Publications
Ryker, K., Bitting, K., Teasdale, R. (Accepted with Revisions). “Using Observation Protocols to Reliably Measure Teaching Practice in the Classroom: A Primer for Discipline-Based Education Researchers,” CBE – Life Sciences Education.
Ryker, K., McConnell, D. (2017). “Assessing Inquiry in Physical Geology Laboratory Manuals,” Journal of Geoscience Education, 65(X) XX-XX.
Ryker, K., McNeal, K., Atkins, R., LaDue, N. and Clark, C. (2016). Facilitating Spatial Thinking with Augmented Reality Sandboxes. In the Trenches, October 2016.
Lukes, L.A., LaDue, N.D., Cheek, K.A., Ryker, K., St. John, K., 2015, “Creating a Community of Practice Around Geoscience Education Research: NAGT-GER,” Journal of Geoscience Education, 63(1-6).
Ryker, K, D. McConnell, “Can Graduate Teaching Assistants Teach Inquiry-based Geology Labs Effectively?” Journal of College Science Teaching, September/October 2014.
McConnell, D., Bedward, J., Lukes, L., Ryker, K., 2012, “Making student thinking about learning visible,” In the Trenches, 2 (1).
Almquist, K., 2011. The Weathering of Volcanic Ash and Resultant Clay Minerals in a Terrestrial and Marine Environment: North Island, New Zealand. Thesis. North Carolina State University.
Workshops and Invited Talks
Ryker, K. 2017. Becoming highly productive through collaboration. EMU Faculty Development Center and Center for E-Learning Brown Bag Presentation.
Ryker, K. 2016. The total geology lab makeover: Improving the learning process for students and teachers. Invited Speaker, Northern Illinois University, Department of Geology and Environmental Geosciences.
Ryker, K. 2016. Inquiry into Intro: What's Possible with Introductory Geology. Invited Speaker, Western Michigan University, Department of Geosciences.
Ryker, K. 2016. Augmented Reality Sandboxes: What works, and how do we know? Invited Speaker, James Madison University, Department of Geology and Environmental Science.
Ryker, K. 2016. How to Increase the Level of Inquiry in your Lab Activities workshop leader, 2016 Earth Educators’ Rendezvous.
Ryker, K., 2015. Promoting Inquiry-Based Learning in Introductory Geoscience Labs. Invited Speaker, Michigan State University, CREATE for STEM Institute.
Ryker, K., 2014. Summer Teaching Institute. Co-facilitator, NC State University.
Ryker, K., 2014. Moodle Learning Management System Brown bag. Seminar leader, NC State University.
Ryker, K., 2013. Time Management for Graduate Students. Guest lecture, NC State University.
McConnell, D., K. Ryker, 2013. (Re)Designing introductory geoscience labs to promote inquiry. SERC Career Development Workshop.
Ryker, K, 2013. Revitalizing your STEM lab. NC State Preparing Future Leaders Workshop.
Ryker, K, 2013. What’s next? From student teaching to grad school. Guest lecture, Duke University.
Presentations
Teasdale, R., K. Ryker, and K.S. Bitting (2016). Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs. American Geophysical Union, December 12-16, 2016.
O’Dowd, C.L., K. Ryker, and C.M. Clark (2016). Comparative Analysis of Ash Deposits in New Zealand and Mount St. Helens. GSA Abstracts with Programs, Vol. 48, No. 7.
Clark, C.M. and K. Ryker (2016). Augmented Reality Sandboxes in the Online Environment. GSA Abstracts with Programs, Vol. 48, No. 7.
Lockwood, R., C.O. George, C. Bentley, P. Berquist, L. Park Boush, L. Lukes, K. Ryker, M. Uhen (2016). Using Geoscience Databases to Provide Authentic Research Opportunities for Undergraduates. GSA Abstracts with Programs, Vol. 48, No. 7.
Ryker, K., K. McNeal, R. Atkins, N. LaDue, and C. Clark. The Impact of an AR Sandbox on Map-Reading Skills Using a “Free-Play” Experience. GSA Abstracts with Programs, Vol. 48, No. 7.
Ryker, K. and B. Wylo, 2016. A Longitudinal Study of Science Teaching Efficacy and Math Anxiety in Pre-Service Teachers. Earth Educators’ Rendezvous.
Clark, C. and K. Ryker, 2016. Incorporating an Augmented Reality Sandbox in an Online Geology Course. Earth Educators’ Rendezvous.
