@article{atkins_byrne_bohnenstiehl_wegmann_2022, title={A Morphometric Investigation of Large-Scale Crustal Shortening on Mars}, volume={127}, ISSN={["2169-9100"]}, url={https://doi.org/10.1029/2021JE007110}, DOI={10.1029/2021JE007110}, abstractNote={Abstract}, number={5}, journal={JOURNAL OF GEOPHYSICAL RESEARCH-PLANETS}, publisher={American Geophysical Union (AGU)}, author={Atkins, R. M. and Byrne, P. K. and Bohnenstiehl, D. R. and Wegmann, K. W.}, year={2022}, month={May} }
 @article{atkins_wegmann_bohnenstiehl_2022, title={Channel head response to anthropogenic landscape modification: A case study from the North Carolina Piedmont, USA, with implications for water quality}, volume={48}, ISSN={0197-9337 1096-9837}, url={http://dx.doi.org/10.1002/esp.5495}, DOI={10.1002/esp.5495}, abstractNote={Abstract}, number={2}, journal={Earth Surface Processes and Landforms}, publisher={Wiley}, author={Atkins, Rachel M. and Wegmann, Karl W. and Bohnenstiehl, Del Wayne R.}, year={2022}, month={Oct}, pages={433–451} }
 @article{kling_byrne_atkins_wegmann_2021, title={Tectonic Deformation and Volatile Loss in the Formation of Noctis Labyrinthus, Mars}, volume={126}, ISSN={["2169-9100"]}, url={https://doi.org/10.1029/2020JE006555}, DOI={10.1029/2020JE006555}, abstractNote={Abstract}, number={11}, journal={JOURNAL OF GEOPHYSICAL RESEARCH-PLANETS}, publisher={American Geophysical Union (AGU)}, author={Kling, Corbin L. and Byrne, Paul K. and Atkins, Rachel M. and Wegmann, Karl W.}, year={2021}, month={Nov} }
 @article{gold_atkins_mcneal_2021, title={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}, volume={5}, ISSN={["2476-101X"]}, DOI={10.18833/spur/5/2/2}, abstractNote={Research Experiences for Undergraduate (REU) programs often introduce students to scientific research and STEM career possibilities. However, the program impact on students and their research skill development is not well understood. In a case study with 10 REU students, the authors used eye-tracking and self-report data to determine student strategies for reading scientific papers and interpreting graphs at the beginning and end of the program. The strategies of REU students and science experts were then compared. The REU students changed their strategies and performed more like experts at posttest. These findings indicate that, during the REU, students acquired expert-like strategies necessary to engage with scientific articles and extract key information from graphs. The study demonstrates that eye-tracking can document skill growth in REU students.}, number={2}, journal={SPUR-SCHOLARSHIP AND PRACTICE OF UNDERGRADUATE RESEARCH}, author={Gold, Anne U. and Atkins, Rachel and McNeal, Karen S.}, year={2021}, pages={7–19} }
 @article{mcneal_ryker_whitmeyer_giorgis_atkins_ladue_clark_soltis_pingel_2020, title={A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox: impacts on undergraduate student learning}, volume={44}, ISSN={["1466-1845"]}, DOI={10.1080/03098265.2019.1694875}, abstractNote={ABSTRACT We developed and tested different pedagogical treatments using an Augmented Reality (AR) Sandbox to teach introductory geoscience students about reading topographic maps at five institutions in both pilot and full implementation studies. The AR Sandbox treatments were characterized as 1) unstructured play, 2) a semi-structured lesson, and 3) a structured lesson. The success of each was contrasted with the control condition of a traditional topographic map lab without the AR Sandbox. Students completed a subset of questions from the Topographic Maps Assessment (TMA) and a series of mental rotation questions post-implementation. No significant differences were found on TMA post-test scores between groups who used the unstructured Sandbox play treatment compared to the control condition. Semi-structured and structured lesson formats similarly failed to produce a statistically significant difference on the TMA post-test. This indicates that no single treatment worked universally better than another. However, regression analysis showed two factors significantly predicted performance on the TMA, including spatial performance and self-assessed knowledge (or confidence) of topographic maps. Of the groups that used the Sandbox, students with low and high scores on the mental rotation test performed best on the TMA following the structured treatment.}, number={1}, journal={JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION}, author={McNeal, Karen S. and Ryker, Katherine and Whitmeyer, Shelley and Giorgis, Scott and Atkins, Rachel and LaDue, Nicole and Clark, Christine and Soltis, Nick and Pingel, Thomas}, year={2020}, month={Jan}, pages={85–107} }
 @article{maudlin_mcneal_dinon-aldridge_davis_boyles_atkins_2020, title={Website Usability Differences between Males and Females: An Eye-Tracking Evaluation of a Climate Decision Support System}, volume={12}, ISSN={["1948-8335"]}, DOI={10.1175/WCAS-D-18-0127.1}, abstractNote={ABSTRACT}, number={1}, journal={WEATHER CLIMATE AND SOCIETY}, author={Maudlin, Lindsay C. and McNeal, Karen S. and Dinon-Aldridge, Heather and Davis, Corey and Boyles, Ryan and Atkins, Rachel M.}, year={2020}, month={Jan}, pages={183–192} }
 @article{atkins_mcneal_2018, title={Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study}, volume={5}, ISSN={["2374-6254"]}, DOI={10.19030/jaese.v5i2.10219}, abstractNote={Communicating climate information is challenging due to the interdisciplinary nature of the topic along with compounding cognitive and affective learning challenges. Graphs are a common representation used by scientists to communicate evidence of climate change. However, it is important to identify how and why individuals on the continuum of expertise navigate graphical data differently as this has implications for effective communication of this information. We collected and analyzed eye-tracking metrics of geoscience graduate students and novice undergraduate students while viewing graphs displaying climate information. Our findings indicate that during fact-extraction tasks, novice undergraduates focus proportionally more attention on the question, title and axes graph elements, whereas geoscience graduate students spend proportionally more time viewing and interpreting data. This same finding was enhanced during extrapolation tasks. Undergraduate novices were also more likely to describe general trends, while graduate students identified more specific patterns. Undergraduates who performed high on the pre-test measuring graphing skill, viewed graphs more similar to graduate students than their peers who performed lower on the pre-test.}, number={2}, journal={JOURNAL OF ASTRONOMY AND EARTH SCIENCES EDUCATION}, author={Atkins, Rachel M. and McNeal, Karen S.}, year={2018}, month={Dec}, pages={85–114} }