop.

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I have just completed my first term as a CUR counselor, participating on the national finance committee and working with the mentor award group within GeoCUR. I have attended all but one of the bi-annual meetings. As a junior faculty member at a regional state university, I am particularly focused on expanding research opportunities for a wide variety of groups. This includes underserved and vulnerable groups such as 1st/2nd year students and pre-service teachers as well as 1st generation scientists and college students. I have a small ‘traditional’ research group of students, but do most of my work with students in introductory and general education course. I look forward to continued service to both the geoscience community as well as the broader community of introductory courses/early year experiences. Thank you.

Name Ardi Kveven Degrees Obtained Bachelor in Biology, Marine Emphasis, Master in Science (Dates not necessary): Education Research (or Other Professional) Interests (limit 200 words): Estuary biogeochemical/physical processes, I conduct research wit early undergraduates in a local tidally driven estuary.I am passionate about introducing students to undergraduate research through hands on experiences in the local marine environment. I created an early college focused on undergraduate research where annually ~65 students collect relevant water quality data in the local estuary. This includes dissolved oxygen, temperature, salinity, pH, nutrient levels, sediment analysis for heavy metals, marine bird and marine mammal abundance and distribution and plankton sampling. Analyzing these data to determine spatial and temporal trends with students and faculty is a primary research interest. Professionally, I am networking with the Community College Undergraduate Research Initiative (CCURI) community to share our innovative approach to whole cohorts of students conducting undergraduate research.

Teaching Interests (limit 200 words): Early College STEM education. How to engage students in their own learning by becoming active participants in the learning process. Through the creation of an interdisciplinary early college, I’ve endeavored to help students make connections and apply their learning in all coursework to construct their own understanding. By learning deeply and connecting science to mathematics, students are more likely to persist in a STEM discipline. Through this work, I received a grant from the National Science Foundation to renovate a laboratory dedicated to advancing undergraduate research. Mentoring students in original research ideas derived from their boat based experience is an important component of my work as the founder and executive director of the Ocean Research College Academy. Written and oral communication are critical program learning outcomes and students have ample opportunity to revise and retool their projects in preparation for poster presentations.

Grants and/or Program Experience (limit 200 words): National Science Foundation ARI-R2 Principal Investigator (PI), National Science Foundation FSML PI, Community College Undergraduate Research Initiative Partner, Early College Grant-Federal Appropriations, Campion Foundation Annual Grant , Youth Maritime Training Association Annual Grant, Bill and Melinda Gates Foundation Small Schools Grant,

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Kveven, A. & Searle, J. 2013. Undergraduate Research at the Ocean Research College Academy. CUR Quarterly. 2. Russell, A* & Kveven, A., 2013. Temporal Habitat Usage, Diet and Range of Lontra Canadensis in Washington State’s Snohomish River Estuary. CCURI National Conference. 3. Kveven, Ardi. 2009. Inquiry at the Ocean Research College Academy. In R. Yager (Ed.) Inquiry: The Key to Exemplary Science. Chapter 1: (pp. 1-14). Arlington VA: National Science Teachers Association Press Activities Related to Undergraduate Research (limit 250 words): Preliminary river otter research resulted in a student paper submission to the Journal Northwest Science, which is under review. Participation in CCURI led to the development of Possession Sound Student Showcase and Talks (PSSST) Event sponsored for the first time that combined both first and second year students showcasing their work in either an oral presentation format of 10 minutes or a poster session (or both). Both first year students and second year students participated, regardless of whether or not they were enrolled in the Topics of Ecology course. More than 75 visitors attended PSSST, from parents to local scientists, alumni and local educators. Creating a culture of research engaged more students in original research, created a dialog between faculty as well as between students. This course modeled that research is an ongoing process, one that is never quite finished. Below are the some of the authors and titles., 2013 Posters:, Dittoe, A. Plankton Diversity,, Hauer, C., and Shaw, M. Water Clarity and Plankton Growth., Bernhard, D, Casey, R., & Rickey, M. Variations in Phosphates and Phytoplankton in Possession Sound., Kisela, J., Tsoi, E., Weid, A. Current Flow on Plankton Abundance and Biodiversity., Tavenner, J. . Anthropogenic Underwater Acoustics on Marine Mammals., Smith, B. Spatial and Temporal Patterns in Dissolved Oxygen the Water Column in Possession Sound., Ball, K., Heisen, C., & Jerome, M. Plastics in Possession Sound., Heisen, C., and Jerome, M. . Heavy Metal Legacy in Possession Sound., , Reed, S.Tidal Influence on Otter Behavior., , ,

Campus responsibilities, activities, and accomplishments (limit 250 words): Accreditation committee, Assessment Committee, Exempt Professional Development Committee, Sustainability Campus Compact Award, Student Achievement Grant Recipient, You Made a Difference Award, Outstanding Administrator Award , Mukilteo Schools Foundation Board Member,

Other Relevant Professional Service / CUR Service (limit 250 words): Geological Society of America Co-Presenter: Getting Started in Undergraduate Research, CO 2013, Association for the Sciences of Limnology and Oceanography, LA 2013 Oral and Poster Presentation, CUR Ten years of Tapping the Potential Conference presentation, MN 2013, CCURI presentation at Moreno Valley College, CA 2013, Community College Undergraduate Research Initiative Partner, AACC/NSF Broadening Impacts Presentation, AACC Presentation, NSTA Presentation, ASLO oral/poster presentation, CUR chapter focused on Community College Undergraduate Research 2014,

Statement explain how your experience would be of value to the CUR Council (limit 250 words: Conducting undergraduate research with at least 50 students (who are not only freshman, but high school juniors as well) at a time provides a unique perspective to the Council. ORCA applies the high impact educational practices outlined by Kuh. Through a two year learning community, students are active participants in an experiential field research program. The tangible learning gains are evident and ready to be shared, but secondary outcomes that result from working collaboratively with students and faculty are also beneficial to the Council. An article for CUR Quarterly in summer 2013 documents the efficacy of cohort based undergraduate research and how to quantify these benefits. As a partner with CCURI, the community college research perspective will be valuable to the Council. Interdisciplinary connections beyond geosciences will be valuable, as the communication outcomes ORCA students demonstrate through their participation in poster sessions both local and internationally are tremendous. As a leader among community colleges, ORCA was a finalist for the Bellwether Award for innovative programs for students with unparalleled graduation rates. Building a community of researchers contributes to persistence in degree attainment, and the valuable relationship that results from supporting undergraduate students is a major factor in the success of ORCA students. Managing the wide range of student driven projects is challenging, and requires working collaboratively with students and colleagues. This approach is what I would bring as a councilor.

