ISU Digital Repository


Selected Publications

Alam, M.I., Malone, L., Nadolny, L., Brown, M. & Cervato, C. (2023). Investigating the gamification of a learning analytics dashboard: student experiences, emotions, and academic achievement. Journal of Computer Assisted Learning, 1-14,

Minerick, A.R., Cervato, C., Bilen-Green, C., Koretsky, C. & Rouleau, M. (2022). Cross-Institutional Mentoring Communities: a virtual mentoring model during COVID-19. The Chronicle of Mentoring and Coaching, v. 6, Special Issue 15, 812-816. pdf.

Polifka, J., Cervato, C. & Holme, T.A. (2022). Introductory geology students’ knowledge of plate tectonics, spatial ability, and use of multiple representations. Journal of Geoscience Education.

Halligan, T., Cervato, C. & Genschel, U. (2022). “Flipping” a course: is it worth it? A multiyear analysis of interactive and student-centered pedagogy in an introductory physical geology course. Journal of College Science Teaching, in press.

Cervato, C., Bilen-Green, C., Koretsky, C., Minerick, A., Wahl, D., Burnett, A., Wingate, L., Green, R., Raman, R., Okudan-Kremer, G., Goltz, S. & Sotirin, P. (2022).  Creating a collaborative cross-institutional culture to support STEM women of color and women with family responsibilities at four midwestern research institutions. American Society for Engineering Education Annual Meeting, June 26-29, 2022, Refereed Proceedings Paper #36476, 22 pp.

Minerick, A., Cervato, C., Goltz, S. Bilen-Green, C., Rouleau, M., Wahl, D. & Sotirin, P. (2022). Cross-Institutional Mentoring Communities Program.  American Society for Engineering Education Annual Meeting, June 26-29, 2022, Refereed Proceedings Paper #37576, 19 pp.

Minerick, A., Cervato, C., Bilen-Green, C., Koretsky, C., & Rouleau, M. (2022). Cross-Institutional Mentoring Communities: A Virtual Mentoring Model during COVID-19. The Chronicle of Mentoring and Coaching, in press.

Watson, R., Nuhfer, E., Cervato, C., & Wangeline, A. (2022). Metacognitive Self-Assessment in Privilege and Equity – Part 1. Conceptualizing Privilege and its Consequences. Improve with Metacognition Blog published August 16, 2022.

Nuhfer, E., Watson, R., Cervato, C., & Wangeline, A. (2022). Metacognitive Self-Assessment in Privilege and Equity – Part 2. Majority Privilege in Scientific Thinking. Improve with Metacognition Blog published August 22, 2022.…

Thatcher, D., Cervato, C., & Kerton, C. (2022). The Importance of Affective Learning Goals: Lessons Learned from the Design and Evolution of a Geoscience Course for Preservice Primary Teachers. SN Social Sciences, 2, 207. 

Cervato, C. (2021). Recruiting to Geosciences through Campus Partnerships. GSA Today, Groundwork, 31, June,

St. John, K., McNeal, K., Mcdonald, H., Kastens, K., Bitting, K., Cervato, C., McDaris, J., Petcovic, H., Pyle, E., Riggs, E., Ryker, K., Semken, S., and Teasdale, R. (2021). A community framework for geoscience education research: summary and recommendations for future research priorities. Journal of Geoscience Education, 69 (1), 2-13,

St. John, K., Bitting, K., Cervato, C., Kastens, K., Macdonald, H., McDaris, J., McNeal, K., Petcovic, H., Pyle, E., Riggs, E., Ryker, K., Semken, S., and Teasdale, R. (2019). An  Evolutionary Leap in how we teach geosciences. EOS, 100, Published on 08 July 2019.

Sandquist, E., Cervato, C. and Ogilvie, C. (2019). Positive Affective and Behavioral Gains of Freshmen in Course-Based Research across Disciplines. SPUR: Scholarship and Practice of Undergraduate Research. 2(4), 45-57. DOI: 10.18833/spur/2/4/9 

Sage, A., Cervato, C., Genschel, U. and Ogilvie, C. (2018) Combining academics and social engagement: a major-specific early alert method to counter student attrition in STEM. Journal of College Student Retention, 1-16, doi/10.1177/1521025118780502.

Moss, E., Cervato, C., Genschel, U., *Ihrig, L., and Ogilvie, C. (2018). Authentic research in an introductory geology laboratory and student reflections: Impact on nature of science understanding and science self-efficacy. Journal of Geoscience Education, 66, 131-146.

