Karen McNeal

Hyman, A. A., Courtney, S. L., McNeal, K. S., Bialic-Murphy, L., Furiness, C. S., Eaton, M. J., & Armsworth, P. R. (2022, June 8). Distinct pathways to stakeholder use versus academic contribution in climate adaptation research. CONSERVATION LETTERS, Vol. 6. https://doi.org/10.1111/conl.12892

Gold, A. U., Atkins, R., & McNeal, K. S. (2021). Undergraduates' Graph Interpretation and Scientific Paper Reading Shift from Novice- to Expert-like as a Result of Participation in a Summer Research Experience: A Case Study. SPUR-SCHOLARSHIP AND PRACTICE OF UNDERGRADUATE RESEARCH, 5(2), 7–19. https://doi.org/10.18833/spur/5/2/2

McNeal, K. S., Ryker, K., Whitmeyer, S., Giorgis, S., Atkins, R., LaDue, N., … Pingel, T. (2020). 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, 44(1), 85–107. https://doi.org/10.1080/03098265.2019.1694875

Maudlin, L. C., McNeal, K. S., Dinon-Aldridge, H., Davis, C., Boyles, R., & Atkins, R. M. (2020). Website Usability Differences between Males and Females: An Eye-Tracking Evaluation of a Climate Decision Support System. WEATHER CLIMATE AND SOCIETY, 12(1), 183–192. https://doi.org/10.1175/WCAS-D-18-0127.1

Atkins, R. M., & McNeal, K. S. (2018). Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study. JOURNAL OF ASTRONOMY AND EARTH SCIENCES EDUCATION, 5(2), 85–114. https://doi.org/10.19030/jaese.v5i2.10219

Mitra, R., McNeal, K. S., & Bondell, H. D. (2017). Pupillary response to complex interdependent tasks: A cognitive-load theory perspective. BEHAVIOR RESEARCH METHODS, 49(5), 1905–1919. https://doi.org/10.3758/s13428-016-0833-y

Mills, C. G., & McNeal, K. S. (2014). Salt Marsh Sediment Biogeochemical Response to the BP Deepwater Horizon Blowout. JOURNAL OF ENVIRONMENTAL QUALITY, 43(5), 1813–1819. https://doi.org/10.2134/jeq2013.11.0441