Name Jennifer Latimer Degrees Obtained BS Chemistry, Purdue University, Indianapolis, MS (Dates not necessary): Geology, Indiana University, Indianapolis, Ph.D. Geological Sciences, Indiana University, Post-Doctoral Scholar, University of Michigan Research (or Other Professional) Interests (limit 200 words): I am a sediment geochemist who studies the biogeochemistry of phosphorus and metals in the oceans, lakes, wetlands, and soils. I am particularly interested in understanding how natural environments have responded to environmental changes that range from natural climate change to anthropogenic pollution. I am particularly interested in glacial/interglacial cycles in the Southern Ocean, ocean anoxic events, and the coupling between the marine phosphorus and silica cycles during diagenesis. I am also very interested in understanding how metals in soils vary over urban areas and how acid mine drainage/reclamation attempts have impacted soil development and phosphorus cycling.

Teaching Interests (limit 200 words): I teach courses in environmental science, oceanography, environmental geology, global biogeochemical cycles, geochemistry, medical geology, and research methods. I teach a variety of courses aimed at students of different levels, ranging from freshman, to upper level non-majors, upper level majors in geology, and graduate students.

Grants and/or Program Experience (limit 200 words): I have received over $350,000 in external grants and over $39,000 in internal funding since coming to ISU in 2005. I also have several proposals I am currently working on as well as several that are pending. My undergraduate and graduate students, working with me, have received over $35,000 in external funding since I came to ISU. I was the Director of the ISU Louis Stokes Alliance for Minority Participation Program at ISU (part of the Indiana LSAMP Alliance) between 2007- 2013.

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Flores, J.-A., Filippelli, G.M., Sierro, F.J., Latimer, J.C., 2012. The “White Ocean" hypothesis: a late Pleistocene Southern Ocean governed by Coccolithophores and driven by phosphorus, Frontiers in Aquatic Microbiology, 3: 1-13 2. *Terrell, N., *Hardin, K., *VanHalen, D., *Johnson, M., Latimer, J.C., Speer, J., 2013. Heavy Metal Concentrations in an Urban Community Garden, 27th National Conference on Undergraduate Research, LaCross, WI. 3. *Terrell, N., *Major, L., Latimer, JC., 2012. Detailed phosphorus geochemistry in surface soils from the abandoned Friar Tuck Mining Complex, Sullivan County, Indiana, Geological Society of America Annual Meeting, Charlotte, North Carolina. Activities Related to Undergraduate Research (limit 250 words): Since coming to ISU in 2005, I have supervised the undergraduate research of 23 different students. Many of these students participated in an intensive summer research experience (10 weeks full time during the summer). I currently have five undergraduate students working in my research laboratory. I encourage my students to submit grants and to present their research at regional and national meetings whenever possible and appropriate. Most of my students have presented their research at scientific meetings, including NCUR, North Central GSA section meetings, and/or the Annual GSA meeting. Five of my undergraduate students have received external grants that supported their research. I have also worked with students majoring is a wide range of fields including, geology, geography, anthropology, biology, chemistry, environmental science, economics, and science education.

Campus responsibilities, activities, and accomplishments (limit 250 words): I am the course leader for our gateway general education course in environmental science (ENVI110/110L), which includes supervising all of the teaching assistants. We usually offer 24 face to face lab sections each year. Our lab course requires that all students complete a group research project after collecting samples on a class field trip to a nearby wetland. I generally teach a 3-2 course load that includes both undergraduate and graduate students. I am a member of the College of Arts and Sciences Faculty Council and a member of the Advisory Boards for Science Education and the newly developed Center for Faculty Teaching Excellence. I am also the chair of the writing team for ISU’s ADVANCE grant submission (anticipated submission fall 2014). I am also currently on the University Research Committee and working groups for ISU’s climate action plan in addition to supervising student research projects in my lab and departmental service activities.

Other Relevant Professional Service / CUR Service (limit 250 words): I routinely review manuscripts for peer-reviewed journals (~8-12/year) and proposals (~3-5/year). I have served as a convener for sessions at AGU and a judge for student poster presentations. One of my undergraduate students was the first student from ISU to ever present at NCUR. I was the director for ISU’s LSAMP Program from 2007-2013. During this time, LSAMP was able to support the undergraduate research activities of 41 different students working with 16 different faculty mentors in biology, chemistry, climatology, geology, and physics.

Statement explain how your experience would be of value to the CUR Council (limit 250 words: Since I was a graduate student, I have always valued the opportunity to work with undergraduate students in the laboratory setting. I strongly believe in working with students to help them become more independent over time and build self confidence. I have seen many students who once struggled find a new devotion to their education because of a good research experience. I think my experience working with students during intensive summer programs as well as during the academic year, as well as my experience working with students from a variety of majors/disciplines is unique. I have been very lucky at ISU, because we have a strong culture of undergraduate research in geology, to work with many students for many years. In many cases, the undergraduate students working in my lab contribute to and complete projects that are more significant than some of my graduate students. Working with undergraduates in my research laboratory is one of the highlights of my job.

