Faculty Profiles

Serenari, C., Pratt, E. N., Meeks, A., Rubino, E. C., & Daniel, K. L. (2025). Potential for Policy Conflict Among Alligator Hunters in Texas. Human-Wildlife Interactions.

Bucklin, C. J., Daniel, K. L., & Zipperer, J. E. (2025). Bird Buddies. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/home/bird-buddies/

Thomas, A., St.Clair, A., Bucklin, C. J., Zipperer, J. E., & Daniel, K. L. (2024). Naturalists’ technology use supports nature education. Journal of Interpretation Research, Online First. https://doi.org/https://doi.org/10.1177/10925872241292599

Messick, J. A., Serenari, C., Daniel, K. L., & Idema, J. L. (n.d.). Testing an in-person segmentation approach to enhance wildlife conservation partnerships between agencies and private landowners.

Zipperer, J. E., Jess, C. A., Bucklin, C. J., & Daniel, K. L. (n.d.). Science in Third Spaces: Exploring Community Motivations at Informal Brewery Events.

Martinez, A., Acosta-Silva, N., Zipperer, J. E., Jess, C. A., Forsythe, M. E., & Daniel, K. L. (2024). Fossil hunt. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/home/fossil-hunt/

Bocanegra, J. K., Becker, K., Zipperer, J. E., Forsythe, M. E., & Daniel, K. L. (2024). Feeding Fungi. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/home/feeding-fungi/

Cerda, S., Gatalica, D., Zipperer, J. E., Forsythe, M. E., & Daniel, K. L. (2024). Mammal Signs. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/mammal-signs/

Sikes, E., Barrett, A. L., Zipperer, J. E., Forsythe, M. E., & Daniel, K. L. (2024). Animal Invaders. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/home/animal-invaders/

Tucker, K., Carrell, S., Piland, T., Zipperer, J. E., Forsythe, M. E., & Daniel, K. L. (2024). Living Waters. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/home/living-waters/

Daniel, K. L., Forsythe, M. E., & Zipperer, J. E. (2024). Firefly Watch. In Research Rangers. Retrieved from https://researchrangers.wp.txstate.edu/home/firefly-watch/

Marty, B. N., & Daniel, K. L. (2024). Spider Friends. In Research Rangers. Retrieved from https://bpb-us-e1.wpmucdn.com/wp.txstate.edu/dist/a/4338/files/2024/09/Research-Rangers-Spider-Friends.pdf

Baratang, H. R., & Daniel, K. L. (2024). Good gall-y. In Research Rangers. Retrieved from https://bpb-us-e1.wpmucdn.com/wp.txstate.edu/dist/a/4338/files/2024/08/Research-Rangers-Good-Gall-y.pdf

Messick, J. A., Serenari, C., Idema, J. L., & Daniel, K. L. (n.d.). Testing an in-person segmentation approach to enhance conservation partnerships between agencies and private landowners. Journal of Extension.

Pringle, B. D., Jess, C. A., & Daniel, K. L. (2024). Nature invaders. In Research Rangers. Retrieved from https://bpb-us-e1.wpmucdn.com/wp.txstate.edu/dist/a/4338/files/2024/08/Research-Rangers-Nature-Invaders.pdf

Seets, R. L., Daniel, K. L., & Forsythe, M. E. (2024). Pollinating Partners. In Research Rangers. Retrieved from https://bpb-us-e1.wpmucdn.com/wp.txstate.edu/dist/a/4338/files/2024/08/Research-Rangers-Pollination-Partners.pdf

Daniel, K. L., Ferguson, D. G., Leone, E. A., & Bucklin, C. J. (2024). A Comparison of Measured Outcomes across Tree-Thinking Interventions. American Biology Teacher, 86(2), 71–77. https://doi.org/10.1525/abt.2024.86.2.71

Leone, E. A., Daniel, K. L., French, D., & Clough, M. (2023). Statements of Critical Significance (SOCS) for communicating succinctly. In Teaching Science Students to Communicate: A Practical Guide (pp. 175–180). Dordrecht, The Netherlands: Springer Nature. Retrieved from https://link.springer.com/book/10.1007/978-3-030-91628-2

Marty, B. N., Daniel, K. L., & Forsythe, M. E. (2023). Bee Time. Science & Chlidren. Retrieved from 601 University Ave.

