Welcome to the Department of Biology

Department of Biology at Illinois State University
Department of Biology

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Dr. Rebekka Gougis

Assistant Professor
  • CURRENT COURSES
  • BSC 101.01Sec 001 Fund Concepts In Biology: For Future Elementary Teachers
  • BSC 499.Sec 001 Independent Research For The Masters Thesis
  • BSC 296.Sec 001 Mammalian Biology
  • BSC 290.Sec 041 Research In Biological Sciences
  • BSC 599.Sec 009 Research In The Biological Sciences
  • RESEARCH INTERESTS
  • I am a science education researcher, and I conduct research along several lines of inquiry, all with the over-arching goal to improve the quality of science education at the post-secondary level. My two general areas of research are motivation and scientific discourse.
  • Ph D Mathematics and Science Education - 2007
  • University of California, San Diego and San Diego State University
  • MS Ecosystems Biology - 2002
  • Eastern Michigan University
  • BS Biology - 2000
  • Western Illinois University
  • SELECTED PUBLICATIONS
  • Stomberg, J. F. & Gougis, R. D. (in review). Relationships between university students’ evolutionary ideas and conservation attitude. Journal of Environmental Education.
  • Klug, J. L., Carey, C. C., Richardson, D. C., & Gougis, R. D. (2017). Analysis of high-frequency and long-term data analyses into undergraduate ecology classes improves quantitative literacy. Ecosphere, 8(3), e01733.
  • McDevitt, A. L. & Gougis, R. D. (In review). The Biological Research Experience Survey (BRES): An instrument to examine the motivation of undergraduate students involved in biological research programs. CBE-Life Sciences Education.
  • Soule, D., O'Reilly, C. M., Gougis, R. D., Bader, N. E., Meixner, T., Gibson, C., & McDuff, R. E. (2017). Large sensor-based datasets are effective learning tools for developing quantitative literacy and seismological understanding. Journal of Geoscience Education.
  • Carey, C. C. & Gougis, R. D. (2016). Simulation modeling of lakes in undergraduate and graduate classrooms increases comprehension of climate change concepts and interest in computational tools. Journal of Science Education and Technology. doi:10.1007/s10956-016-9644-2
  • Gougis RD, Stomberg JF, O'Hare AT, O'Reilly CM, Bader NE, Meixner T, Carey CC. (2016). Post-Secondary Science Students' Explanations of Randomness and Variation and Implications for Science Learning. International Journal of Science & Mathematics. doi: 10.1007/s10763-016-9737-7
  • Bader, N. E., D. Soule, D. Castendyk, T. Meixner, C. O’Reilly, and R. D. Gougis. (2016). Students, meet data: Using publicly available, high-frequency sensor data in the classroom. EOS. doi:10.1029/2016EO047175.
  • Carey, C.C., R. Darner Gougis, J. L. Klug, C. M. O’Reilly, and D. C. Richardson. 2015. A model for using environmental data-driven inquiry and exploration to teach limnology to undergraduates. Limnology and Oceanography Bulletin. 24(2):2-5 doi: 10.1002/lob.1002
  • Carey CC, Gougis RD, Klug JL, O'Reilly CM, Richardson DC. 2015. A Model for using Environmental Data-Driven Inquiry and Exploration to Teach Limnology to Undergraduates. Limnology and Oceanography Bulletin 24(2), 32-35.
  • Darner R. (2014). Influences on students’ environmental self determination and implications for science curricula. International Journal of Environmental and Science Education 9(1), 21-39.
  • Darner R. (2011). An empirical test of self-determination theory as a guide to fostering environmental motivation. Environmental Education Research, 18(4), 463-472.
  • Darner R. (2009). Self-determination theory as a guide to fostering environmental motivation. Journal of Environmental Education, 40(2), 39-49.
  • Riggs, E. M., Robbins, E., & Darner, R. (2007). Sharing the Land: Attracting Native American Students to the Geosciences. Journal of Geoscience Education, 55(6), 478-485. doi: 10.5408/1089-9995-55.6.478
  • PRESENTATIONS
  • FUNDED GRANTS
  • Gougis RD, Lorsbach A, & Hunter WJ. 2016. ISU Noyce Scholarships for STEM Teachers from Under-Represented Groups. Sponsoring organization: National Science Foundation.
  • Gougis RD & Wolf, JR. 2017. Asynchronous Discussions to Engage Students in Scientific Argumentation. Sponsoring organization: National Science Foundation.
  • O'Reilly CM & Gougis RD. 2013. The use of high‑frequency data to engage students in quantitative reasoning and scientific discourse. Sponsoring organization: National Science Foundation.
  • Gougis RD & Stomberg JF. 2014. A Future Teacher and a Graduate Student’s Differential Benefits of Participation as a Member of an Educational Research Team: A comparative case study. Sponsoring organization: ISU Scholarship of Teaching & Learning Small Grant Program.
  • Gougis RD. 2014. Enhancement of BSC 101 to Contribute to the Development of Extraordinary Urban Elementary Teachers. Sponsoring organization: ISU TEACHER+PLUS Course Development Grant Program.
  • Gougis RD, Ambrose PM, & Elliott R. 2014. How effective is a note-taking scaffold in helping freshmen take high-quality notes in a large enrollment course? Sponsoring organization: ISU Teaching & Learning Development Grant.
  • Gougis RD. 2013. Changes in Pre-service Elementary Teachers' Self-efficacy toward Teaching Science Resulting from Enrollment in a General Education Science Course Designed for Elementary Education Majors. Sponsoring organization: Teaching & Learning Development Grant.
  • Impact Award
  • Illinois State University
  • 2017
  • Kenneth A. and Mary Ann Shaw Fellowship for Excellence in Teaching
  • College of Arts & Sciences, ISU
  • 2015
  • Faculty Fellow
  • Center for Teaching, Learning, & Technology, ISU
  • 2015
  • National Academies Education Fellow in the Life Sciences
  • National Research Council
  • 2010