Kimberly Fluet

Kimberly Fluet

Associate Director for STEM Higher Education Outreach, Associate Director for Science Education Outreach
Center for Professional Development & Education Reform
LeChase Hall 349

kfluet@warner.rochester.edu
 
Education:
PhD, Cornell University (science teacher education; teaching, learning and social policy)
MEd, Florida Atlantic University (science education; curriculum and instruction)
BS, Spring Hill College (biology)


Kimberly Fluet is committed to transforming STEM education in higher education and K-12 school settings. She works in the STEM Higher Education Outreach and the Science Education Outreach areas of the Center for Professional Development and Reform, where she serves as a STEM external evaluator, educational researcher, and professional learning facilitator, depending on the goals and needs of the project and the participants.
 
Fluet’s evaluation, research, and facilitation interests include developing more diverse, equitable, and inclusive STEM experiences for underrepresented minority and first-generation students; supporting STEM faculty and K-12 science teachers in enacting student-centered pedagogical practices that lead to deep, meaningful understanding for all students; and identity development and communities of practice membership by individuals throughout the STEM educational ecosystem.
 
As a science teacher educator, and former high school science teacher, Fluet supports STEM educational reform by mentoring in-service science teachers in several National Science Foundation-funded projects, and by providing professional learning (NYSSLS/NGSS, OpenSciEd implementation, Ambitious Science Teaching pedagogies) and content-focused coaching to science teachers and school districts across western New York.
 
In addition, Fluet engages in research and evaluation of several grant-funded projects (e.g., IUSE, S-STEM) in higher education that reach students both locally and nationally. She utilizes quantitative and qualitative data collection and analysis techniques, often in tandem, as determined by the research and evaluation questions.