Idema, J. L., & Daniel, K. L. (2023). Socioscientific issues and the potential for fostering engagement through exhibits. In Applying Learning Theories (Theoretical Frameworks) in Science Research Outside the Classroom: How People Learn Science in Informal Environments (pp. 271–309). Dordrecht, The Netherlands: Springer. Retrieved from https://link.springer.com/book/10.1007/978-3-031-13291-9

Daniel, K. L., & Luxford, C. J. (2023). Building Your Personal Pitch Using a Message Framework. In Teaching Science Students to Communicate: A Practical Guide (pp. 507–512). Dordrecht, The Netherlands: Springer Nature. https://doi.org/10.1007/978-3-030-91628-2_63

Daniel, K. L., Ament, R., McConnell, M., Marty, B., & Idema, J. L. (2023). Using 3MT storytelling approaches to improve science communication. Bioscene, 49, 26–38.

Messick, J. A., Serenari, C., Rubino, E. C., Weckerly, F., & Daniel, K. L. (2023). Incorporating landowner values into communications improves conservation outcomes.

Messick, J. A., Serenari, C., Rubino, E. C., Weckerly, F., & Daniel, K. L. (2023). Strategic communication to increase willingness to engage in ESC.

Serenari, C., Pratt, E. N., Meeks, A. L., & Daniel, K. L. (2023). Stewardship ideology influences hunters’ acceptability of changes to alligator hunting seasons.

Idema, J. L., & Daniel, K. L. (2023).

Daniel, K. L., Ament, R., McConnell, M., Marty, B., & Idema, J. L. (2023).

Serenari, C., Rubino, E. C., Daniel, K. L., & Messick, J. A. (2023). Testing communication strategies to increase Houston toad Safe Harbor Agreement enrollment. Texas State Parks and Wildlife Department.

Daniel, K. L., Lincoln Seets, R., Jess, C. A., & Zipperer, J. E. (n.d.). Engaging in scaffolded outdoor scientific practices to build feelings of being a scientist.

Jenkins, K., Mead, Baum, D., Daniel, K. L., Bucklin, C. J., Leone, E. A., … Naegle, E. (2022). Developing the BETTSI: A tree-thinking diagnostic tool to assess individual elements of representational competence. Evolution, 76(4), 708–721. https://doi.org/doi:10.1111/evo.14458

Daniel, K. L., McConnell, M. J., Schuchardt, A., & Peffer, M. (2022). Challenges facing interdisciplinary researchers: Findings from a professional development workshop. PLOS ONE, 17(4), e0268234. https://doi.org/10.1371/journal.pone.0267234

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2022). Exploring STEM Success Skills of Minority STEM Majors at an HSI.

Daniel, K. L. (2022). Interpreting the Pseudocot Phylogeny. QUBES Educational Resources. https://doi.org/doi:10.25334/E2AB-YG50

Jenkins, K., Mead, L., Baum, D., Daniel, K. L., Bucklin, C. J., Leone, A. E., … Naegle, E. (2022). Developing the BETTSI: A Tree-Thinking Diagnostic Tool to Assess Individual Elements of Representational Competence. Evolution, 76(4), 708–721.

Daniel, K. L. (2022). Do you see what I see? Retrieved from https://nabt.org/Proceedings-Research-Symposium

Nolen, Z. L., Daniel, K. L., & Carrie Jo. (2021). Perceived benefits from participating in content-based student organizations. Journal of Student Affairs Research and Practice, 417–429. https://doi.org/10.1080/19496591.2020.1796689

Jenkins, K., Mead, L., Baum, D., Daniel, K. L., Bucklin, C. J., Leone, E. A., … Naegle, E. (2021). BETTSI - Basic Evolutionary Tree-Thinking Skills Instrument. QUBES Educational Resources. https://doi.org/10.25334/ZQY1-W289

Messick, J. A., Serenari, C. L., Daniel, K. L., Idema, J. L., & Daniel, M. L. (2021). Determinants influencing recruitment in the Houston Toad programmatic safe harbor agreement, 256.

