Stephanie Killingsworth

Awesome! Thanks for sharing-

1. I graduated from University of Kansas in the fields of human biology and microbiology, and spent the early part of my career in orthopedic surgical sales before becoming a teacher. My amateur connection to paleontology stems back to my childhood, where kids in the neighborhood would play in the creeks behind our houses gathering fossils and interesting geological specimens. Ironically, all but two of us ended up majoring in STEM fields. Today, my family and I enjoy prospecting for fossils here in Florida, and I am so thankful for being asked to partake in this amazing opportunity!
2. I am in my 5th year as a gifted science teacher at Conniston Middle School in West Palm Beach, Florida. I teach both 7th and 8th grade.
3. I second what Jeanette speaks of with the oceanic changes that resulted from the rise of the isthmus. I also find the land invasions both north to south and south to north fascinating by way of what occurs to the native taxa in the area as a result of competition or predation. It would be interesting if fossils could document population changes in species over time once the land bridge had formed. Also what were the driving reasons for success and failure with some of the key species from the north and the south.
4. It would be neat if we could map out some of the megafauna from the GABI on a geological time map for the relevant time periods, particularly for the strata and outcropping we will be exposed to in Montebrook and New Mexico localities.
5. I’m excited to have a school colleague as part of Cohort 6 along for the fun this go around. I would really like to build a 6th grade lesson (maybe on taxonomy of GABI species) then build upon that lesson for a 7/8th grade lesson on selective pressures for those species and their ultimate success or demise. Lots of options and ideas…