Emily K. Faulconer
- Title
- Associate Professor, College of Arts & Sciences
- Emily.Faulconer@erau.edu Email
- Department
- Department of Mathematics, Science and Technology
- College
- College of Arts & Sciences
Areas of Expertise

Biography
Dr. Emily Faulconer serves within the Department of Math, Science, & Technology. She developed the Environmental Science minor and has been involved with multiple course redesigns. She typically teaches Chemistry and Environmental Science. She is a certified Chemical Hygiene Officer and maintains her HAZWOPER and RCRA training.
She always knew science was her future. As a young learner in a small one-room school, she would listen to the high school students’ science lessons instead of doing her reading, giving herself extra homework each night. She went on to earn a B.S. in Forensic Science from Virginia Commonwealth University. After briefly working as a Forensic Chemist, she pursued her passion in education, first teaching high school and then pursuing a Ph.D. in order to teach at the college level. She has been with ERAU since 2012 and with the Worldwide Campus since 2016.
In her “spare time” she likes to be outside with her son PJ, whether on the mountain bike trails, kayaking, camping, caving, or simply working in the garden.
Research:
As a researcher, she aims to leverage expertise in the scholarship of teaching and learning, scientific research, and safety in the translation of pedagogy and high-impact activities into practice in online education, with emphasis on experiential learning.
Funded Research:
PI: Community of Inquiry and Cognitive Load
Research Team: Darryl Chamberlain (Co-PI) and Beverly Wood (Co-PI)
Funding: NSF IUSE, 6/15/21--5/31/24
Roles: Project management and administration, Human Subjects Management, Dissemination efforts.
Brief Description: Instructor and course creator interventions to improve students' cognitive contributions in online group discussions for a math and physics course.
Preliminary Results: Student contributions to math and physics discussion posts are primarily of a social nature. Student cognitive contributions are overwhelmingly at the disseminating facts level. Discussion creation initiatives and instructor interventions have disrupted these initial student contribution patterns and encouraged higher-level cognitive contributions.PI: Undergraduate Research for Fully Online Students
Research Team: Brent Terwilliger (Co-PI) and Robert Deters (Co-PI)
Funding: NSF IUSE, 10/1/20--9/31/23
Roles: Project management and administration, Human Subjects Management, Research Scholars Program Administration, Workshop facilitation, Research mentoring, Dissemination efforts.
Brief Description: Develop and administer the Research Scholars Program, which offers support in the form of mentoring, workshops, resources, and course credit for research efforts.
Preliminary Results: Students have successfully disseminated research in internal and external venues, both conferences and journals.
Education
- Ph.D. - Doctor of Philosophy in Environmental Engineering Sciences, University of Florida
- B.S. - Bachelor of Science in Forensic Science: Forensic Biology and Chemistry, Virginia Commonwealth University
Ratings and Certificates
Currently Teaching
- PHYS 304: Environmental Science
- CHEM 110: General Chemistry I
- PHYS 142: Intro to Environmental Science
Publications
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Darryl Chamberlain (2023)
- Instructional Efficiency in Asynchronous Online Discussions Darryl Chamberlain (2023)
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Darryl Chamberlain (2023)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course Donna L. Roberts (2023)
- Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research Donna L. Roberts (2023)
- Online, Classroom and Video Learning \u2013 Differences in Student Performance? Donna L. Roberts (2023)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Donna L. Roberts (2023)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Donna L. Roberts (2023)
- Do Academic Supervisors Know What Their Employees Want From Work? John Griffith (2023)
- If at First You Do Not Succeed: Student Behavior When Provided Feedforward With Multiple Trials for Online Summative Assessments John Griffith (2023)
- The Impact of Positive Feedback on Student Outcomes and Perceptions John Griffith (2023)
