Peer Reviewed Publications
*denotes mentee publication
*Cline, C.G., Samonds, K., LaDue, N., and Bergan-Roller, H. (Submitted April 2024). Doctoral Physical Therapy Students’ Value for Learning Communication Skills in Their First Year. Anatomical Sciences Education. (25% acceptance rate, 2023 Impact Factor: 5.2)
*Payne, M., LaDue, N.D., Dugas, D., Winitkun, D., and Schmidt, S. (2024). “I feel listened to and heard”: How Social Support Fosters a Sense of Belonging for Low-Income STEM Majors. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21977 (11% acceptance rate, 2023 Impact Factor: 3.6).
*Manning, C.L.B. and LaDue, N.D. (Accepted May 2024). Geo-STEM Learning Ecosystems: A Social Science-based Approach to Broadening Participation in the Geosciences. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2024.2351028 (61% acceptance rate, 2023 Impact Factor: 1.056)
Ryker, K.D.A., Lukes, L., Klyce, A., Cheek, K., LaDue, N., and McNeal, P. (Accepted May 2024). The Geoscience Education Research (GER) Community of Practice: A Brief History and Implications from a Needs Assessment Survey. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2024.2355821
LaDue, N.D., *Zocher, E., and Dugas, D. (2024). It just makes it feel like you're not alone”: A qualitative study of social support for high-achieving, low-income STEM majors. Journal for STEM Education Research. https://doi.org/10.1007/s41979-024-00116-1
*Kreager, B. Z., LaDue, N. D., & Shipley, T. F. (2023). Conceptual understanding of sequence stratigraphy. Journal of Geoscience Education, 1-18. https://doi.org/10.1080/10899995.2023.2165866
LaDue, N.D. and *Zocher, E. (2022). Chemistry Education for the Geosciences: Perceptions of Importance and Relevant Knowledge. GSA Today, 32 (11). https://doi.org/10.1130/GSATG527GW.1
*Kreager, B.Z., LaDue, N.D., Shipley, T.F., Powell, R.D., and Hampton, B.A. (2022). Spatial skill predicts success on sequence stratigraphic interpretation. Geosphere, 18 (2): 750–761, https://doi.org/10.1130/GES02428.1 (2023 Impact Factor: 1.7)
Conceptual Team: Fortner, S. K., Manduca, C. A., Ali, H. N., Saup, C. M., DEIJ Writing Leads:, Nyarko, S.C., Othus-Gault, S, Perera V., Tong, V.C.H., Geoscience Education Practice Writing Leads: Gold, A.U., Furman, T., Geoscience Education Research Writing Leads: Arthurs, L., Mulvey B.K., St.John, K., DEIJ Writing Team: Singley, J.G., Johnson, E.J., Witter, M., Geoscience Education Practice Writing Team: Batchelor, R.L., Carter, D.T., Damas, M.C., LeMay, L., Layou, K.M., Low, R., Wang, H.H., Olson-Sawyer, K., Pallant, A., Ryker, K. Geoscience Education Research Writing Team: Lukes, L., LaDue, N.D., Ryker, K., & van der Hoeven Kraft, K. J. (2022). Geoscience education perspectives on integrated, coordinated, open, networked (ICON) science. Earth and Space Science, 9(5), e2022EA002298. https://doi.org/10.1029/2022EA002298
*Cline, C.G, Santuzzi, A.M., Samonds, K.E., LaDue, N., Bergan-Roller, H.E. (2021). Assessing Value for Learning Communication Skills in Undergraduate Students. Anatomical Sciences Education, 15(6), 1032-1044. https://doi.org/10.1002/ase.2144
*James, N., and LaDue, N.D. (2021). Pedagogical Reform in an Introductory Chemistry Course and the Importance of Curricular Alignment. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.1c00688 (2023 Impact Factor: 2.5)
Goldwater, M.B., Gentner, D., LaDue, N.D., and Libarkin, J.C., (2021). Analogy Generation in Science Experts and Novices. Cognitive Science, 45. https://doi.org/10.1111/cogs.13036 (29% acceptance rate, 2023 Impact Factor: 2.3)
LaDue, N. D., Ackerman, J. R., Blaum, D., & Shipley, T. F. (2021). Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow. Water, 13(5), 622. https://doi.org/10.3390/w13050622 (55% acceptance rate, 2023 Impact Factor: 3.0)
LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., & van der Hoeven Kraft, K. J. (2021). Using an engagement lens to model active learning in the geosciences. Journal of Geoscience Education, 1-33. https://doi.org/10.1080/10899995.2021.1913715
*James, N. M., Kreager, B. Z., & LaDue, N. D. (2021). Predict-observe-explain activities preserve introductory geology students’ self-efficacy. Journal of Geoscience Education, 1-12.