Name Mark L Lord Degrees Obtained Ph.D., University of North Dakota, Geology , M.S., (Dates not necessary): University of North Dakota, Geology , B.S., SUNY Cortland, Geology, Research (or Other Professional) Interests (limit 200 words): My scientific research mostly relates to environmental hydrology, especially to understand the mutual interactions of landscapes, streams, groundwater, ecosystems, and people. Within this realm, my primary active focus is groundwater- stream water interaction as a function of geomorphic setting. A less active area, but still of interest, relates to processes, sediments, and landforms associated with catastrophic glacial lake outburst at the end of the last glaciation., , My scholarship of teaching and learning focuses on the role of undergraduate research and project- based investigations in effective learning. With a current NSF-TUES grant, we are testing the educational benefits of group-based authentic research for students in geology core courses at multiple levels of the curriculum.,

Teaching Interests (limit 200 words): My teaching responsibilities, almost entirely with undergraduate students, include lower-level to senior-level courses related to geomorphology, hydrology, environmental geology, and geology research seminars.

Grants and/or Program Experience (limit 200 words): As a principle or co-principle investigator, I have received over 30 grants/contracts through a mix of funders, including three from NSF-DUE programs. An active NSF grant on undergraduate research is listed below., , 2011, Testing the Benefits of Undergraduate Research-Based Learning at Various Curricular Levels Using Authentic Research Questions in Hydrogeomorphology. National Science Foundation: Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics Program, David Kinner and Mark Lord, $199,099.,

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Peterson, V., Lord, M.L., and Vandervoort, K., 2007, Establishment of an investigative curricular approach across the geology and physics programs at Western Carolina University and implementation at other institutions, In Karukstis, K.K. and Elgren, T.E., editors, Developing and sustaining a research-supportive curriculum: a compendium of successful practices, Council on Undergraduate Research, p. 425-448. 2. Allen, Elizabeth*; MacIntyre, Ashely*; Dobyne, Jason*;, Padgett, Mark*; Lord, M.; Campbell, T.; and Kinner, D., 2011, Analysis of groundwater-surface water interaction in a headwaters stream system in the Southern Appalachians, Cullowhee, NC: Part B: Hydrogeology in different hydrogeomorphic settings: Geological Society of America Abstracts with Programs, Vol. 43. 3. Hiatt, Chad*; Kinner, David; Lord, Mark; Tanner, Benjamin; Campbell, Ted, and Padgett, Mark*, 2011, Hydrogeologic properties of different geomorphic settings in a small disturbed watershed, western North Carolina: Geological Society of America Abstracts with Programs, Vol. 43. Activities Related to Undergraduate Research (limit 250 words): • Have continuously mentored undergraduate research throughout my career on topics ranging from glacial landforms to paleohydrology to geomorphic evolution of gullies to groundwater-stream water interaction., • In conference presentations, I have over 50 undergraduate coauthors., • With ongoing NSF support, with my collaborator, we have taught about 100 students in five research-based courses at all levels of the curriculum.,

Campus responsibilities, activities, and accomplishments (limit 250 words): • Chair, Western Carolina University Committee to Institutionalize Undergraduate Research and Creative Scholarship, • Led campus-wide surveys to assess faculty perceptions and needs about undergraduate research, • Led curricular initiatives in Geology and Earth Science Education to require undergraduate research capstone experience, • Led development of Departmental undergraduate research grant program to supplement university programs., • Received Chancellor’s Meritorious Award for Engaged Teaching, WCU,

Other Relevant Professional Service / CUR Service (limit 250 words):

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I wish to serve as a CUR Councilor because of my interest and experience related to undergraduate research. My interest stems from my own undergraduate research experience, which drove much of my initiative as an undergraduate. I first mentored student research in graduate school and have continued ever since. Throughout my career I think I’ve become increasingly effective as a mentor and in embedding undergraduate research experiences more fully into the typical student experience. , , As a faculty member and department head, I’ve led curricular change to include a senior research requirement. Undergraduate research is thoroughly embedded in the faculty and student culture. For example, faculty scholarship is expected to provide research opportunities for students and most students actively seek research experiences before their required capstone. I’ve also served two years as associate provost. There are many barriers to broadening undergraduate research; an effective, supportive administration can replace barriers with incentives. , , My current research seeks to test the role of small group, authentic research in tradition geology coursework. By most any measure, for faculty and students, this has been successful and may add insight to the geoscience community on a model to incorporate a high-impact practice into the standard, geology student experience., , In sum, I am increasingly convinced through my own experiences, my own research, and the growing body of literature that undergraduate research should play an integral role in the undergraduate experience.,

Name Dr. Virginia (Ginny) Peterson Degrees Obtained Ph.D. and M.S.: University of Massachusetts, Amherst; (Dates not necessary): B.A.: Grand Valley State University Research (or Other Professional) Interests (limit 200 words): My research has involved the integration of field and analytical data to study metamorphic and igneous petrogenesis of rocks in zones of high or variable strain, structural analysis of areas with a complex geological history, fabric and textural analysis in metamorphic rocks, and the use of geophysical tools to solve subsurface problems. My general teaching and research interests are in the areas of metamorphic and igneous petrology, structural geology, tectonics and regional geology, mineralogy, mineral chemistry, rock chemistry, geophysics, Appalachian geology, Precambrian geology and crustal evolution.

Teaching Interests (limit 200 words): My primary teaching responsibilities in recent years include Igneous and Metamorphic Petrology, Physical Geology, Research tools for Geoscientists, and our Geology Seminar course aimed at mentoring students in research projects culminating in writing and presentation. I have taught a wide variety of courses including Structural Geology, Tectonics, Field Methods, and Geophysics. I strive to provide students with active learning experiences and to help them develop skills and tools in the context of learning geoscience content that are critical to their development as outstanding geoscience professionals. I believe that fostering research skills throughout the undergraduate experience is critical to their success.