Serenari, C. L., Rubio, E. L., Daniel, K. L., & Daniel, J. L. (2021). Testing communication strategies to increase Houston toad Safe Harbor Agreement enrollment: Interim performance report. San Marcos, United States.

Daniel, K. L. (2021). Mastering the puzzle of working with an interdisciplinary team: The good, the bad, and the awesome. San Marcos, United States: BRIDGES. Retrieved from https://bridges.wp.txstate.edu/2021/03/12/mastering-the-puzzle-of-working-with-an-interdisciplinary-team-the-good-the-bad-and-the-awesome/

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2021). Influences on Black and Hispanic STEM majors’ decisions to enroll and persist at a Hispanic-serving institution. https://doi.org/https://doi.org/10.3102/1692883

Messick, J. A., Serenari, C., Daniel, K. L., & Idema, J. L. (2021).

OCampo, D., Idema, J. L., & Daniel, K. L. (2021).

Jenkins, K., Mead, L., David Baum, Daniel, K. L., Bucklin, C. J., Leone, A., … Naegle, E. (2021). BETTSI - Basic Evolutionary Tree-Thinking Skills Instrument. QUBES Educational Resources. https://doi.org/doi:10.25334/ZQY1-W289

Messick, J. A., Serenari, C., Daniel, K. L., Idema, J. L., Bates, E., Crump, P. S., & Lute, M. L. (2021). Determinants Influencing Recruitment in the Houston Toad Programmatic Safe Harbor Agreement. Human Dimensions of Wildlife, 27(5).

Ocampo, D., Idema, J., & Daniel, K. L. (2021). Exploring the presentation of climate change through virtual aquarium exhibits.

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2021). Award 1764404 - Final Project Report 2020. Alexandria, VA, USA: National Science Foundation.

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Idema, J. L. (2020). Factors that influence persistence of biology majors at a hispanic-serving institution. Journal of Research in Technical Careers, 4(1), 47–60. https://doi.org/10.9741/2578-2118.1048

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Lee, B. L. (2020). ACCEYSS: An evidence-based informal K-12 STEM curriculum framework for community organizations.

Oyejide, K., Hanna, J., Daniel, K. L., & Huertas Pau, M. del M. (2020). Can Classrooms Have an Impact on Student Stress? In The FASEB Journal (S1 ed., Vol. 34, pp. 1--1). John Wiley \& Sons, Ltd.

Idema, J. L., Daniel, K. L., Ashford-Hanserd, S. N., & Garcia, D. M. (2020). Factors influencing biology majors’ persistence in their degree.

Daniel, K. L. (2020). Recognizing personal challenges to emerge as a stronger teacher. American Biology Teacher, 82(4), 197.

Nolen, Z., Daniel, K. L., & Bucklin, C. J. (2020). Perceived benefits from participating in content-based student organizations. Journal of Student Affairs Research and Practice, 58(4), 1–13.

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Idema, J. L. (2020).

Idema, J. L., Daniel, K. L., Ashford-Hanserd, S. N., & Garcia, D. M. (2020).

Reyes, V., Idema, J. L., & Daniel, K. L. (2020).

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., & Pedroso, R. (2020). ACCEYSS NSF project outcomes report.

Messick, J. A., Serenari, C., Lute, M. L., & Daniel, K. L. (2020). Determinants of Endangered Species Conservation on Private Lands: A Review of the Literature. Society and Natural Resources.

Ashford-Hanserd, S. N., Daniel, K. L., Garcia, D. M., Lerma, Y., & Pedroso, R. (2020). Influences on Historically Underrepresented Minority Students’ Decisions to Enroll and Persist in STEM Majors.

