Inclusive and integrated STEM education, STEM teacher preparation, Education for Sustainability, and Indigenous/Higher Education collaborations

Dr. Angela Stoltz (she/her) is Assistant Clinical Faculty in the College of Education's Teaching, Learning, Policy, and Leadership Department where she primarily serves as the Middle Grades Mathematics and Science Professional Development School (PDS) Coordinator. As PDS coordinator, Dr. Stoltz supports Middle Grades Math and Science undergraduate and graduate level teacher candidates, their university supervisors, and their school district mentor teachers who are employees in our partnership schools located across Montgomery, Prince George's, Howard, and Anne Arundel counties. Dr. Stoltz also teaches Curriculum and Instruction in Elementary Education: Mathematics; Interdisciplinary Teaching in the Middle Grades; Problem-Solving and Innovative Thinking in the Mathematics Classroom, and Assessing Mathematical Understanding. Dr. Stoltz has collaborated with citizens of the Piscataway Conoy Tribe to launch the university's first Piscataway-developed and led course, HNUH268W, Where the Waters Blend: Contemporary Indigenous perspectives on History, traditions, and modern issues. She has served as PI and co-PI on a variety of grant-funded projects focused on culturally inclusive and sustainability-focused curricula in STEM education. Dr. Stoltz earned her Ph.D. in Curriculum and Instruction (Mathematics Education) at the ֲý of Maryland in 2019. Her dissertation applied a socio-cultural framework and mixed methods research to examine the persistence and success of undergraduates enrolled in developmental mathematics courses at a large public university. She earned her Master's degree in Education in 2006 at Wilmington ֲý and her Bachelor's degree in Social Sciences at the ֲý of Delaware in 2001. In her 18 years as an educator, she has served students in middle school mathematics, adult education (GED prep, Adult Basic Education, and English Language Learners), and college (community college and university). Her research is focused on inclusive and integrated STEM education, STEM teacher preparation, education for sustainability, and Indigenous/Higher Education collaborations.

Fey-Graeber Fellow

Deans Fellow

  • College of Education Outreach Award, 2022.
  • Fey-Greaber Fellow, ֲý of Maryland, 2013 - 2018.
  • Dean’s Fellow, ֲý of Maryland, 2016. 
  • Stoltz, A. et al. (2022). Tribal Collaborations and Indigenous Representation in Higher Education:
    Challenges, Successes, and Suggestions for Attaining the SDGs. In: Mbah, M.F., Leal Filho, W.,
    Ajaps, S. (eds) Indigenous Methodologies, Research and Practices for Sustainable Development.
    World Sustainability Series. Springer, Cham.

  • Lin, J., Stoltz, A., Rappeport, A., and Aruch, M. (2021). Decolonization and Transformation of Higher Education for Sustainability: Integrating Indigenous Knowledge into Policy, Teaching, Research, and Practice. Journal of International & Comparative Higher Education, vol. 13, issue 3, pp. 134-156.

  • Jing Lin, Genevieve Hiltebrand, Angela Stoltz & Annie Rappeport (2021) Environmental justice must include the rights of all species to life and respect: integrating indigenous knowledge into education, International Studies in Sociology of Education, 30:1-2, 93-112, DOI: 10.1080/09620214.2020.1854827

  • Stoltz, A., Goffney, I, Buli, T., Ivy, K., & Terrell Shockley, E. (2020, October). Teacher candidates' implementation of equitable mathematics teaching practices: An examination of divergent paths. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (2020). Mathematics Education Across Cultures: Proceedings of the forty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (1692-1697). Available at:

  • "The Persistence and Success of Undergraduates in Remedial Mathematics: A mixed methods study on mathematics socialization and segregated spaces in undergraduate education." (Dissertation, 1/2/2020; )

  • “Teacher Candidates Understanding of Equitable Mathematics Teaching." PME-NA. November 2019 (Co-authored with Kelly Watson-Ivy, Tarik Buli, Imani Goffney, and Ebony Terrell-Shockley).

  • “sd2017 reACT: Resilient Adaptive Climate Technology.” SEES, Cambridge, UK. June 2018. (Co-authored with Oluwadara Owoeye, Patricia Cossard, and Laura Kerlin). 

  • “Noticing for Equity: Emerging Themes From Video Club Discussions Focused on Algebraic Thinking.” AERA, San Antonio, TX. April 2017. Co-presented with Alice LaRue Joy Cook and Janet Dawn Kim Walkoe.

  • “Agency and Persistence of Freshman and Sophomore Undergraduate Students.” PMENA, Tucson, AZ. November 2016.

  • “Examining Voice in Reform Remedial Mathematics Texts: A comparative linguistics analysis.” PME-NA, Tucson, AZ. November 2016. 

