Mensah, Felicia (fm2140) | Teachers College, Columbia University

Mensah, Felicia M

Professor of Science and Education

Professor of Science Education & Vice Chair, Department of Mathematics, Science and Technology

Mathematics, Science & Technology

212-678-8316

Office:
415B Zankel

Office Hours:
Tuesday 4-5 pm, 7-7:30 pm; and by appt.

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Educational Background

B.S. Biology, University of North Carolina at Chapel Hill (1988)
M.S. Biology & Secondary Education, North Carolina Agricultural & Technical State University (1992)
Ph.D. Science Education, Florida State University (2003)
Dissertation: Professional Development and Poststructural Analysis: Stories of African American Science Teachers.
Postdoctoral Fellow in the Center for Curriculum Materials in Science, Michigan State University (2003 - 2005)

Scholarly Interests

Science Teacher Education; Diversity, Equity & Social Justice Education; Urban and Multicultural Education

Social justice (science teaching as achievement, access, empowerment, opportunity)

Identity (positional identity and science teacher identity)

Multicultural education, Critical theory, Critical race theory (teachers of color)

Feminist poststructuralist analysis (power and knowledge; language and discourse; difference)

Qualitative research methods (ethnography, case study, narrative, grounded theory, phenomenology)

STEM education (Science, Technology, Engineering, Mathematics curriculum development)

Culturally relevant, culturally responsive science teaching and curriculum

Doctoral and junior faculty career development

Selected Publications

Mensah, F.M. (2019). Finding voice and passion: Critical race theory methodology in science teacher education. American Educational Research Journal, 56(4), 1412-1456. DOI: 10.3102/0002831218818093

Chen, J., & Mensah, F.M. (2018). Teaching contexts that influence elementary preservice teachers’ teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439. DOI: 10.1080/1046560X.2018.1469187

Mensah, F.M., Brown, J., Titu, P., Rozowa, P., Sivaraj, R., & Heydari. R. (2018). Preservice and inservice teachers’ ideas of multiculturalism: Explorations across two science methods courses in two different contexts. Journal of Science Teacher Education, 29(2), 128-147. DOI: 1046560X.2018.1425820

Mensah, F. M., & Jackson, I. (2018). Whiteness as property in science teacher education. Teachers College Record, 120(1), 1-38. http://www.tcrecord.org ID Number: 21958.

Ashby, P., & Mensah, F. M. (2018). Ashby, P., & Mensah, F. M. (2018). Critical chemistry education in a private, suburban high school. Research in Science Education, 1-30. DOI: 10.1007/s11165-018-9690-2

Underwood, J.B., & Mensah, F.M. (2018). An investigation of science teacher educators’ perceptions of culturally relevant pedagogy. Journal of Science Teacher Education, 28(1), 46-64. https://doi.org/10.1080/1046560X.2017.1423457

Taher, T., Mensah, F.M., & Emdin, C. (2017). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. Universal Journal of Educational Research, 5(11), 1853-1862. DOI: 10.13189/ujer.2017.051101

Rosa, K., & Mensah, F.M. (2016). Educational pathways of Black women physicists: Stories of life. Physical Review Physics Education Research, 12(1), 020113-15.

^Hansen, S.J.R., Mensah, F.M., & Gordon, P. (2016). ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: A multimodal examination of visual problem solving. Journal of Chemical Education, On-line. DOI: 10.1021/acs.jchemed.5b00549

Miles, R.L., Slagter Van Tryon, P., & Mensah, F.M. (2015). Mathematics and science teachers’ professional development with local businesses to introduce middle and high school students to opportunities in STEM careers. The Science Educator, 24(1), 1-11.

Ado, G., & Mensah, F.M. (2015). The influence of cultural factors on HIV/AIDS education in Ivorian Schools. International Quarterly of Community Health Education, 35(3), 227-243.

Varelas, M., Settlage, J., & Mensah, F.M. (2015). Explorations of the structure–agency dialectic as a tool for framing equity in science education. Journal of Research in Science Teaching, 52(4), 439-447.

