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Matt Kloser, Ph.D.

Director, Center for STEM Education; Faculty, ACE Teaching Fellows

Dr. Matt Kloser is the Director of the Center for STEM Education and a faculty member of the ACE Teaching Fellows and the Institute for Educational Initiatives.  He also serves as Director of the Notre Dame Excellence in Science and Math Education Initiative.


Kloser continues to teach science education courses in the Education, Schooling, and Society program, and science methods and assessment courses for ACE Teaching Fellows. His research focuses on issues of teaching and learning in science classrooms and labs.

He has been awarded the Journal of Research in Science Teaching (JRST) Award and was a National Association for Research in Science Teaching (NARST) Outstanding Dissertation Research Award Finalist.

Kloser is a proud graduate of the ACE program where he taught science and math in Birmingham, AL.


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



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



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).



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