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Kristy Daniel, Ph.D.

Kristy Daniel

Assistant Professor / Biology Educator

254 Supple Science Building
(512) 245-7208

Curriculum Vitae (PDF)

Research Interests:

I am a discipline-based education researcher focused on exploring biology learning. My primary research program has focused on studying college student learning associated with visual representations, in particular phylogenetic trees. As a side interest, I have also spent time working in service-learning and informal learning environments to measure participant engagement, interest, and science learning. My goal is to provide evidence to support ways of making science accessible to more people – through conceptual understanding, interest, engagement, and visual interpretation.

Degree Year University Major
Ph.D. 2009 University of Missouri Curriculum and Instruction – Science Education
M.S. 2005 Iowa State University Ecology, Evolution, and Organismal Biology
B.A. 2002 Westminster College Biology

Courses Taught:

IO 1421 Modern Biology II
BIO 4400/5400 Plants Important to Wildlife
BIO 5100/7100 Professional Development
BIO 7360X Communicating Science
BIO 7360Z/7301 College Science Teaching
BIO 7361A Discipline-Based Educational Research Methods
Academic Program Director for Biology Study Abroad in Ireland
BIO 4319 Biological Resources: Conservation and Planning
BIO 4350T Ireland Biology Field Experience
BIO 5350T Ireland Biology Field Experience
BIO 5314 Collaborative Masters Research Experience
BIO 7310 Global Aquatic Resources
BIO 7315 Collaborative Research

Recent Peer-reviewed Publications

Planchard, M., Daniel, K.L., Maroo, J., Mishra, C., & McLean, T. (2015). Homework, motivation, and achievement in a college genetics course. Bioscene, 41(2), 11-18.

Boyce, C.J., Mishra, C., Halverson, K.L. & Thomas, A.K. (2014). Getting students OUTSIDE: Using technology as a way to stimulate engagement. Journal of Science Education and Technology, 23, 815-826. DOI: 10.1007/s10956-014-9514-8

Siegel, M., Menon, D., Sinha, S., Promyod, N., Wissehr, C., & Halverson, K.L. (2014). Equitable written science assessments for English language learners: How scaffolding helps. Journal of Science Teacher Education, 25, 681-708. DOI 10.1007/s10972-014- 9392-1

McLaurin, D., Halverson, K.L., & Boyce, C.J. (2013). Using Manipulative Models to Develop Tree-Thinking. Biology International, 54, 108-121. 

Walter, E.M., Halverson, K.L., & Boyce, C.J. (2013). Investigating the relationship between college students’ acceptance of evolution and tree thinking understanding. Evolution: Education, and Outreach, 6, 26. DOI:10.1186/1936-6434-6-26

Halverson, K.L., Boyce, C.J., & Maroo, J.D. (2013). Order matters: Pre-assessments and student generated representations. Evolution: Education and Outreach, 6, 24. DOI:10.1186/1936-6434-6-24

Witzig, S., Halverson, K.L., Siegel, M.A., & Freyermuth, S.K. (2011). The interface of opinion, understanding, and evaluation while learning about a socioscientific issue. International Journal of Science Education, 35, 2483-2507. DOI: 10.1080/09500693.2011.600351 

Halverson, K.L., Pires, J.C., & Abell, S.K. (2011). Exploring the complexity of tree thinking expertise in an undergraduate plant systematics course. Science Education, 95, 794-823. DOI: 10.1002/sce.20436

Halverson, K.L. (2011). Improving tree-thinking one learnable skill at a time. Evolution: Education and Outreach, 4, 95-106. DOI: 10.1007/s12052-010-0307-0 Siegel, M.A.,

Halverson, K.L., Freyermuth, S.K., & Clark, C. (2011). Beyond grading: A series of rubrics for science learning. The Science Teacher, 78(1), 42-47. 

Halverson, K.L., Siegel, M.A., & Freyermuth, S.K. (2010). Non-Science majors’ critical evaluation of websites in a biotechnology course. Journal of Science Education and Technology, 19 (6), 612-620. DOI: 10.1007/s10956-010-9227-6

Halverson, K.L., Freyermuth, S., Siegel, M., & Clark, C. (2010). What undergraduates misunderstand about stem cell research. International Journal of Science Education, 32, 2253-2272. DOI:10.1080/09500690903367344 Concannon, J.,

Siegel, M.A., Halverson, K.L., & Freyermuth, S.K. (2010). College students’ conceptions of stem cells, stem cell research, and cloning. Journal of Science Education and Technology, 19, 177-186. DOI: 10.1007/s10956-009-9190-2

Halverson, K.L. (2010). Using pipe cleaners to bring the tree of life to life. American Biology Teacher, 72, 223-224. DOI:

Halverson, K.L. & Lankford, D.M. (2009). Science galls me: What is a niche anyway? American Biology Teacher, 71, 483-491. DOI:

Halverson, K.L., Siegel, M.A., Freyermuth, S.K. (2009). Lenses for framing decisions: Undergraduates’ decision making about stem cell research. International Journal of Science Education, 31, 1249-1268. DOI:10.1080/09500690802178123

Siegel, M., Wissehr, C.F., & Halverson, K.L. (2008). Sounds like “success:” A framework for equitable assessment. The Science Teacher, 75 (3), 43-46. 

Halverson, K.L., Heard, S.B., Nason, J.D., & Stireman, J.O. (2008). Differential attack on diploid, tetraploid, and hexaploid Solidago altissima L. by five insect gallmakers. Oecologia, 154, 755-761. DOI: 10.1007/s00442-007-0863-3

Halverson, K.L., Heard, S.B., Nason, J.D., & Stireman, J.O. (2008). Origins, distribution and local co-occurrence of polyploidy cytotypes in Solidago altissima (Asteraceae). American Journal of Botany, 95, 50-58. DOI: 10.3732/ajb.95.1.50