Find meaning in the world around you and the numbers that explain it.
The Department of Mathematics, Science and Technology in the College of Arts and Sciences designs and delivers undergraduate mathematics, computer science, statistics, physics, biology, environmental science and chemistry courses required by all three colleges. The department’s dedicated faculty members have wide-ranging experience not just in education, but also in professional applications in the areas they teach. Additionally, the department administers the skills assessment that assesses the mathematics competency of incoming students to ensure their success in Mathematics, Science and Technology education coursework.
Visit the website of the Department of Mathematics, Science and Technology.
Submissions from 2022
A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses, Emily K. Faulconer and Darryl J. Chamberlain Jr.
Is a Framework of Support Enough? Undergraduate Research for Online STEM Students, Emily Faulconer, Brent Terwilliger, Robert Deters, and Kelly George
Submissions from 2021
Transitioning to an Active Learning Environment for Calculus at the University of Florida, Darryl Chamberlain, Amy Grady, Scott Keeran, Kevin Knudson, Ian Manly, Melissa Shabazz, and Corey Stone
Cognitive Trajectory of Proof by Contradiction for Transition-To-Proof Students, Darryl Chamberlain and Draga Vidakovic
A Course in Context: Video Trailers in General Education, Emily Faulconer
Being There For Your Students - Online Office & Office Hours, Emily Faulconer
Breaking Silos: Cross- and Interdisciplinary STEM, Emily Faulconer
Discussion Board Facilitation, Emily Faulconer
Fracking Florida, Emily Faulconer
How to Draft an SOP?, Emily Faulconer
Imposter Syndrome in Higher Ed: Faculty and Students, Emily Faulconer
Increasing Student Interactions with Learning Objectives, Emily Faulconer
Personalizing the Online Learning Experience Part 1: Persona & Social Presence, Emily Faulconer
Personalizing the Online Learning Experience Part II: Instructional Presence, Emily Faulconer
Safety Made Simple: Online, Emily Faulconer
Scientific and Information Literacy in Online Discussion Forums, Emily Faulconer
The Submission & Review Gauntlet, Emily Faulconer
A Course in Context: Video Course Trailers, Emily Faulconer, Zachary Dixon, Laura Faulconer, and John Griffith
Critical Perseverance in Research, Emily Faulconer and Jeremy Ernst
Effective Research Presentations, Emily Faulconer and Jeremy Ernst
Planning Your Pathway of Scholarly Influence & Impact, Emily Faulconer and Jeremy Ernst
Research and Publication Strategy, Emily Faulconer and Jeremy Ernst
Working with Human Subjects: Data Access, Use, Storage, & Sharing, Emily Faulconer and Jeremy Ernst
Does "Significant Difference" Hold True? Comparing Student Performance in Online vs. Traditional Science Courses, Emily Faulconer and John C. Griffith
Does Instructor Quality Affect Student Grades?, Emily Faulconer, John C. Griffith, and Bobby McMasters
Engaging in Scholarly Activities: Conferences & Publication, Emily Faulconer and Amy Riordan
The Relationship Between Learning Mode and Student Performance in an Undergraduate Elementary Statistics Course in the United States, John C. Griffith, Emily K. Faulconer, and Bobby L. McMasters
Does Instructor Quality Affect Student Performance in a College Statistics Course?, John Griffith, Emily Faulconer, and Bobby McMasters
Submissions from 2020
Creating Diagnostic Assessments: Automated Distractor Generation with Integrity, Darryl Chamberlain and Russell Jeter
Book Review: High-Impact Practices in Online Education, Emily Faulconer
eService-Learning: A Decade of Research in Undergraduate Online Service-Learning, Emily Faulconer
A Reflection on the Changing Reality of Science, Emily K. Faulconer
The Four Agreements in Academia, Emily K. Faulconer
Perspectives on Undergraduate Research Mentorship: A Comparative Analysis Between Online and Traditional Faculty, Emily K. Faulconer, Zachary Dixon, John Griffith, and Laura Faulconer
Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research, Emily K. Faulconer, John Griffith, Zachary Dixon, and Donna Roberts
