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• 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)

• Development and Validation of Scientific Practices Assessment (SPA) Tasks for the General Chemistry Laboratory (2020), Norda Stephenson, Erin M. Duffy, Elizabeth L. Day, Kira Padilla, Deborah G. Herrington, Melanie M. Cooper, Justin H. Carmel.
• Revising a scientific writing curriculum: the benefit of interdisciplinary collaboration (2020), Lindsey Harding, Robby Nadler, Paula Rawlins, Elizabeth L. Day, Kristen R. Miller, Kimberly Martin.
• Transition to ebooks: Using interaction theory as a lens to characterize General Chemistry students’ use of course resources (2019), Elizabeth L. Day, Norbert J. Pienta.
• GrpStrings: An R package for analysis of groups of strings (2018), Hui Tang, Elizabeth L. Day, Molly B. Atkinson, Norbert J. Pienta.
• Eye movement patterns in solving science ordering problems (2016), Hui Tang, Elizabeth L. Day, Lisa K. Kendhammer, J. N. Moore, Scott A. Brown, Norbert J. Pienta.

• Engaging second-year students in green and sustainable chemistry in a project-based, cooperative organic laboratory (2021), Elizabeth L. Day, Melanie M. Cooper.
• Scaffolding towards Systems Thinking: Eliciting what Students Know through Evidence-Centered Design of a Case Study to Assess Students on Green and Sustainable Chemistry (2021), Elizabeth L. Day, Hunter McFall-Boegeman, Melanie M. Cooper.
• Curriculum design to support green and sustainable chemistry: Leveraging what we know about how people learn (2021), Elizabeth L. Day, Melanie M. Cooper.
• Developing a project-based, cooperative, green organic laboratory activity: Incorporating green metrics into laboratory learning assessment (2021), Elizabeth L. Day, Melanie M. Cooper.
• Employing case studies to incorporate green and sustainable chemistry principles in undergraduate organic chemistry courses (2021), McFall-Boegeman, Elizabeth L. Day, Melanie M. Cooper.
• Scaffolding towards systems-thinking: Evidence-centered design of a case study to assess students’ green decision-making about synthetic routes (2021), Elizabeth L. Day, Hunter McFall-Boegeman, Melanie M. Cooper.
• Using evidence-centered design to elicit student understanding of core chemistry in Green and sustainable phenomena through use of scientific and engineering practices (2021), Elizabeth L. Day, Hunter McFall-Boegeman, Melanie M. Cooper.
• Transforming the Organic Chemistry Laboratory Curriculum: Engaging in Student-Centered Scientific Practices with Green & Sustainable Projects (2021), Elizabeth L. Day, Ardeshir Azadnia, Melanie M. Cooper, James E. Jackson, King S. Lee, Robert E. Maleczka, Chrysoula Vaseiliou.
• Evidence-Centered Design of Green Organic Chemistry Case Studies: Elucidating Scientific and Engineering Practices for Green Chemistry Phenomena (2021), Elizabeth L. Day, Hunter McFall-Boegeman, Melanie M. Cooper.
• Engaging Students’ Chemistry Knowledge to Explain and Evaluate Sustainability Issues (2021), Elizabeth L. Day, Hunter McFall-Boegeman, 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.
• Transitioning to eBooks: Student use of various textbook features [Initial findings from transition between print and eBook] (2016), Elizabeth L. Day, Norbert J. Pienta.

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

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