Adem Ekmekci, Ph.D.
RUSMP Director and Director of Research,
Susanne M. Glasscock School of Continuing Studies
Clinical Associate Professor of Mathematics,
Wiess School of Natural Sciences
Adem earned his B.S. and M.S. degrees in secondary mathematics teaching from Boğaziçi University in Istanbul, Turkey. After teaching mathematics at the secondary level for two years, he pursued doctoral studies in mathematics education. He joined the research team at the Rice University School Mathematics Project (RUSMP—bridging the Rice’s mathematics and preK-12 education community since 1987) after earning his Ph.D. in mathematics education from the University of Texas at Austin in 2013.
Adem’s work centers on mathematics education and the preparation of mathematics teachers. He has taught undergraduate courses in calculus and mathematics education, as well as graduate-level education courses. He brings extensive experience in teacher preparation and development (e.g., UTeach and Noyce). The UTeach a nationally recognized model for secondary STEM teacher preparation. He served as a co-PI on Rice University Master Teaching Fellows, a National Science Foundation (Noyce) program that developed 14 mathematics teachers into leaders. He currently serves as a co-PI on the Western Regional Noyce Network, supporting NSF Noyce STEM teachers across a 14-state region by strengthening professional communities through intentionally designed networking initiatives.
At RUSMP, Adem has contributed to a long-standing effort to connect Rice University’s mathematics research with the preK–12 education community through RUSMP’s research and programs for students and teachers. His work spans research, program development, and program evaluation. His research interests include student learning in mathematics and science, professional development of mathematics teachers, and models and modeling in school mathematics.
Outside of work, you’ll most likely find Adem near a soccer field!
Recent Selected Publications
Ekmekci, A. (2026, January). Outcomes of Allied Healthcare Education in Texas (RUSMP DN 26-01). Houston, TX: RUSMP, Rice University.
Ekmekci, A., Aqazade, M., McGraw, R., Rushton, G., Gibson, D., Cerosaletti, C., Daley, M., & Kucuk, B. (2025). Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention. International Journal of STEM Education, 12:14, 1–22. DOI: 10.1186/s40594-024-00523-1
Ekmekci, A., Aqazade, M., Gibson, D. J., & Rushton, G. (2025). Measuring teachers’ motivational and behavioral traits: Validation of instruments for professional development and program evaluation. Professional Development in Education. http://dx.doi.org/10.1080/19415257.2025.2580333
[Click here for supplementary files (interview protocols)]
Aqazade, M., Ekmekci, A., & Papakonstantinou, A. (2024). Developing mathematics teachers into leaders for high-need urban schools. Journal of Educational Leadership and Policy Studies, 8(2), 1–24.
Ekmekci, A., & Serrano, D. M. (2022). The impact of teacher quality on student motivation, achievement, and persistence in science and mathematics. Education Sciences, 12(10), 1–21. https://www.mdpi.com/2227-7102/12/10/649
Corkin, D., Ekmekci, A., & Fisher, A. (2020). Weaving culture, art, and mathematics to enhance computer science motivation among underrepresented minority students: An intervention. The Urban Review: Issues and Ideas in Public Education. DOI: 10.1007/s11256-020-00586-8
Ekmekci, A., Corkin, D., & Fan, W. (2019). A multilevel analysis of the impact of teachers’ beliefs and mathematical knowledge for teaching on students’ mathematics achievement. Australian Journal of Teacher Education, 44(12), 57-80. DOI: 10.14221/ajte.2019v44n12.4
Ekmekci, A., Papakonstantinou, A., Parr, R., & Shah, M. (2019). Knowledge, beliefs, and perceptions about the mathematics and mathematics teaching: How do they relate to teachers’ technological pedagogical content knowledge? In M. L. Niess, C. Angeli, & H. Gillow-Wiles (Eds.),Handbook of research on TPACK in the digital age, (pp. 1–23). Hershey PA: IGI Global. DOI: 10.4018/978-1-5225-7001-1.ch001
Ekmekci, A., Sahin, A., & Waxman, H. (2019). Factors affecting students’ STEM choice and persistence: A synthesis of research and findings from the second year of a longitudinal high school STEM tracking study. In A. Sahin & M. Mohr-Schroeder (Eds.), STEM Education 2.0: Myths and Truths: What has years of K-12 STEM education research taught us? (pp. 279-304). The Netherlands: Brill.
Serrano Corkin, D., Coleman, S., & Ekmekci, A. (2019). Navigating the challenges of student-centered mathematics teaching in an urban context. The Urban Review: Issues and Ideas in Public Education, 51(3), 370-403. DOI: 10.1007/s11256-018-0485-6
Recent Selected Grants
National Science Foundation, Robert Noyce Scholarship Grant #2230997, $4,235,810, 2022-2027. Rebar, B., Husman, J., Salomone, S., Ekmekci, A., &Ross, D. Western Regional Noyce Network. University of Oregon, University of Portland, Rice University, & San Diego State University.
CECU Research Foundation, $94,087. Ekmekci, A. & Papakonstantinou, A. Outcomes of proprietary colleges in comparison to public universities. Rice University School Mathematics Project.
National Science Foundation, ITEST-EAGER Grant #2041426, $299,997, 2020-2022. Ekmekci, A., Papakonstantinou, A., & Varner, P. EAGER: Web Adventures Interactive: Innovative Online Activities as Effective Tools for Broadening Participation in Science. Rice University School Mathematics Project.
National Science Foundation, Noyce Track 4 Grant #1950019, $710,277, 2020-2023. Ekmekci, A., & Papakonstantinou, A., Orcan, B. & Catanese, D. J. Collaborative Research: Exploring the Impact of Noyce Master Teaching Fellowship Programs on Teacher Retention: The Role of Motivation, Leadership, and School-Work Environment. Rice University (lead institution on this multi-institutional grant with a total budget of $1,389,537).
National Science Foundation, Noyce Track 3 Grant #1556006, $1,484,025, 2016-2021. Papakonstantinou, A., Tapia, R. A., Radigan, J., & Ekmekci, A. The Rice University Robert Noyce Master Teaching Fellowship Program (RU-MTF). Rice University School Mathematics Project, Glasscock School of Continuing Studies, & Department of Computational and Applied Mathematics. *Assumed Co-PI-ship in 2020.
Spencer Foundation, Grant # 201800021, $34,805, 2017-2019. Ekmekci, A., & Corkin, D. The Nexus of Teacher Quality and Students’ Social Cognitive Career Outcomes in Science, Technology, Engineering, and Mathematics (STEM). Rice University & University of Houston-Downtown.