Idema, J. L., Reyes, V., & Daniel, K. L. (2020). Using socioscientific issues as a model for fostering visitor engagement.

Reyes, V., Idema, J., & Daniel, K. L. (2020). Family interpretations of conservation messaging at an aquarium exhibit. Retrieved from 601 University Ave.

Ubben, I., Salisbury, S., & Daniel, K. L. (2019). Assessing and Diagnosing Model Competence with Verbal-Oral and Visual Data. In Towards a Competence-based View on Models and Modeling in Science Education. Springer.

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2019). Working collectively to improve ACCEYSS to informal STEM programming.

Cuddeback, L. M., Idema, J. L., & Daniel, K. L. (2019). Exploring the influence of teen volunteer opportunities on science perceptions and pathways. International Zoo Educators Journal, 55, 29–32.

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

Daniel, K. L., Salisbury, S., & Ubben, I. (2019). Assessing and Diagnosing Model Competence with Verbal-Oral and Visual Data. In Towards a Competence-based View on Models and Modeling in Science Education (pp. 99–115). Dordrecht, The Netherlands: Springer.

Daniel, K. L., & Leone, E. A. (2019). Teaching the tree of life to undergraduate students.

Bucklin, C. J., Daniel, K. L., & Nole, Z. (2019). Introductory biology majors understanding of phylogenies after variable intervention types.

Daniel, K. L., Leone, A. E., & Bucklin, C. J. (2019). Developing a tree-thinking diagnostic test to assess individual elements of representational competence.

Leone, E. A., Salisbury, S., Nolen, Z., Idema, J. L., & Daniel, K. L. (2019).

Cuddeback, L., Idema, J. L., & Daniel, K. L. (2019).

Serenari, C., Daniel, K. L., Forstner, M. R., Messick, J. A., & Idema, J. L. (2019).

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2019). Award 1764404 - Annual Project Report 2019. Alexandria, VA, USA: National Science Foundation.

Daniel, K. L., Mac Crossan, A., & Huertas Pau, M. del M. (2019). Student Hormonal Stress Responses in Two Learning Environments.

Messick, J. A., Lute, M. L., Serenari, C., Idema, J. L., Daniel, K. L., Covington, B., … Forstner, M. R. (2019). Investigating determinants influencing recruitment intro Houston toad safe harbor agreements.

Daniel, K. L., & Idema, J. (2019). Exploring the presentation of climate change in aquarium exhibits.

Ashford-Hanserd, S. N., Garcia, D. M., Daniel, K. L., Vannella, M., Gutierrez, M. P., Hollar, J., & Lowry, L. (2019). ACCEYSS: Association of collaborative communities equipping youth for STEM success. Retrieved from https://stemforall2019.videohall.com/presentations/1619

Daniel, K. L., Leone, E. A., & Bucklin, C. J. (2019). Developing a tree-thinking diagnostic test to assess individual elements of representational competence.

Daniel, K. L., Nolen, Z. L., & Bucklin, C. J. (2019). Introductory biology majors understanding of phylogenies after variable intervention types.

Daniel, K. L., & Salisbury, S. (2019). Preservice Teacher Engagement during a Nature-Based Fieldtrip.

Ashford-Hanserd, S. N., Gutierrez Mannix, M. P., Daniel, K. L., & Garcia, D. M. (2019). Award 1764404 - Annual Project Report 2018. Alexandria, VA, United States: National Science Foundation.

Daniel, K. L. (Ed.). (2018). Towards a Framework for Representational Competence in Science Education. Dordrecht, The Netherlands: Springer.

Ubben, I., Nitz, S., Daniel, K. L., & Upmeier zu Belzen, A. (2018). Assessing Representational Competence with Eye Tracking Technology. In Towards a Framework for Representational Competence in Science Education. Dordrecht, The Netherlands: Springer.

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

Saleh, M., & Daniel, K. L. (2018). Leveraging on Assessment of Representational Competence to Improve Instruction with External Representations. In Towards a Framework for Representational Competence in Science Education. Springer.