Conferences, Workshops, and Talks Refereed Presentations:

  • "Supporting Secondary Math and Science Candidates in edTPA." 2018 Teacher Performance Assessment Conference. October 2018. San Jose, CA (Co-presented with Tranae Johnson)
  • “Countering Marginalization in STEM: Nanticoke Beliefs and Practices Involving Shape, Form, Structure, and Efficiency.” National Association for Multicultural Education (NAME) Conference. November 2016. Cleveland, OH. 
  • “Preparing Culturally Responsive STEM Educators: From the post-secondary classroom to the K-12 classroom.” National Conference on Race and Ethnicity in Higher Education (NCORE), Washington, DC. May 2015. Co-presented with Alice Cook. 
  • “Change on the Ground: Students and Schools: Preparing Culturally Responsive STEM Educators from Postsecondary to K-12”. Young Education Professionals (YEP) DC, Washington, D.C. March 2015. Co-presented with Alice Cook. 
  • “Micro-messaging to Reach and Teach Every Student: Educator’s equity (EE) STEM professors’ action research findings”. Maryland Collegiate STEM Conference. Montgomery College, Germantown, MD. November 2014. Co-presented with Community College of Baltimore County (CCBC) Faculty. 

Non-Refereed Presentations:

  • "Supporting Secondary Math and Science Candidates in edTPA." 2019 Mid-Atlantic edTPA Conference. September 2019. (Co-presented with Tranae Johnson)
  • “reACT: Resilient Climate Adaptive Technology,” National Museum of the American Indian, Washington, DC, 2017. 
  • “reACT: Resilient Climate Adaptive Technology,” Nanticoke Indian Association, Tribal Council Meeting, Millsboro, De. 2017.
  • “The Nanticoke and Indigenous Knowledge Systems," presentation to the sd2017reACT team, ֲýCP.
  • “Preserving the History of the Nanticoke’s Public School Education,” Nanticoke Indian Association, Tribal Council Meeting, Millsboro, De. 2015.
  • “Micro-messaging to Reach and Teach Every Student: Reducing Students’ Failure and Withdrawal Rates in Developmental Mathematics Classes”. Frederick County Public School District Leadership. Frederick, MD. April 2014.

Significant Works in Public Media Commentary / Analysis:

  • “Maryland reACT House Celebrates the 7th Generation Principle,” Lucas Sustainable, online blog, interview commentary, 
  • “Maryland group applies indigenous knowledge to a solar home,” Big Ten Network, online Big Ten news, interview commentary, 
  • "Solar Decathlon 2017. Team Maryland. ֲý of Maryland. Menu.” U.S. Department of Energy, reACT client relations team, co-author of Market Potential document,  etpotential.pdf
  • “Solar Decathlon 2017. Team Maryland. ֲý of Maryland.” U.S. Department of Energy, reACT leadership team, narrative development,  
  • “Solar Decathlon 2017. Team Maryland. ֲý of Maryland. Menu.” U.S. Department of Energy, reACT leadership team, menu consultant,  TV / Radio Broadcast “Solar Decathlon. 
  • The ֲý of Maryland. Fox 5 College Tour,” interview, 
  • Team Maryland, team website, “Meet the Team,”  “Solar Decathlon 2017. ֲý of Maryland. Client Report,” U.S. Department of Energy, reACT client relations team, co-author, 2017.
  • NOAA B-WET Grant: Thirteen Moons: Indigenous Knowledge and Culturally Responsive Pedagogies for Conservation, Sustainability, and Stewardship. Co-PI. In collaboration with Amy Green and Wayne Breslyn (2023, $149,386).
  • Dean's Initiative Grant: The Maryland KidWind Initiative: Supporting K12 students' engagement in clean energy design and build competitions through research-practice partnerships (RPPs). PI. (2022, $24,985.00).
  • Teaching Learning Transformation Center Experiential Learning Grant: Advancing Innovative Climate Change Education through Contextualized and Experiential Mathematics. Co-PI. In collaboration with Amy Green and Adam Frederick (2022, $14,026).
  • Teaching Learning Transformation Center Experiential Learning Grant: integrationLab (iL): A Proposal for an Applied Improvisation Seminar Collaboration. PI and faculty support for graduate student, Christine Alexander (2022, $12,350).
  • ֲý Teaching Innovation Grant: Revising Remedial Mathematics Courses in Response to COVID-19, Student Needs, and Faculty Data. PI. In collaboration with Debra Franklin (June 2020, $25,600).
  • ֲý Sustainability Mini-Grant: Multi-Generational Inter-Tribal Earth Day Panel: Native American Perspectives on Education, 7th Generation Principles that Foster Local and Global Sustainability, and the Integration of Indigenous Knowledge Systems Across Educational Spaces. In collaboration with Jing Lin (November 2019; $1000).
  • ֲý Pepsi Enhancement Fund: Multi-Generational Inter-Tribal Earth Day Panel: Native American Perspectives on Education, 7th Generation Principles that Foster Local and Global Sustainability, and the Integration of Indigenous Knowledge Systems Across Educational Spaces. In collaboration with Jing Lin (November 2019; $400).

Curriculum and Instruction in Elementary Education: Mathematics

Teaching and Learning Mathematics in the Elementary School

Interdisciplinary Teaching in the Middle Grades

Problem-Solving and Innovative Thinking in the Mathematics Classroom

Assessing Mathematical Thinking

Where the Waters Blend: Contemporary Indigenous perspectives on history, traditions, and modern issues