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Faculty Accomplishments

Mount Holyoke professors have won Guggenheim awards, NASA grants and Carnegie Fellowships.

They receive millions in funding from national foundations, leading to unique research opportunities for students.

They’re intense, passionate, innovative, determined and demanding. Explore their accomplishments here, read recent faculty news articles or search the faculty directory.

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Jared Schwartzer

Publication

Schwartzer J.J., Onore C.E., Rose D.R., Ashwood P. (2017) C57BL/6L bone marrow transplant increases sociability in BTBR T+ Itpr3tf/J mice. Brain Behavior & Immunity. 59:55-61

Audrey St. John

Grant

Audrey St. John, Heather Pon-Barry and Becky Wai-Ling Packard received a Microsoft Corporation grant for the project "Development of Core Modules as Curricular Assets for Tech Mentorship Initiative." The project is for 2.5 months. Combined award to Audrey St. John (Computer Science), Heather Pon-Barry (Computer Science) and Becky Packard (Psychology and Education).

Publication

Heather Pon-Barry, Audrey St. John, Becky Packard, Barbara Rotundo. Megas and Gigas Educate (MaGE): A Curricular Peer Mentoring Program. Poster in Proc. of 47th ACM Technical Symposium on Computing Science Education (SIGCSE 2016), Memphis, TN, 2016.

Kushya Sugarman

Publication

Sugarman, K. (2025). “I’m just becoming okay with being incomplete”: how an international, multiracial teacher research group pursued a nonexclusionary whole through storywork. Journal for Multicultural Education.

Schieble, M., Hikida, M., Taylor, L., Vetter, A., Hodnett, K., & Sugarman, K. (2025). A Reconstructive Stance to Analyzing Op-Ed Writing as Resistance to “Divisive Concepts” Legislation. Literacy Research: Theory, Method, and Practice, 23813377251358189.

Sugarman, K. (2024). Picturing Refusal: How a Multimodal, Collaborative Assignment Allowed a Teacher Education Class to Develop Abolitionist Pedagogies, Theory, Research, and Action in Urban Education, 9 (1).

Rifino, M., & Sugarman, K. (2022). Loneliness through the lens of Black feminist love-politics: pedagogical practices amid pandemic online learning. Journal for Multicultural Education, 16(1), 90-101.

John Tawa

Publication

Tawa, J., LoPresti, A., & Lynch, D. (2020). Deconstructing racial essentialism in the classroom: The impact of social constructionist curricula on student diversity interactions. The Journal for Multicultural Education, 35(2), 101 – 115.

Tawa, J. (2020). Does social constructionist curricula both decrease essentialist and increase nominalist beliefs about race? Science & Education, 29, 1513 – 1540. 

Tawa, J. (2021). Triangulated racialization index (TRI): Incremental and predictive validity of a multidimensional stereotype measure. Social Cognition, 39(5), 608 – 631.