Pedagogical Research

​Measuring the impact of increased inquiry-based techniques introduced into the
biology curriculum across courses and cohorts. (Co-PI, with Ms. Naomi Rowland) ​
Ongoing data collection since S18. Manuscript in progress. Default Qualtrics Report. ​
WKU IRB #1110796-1 View Application​ 
Mountjoy, N. J., McDaniel, K., Rowland, N. It Takes a Department to Shift a Paradigm: Starting in the lab. AAC&U’s Transforming STEM Higher Education conference, Chicago, IL, Nov. 7-9, 2019. 
BIOL 399 Student Research Project F21: The impact of inquiry-based learning on the way students view science, by Emily Jones, Samantha Steward, & Shelby Robertson (presentation)
Honors Thesis: Robertson, S., Inquiry Based Learning & The Impact on Student Perspectives. WKU Student Research Conference, WKU, March 26, 2022.
​View Results Report (ongoing) and View BIOL 121 Results
Completed Analysis
Student learning and perceptions of online lab manuals vs. traditional paper manuals in introductory biology labs. (PI)
​Piloted in S19 in BIOL 121 in a section who had the paper manual for ​the first 6 labs and the e-text for the last 6 lab. View Pilot survey results from BIOL 121.
​*Full implementation in BIOL 123 beginning F22.
Does the use of High Impact Practices in gateway courses increase student success or retention? (with Dr.  Daniel Super and Dr. Douglas McElroy)
This project, started in F19, involves comparing course data across sections and courses and denoting witch courses use HIPs and to what degree.  
Preliminary results from BIOl 120
​Teaching students to learn: The effects of a metacognition intervention in a large college lecture.  (Co-PI, with Dr. Kerrie McDaniel) ​
Intervention followed exam 1 in S20, with plans to compare exam 1 vs 2 scores.
*Data collection interrupted by COVID-19. The metacognition lecture was delivered but the second exams were given online, making valid comparison impossible. 
​WKU IRB #20-178 View Application
Mountjoy N. J., & McDaniel K., Western Kentucky University, CITL Winter Workshop: Metacognition. January 2022. (View Presentation)
BIOL 399 S22: The effects of the quantity and quality of metacognitive study strategies on exam performance, by Alix Cross (View Report)
View Results Report (ongoing)​
Complete Analysis
​Learning Assistants in the general biology lecture hall: Can peer mentoring and small groups can transform the student experience in in large lectures?
WKU IRB # View Application 1889425-1 View Application
BIOL 399 S22: The Effects of Learning Assistants on Undergraduate Students in Introductory Biology Courses, by Macy Murphy & Taylor Boian (View Poster)
Mountjoy, N. J., Using Learning Assistants to increase student engagement, achievement, and retention in large introductory biology courses. Pearson’s Biology Leadership Community Summit, invited participant, Online Conference. March 2021. (View Poster)
View Results Report (ongoing)
​View BioCoach Comments
Using models of ecosystem restoration to improve student resistance & resilience
​A theoretical framework to identify disturbance type and assess best practices for restoration success. Original model from: Hobbs, R. J., & Harris, J. A. (2001). Restoration ecology: repairing the earth's ecosystems in the new millennium. Restoration ecology, 9(2), 239-246.Mountjoy, N. J., Pearson’s Biology Leadership Community Summit, invited address. Phoenix, AZ, April 1-5, 2022. View Presentation.

Retention Research: Ogden Retention Committee Co-Chair, BIOL-Committee Chair

Retaining and graduating biology majors @ WKU: The Potential for a freshman seminar series.
Data collection through IR on BIOL-graduation rates following 6-year cohorts. Included a literature review of freshman experience courses and seminar, including in Ogden College.
Project is currently proceeding.
​View presentation.
​Assessing the effects of 5th week interventions: Which type (announcement, email or meeting) achieves the greatest impact on students’ final grades. (PI)
​Data collected in all section of BIOL 121 and BIOL 123 F17-S18, F18-S19, and F20.
​This project is currently paused and under revision.  
Analysis completed for the Ogden Retention Committee and presented to the Dean and the Ogden College Advisory Board.
*Completed
​Why they stay: Analyzing the persistence of at-risk students in the Ogden College of Science and Engineering to identify successful retention initiatives and programs
(PI, with the Ogden Retention Taskforce) ​
WKU IRB #1380525-2 View Application
​​Piloted F18-S19, analyzed and survey revised. Preliminary analysis.
*Ongoing
​Evaluating Advising Practices Across Ogden College
(Co-PI, with the Ogden Retention Taskforce) ​
WKU IRB #20-232 View Application
​Pilot survey in S22.
​View Results Report
​*Ongoing

