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Kristy Daniel, Ph.D.

Kristy Daniel, Ph.D

Kristy Daniel, Ph.D.

Associate Professor 
kristydaniel@txstate.edu
512.245.7208
Curriculum Vitae (pdf)

Ph.D., 2009, University of Missouri
M.S., 2005, Iowa State University
B.A., 2002, Westminster College

 

Website

Courses

Fall : 

Plants important to Wildlife (BIO 4400/5400)

Professional Development (BIO 5100/7100)

Spring :

Communicating Science (BIO 7300)

College Science Teaching (BIO 7301)

Everyday Biology (HON 2303D)

Summer :

  Ireland Study Abroad Program

    Issues in Irish Biodiversity and Conservation (BIO 4327/4237)

    Field Biology of Ireland (BIO 4328/5328)

Other Course taught on Occasion :

Discipline-Based Educational Research Methods (BIO 7361A)

Aquatic Resources Seminar - topics vary by section (BIO 7102)

Research Interests

Dr. Kristy Daniel is a discipline-based education researcher focused on exploring biology learning. Her primary research program explores issues with communicating science with visuals in effort to improve learning in both college classrooms and informal learning environments. Her goal is to provide evidence to support ways of making science accessible to more people – through conceptual understanding, interest, engagement, awareness, and visual interpretation.

Selected Publications

Leone, E.A., Salisbury, S., Nolen, Z.L., Idema, J., Parsley, K., Stefanik, K.L., & Daniel, K.L. (2019). Identifying the breakdowns in how students and faculty interpret course learning objectives. Bioscene, 45, 16-23.

 

Cuddeback, L.M., Idema, J.L., & Daniel, K.L. (In Press) Exploring the influence of teen volunteer opportunities on science perceptions and pathways. International Zoo Educators Journal, 55. 

 

Mraz, J.A., Daniel, K.L., Bucklin, C.J., Mishra, C., Ali, L., & Clase, K.L. (2018). Student identities in authentic course-based undergraduate research experience. Journal of College Science Teaching, 48, 68-75.

 

Bucklin, C.J. & Daniel, K.L. (2017). Using word associations as a formative assessment for understanding phylogenetics. American Biology Teacher, 79, 668-670. DOI: 10.1525/abt.2017.79.8.668

 

Daniel, K.L. & Mishra, C. (2017). Student outcomes from participating in an international STEM service-learning course. SAGE Open. January-March, 1-11. DOI: 10.1177/2158244017697155

 

Daniel, K.L. (2016). Impacts of active learning on student outcomes in large lecture biology courses. American Biology Teacher, 78, 651-655. DOI: 10.1525/abt.2016.78.8.651

 

Moore, A.D., Daniel, K.L., & Thomas, A.K. (2016). Engaging students with ADHD through a nature hike. American Journal of Undergraduate Research, 13, 73-80. http://www.ajuronline.org/uploads/Volume_13_2/AJURJune2016pp73to80.pdf

 

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. http://files.eric.ed.gov/fulltext/EJ1086528.pdf

 

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 – The International Union of Biological Sciences (IUBS) l, 54, 108-121. http://www.iubs.org/fileadmin/user_upload/Biology-International/BI/BI_Numero_54.pdf

 

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. http://dx.doi.org/10.1525/abt.2010.72.4.4

 

Halverson, K.L. & Lankford, D.M. (2009). Science galls me: What is a niche anyway?  American Biology Teacher, 71, 483-491. http://dx.doi.org/10.1662/005.071.0807

 

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 

 

Please see faculty member’s CV or website for a complete list of publications and additional information.