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.
• 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 (http://www.darkmatterjournal.org).
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."