Faculty Profile

Kara Fulton

Kara Fulton

Title
Chair
Department
Multidisciplinary Innovation
College
College of Applied and Collaborative Studies

    

Education

PhD, University of South Florida, 2015.
Major: Applied Anthropology
Degree Specialization: Heritage Studies; Archaeological and Forensic Science
Dissertation Title: Community Identity and Social Practice during the Terminal Classic Period at Actuncan, Belize
MA, University of South Florida, 2010.
Major: Applied Anthropology
Degree Specialization: Archaeology
Dissertation Title: Multi-Elemental Chemical Analysis of Anthropogenic Soils as a Tool for Examining Spatial Use Patterns at Prehispanic Palmarejo, Northwest Honduras
BS, Kent State University, 2007.
Major: Anthropology
Degree Specialization: Archaeology

Current Scheduled Teaching*

ARCH 2800.001, Archaeological Science, Spring 2024 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

ARCH 2800.001, Archaeological Science, Fall 2023 Syllabus SPOT
ARCH 2800.001, Archaeological Science, Spring 2023 Syllabus SPOT
ARCH 2800.001, Archaeological Science, Fall 2022 Syllabus SPOT
ANTH 3101.521, American Culture and Society, Spring 2022 Syllabus SPOT
ARCH 2800.001, Archaeological Science, Spring 2022 Syllabus SPOT
ARCH 2800.001, Archaeological Science, Fall 2021 Syllabus SPOT
ARCH 2800.501, Archaeological Science, Spring 2021 Syllabus SPOT
BAAS 4100.001, Managing a 21st Century Career, Spring 2021 Syllabus SPOT
BAAS 3000.001, Pathways to Civic Engagement, Spring 2021 Syllabus SPOT
BAAS 3000.900, Pathways to Civic Engagement, Spring 2021 Syllabus SPOT
BAAS 3000.950, Pathways to Civic Engagement, Spring 2021 Syllabus SPOT
ARCH 2800.001, Archaeological Science, Fall 2020 Syllabus SPOT
ARCH 2800.300, Archaeological Science, Fall 2020
ARCH 2800.302, Archaeological Science, Fall 2020
ARCH 2800.304, Archaeological Science, Fall 2020
BAAS 3000.001, Pathways to Civic Engagement, Fall 2020 Syllabus SPOT
BAAS 3000.070, Pathways to Civic Engagement, Fall 8W2 2020 Syllabus SPOT
BAAS 3000.900, Pathways to Civic Engagement, Fall 8W2 2020 Syllabus SPOT
BAAS 3000.001, Pathways to Civic Engagement, Spring 2020 Syllabus
BAAS 3000.900, Pathways to Civic Engagement, Spring 2020 Syllabus
BAAS 3000.901, Pathways to Civic Engagement, Spring 2020 Syllabus
BAAS 3000.950, Pathways to Civic Engagement, Spring 2020 Syllabus
BAAS 3000.951, Pathways to Civic Engagement, Spring 2020 Syllabus
BAAS 3020.002, Fundamentals of Inquiry and Discovery, Fall 2019 Syllabus SPOT
BAAS 3020.900, Fundamentals of Inquiry and Discovery, Fall 2019 Syllabus SPOT
BAAS 3020.950, Fundamentals of Inquiry and Discovery, Fall 2019 Syllabus SPOT
BAAS 3000.002, Pathways to Civic Engagement, Fall 2019 Syllabus SPOT
BAAS 4980.910, Experimental Course, Summer 8W1 2019 Syllabus SPOT
BAAS 3020.910, Fundamentals of Inquiry and Discovery, Summer 8W1 2019 Syllabus SPOT
BAAS 4980.070, Experimental Course, Spring 2019 Syllabus SPOT
BAAS 3020.910, Fundamentals of Inquiry and Discovery, Spring 2019 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Fulton, K., Mixter, D. (2021). The Maya domestic landscape and household resilience at Actuncan, Belize: a reconstruction and modern implications. Palaeolandscapes in Archaeology: Lessons for the Past and Future. 156-191. London: Routledge.
Rothenberg, K. (2014). Interpreting Plaza Spaces Using Soil Chemistry: The View from Honduras. Other.
Encyclopedia Article
Fulton, K. (2018). Chemical Survey of Archaeological Sites. Other. https://link.springer.com/referenceworkentry/10.1007/978-3-319-51726-1_901-2
Journal Article
Watson, S., Fulton, K., Carpio, C., Boonsaeng, T. (2024). Virtual Student Teamwork in Higher Education: Is there a secret recipe for Productivity?. American Journal of Distance Education. 38(1), 38-50. Centre County, Pennsylvania: Taylor & Francis Online. https://www.tandfonline.com/doi/full/10.1080/08923647.2022.2143700?src=
