Lindsay Wheeler


Professor Lindsay Wheeler is the instructor for the Teaching Methods courses for undergraduate and graduate TAs in the chemistry, physics, biology, and astronomy departments, with the goal of expanding these courses to all STEM departments at the University. She worked with Dr. Charles Grisham to redesign the General Chemistry laboratory curricula (Chem 1411/1611/1421/1621) to a project-based guided inquiry approach where students work collaboratively to design, implement, analyze, and communicate their approach to solving a real-world problem. Dr. Wheeler has also previously taught Chem 1400 using a Process Oriented Guided Inquiry Learning (POGIL) curriculum.  Her current role is the Assistant Director of STEM education innovations in the Center for Teaching Excellence (CTE), where she supports STEM instructors in the teaching and implementation of evidence-based practices. 

Dr. Wheeler’s research explores the impact of various teaching interventions on instructors’ beliefs, confidence, and practice in undergraduate STEM classrooms.  Dr. Wheeler directs a university-wide observation project of STEM undergraduate classrooms to characterize STEM instructional practices at UVA.  As part of this large-scale research endeavor, Dr. Wheeler also seeks to understand the impact of CTE Ignite and Course Design Institute programs on faculty instructional practices.  She also investigates the impact of TA training and Teaching Methods courses on TAs’ content knowledge, beliefs, confidence, and instructional practice as well as how these TAs influence the students they teach.

Dr. Wheeler is active in the science education and educational development professional communities and presents regularly at national and international conferences.  She runs teaching and research workshops at UVA and other universities and also works collaboratively with STEM faculty across campuses to support teaching innovations.

Recent publications:

Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes, Wheeler, L.B., Maeng, J.L., Chiu, J.L., & Bell, R.L. Journal of Research in Science Teaching, 54, 463-492 (2017). DOI: 10.1002/tea.21373

Engineering or not? Whitworth, B.A., & Wheeler, L.B. The Science Teacher, July 2017, 25-29.

Elementary science teachers’ integration of engineering design into science instruction: Results from a randomized controlled trial, Maeng, J.L., Whitworth, B.A., Gonczi, A.L., & Wheeler, L.B., International Journal of Science Education, 39, 1529-1548 (2017). DOI: 10.1080/09500693.2017.1340688.

Transforming a traditional laboratory to an inquiry-based course: Importance of training TAs when redesigning a curriculum, Wheeler, L.B., Clark, C.P., & Grisham, C.M., Journal of Chemical Education (2017)

Teaching assistant (TA) professional development within an inquiry-based general chemistry context: Characterization of TA knowledge and beliefs, Wheeler, L.B., Maeng, J.L., & Whitworth, B.A., Journal of Chemical Education, 94, 19-28 (2017). DOI: 10.1021/acs.jchemed.6b00373