- Ph.D., Science Education, University of Missouri-Columbia
- M.Ed., Secondary Education, University of Arkansas-LR
- B.S., Biology, University of Arkansas-LR
- B.A., Chemistry, University of Arkansas-LR
- Science teaching methods, concept mapping, assessment, and inquiry teaching methods
- Odom, A. L. & Bell, C. V. (2015). Associations of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. International Journal of Environmental and Science Education.
- Bell, C. V., & Odom, A. L. (2013). Understanding current and potential consequences of population growth. Science Activities: Classroom Projects and Curriculum Ideas, 50(3), 73-83.
- Odom, A. L., & Bell, C. V. (2012). Recommendations for using computers in science classes: Making a positive impact. Science Scope, 36, 72-78.
- Bell, C. V., & Odom, A. L. (2012). Reflections on discourse practices during professional development of the learning cycle. Journal of Science Teacher Education, 23(6), 601-620.
- Odom, A. L., & Bell, C. V. (2011). Distinguishing among declarative, descriptive and causal questions to guide field investigations and student assessment, Journal of Biological Education, 45(4), 222-228.
- Odom, A. L., Marszalek, J. M., Stoddard, E. R., & Wrobel, J. M. (2011). Computers and traditional teaching practices: Factors influencing middle level students’ science achievement and attitudes about science. International Journal of Science Education, 33(17), 2351-2374.