As a doctoral student at Vanderbilt University, Dr. Wilhelm was an IES Pre-Doctoral Fellow, which provided training in research methodology and the opportunity to participate in several large research projects. For the majority of her doctoral career, she worked on an NSF funded project (PIs: Paul Cobb, Thomas Smith, Erin Henrick, Kara Jackson, Ilana Horn, and Kenneth Frank) investigating how large, urban school districts can support middle school math teachers to improve their practice. Her role on the project included data collection and analysis for 120 teachers' classroom practice and teachers' social networks within their schools. She continues to collaborate with the members of this research team. In addition, Dr. worked on an IES-funded evaluation of the Math Recovery tutoring intervention, designing a measure of fidelity of implementation for the un-prescribed tutoring intervention.
Dr. Wilhelm's scholarly interests focus on mathematics teachers' knowledge and practice, supports for teacher development, and measuring complex practices. She is particularly interested in studying teachers' opportunities for on-the-job learning. These interests and her combined math and education background align with her teaching responsibilities in the Master Math Teacher program, in which she works with in-service teachers to build their mathematical knowledge for teaching and skills as teacher leaders.