Amy Eva, PhD

PhD, Educational Psychology- Human Development and Cognition, University of Washington
MA, English, La Sierra University
BA, English, La Sierra University

Associate Professor, Teacher Education (MIT)

Phone: (206) 296-5778

Building/Room: Loyola 317

Recent Grants and Awards

2013-14 Community-based Research Fellowship, SU Youth Initiative


Dr. Eva arrived at Seattle University in 2005 with a background in language arts and educational psychology. She regularly teaches courses in the Master in Teaching and Counseling Programs, including “The Psychology of Learning,” “Middle School Seminar,” and “Adolescent Psychology.”

Her research interests originally focused on cognition, affect, and the psychology of reading where she studied think aloud methods for reading poetry and the genre-specific comprehension strategies that high school and college students use to better understand poems.

She has also published teacher education research that examines the effectiveness of co-teaching as a model, along with curricular elements to better integrate general education and special education practices for both general and special education pre-service educators. Currently, she is analyzing data that points to the most effective instructional and classroom management strategies utilized by new teachers in diverse, inclusive K-12 schools.

As part of her community-based research fellowship (2013-2014), she is piloting a new social emotional curriculum in partnership with teachers at Middle College High School (part of the Seattle University Youth Initiative) and its effects on students’ reported levels of stress and attention. The curricular intervention features mindfulness-based practices and elements of cognitive behavioral therapy.

Selected Publications

Eva, A. (2014). The power of the poetic lens: Why teachers need to read poems together. The Journal of the Assembly for Expanded Perspectives on Learning, 19, 10-22.

Johnson, C., Eva A., Walker, B., & Johnson, L. (2011). Don’t turn away: Empowering teachers to support students’ mental health. The Clearing House: A journal of educational strategies, issues, and ideas, 84, 9-14.

Eva, A. & Walker, B. (2010). Leveling the playing field: Preparing teachers for effective instruction in diverse, inclusive classrooms. AILACTE Journal, 7, 15-32.

Eva-Wood, A. (2008). Does feeling come first? How poetry can help readers broaden their understanding of metacognition. Journal of Adolescent and Adult Literacy, 51, 564-576.

Eva-Wood, A. (2004). Thinking and feeling poetry: Exploring meanings aloud. Journal of Educational Psychology, 96, 182-191.