Kristy Daniel, Ph.D.
Kristy Daniel, Ph.D.
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)
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.
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.