- A Course in Context: Video Course Trailers John Griffith (2023)
- Supporting Undergraduate Research for Globally Distributed Students and Mentors Emily Faulconer (2023)
- Technology-enabled active learning in gen ed courses Emily Faulconer (2023)
- Undergraduate Research in a Fully Online Engineering Program: Building the Framework of Support Emily Faulconer (2023)
- Technology-Enabled Active Learning in Gen Ed Courses Emily Faulconer (2023)
- Online Undergraduate Research in Science, Technology, Engineering, and Mathematics Courses Emily Faulconer (2023)
- Metrics in Group Work Emily Faulconer (2023)
- H-STEM Infusions in Lower-Level General Education Courses Emily Faulconer (2023)
- Board 256: Development and Evolution of Workshops to Support Online Undergraduate Research Emily Faulconer (2023)
- Do Academic Supervisors Know What Their Employees Want From Work? Emily Faulconer (2023)
- Community in the Online Science Classroom Emily Faulconer (2023)
- Increasing Student Interactions with Learning Objectives Emily Faulconer (2023)
- Getting Published in SoTL Emily Faulconer (2023)
- Assessment as a Learning Opportunity: Feedforward with Multiple Attempts Emily Faulconer (2023)
- Imposter Syndrome in Academia Emily Faulconer (2023)
- Cognitive Load in Asynchronous Discussions in a Fully Online Course Emily Faulconer (2023)
- Instructional Efficiency in Asynchronous Online Discussions Emily Faulconer (2023)
- Building Undergraduate Research in a Fully Online Engineering Program Kelly Whealan George (2023)
- Board 256: Development and Evolution of Workshops to Support Online Undergraduate Research Kelly Whealan George (2023)
- Board 256: Development and Evolution of Workshops to Support Online Undergraduate Research Publications (2023)
- Science Assessment as a Learning Opportunity J John Griffith (2023)
- RW Workshop Office of Awards APR 23 Bridge to Research (2023)
- Supporting Undergraduate Research for Globally Distributed Students and Mentors Publications (2023)
- Community in the Online Science Classroom Publications (2023)
- Research Scholars Workshop: Research Posters that Engage Active Research (2023)
- Research Scholars Workshop: Conferences Q&A Active Research (2023)
- Grades, Tutoring and Student Perception: Do Embedded Videos Make a Difference in an Asynchronous Online Course? John Griffith (2023)
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Emily Faulconer (2023)
- STEM Laboratory Safety on a Shoestring Emily Faulconer (2023)
- Supporting Safety Culture in Academia: Safety Communication Barriers Emily Faulconer (2023)
- STEM Education as a Vital Preventive Response to a Pandemic Emily Faulconer (2023)
- Building Undergraduate Research in a Fully Online Engineering Program Emily Faulconer (2023)
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Emily Faulconer (2023)
- Safety as a Criterion for Faculty Evaluation Emily Faulconer (2023)
- Research Scholars Workshop: Non-Traditional Scholarly Publication Active Research (2023)
- Do Embedded Videos make a difference in an online asynchronous course John Griffith (2023)
- H-STEM Infusions in Lower-Level General Education Courses Publications (2023)
- Technology-enabled active learning in gen ed courses Publications (2023)
- A comparison of chemistry anxiety between online and in person students John Griffith (2022)
- Do academic supervisors know what their employees want from work - 68-80 JHEM 2022 37(2) John Griffith (2022)
- Do Academic Supervisors Know What Their Employees Want From Work? Publications (2022)
- Research Scholars Workshop: Writing a Research Proposal Early Experiences (2022)
- Cognitive Load in Asynchronous Discussions of an Online Undergraduate Stem Course Publications (2022)
- Research Scholars Workshop: The Student Research Experience Early Experiences (2022)
- Research Scholars Workshop: Finding a Faculty Research Supervisor Bridge to Research (2022)
- 2022 Scholarship of Teaching and Learning-Cases from one STEM Dept - Int Ency of Ed 4th ed.pdf John Griffith (2022)
- The relationship of scaffolding, time, page views and grades. John Griffith (2022)
- The relationship of scaffolding, time, page views and grades. Emily Faulconer (2022)
- 2022 Scholarship of Teaching and Learning-Cases from one STEM Dept - Int Ency of Ed 4th ed.pdf Emily Faulconer (2022)
