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.

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Submissions from 2022

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Is a Framework of Support Enough? Undergraduate Research for Online STEM Students, Emily Faulconer, Brent Terwilliger, Robert Deters, and Kelly George

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How Me! Do Videos Make a Difference in An Asynchronous Online Course?, John Griffith and Emily Faulconer

Submissions from 2021

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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

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Cognitive Trajectory of Proof by Contradiction for Transition-To-Proof Students, Darryl Chamberlain and Draga Vidakovic

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A Course in Context: Video Trailers in General Education, Emily Faulconer

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Being There For Your Students - Online Office & Office Hours, Emily Faulconer

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Breaking Silos: Cross- and Interdisciplinary STEM, Emily Faulconer

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Discussion Board Facilitation, Emily Faulconer

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Fracking Florida, Emily Faulconer

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How to Draft an SOP?, Emily Faulconer

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Imposter Syndrome in Higher Ed: Faculty and Students, Emily Faulconer

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Increasing Student Interactions with Learning Objectives, Emily Faulconer

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Personalizing the Online Learning Experience Part 1: Persona & Social Presence, Emily Faulconer

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Personalizing the Online Learning Experience Part II: Instructional Presence, Emily Faulconer

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Safety Made Simple: Online, Emily Faulconer

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Scientific and Information Literacy in Online Discussion Forums, Emily Faulconer

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The Submission & Review Gauntlet, Emily Faulconer

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A Course in Context: Video Course Trailers, Emily Faulconer, Zachary Dixon, Laura Faulconer, and John Griffith

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Critical Perseverance in Research, Emily Faulconer and Jeremy Ernst

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Effective Research Presentations, Emily Faulconer and Jeremy Ernst

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Planning Your Pathway of Scholarly Influence & Impact, Emily Faulconer and Jeremy Ernst

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Research and Publication Strategy, Emily Faulconer and Jeremy Ernst

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Working with Human Subjects: Data Access, Use, Storage, & Sharing, Emily Faulconer and Jeremy Ernst

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The Impact of Positive Feedback on Student Outcomes and Perceptions, Emily Faulconer, Gary L. Griffith, and A. B. Gruss

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Does "Significant Difference" Hold True? Comparing Student Performance in Online vs. Traditional Science Courses, Emily Faulconer and John C. Griffith

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Does Instructor Quality Affect Student Grades?, Emily Faulconer, John C. Griffith, and Bobby McMasters

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Engaging in Scholarly Activities: Conferences & Publication, Emily Faulconer and Amy Riordan

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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

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Does Instructor Quality Affect Student Performance in a College Statistics Course?, John Griffith, Emily Faulconer, and Bobby McMasters

Submissions from 2020

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Creating Diagnostic Assessments: Automated Distractor Generation with Integrity, Darryl Chamberlain and Russell Jeter

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Book Review: High-Impact Practices in Online Education, Emily Faulconer

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eService-Learning: A Decade of Research in Undergraduate Online Service-Learning, Emily Faulconer

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A Reflection on the Changing Reality of Science, Emily K. Faulconer

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The Four Agreements in Academia, Emily K. Faulconer

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Perspectives on Undergraduate Research Mentorship: A Comparative Analysis Between Online and Traditional Faculty, Emily K. Faulconer, Zachary Dixon, John Griffith, and Laura Faulconer

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Comparing Online and Traditional Student Engagement and Perceptions of Undergraduate Research, Emily K. Faulconer, John Griffith, Zachary Dixon, and Donna Roberts

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Supporting Safety Culture in Academia: Giving a Voice to Faculty, Emily K. Faulconer and Chelsea A. LeNoble

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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

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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

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In Support of Scholarly Teaching, Emily K. Faulconer

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Arriving at a Better Answer: A Decision Matrix for Science Lab Course Format, Emily K. Faulconer, Laura S. Faulconer, and James R. Hanamean

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Undergraduate Research for Online Students, Emily K. Faulconer and Amy B. Gruss

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Formative Assessment Techniques for Online Learning, Emily Faulconer and Beverly Wood

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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

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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

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Seeing and Understanding Data, Beverly Wood and Charlotte Bolch

Submissions from 2018

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Weighted Composition Operators on Analytic Function Spaces: Some Recent Progress, Dip Acharyya

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Weighted Composition Operators on Spaces of Analytic Functions: A Survey, Soumyadip Acharyya

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Seeing and Understanding Data: A Mini-Primary Source Project for Students of Statistics, Charlotte Bolch and Beverly Wood

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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

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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

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If At First You Do Not Succeed: The Student Benefits of Multiple Trials on Summative Assessments, Emily Faulconer, John Griffith, and Hayden Frank

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A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences, Emily Faulconer and Amy B. Gruss

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Nurturing Faculty Buy-In for Top-Down Mandates, Emily K. Faulconer

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Writing as a Science Educator, Emily K. Faulconer

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Adjunct Faculty Training, Mentoring and Evaluation at the Department Level, John Griffith

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Workplace Bullying, Emotional Abuse, and Harassment in Fire Departments, John C. Griffith and Donna Roberts

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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

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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

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Difference of Two Weighted Composition Operators on Bergman Spaces, S. Acharyya and Z. Wu

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A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum, Debra T. Bourdeau, Donna Roberts, Beverly Wood, and Johnelle Korioth

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Increasing Student Interactions With Learning Objectives, Emily Kaye Faulconer

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Real Data is Messy... and Manageable, Beverly Wood and Carl Clark

Submissions from 2016

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Video-Mediated Opportunities for Self-Directed Learning in Undergraduate Research Methodology Courses, Debra T. Bourdeau, Donna Roberts, Thomas E. Sieland, and Beverly Wood

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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

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GAISEing into the NEW Guidelines, Robert Carver, Megan Mocko, Jeffrey Witmer, and Beverly Wood

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Investigating the Influence of the Level of Inquiry on Student Engagement, Emily K. Faulconer

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Bullying at the Fire Station? Perceptions Based on Gender, Race and Sexual Orientation, John C. Griffith, Donna L. Roberts, and Ronald T. Wakeham

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Faculty and Student Issues with Group Work: What is Problematic with College Group Assignments and Why?, Joanne P. LaBeouf, John C. Griffith, and Donna L. Roberts

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Multivariate Thinking in an Intro Stats Course – Is it Possible?, Beverly Wood

Submissions from 2015

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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

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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

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GAISE in Discipline-Specific Courses, Beverly Wood

Submissions from 2012

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Effects of Activated Carbon Surface Chemistry Modification on the Adsorption of Mercury from Aqueous Solution, Emily K. Faulconer

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The GAISE College Report: The American Statistical Association Meets Sound Pedagogy in Central Virginia, Beverly Wood

Submissions from 1998

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An Effective Investment: Teaching Study Skills to USAF Allied Health Professionals Prior to Extended Training, John C. Griffith