Fulton, K., Archibald, A., Hudson, C., Rogers, J. N., Peecksen, S., Heap, T. (2023). Cultivating responsible citizenship in a non-traditional degree program through a service-inclusive pedagogy. Other. 29(2), 485-504. https://journals.sagepub.com/eprint/39BZMWZKWNA45QXNBSPN/full
Fulton, K., Diaz, D. (2020). Fusing Global Learning and Community-Based Learning: A Case Study. Other. 12(3), 69-80. https://discovery.indstate.edu/jcehe/index.php/joce/article/view/626
Mitchell, S., Swayne, H., Fulton, K., Lister, J. (2020). Infusing the UN Sustainable Development Goals into a Global Learning Initiative. Other. 12(2), 92-105. https://www.scienceopen.com/document/read?vid=b2b2d802-1deb-4d44-8cd9-554aafa1376e
Fulton, K. (2019). Community Identity and Shared Practice at Actuncan, Belize. Other. 30(2), 266-286. https://www.cambridge.org/core/journals/latin-american-antiquity/article/community-identity-and-shared-practice-at-actuncan-belize/AED5DF4F83B56D1504AE85D8EAD168C5
Fulton, K., Wells, E., Storer, D. (2017). Ritual or residential? An integrated approach to geochemical prospection for understanding the use of plaza spaces at Palmarejo, Honduras. Other. 9, 1059-1076. https://link.springer.com/article/10.1007/s12520-013-0170-3
Mixter, D., Fulton, K., Bussiere, L. (2014). Living through Collapse: An Analysis of Maya Residential Modifications during the Terminal Classic Period at Actuncan, Cayo, Belize. Other. 11, 55-66.
Newsletter
Fulton, K. (2016). Shared Practices and Identities in the Northern Settlement of Actuncan, Belize. Other.
Teaching Resource
Fulton, K. (2020). A Course Activity to Evaluate Misconceptions About Immigration. Other. https://teachinglearninganthro.org/?p=1317
Technical Report
Fulton, K. (2015). Shared Practices and Identities in Actuncan’s Northern Settlement: Research Design and Implementation. Other.
Rothenberg, K., Wells, E. (2012). Chemical Analysis of Residential Plaster Surfaces at Actuncan, Belize: Structure 40 and Structure 61. Other.
Rothenberg, K. (2012). The 2011 Excavations at Group 1. Other.
Rothenberg, K. (2011). Chemical Analysis of Terminal Classic Soil Surfaces at Group 1 Residential Plazuela. Other.
Antonelli, C., Rothenberg, K. (2011). Excavations at Group 1. Other.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Fulton, K. (Supporting), "Brownfields Area-Wide Planning Grant," Sponsored by U.S. Environmental Protection Agency, Federal, $200000 Funded. (20172019).
Fulton, K. A. (Principal), "Dissertation Completion Fellowship," Sponsored by University of South Florida, Other, $8000 Funded. (20142015).
Fulton, K. A. (Co-Principal), "Doctoral Dissertation Improvement Grant," Sponsored by National Science Foundation, Federal, $29888 Funded. (20142015).
Fulton, K. A., "NSF Funded Award for Archaeometry," Sponsored by National Science Foundation, Federal, $571 Funded. (20092009).
Grant - Service
Mathews, L., Levingston, B. D., Roberts, L., Walker, J. W., Fulton, K., "Non-Tenure Track Faculty Mentoring Group Team Mentoring Grant," University of North Texas, $1000 Funded. (August 2020May 2021).
Grant - Teaching
Fulton, K. A. (Co-Principal), Mixter, D. (Co-Principal), "Belize: Actuncan Excavation (Summer 2024)," Sponsored by Institute for Field Research, National, $41386 Funded. (20232024).
Fulton, K., "High-Impact Practices Grant Program," Sponsored by Career Connect, University of North Texas, $1500 Funded. (20202021).
Fulton, K. A., "Learning Grant and Course Development Program," Sponsored by Career Connect, University of North Texas, $2000 Funded. (20192019).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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