Student Research Projects

Spring 2021
  • BIOL 399 Independent Research: Literature review on the COVID vaccines and a vaccine questionnaire pilot-test analysis, by JT Newman (Products: Literature Review, introduction, timeline & infographic)
    • Johnson, J., Newman J.T., Bandy D., McElroy, D., Mountjoy, N. J., Singh, A., Joyce, M. Incidence and severity of COVID-19 vaccine side effects in a medically at-risk and vaccine hesitant community. Research Foundation Symposium, Impact Award, Western Kentucky Heart & Lung. April 22, 2022.
    • Joyce, M., Mountjoy, N. J., Johnson, J., Newman, J. T., Bandy, D., Atalla, N., Singh, A., McElroy, D. From trial to practice: Incidence and severity of COVID-19 vaccine side effects in a medically at-risk and vaccine-hesitant community. BMC Public Health 22, 2351. [LINK]
  • BIOL 475 Special Topics: Effects of COVID-19 on the Barren River Health District, by JT Newman. (view the timeline of policy and health initiatives surrounding  COVID-19  and the accompanying infographic)

​Fall 21
  • BIOL 399 Independent Research: The impact of inquiry-based learning on the way students view science, by Emily Jones, Samantha Steward, & Shelby Robertson (view presentation)
    • Robertson, S., Inquiry Based Learning & The Impact on Student Perspectives. WKU Student Research Conference, WKU, March 26, 2022. (view presentation)
Spring 22
  • Honors Project: Student perspectives on inquiry-based learning. A capstone experience/thesis project. Presented in partial fulfillment of the requirements for the degree Bachelor of Science in Biology with Honors College Distinction at Western Kentucky University. 2022. (view thesis)
  • BIOL 399 Independent Research: The effects of the quantity and quality of metacognitive study strategies on exam performance, by Alix Cross (view report). Manuscript in Progress
  • BIOL 399 Independent Research: The Effects of Learning Assistants on Undergraduate Students in Introductory Biology Courses, by Macy Murphy & Taylor Boian (view Poster)
  • BIOL 399 Independent Research: Analysis of the Patient Coordinator Program at the Medical Center Bowling Green, by Madeline Skau, Jackson Horn, and Rheanna Tes 
    • *Skau, M, *Horn, J., *Tes, R., Mountjoy, N. J., McElroy, D., Joyce, M., Mountjoy, J. Rice, E., and Swiney, J., Analysis of the Patient Coordinator Program at the Medical Center Bowling Green. WKHL Research Foundation. Bowling Green, KY. May Meeting, 2022. (view presentation)
    • *Skau, M., *Horn, J., *Tes, R., [Pilot] Analysis Of The Patient Coordinator Program. WKU Student Research Conference, WKU, March 26, 2022. (view poster)
Spring 23

Additional Research with the Medical Center, Bowling Green

Investigating pre- and post-natal care within the Bowling Green refugee and immigrant community.
With Ashley Blake, Melinda Joyce, Douglas McElroy, Natalie Mountjoy, Jennifer Swiney, & Rheanna Tes. 
Preliminary Stages [view outline]
Telehealth cardiology clinic during COVID-19: Patient & Provider Perspectives & Satisfaction
(Co-PI, with Dr. Doug McElroy and Western KY Heart & Lung) 
Medical Center IRB-1 #20-6-05-SinA-TeleCOVID. View Application
​Singh, A., Mountjoy N, McElroy D, Mittal S, Al Hemyari B, Coffey N, Miller K, Gaines K. 2021. Patient Perspectives With Telehealth Visits in Cardiology During COVID-19: Online Patient Survey Study. JMIR Cardio 5(1). [Link]
Investigating the side effects of the COVID-19 Vaccine
(Co-PI, with Dr. Doug McElroy, Melinda Joyce, Anniruhda Singh, et. al.)
​Medical Center IRB-1 approved.
  • Joyce, M., Mountjoy, N. J., Johnson, J., Newman, J. T., Bandy, D., Atalla, N., Singh, A., McElroy, D. From trial to practice: Incidence and severity of COVID-19 vaccine side effects in a medically at-risk and vaccine-hesitant community. BMC Public Health 22, 2351. [LINK]
Staging and outcomes of melanoma across rural vs. urban areas in Kentucky
​(Co-PI, with Dr. Doug McElroy)​
Medical Center IRB-1 approved.
Submitted and under re-review: McElroy, D., *Towery, M., *Seiry M-L., *Eastham, R., *Alexander, S. G., and Mountjoy N. J. Incidence rates and outcomes of nodular and superficial spreading melanoma along the rural-urban continuum in Kentucky, and their relationship to provider care access. Southern Medical Journal. [View Submission]​