Mishra, C., Clase, K., Bucklin, C. J., & Daniel, K. L. (2018). Improving students’ representational competence through a course-based undergraduate research experience. In Towards a Framework for Representational Competence in Science Education. Springer.

Daniel, K. L., Bucklin, C. J., Leone, E. A., & Idema, J. L. (2018). Towards a definition of representational competence. In Towards a Framework for Representational Competence in Science Education. Springer.

Mishra, C., Clase, K., Bucklin, C. J., & Daniel, K. L. (2018). Improving students’ representational competence through a course-based undergraduate research experience. In Towards a Framework for Representational Competence in Science Education (pp. 177–201). Dordrecht,, The Netherlands: Springer.

Mraz, J. A., Daniel, K. L., Bucklin, C. J., Mishra, C., Ali, L., & Clase, K. (2018). Student identities in authentic course-based undergraduate research experience. Journal of College Science Teaching, 48(1), 68–75.

Daniel, K. L., Bucklin, C. J., Leone, E. A., & Idema, J. L. (2018). Towards a definition of representational competence (Chapter 1). In Towards a Framework for Representational Competence in Science Education (pp. 3–11). Dordrecht, The Netherlands: Springer.

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2018). NSF INCLUDES DDLP: ACCEYSS – Association of Collaborative Communities Equipping Youth for STEM Success.

Daniel, K. L., & Mishra, C. (2017). Student outcomes from participating in an international STEM service-learning course. Sage Open, January-March, 1–11.

Bucklin, C. J., & Daniel, K. L. (2017). Using word associations as a formative assessment for understanding phylogenetics. American Biology Teacher, 79, 668–670.

Bucklin, C. J., & Daniel, K. L. (2017). Using word associations as a formative assessment for understanding phylogenetics. American Biology Teacher, 78(8), 668–670.

Bucklin, C. J., & Daniel, K. L. (2017). Changes in students’ phylogenetic tree-reading: A quasi-experimental design study.

Idema, J. L., Nolen, Z., Leone, E. A., Parsley, K., Salisbury, S., & Daniel, K. L. (2017).

Ashford-Hanserd, S. N., Daniel, K. L., & Garcia, D. M. (2017). NSF INCLUDES DDLP - ACCEYSS: Association of collaborative communities equipping youth for STEM success. Retrieved from https://www.nsf.gov/awardsearch/showAward?AWD_ID=1764404&HistoricalAwards=false

Idema, J., Nolen, Z. L., Leone, E. A., Parsley, K., Salisbury, S., & Daniel, K. L. (2017). Comparing learning objective communication between professors and students in the classroom.

Bucklin, C. J., & Daniel, K. L. (2017). Changes in students’ phylogenetic tree-reading: A quasi-experimental design study.

Daniel, K. L. (2016). Impacts of active learning on student outcomes in large lecture biology courses. American Biology Teacher, 78(8), 651–655.

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. Retrieved from http://www.ajuronline.org/uploads/Volume_13_2/AJURJune2016pp73to80.pdf

Moore, A., Daniel, K. L., & Thomas, A. (2016). Engaging Students in Science through a Nature Hike: A Case of Two Students with ADHD. American Journal of Undergraduate Research, 13(2). https://doi.org/10.33697/ajur.2016.017

Daniel, K. L., & Mishra, C. (2016). Investigating the role of reflexive practices in a science laboratory course.

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

Daniel, K. L. (2015). OUTSIDE: Over, under, and through: Students informally discover the environment - NSF Outcomes and Final Project Report.

St. Clair, A., Daniel, K. L., Thomas, A., & Bucklin, C. J. (2015). Dividing attention participation to support informal learning.

Daniel, K. L. (2015). Impacts of Collaborative Active Learning in a Large Lecture Setting.

Daniel, K. L., & Clase, K. L. (2015). Teaching Systems Biology through a Course Based Undergraduate Research Experience.

St.Clair, A., Halverson, K. L., Thomas, A. K., & Boyce, C. J. (2015). Dividing attention participation to support informal learning.

