Elizabeth L. Pier, PhD

Education

2017          PhD          Educational Psychology (Learning Sciences)

University of Wisconsin–Madison      

Dissertation:  Gatekeepers of science: A mixed methods investigation into the nature and effects of expert scientists’ multimodal discourse during scientific grant peer review  

2014          MS            Educational Psychology (Learning Sciences, Minor: Quantitative Methods

University of Wisconsin–Madison

2010          MA           Urban Education (School Policy and Administration)

Loyola Marymount University

2008          BS             Journalism (Minor: Psychology)

Northwestern University


Selected Honors & Awards

2017                            People's Choice Award

                                    2nd Annual Postdoctoral Research Symposium (Madison, WI)

2015 – 2016                Arvil S. Barr Fellowship

                                    School of Education, University of Wisconsin-Madison

2014                            Best Student Paper Award

11th International Conference of the Learning Sciences (Boulder, CO)


Research Experience

2017 – Present            Postdoctoral Research Associate

Center for Women's Health Research, University of Wisconsin-Madison

Exploring the Science of Scientific Review (NIGMS-NIH R01 Program).

Dr. Molly Carnes, Dr. Patricia Devine, and Dr. Cecilia Ford (Co-Principal Investigators)

2015 – 2017               Research Assistant

Center for Women's Health Research, University of Wisconsin-Madison

Exploring the Science of Scientific Review (NIGMS-NIH R01 Program).

Dr. Molly Carnes, Dr. Patricia Devine, and Dr. Cecilia Ford (Co-Principal Investigators)

Jan. – Aug. 2015         Project Assistant

Dept. of Educational Psychology, University of Wisconsin–Madison

National Center for Cognition and Mathematics Instruction (IES-Education Research and Development Centers Program)

Dr. Mitchell Nathan and Dr. Martha Alibali (Co-Principal Investigators)

2014 – 2015               Project Assistant

Dept. of Educational Psychology, University of Wisconsin–Madison

Connecting Mathematical Ideas through Animated Multimodal Instruction (IES-CASL Program)

Dr. Mitchell Nathan and Dr. Martha Alibali (Co-Principal Investigators)

2011 – 2013                Project Assistant

Dept. of Educational Psychology, University of Wisconsin–Madison

Tangibility for the Teaching, Learning, and Communicating of Mathematics (NSF-REESE Program)

Dr. Mitchell Nathan and Dr. Martha Alibali (Co-Principal Investigators)


Peer-Reviewed Journal Articles

Pier, E. L., Raclaw, J., Kaatz, A., Brauer, M., Carnes, M., Nathan, M. J. & Ford, C. E. (2017). “Your comments are meaner than your score:” Score Calibration Talk influences intra- and inter-panel variability during scientific grant peer review. Research Evaluation, 26(1), 1-14. doi: 10.1093/reseval/rvw025

Williams-Pierce, C.C., Pier, E. L., Walkington, C., Clinton, V., Boncoddo, R., Nathan, M.J., & Alibali, M. W. (2017).  What we say and how we do: Action, gesture, and language in proving.  Journal for Research in Mathematics Education48(3), 248-260. doi: 10.5951/jresematheduc.48.3.0248

Nathan, M., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C., & Alibali, M. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical reasoning. Learning and Instruction, 33, 182–193. doi: 10.1016/j.learninstruc.2014.07.001


Scholarly Book Reviews

Pier, E. L., & Nathan, M. J. (2016). A review of ‘Mathematics and the body: Material entanglements in the classroom.’ Journal for Research in Mathematics Education, 47(4), 423–427.


Refereed Conference Proceedings

Pier, E. L., Raclaw, J., Ford, C. E., Kaatz, A., Carnes, M., & Nathan, M. J. (2017). Videoconferencing in peer review: Exploring differences in efficiency and outcomes. Paper to be included in Proceedings of the 12th International Conference on Computer Supported Collaborative Learning. Philadelphia, PA: Drexel University.

