Dr. Meredith Kier is an Associate Professor of Science Education. She directs the secondary science teaching program and is a co-investigator of the William & Mary Noyce Scholar’s Program. Dr. Kier’s work focuses on equity in science, technology, engineering, and mathematics (STEM) education. Her research applies the tenets of critical race theory in education (Ladson-Billings & Tate, 1995) to design-based implementation research methods (Penuel et al., 2011). Specifically, she examines how the stories and capital of communities of color serve as a basis for curricular decisions in STEM, challenge the dominant Eurocentric and technocentric discourse in these fields, and promote social-justice teaching. Her work has been disseminated in a variety of peer-reviewed research and practitioner journals. Prior to pursuing her Ph.D. in Science Education from North Carolina State University, Dr. Kier was a high school science teacher in Virginia and North Carolina.
Ph.D. in Science Education, North Carolina State University, 2013
Master’s Degree in the Art of Teaching, James Madison University, 2007
Bachelor’s Degree in Biology, James Madison University, 2006
Awards and Honors
Gerdelman Family Term Distinguished Associate Professor, 2021
Plumeri Award for Faculty Excellence, William & Mary, 2021
Taylor Reveley, III, Interdisciplinary Faculty Fellow, William & Mary, 2020
Janet B. Straffer Award, William & Mary, 2020
William & Mary Alumni Fellows Award Recipient for Outstanding Teaching at the University, 2019
(* indicates graduate or undergraduate co-author)
Grillo, M.H*, & Kier, M.W. (2021). Why do they stay? An exploratory analysis of identities and commitment factors associated with teaching retention in high-need school contexts. Teaching and Teacher Education, 105, 103423.
Kier, M. W., & Blanchard, M. R. (2021). Eliciting students’ voices through STEM career explorations. International Journal of Science and Mathematics Education, 19(1), 151-169.
Kier, M.W., Grob, L.A.*, Leffel, K.G.*, Khalil, D., & Carroll, T.* (2021, in press). Culturally relevant partnerships in the engineering design process. NSTA Science Scope.
Grillo, M.H.* & Kier, M.W. (2021, in press). Designing for justice: The rationale for course-decisions to prepare culturally competent STEM teacher advocates for high-need schools. Innovations for Science Education.
Khalil, D., & Kier, M.W. (2020). Equity-centered design thinking in STEM instructional leadership. Journal of Cases in Educational Leadership, 1555458920975452.
Kier, M.W, & Clark, K.B. (2020). The rapid response of William & Mary’s School of Education to support preservice teachers and equitably provide mentoring to elementary learners in a culture of an international pandemic. Journal of Technology and Teacher Education, 28(2), 321-327.
Kier, M.W. & Chen, J. A. (2019). Kindling the fire: Sparking and maintaining pre-service science teachers’ interest to teach in high-needs schools. Science Education, 103, 875–899.
New possibilities for broadening the impacts of middle school engineering through a partnership between teachers and underrepresented minority engineering college students (Award # 1932739) National Science Foundation program in Early Concept Grant for Exploratory Research, $296,460.
Preparing Equity-Minded Mathematics and Science Teachers to Work with Diverse Communities of Learners (Award #1758419) [Grant]. National Science Foundation program in Division of Undergraduate Research, $1,198,866.
E-Communities: Investigating How a Collaboration between Engineers and Teachers Influences Underserved Youth’s Participation in Engineering Design (Award # 1510347). National Science Foundation program in Innovative Technology Experiences for Students and Teachers, $946,273.
Recruitment, Preparation, and Retention of Mathematics and Science Teachers: Noyce Scholars II Program at the William & Mary (Award # 1339939). National Science Foundation program in Division of Undergraduate Research, $959,823.