Grants and/or Program Experience (limit 200 words): I have been co-PI on 2 successful NSF-REU grants (1998-2001) that engaged 48 students in collaborative field and laboratory research. I was also co-PI on an NSF-CCLI grant (1999-2001) developed a field station on the Western Carolina University campus as a catalyst for integrating research into the curriculum. I was supported by an NSF-Research Opportunity Award to support sabbatical research. I have received numerous small grants or mentored student submissions to support my research with students, including university faculty research grants, departmental student grants, NSF Advance, and Michigan Space Grant Fellowships. I have also willingly served many times as an ad-hoc reviewer or panelist for NSF.

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. *Gilewski, C., and Peterson, V.L., 2012, Constraints on P-T conditions during deformation within the terrane-bounding Chunky Gal Mountain Fault, Central Blue Ridge, North Carolina, Geological Society of America Abstracts with Programs, Vol. 44, No. 7, p 282, 2. Peterson, V.L., Ryan, J.G., and the *1997-1998 Research Experiences for Undergraduates (REU) Site Program Participants (24 students), 2009, Petrogenesis and Structure of the Buck Creek Mafic-Ultramafic Suite, Southern Appalachians: Constraints on Ophiolite Evolution and Emplacement in Collisional Orogens. Geological Society of America Bulletin; v. 121; no. 3/4; p. 615–629; doi: 10.1130/B26302.1 3. Peterson, V.L., *Barr, J.G., and *Barclay, C.J, 2009, Petrofabric and timing constraints on the exhumation history of the Buck Creek-Chunky Gal ultramafic/mafic complex and adjacent Chunky Gal Mountain Fault in the southern Appalachian Blue Ridge. Geological Society of America Abstracts with Programs, Vol. 41, No. 7, p. 130.

Activities Related to Undergraduate Research (limit 250 words): My interest in undergraduate research started with my own experience as an undergraduate. My experience mentoring 48 undergraduates as part of the Buck Creek REU program (with Jeff Ryan) was formative in inspiring my passion for mentoring undergraduate research. I previously served as a Geoscience CUR Councilor from 1997-2003, coauthoring both a CUR Quarterly article and a chapter in a CUR published book. I consistently mentor 2-3 students a year in summer research projects and through our Geology research seminar. I have been active in promoting curricular integration of undergraduate research at both institutions where I have served as a faculty member. I am currently working on resubmission

Campus responsibilities, activities, and accomplishments (limit 250 words): I am in my 4th year as head of the Geology Department at Grand Valley State University. I have been instrumental in departmental self-study and strategic planning, instigating an external departmental consultation and bringing a SERC-sponsored visiting departmental workshop to campus. I have served actively on committees that include the College Curriculum committee, Faculty Council, University Research and Development Committee, and Faculty Senate, I recently spearheaded and interdepartmental collaboration to purchase a new XRD unit to improve undergraduate access to analytical equipment. Other Relevant Professional Service / CUR Service (limit 250 words): CUR Geoscience Councilor (1997-2003) Member of Geological Society of America Education Committee (2001- 2010) and liaison to Geoscience Education Division. (Chair: 2009-2010, 2006-2007, Vice chair: 2008-2009, 2005- 2006.) Received Geological Society of America – Geoscience Education Division Distinguished Service Award (2010) Associate Editor for the journal, American Mineralogist (2008-2011) NSF Panel Reviewer for REU, CCLI, TUES programs Statement explain how your experience would be of value to the CUR Council (limit 250 words:

In my previous service as a CUR Councilor I benefitted significantly as a relatively new faculty member from the interaction with peers (councilors and members) who represented a great breadth and depth of experience with undergraduate research. That experience helped me to define the role and value of undergraduate research in my career. I felt that I was also able to share my experience through help with workshops, sharing of successful proposals and publication in the CUR Quarterly and in a CUR book. I anticipate that my value as a CUR Councilor will be somewhat different. I bring a longer and broader experience with mentoring of undergraduate research, as well as experience with curricular integration at two institutions and experience in departmental administration. I also have diverse professional and institutional service experience and am willing to commit positive energy and leadership to service roles I assume. I also anticipate the positive synergy of learning from and sharing with my peers in CUR.

Name Lee Phillips Degrees Obtained B.S., M.S., Ph.D. (Dates not necessary): Research (or Other Professional) Interests (limit 200 words): My research as a geoscientist is centered on understanding and interpreting the influence of climatic fluctuations on the depositional characteristics of marginal/transitional marine sediments and the cements that hold them together. This includes an assessment of the paragenetic relationships and isotopic/elemental chemistry of the cements. I also seek to better understand the influence of recent climatic variations on the development of landforms within the Atlantic Coastal Plain., As director of the campus undergraduate research office, I attempt to coordinate acquisition of data that helps us understand the impact of UR experiences on our students and faculty.,

Teaching Interests (limit 200 words): I enjoy teaching geology at every level available to me. The introductory courses are particularly rewarding because of the potential to provide the first spark that ignites interest in the subject. Helping upper level students explore the science is equally rewarding as they begin to develop an understanding that takes many years to own. My role as director of a campus undergraduate research office has limited my time in the classroom. Consequently, I cherish the time I get to spend with each student since they are truly the reason most of us are in our jobs.

Grants and/or Program Experience (limit 200 words): I have been fortunate to have been part of a few grant requests that resulted in a total $1,568,548 in external funding. Of course, many others were not supported. I have also had the privilege to serve on a few review panels, including one for the National Science Foundation.