https://doi.org/10.1080/10899995.2021.1906593
Lombardi, D., Shipley, T. F., Astronomy Team (Bailey, J. M, Bretones, P. S., Prather, E. E.), Biology Team (Ballen, C. J., Knight, J. K., Smith,, M. K.), Chemistry Team (Stowe, R. L., Cooper, M. M.), Engineering Team (Prince, M.), Geography Team (Atit, K., Uttal, D. H.), Geoscience Team (LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., van der Hoeven Kraft, K. J.), & Physics Team (Docktor, J. L.) (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8-43. https://doi.org/10.1177%2F1529100620973974 (2023 Impact Factor: 15.6)
Rupnow, R. L., LaDue, N. D., James, N. M., & Bergan-Roller, H. E. (2020). A perturbed system: How tenured faculty responded to the COVID-19 shift to remote instruction. Journal of Chemical Education, 97(9), 2397-2407. https://doi.org/10.1021/acs.jchemed.0c00802
*Kreager, B. Z., & LaDue, N. D. (2020). Seeing like a geologist: How expertise and context impact frame of reference judgments. GSA Today, 30(5). https://doi.org/10.1130/GSATG423GW.1
McNeal, K., Ryker, K., Whitmeyer, S., Giorgis, S., Atkins, R., LaDue, N., Clark, C., Stoltis, N., and Pingel, T. (2019). A Multi-Institutional Study of Inquiry-Based Lab Activities using the Augmented Reality Sandbox: Impacts on Undergraduate Student Learning, Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2019.1694875
McNeal, P.M., Petcovic, H.P., LaDue, N.D., and Ellis, T.D. (2019) Identifying Significant Cognitive Factors for Practicing and Learning Meteorology. Journal of Operational Meteorology, 7(1). https://doi.org/10.15191/nwajom.2019.0701
LaDue, N.D. and Shipley T.F. (2018). Click-On-Diagram Questions: A New Tool to Study Conceptions using Classroom Response Systems. Journal of Science Education and Technology, 27(6), 492-507. https://doi.org/10.1007/s10956-018-9738-0
Callahan, C., LaDue, N.D., Baber, L., Sexton, J., van der Hoeven Kraft, K., and Zamani-Gallaher, E. (2017). Theoretical Perspectives on Increasing Recruitment and Retention of Underrepresented Students in the Geosciences. Journal of Geoscience Education Special Issue: Synthesizing Results and Defining Future Directions of Geoscience Education Research, 65 (4), 563-576. https://doi.org/10.5408/16-238.1
Cheek, K.A., LaDue, N.D., and Shipley, T.F. (2017). Learning about Spatial and Temporal Scale: Current Research, Psychological Processes, and Classroom Implications. Journal of Geoscience Education Special Issue: Synthesizing Results and Defining Future Directions of Geoscience Education Research, 65, 455-472. https://doi.org/10.5408/16-213.1
LaDue, N.D., Libarkin, J.C., and Thomas, S.R. (2015). Visual Representations on High School Biology, Chemistry, Earth Science, and Physics Assessments. Journal of Science Education and Technology, 1-17. doi: 10.1007/s10956-015-9566-4 https://doi.org/10.1007/s10956-015-9566-4
LaDue, N.D., and Manning, C.B. (2015). Next Generation Science Standards: A Call to Action for the Geoscience Community, GSA Today, 25(2).
Lukes, L., LaDue, N., Cheek, K., and Ryker, K. (2015). Commentary: Creating a Community of Practice to Support the Emerging Field of Geoscience Education Research: NAGT-GER. Journal of Geoscience Education, 63(1), 1-6. https://doi.org/10.5408/1089-9995-63.1.1
LaDue, N.D. and Pacheco, H.A. (2013). Critical Experiences for Geologists: Emergent Themes in Interest Development. Journal of Geoscience Education. 61(4), 428-436.
LaDue, N.D. and Clark, S.K. (2012). Educator Perspectives on Earth System Science Literacy: Challenges and Priorities. Journal of Geoscience Education, 60(4), 372-383. https://doi.org/10.5408/11-253.1
Wysession, M.E., LaDue, N., Budd, D.A., Campbell, K., Conklin, M., Kappel, E., Lewis, G., Raynolds, R., Ridkey, R.W., Ross, R.M., Taber, J., Tewksbury, B., and Tuddenham, P. (2012). Developing and Applying a Set of Earth Science Literacy Principles. Journal of Geoscience Education, 60(2), 95-99. https://doi.org/10.5408/11-248.1
Hambrick, D.Z., Libarkin, J., Petcovic, H.L., Baker, K.M., Elkins, J., Callahan, C.N., Turner, S.P., Rench, T.A., and LaDue, N.D. (2012). A test of the circumvention-of-limits hypothesis in scientific problem solving: The case of geological bedrock mapping. Journal of Experimental Psychology: General, 141(2): 397-403. https://doi.org/10.1037/a0025927
Book Chapters
Dolphin, G., LaDue, N. (2024). Measuring Student Learning. In: Teaching Geology Using the History and Philosophy of Science. Science: Philosophy, History and Education. Springer, Cham. https://doi.org/10.1007/978-3-031-68667-2_5
LaDue, N.D., and Shipley, T.F. (2020). Click-on-Diagram Questions: Using clickers to engage students in visual-spatial reasoning. In Mintzes, J.J., and Walter, E.M. (Eds.), Active Learning in College Science: The Case for Evidence Based Practice. (pp. 159-171) Springer. https://doi.org/10.1007/978-3-030-33600-4_11
LaDue, N.D. Chapter 10: Earth Hazards of the Midwestern US. In Lucas M.D., R.M. Ross, and Swaby, A.N. (Ed.) The Teacher Friendly Guide to the Earth Sciences of the Midwestern US. Paleontological Research Institution, Ithaca, New York. http://geology.teacherfriendlyguide.org/index.php/hazards-mw