Dr. Scott is not currently accepting new students.

Alligator Chemoreception and Disease

Thesis, doctoral and early research focused on field studies of Alligator mississippiensis as related to chemoreception, gross innervation of the nose and tongue, and electron microscopy studies on taste buds.  Later research focused on parasitic communities throughout the life history of the alligator and other reptiles.

Science Education Policy

One of the highest needs in the U.S. today is attracting and retaining more students in the fields of Science, Technology, Engineering and Mathematics (STEM).  Such efforts must impact our K20 education systems, in addition to institutions of higher education.  Research in these areas inform how students learn in addition what teaching strategies promote the deepest learning.  Such research must inform how we prepare future teachers and where professional development in the disciplines is most needed.  Critical to the success of such efforts, learning and teaching practices must serve all populations, especially those historically underserved and underrepresented.  Meeting the STEM demand is vital our prosperity and security.

Dr. Scott has examined K12 data from across Texas and presented findings to National Academy members of Medicine, Engineering and Science.  The program he created, aggieTEACH, along with other STEM certification programs on campus, lead the state in university-prepared mathematics and science teachers.  He has been named to the Science and Mathematics Teaching Imperative of the Association of Public and Land-grant Universities, as well as the national 100Kin10 movement.  Professional Development programs have impacted hundreds of teachers and thousands of K12 students.  Today he focuses his research efforts more on student success at the college level.

1. 2016, Whitfield, J.G., H. Waxman, T.P. Scott.  Comparing Robert Noyce Scholars and Non-Robert Noyce Scholars Perceptions of Teaching.  Journal of Research in STEM Education, Volume 2:90-105.
2. 2016, Toby, E., T. Scott, D. Migl, E. Kolodziej.  Supplemental Instruction in Physical Chemistry I.  The Learning Assistance Review, Volume 21:71-79.
3. 2015, Scott, T.P., A. Bentz, S. Thigpin.  Transfer Learning Community:  A Model to Support STEM Majors after Transfer from Two-Year Institutions.  Journal of College Student Retention:  Research, Theory & Practice (2015): 1521025115621919.
4. 2014, Scott, T.P., C. Schroeder, H. Tolson, T. Huang, O. Williams.  A Longitudinal Study of a 5^th Grade Science Curriculum Based on the 5E Model.  Science Educator, Summer 2014, Volume 23: 49-55.
5. 2011, Scott, T.P., H. Tolson, and T. Huang.  2011.  Haunted by High School No More.  Journal of College Admission, Number 212: 4.
6. 2011, Scott, T.P., C. Wilson, D.R. Upchurch, M. Goldberg and A. Bentz.  2011.  The USDA and K-12 Partnership: A Model for Federal Agencies.  Journal of Natural Resources & Life Sciences Education, Volume 40: 29-35.
7. 2010, Scott, T.P., H. Tolson, and Y. Lee.  Assessment of Advanced Placement Participation and University Academic Success in the First Semester: Controlling for Selected High School Academic Abilities.  Journal of College Admission, Number 208:27-30.
8. 2009, Scott, T.P., H. Tolson, and T. Huang.  Predicting Retention of Mathematics and Science Majors at a Research One Institution Based on Selected Pre-College Characteristics.  Journal of College Admission, Number 204: 20-24.
9. 2007, Schroeder, C.M., T.P. Scott, H. Tolson, T. Huang, Y. Lee.  A Meta-Analysis of National Research: The Effects of Teaching Strategies on Student Achievement in Science.  Journal of Research in Science Teaching, Volume 44:10.
10. 2006, Scott, T.P., J. Parrott, C. Stuessy, K.P. Blount, and A. Bentz.  Math and Science Scholars Program:  A Model for the Recruitment and Retention of Pre-Service Mathematics and Science Teachers.  Journal of Science Teacher Education, 17:389-411.