Kudos to these faculty, staff and programs
Do you have a spotlight item to share with the NAU community?
- Northern Arizona University received a 4-star rating on the QS Stars University Ratings for 2020. Rather than comparing institutions, star ratings assess institutions against a fixed set of standards. This allows the institution to showcase its strengths where it performs best. NAU showed high performance in the teaching, employability, internationalization and arts and culture categories.
- NAU was named a 2019 Tree Campus USA from the Arbor Day Foundation. Tree Campus USA is a national program that honors colleges, universities and their leaders for promoting healthy trees and engaging students and staff in the spirit of conservation.
- The NAU College of Education published its 5th honorary monograph titled, “Honoring Our Students” edited by Jon Reyhner, professor of educational specialties; Joseph Martin, associate professor of educational leadership; Louise Lockard, clinical professor of educational specialties; and Willard Sakiestewa Gilbert, professor emeritus. The monograph focuses on providing ideas for teachers and others to improve the education of American Indian and other Indigenous students.
- Andrew Richardson, Regents’ professor in the School of Informatics, Computing, and Cyber Systems co-authored the article, “Nutrients and water availability constrain the seasonality of vegetation activity in a Mediterranean ecosystem” published in Global Change Biology. The study used eddy covariance fluxes measurements, satellite observations and digital repeat photography to analyze an ecosystem’s response to altered nutrient stoichiometry.
- Professor of astronomy and planetary sciences Devon Burr co-authored the article, “The Science Case for Spacecraft Exploration of the Uranian Satellites” published in Instrumentation and Methods for Astrophysics. The article suggests the use of a Flagship-class orbiter to explore the poorly understood Uranian satellites.
- Benjamin Koch, senior research associate at the Center for Ecosystem Science and Society, co-authored the article, “Nonconsumptive effects of Brook Trout predators reduce secondary production of mayfly prey” published in Freshwater Science. The study quantified the impact of nonconsumptive effects on the secondary production of mayfly prey by using a reach-scale manipulation of a naturally-fishless stream.
- Professor of forestry Carol Chambers was elected to serve as president of The Wildlife Society starting in October. The society, founded in 1937, serves as a voice to represent wildlife conservation and management practices and works to inspire, empower and enable wildlife professionals to sustain wildlife populations using a science-based approach.
- Regents’ professor of earth and sustainability Darrell Kaufman was elected as a fellow of the Geological Society of America (GSA). Fellows are recognized for having a record of distinguished contributions to the geosciences and the GSA such as publications, applied research and teaching. Kaufman was nominated for leadership in international synthesis of Arctic climate, research on the glacial and climate history of Alaska and his applications of amino acid biogeochemistry.
- Amy Smith, assistant clinical professor of dental hygiene, was a contributor to the 13th edition of Wilkins’ Clinical Practice of the Dental Hygienist. The textbook includes updated evidence-based content and explains crucial topics in dental hygiene using a straightforward format to provide students knowledge and skills for an evidence-based practice.
- Yvonne Luna, chair of the Department of Sociology, and Stephanie Winters, strategic initiatives coordinator, co-authored the article, “Student Perceptions on Blended/Flipped and Traditional Face-to-Face: A Course Redesign Assessment” published in the Journal of Curriculum and Teaching. The article reveals active learning in the blended and flipped class contributes to positive perceptions in students of usefulness of course material, perceptions of more time spent on the class and a preference for blended and flipped learning