Session: Education: Pedagogy (2020 ESA Annual Meeting (August 3

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Expedition science – Science as a way of knowing for early learners
Aimee Tallian, Utah State University; Nancy Huntly, Utah State University; Breanne Litts, Utah State University; Martha Inouye, University of Wyoming

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The influence of retrieval practice and interleaving on an introductory natural science course
Justin A. Compton, Springfield College; Melinda Fowler, Springfield College

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STEM Ambassadors at Pacific Northwest National Laboratory: A framework for equipping scientists to pursue science communication, outreach, and education
Julia Indivero, Pacific Northwest National Laboratory; Cailene Gunn, Pacific Northwest National Laboratory; Karen Kniep, Pacific Northwest National Laboratory; Evangelina Shreeve, Pacific Northwest National Laboratory

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Transforming ecology major courses to meet the goals of the ESA-endorsed 4DEE curricular framework
Carmen Cid, Eastern Connecticut State University; Alan Berkowitz, Cary Institute of Ecosystem Studies; Kimberly A. Bjorgo-Thorne, West Virginia Wesleyan College; Jennifer Doherty, University of Washington; Kenneth Klemow, Wilkes University; George Middendorf, Howard University; Teresa Mourad, Ecological Society of America; Vikki Rodgers, Babson College; Amanda Sorensen, Michigan State University

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Schoolyard Biodiversity Exchange: Student scientists use data to increase diverse habitats on school grounds
Shari L. Wilson, University of Wisconsin-Stevens Point; Joy Kcenia O'Neil, University of Wisconsin-Stevens Point

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Comparing interpretive signs: A unique opportunity to engage society and ecological information
Emily Hudson, University of North Texas; Ricardo Rozzi, University of North Texas (UNT), Universidad de Magallanes (UMAG); Travis Wright, University of North Texas

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Using peer coaches to enhance curriculum-based, high-impact practices for undergraduates at a large, metropolitan university
Linda Walters, University of Central Florida; Kimberly Schneider, University of Central Florida; Mary Tripp, University of Central Florida

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Districtwide impact through leveraging the Research Experience for Teachers
Caroline Carlson, Irene Lopez Elementary; Monique Franco, Irene Lopez Elementary; Lisa Herrmann, Arizona State University; Kevin McGraw, Arizona State University

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Building a framework for the River-based Immersive Education and Research (RIVER) Field Studies Network
Andy Rost, Sierra Nevada College; Denielle Perry, Northern Arizona University; James Vonesh, Virginia Commonwealth University

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Compete to eat: A classroom game to demonstrate how species’ habitat use and relative competitive abilities influence competition outcomes
Karie A. Altman, University of Pittsburgh; Thomas R. Raffel, Oakland University; Sam Donovan, University of Pittsburgh

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Teaching students to think like scientists: Promoting sophisticated epistemic beliefs in capstone writing courses
Julie Reynolds, Duke University

PS 58 - Education: Pedagogy