Conference Proceedings

  • ​Mountjoy, N. J., McDaniel, K., Cross, A. 2024. Making time for metacognition: The impact of a one-day intervention on student performance in large gateway biology courses. April, 2024.
Mountjoy, N. J., Huskey, S., and McElroy, D., Integrating the African cichlid into your lab and lecture curriculum: An ideal model organism for general biology lecture & lab. Pearson’s Biology Leadership Community Summit, Raleigh, North Carolina, March 31-April 2, 2023.
​Mountjoy, N. J., Using models of ecosystem restoration to improve student resistance & resilience. Pearson’s Biology Leadership Community Summit, invited address. Phoenix, AZ, April 1-5, 2022. View Presentation.
Mountjoy, N. J., Smith, M., Srivastava, A., Augment your course with a PBL poster session: Relating real-world content and problems with the general biology curriculum to enhance student understanding and content relevance. Pearson’s Biology Leadership Community Summit, Phoenix, AZ, April 1-5, 2022.
​Mountjoy, N. J., (with BioCoaches: Grace Alexander, Kaley Bloyd, Molly Bostic, Ashley Hecklinger, Drew Hinton, Jocelyn Joshlin, Elizabeth Lyons, Annclaire Mcgee, Caroline Reed, Megan Rowe, Madeline Skau, Caleb Tamminga and Katie Thomason). BioCOACHING our students toward success: Using Learning Assistants to increase student engagement, achievement, and retention in large introductory biology courses. Pearson’s Biology Leadership Community Summit, invited participant, Online Conference. March 2021.
Mountjoy, N. J., McDaniel, K., and Rowland, N. It Takes a Department to Shift a Paradigm: Starting in the lab. AAC&U’s Transforming STEM Higher Education conference, Chicago, IL, November 7-9, 2019. [invited & sponsored by CITL]. View Presentation.
Article from WKU News

Recent Manuscripts

  • McElroy D., *Towery M., *Molina-Lopez S., *Eastham R., *Alexander S. G, Mountjoy N. J. 2024. Incidence Rates and Outcomes of Nodular and Superficial Spreading Melanoma along the Rural-Urban Continuum in Kentucky and Their Relationship to Provider Care Access. South Med J. May; 117(5): 235-240. [LINK]
  • Joyce, M., Mountjoy, N. J., Johnson, J., Newman, J. T., Bandy, D., Atalla, N., Singh, A., McElroy, D. 2022. From trial to practice: Incidence and severity of COVID-19 vaccine side effects in a medically at-risk and vaccine-hesitant community. BMC Public Health 22, 2351. [LINK]
  • Singh A, Mountjoy N, McElroy D, Mittal S, Al Hemyari B, Coffey N, Miller K, Gaines K. 2021. Patient Perspectives With Telehealth Visits in Cardiology During COVID-19: Online Patient Survey Study. JMIR Cardio5 (1). [LINK]

Current Manuscripts in Progress

  • Mountjoy, N. J. & McDaniel, K. The effects of a one-time metacognitive intervention on gateway biology students’ grade predictions, assessment grades, and course persistence. Potential Outlets: Research & Practice or CBE - Life Sciences Education.
  • ​Mountjoy, N.J.. Learning Assistants in the General Biology Lecture Hall: How peer mentoring and small groups can transform the student experience in large lectures and provide upperclassman with opportunities to build in-discipline knowledge, confidence and communication skills. Potential Outlets: Innovative Higher Education, Journal of College Science Teaching.
  • Mountjoy, N. J. and Rowland, N. A story in inquiry in three labs: How the scale of inquiry and student maturity affects student learning gains. Potential Outlets: International Journal for the Scholarship of Teaching and Learning or Life Science Education.

Grants

2023: Research & Creative Activities Program (RCAP),  Elephants and Sustainable Agriculture in Kenya (ESAK) Learning Labs: Linking real research to our gateway biology lab courses, Co-PI with Dr. Bruce Schulte, not funded ($16,000)
2023: KY INBRE CURE Grant, Co-PI with Dr. Doug McElroy, not funded ($84,872.00)
2022: Mahurin Honors Faculty Engagement Grants for poster printing​​ = $570.00
2022: Mahurin Honors Faculty Engagement Grants for poster printing​​ = $700.00
2021: Mahurin Honors Faculty Engagement Grants for poster printing​​ = $210.00
2021: Pearson Biology Leadership Grant, Co-PI, not funded. ($10,000)
2019: Mahurin Honors Faculty Engagement Grant = $280.00
2018: International Activities Grant (IAG) from the Office of International Programs = $2,000.00
2018: Ogden Quick Turn Around Grant, not funded ($3,000).

