Dr. Carrie Bucklin is an assistant professor of biology at Southern Utah University. She is a discipline-based education researcher, focusing on understanding how to best help students learn biology.
Dr. Bucklin is a Co-PI for SEAS Your Tomorrow and she seeks to evaluate, increase and support students’ interest and engagement in STEM. She is interested in finding the best ways to help students actualize their potential through increased experiential learning and mentorship opportunities. Dr. Bucklin co-leads the assessment portion of SEAS Your Tomorrow with Dr. Nastassia Jones.
Dr. Bucklin earned a bachelor of science in biological sciences from the University of Missouri, a masters in science education and a Ph.D. in biological sciences from the University of Southern Mississippi.
Industry Expertise (3)
Areas of Expertise (12)
Research Paper and Presentation Departmental Award (personal)
University of Southern Mississippi, 2013
Outstanding Master's Student (personal)
University of Southern Mississippi, 2011
University of Southern Mississippi: Ph.D., Biological Sciences
University of Southern Mississippi: M.S., Science and Mathematics Education
University of Missouri: B.A., Biological Sciences
- National Association of Biology Teachers
- National Association for Research in Science Teaching
- American Education Research Association
Media Appearances (1)
Annual Conference Highlights UVI’s Environmental and Marine Research
St. Croix Source online
Scientists studying environmental and marine issues across the territory met this week at the University of the Virgin Islands on St. Thomas to present their research that’s been largely funded by a grant from the National Science Foundation.
Research Grants (2)
Pride in Our Seas, Pride in Ourselves: Preventing Land-Based Sources of Marine Debris in the U.S. Virgin Islands
National Oceanic and Atmospheric Administration: Marine Debris Prevention through Education $99,411
In the U.S. Virgin Islands (USVI), there is a large amount of marine debris produced by residents and tourists. Unfortunately, once in the marine environment, marine debris is not just an eyesore, but can damage habitats, harm wildlife through entanglement and ingestion, and have negative economic impacts on coastal communities. This project aims to reduce marine debris coming from land-based sources on the islands of St. Thomas and St. Croix through a targeted education and outreach program.
Changing the Face of STEM in the U.S. Virgin Islands through Targeted Interventions to Expand Opportunities and Broaden Participation
National Science Foundation $299,999
The goal of this Pilot is to create a transferable model that uses innovative partnerships between universities, governmental and non-governmental organizations, a professional society, and businesses, to create a Local Backbone Organization with a shared vision for change and common success metrics to achieve collective impact in broadening participation in Science, Technology, Engineering, & Mathematics (STEM) in the U.S. Virgin Islands (USVI).
Carrie Jo Bucklin and Kristy L. Daniel
One way to assess the preconceptions students have about specific topics is through using free association techniques. Free association word recall (word association) activities ask students to recall words and phrases associated with stimulus term. Educators can use student responses to learn how students understand and organize prior knowledge, and thus structure subsequent instruction activities to target the revealed preconceptions of the topic.
Carrie J. Boyce, Chandrani Mishra, Kristy L. Halverson and Aimée K. Thomas
The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.
Mraz-Craig, Jennifer A.; Daniel, Kristy L.; Bucklin, Carrie J.; Mishra, Chandrani; Ali, Laila; Clase, Kari L.
Participation in authentic research experiences has been found to increase four facets: student understanding of what science is and what a scientist does, student application of scientific skills and content knowledge, confidence in professional ability and communication skills, and ability to work with others.
BIOL 1010 Intro to Biology
Non-majors course in biology emphasizing mechanisms of living systems and impact of biological problems on human affairs. Course is designed to foster critical thinking, problem solving and the application of scientific thinking in biology. Not intended for science majors.
BIOL 1015 Intro to Biology Lab
Optional lab to accompany BIOL 1010. One 2-hour meeting per week. A minimum grade of “C” (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course.
BIOL 1020 Human Biology
Designed for non-biology majors seeking a basic introduction to human anatomy and physiology. Outlines the basic structure and function of the body from cellular to system levels. A minimum grade of “C” (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course.
BIOL 1025 Human Biology Lab
Optional lab to accompany BIOL 1020 - Human Biology. 2 hours of lab per week. A minimum grade of “C” (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course.
BIOL 1615 General Biology Lab I
Lab to accompany BIOL 1610. One three-hour meeting per week. A minimum grade of “C” (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course.
BIOL 1620 General Biology II
This course introduces Science Majors to the study of biology and the diversity of life. It provides fundamental knowledge of morphological complexity, physiology, development, environmental adaptation, and the evolutionary history of life on Earth.
BIOL 2500 Environmental Biology
Course investigates diverse ecosystems found in southern Utah. Ecosystems will be used to learn about cycling of matter/energy, patterns, scale, proportion, the link between structure/function, cause/effect, and evidence of stability and change. Students will gather data about ecosystems, describe possible problems, the causation and possible solutions.
BIOL 4840 Cooperative Education in Biology
Observation and activities in professional practice situations on or off campus arranged by contract with an appropriate faculty supervisor. Variable times. A minimum grade of "C" (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course.
BIOL 4900 Biology Teaching Methods
Effective strategies for doing science in the classroom based on national standards for inquiry and the scope and benchmarks of biological literacy, with emphasis on science as a way of knowing.
BIOL 4980 Student Teaching in Biology
Supervised teaching in a secondary school. Hours arranged by contract. A minimum grade of "C" (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course.
BIOL 6303 Methods & Materials for Teaching Secondary Science
This course is designed for secondary science teachers to learn the core principles surrounding effective science teaching and learning.