Professor Kristy Meyer is the Cell Biology Laboratory coordinator and lecturer. In this position, she manages all things related to the cell lab from supplies to classroom materials to organizing equipment and training teaching assistants for the cell lab (STEM 249). Meyer graduated in 2012 from the University of Oklahoma with a multidisciplinary degree with a focus on biological genetics. She took every class offered in genetics and minored in anthropology taking classes that focused on the cultural impacts on biological and medical issues. For her master's degree, Meyer graduated in 2019 from the University of Central Oklahoma. For her thesis, she researched population genetic dynamics of two pocket gopher species from the genus Geomys.
- BIO 1114- Biology for Non-majors
- BIO 1211- University Life Sciences Lab
- BIO 2211- Cell Biology Lab
Education and Certifications
University of Central Oklahoma
MS Biology, August 2019
University of Oklahoma
BS Multidisciplinary Studies- Biological Genetics
Minor in Anthropology
Secondary Schools Teaching Certification
Oklahoma State Standard Certification in Biological Sciences, August 2018
Score of Distinction on the ABCTE biology teaching certification exam
Kristy enjoys a broad range of topics in biology especially anything related to genetics or molecular biology. She enjoys bringing creativity to her teaching and writing new materials to make science more relatable to the everyday.
In her free time, Kristy enjoys playing piano, attending concerts, reading, talking on the phone for hours, and being outdoors or in the water.
Research, Published Work, and Scholarly Activities
Thesis Title: “Genetic analysis of Geomys hybrids in Cleveland Country contact zone.”
Pocket gopher species Geomys bursarius and Geomys breviceps were collected in an established contact zone in Cleveland County. Since Geomys are cryptic species, genetic analysis was conducted for hybrid identification. The purpose was to measure the prevalence of hybridization and to analyse any shifting of hybrid zone compared to the historic description.
Thompson, James N., Jr., Clayton N. Hallman, Mark A. Anderson, Timmothy R.Bradford, Seung J. Lee, Kristy L. Meyer, Sarah J. Smith, Amy S. Theppote, Ronni E. Woodson, Spencer D. Kinzie, and Barbara Safiejko-Mroczko. “Heat shock effects upon cell death in Bar eye quantified by scanning electron microscopy.” Dros. Inf. Serv. 92 (2009), 180-184.
I have taught in a traditional high school for 4 years and for an online school for two years which has given me a varied experience in teaching. In one of my first teaching job interviews, the principal asked if I thought teaching was an art or a science. Being a biology teacher, I am sure he anticipated I would reply that it was a science; however, after a little thought I told him I felt it is both. Over the span of my career, when looking back I can say I still believe that teaching is a combination of both art and science.
I try to foster a learning environment to nurture both of these aspects in teaching. I often tell my students that I am perfectly fine with them shouting out questions instead of waiting with a raised hand. This has never lead to issues and seems to create a more comfortable environment which I think does lead to more questions from students. In lectures I often built-in breaks during the material during which I give them “Questions to Ponder.” Usually these questions progress from simple concept checks to deep questions looking for real-world applications. This forces students to see if they are engaging in the lecture’s material as well as leads to discussions either among themselves or classwide. Ultimately I believe true teaching is in the art of genuine student and teacher interactions.
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