• using images and diagrams; how students learn to read evolutionary trees (Bill Hoese, Biological Sciences)
• features students use to categorize diverse organisms (student understanding of biological concepts (Bill Hoese, Biological Sciences)
• misconceptions in science (Galen Carlson, Geological Sciences)
• how graphical images and text work together to enhance student acquisition of scientific constructs; how construct-building graphs aid students in transferring newly acquired knowledge to novel situations (Kristen Shand, Secondary Education)
• influence on student beliefs about physics on learning (Roger Nanes and Michael Loverude, Physics)

• how classroom assessment methods contribute to students' display of knowledge in science (Teresa Crawford, Elementary and Bilingual Education)

• science in literature and in popular culture (Craig McConnell, Liberal Studies)
• negotiation of knowledge and roles in science classrooms (Vikki Costa, Secondary Education)

• how to help instructors incorporate active learning and higher order thinking in their teaching (Anne Houtman, Biological Sciences)
• how best to teach science to non-scientists, particularly in large enrollment classes (Anne Houtman, Biological Sciences)
• how inquiry based methods contribute to participatory practices and how those practices effect opportunities for learning science (Teresa Crawford, Elementary and Bilingual Education)

• teacher knowledge and informal science learning in museum and field settings (Amy Cox-Peterson, Elementary and Bilingual Education)
• connections between secondary school standards-based curriculum offered via professional development at science museums with teachers in the public school system (Maria Grant, Secondary Education)
• building and sustaining educational partnerships to enhance science teaching and learning (Amy Cox-Peterson, Elementary and Bilingual Education)
• connections between civics education and environmental science (Michelle Vander Veldt, Elementary and Bilingual Education)

• how best to develop and implement  writing assignments to increase learning (Anne Houtman, Biological Sciences)
• ways to promote reading and writing in the content area of science, including vocabulary development and methods for building background knowledge (Maria Grant, Secondary Education)

• impact of student attitudes and expectations on learning in biology education (Merri Lynn Casem, Biological Sciences)

• student mental models to identify and dispel misconceptions in science (Merri Lynn Casem, Biological Sciences)
• nature of linkages between cognitive skills such as visualization and proportional reasoning to the conceptual understanding of chemical phenomena (Barbara Gonzalez, Chemistry)
• student misconceptions in physics (Roger Nanes and Michael Loverude, Physics)

• education in the physical sciences/earth sciences for non-science majors and science majors who are pursuing a teaching career (Galen Carlson, Geological Sciences)
• use of information, communication, and educational technologies to improve teacher preparation (Vikki Costa, Secondary Education)
• outreach, recruiting, advising for future math and science teachers (Chris Renne, Elementary and Bilingual Education)

• impact of technology on learning chemistry (Barbara Gonzalez, Chemistry)
• use of information, communication, and educational technologies to improve teaching and learning in science classrooms (Vikki Costa, Secondary Education)
• educational technologies, online learning, technology integration, teacher training in the use of technology, and instructional design and technology (Karen Ivers, Elementary and Bilingual Education)
• development of interactive modules are geared to give students experiences and reinforcement of scientific process and problem-solving as it relates to concepts in microbiology (Judith Kandel)
• using technology to improve teaching and learning (Katherine Kantardjieff, Chemistry)

• learning theory as it relates to science instruction (Galen Carlson, Geological Sciences)
• evaluation of chemical education projects (Barbara Gonzalez, Chemistry)

• history of school mathematics practices in the United States (Mark Ellis, Secondary Education)
• history of mathematics (Bogdan Suceava,, Mathematics)
• equity in mathematics education (Mark Ellis, Secondary Education)
• equity in college mathematics education (Martin Bonsangue, Mathematics)
• achieving equality in mathematics for elementary girls (Chris Renne, Elementary and Bilingual Education)

• middle school mathematics teaching methods (Mark Ellis, Secondary Education)
• teaching and learning of mathematics at the middle school level, with specific interest in multiple representations of mathematical concepts (Martin Bonsangue, Mathematics)
• underpinnings of algebra in middle school mathematics (David Pagni, Mathematics)
• underpinnings of geometry in middle school middle school mathematics (Margaret Kidd, Mathematics)

