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Ashley Alred

Education Program Leader

845 677-7600 x321

Before joining Cary, Ashley served as a k-12 environmental educator at the Urban Ecology Center in Milwaukee, Wisconsin. She received her MS in Science Literacy Research at the University of Nebraska-Lincoln ('16) and her BS in Fisheries & Wildlife Biology from the University of Georgia ('12). Over the years, her academic research interests have ranged from captive chimpanzee behavior to understanding how undergraduates make decisions about conservation issues. Since 2012, she has been an environmental educator in five different states across the country, from the temperate rainforests of western North Carolina to the sunny shores of Catalina Island.

As Education Program Leader, Ashley is excited to devote her skills in education, ecology, and research to teaching youth using inquiry-based and data-driven methods during local school field trips and summer camp, while also contributing to innovative ecology education research. Her career focus is to inspire youth to think critically and creatively about ecology and cultivate meaningful, fun connections to their local environment. In her personal time, Ashley loves to bird, bike, cook, read, and casually search for salamanders while hiking.

Jimenez, Citlally, Ashley R. Alred, and Jenny M. Dauer. 2024. “Describing Undergraduate students’ Reasoning and Use of Evidence During Argumentation about Socioscientific Issues Systems”. Frontiers in Education 9. Frontiers Media SA. doi:10.3389/feduc.2024.1371095.
Sorensen, Amanda E., Jeffrey Brown, Ashley R. Alred, Joseph J. Fontaine, and Jenny M. Dauer. 2020. “Student Representations and Conceptions of Ecological Versus Social Sciences in a Conservation Course”. Journal of Environmental Studies and Sciences 11 (1). Springer Science and Business Media LLC: 139-49. doi:10.1007/s13412-020-00594-w.
Sorensen, Amanda E., Jeffrey Brown, Ashley R. Alred, Joseph J. Fontaine, and Jenny M. Dauer. 2020. “Correction To: Student Representations and Conceptions of Ecological Versus Socialsciences in a Conservation Course”. Journal of Environmental Studies and Sciences 11 (1). Springer Science and Business Media LLC: 150-50. doi:10.1007/s13412-020-00597-7.
Sommers, Amie S, Holly White, Ashley R. Alred, and Jenny M. Dauer. 2019. “Teaching Styles and Student Outcomes in Undergraduate Food, Energy, and Water Systems (FEWS) Courses”. NACTA Journal 63 (2). North American Colleges and Teachers of Agriculture (NACTA): 67-77. https://www.researchgate.net/profile/Amie-Sommers-2/publication/342376021_Teaching_Styles_and_Student_Outcomes_in_Undergraduate_Food_Energy_and_Water_Systems_FEWS_Courses/links/5f57f7d3a6fdcc9879d8bd33/Teaching-Styles-and-Student-Outcomes-in-Undergraduate.
Alred, Ashley R., Jennifer H. Doherty, Laurel M. Hartley, Cornelia Harris, and Jenny M. Dauer. 2019. “Exploring Student Ideas about Biological Variation”. International Journal of Science Education 41 (12). Informa UK Limited: 1682-1700. doi:10.1080/09500693.2019.1635289.
Dauer, Jenny Marie, and Ashley R. Alred. 2019. “Understanding Factors Related to Undergraduate Student Decision-Making about a Complex Socio-Scientific Issue: Mountain Lion Management”. EURASIA Journal of Mathematics, Science and Technology Education 16 (2). Modestum Publishing Ltd. doi:10.29333/ejmste/113757.
Sabel, Jaime, Tina Vo, Ashley R. Alred, Jenny Dauer, and Cory Forbes. 2017. “Research and Teaching: Undergraduate Students’ Scientifically Informed Decision Making About Socio-Hydrological Issues”. Journal of College Science Teaching 046 (06). Informa UK Limited. doi:10.2505/4/jcst17_046_06_71.