- Research Scholars Workshop: How to Join Faculty Research Bridge to Research (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 Publications (2022)
- Are Time or Page Views correlated with higher performance John Griffith (2022)
- Are Time or Page Views correlated with higher performance Emily Faulconer (2022)
- Technology-Enabled Active Learning in Gen Ed Courses Publications (2022)
- Metrics in Group Work Publications (2022)
- Online, Classroom and Video Learning \u2013 Differences in Student Performance? John Griffith (2022)
- Does Instructor Quality Affect Student Grades? John Griffith (2022)
- Does \"Significant Difference\" Hold True? Comparing Student Performance in Online vs. Traditional Science Courses John Griffith (2022)
- Identifying Sources of Anxiety in an Introductory Online Undergraduate Chemistry Course Emily Faulconer (2022)
- Personalizing the Online Learning Experience Part II: Instructional Presence Emily Faulconer (2022)
- Service-Learning in Undergraduate General Chemistry: A Review Emily Faulconer (2022)
- A Course in Context: Video Trailers in General Education Emily Faulconer (2022)
- Being There For Your Students - Online Office & Office Hours Emily Faulconer (2022)
- Discussion Board Facilitation Emily Faulconer (2022)
- Does \"Significant Difference\" Hold True? Comparing Student Performance in Online vs. Traditional Science Courses Emily Faulconer (2022)
- Effective Research Presentations Emily Faulconer (2022)
- Breaking Silos: Cross- and Interdisciplinary STEM Emily Faulconer (2022)
- The Submission & Review Gauntlet Emily Faulconer (2022)
- Working with Human Subjects: Data Access, Use, Storage, & Sharing Emily Faulconer (2022)
- The Impact of Positive Feedback on Student Outcomes and Perceptions Emily Faulconer (2022)
- eService-Learning: A Decade of Research in Undergraduate Online Service-Learning Emily Faulconer (2022)
- A Course in Context: Video Course Trailers Emily Faulconer (2022)
- Scientific and Information Literacy in Online Discussion Forums Emily Faulconer (2022)
- Does Instructor Quality Affect Student Grades? Emily Faulconer (2022)
- Engaging in Scholarly Activities: Conferences & Publication Emily Faulconer (2022)
- Critical Perseverance in Research Emily Faulconer (2022)
- Research and Publication Strategy Emily Faulconer (2022)
- Personalizing the Online Learning Experience Part 1: Persona & Social Presence Emily Faulconer (2022)
- Online, Classroom and Video Learning \u2013 Differences in Student Performance? Emily Faulconer (2022)
- If at First You Do Not Succeed: Student Behavior When Provided Feedforward With Multiple Trials for Online Summative Assessments Emily Faulconer (2022)
- How to Draft an SOP? Emily Faulconer (2022)
- Safety Made Simple: Online Emily Faulconer (2022)
- Engaging in Scholarly Activities: Conferences & Publication Emily Faulconer (2022)
- Planning Your Pathway of Scholarly Influence & Impact Emily Faulconer (2022)
- Is a Framework of Support Enough? Undergraduate Research for Online STEM Students Emily Faulconer (2022)
- Fracking Florida Emily Faulconer (2022)
- How Me! Do Videos Make a Difference in An Asynchronous Online Course? Emily Faulconer (2022)
- Imposter Syndrome in Higher Ed: Faculty and Students Emily Faulconer (2022)
- A Course in Context: Video Course Trailers Emily Faulconer (2022)
- Critical Perseverance in Research Emily Faulconer (2022)
- Discussion Board Facilitation Emily Faulconer (2022)
- Being There For Your Students - Online Office & Office Hours Emily Faulconer (2022)
- Does Instructor Quality Affect Student Grades? Emily Faulconer (2022)
- A Course in Context: Video Trailers in General Education Emily Faulconer (2022)
- Breaking Silos: Cross- and Interdisciplinary STEM Emily Faulconer (2022)
- Effective Research Presentations Emily Faulconer (2022)
- Does \"Significant Difference\" Hold True? Comparing Student Performance in Online vs. Traditional Science Courses Emily Faulconer (2022)
- Is a Framework of Support Enough? Undergraduate Research for Online STEM Students Kelly Whealan George (2022)
- Show Me! Do Videos Make a Difference in An Asynchronous Online Course? Publications (2022)
- Building Undergraduate Research in a Fully Online Engineering Program Publications (2022)
- Do videos make a difference in an asynchronous online course? John Griffith (2022)
- Do videos make a difference in an asynchronous online course? Emily Faulconer (2022)