Rivera Maulucci, M.S., & Mensah, F.M. (2015). Naming ourselves and others. Journal of Research in Science Teaching, 52(1), 1-5.

Mensah, F.M. (2014). Using observation prompts in the urban elementary school field placement. In Y. Sealey-Ruiz, C.W. Lewis, & I. Toldson (Eds.), Teacher education and black communities: Implications for access, equity and achievement. Charlotte, NC: Information Age Publishing.

Berg, A., & Mensah, F.M. (2014). De-marginalizing science in the elementary classroom by coaching teachers to address perceived dilemmas. Education Policy Analysis Archives, 22(57), 1-35. DOI: http://dx.doi.org/10.14507/epaa.v22n57.2014 In EPAA/AAPE's Special Issue on Politics, Policies, and Practices of Coaching and Mentoring Programs, Guest Edited by Dr. Sarah Woulfin.

Mensah, F.M. (2014). Creating solidarity across diverse communities: International perspectives in education, by Christine E. Sleeter and Encarnacin Soriano (Editors). Teachers College Press, New York, NY, USA, 2012, 230 pp. ISBN: 978-0-8077-5337-8. Book Review, Teachers College Record. http://www.tcrecord.org ID Number: 17531

Graham, R., Zubiaurre Bitzer, L., Mensah, F.M., & Anderson, O.R. (2014). Dental student perceptions of the educational value of a comprehensive, multidisciplinary OSCE. Journal of Dental Education, 78(5), 694-702.

Brotman, J., & Mensah, F.M. (2013). Urban high school students' perspectives about sexual health decision-making: the role of school culture and identity. Cultural Studies of Science Education, 8(2), 403-431.

Mensah, F.M. (2013). Theoretically and practically speaking, what is needed in diversity and equity in science teaching and learning? Theory Into Practice, 52(1), 66-72. Special Theme Issue:Diversity and Equity in Science Education

Mensah, F.M. (2012). Positional identity as a lens for connecting elementary preservice teachers to science teaching in urban classrooms. In M. Varelas (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts, (pp. 107-123). Rotterdam, The Netherlands: Sense Publishers.

Rivera Maulucci, M., & Mensah, F.M. (2012). NARST equity and ethics committee: Mentoring scholars of color in the organization. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education, (pp. 295-316). New York, NY: Springer.

Mensah, F.M. (2012). Retrospective accounts in the formation of an agenda for diversity, equity and social justice for science education. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education, (pp. 317-336). New York, NY: Springer.

Mallya, A., Mensah, F.M., Contento, I.R., Koch, P.A., & Calabrese Barton, A. (2012). Extending science beyond the classroom door: Learning from students' experiences with the Choice, Control & Change (C3) curriculum. Journal of Research in Science Teaching, 49(2), 244-269.

Johnston, A., Butler, M. B., Mensah, F.M., & Williams, B. (2011). Playing with science: Models for engaging communities. Special issue on Designing Environments to Promote Play-based Science Learning. Children, Youth and Environments , 21(2), 312-324.

Mensah, F.M. (2011). The DESTIN: Preservice teachers' drawings of the ideal elementary science teacher. School Science and Mathematics, 111(8), 379-388.

Mensah, F.M. (2011). A case for culturally relevant teaching in science education and lessons learned for teacher education. The Journal of Negro Education, 80(3), 296-309. Special Issue, Teacher Education and the Black Community: Preparing Teachers to Teach Black Students, Preparing Black Students to Become Teachers

Mensah, F. M. (2011). On the road to reform: A sociocultural interpretation of reform. Cultural Studies of Science Education, 6(3), 671-678.

Mensah, F.M. (2011). The hardest questions aren't on the test: Lessons from an innovative urban school. Book Review. Science Education, 95(4),768-770.

Brotman, J.S., Dawson, V., & Mensah, F.M. (2011). Metalogue: Critical issues for teaching with socio-scientific issues. In T. D. Sadler (Ed.), Socio-scientific issues in the classroom: Teaching, learning and research (pp. 347-353). The Netherlands: Springer.