Cervato, C. and Kerton, C. (2017). Improving the science teaching self-efficacy of preservice elementary teachers: a multi-year study of various instructional approaches in a hybrid geoscience course. Journal of College Science Teaching, 47, 83-91.

Reichert, C., Cervato, C., Niederhauser, D., and Larsen, M. (2015). Understanding atmospheric carbon budgets: teaching students conservation of mass. Journal of Geoscience Education, 63, 222-232.

Cervato, C., Gallus, W., Slade, M., Kawaler, S., Marengo, M., Woo, K., Krumhart, B., Flory, D., Clough, M., Campbell, A., *Moss, E., and Acerbo, M. (2015). It takes a village to make a scientist: Reflections of a Faculty Learning Community Charged with Expanding Science Literacy and Opportunity. Journal of College Science Teaching,44 (3), 28-35.

Cervato, C. & Bratsch-Prince, D. (2014). Maximizing Institutional Investment in Early Career Faculty: a Mentoring Model from ISU. In Dominguez, N. & Gandert, Y. (Eds.). 7th Annual Mentoring Conference Proceedings: Impact & Effectiveness of Developmental Relationships. Albuquerque, NM: University of New Mexico, 920-922.

Reichert, C., Cervato, C., Larsen, M., and Niederhauser, D. (2014). Students’ misconceptions of atmospheric carbon budgets: Undergraduate students’ perceptions of mass balance. Journal of Geoscience Education, 62, 460-468.

Parham, T., Cervato, C., Gallus, W., Larsen, M., Hobbs, J., and Greenbowe, T. (2011). Are movies and popular media driving students’ poor understanding of volcanic processes? Journal of College Science Teaching, 41 (1), 14-19.

Brooks, B. and Cervato, C. (2010). Habitat and tectonic controls of marine biogeography. Palaeontologia Electronica,13/3,

Kastens, K., Manduca, C., Cervato, C., Frodeman, R., Goodwin, C., Liben, L., Mogk, D., Spangler, T., Stillings, N., and Titus, S. (2009). How geoscientists think and learn. EOS, 90 (31), 265-266.

Cervato, C., and Frodeman, R. (2012). The significance of geologic time: cultural, educational, and economic frameworks. In:Earth and Mind II, GSA Special Paper 486, Kastens, K. and C. Manduca, eds., 19-27.

Cervato, C., Gallus, W., Boysen, P., and Larsen, M. (2009). Today’s forecast: higher thinking with a chance of conceptual growth. EOS, 90 (20), 175-176.

Sadler, P. and Cervato, C. (2011). Data and Tools for Geologic Timelines and Timescales. In: Keller, G.R. and Baru, C. (Eds.) ‘Geoinformatics’, Cambridge University Press, 145-165.

Cervato, C., Ridky, R., and *Jach, J. (2009). News media databases for content selection and relevance in introductory geoscience courses. Journal of College Science Teaching, 38(7), 34-37.

Fils, D., Cervato, C., and Diver, P. (2009). CHRONOS Architecture: Experiences with an Open Source Services Oriented Architecture for Geoinformatics. Computers & Geosciences, 35, 774-782. 

Cervato, C. and Burckle, L. (2003). Pattern of first and last appearance in diatoms: Oceanic circulation and the position of the Polar Fronts during the Cenozoic. Paleoceanography, 18(2), 1055, doi:10.1029/2002PA000805.

Spencer-Cervato, C. (1999). The Cenozoic Deep Sea Microfossil Record: Explorations of the DSDP/ODP Sample Set Using the Neptune Database. Palaeontologia Electronica, vol. 2, issue 2, art. 4: 268pp., 2.4MB.

Spencer-Cervato, C. (1998). Changing depth distribution of hiatuses during the Cenozoic. Paleoceanography, 13, 178-182. [Additional data available in the NOAA-WDCA for Paleoclimatology Data Contr. Series #97-030: contributor/spencer-cervato1998/].

Spencer-Cervato, C., Thierstein, H.R., Lazarus, D.B. and Beckmann, J.P. (1994). How synchronous are Neogene marine plankton events? Paleoceanography, 9, 739-763.

Spencer, D.A., Ramsay, J.G., Spencer-Cervato, C., Pognante, U., Ghazanfar, M. and Nawaz Chaudhry, M. (1990). High pressure (eclogite facies) metamorphism in the Indian Plate, NW Himalaya, Pakistan. Bulletin of the University of Peshawar,  23, 87-100.

Cervato C. (1990). Tectonically induced hydrothermal dolomitization of Jurassic-Cretaceous limestones in the Central Southern Alps (Italy). Geology, 18, 458-461.