Dr. Day is an analytical 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 education research methods (mix of qualitative analysis, statistical modeling, and design-based research methods) to discover how to support student learning. Specifically, her approach centers assessing to support students' knowledge-in-use through the framing of the Three-Dimensional Learning framework and a socio-cognitive perspective on educational measurement.

• 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)

• 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.
• Transition to ebooks: Using interaction theory as a lens to characterize General Chemistry students’ use of course resources Journal of Chemical Education 96 9 (2019), Elizabeth L. Day, Norbert J. Pienta.
• GrpStrings: An R package for analysis of groups of strings The R Journal 10 1 (2018), Hui Tang, Elizabeth L. Day, Molly B. Atkinson, Norbert J. Pienta.

• Green chemistry design principles to support learners’ sustainable thinking (2022), Volume Washington, DC, Elizabeth L. Day, Melanie M. Cooper.
• Collaborative projects, scientific practices, and professional skills in the general chemistry laboratory (2020), Lynmarie A. Posey, Elizabeth L. Day, Brit E. Eggly, Amy M. Pollock.
• Comparing Published Green Organic Chemistry Laboratory Activities: Hitting the Moving Target of “Green” (2020), Elizabeth L. Day, Melanie M. Cooper.
• Designing a Green Curriculum: How a Coherent Framework of Assessment and Instruction Can Support Green and Sustainable Chemistry (2020), Elizabeth L. Day, Melanie M. Cooper.
• Modified Evidence-Center Design (m-ECD): An approach for designing assessments to serve as evidentiary arguments of student understanding (2020), Elizabeth L. Day.
• Thematic approach of social interactions pre-transformation of traditional organic laboratory for non-major specific students (2020), Zoe Buszka, Brit E. Eggly, Elizabeth L. Day, Melanie M. Cooper.
• Transformation of Large-Enrollment Laboratory Courses: Lessons and Challenges from Sustained Adoption Informing the Development of Upper Division Courses (2019), Elizabeth L. Day, Christopher J. Minter, Remy Bealauc, Amy M. Pollock, Lynmarie A. Posey, Melanie M. Cooper.
• Scaffolding a Traditional Organic Chemistry Lab Experiment to Emphasize Scientific Practices and Illustrate Green Chemistry (2019), Rosalyn R. Bloch, Elizabeth L. Day, Melanie M. Cooper.
• Transforming the Organic Chemistry Laboratory Curriculum: Engaging in Scientific Practices with Green Organic Projects” [Revisions on Project Labs] (2019), Elizabeth L. Day, Melanie M. Cooper.
• Transforming the Organic Chemistry Laboratory Curriculum: Engaging in Scientific Practices with Green Organic Projects” [Initial Stages of Curriculum Development] (2019), Elizabeth L. Day, Melanie M. Cooper.
• Transforming the Organic Chemistry Laboratory Curriculum: Engaging in Scientific Practices with Green Organic Projects (2019), Elizabeth L. Day, Melanie M. Cooper.
• Comparison of student visual attention to conceptual and algorithmic information in worked examples to student problem-solving strategies (2018), Elizabeth L. Day, Lisa K. Kendhammer, Norbert J. Pienta.
• Measuring student visual attention to conceptual and algorithmic information in general chemistry worked examples (2018), Elizabeth L. Day, Lisa K. Kendhammer, Norbert J. Pienta.
• Transitioning to eBooks: Student Use of Various Textbook Features [Discussion of learner-content vs learner-instructor interactions] (2018), Elizabeth L. Day, Norbert J. Pienta.
• Transitioning to eBooks: Student use of various textbook features [Longitudinal data] (2017), Elizabeth L. Day, Norbert J. Pienta.
• Eye movement patterns in solving science ordering problems (2017), Elizabeth L. Day, Hui Tang, Lisa K. Kendhammer, James N. Moore, Scott A. Brown, Norbert J. Pienta.
• Transitioning to eBooks: Student use of various textbook features [Comparison of eBook use between on-track general chemistry I and off-track general chemistry I students] (2017), Elizabeth L. Day, Norbert J. Pienta.

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