Hannah Jordt

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math

Claire R. Williams, Elli J. Theobald, S. Freeman, 2020, Proceedings of the National Academy of Sciences.

Active learning increases student performance in science, engineering, and mathematics

Michelle K. Smith, Scott Freeman, Mary Pat Wenderoth, 2014, Proceedings of the National Academy of Sciences.

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

Scott Freeman, Sara E. Brownell, Sarah L. Eddy, 2017, CBE life sciences education.

Reply to Hora: Meta-analytic techniques are designed to accommodate variation in implementation

Scott Freeman, Mary Pat Wenderoth, Sarah L. Eddy, 2014, Proceedings of the National Academy of Sciences.

Beyond linear regression: A reference for analyzing common data types in discipline based education research

Sarah L. Eddy, Hannah Jordt, Elli J. Theobald, 2019, Physical Review Physics Education Research.

A Short, Course-Based Research Module Provides Metacognitive Benefits in the Form of More Sophisticated Problem Solving

Hannah Jordt, Caroline L. Dahlberg, Benjamin L. Wiggins, 2019, Journal of College Science Teaching.

Active learning increases student performance in science, engineering, and mathematics

Sarah L. Eddy, Michelle K. Smith, S. Freeman, 2014, Proceedings of the National Academy of Sciences.