Sarah Bunnell is the Associate Director and STEM Specialist for the Center for Teaching and Learning. She is Past President of the International Society for the Scholarship of Teaching and Learning (ISSOTL), an ISSOTL Distinguished Service Award winner, and she was honored in 2022 with the Amherst College 1821 Collaboration Award. In partnership with Sheila Jaswal and Megan Lyster, she is the author of Being Human in STEM: Partnering with Students to Shape Inclusive Practices and Communities, published in 2023 by Stylus. Prior to joining Amherst, she was an Associate Professor of Psychology and Great Lakes Colleges Association Teagle Pedagogy Fellow at Ohio Wesleyan University. She received her Ph.D. in Developmental and Cognitive Psychology with a minor in Quantitative Methods from the University of Kansas.
Please contact Sarah if you would like to discuss assignment, course, or departmental curricular design, assessment of student learning, or other areas of teaching and learning in the Sciences. She welcomes all scope of conversations, ranging from how to redesign a single class activity to rethinking the structure of departmental curriculum. She is also available to support faculty and staff in scholarship of teaching and learning (SOTL) research projects.
Sarah’s SOTL research interests include inclusive teaching practices in STEM, the role of empathy in learning, and best practices in faculty development broadly defined.
Recent pedagogical publications include:
Zhang, E., Hundley, C., Watson, Z., Farah, F, Bunnell, S.L., & Kristensen, T. (2023). Learning by Doing: A Multi-Level Analysis of the Impact of Citizen Science Education. Science Education. https://doi.org/10.1002/sce.21810
Chung, J., Bunnell, S.L., Lopez, A.M., & Olshansky, J.H. (2023). Leveraging Student-Faculty-Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.2c01190
Bunnell, S.L., Jaswal, S.J., & Lyster, M.B. (2023). Being Human in STEM: Partnering with Students to Shape Inclusive Practices and Communities. Stylus.
Totton, R., Bunnell, S.L., Kneeland, E., McQuade, J., Palmquist, C., & Sanderson, C. (2022). Psychology can change the world: Integrating diversity, equity, and inclusion into Introduction to Psychology. In M. Fortner & I. Katzarska-Miller (Eds.), Empowering Students as Change Agents in Psychology. Scholarship for the Teaching of Psychology (e-book).
Bunnell, S.L., Felten, P. & Matthews, K.E. (2022). Toward trust in SoTL: The role of relational ethics. In L.Fedoruk (Ed.), Ethics and the Scholarship of Teaching and Learning. Springer.
Bunnell, S.L. (2021). A Whole Person Model of Student Success Advising in the Liberal Arts. In M. Kek & H. Huijser (Eds.), Student Support Services: Exploring impact on student engagement, experience and learning. Springer Nature. doi:10.1007/978-981-13-3364-4_14-1
Bunnell, S.L., Lyster, M.B., Greenland, K.B., Mayer, G., Gardner, K., Leise, R., Kristensen, T., Ryan, E., Ampiah-Bonney, & Jaswal, S.S. (2021). From Protest to Progress through Partnership with Students: Being Human in STEM (HSTEM). International Journal for Students as Partners, 5(1), 26-46. doi: https://doi.org/10.15173/ijsap.v5i1.4243
Anderson, L.J., Dosch, J.J., Lindquist, E.S., McCay, T.S., Machado, J.-L., Kuers, K., Gartner, T.B., Shea, K., Mankiewicz, C., Rodgers, V.L., Saunders, P.A., Urban, R., Kilgore, J.S., Powell, A., Ramage, B., Steinweg, M., Straub, J., Bunnell, S.L., & Witkovsky-Eldred, M. (2020). Assessment of student learning in undergraduate courses with collaborative projects from the Ecological Research as Education Network (EREN). Scholarship and Practice of Undergraduate Research, 4(1), 15- 29. doi: 10.18833/spur/4/1/2