Sarah L. Eddy

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Mary Pat WenderothPrincipal Lecturer, University of WashingtonVerificeret mail på u.washington.edu
Hannah JordtUniversity of WashingtonVerificeret mail på uw.edu
Sara E. BrownellProfessor, School of Life Sciences, Arizona State UniversityVerificeret mail på asu.edu
Alison CroweTeaching Professor, University of WashingtonVerificeret mail på uw.edu
Dan GrunspanAssistant Professor, Department of Integrative Biology, University of GuelphVerificeret mail på uoguelph.ca
Benjamin WigginsProfessor of Biology at Shoreline Community College, Affiliate Instructor (UW School of Medicine)Verificeret mail på shoreline.edu
Eva KnektaAssociate Professor in Science Education, Umeå UniversityVerificeret mail på umu.se
Elli Jenkins TheobaldUniversity of WashingtonVerificeret mail på uw.edu
Lynne D HouckProfessor Emerita of Integrative Biology, Oregon State UniversityVerificeret mail på science.oregonstate.edu
Kelly A HoganUniversity of North CarolinaVerificeret mail på email.unc.edu
Christopher RunyonSenior Measurement Scientist, NBMEVerificeret mail på nbme.org
Steven M GoodreauProfessor of Anthropology, Adjunct Professor of Epidemiology, University of WashingtonVerificeret mail på uw.edu
Adam James ChouinardOregon State UniversityVerificeret mail på oregonstate.edu
Lisa CorwinProfessor of Ecology and Evolutionary Biology, CU BoulderVerificeret mail på colorado.edu
Karen M. Kiemnec-TyburczyAssistant Professor, Humboldt State UniversityVerificeret mail på humboldt.edu
Phonraphee ThummaphanAssistant professor, Thammasat UniversityVerificeret mail på lsed.tu.ac.th
Damien B. WilburnAssistant Professor, Department of Chemistry and Biochemistry, Ohio State UniversityVerificeret mail på osu.edu
Jerry TimbrookRTI InternationalVerificeret mail på rti.org
Melissa AikensUniversity of New HampshireVerificeret mail på unh.edu
Pamela Pape-LindstromDean of STEM at Harford Community CollegeVerificeret mail på harford.edu

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Sarah L. Eddy

University of Minnesota-Twin Cities

Verificeret mail på umn.edu

Biology Education Research


Titel Sortér efter henvisninger Sortér efter årstal Sortér efter titel	Citeret af Citeret af	År
Active learning increases student performance in science, engineering, and mathematics S Freeman, SL Eddy, M McDonough, MK Smith, N Okoroafor, H Jordt, ... Proceedings of the national academy of sciences 111 (23), 8410-8415, 2014	10446	2014
Getting under the hood: How and for whom does increasing course structure work? SL Eddy, KA Hogan CBE—Life Sciences Education 13 (3), 453-468, 2014	637	2014
One size doesn’t fit all: Using factor analysis to gather validity evidence when using surveys in your research E Knekta, C Runyon, S Eddy CBE—Life Sciences Education 18 (1), rm1, 2019	525	2019
Males under-estimate academic performance of their female peers in undergraduate biology classrooms DZ Grunspan, SL Eddy, SE Brownell, BL Wiggins, AJ Crowe, ... PloS one 11 (2), e0148405, 2016	329	2016
Gender gaps in achievement and participation in multiple introductory biology classrooms SL Eddy, SE Brownell, MP Wenderoth CBE—Life Sciences Education 13 (3), 478-492, 2014	329	2014
A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data SE Brownell, DS Hekmat-Scafe, V Singla, P Chandler Seawell, ... CBE—Life Sciences Education 14 (2), ar21, 2015	293	2015
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines SL Eddy, SE Brownell Physical Review Physics Education Research 12 (2), 020106, 2016	250	2016
PORTAAL: A classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes SL Eddy, M Converse, MP Wenderoth CBE—Life Sciences Education 14 (2), ar23, 2015	204	2015
Caution, student experience may vary: Social identities impact a student’s experience in peer discussions SL Eddy, SE Brownell, P Thummaphan, MC Lan, MP Wenderoth CBE—Life Sciences Education 14 (4), ar45, 2015	184	2015
Student perception of group dynamics predicts individual performance: Comfort and equity matter EJ Theobald, SL Eddy, DZ Grunspan, BL Wiggins, AJ Crowe PloS one 12 (7), e0181336, 2017	170	2017
ASPECT: A survey to assess student perspective of engagement in an active-learning classroom BL Wiggins, SL Eddy, L Wener-Fligner, K Freisem, DZ Grunspan, ... CBE—Life Sciences Education 16 (2), ar32, 2017	139	2017
Values affirmation intervention reduces achievement gap between underrepresented minority and white students in introductory biology classes H Jordt, SL Eddy, R Brazil, I Lau, C Mann, SE Brownell, K King, ... CBE—Life Sciences Education 16 (3), ar41, 2017	122	2017
The trade-off between graduate student research and teaching: A myth? EE Shortlidge, SL Eddy PloS one 13 (6), e0199576, 2018	93	2018
Fourteen recommendations to create a more inclusive environment for LGBTQ+ individuals in academic biology KM Cooper, AJJ Auerbach, JD Bader, AS Beadles-Bohling, JA Brashears, ... CBE—Life Sciences Education 19 (3), es6, 2020	90	2020
The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences BL Wiggins, SL Eddy, DZ Grunspan, AJ Crowe AERA Open 3 (2), 2332858417708567, 2017	85	2017
Active learning boosts performance in STEM courses S Freeman, SL Eddy, M McDonough, MK Smith, N Okoroafor, H Jordt, ... Proceedings of the National Academy of Sciences 111 (23), 8410-8415, 2014	85	2014
Cognitive difficulty and format of exams predicts gender and socioeconomic gaps in exam performance of students in introductory biology courses CD Wright, SL Eddy, MP Wenderoth, E Abshire, M Blankenbiller, ... CBE—Life Sciences Education 15 (2), ar23, 2016	65	2016
Faculty beliefs about intelligence are related to the adoption of active-learning practices OR Aragón, SL Eddy, MJ Graham CBE—Life Sciences Education 17 (3), ar47, 2018	56	2018
How should we teach tree-thinking? An experimental test of two hypotheses SL Eddy, AJ Crowe, MP Wenderoth, S Freeman Evolution: education and outreach 6, 1-11, 2013	50	2013
Closing the achievement gap in a large introductory course by balancing reduced in-person contact with increased course structure S Gavassa, R Benabentos, M Kravec, T Collins, S Eddy CBE—Life Sciences Education 18 (1), ar8, 2019	48	2019

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