Positions

Overview

  • My research focuses in two areas, 1) population and community ecology, and 2) biology education. Students in my laboratory may focus their research in either of these areas, and can even draw captivating connections between the two areas!

    First, I am broadly interested in how individual animals in a population interact with one another, how communities of organisms interact, and how each of these levels of biological organization interact with their abiotic environment. In particular, I seek to understand how organisms communicate inter- and intraspecifically, and how changes in their habitat (whether natural or anthropogenic) can influence how they communicate. I am also interested in the co-evolution of microbes and animals, with particular interest in how microbial symbionts can influence the evolution of behavior. I find the use of insect models ideal for the questions that drive my investigations, and thus students who work in my lab will have the opportunity to experience research in the laboratory and in the field. I maintain research investigations at four main field sites which include two sites in Oklahoma, an island field station in New Zealand, and right here at the field sites on campus. The techniques used in my lab draw from the fields of bioacoustics, classic ethology, field ecology, spatial modelling, and microbiology.

    Second, my explorations in biology education are allowing me to explore, in a multivariate way, how mixed-model teaching practices affect student learning and satisfaction in large introductory biology classes. Additionally, STEM educators across the country and across institutions and agencies recognize that for the United States to gain lost ground in scientific discovery and technological advances, we must begin focusing on training all of our citizens to think critically and to become scientifically literate. To that end, I am interested in teaching methods that work most effectively to remove biases against learning about science in general, and biology in particular. How can we approach the teaching of biology in a way that appeals to non-majors, underrepresented minorities, and reluctant learners? How can we foster an interest in the biological sciences in a way that is accessible, credible, and without sacrificing rigor and depth-of-content, so that more people consider science important, and decide to make scientific advancement a national priority? To address these issues, my pedagogical research is focused across three main themes:

    How empirically validated teaching practices translate into scientific knowledge, scientific and critical thinking, and retention in the biology major during the introductory and early years of undergraduate training.
    How involvement in project-based learning and early research experiences improve scientific thinking skills and retention in biology majors, and especially in students who affiliate with minority groups.
    How longitudinal mentorship and financial support improves retention of minority pre-service and early career secondary science teachers who teach in high-needs schools.
    And, from the perspective of the faculty, why do we choose to either change or maintain our teaching methods, and what factors motivate faculty to explore innovative and inquiry-based teaching strategies?
  • Publications

    Academic Article

    Year Title
    2019 Examining the Management of Rare Insects Through the Lens of Biotic Interactions: A Comparative Case Study of Nicrophorus americanus (Coleoptera: Silphidae) and Gryllotalpa major (Orthoptera: Gryllotalpidae)Annals of the Entomological Society of America.  112:158-168. 2019
    2018 Substrate-Borne Vibration Mediates Intrasexual Agonism in the New Zealand Cook Strait Giant Weta (Deinacrida rugosa)Journal of Insect Behavior.  31:599-615. 2018
    2018 Making high-stakes decisions in complex acoustic environments: Revisiting the Cocktail Party problem in a multimodal sensory contextJournal of the Acoustical Society of America.  143:1859-1859. 2018
    2018 Environmental cues influence parental brood structure decisions in the burying beetle Nicrophorus marginatusJournal of Ethology.  36:55-64. 2018
    2016 Entomology at Small Liberal Arts CollegesAmerican Entomologist.  62:108-109. 2016
    2016 Science as Process in the Biology Classroom: Using Insects as Teaching ModelsAmerican Entomologist.  62:110-111. 2016
    2016 There and Back Again: Fostering Undergraduate Research in Insect Biology Within a Study-Abroad FrameworkAmerican Entomologist.  62:114-116. 2016
    2015 Marking by elytral clip changes stridulatory characteristics and reduces reproduction in the American burying beetle, Nicrophorus americanusJournal of Insect Conservation.  19:155-162. 2015
    2013 Description of Acoustic Characters and Stridulatory Pars Stridens of Nicrophorus (Coleoptera: Silphidae): A Comparison of Eight North American SpeciesAnnals of the Entomological Society of America.  106:661-669. 2013
    2011 Inhibition of microorganisms on a carrion breeding resource: the antimicrobial peptide activity of burying beetle (Coleoptera: Silphidae) oral and anal secretions.Environmental Entomology.  40:669-678. 2011
    2011 Are centrally displaying males always the centre of female attention? Acoustic display position and female choice in a lek mating subterranean insectEthology.  117:199-207. 2011

    Chapter

    Year Title
    2018 Shaking it up in the classroom: Coupling biotremology and active learning pedagogy to promote authentic discovery 2018

    Conference Proceeding

    Year Title
    A longitudinal study of teaching methodology and content learning in introductory biology: Does method matter?Proceedings of the South Dakota Academy of Science. 397-397.
    Daily activity pattern and circadian rhythm in a Nicrophorine burying beetle (Nicrophorus marginatus)Proceedings of the South Dakota Academy of Science. 381-381.

    Teaching Activities

  • Doctoral Dissertation Research Taught course 2019
  • Intro Biol: Evol Biodiv & Ecol Taught course 2019
  • Medical Botany Taught course 2019
  • Medical Botany Taught course 2019
  • Doctoral Dissertation Research Taught course 2018
  • College Teaching Taught course 2018
  • Doctoral Dissertation Research Taught course 2018
  • Honors/IntroBioEvolBiodivEcol Taught course 2018
  • Intro Biol: Evol Biodiv & Ecol Taught course 2018
  • Doctoral Dissertation Research Taught course 2017
  • College Teaching Taught course 2017
  • Honors/IntroBioEvolBiodivEcol Taught course 2017
  • Intro Biol: Evol Biodiv & Ecol Taught course 2017
  • College Teaching Taught course 2017
  • Intro Biol: Evol Biodiv & Ecol Taught course 2016
  • Education And Training

  • A.A. Allied Health Sciences, Community College of the Air Force
  • B.S. Biology and Chemistry, Univ of Tulsa
  • M.S. Biochemistry, Univ of Tulsa
  • Ph.D. Biological Science, Idaho State University
  • Full Name

  • Carrie Hall