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. I am listing three recent student authored conference presentations:, Sanford, A.L.*, Phillips, P.L., Mott, D.A.*, and Wright, E., 2012, Comparison of Grain Size Analysis Techniques for Classification of Rim Sands from the Jones Lake Carolina Bay: Geological Society of America Abstracts with Programs, v. 44, n. 7, p. 554., 2. Mott, D.A.*, Sanford, A.L.*, Bryant, L.M.*, and Phillips, P.L., 2012, Statistical Characterization of Carolina Bays in Southeastern North Carolina: Geological Society of America Abstracts with Programs, v. 44, n. 4, p. 2. 3. Bryant, L.M.*, Sanford, A.L.*, and Phillips, P.L., 2011, Characterization of the Orangeburg Scarp Boundary by Mapping Density and Distribution of Carolina Bays in Hoke County, North Carolina: Geological Society of America Abstracts with Programs, v. 43, n. 2, p. 4. Activities Related to Undergraduate Research (limit 250 words): During the last six years I have had the honor of working with 10 undergraduates in geologic investigations. Our work has produced 12 conference presentations, at least 15 campus presentations, one fieldtrip guidebook contribution, and one manuscript in preparation. My role with the Pembroke Undergraduate Research and Creativity Center has allowed me to interact with 100’s of undergraduates in a mentor-like role. The experience has been absolutely wonderful.

Campus responsibilities, activities, and accomplishments (limit 250 words): In 2006, I helped to develop an office of undergraduate research at the University of North Carolina at Pembroke and severed as its Associate Director until 2011, when I became it Director. In 2013, I became the Director of the Office of Undergraduate Research at UNC Greensboro. In both roles I managed limited resources designed to enable faculty and students to pair for extra- and co-curricular undergraduate research and/or creative inquiry experiences. I have also been responsible for fund raising, coordination of the annual campus celebration of UR, faculty development, and other related duties.

Other Relevant Professional Service / CUR Service (limit 250 words): I have been a member of the CUR since 2007 and a councilor in the Geosciences Division since 2011. During the past year I was appointed to the Advocacy Committee. I have had the privilege to work with a great group of Councilors in the Geo CUR division, and feel that I’ve definitely learned a lot from this experience. Incidentally, I am the Chair Elect of the Geoscience Division and hope to re-elected as a Councilor so I can continue to serve.

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I am dedicated to helping the next generation of undergraduates take ownership of their education though undergraduate research. We all know the incredible impact of such experiences had on our lives by helping us to develop understanding, instill confidence, promote critical thinking and the ability to solve complex problems, and develop better communication skills. I hope to help others sharpen these skills. CUR is a place where we can promote these efforts.

Name: Michael A. Reiter Degrees Obtained (Dates not necessary):

B.S. Biology (Environmental Science bridge program), Muskingum College OH; M.S. Biology (Ecology), Kent State University OH; Ph.D. Environmental Sciences, University of Virginia Research (or Other Professional) Interests (limit 200 words):

In the past, I worked extensively on the interaction between benthic algae and their physical environment, using my background in aquatic ecology and hydrodynamics to study the physical effect of the near‐substrate environment on the organization of benthic algal communities. More recently, my primary research has been in integrated ecosystem management, focusing on the development and application of stakeholder‐based methods for addressing wicked environmental problems from a systems perspective. I am a principal developer of Coupled Ecological‐Societal Systems Modeling and the Integrated Assessment and Ecosystem Management Protocol to attempt to meet the need for a truly integrated ecosystem management method. I have received university awards for my research, have involved high school through doctoral students in my work (including directed research for undergraduates), and have been invited to speak on my research on four continents. I am also a past President and Councilor for the Interdisciplinary Environmental Association. My ultimate goal is to emphasize the importance of making scientifically informed, broadly based decisions concerning present and future environmental concerns, and to help ensure that such scientifically informed individuals exist in the near future. Teaching Interests (limit 200 words):

My broad background and interests have made me the departmental “switch hitter” and interdisciplinary specialist, with a portfolio of 14 environmental courses developed and taught at my current institution alone, including team taught and international field courses. My course structures vary depending on academic level and subject matter, including traditional class/lab, project, seminar, and modular courses. I also think it is vitally important to teach students what science is, not just what science does, so I include scientific philosophy in my introductory course schedules. I am a strong supporter of participatory learning, and I also like to foster interaction between undergraduate and graduate students, including having graduate students mentors for undergraduate research projects (I prefer a “work together, play together” approach to learning). Philosophically, I prefer this work be linked to local issues or sites in a service‐learning format, a reflection of my Campus Compact training and my attitude that a university should be a local as well as a national or global resource. I have won university awards for my teaching, as well as the National Award for Excellence in College and University Teaching in the Food and Agricultural Sciences awarded by NASULGC and the USDA. Grants and/or Program Experience (limit 200 words):

While I have spent effectively my entire career at non‐research intensive institutions with significant teaching loads, in my academic career I have produced 40 refereed publications (with 1 in review) in four different lines of research, given 117 professional presentations or directed workshops on five continents (39 of them by invitation), and directed research for 2 postdocs, 9 MS students (plus a committee member for 9 more), numerous undergraduates (at last count over 30), and a handful of high school interns. I have obtained over $5 million in competitive research funding for my institutions as a PI or Co‐PI (with another $5 million in review and over $10 million to other universities in associated consortia) from sources such as NOAA, UNCF, the Boardman Foundation, the Jesse Ball DuPont Foundation, USDA, U.S. Department of State, the Mellon Foundation, and the Trust for Mutual Understanding. Much of this funding was for student support (stipends, equipment, travel, etc.). I have developed part or all of environmentally‐related programs on four campuses (including Bethune‐Cookman University, my present assignment, where I am primarily responsible for a new department, two new degree programs plus minors, and a new research center). Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co‐authors with an asterisk (*) graduate co‐author (^)