- Service-Learning in Undergraduate General Chemistry: A Review Publications (2022)
- Research Scholars Workshop: Research Next Steps - Building into Graduate School or Entrepreneurship Culmination (2022)
- Online Undergraduate Research in Science, Technology, Engineering, and Mathematics Courses Publications (2022)
- Research Scholars Workshop: Academic vs. Industry Research Active Research (2022)
- Do Academic Supervisors Know What Employees Want From Work John Griffith (2022)
- Teach Me - Best Practices for Designing your Distance Learning Course.pdf John Griffith (2022)
- Teach Me - Best Practices for Designing your Distance Learning Course.pdf Emily Faulconer (2022)
- Show me! Best Practices for Videos in Distance Learning Classes John Griffith (2022)
- Show me! Best Practices for Videos in Distance Learning Classes Emily Faulconer (2022)
- Cognitive Load in Asynchronous Discussions in a Fully Online Course Publications (2022)
- Instructional Efficiency in Asynchronous Online Discussions Publications (2022)
- A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses Darryl Chamberlain (2022)
- Is a Framework of Support Enough? Undergraduate Research for Online STEM Students Publications (2022)
- Research Scholars Workshop: Getting Your Paper Noticed Culmination (2021)
- Surveying the Safety Culture of Academic Laboratories John Griffith (2021)
- Surveying the Safety Culture of Academic Laboratories John Griffith (2021)
- Surveying the Safety Culture of Academic Laboratories Emily Faulconer (2021)
- Does Instructor Quality Affect Student Performance in a College Statistics Course? John Griffith (2021)
- Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course John Griffith (2021)
- If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments John Griffith (2021)
- Perspectives on Undergraduate Research Mentorship: A Comparative Analysis Between Online and Traditional Faculty John Griffith (2021)
- The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States John Griffith (2021)
- Identifying Sources of Anxiety in an Introductory Online Undergraduate Chemistry Course John Griffith (2021)
- Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research John Griffith (2021)
- A Comparison of Online and Traditional Chemistry Lecture and Lab John Griffith (2021)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course John Griffith (2021)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course John Griffith (2021)
- If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments Emily Faulconer (2021)
- Research Scholars Workshop: Submission and Review Gauntlet Active Research (2021)
- Undergraduate Research in a Fully Online Engineering Program: Building the Framework of Support Publications (2021)
- Identifying Sources of Anxiety in an Introductory Online Undergraduate Chemistry Course Publications (2021)
- Research Scholars Workshop: Formulating Your Research Vision Early Experiences (2021)
- Options and Experiences for Online Chemistry Laboratory Instruction Publications (2021)
- Getting Started in SoTL Research: Working as a Team Publications (2021)
- Perspectives on Undergraduate Research Mentorship: A Comparative Analysis Between Online and Traditional Faculty Emily Faulconer (2021)
- Formative Assessment Techniques for Online Learning Emily Faulconer (2021)
- Supporting Safety Culture in Academia: Giving a Voice to Faculty Emily Faulconer (2021)
- Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course Emily Faulconer (2021)
- Influence of Activated Carbon Surface Oxygen Functionality on Elemental Mercury Adsorption from Aqueous Solution Emily Faulconer (2021)
- Nurturing Faculty Buy-In for Top-Down Mandates Emily Faulconer (2021)
- The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States Emily Faulconer (2021)
- A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences Emily Faulconer (2021)
- Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research Emily Faulconer (2021)
- Digital Literacies in the Classroom: Authentic Opportunities for Student Engagement Emily Faulconer (2021)
- Does Instructor Quality Affect Student Performance in a College Statistics Course? Emily Faulconer (2021)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Emily Faulconer (2021)
- Undergraduate Research for Online Students Emily Faulconer (2021)