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. https://doi.org/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. https://doi.org/10.1007/s10972-014-9392-1

Halverson, K. L. (2014). OUTSIDE: Over, under, and through: Students informally discover the environment - NSF Second Annual Project Report.

Bucklin, C. J., Mishra, C., Daniel, K. L., & Thomas, A. (2014). Getting students OUTSIDE: Using technology as a way to stimulate engagement.

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. https://doi.org/https://doi.org/10.1007/s10956-014-9514-8

Halverson, K. L., & Clase, K. L. (2014). Using classroom-based authentic research experiences to foster scientific thinking and representational competence.

Boyce, C. J., Mishra, C., Halverson, K. L., & Thomas, A. K. (2014). Getting students OUTSIDE: Using technology as a way to stimulate engagement.

Maroo, J., & Halverson, K. L. (2014). Nursing students’ attitudes toward science: A modification of the Scientific Attitude Inventory II (SAI II).

Halverson, K. L., Friedrichsen, P. M., & Daniel, K. L. (2013). Chapter 10 Learning tree thinking: Developing a new framework of representational competence. In D. Treagust & C.-Y. Tsui (Eds.), Multiple representations in biology education (pp. 185–202). Dordrecht, The Netherlands: Springer.

McLaurin, D., Halverson, K. L., & Boyce, C. J. (2013). Using Manipulative Models to Develop Tree-Thinking. Biology International, 54, 108–121. Retrieved from http://www.iubs.org/pdf/publi/BI/Vol54.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). https://doi.org/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). https://doi.org/10.1186/1936-6434-6-24

Halverson, K. L. (2013). OUTSIDE: Over, under, and through: Students informally discover the environment - NSF First Annual Project Report.

Halverson, K. L. (2013). Tree-Thinking: An Introduction to Phylogenetic Biology [Book Review]. Reports of the National Center for Science Education.

McLaurin, D., Daniel, K. L., & Bucklin, C. J. (2013). Using manipulative models to develop tree-thinking.

McLaurin, D., Boyce, C. J., & Halverson, K. L. (2013). Using Manipulative Models to Develop Tree-Thinking. Biology International – The International Union of Biological Sciences (IUBS), (1), 108–121.

Clase, K., & Halverson, K. L. (2013). Using Technology to Facilitate Science Learning and Community Development.

Walter, E., 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). https://doi.org/https://doi.org/10.1186/1936-6434-6-26

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

McLaurin, D. C., Halverson, K. L., & Boyce, C. J. (2013). Using manipulative models to develop tree-thinking.

Saleh, M. R., Halverson, K. L., & Gearity, B. (2013). Moving students to a better understanding of enzyme specificity.

Samuel, J., & Halverson, K. L. (2013). Factors influencing middle school teachers’ planning and facilitation of visualization-based instruction.

Clase, K. L., Halverson, K. L., Rickus, J., & Heyden, R. (2012). Integrating emerging technologies into formal education for assessment. The FASEB Journal, 26(519).

Thomas, A. K., & Daniel, K. L. (2012). Go to Lake Thoreau [iPad app]. Retrieved from https://itunes.apple.com/us/app/go-to-lake-thoreau/id593032744?mt=8

Daniel, K. L., Walter, E., & Bucklin, C. J. (2012). Investigating the relationship between college students’ acceptance of evolution and tree thinking understanding.

Halverson, K. L., Walter, E., & Boyce, C. J. (2012). Investigating the relationship between college students’ acceptance of evolution and tree thinking understanding.

Clase, K. L., Halverson, K. L., Bohn, S., & Heyden, R. (2012). Using Second Life in a formal STEM classroom to learn how to represent annotated genomes and develop a sense of community.

Witzig, 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. https://doi.org/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. https://doi.org/10.1002/sce.20436

Halverson, K. L. (2011). Improving tree-thinking one learnable skill at a time. Evolution: Education and Outreach, 4, 95–106. https://doi.org/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. Retrieved from http://learningcenter.nsta.org/files/tst1101_28.pdf

Maroo, J., & Halverson, K. L. (2011). Tree-Thinking: A branch of mental rotation. Synergy: Different Entities Cooperating for a Final Outcome, 2(2), 53–59.

