Kelly L. Boles is an assistant professor of educational data science in the Department of Theory and Practice in Teacher Education at the University of Tennessee, Knoxville.

Her research seeks to identify, examine, and address geographic variability in learning opportunities—for teachers, students, and their greater communities. Motivated by her K-12 mathematics, computer science, and engineering teaching career in rural Central Appalachia, Boles examines the non-neutral role of space in learning. Specifically, she investigates how spatial contexts support or constrain opportunities and outcomes for all learners, particularly within STEM domains. Combining her experience and training in educational data science, teacher learning, rural education and mathematics education, her work particularly attends to geographic differences in teachers’ formal and informal professional learning opportunities. Ultimately, the goal of Boles’s research program is to support teachers and students, across all geographic communities, in accessing and realizing robust, high-quality STEM learning experiences.

personal website: website: kellylboles.com