Dr. Meredith Kier is an associate professor of science education. She prepares elementary and secondary teachers to teach science through equitable practices that engage all learners and also supports practicing teachers in the field to incorporate project-based learning and engineering design in their science lessons. Prior to being a professor at William & Mary, she served as a faculty member at Howard University in Washington D.C preparing science teachers; she also taught high school biology. While at Howard University, she was awarded an NSF ITEST award for her project E-Communities: Investigating How a Collaboration Engineers and Teachers Influences Underserved Youth's Participation in Engineering Design. She continues this work at William & Mary with her colleagues at Howard, and also serves as co-PI on an NSF Noyce Award to recruit and prepare secondary preservice teachers to teach in high needs schools. Dr. Kier strives to rigorously research and collaborate with experienced researchers across the country to gain traction on finding the most equitable methods of teaching science. She regularly presents her work at local, national, and international conferences and publishes her work in a variety of scholarly and practitioner journals.
Ph.D. in Science Education, North Carolina State University, 2013
MAT in Secondary Teacher Education, James Madison University, 2007
B.S. in Biology, James Madison University, 2006
Kier, M.W.* & Khalil, D.* (2017, in press). Critical Race Design: A Theoretical And Methodological Approach To Anti-Racist Design-Based Research. Manuscript in Review in International Journal of Adult Vocational Education and Technology. * Denotes co-first authors
Kier, M.W. & Lee, T.D. (2017). Investigating Motivations and Elementary Science Teacher Identity in Preservice Teachers Enrolled in Elementary Science Concentration Courses. Teaching and Teacher Education 61, 199-210.
Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The Development of the
STEM Career Interest Survey (STEM-CIS). Research in Science Education, 44(3), 461-481.
Albert, J., Blanchard, M., Kier, M., Carrier, S., & Gardner, G. (2014). Supporting Teachers' Technology Integration: A Descriptive Analysis of Social and Teaching Presence in Technical Support Sessions. Journal of Technology and Teacher Education, 22(2), 137-165.