George, C., C. Bentley, P. Berquist, R. Lockwood, L. Lukes, K. Ryker, and M. Uhen, 2016. Utilizing the Paleobiology Database to Provide Hands-On Research Opportunities for Undergraduates. Earth Educators’ Rendezvous.
Ryker, K., 2015. Connecting teaching beliefs and practices in post-secondary geoscience classrooms. GSA Abstracts with Programs, Vol. 47, No. 7.
Ryker, K., 2015. Changing the Science Teaching Beliefs of Pre-service Teachers. Earth Educators’ Rendezvous.
Czajka, C., D. McConnell, K. Ryker, A. Grissom, 2015. Evaluating and revising the inquiry level of physical geology labs and assessing the impact on student academic performance. Earth Educators’ Rendezvous.
Ryker, K, E. Iverson, M. Bruckner, D. McConnell, C. Manduca, K. Larsen, 2014. Connecting Beliefs to Action: How Geoscience Faculty Perceptions of their Professional Environment Impact Teaching. GSA Abstracts with Programs, Vol. 46, No. 6.
Ryker, K, D. McConnell, 2014. The Assignment is Posted: Now What? Student Access to Online Resources and its Impact on Exam Performance. GSA Abstracts with Programs, Vol. 46, No. 6.
Fountain, J, K. Ryker, 2014. Computer-graded visualizations: enhancing reduction of formal lectures in online and seated classes. GSA Abstracts with Programs, Vol. 46, No. 3.
Ryker, K, D. McConnell, M. Bruckner, E. Iverson, C. Manduca, 2013. Teaching is Believing: Pedagogical Beliefs, Practices, and Professional Development. GSA Abstracts with Programs, Vol. 45, No. 7.
Ryker, K, D. McConnell, 2013. The Impact of Inquiry-Based Labs on Geoscience GTA Teaching Beliefs Over Time. Mid-Atlantic Association of Science Teacher Education Regional Meeting.
Grissom, A., D. McConnell, K. Ryker, 2013. Measuring the Level of Inquiry and its Impact on Student Performance, Perception of Relevance, and Situational Interest in Introductory Rock and Mineral Labs, GSA Abstracts with Programs, Vol. 45, No. 7.
Smith, H, D. McConnell, K. Ryker, 2013. Starting the Flip the Class: Quality of Student’s Pre-Class Work Improves with the Use of Online Just-In-Time-Teaching Methods. GSA Abstracts with Programs, Vol. 45, No. 7.
Ryker, K. 2012. An Evaluation of Classroom Practices and Teaching Beliefs of Introductory Geoscience Faculty. NC State MEAS Graduate Seminar.
Ryker, K., D. McConnell, J. Bedward, J. Fountain, 2012. Development of Virtual Physical Geology Labs. GSA Abstracts with Programs, Vol. 44, No. 7.
Lyons, N., K. Ryker, D. McConnell, 2012. Real-Time Assessment of Student Progress in the Lab: The Isostasy Model Example. GSA Abstracts with Programs, Vol. 44, No. 7.
Ryker, K., D. McConnell, 2012. Reforming introductory geoscience labs. Presented at NC State’s Faculty Teaching and Learning Symposium and the Graduate Student Research Symposium.
Ryker, K., D. McConnell, A. Moyer, L. Green, 2011. Reforming introductory geoscience labs. GSA Abstracts with Programs, Vol. 43, No. 5.
McConnell, D., J. Stempien, K. Ryker, 2011. Building successful self-regulated learners: What 2000+ students have to tell us. GSA Abstracts with Programs, Vol. 43, No. 5.
Almquist, K., S. Gallen, S. Hughes, A. Lyda, N. Lyons, D. McConnell, K. Ross, and J. Whitley, 2010. The impact of lab style, course times, and teacher gender on course evaluations. GSA Abstracts with Programs, Vol. 42, No. 5, p. 532.
Leithold, E., N. Blair, B. Brulet, L. Childress, K. Almquist, and C. Hunt, 2010. Picking apart the organic geochemical stratigraphic record on continental margins – an approach to deciphering the signals of terrestrial environmental change. GSA Abstracts with Programs, Vol. 42, No. 5, p. 527.
McConnell, D. and K. Almquist, 2010. Assessment of the degree of active teaching in “active learning” Physical Geology labs. GSA Abstracts with Programs, Vol. 42, No. 5, p. 587.
Almquist, K., E. Leithold, and N. Blair. Weathering of volcanic ash and the fate of organic carbon on the continental margin of New Zealand. AAPG, #90104, April 2010.