Raclaw, J., Pier, E. L., & Ford, C. E. (2016). Reviewer interactions during NIH study section meetings. In A. L. DePass & D. E. Chubin (Eds.), Understanding Interventions that Broaden Participation in Science Careers (Vol. VIII, pp. 129 – 133). Philadelphia, PA: National Institutes of Health (NIH). 

Pier, E. L., Walkington, C. A, Williams, C., Boncoddo, R., Alibali, M. W., Nathan, M. J., & Waala, J. (2014). Hear what they say and watch what they do: Predicting valid mathematical proofs using speech and gesture. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the 11th International Conference of the Learning Sciences (pp. 649-656). Boulder, CO: University of Colorado.

N.B. This paper was awarded the Best Student Paper Award at ICLS 2014.                   

Walkington, C., Boncoddo, R., Williams, C., Nathan, M. J., Alibali, M. W., Simon, E., & Pier, E. L. (2014). Being mathematical relations: Dynamic gestures support mathematical reasoning. In W. Penuel, S. A. Jurow, and K. O’Connor (Eds.), Learning and Becoming in Practice: Proceedings of the Eleventh International Conference of the Learning Sciences (pp. 479-486). Boulder, CO: University of Colorado.

Williams, C. C., Pier, E. L., Walkington, C., Alibali, M. W., Nathan, M., Dogan, M. F., & Boncoddo, R. (2013).  Broadening what we perceive: An introduction to research methods for analyzing gesture and language. In Martinez, M., & Castro Superfine, A. (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1260 – 1263).  Chicago, IL:  University of Illinois at Chicago.

Boncoddo, R., Williams, C., Pier, E. L., Walkington, C., Alibali, M., Nathan, M., & Dogan, F. (2013).  Gesture as a window for justification and proof.  In Martinez, M., & Castro Superfine, A. (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 229-236).  Chicago, IL:  University of Illinois at Chicago.

Williams, C., Walkington, C., Boncoddo, R., Srirsurichan, R., Pier, E. L., Nathan, M., & Alibali, M. (2012). Invisible proof: The role of gestures and action in proof. In L.R. Van Zoest, J.-J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI.


Technical Reports & Working Papers

Pier, E. L., Raclaw, J., Nathan, M. J., Kaatz, A., Carnes, M., & Ford, C. E. (2015). Studying the study section: How group decision making in person and via videoconferencing affects the grant peer review process (WCER Working Paper No. 2015-6). Available from The University of Wisconsin–Madison, Wisconsin Center for Education Research website: http://www.wcer.wisc.edu/publications/workingPapers/papers.php


National & International Conference Presentations

Pier, E. L. (2017). Studying NIH Grant Peer Review. Talk presented to the National Institutes of Health Center for Scientific Review, Bethesda, MD.

Carnes, M. & Pier, E. L. (2017). Studying NIH Grant Peer Review. Talk presented to the National Institutes of Health Council of Councils, Bethesda, MD.

Pier, E. L., Raclaw, J., Ford, C. E.,  Kaatz, A., & Carnes, M. (2017). Collaborative discussion during NIH grant peer review improves internal agreement among reviewers, but exacerbates disagreement between different panels. In A. Kaatz & A. Cimpian (Co-Chairs), What we think, write, and say about science may influence scientific workforce diversity. Symposium presented at the 9th Conference on Understanding Interventions that Broaden Participation in Science Careers, San Antonio, TX.

Pier, E. L., Raclaw, J., Kaatz, A., Carnes, M., & Ford, C. E. (2016). Group communication and interaction in the scientific peer review process: How score calibration talk influences reviewer reliability. Paper presented to the 102nd National Communication Association Conference, Philadelphia, PA. 

Pier, E. L., Raclaw, J., Ford, C. E., & Nathan, M. J. (2016). Studying the study section: How collaborative decision making and videoconferencing impacts the grant peer review process. Poster presented at the 2016 Annual Meeting of the American Educational Research Association, Washington, D.C.

Raclaw, J., Pier, E. L., & Ford, C. E. (2016). “Score talk” and its impact: A conversation analytic investigation of reviewer interaction during NIH study section meetings. In C. Rankins (Chair), NIH Peer Review. Symposium presented at the 8th Conference on Understanding Interventions that Broaden Participation in Science Careers, Philadelphia, PA.