Other manuscripts, conference proceedings, and research products

Joyce, M., Mountjoy, N. J., Johnson, J., Newman, J. T., Bandy, D., Atalla, N., Singh, A., McElroy, D. 2022. From trial to practice: Incidence and severity of COVID-19 vaccine side effects in a medically at-risk and vaccine-hesitant community. BMC Public Health 22, 2351.

Singh A, Mountjoy N, McElroy D, Mittal S, Al Hemyari B, Coffey N, Miller K, Gaines K. 2021. Patient Perspectives With Telehealth Visits in Cardiology During COVID-19: Online Patient Survey Study. JMIR Cardio5 (1).

Mountjoy, N. J., Whiles, M. R., Spyreas, G., Lovvorn, J. R., & Seekamp, E. 2016. Assessing the efficacy of community-based natural resource management planning with a multi-watershed approach. Biological Conservation, 201, 120-128.

​Mountjoy, N. J., Seekamp, E., Davenport, M. A., & Whiles, M. R. 2014. Identifying capacity indicators for community-based natural resource management initiatives: focus group results from conservation practitioners across Illinois. Journal of Environmental Planning and Management, 57(3), 329-348. 

Mountjoy, N. J., Seekamp, E., Davenport, M. A., & Whiles, M. R. 2013. The Best Laid Plans: Community-Based Natural Resource Management (CBNRM) Group Capacity and Planning Success. Environmental management, 52(6), 1547-1561.

Meyers, D. J., Mountjoy, N. J., Whiles, M. R., & Seekamp, E. 2012. Illinois Conservation Opportunity Areas: Coordination and Planning in Support of the Illinois Wildlife Action Illinois Department of Natural Resource Management Project Number: T-55-P-1. Final Report. 

Mountjoy, N. J., Seekamp, E., Myers D. J., Whiles M. R. 2011. Making conservation work: ideas from on-the-ground practitioners. Illinois Department of Natural Resource Management Project Number: T-55-P-1. 

Mountjoy, N. J., Davenport, M. A., Meyers, D. J., & Whiles, M. R. 2010. An assessment of Illinois Conservation Opportunity Areas: stakeholders’ perspectives on conservation planning, implementation, and threats. Illinois Department of Natural Resources. 

​Mountjoy, N. J., Seekamp, E., Davenport, M. A., Whiles, M. R. The effects of community-based group capacity on resource management planning success: Elevating implementation outcomes from good to great. Presented by Natalie Mountjoy at the Ecological Society of America Conference, Minneapolis, MN, August 4-9, 2013.
 
Seekamp, E., Mountjoy, N. J., Davenport, M., Whiles, M. 2013. Achieving laser-like vision: An examination of the relationship between indicators of CBNRM group capacity and planning success. Presented by Erin Seekamp at the International Symposium on Society and Resource Management, Estes Park, Colorado, June 4-8, 2013.
 
Seekamp, E., Mountjoy, N. J. 2013. Alcohol, apathy, and arrogance: Examining the effectiveness of the Stop Aquatic Hitchhikers! campaign. Northeastern Recreation Research Symposium, Cooperstown, New York, April 5-7, 2013.
 
Renzaglia K., Janesie, J., *Sikorski, J. W., Mountjoy, N. J., Henson, H. 2012. Research Activities and Problem‐based Learning Experiences of Rural Teachers in Southern Illinois. NSF Robert Noyce Teacher Scholarship Program Conference, Washington, D.C., May 23-25, 2012.
 
Mountjoy, N. J., Davenport, M. A., Myers, D. J., Whiles, M. R. An assessment of Illinois Conservation Opportunity Areas: Stakeholders' perspectives on conservation planning, implementation, and threats. A poster presented by Natalie Mountjoy at the Emerging Issues Conference, Atlanta, GA, April 11-14, 2010.

Mountjoy, N. J. The Effects of Human/Wildlife Conflict on the Potential for Community-Based Ecotourism in the Kasigau Region of Southeast Kenya. Masters Theses & Specialist Projects. Paper 409.https://digitalcommons.wku.edu/theses/409. 2007.