Featured Publications

  • Social supports from learning assistants and instructors matter

    Both online and in-person, social supports influence student engagement, but which ones matter and from whom vary.

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  • New paper coming soon!

    Relevance of course content for helping others and a focus on mastery increase student engagement across STEM active learning courses.

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  • “It’s Completely Erasure”

    Trans-spectrum students share what it’s like for them in life science courses teaching about sex, gender, and orientation.

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Classroom narratives about sex & gender in the life sciences

“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses.
A. M. Aramati Casper, Nico Rebolledo, A. Kelly Lane, Luke Jude, and Sarah L. Eddy. 2022. CBE—Life Sciences Education 21:4. https://doi.org/10.1187/cbe.21-12-0343

Trans students benefit from gender-inclusive classrooms, research shows – and so do the other students and science itself.
Sarah L. Eddy & Sam Long (2023, Aug 31). The Conversation. https://theconversation.com/trans-students-benefit-from-gender-inclusive-classrooms-research-shows-and-so-do-the-other-students-and-science-itself-204777

Classroom climate & Active learning in STEM

Learning Assistants and Instructors Provide Social Support That Influences Student Engagement Differently in Undergraduate Active Learning Chemistry Courses.
Krista Donis, Melissa L. Aikens, Uma Swamy, Milagros Delgado, Megan Gillespie, Palmer Graves, & Sarah L. Eddy. 2024. Journal of Chemical Education, 101:8, 2989-3002. https://doi.org/10.1021/acs.jchemed.3c01137

Measuring Supports from Learning Assistants that Promote Engagement in Active Learning: Evaluating a Novel Social Support Instrument.
Dania Hernandez, Gema Jacomino, Uma Swamy, Krista Donis, & Sarah L. Eddy. 2021. International Journal of STEM Education, 8, 1-17. https://doi.org/10.1186/s40594-021-00286-z

Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure
Sat Gavassa, Rocio Benabentos, Marcy Kravec, Timothy Collins, & Sarah Eddy. 2019. CBE—Life Sciences Education, 18(1), ar8. https://doi.org/10.1187/cbe.18-08-0153

Undergraduate Science communication

Talking science: undergraduates’ Everyday conversations as acts of boundary spanning that connect science to local communities.
Hana Shah, Josue Simeon, Kathleen Quardokus Fisher, & Sarah L. Eddy. 2022. CBE—Life Sciences Education 21, no. 1 (2022): ar12. https://doi.org/10.1187/cbe.21-06-0151