Yu, Yuqing, & Mensah, F.M. (2011). The multiple response model for the "views on science-technology-society" (VOSTS) instrument: An empirical application in the context of the electronic-waste issue. In I.M. Saleh & M. S. Khine (Eds.), Attitude research in science: Classic and contemporary measurements(pp. 137-176). Charlotte, NC: Information Age Publishing.

Brotman, J.S., Mensah, F.M., & Lesko, N. (2011). Urban high school students' learning about HIV/AIDS in different contexts. Science Education, 95(1), 87-120.

Mensah, F.M. (2010). Toward the mark of empowering policies in elementary school science programs and teacher professional development. Cultural Studies of Science Education, 5(4), 977-983.

Mensah, F.M. (2010). Who do I look like? Diversity in self, family, and others. Science Activities, 47, 125-132. Special Issue on Multicultural Science Teaching

Brotman, J.S., Mensah, F.M., & Lesko, N. (2010). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Journal of Research in Science Teaching, 47(6), 742-762.

Geelan, D., Mensah, F.M., Rahm, J., & Maulucci, M.R. (2010). Forum: Roles, caring and learning to teach science.Cultural Studies of Science Education, 5(4), 649-663.

Mensah, F.M. (2009). A portrait of black teachers in science classrooms. The Negro Educational Review, 60(1-4), 39-52.

Mensah, F.M. (2009). Confronting assumptions, biases, and stereotypes in preservice teachers' conceptualizations of science teaching through the use of book club. Journal of Research in Science Teaching, 46(9), 1041-1066.

Brotman, J.S. & Moore, F.M. (2008). Girls and science: A review of four themes in the science education literature.Journal of Research in Science Teaching, 45(9), 971-1002.

Moore, F.M. (2008). Agency, identity, and social justice: Preservice teachers' thoughts on becoming agents of change in urban elementary science classrooms. Research in Science Education, 38(5), 589-610.

Moore, F.M. (2008).Positional identity and science teacher professional development. Journal of Research in Science Teaching, 45(6), 684-710.

Moore, F.M. (2008). The role of the elementary science teacher and linguistic diversity. Journal of Elementary Science Education, 20(3), 49-61.

Moore, F.M. (2008). Preparing preservice teachers for urban elementary science classrooms: Challenging cultural biases toward diverse students. Journal of Science Teacher Education, 19(1), 85-109.

Moore, F.M. (2007). Teachers' coping strategies for teaching science in a "low performing" school district. Journal of Science Teacher Education, 18(5), 773-794.

Moore, F.M. (2007). Language in science education as a gatekeeper to learning, teaching, and professional development. Journal of Science Teacher Education, 18(2), 319-343.

Moore, F. (2006). Multicultural preservice teachers' views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98-131.

Gunckel, K. & Moore, F.M. (2005). (April, 2005). Including students and teachers in the co-design of the enacted curriculum. NARST Annual Conference. Dallas, TX. ERIC Digest, ED498676.

Moore, F. M. (2005). The dissertation and graduation: Not just a black and white process-Mountain climbing, middle passage, and learning as a postdoctoral fellow. ERIC Digest, ED489985.

Moore, F.M. (2005). Science and reading integration for primary grades, K-2. Boston, MA: Houghton Mifflin.

Moore, F.M. (2005). Science and mathematics integration for intermediate grades, 3-4. Boston, MA: Houghton Mifflin.

Moore, F. M. (2005). Science and reading integration for intermediate grades, 5-6. Boston, MA: Houghton Mifflin.

Moore, F. (2005). Vocabulario espanol para profesores de biologia, Editor. Professional Resources Project.

Moore, F.M. (2003). In the midst of it all: A feminist perspective on science and science teaching. In A.L. Green & L.V. Scott (Eds.), Journey to the Ph.D.: How to navigate the process as African Americans (pp. 104-121). Sterling, VA: Stylus.

