Faculty and Staff
Ashlee Lewis, Ph.D.
|Title:||Research Assistant Professor
|Department:||Office of Program Evaluation
College of Education
|Resources:||Curriculum Vitae [pdf]|
Dr. Lewis earned her Ph.D. in Foundations of Education from the University of South Carolina in 2013. She completed an M.Ed. in Educational Research from the University of South Carolina in 2008. She holds a bachelor’s degree in music (vocal concentration) from Columbia College.
Dr. Lewis' work spans a variety of areas and includes dual focuses on program evaluation and foundations of education. Her program evaluation work is often mixed methods with a focus on qualitative methodologies. She has examined arts education programs across South Carolina and is currently evaluating a documentary filmmaking program in local underserved high schools. Much of her program evaluation work has centered on teacher professional development programs and has spanned many content areas, including ocean sciences, U.S. history, visual and performing arts, and science inquiry.
In the broad area of educational foundations, Dr. Lewis studies the ways in which race is constructed and lived through a variety of educational contexts. Her work has included examinations of the racialized experiences of international graduate students in the United States and explorations of student perceptions of how race and racial inequity is addressed in doctoral programs.
Dr. Lewis has taught EDFI 300: Schools in Communities and EDRM 423: Classroom Assessment and EDFI 731: Qualitative Research in Education. She is a frequent guest lecturer for courses in the College of Education.
Lewis, A. (Forthcoming, 2015). Making meaning of race and racialization in the lives of five international graduate students. In K. Bista & C. Foster (Eds.), International Student Mobility, Services, and Policy in Higher Education. Hershey, PA: IGI Global.
Jay, M., Wilson, B., Lewis, A. & Wills, L. (2012). Exploring ‘race talk’ in the education classroom: Doctoral student reflections. Journal of Diversity in Higher Education, 5(3), 123-137.