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Kristy Daniel, Ph.D.

Kristy Daniel, Ph.D

Kristy Daniel, Ph.D.

Associate Professor
Curriculum Vitae (PDF)

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


Modern Biology II (BIO 1421)
Biological Resources: Conservation and Planning (BIO 4319) - Ireland Study Abroad Version
Ireland Biology Field Experience (BIO 4350T/5350T)
Plants Important to Wildlife (BIO 4400/5400)
Communicating Science (BIO 7360X)
College Science Teaching (BIO 7360Z/7301)
Discipline-Based Educational Research Methods (BIO 7361A)

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.

Selected Publications

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

[Prior to 2015, last name was Halverson.]

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, 42-47. 

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