Skip to Content
Stetson University Logo

Melissa Parks

Associate Professor of Education

I believe learning is most powerful when students are actively involved, encouraged to explore ideas in different ways, and able to connect their experiences to individual concepts and big ideas. I strive to bring curiosity, creativity, and joy into my teaching through hands-on experiences that connect theory with practice.

  • PhD, Curriculum and Instruction, Florida Atlantic University
  • MEd, K-8 Math and Science Education, University of Central Florida
  • BA, Elementary Education, Westfield State University

Contact

Melissa Parks

Biography

Melissa Parks is an associate professor of education at Stetson University. Formerly, she was a National Board Certified elementary school teacher practicing in both Florida and Massachusetts. She is passionate about teaching. She believes in the power of a positive classroom built from a foundation of learning activities created to foster and engage students in exploring, and expanding, natural curiosities. Her classroom expertise aligns with her research agenda focused on authentic classroom experiences to develop conceptual understanding. Parks, PhD, has published extensively and presented nationally on the importance of using children’s literature to elevate young students’ engagement with and understanding of science, STEM, and environmental stewardship. 

»

In addition to her teaching, Parks has served in various leadership committees within the National Science Teaching Association including; the Outstanding Science Trade Books, the Best STEM, Early Childhood-Elementary Science Teaching, and Post-Secondary Science Teaching.

More About Melissa Parks

Areas of Expertise

  • Curriculum Design and Development
  • Elementary Teaching Methods
  • Teaching Science and Social Studies
  • Environmental Education in the Elementary Classroom
  • Pre-service Teacher Development 

Course Sampling

  • Natural & Social Sciences in the Elementary School
  • Exploring Environmental Identity
  • Ground in Nature: Exploring Self, Connection, and Belonging

  • Literature as a tool for developing conceptual understanding
  • Authentic learning experiences that promote conceptual development
  • Environmental identity and appreciation 

  • Park, M. (2026). Page-turners and problem-solvers. Science and Children, 63(2), 77-82.
  • Parks, M. (2025). Conversation and coursework: Strategies to engage undergraduate students with course content. Faculty Focus. Magna Publications.
  • Parks, M. (2024). Gliders, cats, and crashes: An elementary engineering experience exploring flight. Science and Children, 61(3), 58-63.
  • Parks, M. & Oslick, M.E. (2024) Empowering student learning: Navigating artificial intelligence in the college classroom. Faculty Focus. Magna Publications.
  • Parks, M. (2023) Rolling out the red carpet: Ways to welcome new faculty. Supporting Faculty, Leading Faculty with Purpose and Vision 1(4), 12-13.
  • Parks, M. (2023). Reading, talking, & doing: Using children’s literature to develop environmental literacy. The Leaflet (publication of NEATE) 37-49.
  • Parks, M. (2023). Florida’s backyards: Using trade books to develop elementary students’ environmental literacy. Florida Literary Journal 3(1), 7-22.
  • Parks, M. (2021). Talking trash: Making time for environmental awareness in primary grades. Florida Association of Science Teachers Journal, 11-15.
  • Parks, M. (2020). Model eliciting activities. Another tool for the elementary toolbox. Science Activities: Projects and Curriculum Ideas in STEM Classroom. DOI: 10.1080/00368121.2020.1782315
  • Parks, M. (2020). The second-grade roadster challenge. A model eliciting activity. Science and Children, 57 (7), 22-27.