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College of Sciences & Technology

NS Faculty - Brad Hoge

Dr. Brad Hoge photo

Brad Hoge

Associate Professor and Director of HUNSTEM

Office: N821

Brad Hoge is Associate Professor of ecology and science education, and director of HUNSTEM, the Houston Urban Network for Science, Technology, Engineering and MathematicsSTEM, a learning community for teachers, students, parents and STEM professionals. These two roles allow him to liaison between the community and scientists, build collaborations and facilitate relationships, all while educating the next generation of scientists and science teachers. He is also chair of the STEM Education Day organizing committee, managing editor of Dark Matter: a journal for natural metaphor, and he conducts research on the ecological succession of mitigation wetlands. He received the UHD Excellence in Teaching Award in 2013 and was a finalist for the Excellence in Scholarship and Creative Activity in 2015. Brad Hoge is Associate Professor of ecology and science education, and director of HUNSTEM, the Houston Urban Network for Science, Technology, Engineering, and Mathematics STEM, a learning community.

  • Ph.D. Biogeochemistry, Rice University
  • Master of Art in Ecology and Evolutionary Biology, Rice University
  • Master of Education in Curriculum and Instruction/ Oceanogrphy, Texas A&M University in College Station
  • Bachelors of Science in Biology, Centenary College

​​​​​​Teaching Responsibilities: Natural science and science education courses including

• Coastal Studies, Environmental Field Studies, and Biogeochemistry (for Natural Science majors), Emergence of Modern Science (for non-science majors),

• Physical Science Studies (for Urban Education majors),

• Physical Science Studies and Earth Science Studies (for the UHD Master of Arts in Teaching Program).​

Dr. Hoge is a tenured faculty member of NS with both an M.A. and Ph.D. in Ecology and Evolutionary Biology. His area of expertise is in the biology, chemistry, and geology of wetlands. His research focuses on reconstructing the geologic past using wetland cores and the identification of organisms over long time periods. Thus, he is an expert in those areas of biology and geology which overlap including Biogeochemistry (GEOL 4390/4190). He also has Postdoctoral training from Rice University in Biogeochemistry. This course is cross-listed with a biology version (BIOL 4390/4190). Dr. Hoge also involves both physical science and life science students in his wetland research (GEOL 3300 and BIOL 3300) since his research involves organisms and the processes of sedimentation over long time periods.  Dr. Hoge also has an M.ED. in Curriculum and Instruction and is well versed in science education. The non-science majors course Emergence of Modern Science (NS 1300) is also an excellent course for him to teach given his breadth of science knowledge.

Professional Experience

  • 2004-present Director of HUNSTEM (Houston Urban Network for Science, Technology, Engineering and Mathematics, UHD

  • 1995-1996 Postdoctoral Research Scientist Wetland Center for Biogeochemical Research, Rice University, Houston, TX

Research Interest

The ecological research I do focuses on the use of diatoms as bio-indicators for the succession trajectory of mitigation wetlands. We have completed a ten-year study of diatom succession at the Green's Bayou Wetland Mitigation Bank (GBWMB) in cooperation with the Harris County Flood Control District (HCFCD). We are now studying ecological edge effects produced during flooding of surrounding watersheds and impacts of urban development on the GBWMB and other constructed wetlands. I have studied GBL through my involvement with the development of New Century Energy for HISD. I acted as content advisor and educational liaison between schools, industry, and game developers. I have had over 50 undergraduate students participate in my research. In addition to these students, I have had many secondary teachers and high school students participate through various summer programs. I am currently studying how the research experience can become RBL, a variation of PBL (Project-Based Learning). RBL is more than PBL since it requires practicing the entire scientific method. It also forces in-service teachers to confront the difficulty teaching for true science literacy.

Research Programs:

•  Succession trajectory of diatoms and arcellaceans in mitigation wetlands.
• Edge effects on diatom community succession in mitigation wetlands within the Trinity River incised valley.
• Research-Based Learning (RBL).
• The effectiveness of game-based learning (GBL) in formal classroom and informal science settings.
• The effectiveness of web-based learning communities in promoting student and teacher success in STEM fields.


I am currently on the Board of Directors for the Texas Society for Ecological Restoration. I am a member of Phi Kappa Phi. I received the UHD Excellence in Teaching Award in 2013. I was recognized for my achievements as Associate Director of the SEFH in 2012, and was recognized for my contributions to New Century Energy by HISD in 2011. I received the Friends of TESTA Award in 2009. I am also the Managing Editor for Dark Matter: a journal of speculative literature (


Hoge, B., Barnes, R., and Lang, D. (in press). Paleoecological Interpretation of Ecological Succession Trajectory in Mitigation Wetlands. Journal of Wetland Ecology. Wetland Friends of Nepal (WFN).

Hoge, B. (2014). GBL as PBL: Guidelines for Game-Based Learning in the Classroom and Informal Science Centers. In Z. Yang, H. Yang, D. Wu, & S. Liu (Eds.) Transforming K-12 Classrooms with Digital Technology (pp. 58-82). Hershey, PA. doi:10.4018/978-1-4666-4538-7.ch004

Hoge, B. (2013). Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings. In Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías (Eds.) Proceedings of the IADIS International Conference Cognition and Exploratory Learning in Digital Age (pp. 363-366). 2013 International Conference, Fort Worth, TX. ISBN: 978-989-8533-18-0.

Hoge, B. and Hughes, F., (2011) The Pedagogy behind the New Century Energy Game: The Potential for Tranformative PBL. Journal of Technology in the Classroom, Volume 2, Number 3.

Slough, S.; Aoki, J.; Hoge, B. and Spears, L., 2004, Development of an E-Learning Framework for Web-based Project-Based Learning in Science, World Conference on E-Learning in Corp., Govt., Health., & Higher Ed., Vol. 2004, Issue. 1, pp. 957-962."


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