- Digital Literacies in the Classroom: Authentic Opportunities for Student Engagement Lori Mumpower, PhD (2021)
- The Impact of Positive Feedback on Student Outcomes and Perceptions Publications (2021)
- Does Instructor Quality Affect Student Performance in a College Statistics Course? Publications (2021)
- STEM Education as a Vital Preventive Response to a Pandemic Publications (2021)
- The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States Publications (2021)
- Personalizing the Online Learning Experience Part 1: Persona & Social Presence Publications (2021)
- Scientific and Information Literacy in Online Discussion Forums Publications (2021)
- Increasing Student Interactions with Learning Objectives Publications (2021)
- Does \"Significant Difference\" Hold True? Comparing Student Performance in Online vs. Traditional Science Courses Publications (2021)
- Imposter Syndrome in Higher Ed: Faculty and Students Publications (2021)
- Breaking Silos: Cross- and Interdisciplinary STEM Publications (2021)
- A Course in Context: Video Trailers in General Education Publications (2021)
- A Course in Context: Video Course Trailers Publications (2021)
- The Submission & Review Gauntlet Publications (2021)
- Safety Made Simple: Online Publications (2021)
- Research and Publication Strategy Publications (2021)
- Personalizing the Online Learning Experience Part II: Instructional Presence Publications (2021)
- Effective Research Presentations Publications (2021)
- Safety as a Criterion for Faculty Evaluation Publications (2021)
- Planning Your Pathway of Scholarly Influence & Impact Publications (2021)
- Engaging in Scholarly Activities: Conferences & Publication Publications (2021)
- Fracking Florida Publications (2021)
- Discussion Board Facilitation Publications (2021)
- Working with Human Subjects: Data Access, Use, Storage, & Sharing Publications (2021)
- Critical Perseverance in Research Publications (2021)
- Being There For Your Students - Online Office & Office Hours Publications (2021)
- How to Draft an SOP? Publications (2021)
- The impact of positive feedback on student outcomes and perceptions John Griffith (2021)
- A course in context: Video course trailers John Griffith (2021)
- Does Instructor Quality Affect Student Grades? Publications (2021)
- eService-Learning: A Decade of Research in Undergraduate Online Service-Learning Publications (2020)
- Imposter Syndrome in Academia Publications (2020)
- Assessment as a Learning Opportunity Emily Faulconer (2020)
- Getting Published in SoTL Publications (2020)
- Assessment as a Learning Opportunity: Feedforward with Multiple Attempts Publications (2020)
- Does instructor quality affect student grades? Emily Faulconer (2020)
- Does instructor quality affect student grades? John Griffith (2020)
- Assessment as a Learning Opportunity John Griffith (2020)
- STEM Laboratory Safety on a Shoestring Publications (2020)
- Perspectives on Undergraduate Research Mentorship: A Comparative Analysis Between Online and Traditional Faculty Publications (2020)
- The Four Agreements in Academia Emily Faulconer (2020)
- In Support of Scholarly Teaching Emily Faulconer (2020)
- A Reflection on the Changing Reality of Science Emily Faulconer (2020)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course Emily Faulconer (2020)
- Writing as a Science Educator Emily Faulconer (2020)
- Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format Emily Faulconer (2020)
- Effects of Activated Carbon Surface Chemistry Modification on the Adsorption of Mercury from Aqueous Solution Emily Faulconer (2020)
- Book Review: High-Impact Practices in Online Education Emily Faulconer (2020)
- Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research Publications (2020)
- A Reflection on the Changing Reality of Science Publications (2020)
- Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course Publications (2020)
- The Four Agreements in Academia Publications (2020)
- Digital Literacies in the Classroom: Authentic Opportunities for Student Engagement Aaron D Clevenger, Ed.D. (2020)
- Does modality make a difference in an elementary statistics course? John Griffith (2020)
- Does modality make a difference in an elementary statistics course? Emily Faulconer (2020)
- Digital Literacies in the Classroom: Authentic Opportunities for Student Engagement Publications (2020)
- Book Review: High-Impact Practices in Online Education Publications (2020)