1. Ozbay, G., M. Jackson*, N. Munyei^ and M. Reiter. 2007. Temperature‐ and salinity‐ dependent phytoplankton profiles for the St. Jones River Watershed, Delaware. J. Environ. Monitor. Restor. 4:29‐38. 2. Orlando, FL 2012. 2012 Society of Wetland Scientists/International Association for Ecology Joint Conference: “Recolonization of Blue Spring Run by Rare Snail Species after Tropical Storm Fay”. S. Taliaferro*, R. Moss*^, M. Reiter, and A. Brooks‐Walter. June 2‐9. (Rashan started work with me as an undergraduate student, then entered our graduate program when this presentation was made. Sierra will soon finish her undergraduate program.) 3. Reiter, M. A., W. J. Focht, P. A. Barresi, S. Bumpous, R. C. Smardon, and K. D. Reiter. 2011. Making Education for Sustainability Work on Your Campus: The Roundtables on Environmental Systems and Sustainability. In: Leal Filho, W. (ed.) “World Trends in Education for Sustainable Development”, Ch. 4. Vol. 32 of the series “Umweltbildung, Umweltkommunikation und Nachhaltigkeit” (Environmental Education, Communication and Sustainability), pp 61‐76. Peter Lang Scientific Publishers, Frankfurt, Germany. Activities Related to Undergraduate Research (limit 250 words):

My program design includes undergraduate research as an integral part of both curriculum and coursework. For example, in the department I developed and now chair, all majors are responsible for a research project, and the curriculum includes a series of seminars to help walk them through the process from literature review and question development to proposal development, research, and presentation of the results in written and oral form (particularly important at a university such as mine where the majority of students are first generation college students). The curriculum also includes courses that incorporate short research projects, often service‐based and involving interaction with local resource managers. I have also initiated undergraduate research programs with a service‐learning component at parks and reserves in Delaware, Indiana, and Florida. These relationships provide training and field sites for students and data for resource managers on topics they do not have the funds or manpower to address. These programs also provide opportunities for undergraduate students to interact with graduate students, providing them with a model for what it means to study a subject at a more advanced level. Much of the grant work mentioned earlier is in part an effort to provide the resources to make student research possible at a relatively small private university. I also incorporated the ideas from the Environmental Systems and Sustainability Roundtable into our department and degree designs, in particular recommendations on student engagement, topical approach, and research experiences. Campus responsibilities, activities, and accomplishments (limit 250 words):

I am the Chair of the Department of Integrated Environmental Science at Bethune‐ Cookman University (responsible for both the undergraduate and graduate programs) and Director of the newly‐established B. J. Moore Center for Integrated Environmental Science (an integrated research center of excellence), all entities and programs that I developed since my arrival on campus in 2007. Included in this program development are the service‐learning relationships mentioned earlier, plus the establishment of international contacts and exchanges with universities in Egypt, Mexico, England, and Australia. I have served on campus research committees, campus environmental committees, the Graduate Council, and recently the university’s Academic Standards committee. I have also recently secured a chapter of Kappa Alpha Omicron (the international honor society in interdisciplinary environmental science/studies) for the BCU campus. I have won the university’s research and publication awards since my arrival, and secured competitive funding for the establishment of my programs (including student support, equipment, travel, stipends, and library materials). Other Relevant Professional Service / CUR Service (limit 250 words):

I currently co‐chair a national effort to develop program guidelines and potential certification standards for interdisciplinary environmental higher education (the Environmental Systems and Sustainability Roundtable), and act as a consultant in environmental education both privately and for the Interdisciplinary Environmental Association. I have presented my pedagogic research on environmental education nationally and internationally, including as a contributor to the World Sustainability Teach‐In Day program, through the publication of two refereed book chapters in the world’s longest running book series on sustainability education, and at a workshop associated with the UN RIO+20 summit. I joined CUR in order to forward the undergraduate research component of my university, which was beginning to move toward a more systematic undergraduate research effort in order to promote research among the predominantly minority student population that it serves (groups underrepresented in the upper levels of the research sciences). The university is now planning to become an institutional member of CUR, we have begun a campus research and creative activities day (the Presidential Showcase), and I am attempting to share my department’s design efforts regarding research with other interested campus departments. Statement explaining how your experience would be of value to the CUR Council (limit 250 words):

I think that my wide range of experiences in large and small institutions, my abilities in program design and development, my scholarship and leadership in environmental pedagogy involving service‐based undergraduate research, and my experience both with HBCUs and with institutions serving predominantly first‐ generation college students would be of value to the CUR council. My international links would also allow me to draw from experiences beyond this country to help find the best practices available for the support and expansion of undergraduate research within a college/university support structure, making the effort more than a tack‐on project to the more mainline efforts of the institution. Having spent most of my career at smaller public and private campuses, my experience with funding student research efforts through competitive grants and foundations could also be of use to some CUR members, as might be my experience helping to develop a Substantive Change proposal for my linked graduate program, the first traditional graduate program to be offered on campus and including systemic connections between the undergraduate and graduate programs (the proposal was cleared by SACS with no comments, further questions, or site visit).

Name Robert Shuster Degrees Obtained Ph.D. Geology, University of Kansas, M.S. Geology, (Dates not necessary): University of Kansas, B.S. Chemistry/Geology, St. Lawrence University Research (or Other Professional) Interests (limit 200 words): Origins of continental crust and oceanic crust, STEM education, geoarchaeology, geochemistry, origins of fractures in sedimentary rocks (related to diagenesis)

Teaching Interests (limit 200 words): I teach a wide variety of classes. Everything from Environmental and Physical Geology, to Mineralogy, Igneous & Metamorphic Petrology, and Geochemistry, as well as occasional special topics courses.

Grants and/or Program Experience (limit 200 words): I have been PI or Co-PI on three NSF grants, two Petroleum Research Fund grants, and numerous University related research and teaching grants.