Supporting Safety Culture in Academia: Giving a Voice to Faculty, Emily K. Faulconer and Chelsea A. LeNoble
Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course, Emily K. Faulconer, Beverly Wood, and John C. Griffith
Submissions from 2019
If at First You Do Not Succeed: Student Behavior When Provided Feedforward With Multiple Trials for Online Summative Assessments, Emily Faulconer, J. C. Griffith, and H. Frank
In Support of Scholarly Teaching, Emily K. Faulconer
Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format, Emily K. Faulconer, Laura S. Faulconer, and James R. Hanamean
Undergraduate Research for Online Students, Emily K. Faulconer and Amy B. Gruss
Formative Assessment Techniques for Online Learning, Emily Faulconer and Beverly Wood
An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course, Donna L. Roberts, John C. Griffith, Emily Faulconer, Beverly L. Wood, and Soumyadip Acharyya
Students' Understanding of the Concepts Involved in One-Sample Hypothesis Testing, Harrison Stalvey, Annie Burns-Childers, Darryl Chamberlain, Aubrey Kemp, Leslie Meadows, and Draga Vidakovic
Seeing and Understanding Data, Beverly Wood and Charlotte Bolch
Submissions from 2018
Weighted Composition Operators on Analytic Function Spaces: Some Recent Progress, Dip Acharyya
Weighted Composition Operators on Spaces of Analytic Functions: A Survey, Soumyadip Acharyya
Seeing and Understanding Data: A Mini-Primary Source Project for Students of Statistics, Charlotte Bolch and Beverly Wood
An Investigation of the Relationship Between Grades and Learning Mode in an English Composition Course, Debra T. Bourdeau, Kelly V. Griffith, John Griffith, and John R. Griffith
A Comparison of Online and Traditional Chemistry Lecture and Lab, E. K. Faulconer, J. C. Griffith, Beverly L. Wood, S. Acharyya, and D. L. Roberts
If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments, Emily Faulconer, John Griffith, and Hayden Frank
A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences, Emily Faulconer and Amy B. Gruss
Nurturing Faculty Buy-In for Top-Down Mandates, Emily K. Faulconer
Writing as a Science Educator, Emily K. Faulconer
Adjunct Faculty Training, Mentoring and Evaluation at the Department Level, John Griffith
Workplace Bullying, Emotional Abuse, and Harassment in Fire Departments, John C. Griffith and Donna Roberts
A Tale of Two Airlines: A Comparative Case Study of High-Road Versus Low-Road Strategies in Customer Service and Reputation Management, Donna L. Roberts and John C. Griffith
Updated Guidelines, Updated Curriculum: the Gaise College Report and Introductory Statistics for the Modern Student, Beverly Wood, Megan Mocko, Michelle Everson, Nicholas J. Horton, and Paul Velleman
Submissions from 2017
Difference of Two Weighted Composition Operators on Bergman Spaces, S. Acharyya and Z. Wu
Increasing Student Interactions With Learning Objectives, Emily Kaye Faulconer
Real Data is Messy... and Manageable, Beverly Wood and Carl Clark
Submissions from 2016
Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, and Beverly Wood
GAISEing into the NEW Guidelines, Robert Carver, Megan Mocko, Jeffrey Witmer, and Beverly Wood
Investigating the Influence of the Level of Inquiry on Student Engagement, Emily K. Faulconer
Multivariate Thinking in an Intro Stats Course – Is it Possible?, Beverly Wood
Submissions from 2015
GAISE Into the Future: Updating a Landmark Report for an Increasingly Data-Centric World, Michelle Everson, Paul Velleman, Beverly Wood, John Gabrosek, Megan Mocko, and Robert Carver
Submissions from 2014
Implementing the Common Core’s Promise of Bringing Statistical Curricula into Line with Recommendations of NCTM, MAA, & GAISE, Beverly Wood and Carl Clark
Submissions from 2013
GAISE in Discipline-Specific Courses, Beverly Wood
Submissions from 2012
Effects of Activated Carbon Surface Chemistry Modification on the Adsorption of Mercury from Aqueous Solution, Emily K. Faulconer
The GAISE College Report: The American Statistical Association Meets Sound Pedagogy in Central Virginia, Beverly Wood
Submissions from 1998
An Effective Investment: Teaching Study Skills to USAF Allied Health Professionals Prior to Extended Training, John C. Griffith
