My small research enterprise studies the ecology of insect plant interactions and the biology and conservation aspects of gopher tortoise (Gopherus polyphemus) population in Palm Beach County. The research in my laboratory is mostly conducted by undergraduate students, which complements my other research interest which is mentoring undergraduate students in research and developing new programs. I am also interested in Biology Education Research and Mentoring.
Baccharis: Ecological and Applied Dimensions. 2022. Chapter 4: “Intersexual differences on demography, resource investment, and herbivory in Baccharis ” Authors: Evelyn M. Frazier, Jhonathan O. Silva, Mário M Espírito-Santo and G. Wilson Fernandes. Springer-Verlag
Entering Research: A Curriculum to Support Undergraduate and Graduate Research Trainees. 2nd edition. 2020. Janet Branchaw, Amanda Butz and Amber Smith. Volume 2. W.H. Freeman/Macmillan Learning, New York. ISBN-13:978-1-319-26368-3. Collaborated with 10 chapters. Available for Free download at http://cimerproject.org
Schneider, K.R., Aldarondo-Jeffries, Smith, C.M., Chamely-Wiik, D., Kwocka, W., Meeroff, D.. , Frazier, E.M. , 2024. Undergraduate Research Programs for STEM Transfer Success: A Multi-Institutional Approach. Journal of First Year Experience & Students in Transition. Scholarship and Practice of Undergraduate Research 8(1):54-63.
Whitfield, Steven M., Joshua P. Scholl, Evelyn M. Frazier, Katherine Hendrickson, Adrian Figueroa, Lauren Melanson, Renata Schneider, Olivia Rothberg**, Julie Ghenassia, and Jon A. Moore. 2024. Status, Distribution, and Management of Gopher Tortoises in Highly Urbanized Southeastern Florida. Southeastern Naturalist 23(3): 385-400.
Donna Chamely-Wiik, Evelyn Frazier, Daniel Meeroff , Jordan Merritt, William R. Kwochka, Alison I. Morrison-Shetlar, Michael Aldarondo-Jeffries , Kimberly R. Schneider , and Jodiene Johnson F. 2021. Undergraduate Research Communities for Transfer Students: A retention Model based on Factors that Most Influence Student Success. Journal of Scholarship of teaching and of Teaching and Learning 21 (1):193-224. Doi: 10.14434/josotl.v21i1.30273.