Chris Mead

Mead, C., Price, C., Gin, L. E., Anbar, A. D., Collins, J. P., Lepore, P., & Brownell, S. E. (accepted). A comparative case study of the accommodation of students with disabilities in online and in-person degree programs. PLOS ONE. doi: 10.1371/journal.pone.0288748.

Ruberto, T., J., Mead, C., Anbar, A. D., Semken, S. (2023). Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes. Journal of Geoscience Education. doi: 10.1080/10899995.2023.2186067.

Fischer, C., Witherspoon, E., Nguyen, H., Feng, Y., Fiorini, S., Vincent-Ruz, P., Mead, C, Bork, W., Matz, R. L., Schunn, C. (accepted). Advanced Placement Course Credit and Undergraduate Student Success in Science Gateway Courses. JRST. doi: 10.1002/tea.21799.

Mead, C., Bruce, G., Taylor, W., Buxner, S., & Anbar, A. D. (2022). Gamifying virtual exploration of the past 350 million years of vertebrate evolution. Frontiers in Education, 7, 836783. doi: 10.3389/feduc.2022.836783.

Supriya, K.*, Mead, C. *, Anbar, A. D., Caulkins, J. L., Collins, J. P., Cooper, K. M., LePore, P. C., Lewis, T., Pate, A., Scott, R. A., & Brownell, S. E. (2021). Undergraduate biology students received higher grades during COVID-19 but perceived negative effects on learnings. Frontiers in Education, 6, 759624. doi: 10.3389/feduc.2021.759624.

Perera, V., Mead, C., van der Hoeven Kraft, K. J., Stanley, S., Angappan, R., MacKenzie, S., Barik, A. & Buxner, S. (2021). Considering Intergroup Emotions to Improve Diversity and Inclusion in the Geosciences. Journal of Geoscience Education, doi: 10.1080/10899995.2021.1881863.

Mead, C.*, Supriya, K.*, Zheng, Y., Anbar, A. D., Collins, J. P., LePore, P., & Brownell, S. E. (2020). Online biology degree program broadens access for women, first-generation to college, and low-income students, but grade disparities remain. PLOS ONE, 15, e0243916, doi: 10.1371/journal.pone.0243916.

Nawaz, S., Kennedy, G., Mead, C., & Bailey, J. (2020). Moments of confusion in simulation-based learning environments. Journal of Learning Analytics, 7, 118–137, doi: 10.18608/jla.2020.73.9.

Mead, C., Bruce, G., Semken, S., Buxner, S., & Anbar, A. D. (2019). Immersive, interactive virtual field trips promote learning. Journal of Geoscience Education, 67, 131–142, doi: 10.1080/10899995.2019.1565285.

Horodyskyj, L. B., Mead, C., Belinson, Z., Buxner, S., Semken, S., & Anbar, A. D. (2018). Habitable Worlds: Delivering on the Promises of Online Education. Astrobiology, 18, 86–99, doi: 10.1089/ast.2016.1550.

Perera, V., Mead, C., Buxner, S., Horodyskyj, L., Semken, S., Lopatto, D., & Anbar, A. D. (2017). Students in fully online programs report more positive attitudes toward science than students in traditional, in-person programs. CBE–Life Sciences Education, 16, ar60, doi: 10.1187/cbe.16-11-0316.

Mead, C., Herckes, P., Majestic, B. J., & Anbar, A. D. (2013). Source apportionment of aerosol iron in the marine environment using iron isotope analysis. Geophysical Research Letters, 40, 5722–5727, doi: 10.1002/2013GL057713.

Mead, C., Lyons, J. R., Johnson, T. M., & Anbar, A. D. (2013). Unique Hg stable isotope signatures of compact fluorescent lamp-sourced Hg. Environmental Science & Technology, 47, 2542–2547, doi: 10.1021/es303940p.

Mead, C. & Johnson, T. M. (2010). Hg stable isotope analysis by the double spike method. Analytical and Bioanalytical Chemistry, 397, 1529–1538, doi: 10.1007/s00216-010-3701-0.

* Denotes co-first authorship