Active Professional Organizations

American Educational Research Association (AERA)

Association of Science Teacher Education (ASTE)

National Association of Research in Science Teaching (NARST)

Sisters of the Academy Institute (SOTA)

Text and Academic Authors Association (TAA)

Biographical Information

Brief Bio Professor Mensah has worked collaboratively and independently in developing as a scholar in the areas of science teacher education and teacher professional development. Professor Mensah received her doctorate in Science Education at The Florida State University (May 2003). Using a feminist poststructuralist analysis of power, language, difference, and knowledge construction, her dissertation focused on three African American secondary school teachers' experiences in professional development, teaching, and learning science. As a postdoctoral fellow in the Center for Curriculum Materials in Science at Michigan State University (June 2003-July 2005), Professor Mensah focused on developing science curriculum materials that addressed issues of diversity in planning, assessing, and teaching science for understanding. Since receiving her doctoral degree, Professor Mensah has published extensively in the area of science teacher education. Her research interests are in diversity and social justice education with an emphasis on improving science experiences and for PreK-16 teachers and students in urban classrooms. She uses culturally relevant/responsive pedagogy in the preparation of science teachers, and also in teacher development, assessment and curriculum. This approach allows students who are traditionally marginalized in science learning, and their teachers in many instances, to view science as accessible, fun, and empowering. She conducts professional development workshops and institutes with elementary, middle, and high school science teachers as well as provide outreach activities for schools, such as hosting elementary students to attend science courses at the university. She also has an exceptional record in advising and developing early scholars with sponsoring more than 30 doctoral dissertations and serving on many more dissertation committees. Professor Mensah has received a number of awards, honors and acknowledgements, such as the Early Career Award, Division K, from the American Educational Research Association (2012), the Race, Culture, and Diversity Research Grant from Teachers College, and four Provost Investment Grants to support her research. She is currently serving as a lead editor of the Cultural Studies of Science Education journal, and will be an incoming associate editor of the Journal of Research in Science Teaching (2015-2020), the premier journal of the National Association for Research in Science Teaching (NARST). Professor Mensah also served three years as an executive board member of this association (2011-2014).

Current Projects

My interests are diverse and at the same time connected to my overall research agenda which is situated in urban elementary science education. I focus on improving the teaching and learning of science in urban schools by designing ongoing professional development models with elementary and middle school teachers. Five current projects are:

Preservice elementary science teacher identity; focusing on the construction of a science teacher identity; extending this work to include preservice high science teachers' identity and how identities affect how they teach science to diverse learners.

Longitudinal studies of elementary preservice teachers; following former science methods students into years 1-3 as new teachers; creation of a professional development model for elementary teachers.

Working in partnership with Columbia University Chemistry department and the Center for Technology and School Change on professional development in science with Yonkers elementary and middle school science teachers.

Working in partnership with NYC elementary and middle schools on improving science education expeiences for teachers, students, and parents through elementary after school science programs, middle school science fair & family science night.

Working with TC faculty in collaboration with NYC schools through the GE grant for science and mathematics. Much of this work is focused on teacher professional development, classroom support, and student engagement in science classrooms.

