Bio

Degree

PhD in Ecology and Evolutionary Biology

University of Tennessee

BS in Conservation Biology

University of Wisconsin

Other in Science

William Rainey Harper College

Other in Data Processing

University of Zagreb

Published Works

• Erickson, C., Barun, A., Srinivasan, S. (2026). Transformational Teaching Improves Sense of Belonging, Self-Efficacy, and Retention in General Biology Students at a Hispanic Serving Institution. [Manuscript submitted for publication]. CBE - Life Sciences Educationhttps://www.lifescied.org/.
• Barun, A. . The Small Indian Mongoose (Urva auropunctata Hodgson, 1836). (). .
• Griffis-Kyle, L. K., Vega, A., Perez-Martinez, C., Barun, A., Perry, G. (2023). Reproductive niche differentiation in syntopic tropical tree frogs (Agalychnis). BioTropica, https://doi.org/10.1111/btp.13162
• Lefort, M., Cruickshank, R., Descovich, K., Adams, N., Barun, A., Emami-Khoyi, A., Ridden, J., Smith, V., Sprague, R., Waterhouse, B., Boyer, S. (2022). Blood, sweat and tears: a review of non-invasive DNA sampling . Peer Community Journal, https://doi.org/DOI: 10.24072/pcjournal.98
• Ogilvie, C. S., Sam, S., Barun, A., Van Schravendijk-Goodman, C., Doherty, J., Waiwai , J., Pauling, A. C., Selwood, I. A., Ross, G. J., Bothwell, C. J., Murphy, C. E., Eason, T. C. (2019). Investigation of tutin, a naturally-occurring plant toxin, as a novel, culturally acceptable rodenticide in New Zealand. New Zealand Journal of Ecology (2019) 43(3): 3385 , DOI: https://dx.doi.org/10.20417/nzjecol.43.37
• Barun, A., Simberloff, D., Meiri, S., Tvrtković, N., Tadić, Z. (2015). Possible character displacement of an introduced mongoose and native marten on Adriatic Islands, Croatia. Journal of Biogeography, https://doi.org/10.1111/jbi.12587
• Murphy, E., Sjoberg, T., Barun, A., Aylett, P., MacMorran, D., Eason, C. (2014). Development of re-setting toxin delivery devices and long-life lures for rats. . , https://doi.org/10.5070/V426110332
• Barun, A., Matthew, L. N., Fitzpatrick, M. B., Fordyce, A. J., Simberloff, D. (2013). Can genetic data confirm or refute historical records? The island invasion of the small Indian mongoose (Herpestes auropunctatus). Biological Invasions, https://doi.org/10.1007/s10530-013-0447-6
• Barun, A., Hanson, C., Campbell, J. K., Simberloff, D. (2011). A review of small Indian mongoose management and eradications on islands.. In: Veitch, C. R.; Clout, M. N. and Towns, D. R. (eds.). Island invasives: eradication and management, IUCN, (International Union for Conservation of Nature), Gland, Switzerland., https://www.researchgate.net/publication/262688693_A_review_of_small_Indian_mongoose_management_and_eradications_on_islands
• Barun, A. (2011). The small Indian mongoose (Herpestes auropunctatus) on Adriatic Islands: impact, evolution, and control. . . http://trace.tennessee.edu/utk_graddiss/947
• Barun, A., Simberloff, D., Tvrtković , N., Pascal, M. (2011). Barun, A., D. Simberloff, N. Tvrtković. 2011. Impact of the introduced small Indian mongoose (Herpestes auropunctatus) on abundance of the small mammal community and activity time of the introduced ship rat (Rattus rattus) on Adriatic islands, Croatia. NeoBiota , https://doi.org/10.3897/neobiota.11.1819
• Barun, A., Simberlof, D. (2011). Carnivores. , https://www.ucpress.edu/book/9780520264212/encyclopedia-of-biological-invasions
• Barun, A., Simberloff, D., Budinski, I. (2010). Impact of the small Indian mongoose (Herpestes auropunctatus) on native amphibians and reptiles of the Adriatic islands, Croatia.. Animal Conservation, https://doi.org/10.1111/j.1469-1795.2010.00374.x
• Barun, A., Budinski, I., Simberloff, D. (2008). A ticking time-bomb? The small Indian mongoose in Europe. Aliens,
• Levering, K., Perry, G., Barun, A., Lazell, J. (2007). Alsophis portoricensis anegadae scavenging. Herpetological Review. Herpetological Review,
• Barun, A., Perry, G., Henderson, W. R., Powell, R. (2007). Alsophis portoricensis anegadae (Squamata: Colubridae): Morphometric characteristics, activity patterns, and habitat use. Copeia, https://www.jstor.org/stable/4126501
• Powell, R., Perry, G., Henderson, W. R., Barun, A. (2006). Alsophis portoricensis anegade aquatic activity. Herpetological Review ,
• Thulin, C., Simberloff, D., Barun, A., McCracke, G., Pascal, M., Islam, M. A. (2006). Genetic divergence in the small Indian mongoose (Herpestes auropunctatus), a widely distributed invasive species . Molecular Ecology, https://doi.org/DOI: 10.1111/j.1365-294X.2006.03084.x
• Barun, A., Perry, G. (2003). Amphisbaena fenestrata (Virgin Islands Amphisbaena) predation. Barun, A., and G. Perry. 2003. Amphisbaena fenestrata (Virgin Islands Amphisbaena) predation. Herpetological Review,

