Impact
EA's work has reached over 100,000 people at more than 350 institutions.
The following selection of reports and publications highlights just a few of our recent projects.
Early findings and lessons learned from the Student Experience Project and future directions for university leaders seeking to systematically measure and improve student experience.
Increasing Equity in College Student Experience: Findings from a National Collaborative (2022)
student experience project
Brief overview from a project with faculty, counselors, and school partners at nine California Community Colleges to understand how the mindsets of faculty and counselors in two-year colleges influence their attitudes about reform, the practices they adopt, and their students’ experiences, motivation, and academic performance in transfer-level math and English courses.
Student impacts of faculty mindsets in california community colleges (2022)
Summary report of findings from a project with three professional development opportunities to support California community college faculty in creating equitable classroom environments where all students are supported in reaching their full potential.
Fostering Faculty Growth Culture PRactices in California Community Colleges: Summary Report (2023)
faculty mindsets in california community colleges
Reports
Final report comparing the experiences and outcomes of unrepresented persons attending civil proceedings in person with those accessing court remotely, using a first-of-its-kind digital experience sampling platform that assesses multiple dimensions of the court experience (including preferences, procedural justice, outcome satisfaction, barriers, stress, well-being), giving voice to unrepresented persons after their online hearings in more than 50 Indiana courts.
Accessing Justice with Zoom: Experiences and Outcomes in Online Civil Courts (2023)
Accelerating Equity and Access to Justice in Courts
Walton, G.M., Murphy, M.C., Logel, C., Yeager D.S., Parker-Goyer, J., Brady, S.T., ... Krol, N. (2023). Where and with whom does a brief social-belonging intervention promote progress in college?. Science, 380 (499-505).
Murphy, M.C., Gopalan, M., Carter, E.R., Emerson, K.T.U., Bottoms, B.L., & Walton, G.M. (2020). A customized belonging intervention improves retention of socially disadvantaged students at a broad-access university. Science Advances, 6(29).
Muenks, K., Canning, E.A., LaCosse, J., Green, D.J., Zirkel, S. Garcia, J.A., & Murphy, M.C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology- General.
Canning, E. A., Ozier, E., Williams, H. E., AlRasheed, R., & Murphy, M. C. (2021). Professors Who Signal a Fixed Mindset About Ability Undermine Women’s Performance in STEM. Social Psychological and Personality Science.
Murphy, M.C., (2023). Cultures of Growth: How the New Science of Mindsets Can Transform Individuals, Teams, & Organizations. Simon and Schuster.
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Selected
Publications
News at IU
Greater Good Magazine
EDUCATION WEEK
Chronicle of higher education
Inside Higher ed
In the News
The Washington Post
