Lucas Hill

Ph.D.

Lucas B. Hill, Ph.D., is a researcher (III) and evaluator at the University of Wisconsin–Madison in the School of Education’s Wisconsin Center for Education Research (WCER).

From a research, evaluation, and organizational consulting perspective, his work primarily focuses on understanding and assessing the effectiveness of complex, large-scale, and collaborative higher education reform, particularly related to the preparation of faculty, the adoption of evidence-based pedagogical practices, and science, technology, engineering, mathematics (STEM) education reform.

His current portfolio consists of several National Science Foundation-funded projects, including Belonging in Field Education and the CIRTL Change Leadership Development Program. He earned his doctorate in Higher, Adult, and Lifelong Education from Michigan State University.

Select Publications

• Hill, L. B. (2023). Advancing SoTL through boundary-spanning leadership: A study of four CIRTL institutions. Innovative Higher Education, 1-22.
• Hill, L.B. (2022). Teaching professional development for graduate students. A chapter in Nguyen, D.J. & Yao, C.W. (eds), A handbook for supporting today’s graduate students. Stylus.
• Hill, L.B., Savoy, J.N., Bantawa, B., & Austin, A.E. (2019). Factors of success: Building and sustaining teaching professional development opportunities for STEM graduate students and postdocs. Higher Education Research and Development, 38, 1168-1182.
• Hill, L.B., Savoy, J.N., Austin, A.E., & Bantawa, B. (2019). The impact of multi-institutional STEM reform networks on member institutions: A case study of CIRTL. Innovative Higher Education, 44(3), 187-202.
• Austin, A.E., & Hill, L.B. (2023). Integrating research, teaching, and learning for a new America and the global community (pg. 326-446). A chapter in Taylor, O., Retland, R., & McGraw, K. (eds.), Higher education in a changing world. Santa Barbara, CA: Fielding Graduate University.
• Leibnitz, G., Gillian-Daniel, D.L., & Hill, L.B. (2021). Networking Networks: Leveraging STEM Professional Society “Boundary Spanners” to Advance Diversity, Equity, and Inclusion. NSF INCLUDES Rapid Community Reports.
• Hill, L. B. (2020). Understanding the impact of a multi-institutional STEM reform network through key boundary-spanning individuals. The Journal of Higher Education, 91(3), 455-482.