Karen McNeal, PhD
Short Bio
I am a geoscience education researcher that has traditional training in oceanography and geology. I have been conducting work in discipline based education research, or DBER, since 2003 where I first became interested in teaching and learning. In my early career I conducted work in the traditional research field of biogeochemistry and geoscience education. In 2013, I decided to solely focus on geoscience education in order to streamline my work and make a larger impact for improving education at the undergraduate and graduate levels. I teach undergraduate and graduate courses in Earth System Science and Science Communication. As a geoscience educator, I seek to lead innovation and institutional change in higher education through evidence-based teaching and learning practices and rigorous assessment aimed to support the development of a strong workforce and informed citizenry, while creating interdisciplinary leaders that are effective communicators. I am from the NW suburbs of Chicago, IL but I have lived in the southeastern United States since moving away to pursue my education and career. I have two children, Holly and Hunter, and I spend my time outside of work watching them run track and cross-country, working out, and taking walks with my dogs Maverick and Midnight.
Education
PhD Geology Texas A&M University 2007`
MS Oceanography Texas A&M UNiversity 2003
BS Marine Science Eckerd College 2000
Professional Experience
Professor, Auburn University (2020-present)
Program Director (Rotator), National Science Foundation (2023-2025)
Associate Professor, Auburn University (2016-2020)
Associate Professor, North Carolina University (2013-2016)
Associate Professor, Mississippi State University (2012-2013)
Assistant Professor, Mississippi State University (2007-2012)
Post Doctoral Scholar, Texas A&M University (Summer 2007)
Innovation
My group conducts research in the field of geoscience education/geocognition and typically use mixed methods research (e.g., qualitative and quantitative approaches) to investigate geoscience teaching and learning challenges in formal and informal settings. My work ties together the affective and cognitive domains of learning in the geoscience education/geocognition field. We use a suite of tools to investigate including psychomotor tools (e.g., eye-tracking, pupillometry, and skin biosensors), psychometric tools (e.g., concept inventories), and open-ended approaches (e.g., interviews, concept-maps, etc.) to measure people's engagement, conceptual understanding, and perceptions about the Earth.
Selected Publications
1) Kumar, J. Worosz., M., Shiu, S., Templer, P. McNeal., K.S. 2025. Lessons Learned from Interdisciplinary US National Science Foundation Research Traineeship-Supported Graduate Programs. PLOS ONE, https://doi.org/10.1371/journal.pone.0343307
2) Brown, A., McNeal, K.S., Chandler, M., Zhou, J. 2025. Eye Tracking an Online Climate Modeling Tool to Evaluate Three Dimensions of Usability, Weather Climate and Society, https://doi.org/10.1175/WCAS-D-24-0134.1
3) Song, H., McNeal, K.S., Beckingham, L.E., Solomon, J., Lazar, K. 2025. Evaluating the Impact of Sustainability and Renewable Energy Education on Engineering Undergraduates’ Knowledge, Attitudes, and Behaviors, Environmental Engineering Science, https://doi.org/10.1177/15579018251397072
4) Soltis, N. and McNeal, K.S. 2025. Using student drawings of biochemical cycles to explore systems thinking abilities. Journal of Geoscience Education. 10.1080/10899995.2025.2535767
5) Dasgupta, S., Schillerberg, T., Cashwell, H., Mitra, C., McNeal, K. 2025. Benefits of a Non-Traditional Science Communication and Internship Experience Based on Research from the National Science Foundation Research Traineeship at Auburn University. PLOS ONE. https://doi.org/10.1371/journal.pone.0320372
6) Cashwell, H.J., McNeal, K.S. 2025. Connecting the Dots between Active Learning and Science Communication in the Graduate Classroom. Transformative Dialogues, 18(1), 251-266. https://doi.org/10.26209/td2025vol18iss11847
7) Cashwell, H. and McNeal, K.S. 2024. Implementation of a Climate Decision Support System in an Undergraduate Weather and Climate Classroom. Journal of Geography in Higher Education. 49(3), 356–375 https://doi.org/10.1080/03098265.2024.2423409
8) Smith, T. and McNeal, K.S. 2023. Assessing motivations, benefits, and barriers of implementing virtual field experiences in geoscience-related disciplines. Journal of Geoscience Education https://www.tandfonline.com/doi/full/10.1080/10899995.2023.2258760
9) Cashwell, H.J., McNeal, K.S., Dello, K., Boyles, R., Davis, C. 2023. User Engagement Testing with a Pilot Decision Support Tool Aimed to Support Species Managers. Weather, Climate & Society. 327-338. DOI: https://doi.org/10.1175/WCAS-D-22-0010.1
10) Courtney, S., McNeal K.S. 2023. Seeing is believing: Climate change graph design impacts user judgments of credibility, usability, and risk, Geosphere doi: https://doi.org/10.1130/GES02517.1
11) Soltis, N. and McNeal K.S., 2022. Development and Validation of a Concept Inventory for Earth Systems Thinking Skills. Journal for STEM Education Research. https://doi.org/10.1007/s41979-021-00065-z
12) McNeal, K.S., Zhong, M., Soltis, N., Doukolpoulos, L. Alwan, A., Johnson, E., Courtney, S., Porch, M. 2020. Biosensors Show Promise as a Measure of Student Engagement in a Large Introductory Biology Course. CBE-Life Sciences Education. 19: 1-10. https://doi.org/10.1187/cbe.19-08-0158.
13) Aksit, O., McNeal, K.S., Libarkin, J.L., Gold, A.U., Harris, S. 2017. The influence of instruction, prior knowledge, and values on climate change risk perception among undergraduates. Journal of Research in Science Teaching, 55: 550-572. https://doi.org/10.1002/tea.21430
14) McNeal, K.S., Libarkin, J., Shapiro Ledley, T. Haddad, N., Bardar, E., Ellins, K. and Dutta, S. 2014. The role of research in online curriculum development: The case of the EarthLabs climate change curriculum. Journal of Geoscience Education, 62: 560-577. https://doi.org/10.5408/13-060.1
15) McNeal, K.S., Spry, J., Mitra, R., Tipton, J. 2014. Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Geology Course. Journal of Geoscience Education, 62: 655-667. 10.5408/13-111.1
