Northern Spotted Owl, Willamette National Forest (photo © Al Levno, reproduced with permission)

What are they?

TIEE Research Papers are scholarly articles on a range of topics in ecology and environmental education, including K-12, informal, and higher education. This might be, for example, investigations with quantitative or qualitative data, surveys, historical analyses, or case studies. As with scientific research papers, TIEE Research Papers must include the importance of the study for ecology/environmental science teaching and learning, the theoretical framework, a connection between the study and the problem addressed, description of previous work, and appropriate references.

Research Papers are intended to:

• introduce faculty to relevant education and cognitive theories and research.
• demonstrate the type of research that faculty can conduct themselves.
• exemplify the range and types of questions and issues being addressed by ecology educators today.
• provide a venue for scholarly work in the discipline and thereby help us meet one of our core goals — to elevate teaching as scholarship.

Contents

Research Papers should adhere to Ecology guidelines for style, which can be found here.

Research Papers contain:

• Abstract
• Introduction
• Methods (Note: You should address IRB approval in this section.)
• Results
• Discussion
• Reflections (if appropriate)
• References
• Resources. These are supplementary materials, such as student handouts. They should be referred to in other sections as Resources.

If this format does not suit the type of article you wish to submit, please contact Charlene D'Avanzo (cdavanzo@hampshire.edu). We welcome suggestions and additions to this new section of TIEE.

Submitting to TIEE

One TIEE goal is to help faculty use teaching scholarship in reappointment and promotion files. Submitted Experiments and Issues are peer reviewed and at some institutions will count as peer reviewed publications. For more information about submitting contributions for TIEE see the Submissions page.