| 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 | 11974 | 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 | 730 | 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 | 702 | 2019 |
| 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 | 369 | 2014 |
| 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 | 368 | 2016 |
| 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 | 334 | 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 | 289 | 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 | 222 | 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 | 216 | 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 | 208 | 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 | 148 | 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 | 142 | 2017 |
| 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 | 123 | 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 | 107 | 2017 |
| The trade-off between graduate student research and teaching: A myth? EE Shortlidge, SL Eddy PloS one 13 (6), e0199576, 2018 | 101 | 2018 |
| 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 | 87 | 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 | 73 | 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 | 72 | 2018 |
| Beyond linear regression: A reference for analyzing common data types in discipline based education research EJ Theobald, M Aikens, S Eddy, H Jordt Physical Review Physics Education Research 15 (2), 020110, 2019 | 55 | 2019 |
| 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 | 54 | 2013 |
Mary Pat WenderothPrincipal Lecturer, University of Washington在 u.washington.edu 的电子邮件经过验证