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 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)

• 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.
• 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.

• Student conceptions of mentoring in CUREs: An exploratory qualitative study (2024), Volume Irvine, CA, Karen A. Santillan, Anthony M. Ramirez, Keyla A. Briseno, Elizabeth L. Day, Jeffrey T. Olimpo.
• What Students Should Get Out of Lab – and How the Pandemic Can Catalyze Change in Laboratory Learning [Symposium Cancelled] (2023), Volume San Francisco, CA, Elizabeth L. Day.
• Assessing Student Topic Understanding – Use of Pre- and Post-Workshop Quizzes (2023), Volume Houston, TX, Victor Estrada, Paulina Trevino, Christina Valtierra, Abigail Valles, Geoffrey B. Saupe, James E. Becvar, Elizabeth L. Day.
• Assessing Student Topic Understanding – Use of Pre- and Post-Workshop Quizzes (2023), Volume Houston, TX, Victor Estrada, Paulina Trevino, Christina Valtierra, Abigail Valles, Geoffrey B. Saupe, James E. Becvar, Elizabeth L. Day.
• White Sands, Smeltertown, and Systems Thinking: a Situative Approach to Implementing Place-Based Education Design Principles in Core-Idea Centered General Chemistry (2022), Volume West Lafayette, IN, Elizabeth L. Day.

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