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Richter-Egger, Dana L., Hagen, James P., Laquer, Frederic C., Grandgenett, Neal F., and Shuster, Robert, D., 2010, Improving student attitudes about science by integrating research into the Introductory Chemistry Laboratory: interdisciplinary drinking water analysis: Journal of Chemical Education,, v. 87 (8), pp 862-868., 2. Kamenov, George D., Perfit, Michael R., Lewis, John, Goss, Adam R., Arevalo, Ricardo, and , Shuster, Robert D., 2011, Ancient lithospheric source for Quaternary lavas in Hispaniola: Nature Geoscience, v. 4, p. 554 – 557., 3. Maher, Harmon and Shuster, Robert, 2012, Chalcedony vein horizons and clastic dikes in the White River, Group as products of diagenetically driven deformation: Lithosphere, v. 4, p. 167-186. Activities Related to Undergraduate Research (limit 250 words): I have supervised over 30 senior theses in my time here at UNO, and served as secondary advisor for a similar number. I have also organized the Undergraduate Research Poster Sessions for the North Central GSA meetings for at least the past 15 years.

Campus responsibilities, activities, and accomplishments (limit 250 words): I serve on the University Undergraduate Research Advisory Committee and helped begin a funding program to support such activities. I also serve on the campus STEM Education Committee, which has a strong undergraduate research component.

Other Relevant Professional Service / CUR Service (limit 250 words): I have been a member of CUR since 1990 and was a Geoscience councilor from 1991 - 2006. I have made presentations at CUR workshops and participated in the webpage writing event for SERC (see http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/casestudy/59 586.html).

Statement explain how your experience would be of value to the CUR Council (limit 250 words: I believe that I can bring my experience and passion to the GeoCUR Division. I was a Councilor for a long time, took some time off the refresh and rejuvinate, and I believe I am ready to continue to contribute to the CUR Mission.

Name Celina Suarez Degrees Obtained BS, MS, PhD. (Dates not necessary): Research (or Other Professional) Interests (limit 200 words): My research interests include paleoecology, paleoclimatology, and taphonomy of ancient terrestrial ecosystems. I am specifically interested in how climate (especially, periods of global warmth) affected terrestrial ecosystems and evolution. I specifically use stable isotope geochemistry of the fossil record (vertebrates, invertebrates, and plants) as proxies for investigating paleoclimate and paleoecology. Since vertebrate material is often used as a geochemical proxy, I am also interested in the formation and preservation of bioapatite (bones and teeth). As such, much of my research focuses on understanding chemical and physical changes to bioapatite during fossilization using a variety of geochemical tools such as stable isotopes, rare earth elements, and Raman and Infrared spectroscopy.

Teaching Interests (limit 200 words): I like a hands-on teaching style where I use multiple teaching tools, from animation and 3D models to simple tools such as modeling clay, and “edible examples." I enjoy experimenting with different teaching techniques to find the most effective methods. I currently teach undergraduate courses in geochemisty, paleontology, and Earth history and try to use many hands on teaching techniques such as gallery walks and jigsaws. Though the classroom is important, I believe students actually learn and retain more when they develop their own projects, and I encourage my students to find projects they are interested in, not just projects that I am working on. As such, undergraduate research is crucial to learning and retaining key concepts.

Grants and/or Program Experience (limit 200 words): - 2013 National Geographic Research Grant, Co-PI: $20,000, - 2011 NSF Postdoctoral Fellowship - $170,000, - 2008 Sigma Xi Student Grants-in-Aid - $1000,

Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Suarez, C.A., Gonzalez, L.A., Ludvigson, G.A., Kirkland, J.I., Cifelli, R.L. and Kohn M.J. (in review) Multi proxy investigation of paleohydrology in the Early Cretaceous Cedar Mountain Formation, Easter, Utah: deciphering effects of the Nevadaplano plateau on region climate: Journal of Sedimentary Research. 2. Suarez, C.A., Ludvigson, G.A., Gonzalez, L.A., Fiorillo, A.R., Flaig, P.P. and McCarthy, P.J. (2013) Use of multiple oxygen isotope proxies for elucidating Arctic Cretaceous Palaeo-hydrology: in Isotopic Studies in Cretaceous Research, Bojar, A.-V., Melomte- Dobrinescu, M.C. & Smit, J. (eds), Geological Society of London, Special Publications, 382,(doi: 10.1144/SP382.3). 3. Suarez, C.A., González, L.A., Ludvigson, G.A., Cifelli, R.L. and Tremain, E. (2011) Water utilization of the Cretaceous Mussentuchit local fauna, Cedar Mountain Formation, UT, USA: documentation of terrestrial water reservoirs: Palaeogeography, Palaeoclimatology, Palaeoecology. doi:10.1016/j.palaeo.2011.10.011. Activities Related to Undergraduate Research (limit 250 words): Faculty sponsor for the new AWG chapter at the University of Arkansas, Mentored undergraduate LSAMP students at Boise State University, Mentored undergraduate research project for LSAMP student,

Campus responsibilities, activities, and accomplishments (limit 250 words): Sedimentology/Stratigraphy search committee, Faculty sponsor for AWG chapter, Faculty member of the year for Dept. of Geosciences – 2012-2013, voted by students,

Other Relevant Professional Service / CUR Service (limit 250 words): - Earth-Cube End-User Workshop, Sedimentary Geology Representative (August 2013), - Earth-Cube Sedimentary Geology, participant (March 2013), - Reviewer, Journal of Sedimentary Research, Journal of Sedimentology, Palaios (2012-2013), - Review Panel, NSF G

Statement explain how your experience would be of value to the CUR Council (limit 250 words: As a new faculty member, I am eager to contribute to undergraduate research. I realized I don’t have a lot of experience mentoring undergraduate research, however, my mentorship of an LSAMP student from Boise State University was a very positive one. Even though the student ended up not going into geology, she continues to pursue STEM-field studies. I did participate in research as an undergraduate and realize how valuable undergraduate research can be not only for the confidence and experience, but also in the learning process. You learn the most when you have a problem to solve. I hope my participation in the CUR will no only allow me to gain knowledge on how others are utilizing undergraduate research, but also bring my experiences with undergraduate research to the council. For example as a new faculty member in a research university, undergraduate research can be high-risk, especially when tenure is at stake. I hope I can bring these issues to the council and hope we can work together to alleviate these fears and determine strategy to make undergraduate research work, in order to encourage undergraduate research experiences with early-career faculty. It has been my experience that often dedicated undergraduate research can be of higher quality than un-dedicated graduate research.

