Matthew Kloser

Contact Information

klosercenter Matthew Kloser
107 Carole Sandner Hall


Notre Dame Center for STEM Education (@STEMatND)


Doctorate of Philosophy in Education, Science Education - Stanford University

Master of Science, Biology, Stanford University

Master of Education, University of Notre Dame

Research interests

Cognition and Instruction in Science Education
Core Science Teaching Practices
Assessment and Measurement of Teacher Practice
STEM Approaches in Catholic Schools



  • Journal of Research in Science Teaching (JRST) Outstanding Paper Award, National Associaton of Research in Science Teaching


  • "Research Worth Reading" Selection, National Association of Research in Science Teaching


  • National Association for Research in Science Teaching (NARST) Outstanding Dissertation Research Award Finalist
  • NARST Oustanding Paper Award


  • Gerald J. Lieberman Fellowship


Select publications

Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8).

Kloser, M. J. and Brownell, S. E. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 1 – 20.

Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185 – 1217.

Kloser, M. & Bofferding, L. (2014). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research.

Brownell, S., Kloser, M., Fukami, T., Shavelson, R. (2013). Context matters: Volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses. Journal of Microbiology and Biology Education, 14(2), 176 – 182.

Kloser, M. (2013). Exploring high school biology students’ engagement with more and less epistemologically considerate texts. Journal of Research in Science Teaching, 50(10), 1232 – 1257.

Kloser, M., Brownell, S., Fukami, T., Shavelson, R. (2013). Effects of a research-based ecology lab course: A study of non-volunteer achievement, self-confidence and perception of lab course purpose. Journal of College Science Teaching, 42(3), 72 – 81.

Kloser, M. (2012). A place for the nature of biology in biology education. Electronic Journal of Science Education, 16(2), 1-21.

Martinez, J. F., Borko, H., Stecher, B., Luskin, R., Kloser, M. (2012). Measuring quality assessment in science classrooms through artifacts and self-report. Educational Assessment, 17(2-3), 107-131.

Kloser, M. (2011). The impact of traditional textbook and epistemologically transparent accounts on high school biology students' interest, comprehension, and epistemology. (Doctoral dissertation).


Matthew Kloser is the founding director of the Center for STEM Education and a faculty member and Fellow of the Institute for Educational Initiatives at the University of Notre Dame. Dr. Kloser’s research focuses on issues of teaching, learning, and assessment in science classrooms with a special focus on biology education. His research includes experimental studies that identify affordances and constraints of learning biology from different text types, mixed methods studies focused on assessment implications for student outcomes, and the relationship between core instructional practices and student outcomes. Dr. Kloser received his M.Ed. through the Alliance for Catholic Education program at the University of Notre Dame and taught high school physics and math for five years prior to earning his M.S. in biology and Ph.D. in science education from Stanford University.