Staus, N. L., & Falk, J. H. (in press). The role of emotion in ecotourism experiences. In R. Ballantyne & J. Packer (Eds.), International handbook on ecotourism.
Falk, J. H. & Staus, N. L. (in press). Free-choice learning and ecotourism. In R. Ballantyne & J. Packer (Eds.), International handbook on ecotourism.
DeChenne, S. E., Lesseig, K., Anderson, S. M., Li, S. L., Staus, N. L., & Barthel, C. (2012). Toward a measure of professional development for graduate student teaching assistants. The Journal of Effective Teaching, 12(1), 4-19.
Staus, N. L., Strittholt, J. R., & DellaSala, D. A. (2010). Evaluating areas of high conservation value in western Oregon with a decision support model. Conservation Biology, 24(3), 711-720.
Staus, N. L., Gillow-Wiles, H., & Niess, M. L. (April 2012). TPACK development in a 3-year online masters program: How do teacher perceptions align with classroom practice? Paper presented for American Educational Research Association (AERA) Annual Conference, Vancouver, BC.
Niess, M., Staus, N., & Gillow-Wiles, H. (March 2011). Global Positioning Systems (GPS), Motion Detectors and Spreadsheets Enhance K-8 Teachers’ Mathematics Proficiency in the Context of Mathematical Functions. Paper presented at Society for Information Technology & Teacher Education (SITE) Conference, Nashville, TN.
My research interests focus on how and why people learn science and were strongly informed by over a decade of working as a conservation biologist and biology educator. Recognizing the emotional aspects of many biology concepts, my PhD research focused on the role of emotion in learning science content, especially in free-choice science learning settings.
As a research assistant on the Central Oregon Consortium MSP Project: Using Technology to Enhance Science and Mathematics Learning in Grades K-8, I became interested in how technology could be used in the classroom to support STEM learning and engagement in elementary and middle school students.
I am currently the Project Coordinator for the Synergies project in the Parkrose neighborhood of Portland, Oregon. In this longitudinal study, we are investigating STEM interest development in middle school-aged youth and examining which factors, both in and out of school, contribute to STEM interest and engagement over time. Ultimately, we will use this information to develop educational interventions to support STEM interest development and maintenance in this underserved population.