Measuring institutional transformation: a multifaceted assessment of a new faculty development program von Favre, David E., Bach, Dorothe, Wheeler, Lindsay B.

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Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course von Wheeler, Lindsay B., Gonczi, Amanda L.

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Teaching nature of science in introductory biology: Impacts on students' acceptance of biological evolution von Sloane, Jeremy D, Wheeler, Lindsay B, Manson, Jessamyn S

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Do teaching assistants matter? Investigating relationships between teaching assistants and student outcomes in undergraduate science laboratory classes von Wheeler, Lindsay B., Maeng, Jennifer L., Chiu, Jennie L., Bell, Randy L.

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Transforming a Traditional Laboratory to an Inquiry-Based Course: Importance of Training TAs when Redesigning a Curriculum von Wheeler, Lindsay B, Clark, Charles P, Grisham, Charles M

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Development and validation of the Classroom Observation Protocol for Engineering Design (COPED) von Wheeler, Lindsay B., Navy, Shannon L., Maeng, Jennifer L., Whitworth, Brooke A.

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Supporting STEM Faculty of Large Enrollment Undergraduate Courses: A Mixed Methods Study of Impact von Wheeler, Lindsay B.

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Characterizing Teaching Assistants’ Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context von Wheeler, Lindsay B, Maeng, Jennifer L, Whitworth, Brooke A

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Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions von Wheeler, Lindsay B, Thompson, Katerina V, Marbach-Ad, Gili, Sheehan, Patrick, Bortiatynski, Jacqueline L, Ghent, Cindy

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Teaching the teacher: exploring STEM graduate students' nature of science conceptions in a teaching methods course von Wheeler, Lindsay B., Mulvey, Bridget K., Maeng, Jennifer L., Librea-Carden, Mila Rosa, Bell, Randy L.

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Investigating the role of a district science coordinator von Whitworth, Brooke A., Maeng, Jennifer L., Wheeler, Lindsay B., Chiu, Jennifer L.

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Elementary science teachers' integration of engineering design into science instruction: results from a randomised controlled trial von Maeng, Jennifer L., Whitworth, Brooke A., Gonczi, Amanda L., Navy, Shannon L., Wheeler, Lindsay B.

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Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students von Wheeler, Lindsay B., Palmer, Michael, Aneece, Itiya

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An exploratory study of teaching assistants' motivation for inquiry-based teaching in an undergraduate laboratory context von Wheeler, Lindsay B, Chiu, Jennifer L, Maeng, Jennifer L, Bell, Randy L

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Teaching Assistants' Perceptions of a Training to Support an Inquiry-Based General Chemistry Laboratory Course von Wheeler, Lindsay B, Maeng, Jennifer L, Whitworth, Brooke A

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The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development von Wheeler, Lindsay B., Bell, Randy L., Whitworth, Brooke A., Maeng, Jennifer L.

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Collaborative learning as constructivist practice: An exploratory qualitative descriptive study of faculty approaches to student group work von Taggart, Jessica, Wheeler, Lindsay B.

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Computational Methods in General Chemistry: Perceptions of Programming, Prior Experience, and Student Outcomes von Wheeler, Lindsay B., Chiu, Jennie L., Grisham, Charles M.

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Incorporating Argumentation through Forensic Science von Wheeler, Lindsay B., Maeng, Jennifer L., Smetana, Lara K.

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Supporting faculty with SoTL through an intensive SoTL Scholars program von Taggart, Jessica, Wheeler, Lindsay B., Dela Cruz, Kenn

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