Lisa Limeri earned her B.S. in 2012 from Binghamton University in Biological Sciences, with a concentration in ecology, evolution, and behavior and with an evolutionary studies certificate. She then earned her Ph.D. in 2017 from the University of Pittsburgh in biology, specifically evolutionary biology and behavioral ecology. Her doctoral research investigated the evolution of butterfly wing color patterns and selective forces exerted by mating preferences. After completing her Ph.D., she engaged in postdoctoral studies in discipline-based biology education with Dr. Erin Dolan at the University of Georgia. She investigated multiple aspects of the social and psychological development of undergraduate science students, including the experiences of graduate and postdoctoral mentors of undergraduate researchers and the negative experiences undergraduates have with their research mentors. As a postdoctoral scholar, she won a competitive research grant from the National Science Foundation and her research accomplishments were recognized with the University of Georgia's Postdoctoral Research Award. In 2021, she began her faculty position as Assistant Professor in the Department of Biological Sciences at Texas Tech University.

Some students who equal their peers in knowledge, skills, and abilities leave science for reasons unrelated to their competence or potential as scientists. In order to prepare a diverse and talented scientific workforce, it is critical to understand the social and psychological factors that motivate students’ decisions to leave or persist in STEM career pathways. The Limeri Lab investigates the impacts of social-psychological factors on undergraduates’ performance and retention in STEM. Her research explores how students’ beliefs about themselves, their abilities, and the nature of science affects their psychological experiences and academic success. She also works on transforming this knowledge into practical classroom interventions that can improve academic outcomes and well-being by reducing negative stressors so that all students can grow through their college education. In addition, she focuses on developing and rigorously testing high-quality measurement instruments (i.e., surveys) to enable accurately and reliably studying students’ characteristics that cannot directly be observed (e.g., beliefs).