• problem solving techniques (Bogdan Suceava, Mathematics)
• problem solving and problem posing in mathematics (Armando Martinez-Cruz, Mathematics)
• problem solving and problem posing in elementary mathematics (Gerald E. Gannon and Martin Bonsangue, Mathematics)
• exploring multiple strategies for problem solving in elementary mathematics (Michelle Vander Veldt, Elementary and Bilingual Education)

Mathematics Education – Secondary School Mathematics

• secondary school mathematics teaching methods (Margaret Kidd, Mathematics)
• inquiry based learning for secondary mathematics teachers (Margaret Kidd, Mathematics)

• using diagnostic tests (MDTP) to determine student readiness for advance mathematics (David Pagni and Harris Shultz, Mathematics)
• student assessment on the California High School Exit Examination (Harris Shultz, Mathematics)
• student assessment on the California Standards Test (Martin Bonsangue, Mathematics)
• assessment of school mathematics learning (Mark Ellis, Secondary Education)
• assessing mathematical understanding through informal assessments (Michelle Vander Veldt, Elementary and Bilingual Education)

• professional learning communities (PLCs) of mathematics teachers on student achievement (David Pagni, Mathematics)
• how improving inservice teacher writing improves content area teaching (Chris Street, Secondary Education and Kristin Stang, Special Education)
• addressing the needs of middle level mathematics learners with learning disabilities (Kristin Stang, Special Education)
• incorporating student questions and initiatives during math lessons (Chris Renne, Elementary and Bilingual Education)

• how undergraduates learn and understand mathematics, particularly calculus (Nicole Engelke, Mathematics)
• students’ conceptions of function (Patrick Kimani, Mathematics)
• student learning of statistics at the K-8 levels (Stephen Lancaster, Mathematics)
• undergraduate students' understanding of mathematics, particularly on their understanding of proof (Todd Cadwallader-Olsker, Mathematics)
• teaching probability to third graders (Chris Renne, Elementary and Bilingual Education)

• development of professional learning communities (PLCs) of mathematics teachers (David Pagni, Mathematics)
• attitudes of teachers towards mathematics (Margaret Kidd, Mathematics)
• professional development of mathematics teachers (Harris Shultz, Margaret Kidd, and David Pagni, Mathematics)
• new teacher development and support in elementary mathematics (Lisa Kirtman, Elementary and Bilingual Education)
• early influences on teachers’ conceptions of mathematics and mathematics education (Andrea Guillaume, Elementary and Bilingual Education)
• participation in communities of mathematical inquiry effects for algebra teachers (Andrea Guillaume, Elementary and Bilingual Education)
• attitudes of teachers toward participation in professional development (Stephen Lancaster, Mathematics)
• engaging veteran educators in professional development in mathematics (Cynthia Gautreau, Elementary and Bilingual Education)       
• learning to teach mathematics comparisons of elementary master's and credential candidates (Chris Renne, Elementary and Bilingual Education)
• outreach, recruiting, advising for future math and science teachers (Chris Renne, Elementary and Bilingual Education)

• learning mathematical concepts in technology environments (Armando Martinez-Cruz, Mathematics)
• using interactive technology for classroom teaching (Martin Bonsangue, Mathematics)
• applying math and technology resources in a bilingual education setting (Cynthia Gautreau, Elementary and Bilingual Education)
• incorporating emerging technology resources (Smart Boards) into teaching mathematics (Cynthia Gautreau, Elementary and Bilingual Education)
• integrating technology and elementary mathematics (Chris Renne, Elementary and Bilingual Education)

• encouraging non-traditional students and students from underrepresented groups (Harriet Edwards and Margaret Kidd, Mathematics)
• transition of students from entry-level college mathematics to proof based mathematics courses and the role of courses designed to facilitate that transition (Todd Cadwallader-Olsker, Mathematics)

• methods for effective recruitment and retention of females and minority groups to Engineering and Computer Science programs (Dorota Huizinga, College of Engineering and Computer Science and Susamma Barua, Department of Computer Science and Computer Engineering Program)