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Lindsay Wheeler joined the Center for Teaching Excellence in 2016. As the Assistant Director of Educational Development Research and Assessment, she leads the CTE's research and assessment efforts to drive program development and understand the impact of various programs. Lindsay’s research interests include better understanding the role of Teaching Assistants (TAs) as instructors, exploring student perceptions of courses, and identifying the impact of various instructional approaches on diverse student populations. Lindsay’s teaching interests include implementing inclusive and reflective teaching practices, developing and utilizing inquiry-based curricula, supporting TAs in instruction, and implementing active learning strategies in large-enrollment courses. She has taught large introductory chemistry laboratory courses, small foundational chemistry courses, and seminar courses to graduate and undergraduate students in the sciences.
Lindsay's CV 3-2022
A native Virginian, Lindsay graduated from Virginia Commonwealth University with a B.S. in chemistry and a B.S. in forensic science. Lindsay received her M.A. in chemistry and M.A. in teaching from the University of Virginia. She taught high school chemistry before returning to the University of Virginia to obtain her Ph.D. in science education. In 2014, Lindsay won the All-University Graduate Teaching Assistant award for Math, Sciences, and Engineering.
Lindsay works with both faculty and teaching assistants in STEM disciplines to support effective integration of research-based practices into their teaching. She also seeks to enable faculty in conducting scholarship of teaching and learning. Lindsay is also working to create opportunities for increased use of data to drive improvements in teaching in learning.
Lindsay’s research includes both broad educational development and higher education research as well as more focused research on STEM education. Her research interests include better understanding the role of Teaching Assistants (TAs) as instructors, exploring student perceptions of courses, and identifying the impact of various instructional approaches on diverse student populations. Published accounts of Lindsay’s work can be found in:
In collaboration with the School of Education and five STEM departments, Lindsay has received Jefferson Trust and National Science Foundation grants to support her work transforming introductory laboratory courses and preparation of graduate students for teaching in chemistry, astronomy, physics and biology departments.
In collaboration with the School of Education, the School of Engineering and Applied Science (SEAS), and the College of Arts & Sciences, Lindsay has received Jefferson Trust and 3Cavaliers funding to develop digital tools to gather and share teaching and learning data intended to transform undergraduate education.
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