Beverly L Wood
- Title
- Associate Professor
- Beverly.Wood@erau.edu Email
- Department
- Department of Mathematics, Science and Technology
- College
- College of Arts & Sciences
Biography
Dr. Beverly Wood is an associate professor of mathematics and statistics in the Mathematics, Science and Technology Department. She received a master’s degree from the University of Wisconsin-Oshkosh and a doctoral degree from the University of Virginia in Mathematics Education. Her doctoral dissertation was focused on the teaching and learning in introductory statistics. She joined Embry-Riddle in the fall of 2015 and earned tenure in 2021.
Before her graduate education, Dr. Wood worked in various administrative positions, including inventory control, purchasing, budgeting and project management in the healthcare, light industrial assembly and consumer products manufacturing industries.
Dr. Wood's research interests revolve around teaching and learning science, technology, engineering, and mathematics (STEM). She is a co-PI on two NSF-funded IUSE grants: Humanistic STEM (#2120807) and Community of Inquiry/Cognitive Load (#2044302). H-STEM focuses on the dependencies between the meta-disciplines of Humanities and STEM to highlight the need for both in educated citizens/employees. CoI/CL investigates the role that cognitive load plays into the higher-than-average DFW rates in online STEM courses.
Dr. Wood has been a long-standing member of the American Statistical Association and the Mathematics Association of America, engaged in their regional and interest-based group regarding statistics education. She is also a member of the National Numeracy Network and Adults Learning Mathematics, both of which attract international educators.
She and her husband love to travel, having visited all 50 states together and dozens of countries. They enjoy experiencing the ways that other humans live on this planet.
Education
- Ph.D. - Doctor of Philosophy in Education: Mathematics Education, University of Virginia-Main Campus
- M.S. - Master of Science in Mathematics Education, University of Wisconsin-Oshkosh
- B.S. - Bachelor of Science in Mathematics: Math Programing, The University of Tampa
Ratings and Certificates
Currently Teaching
- DSCI 310: Data Storytelling
- HUMN 333: Fiction Film PopCultr Rep Math
- MATH 201: Learning to Reason: Art & Quot
- MATH 202: Learning to Reason: Com & Flux
- STAT 211: Statistics With Aviation Appl
Courses Taught
MATH 106 – Basic Algebra & Trigonometry
MATH 111 – Precalculus for Aviation
MATH 201 – Learning to Reason: Art & Quotient
MATH 202 – Learning to Reason: Commerce & Flux
MATH 412 – Introduction to Probability & Statistics
STAT 211 – Statistics with Aviation Applications
STAT 222 – Business Statistics
STAT 320 – Decision Mathematics
HUMN 333 – Fiction Film PopCultr Rep Math
Research Projects
- Comparison of Grades Based on Learning Mode: How Learning Environment Impacts Grades
- A Comparison of Online and Traditional Undergraduate Introductory Physics
- A Comparison of Online and Traditional Chemistry Lecture and Lab
- Improving Undergraduate Student Persistence, Performance, and Perspectives in Online STEM Courses via a Community of Inquiry and Decreasing Students' Cognitive Load
Publications
- Investigating Community of Inquiry and Cognitive Load Publications (2024)
- Community of Inquiry and Cognitive Load in Online STEM: Transferability Plan Publications (2024)
- Gathering Nuanced Data for Understanding Student Withdrawals Publications (2024)
- From Crossing Campus to Crossing Continents: Faculty, Chair, and Global Partner Perspectives on an International Sabbatical Publications (2024)
- Using Trees to See a Forest: Leveraging Machine Learning to Classify Student Thinking Publications (2024)
- Cognitive load in asynchronous discussions of an online undergraduate STEM course Pure Portfolio (2023)
- How Partnering with the Humanities Can Produce a More Prepared Aviation Workforce National Training Aircraft Symposium (NTAS) (2023)
- Cognitive Load in Asynchronous Discussions of an Online Undergraduate Stem Course Publications (2022)
- Cognitive load in asynchronous discussions of an online undergraduate STEM course Publications (2022)
- Session 2C - Insights into DEI in the Aviation Industry National Training Aircraft Symposium (NTAS) (2022)
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Publications (2022)
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Pure Portfolio (2022)
