Dr. Day is a physical chemist with a major focus on chemistry education research and an interest in science/STEM education. Her expertise is in curriculum development and evaluation, assessment design, and green and sustainable chemistry education. Her laboratory leverages social science and education research methods (mix of ethnographic and design-based research methods) to discover how to support student learning. Moreover, her interest in sustainability intersects with her feminist pedagogy and methods for designing and critiquing educational experiences.

• Travel Award - Scientists Engaged in Educational Research (SEER) Center, University of Georgia (01/01/2018-12/31/2018)
• Travel Award - Chemistry Graduate Student Organization (CGSO), University of Georgia (01/01/2014-12/31/2014)
• American Chemical Society Inorganic Exam Award - University of South Dakota (01/01/2012-12/31/2012)
• Phillbrook Scholarship - University of Georgia (01/01/2012-12/31/2012)
• Nelson Scholarship - University of South Dakota (01/01/2011-12/31/2011)
• Omicron Delta Kappa Honors Society Induction - University of South Dakota (01/01/2011-12/31/2011)
• Chemistry Leadership Group Travel Award - NSF-REU (01/01/2010-12/31/2010)

• Ph D in Chemistry, The University of Georgia (2018)
• BS in Chemistry, Interdisciplinary Sciences, The University of South Dakota (2012)

• Cooperative Organic Chemistry: Green Organic Chemistry for Michigan State University – Student Laboratory Manual Michigan State University Libraries 2 (2024), Elizabeth L. Day, Melanie M. Cooper, Mengqi Zhang.
• A Framework for the Integration of Green and Sustainable Chemistry into the Undergraduate Curriculum: Greening our Practice with Scientific and Engineering Practices Journal of Chemical Education (2024), Elizabeth L. Day, Steven J. Petritis, Hunter McFall-Boegeman, Jacob Starkie, Mengqi Zhang, Melanie M. Cooper.
• Incorporation of green chemistry into undergraduate organic laboratory using cooperative project-based experiments and case studies Green Chemistry Letters And Reviews 16 1 (2023), Mengqi Zhang, Elizabeth L. Day, Hunter McFall-Boegeman, Steven J. Petritis, Melanie M. Cooper.
• Revising a scientific writing curriculum: the benefit of interdisciplinary collaboration College Composition and Communication 72 2 (2020), Lindsey Harding, Robby Nadler, Paula Rawlins, Elizabeth L. Day, Kristen R. Miller, Kimberly Martin.
• Development and Validation of Scientific Practices Assessment (SPA) Tasks for the General Chemistry Laboratory Journal of Chemical Education 97 4 (2020), Norda Stephenson, Erin M. Duffy, Elizabeth L. Day, Kira Padilla, Deborah G. Herrington, Melanie M. Cooper, Justin H. Carmel.

• Feminist Methods for Chemistry Education Research (2024), Volume University of Kentucky, Elizabeth L. Day, Karen Santillan Pedroza, Jeffrey T. Olimpo.
• Designing a formative assessment task to support student construction of a mechanistic explanation for a complex phenomenon (2024), Volume University of Kentucky, Kriti Seth, Elizabeth L. Day, Melanie M. Cooper.
• Why Should I Care Where My Chemicals Come From?: Applying an Ecofeminist Lens to Defining Problems for Doctoral Project (2024), Volume Atlanta, GA, Elizabeth L. Day.
• Evidence of Students’ Engagement in Green Chemistry Using Engineering Practices (2024), Volume Washington, DC, Melanie M. Cooper, Mengqi Zhang, Hunter McFall-Boegeman, Elizabeth L. Day.
• Assessing green chemistry principles and life cycle thinking: Applying a framework for undergraduates’ active engagement in Green decision-making (2024), Volume New Orleans, LA, Elizabeth L. Day, Steven J. Petritis, Hunter McFall-Boegeman, Jacob Starkie, Nesreen Alzamily, Mengqi Zhang, Melanie M. Cooper.

• Designing and Evaluating Organic Chemistry Curricular Resources for Green and Sustainable Chemistry