Employing Model-Based Reasoning in Socio-Environmental Synthesis (EMBeRS)

Newest: Pennington, D., Vincent, S., Gosselin, D., & Thompson, K. (2021). Learning across disciplines in socio-environmental problem solving. Socio-Environmental Systems Modeling.

• Alhadad, S.S.J., and Thompson, K., 2017, Understanding the mediating role of teacher inquiry when connecting learning analytics with design for learning: Interaction Design and Architecture(s), v. 33, p. 54–74.
• Bammer, G (2016) Negotiating boundaries, leadership and integrational and implementation sciences (I2S). Journal of Environmental Studies and Sciences, 6(2):432-436.
• Gosselin, D, Cooper, S, Lawton, S, Bonnstetter, R, and Bonnstetter, B (2016) Lowering the walls and crossing boundaries: Applications of experiential learning to teaching collaboration.Journal of Environmental Studies and Sciences, 6(2):324-335.
• Gosselin D, Vincent S, Boone, C, Danielson, A, Parnell, R, and Pennington, D (2016) Introduction to the Special Issue: Negotiating boundaries: Effective leadership of interdisciplinary environmental and sustainability programs. Journal of Environmental Studies and Sciences, 6(2):268-274.
• Hawthorne, D, and Wei, C (2016) Learning to integrate across the natural and social sciences Journal of Environmental Studies and Sciences, 6(2):275-277.
• Knight, S., and Thompson, K., 2018, Developing a text-integration task for investigating and teaching interdisciplinarity in science teams, in Kay, J. and Luckin, R. eds., Rethinking Learning in the Digital Age: Making the Learning Sciences Count, London, United Kingdom, International Society of the Learning Sciences, v. 3.
• Pennington D (2016) A conceptual model for knowledge integration in interdisciplinary teams: Orchestrating individual learning and group processes. Journal of Environmental Studies and Sciences, 6(2):300-312.
• Pennington D, Bammer G, Danielson A, et al (2016) The EMBeRS project: Employing model-based reasoning in socio-environmental synthesis. Journal of Environmental Studies and Sciences, 6(2):278-286.
• Pennington, D., Bondank, E., Clifton, J., Killion, A., Salas, K., Shew, A., et al. (2018). EMBeRS: An approach for igniting participatory learning and synthesis. In M. Arabi, O. David, J. Carlson, & D. P. Ames (Eds.), Proceedings of the 9th International Congress on Environmental Modelling and Software. Fort Collins, Colorado, U.S.: International Association of Environmental Modelling and Software.
• Thompson, K., Danielson, A., Gosselin, D., Knight, S., Martinez-Maldonado, R., Parness, R., Pennington, D., Svoboda-Gouvea, J., Vincent, S., and Wheeler, P. (2017). Designing the EMBeRS summer school: Connecting stakeholders in learning, teaching and research. In: Chen, W. et al. (Eds.) (2017) Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education.
• Thompson, K., Gosselin, D., Knight, S., Martinez-Maldonado, R., Parnell, R., Pennington, D., et al. (2017). Identifying interdisciplinarity using multimodal data for learning. Presented at the International Conference on Computers in Education, Christchurch, New Zealand.
• Thompson, K., Gouvea, J., Habron, G. (2016). A design approach to understanding the activity of learners undertaking a model based reasoning course: Environment and Diversity. The International Conference of the Learning Sciences, Singapore, 2016.
• Rivera N, Villanueva-Rosales N, Pennington D, Gates A (2015) Towards an ontology development methodology for interdisciplinary research group collaborations. San Juan, Puerto Rico,
• Wheeler, P., Thompson, K., and Vasco, D., 2018, Identifying connectedness in individual and group artefacts during a graduate Summer School in interdisciplinary research, in London, United Kingdom.