Research Interests

Research Statement - Arijana Barun

I am a broadly trained ecologist with wide-ranging research questions on impact, control, and evolution of introduced vertebrate predators and the conservation of native vertebrates. I use several animal model systems, field and laboratory experiments, and a diversity of tools such as trapping, point counts, transect counts, genetic analysis, and morphological comparisons. I worked on several collaborative projects in the United States, Caribbean, Croatia, and New Zealand.

My Ph.D., awarded in 2003 from the University of Tennessee, was in ecology and evolutionary biology with emphasis on management of invasive species. Early in my career, my research focus was on the invasive species ecology, impact and management. This work was published in high-profile journals (Molecular Ecology, Journal of Biogeography, Animal Conservation, Neobiota, Aliens, Encyclopedia of Biological Invasions, Copeia, as well as several natural history notes) and is highly cited (see attached CV).

More recently, I have turned my focus to research on undergraduate teaching and learning, with an emphasis on teaching methods that are inclusive and sensitive to a diverse student population. I am currently involved in research on the role of transformative teaching practices in retaining students of color and women in STEM courses.

Teaching Interests

Statement of Teaching Philosophy - Arijana Barun

Effective science teachers must bring enthusiasm and creativity to the classroom through active learning strategies that engage students in the process of science and build successful learners. My dynamic approach (1) stimulates creative and critical thinking, (2) emphasizes the development of skills rather than the accumulation of facts, (3) encourages students to develop both independent and collaborative problem-solving and communication skills, and (4) builds a community of learners. Below, I further delve into this teaching approach.
My approach to teaching is based on active learning strategies that engage students in the scientific process. Science is not a mere collection of knowledge but a dynamic process that revises old ideas to discover new knowledge. Students must understand the distinction between science and non-science (e.g., pseudoscience) and the difference between the process of science and the knowledge produced by science. I assign reading material, and I ask students to evaluate what science is in their understanding. When students realize that science is an active, dynamic process of discovery, they see science as I do – an exciting but challenging field that rewards curiosity and critical thinking and explains life around them.
I also emphasize that the knowledge generated by science is relevant. For example, learning about “monerans” is important because, among other things, bacteria cause staph infections, strep throat, syphilis, and tuberculosis. Some bacterial strains have evolved resistance to antibiotics, and scientists are now charged with developing new treatments to combat these diseases. I help my students realize that, in their future careers, they will have the opportunity to address similar problems and improve the world in which we live.
I employ a problem-based approach in which students develop and test their own hypotheses, work collaboratively, and present their findings verbally and in writing. To build critical reasoning, collaborative problem-solving, and communication skills, I also encourage discussions on current issues related to the biological sciences that are of interest to the students. I assign reading material, so students have an informed perspective, then I facilitate discussions on these readings. I have moderated discussions on evolution, genetically modified organisms, global climate change, and the current pandemic.
On the first day of class, I like to tell my students that we are a family, even if it is just for a semester. And that as a family, we are all here to help each other succeed. I also like to take the time to explain that success in my classroom does not only mean grades but also the community and bonds we are able to form. Ever since I have begun my semesters like this, I have been able to help students far more than I would have thought before. Students feel heard, and that builds confidence to advocate for themselves and their needs.
In summary, I am committed to being an excellent teacher. Student evaluations from FRCC, CCCOnline, RRCC, MSU can confirm that I am an effective teacher, and I would be happy to submit copies.

Office Hours

Spring 2026 Office Hours: T/Thr 9am - 11 am OR e-mail me for other times to make an appointment
Room: Science Building, SI 2034
Please email me if you would like to request a meeting outside of these hours.