Ronald I. Dorn

1985 - Ph.D. (Geography) University of California, Los Angeles
1982 - M.A. (Geography) University of California, Berkeley
1980 - B.A. (Geography) University of California, Berkeley

Rock art conservation, petroglyph analysis, quantification and geography of mineral weathering, geographic education, tyranny of the majority in science, rock coatings

Rock varnish and rock art

2009 - Distinguished Mentor Award from the National Council for Geographic Education

2009 - College of Liberal Arts and Science's Innovation in Teaching Award, Arizona State University

2005 - Enhancement of Geographic Literacy Cram Award, GeoMath, National Council for Social Studies (with G.B. Ekiss and E. Hinde)

2005 - Professor of the Year Special Recognition, Arizona State University Parents Association

2003 - Enhancement of Geographic Literacy Cram Award, GeoLiteracy, National Council for Social Studies (with G.B. Ekiss and E. Hinde)

1996 - Guggenheim Fellowship

1996 - Fellow of the Arizona-Nevada Academy of Sciences

1993 - Wiley Award, Presented for Excellence in Geomorphological Research, British Geomorphological Research Group (with Roger LeB. Hooke)

1992 - Fellow of the Geological Society of America

1992 - Castleton Award, Presented for Excellence in Rock Art Research, American Rock Art Research Association

G.K. Gilbert Award, Presented for Excellence in Geomorphological Research, Geomorphology Specialty

1987 - Presidential Young Investigator Award of the National Science Foundation

1986 - Kirk Bryan Award of the Geological Society of America (with T.M. Oberlander), For Excellence in Geomorphological Research

Dorn, R.I., Whiley, D.S., Cerveny, N.V., Gordon, S.J. Allen, C. and Gutbrod, E. (2008). The rock art stability index: A new strategy for maximizing the sustainability of rock art . Heritage Management 1(1):35-70.

Douglas, J, Meek, N., Dorn, R.I., Schmeeckle, M.W. (2009). A criteria-based methodology for determining the mechanism of transverse drainage development, with application to southwestern USA. Bulletin of the Geological Society of America, 121: 586-598.

Stumpf, R.J. II, Douglas, J., Dorn, R.I. (2008). Learning desert geomorphology virtually versus in the field. Journal of Geography in Higher Education: 32: 387-399.

Hinde, E.R., Jimenez-Silva, M., Ekiss, G.O., Dorn, R.I., Osborn Popp, S.E., Managing Editors, (2007, Version 1.0). GeoLiteracy ELL Adaptations: Integrating Geography, Reading and Writing. Tempe, AZ: Arizona Geographic Alliance.

Hinde, E.R., Osborn Popp, S.E., Dorn, R.I., Ekiss, G.O., Mater, M., Smith, C.B., Libbee, M. (2007). The integration of literacy and geography: The Arizona GeoLiteracy program's effect on reading comprehension. Theory and Research in Social Education 35: 343-365.

Mahaney, W.C., Milner, M.W., Sodhi, R., Dorn, R.I., Boccia, S., Beukens, R.P., Tricart, P., Schwartz, S., Chamorro-Perrez, E., Barendregt, R.W., Kalm, V., Dirszowsky, R.W. (2007). Analysis of burnt schist outcrops in the Alps: Relation to historical archaeology and Hannibal's Crossing in 218 B.C. Geoarchaeology, v. 22: 799-818.

Dorn, R.I. (2007). Rock varnish, Geochemical Sediments and Landscapes, ed, D.J. Nash and S.J. McLaren, London: Blackwell, pp. 246-297. Chapter 8. ISBN 1-4051-2159-5.

Dorn, R.I. (2007). Baking black opal in the desert sun: The importance of silica in desert varnish: COMMENT. Geology, v. doi: 10.1130/G23410C.1

Dorn, R.I. (2007). Online Versus Hardcopy Textbooks. Science, v. 315: 1220.

Dorn, R.I. (2006). Petroglyphs in Petrified Forest National Park: Role of rock coatings as agents of sustainability and as indicators of antiquity. Bulletin of Museum of Northern Arizona 63: 52-63 [W. G. Parker and P. A. Thompson, eds., 2006, A Century of Research at Petrified Forest National Park: Natural and Cultural History]

Cerveny, N.V., Kaldenberg, R., Reed, J., Whitley, D.S, Simon, J. and Dorn, R.I. (2006). A New Strategy for Analyzing the Chronometry of Constructed Rock Features in Deserts. Geoarchaeology v. 21, No. 3: 281-303.

Dorn, R.I., Douglass, J.D., Ekiss, G.O., Trapido-Lurie, B, Comeaux, M., Mings, R., Eden, R., Davis, C. Hinde, E. and Ramakrishna. B. (2005). Learning geography promotes learning math: Results and implications of Arizona's GeoMath Grade K-9 Program. Journal of Geography, v. 104: 95-103.

Gordon, S.J. and Dorn, R.I., (2005). In situ weathering rind erosion. Geomorphology, v. 67: 97-113.

Gordon, S.J. and Dorn, R.I. (2005). Localized weathering: Implications for Theoretical and Applied Studies. Professional Geographer, v. 57: 28-43.

Douglass, J., Dorn, R.I. and Gootee, B. (2005). A large landslide on the urban fringe of metropolitan Phoenix, Arizona. Geomorphology, v. 65: 321-336.

My course profile varies considerably, depending student needs. Most recently, I have taught in the CLAS learning communities, GPH 111 (Introduction to Physical Geography), GPH 211 (Landform Processes), GPH 418 (Western U.S. Landforms), GPH 491 (Field Methods), GCU 414 (Teaching Geography Standards), GCU 496 (Research Methods), Courses in the Master of Advanced Study in Geographic Education program, and graduate geomorphology seminars on desert geomorphology and weathering.

I am director of the Master of Advanced Study in Geographic Education (MAS-GE) program, and co-coordinator of the Arizona Geographic Alliance (AzGA).

The purpose of the Arizona Geographic Alliance (AzGA) is to strengthen geography education in Arizona. We are funded through grants from the National Geographic Society. We also receive money from the Arizona's Department of Education. In addition, we receive support from Arizona State University's School of Geographical Sciences where the AzGA office is located.

AzGA is proud to partner with these agencies as well as the Arizona Council on Economic Education, Arizona Foundation on Legal Services and Education, and the Arizona Council for the Social Studies, as well as other national and state groups. AzGA was founded in 1992 as part of a national network of state geography alliances sponsored by the National Geographic Society. AzGA currently has over 3,000 members and more than 175 teachers in its Teacher Consultant leadership cadre.