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Sarah L. Eddy
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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
105822014
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
6452014
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
5342019
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
3322016
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
3312014
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
2982015
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
2562016
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
2052015
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
1872015
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
1752017
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
1422017
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
1222017
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
942020
The trade-off between graduate student research and teaching: A myth?
EE Shortlidge, SL Eddy
PloS one 13 (6), e0199576, 2018
932018
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
892017
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
852014
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
662016
Faculty beliefs about intelligence are related to the adoption of active-learning practices
OR Aragˇn, SL Eddy, MJ Graham
CBE—Life Sciences Education 17 (3), ar47, 2018
562018
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
502013
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
482019
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