Lindsay Wheeler

Education

B.S. Virginia Commonwealth University, 2004
M.A. University of Virginia, 2006
M.T. University of Virginia, 2008
Ph.D. University of Virginia, 2015

Teaching 

Dr. Lindsay B. Wheeler is an Associate Professor (General Faculty) and Senior Associate Director in the Center for Teaching Excellence at the University of Virginia and an affiliated faculty member in the Department of Chemistry. Dr. Wheeler has taught and designed undergraduate and graduate courses including large-enrollment general chemistry laboratories as well as teaching methods courses for undergraduate and graduate STEM teaching assistants. She currently teaches CHEM 1330, Chemistry, Cooking, and Culture, an interdisciplinary course that connects chemical concepts to culinary practices through hands-on learning. Across these settings, her teaching emphasizes active learning, collaborative problem-solving, and reflective practice to support students’ conceptual understanding and engagement with chemistry.

STEM Education Research

Dr. Wheeler’s research in chemical education examines how course design, pedagogical practice, and instructor preparation influence student learning and achievement in introductory STEM courses. Her work uses mixed-methods approaches to study STEM instruction, students’ beliefs about learning, and the role of feedback and grading in shaping student outcomes. She also investigates how professional development for teaching assistants and faculty impacts classroom practices in chemistry and other STEM fields. 

Recent Publications

Yik, B.J., Morkowchuk, L., Wheeler, L.B., Roksa, J., Machost, H., & Stains, M. (2025). Balancing Equity in General Chemistry: The Complex Impact of Specifications Grading on Student Success and Opportunity Gaps. JACS Au, 5(6), 2593–2605. DOI: 10.1021/jacsau.5c00210 

Taggart, J., & Wheeler, L. B. (2025). Collaborative learning as constructivist practice: A qualitative descriptive study of faculty approaches to student group work. Active Learning in Higher Education, 26(1), 59-76. DOI: 10.1177/14697874231193938

Sloane, J., Wheeler, L.B., & Manson, J. (2023). Teaching Nature of Science in introductory biology: Impacts on students’ acceptance of biological evolution. PLOS One. 18(8). DOI: 10.1371/journal.pone.0289680

St. Claire, T., Wheeler, L. B., Maeng, J.L., & Bell, R.L. (2023). Mixed-methods analysis of science teacher educator professional development. Professional Development in Education. DOI: 10.1080/19415257.2020.1787191

Wheeler, L. B., Thompson, K., Marbach-Ad, G., Sheehan, P., Bortiatynski, J., & Ghent, C. (2023). Factors predicting students’ values of STEM cross-disciplinary skills: A study across four institutions. CBE Life Sciences Education. 22: ar20, 1-20. DOI:10.1187/cbe.22-06-0101

Wheeler, L. B., & Gonczi, A. L. (2023). Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course. Journal of Research in Science Teaching, 60(7), 1488-1519. DOI: 10.1002/tea.21840.

Wheeler, L. B. & Sloane, J. (2021). A mixed methods exploration of the Learning Assistant model: How do Learning Assistants benefit? Journal on the Excellence in College Teaching. 32(4), 21-41.

Wheeler, L. B (2021). Supporting STEM faculty of large enrollment courses: A mixed methods study of impact. International Journal of the Scholarship of Teaching and Learning, 15 (1), article 7

Favre, D., Bach, D., & Wheeler, L. B. (2021). Measuring institutional transformation: 

A multi-faceted assessment of a new faculty development program. Journal of Research in 

Innovation Teaching & Learning. DOI: 10.1108/JRIT-04-2020-0023

Wheeler, L. B. & Bach, D. (2021). Understanding the impact of educational development interventions on classroom instruction and student success. International Journal of Academic Development, 26(1), 24-40. DOI: 10.1080/1360144X.2020.1777555

See more (Google Scholar)