UVA Chemistry Lindsay Wheeler

Lindsay Wheeler

Assistant Professor, General Faculty


B.S. Virginia Commonwealth University, 2004

M.A. University of Virginia, 2006

M.T. University of Virginia, 2008

Ph.D. University of Virginia, 2015

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:

Wheeler, L.B., Chiu, J.L., Maeng, J.L., & Bell, R.L (2018). Teaching assistant motivation: Learning to teach in an inquiry-based undergraduate laboratory context. Chemical Education Research and Practice. DOI: 10.1039/c8rp00157j.


Stains, M., Harshman, J., Barker, M.K., Chasteen, S.V., Cole, R., DeChenne-Peters, S.E., Eagan Jr., M.K., Esson, J.M., Knight, J.K., Laski, F.A., Levis-Fitzgerald, M., Lee, C.J., Lo, S.M., McDonnell, L.M., McKay, T.A., Michelotti, N., Musgrove, A., Palmer, M.S., Plank, K.M., Rodela, T.M., Sanders, E.R., Schimpf, N.G., Schulte, P.M., Smith, M.K., Stetzer, M., Van Valkenburgh, B., Vinson, E., Weir, L.K., Wendel, P.J., Wheeler, L.B., Young, A.M. (2018).  Anatomy of STEM teaching in American universities:  A snapshot from a large-scale observation study. Science, 359, 1468-1470. DOI: 10.1126/science.aap8892  


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


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

of Chemical Education, 94, 1019-1026. http://dx.doi.org/10.1021/acs.jchemed.6b00831


Wheeler, L.B., Maeng, J.L., & Whitworth, B.A. (2017).  Teaching assistant (TA) professional development within an inquiry-based general chemistry context: Characterization of TA

knowledge and beliefs. Journal of Chemical Education, 94, 19-28.  DOI: 10.1021/acs.jchemed.6b00373


Palmer, M.P., Wheeler, L.B., & Aneece, I.P. (2016).  Does the document matter? The evolving role of syllabi in higher education, Change: The Magazine of Higher Learning, 48 (4), 36-47. DOI:



Wheeler, L.B., Chiu, J.L., & Grisham, C.M. (2016).  Computational methods in general chemistry: Perceptions of programming, prior experience, and student outcomes.  Journal of College Science Teaching, 45, 3, 83-91.


Wheeler, L.B., Maeng, J.L., & Whitworth, B.A. (2015).  Teaching assistants perceptions of a training to support an inquiry-based general chemistry laboratory course.  Chemical

Education Research and Practice, 16, 824-842.  DOI: 10.1039/c5rp00104h