Contact InformationMatthew Kloser
Director, Notre Dame Center for STEM Education
107 Carole Sandner Hall
Department/affiliationInstitute for Educational Initaitives
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
- Core science teaching practice
- Science assessment and measuring teacher assessment practice
- Literacy and texts in science education
Epistemology and science learning
- National Association for Research in Science Teaching (NARST) Outstanding Dissertation Research Award Finalis
- NARST Oustanding Paper Award
- Gerald J. Lieberman Fellowship
Martinez, J.F., Borko, H., Stecher, B., Luskin, R., Kloser, M. (in press). Measuring quality assessment in science classrooms through artifacts and self-report. Educational Assessment.
Kloser, M., Brownell, S., Fukami, T., Shavelson, R. (in press). 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.
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).
Manuscripts in Review:
Kloser, M. (in review). A place for the nature of biology in biology education.
Kloser, M. (in review). A Comparison of High School Students' Think-Alouds of Traditional Biology Textbook Accounts and Narratives of Historical Experiments.
Kloser, M. (in review). Determining a core set of science teaching practices: A Delphi expert panel approach.
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.