- Supporting Safety Culture in Academia: Giving a Voice to Faculty Publications (2020)
- Perspectives on Undergraduate Research Mentorship_ A Comparative Analysis Between Online and Traditional Faculty.pdf John Griffith (2020)
- Perspectives on Undergraduate Research Mentorship_ A Comparative Analysis Between Online and Traditional Faculty.pdf Emily Faulconer (2020)
- Supporting Safety Culture in Academia: Safety Communication Barriers Publications (2020)
- If at first you do not succeed: Student behavior when provided feedforward with multiple trials for online summative assessments. John Griffith (2019)
- If at First You Do Not Succeed: Student Behavior When Provided Feedforward With Multiple Trials for Online Summative Assessments Publications (2019)
- If at first you do not succeed: Student behavior when provided feedforward with multiple trials for online summative assessments. Emily Faulconer (2019)
- Formative Assessment Techniques for Online Learning Publications (2019)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course Publications (2019)
- Investigating the Influence of the Level of Inquiry on Student Engagement Emily Faulconer (2019)
- Optimization of Magnetic Powdered Activated Carbon for Aqueous Hg(II) Removal and Magnetic Recovery Emily Faulconer (2019)
- RSCH 202 - Difference in grades - grade distribution and pass rates between online-classroom and video learning Roberts Griffith Faulconer.pdf John Griffith (2019)
- Online, Classroom and Video Learning \u2013 Differences in Student Performance? Publications (2019)
- RSCH 202 - Difference in grades - grade distribution and pass rates between online-classroom and video learning Roberts Griffith Faulconer.pdf Emily Faulconer (2019)
- If at first you do not succeed: Student behavior when provided feedforward within multiple trials for online summative assessments John Griffith (2019)
- If at first you do not succeed: Student behavior when provided feedforward within multiple trials for online summative assessments Emily Faulconer (2019)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course [SUBMITTED, NOT YET PUBLISHED] Soumyadip Acharyya (2019)
- In Support of Scholarly Teaching Publications (2019)
- Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format Publications (2019)
- Undergraduate Research for Online Students Publications (2019)
- Nurturing Faculty Buy-In for Top-Down Mandates Publications (2018)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Soumyadip Acharyya (2018)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Beverly Wood (2018)
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course John Griffith (2018)
- If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments John Griffith (2018)
- If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments Publications (2018)
- A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences Publications (2018)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Soumyadip Acharyya (2018)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Beverly Wood (2018)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Beverly Wood (2018)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Publications (2018)
- Writing as a Science Educator 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 John Griffith (2017)
- A Comparison of Online and Traditional Chemistry Lecture and Lab Emily Faulconer (2017)
- Influence of Activated Carbon Surface Oxygen Functionality on Elemental Mercury Adsorption from Aqueous Solution Publications (2017)
- Increasing Student Interactions With Learning Objectives Publications (2017)
- Investigating the Influence of the Level of Inquiry on Student Engagement Publications (2016)
- Optimization of Magnetic Powdered Activated Carbon for Aqueous Hg(II) Removal and Magnetic Recovery Physical Sciences - Daytona Beach (2012)
- Effects of Activated Carbon Surface Chemistry Modification on the Adsorption of Mercury from Aqueous Solution Publications (2012)
- An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course John Griffith
- A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course Emily Faulconer
- Digital Literacies in the Classroom: Authentic Opportunities for Student Engagement Aaron D Clevenger, Ed.D.
Memberships and Credentials
National Science Teachers Association
American Chemical Society