- Leveraging Interdisciplinary Expertise in Developing an Alternative Mathematics Pathway Publications (2022)
- Instructional Efficiency in Asynchronous Online Discussions Publications (2022)
- Instructional Efficiency in Asynchronous Online Discussions Pure Portfolio (2022)
- Humanistic STEM: From Concept to Course Publications (2021)
- Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course Publications (2020)
- Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course Pure Portfolio (2020)
- Seeing and Understanding Data Publications (2019)
- Formative Assessment Techniques for Online Learning Publications (2019)
- Formative Assessment Techniques for Online Learning Pure Portfolio (2019)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course Publications (2019)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course Pure Portfolio (2019)
- E-Cigarette Nicotine Deposition and Persistence on Glass and Cotton Surfaces Pure Portfolio (2019)
- What Is Humanistic STEM and Why Do We Need It? Publications (2019)
- Updated Guidelines, Updated Curriculum: the Gaise College Report and Introductory Statistics for the Modern Student Publications (2018)
- Updated Guidelines, Updated Curriculum: the Gaise College Report and Introductory Statistics for the Modern Student Pure Portfolio (2018)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Publications (2018)
- Seeing and Understanding Data: A Mini-Primary Source Project for Students of Statistics Publications (2018)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Publications (2018)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Pure Portfolio (2018)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Pure Portfolio (2018)
- Quality Function Deployment and Proactive Quality Techniques Applied to University Lectures to Improve Student Feedback Publications (2017)
- Quality Function Deployment and Proactive Quality Techniques Applied to University Lectures to Improve Student Feedback Pure Portfolio (2017)
- Real Data is Messy... and Manageable Publications (2017)
- Real Data is Messy... and Manageable Pure Portfolio (2017)
- A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum Publications (2017)
- A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum Pure Portfolio (2017)
- Video-Mediated Opportunities for Self-Directed Learning in Undergraduate Research Methodology Courses Publications (2016)
- Video-Mediated Opportunities for Self-Directed Learning in Undergraduate Research Methodology Courses Pure Portfolio (2016)
- Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report 2016 Publications (2016)
- Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report 2016 Pure Portfolio (2016)
- GAISEing into the NEW Guidelines Publications (2016)
- GAISEing into the NEW Guidelines Pure Portfolio (2016)
- Multivariate Thinking in an Intro Stats Course – Is it Possible? Publications (2016)
- Multivariate Thinking in an Intro Stats Course – Is it Possible? Pure Portfolio (2016)
- GAISE Into the Future: Updating a Landmark Report for an Increasingly Data-Centric World Publications (2015)
- GAISE Into the Future: Updating a Landmark Report for an Increasingly Data-Centric World Pure Portfolio (2015)
- Implementing the Common Core’s Promise of Bringing Statistical Curricula into Line with Recommendations of NCTM, MAA, & GAISE Publications (2014)
- Strategy Precedes Operational Effectiveness: Aligning High Graduation Rankings With Competitive Graduation Grade Point Averages Publications (2014)
- Strategy Precedes Operational Effectiveness: Aligning High Graduation Rankings With Competitive Graduation Grade Point Averages Pure Portfolio (2014)
- GAISE in Discipline-Specific Courses Publications (2013)
- The GAISE College Report: The American Statistical Association Meets Sound Pedagogy in Central Virginia Publications (2012)
- The GAISE College Report: The American Statistical Association Meets Sound Pedagogy in Central Virginia Pure Portfolio (2012)
Publications
Faulconer, E.K.., Griffith, J.C., Wood, B.L., Acharyya, S., & Roberts, D.L. (2018). A comparison of online and traditional chemistry lecture and lab, Chemistry Education Research and Practice, 19(1), 392-397. DOI: 10.1039/C7RP00173H
Wood, B.L., Mocko, M., Everson, M., Horton, N.J., & Velleman, P. (2018). Updated guidelines, updated curriculum: the GAISE College Report and introductory statistics for the modern student. CHANCE, 31(1), 53-59.
Memberships and Credentials
American Statistical Association
Mathematical Association of America
National Numeracy Network
Adults Learning Mathematics