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.
-
![]()
Classroom climate & student engagement
Relevance of course content for helping others and a focus on mastery increase student engagement across STEM active learning courses.
-
![]()
“It’s Completely Erasure”
Trans-spectrum students share what it’s like for them in life science courses teaching about sex, gender, and orientation.
narratives about sex & gender in life science Classrooms
“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
“It's been a Process”: A Multiple Case Study of Biology Instructor Efforts to Reform their Sex and Gender Curriculum to be More Inclusive of Students with Queer Genders and Intersex Students
Emily P. Driessen, Keenan E. Walker, Tess Hallman, Aramati Casper, Sarah L. Eddy, Joel R. Schneider, and A. Kelly Lane. (2024). CBE—Life Sciences Education. 23:4. https://doi.org/10.1187/cbe.24-01-0035
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
Exploring how course social and cultural environmental features influence student engagement in STEM active learning courses: a control–value theory approach.
Yoon Ha Choi, Elli Theobald, Vicente Velasco, & Sarah L. Eddy International Journal of STEM Education, 12, 4 (2025). https://doi.org/10.1186/s40594-025-00526-6
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
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