Matthew Kloser

Contact Information

klosercenter Matthew Kloser
Director, Notre Dame Center for STEM Education
107 Carole Sandner Hall


Institute for Educational Initaitives; Notre Dame Center for STEM Education


2011  Ph.D, Science Education, Stanford University

2010  M.S., Biology, Stanford University

2004  M. Ed., University of Notre Dame

2002  B.A., History and Pre-Professional (Pre-Medicine) Studies

Research interests

  • Core science teaching practice
  • Science assessment and measuring teacher assessment practice
  • Literacy and texts in science education
  • Epistemology and science learning
  • STEM-focused schools



  • Journal of Research in Science Teaching (JRST) Award


  • 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. 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.

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.

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.

Brown, B.; Henderson, B.; and Kloser, M. (2012). Bridging cultures: The role of cultually relevant pedagogy, discursive identity, and conceptual continuities in the promotion of scientific literacy. In Moore, J. L. III and Lewis, C.W. (Eds.) Urban School Contexts for African American Students: Crisis and prospects for improvement. New York: Peter Lang Publishers.

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


Dr. Kloser is the founding director of the Notre Dame Center for STEM Education in the Institute for Educational Initiatives at the University of Notre Dame.

Prior to joining the Notre Dame faculty, he spent five years at Stanford University as a doctoral student and post-doctoral scholar in the Center to Support Excellence in Teaching. Dr. Kloser's teaching experience began as part of the ACE Service through Teaching program at Holy Family High School, where he taught physics and math. He continued teaching Advanced Placement Physics at St. Joseph High School in South Bend, IN.

Dr. Kloser's research focuses broadly on issues of teaching, learning, and assessment in science classrooms, with a special focus on biology education. His research includes the design and assessment of undergraduate biology labs, the measurement of science teacher assessment efficacy, and experimental studies that identify affordances and constraints of learning biology from different text types.

His most recent research focuses on the identification of core science teaching practices and developing ways to improve enactment of these practices. He has worked on projects supported by the National Science Foundation, the Spencer Foundation, NASA, and W.T. Grant Foundation.

A research collaboration involving Kloser and Sidney D'Mello, another Institute Fellow, will seek to combat student inattentiveness in STEM learning. The project recently received a three-year grant from the National Science Foundation totaling $550,000.