Pier, E. L., Walkington, C. A., Boncoddo, R., Clinton, V., & Nathan, M. J. (2015). Show and tell: Using students' speech to predict dynamic gesture production during proof. Poster presented at the 2015 Annual Meeting of the American Educational Research Association, Chicago, IL. 

Pier, E. L., Walkington, C. A., Clinton, V., Boncoddo, R., & Nathan, M. J. (2014). Exploring computerized text analysis to predict the validity of students’ proof construction. Paper presented at the 2014 Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Pier, E. L., Walkington, C., Boncoddo, R., Nathan, M., & Alibali, M. (2013). Investigating the learning impact of coordinating STEM representations in digital electronics. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Walkington, C., Nathan, M., Alibali, M., Pier, E. L., Boncoddo, R., & Williams, C. (2013). Projection as a mechanism for grounding mathematical justification in embodied action. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, CA.

Walkington, C., Srisurichan, R., Nathan, M., Williams, C., Alibali, M., Boncoddo, R., & Pier, E. (2012). Grounding geometry justifications in concrete embodied experience: The link between action and cognition. Paper presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, Canada

Srisurichan, R., Boncoddo, R., Ledesma, I., Pier, E. L., Nathan, M. J. & Alibali, M. W. (2012). Addressee gesture as a means to foster common ground in the classroom. In R. B. Church (chair), Navigating the connections among mathematical representations: Exploring gesture’s role during mathematical instruction. Symposium presented at the 5th conference of the International Society for Gesture Studies. Lund, Sweden.


Regional Presentations

Pier, E. L. (2017, September). Collaborative discussion in grant peer review meetings increases intra-panel agreement but decreases inter-panel agreement. Talk presented at the UW-Madison Postdoctoral Research Symposium. Madison, WI: University of Wisconsin-Madison.

Pier, E. L. (2017, September). Grants & Gestures: What expert scientists’ hands can tell us about the scientific grant peer review process. Talk presented at the Bias Research to promote Equity and Diversity (BREAD) Group. Madison, WI: University of Wisconsin-Madison.  

Pier, E. L. (2016, December). Subjectivity and variability in NIH R01 grant peer review: The role of Score Calibration Talk. Talk presented at the Bias Research to promote Equity and Diversity (BREAD) Group. Madison, WI: University of Wisconsin-Madison.

Pier, E. L. (2016, October). Score Calibration Talk in scientific grant peer review. Talk presented at the 2016 Learning Sciences Research Symposium. Madison, WI: University of Wisconsin-Madison.

Pier, E. L., Raclaw, J., Kaatz, A., Brauer, M., Carnes, M., Nathan, M. J., and Ford, C. E. (2016, October). The fallibility of expert scientists: How Score Calibration Talk undermines fairness in the scientific peer review process. Poster presented at the 2016 Learning Sciences Graduate Student Conference. Chicago, IL: University of Illinois-Chicago.

Pier, E. L. (2015, October). Predicting valid mathematical proofs from students’ speech and gestures. Talk presented at the 2015 Learning Sciences Research Symposium. Madison, WI, University of Wisconsin-Madison.

Pier, E. L. (2014, May). The role of speech and gesture in student thinking and learning. Talk presented to the Goldin-Meadow Laboratory. Chicago, IL: The University of Chicago. 

Pier, E. L., & Nathan, M. J. (2014, May). Examining the impact of coordinating multiple representations on student learning and performance in digital electronics. Poster presented at the 2014 Wisconsin Alumni Research Foundation Discovery Challenge. Madison, WI: University of Wisconsin-Madison.

Pier, E. L., & Nathan, M. J. (2012, September). Does coordinating multiple representations foster learning in digital electronics? Poster presented at the 2012 Department of Educational Psychology First Year Poster Session. Madison, WI: University of Wisconsin-Madison.


