Scott Lewis's Group Page

Evaluating Curriculum Effectiveness

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. Ongoing work evaluates long-term impacts of such reforms and the incorporation of PLTL with flipped classes. This work has recently been supported by the National Science Foundation* DUE-1432085 and DUE-1712164 to conduct a three year implementation and evaluation.

Developing Novel Student Assessments

This work is partially supported by the National Science Foundation* DUE-0941976(1416006) and focuses on the development of novel assessments to measure student learning. Current work has developed and collected evidence for the validity of Creative Exercises (CEs). CEs are an open-ended assessment designed to promote students linking chemistry content within a course. Linking content is thought to be key to meaningful learning in numerous educational theories. Ongoing projects are examining the nature of linked concepts, to relate student performance in these assessments to students' retention of content and to develop similar assessments that can be used in large classes. Along with these projects there is a general interest in examining evidence of validity in any chemistry assessments.


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.