Boyce, C. J., & Halverson, K. L. (2011). Understanding evolution and evidentiary support. Synergy: Different Entities Cooperating for a Final Outcome, 2(2), 101–107.

Boyce, C. J., & Halverson, K. L. (2011). Understanding evolution and evidentiary support. Synergy: Different Entities Cooperating for a Final Outcome, 2(2), 101–107.

Boyce, C. J., Maroo, J., & Halverson, K. L. (2011). The Influence of Task Order on Student Responses on a Tree Thinking Pretest.

Boyce, C. J., & Halverson, K. L. (2011). Understanding evolution and evidentiary support.

Fang, H., Halverson, K. L., Williams, S. P., & Li, X. (2011). Using discussion in online and traditional college courses.

Johnson, S., Maroo, J., & Halverson, K. L. (2011). Classification of undergraduate alternative conceptions of the Tricarboxylic Acid Cycle.

Maroo, J., & Halverson, K. L. (2011). A Mental Mobile: Using Branch Rotation to Solve the Puzzle, “Are these Trees the Same?”

Parr, J., Syed, N., & Halverson, K. L. (2011). Non-Science majors’ perceptions of integrating SSI instruction into high school curricula.

Planchard, M., Halverson, K. L., Maroo, J., & McLean, T. (2011). Homework, motivation, and achievement in a college genetics course.

Sinha, S., Menon, D., Siegel, M. A., Promyod, N., Wissehr, C. F., & Halverson, K. L. (2011). Assessments for English language learners: How scaffolding helps.

Boyce, C. J., Maroo, J., & Halverson, K. L. (2011). The influence of task order on student responses on a tree thinking pretest.

Boyce, C. J., & Halverson, K. L. (2011). Understanding evolution and evidentiary support.

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. https://doi.org/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. https://doi.org/10.1080/09500690903367344

Concannon, J., Siegel, M., 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. https://doi.org/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. https://doi.org/DOI: http://dx.doi.org/10.1525/abt.2010.72.4.4

Halverson, K. L. (2010). Improving undergraduates’ approaches to understanding tree thinking.

Halverson, K. L. (2010). Exploring the link between mental rotation and college student learning with phylogenetic trees.

Halverson, K. L., & Lankford, D. M. (2009). Science galls me: What is a niche anyway? American Biology Teacher, 71, 483–491. https://doi.org/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. https://doi.org/10.1080/09500690802178123

Concannon, J., Siegel, M. A., Freyermuth, S. K., & Halverson, K. L. (2009). College students’ conceptions of stem cells, stem cell research, and cloning.

Halverson, K. L., Abell, S. K., Friedrichsen, P. M., & Pires, C. P. (2009). Testing a model of representational competence applied to phylogenetic tree thinking.

Siegel, M., Wissehr, C. F., & Halverson, K. L. (2008). Sounds like “success:” A framework for equitable assessment. The Science Teacher, 75(3), 43–46. Retrieved from http://learningcenter.nsta.org/files/tst0803_43.pdf

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. https://doi.org/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. https://doi.org/10.3732/ajb.95.1.50

Halverson, K. L., Pires, J. C., & Abell, S. K. (2008). Undergraduates’ abilities to use representations in biology: Interpreting phylogenetic tree thinking.

Halverson, K. L., Siegel, M. A., & Freyermuth, S. K. (2008). Socioscientific decision making: Undergraduates’ perspectives on stem cell research.

Abell, S., Cole, J., Ehlert, M., Lannin, J., Marra, R., Halverson, K. L., … Wang, C. (2006). Missouri Department of Higher Education Improving Teacher Quality Grants: Cycle 3 External Evaluation Report.

Abell, S., Cole, J., Ehlert, M., Marra, R., Brown, P., Halverson, K. L., … Wang, C. (2005). Missouri Department of Higher Education Improving Teacher Quality Grants: Cycle 2 External Evaluation Report.