Additional Honors & Awards

2017          Student Travel Award ($360)

Research, Admissions, Fellowships, and Awards Committee

Department of Educational Psychology, University of Wisconsin-Madison

2017          Conference Presentation Funds Award ($600)

Office of Diversity, Inclusion and Funding in the Graduate School

University of Wisconsin-Madison

2016          Mellon-Wisconsin Dissertation Writing Camp

Graduate School, University of Wisconsin-Madison

2016          American Educational Research Association

Division C: Learning and Instruction

Graduate Student Seminar Participant

2016          Patricia and Michael Busk Travel Award ($500)

Department of Educational Psychology, University of Wisconsin-Madison

2016          Conference Presentation Funds Award ($600)

Office of Diversity, Inclusion and Funding in the Graduate School

University of Wisconsin-Madison

2015          Love of Learning Award ($500)

The Honor Society of Phi Kappa Phi

2015          Conference Presentation Funds Award ($600)

Office of Diversity, Inclusion and Funding in the Graduate School

University of Wisconsin-Madison

2015          Student Travel Award ($360)

Research, Admissions, Fellowships, and Awards Committee

Department of Educational Psychology, University of Wisconsin-Madison

2014          Patricia and Michael Busk Travel Award ($500)

Department of Educational Psychology, University of Wisconsin-Madison

2013          Fellow, Doctoral Research Program

School of Education, University of Wisconsin-Madison

2013          Phi Delta Kappa International

2012          The Honor Society of Phi Kappa Phi


Professional Affiliations

American Educational Research Association – Division C: Learning & Instruction

International Society of the Learning Sciences

Psychology of Mathematics Education (North American Chapter)  

Society for Text and Discourse

National Communication Association

Phi Delta Kappa International           

The Honor Society of Phi Kappa Phi           


Teaching Experience

Summer 2014              Lecturer, Department of Educational Psychology

University of Wisconsin–Madison

Educational Psychology 301: Human Abilities and Learning

2013 – 2014                Teaching Assistant, Department of Educational Psychology

University of Wisconsin–Madison

Educational Psychology 301: Human Abilities and Learning

2009 – 2010                New Millennium Secondary School (Carson, CA)

9th and 10th grade English teacher and Drama Director

2008 – 2009                Los Angeles Academy Middle School, (Los Angeles, CA)

8th grade English teacher

Summer 2008             Markham Middle School, (Los Angeles, CA)

Middle school ESL teacher


Service

Reviewer for Journal of Learning Analytics (2017)

Reviewer for the 2017 Conference on Computer Supported Collaborative Learning (Philadelphia, PA)

Reviewer for the 2017 American Educational Research Association Annual Meeting, Division C – Section 2b: Learning & Motivation in Cultural Contexts and SIG – Learning Sciences

Reviewer for The Journal of the Learning Sciences (2016)

Reviewer for the 2016 Learning Sciences Graduate Student Conference (Chicago, IL)

Reviewer for the 2016 Student Research Grants Competition (University of Wisconsin-Madison)

Reviewer for the 2016 International Conference of the Learning Sciences (Singapore)

Reviewer for the 2016 American Educational Research Association Annual Meeting, Division C – Section 2a: Cognitive and Motivational Processes, Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts, SIG – Learning Sciences, and SIG – Cognition and Assessment

Session Chair, “Cognition and Assessment in Practice,” sponsored by the Cognition and Assessment SIG at the 2015 American Educational Research Association Annual Meeting

Communications Officer for the Graduate Student Association, Division C: Learning & Instruction of the American Educational Research Association (2014 – 2015)

Reviewer for the 2015 American Educational Research Association Annual Meeting, SIG – Cognition and Assessment. Graduate Student Reviewer, Division C, Section 2a: Cognitive and Motivational Processes, SIG – Learning Sciences, and SIG – Cognition and Assessment. 

Graduate Student Reviewer for the 2014 American Educational Research Association Annual Meeting, Division C for Section 1d: Science, Section 1e: Engineering & Computer Science Education, Section 2b: Learning and Instruction, and Section 3b: Technology-Based Environments; and SIG – Urban Learning, Teaching and Research

Graduate Student Volunteer for 2013 10th International Conference on Computer Supported Collaborative Learning

Graduate Student Reviewer for the 2013 American Educational Research Association Annual Meeting, Division C Section 1e: Engineering & Computer Science Education


Last updated June 7, 2017