Janell Nicole Catlin
Ph.D., Columbia University - The Graduate School of Arts and Sciences and Teachers College
(New York, NY), Science Education
Dissertation Title: An opportunity for success: Understanding motivation and learning from
urban youth participation in an after school science program
M.Phil., Columbia University - The Graduate School of Arts and Sciences and Teachers College
(New York, NY), Science Education
M.A., Columbia University - The Graduate School of Arts and Sciences (New York, NY), Pharmacology
B.S. (High Honors), Bennett College (Greensboro, NC), Major – Biology, Minor – Chemistry
Motivation, Urban and Multicultural Science Education, After School Science Programs
Student Learning - Motivation, curriculum, peer relationships, student/teacher interaction
Social Issues - Race and racism, socio-economics, class, age
Equity Issues - Social justice, access to resources, historical aspects of education
Catlin, J., & Moore Mensah, F. (2009, March). Creating and equitable classroom through establishing respect
[Electronic Version]. Beyond Penguins and Polar Bears: Polar Plants, Issue 12, from
Catlin, J. (2008, October). From in school to outside of school: The relevance of after school science programs
for students and teachers alike [Electronic Version]. Beyond Penguins and Polar Bears, from http://beyondpenguins.nsdl.org/
P-Credit Course for HSP Teachers
TC Launches Harlem Schools Partnership
TC's School Partnership Team
Catlin, J.N., Hood, M., Wynn, D. & Sossi, D. (2012, March) Empowering students to excel in science through technology. Presentation at the NSTA annual conference, Indianapolis, Indiana.
Catlin, J.N. (2011, April) University-school partnerships preparing urban K-12 students for a global society as part of an interactive symposium Ecosystems of science across borders. Paper presented at the NARST International Conference, Orlando, Florida.
Sossi, D., Catlin, J.N., Hood, M. & Wynn, D. (2011, April) Technology and teacher self-reflection: Professional development in the 21st century. Paper presented at the NARST International Conference, Orlando, Florida.
Sossi, D. & Catlin, J.N. (2011, April) Using online media for teacher self-reflection: Implementing an internet-based video interface to improve teacher professional development in a 5th grade science classroom. Paper presented at the AERA annual meeting, New Orleans, Louisiana.
Catlin, J.N. (2011, March) Using Technology to Reflect on Teaching Practices. Presentation at the NSTA annual conference, San Francisco, California.
Catlin, J.N. (2010, March) Initiating, building and sustaining partnerships for equity research. Keynote Speaker at the NARST International Conference (Pre-Conference - Equity and Ethics Committee), Philadelphia, Pennsylvania.
Moore Mensah, F., Catlin, J., O’Neill, T., & Johnson, V. (January, 2009). Initiating school-university science partnerships for the preparation of elementary teachers in an urban middle school. Paper presented at the ASTE International Conference, Hartford, Connecticut.
Catlin, J.N. (2009, January) Coming full circle: An educational researcher’s journey to her passion for science. Paper presented at the ASTE International Conference, Hartford, Connecticut.
Catlin, J.N. (2010, March) Literacy in Science for Social Justice. Paper will be presented at the Oxford Round Table, Oxford University, Oxford, England.
Catlin, J.N. (2008, March) Student voice matters: Using student feedback to evaluate curriculum in an after school science program. Paper presented at the NARST International Conference, Baltimore, Maryland.
Catlin, J.N. (2008, March) Science for knowledge and choices: Urban students and what matters to them. Paper presented at the AERA annual meeting, New York, New York.
Catlin, J.N. (2008, January) Pictures and words: What science is to urban middle school students as part of a symposium with Moore, F.M., Riccio, J., & Catlin, J.N. (2008, January) Strategies for learning and enhancing scientific literacy in science education. Three individual papers presented at the ASTE International Conference, St. Louis, Missouri. Authors listed in presentation order.
Catlin, J.N. & Moore, F.M. (2007, April). RESPECT: What urban middle school science students really want. Paper presented at the NARST International Conference, New Orleans, Louisiana.
Catlin, J.N. & Moore, F.M. (2007, January) I want to because I can! Urban middle school students’ quest for knowledge in an after school science program. Paper presented at the ASTE International Conference, Clearwater, Florida.
2008 NARST Equity and Ethics Committee Scholar Award
- American Educational Research Association (AERA)
Division G. - Social Context of Education
Division K - Teaching and Teacher Education
Special Interest Groups (SIGs) Memberships: (1) Multicultural/Multiethnic Education: Theory, Research, and Practice (2) Urban Learning, Teaching and Research
- National Association for Research in Science Teaching (NARST)
- Association for Science Teacher Education (ASTE)
- National Science Teachers Association (NSTA)
The Boys and Girls Clubs of Newark (Newark, New Jersey)
MSTC 4040: Science in childhood education
This is an integrated lecture/laboratory course. This course provides an introduction to the creation of science curriculum and instruction that attends to current state and national standards. The course is based in constructivist perspectives and has as a goal the teaching of science well with all children.
Centers and Projects
The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.
The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning. We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM. The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.