Scott Lewis's Group Page

Evaluating pedagogical innovations

Our work in evaluating curriculum effectiveness has centered on the impact of reform pedagogy that targets General Chemistry. Most of this work focuses on the role of Peer-Led Team Learning a nationally disseminated reform. Past work has found that implementing this reform improves student success in the course, either through improved test scores or improved student retention (reduced withdrawals) while maintaining performance on test scores. Current research involves the development of a hybrid PLTL-flipped class approach (NSF support: DUE-1432085) and to explore the impact of PLTL on long-term retention of students' content knowledge (NSF support: DUE-1712164).* Relevant publications

Equity in chemistry educational settings

Research literature has shown clear relationships between incoming student characteristics (e.g. high school preparation) and success in college chemistry.  We seek to understand more about the nature of this relationship with the long-term goal of structuring an educational environment that promotes the success of all students.  Currently we are exploring the nature of chemistry assessment design in equitable outcomes. Relevant publications

Exploring chemistry assessment approaches

The nature of student assessment conveys to students what the instructor finds important.  We seek to develop and evaluate novel forms of chemistry assessments.  Current work is looking at the role of Creative Exercises and Measure of Linked Concepts to determine the ability of these assessments to measure retention of concepts and to recognize student success in means that may not be available through multiple choice questions (NSF support: DUE-1416006).* Relevant publications

Factors related to academic success

Student success in chemistry is related to a multitude of factors including prior preparation, student affect (e.g. motivation) and student actions during the course (e.g. study habits).  We seek to understand the relationships among student affect, student actions and student success to inform intervention to promote productive study habits and provide evidence-based suggestions to aid students. Relevant publications


We also work with the Center for Improving Teaching & Research in Undergraduate STEM Education to explore interdisciplinary research projects that span across science and math education.

*We are grateful for NSF's support. That said any findings, conclusions or recommendations from this work do not necessarily reflect the views of the National Science Foundation.