Name Deanna van Dijk Degrees Obtained PhD (geography), University of Waterloo, Waterloo, ON. (Dates not necessary): 1998. MA (geography), University of Waterloo, Waterloo, ON. 1993. BCS (mathematics), Redeemer College, Ancaster, ON. 1991. Research (or Other Professional) Interests (limit 200 words): I am a physical geographer with expertise in aeolian and coastal geomorphology, including a keen interest in cold-season processes. Since arriving at Calvin College in 1999, my research has been focused on field sites on the east coast of Lake Michigan, including long-term monitoring and measurements at a beach-foredune- blowout system from 2000 through the present. Undergraduate students have participated in the research since 2000, and in recent years I have investigated ways to involve more students in research as part of their learning in the (Earth) sciences. Teaching Interests (limit 200 words): My teaching interests include introductory physical geography, geomorphology, meteorology, and coastal geomorphology. Although not in my current teaching rotation, I have also taught courses in introductory physical geology, environmental geology, glacial geomorphology and climate change.

Several years ago I developed a new course called “First-Year Research in Earth Sciences (FYRES): Dunes” which provides first-semester college students with their general-education science credit by immersing them in dune research. I am excited to be teaching the FYRES course for the third time in Fall 2013! Grants and/or Program Experience (limit 200 words): My three most recent grants are: 1. I currently hold a $5000 Michigan Space Grant Consortium Public Outreach grant which is funding some of the activities of the First-Year Research in Earth Sciences (FYRES) project this year. 2. I am in the last stages of a National Science Foundation grant ($185 003) which funded the development and first years of implementation of the FYRES project. 3. This past summer I received a grant from Van Buren County which funded a student research project to investigate the Syndicate Park dune area (an area with human impacts and active dunes which are moving towards nearby houses). I have previously been awarded other small grants for dune research and projects involving research students. I have also participated in National Science Foundation reviews of grant proposals. Relevant Publications and Conference Presentations (limit 3) Highlight undergraduate co-authors with an asterisk (*) 1. Belford*, A., S. D. Kenbeek*, J. VanHorn, and D. van Dijk (accepted). “Using remote sensing and geospatial analysis to understand changes to Lake Michigan dunes. Geological Society of America Special Paper: Coastline and Dune Evolution Along the Great Lakes edited by Timothy Fisher and Edward Hansen. 2. van Dijk, D. and C. Bruxvoort (2013). “Engaging first-year students in the Earth sciences through dune research: The FYRES experience” CUR Quarterly. Summer 2013 issue of CURQ on the Web (www.cur.org). 3. van Dijk, D. and D.R. Vink* (2005). “Visiting a Great Lakes sand dune: The example of Mt. Pisgah in Holland, Michigan.” The Great Lakes Geographer 12(2): 45-63. Activities Related to Undergraduate Research (limit 250 words): I have enjoyed working with undergraduate research students in a variety of different formats including summer research projects, academic-year research projects, and research projects embedded in courses. Most of the projects can be described as successful, with benefits to the research students and myself. But there have also been more challenging mentoring relationships which can best be described as learning experiences (for myself at least—it is sometimes harder to tell how much the students learned).

Having mostly worked with 1-4 students at a time (apart from recent years with research projects embedded in courses), it is humbling to see how the numbers add up over thirteen years: 1. From 2000-2013, I worked with 33 paid undergraduate research students filling 20 fulltime summer positions and 28 part-time academic year positions, all focused on investigating interesting questions related to Lake Michigan coastal dunes. 2. In the last three years I have worked with 56 first-year undergraduate research students who have been participants in the First-Year Research in Earth Sciences (FYRES) course. 3. To date, my undergraduate research students have been authors, co-authors and presenters on 18 reports to state and county agencies, 18 conference papers, 11 conference posters, and 2 journal articles. Two additional journal articles with undergraduate research students as authors/coauthors are in preparation. Campus responsibilities, activities, and accomplishments (limit 250 words): Within the Department of Geology, Geography and Environmental Studies at Calvin College, I take an active role in department business (such as reviews of our programs and curriculum revisions), student advising, and recruiting students to our majors. As the only physical geographer in my department, I sometimes serve as a bridge between our geography and geology programs.

Within the Science Division, I have served on committees to promote the sciences and to promote women in the sciences. I have also enjoyed participating in Science Division discussion groups focused on setting priorities or research-based teaching and learning.

On the Calvin College campus, I have been active in committee work, including serving on the Core Curriculum Committee and on the Rhetoric Across the Curriculum Committee. This year I am a member of a reading group (through the Calvin Teaching and Learning Network) that is focusing on research-based teaching. Other Relevant Professional Service / CUR Service (limit 250 words): I previously enjoyed serving two terms as a CUR Geosciences Councilor (2003- 2009). As a Councilor, I was a member of the CUR Quarterly committee, and I participated in several CUR National Conferences.

After ending my second term as a CUR Councilor, I continued to work with the CUR Geosciences Division as a facilitator at CUR Workshops offered at the Association for American Geographers annual meetings. Statement explaining how your experience would be of value to the CUR Council (limit 250 words: My primary interest in becoming a CUR Geosciences Councilor is to engage in sharing ideas and strategies for successful undergraduate research experiences in a variety of formats. I hope that my varied experiences can contribute to others who might be exploring different models for undergraduate research or looking for ways to improve current efforts. I am sure that I will learn much to improve my own efforts from my interactions with CUR members and Councilors, and other current or future faculty members.

I would also like to encourage participation by physical geographers in the CUR Geosciences Division and to see if there are ways to increase CUR faculty development opportunities or connections with physical geographers.