Doctoral Dissertations Sponsored

1. Sarah Hansen (Spring 2014, PhD), Multimodal study of visual problem solving in chemistry with multiple representation through eye-tracking 2. Arthur Corvo (Spring 2014, PhD), A self-study of the Next Generation of Science Standards in a STEM classroom 3. Denise Mahfood (Sprig 2014, PhD), Uncovering Black/African American and Latina/a students' motivation to learn science: Affordances to science identity development 4. Darcy Ronan (Spring 2014, PhD), Science specialists in urban elementary schools: An ethnography examining science-teaching identity and motivation 5. Stefania Macaluso (Spring 2014, PhD), Exploring the development of classroom group identities in an urban high school chemistry class 6. Clement Gomes (Spring 2014, PhD), Sounding out science: Incorporating audio technology to assist students with learning differences in science education 7. Gustave Ado (Fall 2013, EdD), Exploring Ivoirian perspectives on the effectiveness of the current Ivorian science curriculum in addressing issues related to HIV/AIDS 8. Jane Marincic Lewinter (Spring 2013, EdD), Factors that support women in being successful in engineering professions: Identity as a lens 9. Katemari da Rosa (Fall 2012, PhD), Gender, ethnicity, and physics education: Understanding how black women build their identities as scientists; Fulbright Student, Brazil 10. Gita Bhirman-Raza (Spring 2012, PhD), Using forensic science as a context to enhance scientific literacy 11. Alissa Berg (Spring 2012, PhD), De-marginalizing science in the early elementary classroom: Fostering reform-based teacher change through professional development, accountability, and addressing teachers' dilemmas 12. Catherine Quinlan (Spring 2012, EdD), Use of the think aloud protocol, schema theory, and applied cognitive psychology to examine adolescents' cognition during problem solving of STS biology issues 13. Natasha Cooke-Nieves (Spring 2011, EdD), A collaborative "diagonal" learning network: The role of formal and informal professional development in elementary science reform 14. Megan Roberts (Spring 2010, EdD), Lesson study: Professional development and its impact on science teacher self-efficacy 15. Kathie Moskovitz (Spring 2010, EdD), One eye on the curriculum, one ear on the kids: Elementary teachers' efforts to incorporate student ideas into inquiry science lessons 16. Yuqing Yu (Spring 2010, PhD), Adults' decision-making about the electronic waste issue: The role of the nature of science conceptualizations and moral concerns in socio-scientific decision-making 17. Amanda Gunning (Spring 2010, PhD), Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course 18. Jennie Suzanne Brotman (Spring 2009, PhD), Urban high school students' talk about HIV/AIDS decision-making: Learning, identities, and the influence of school 19. Lisa Kozlowski (Spring 2009, PhD), Influence of project based science practices in teaching for diversity 20. Aarti Mallya (Spring 2009, PhD), Extending science beyond the classroom Door: Learning from students' experiences with the Choice, Control and Change (C3) curriculum 21. Lisa M. Currie (Spring 2009, EdD), Uncovering the veil: Science performance assessment practices in a rural Delaware high school 22. Dorothy Patterson-Strange (Spring 2009, EdD), A case study of the implementation of a customized multicultural program in an urban high school 23. Meghan Merraro (Fall 2008, EdD), Uncovering student conceptions of the ocean: A critical first step to improving ocean literacy 24. Janell Catlin (Spring 2007, PhD), An opportunity for success: Understanding motivation and learning from urban youth participation in an after school science program 25. Shannon Halprin-Brunt (Spring 2007, EdD), Differentiated instructional practices: A case study of science teachers in a suburban middle school setting 26. Janice Kelly, Computing (Fall 2006), A comparison of prime-time situation comedy fathers and real fathers on involvement, communication and affection

Honors and Awards

2012 AERA 2012 Early Career Award, Division K (Teaching & Teacher Education)

2010-11 Dean's Fellowship Program for Teaching and Diversity Faculty & Student Research Grant: African American Scientists Book Club

2009 National Science Teachers Association, Summer Reading List for Science Teachers, Article selected: Teachers' coping strategies for teaching science in a "low performing" school district

2009 Journal of Research in Science Teaching, Second most frequently downloaded paper of 2008 & 2009, Article: Girls and science: A review of four themes in the science education literature

2009 Early Career Nomination, National Association of Research in Science Teaching

2008 Research Travel Grant, New Connections Research and Coaching Clinic, Robert Wood Foundation

2008 National Technology Award Paper Nomination, Science in the city photo albums: Connecting science content standards using digital photography

2007 Graduate School of Arts and Sciences (GSAS) Status

2006 Cambridge Who's Who Executive and Professional Registry

2006 Race, Culture and Diversity Teaching Fellowship Grant

2005 Dean's Summer Research Grant

2005 National Association of Research in Science Teaching Equity and Ethics Scholars Award

Professional Presentations

Conference Presentations & Proceedings (*) Peer Reviewed; (^)Former/Present Student Collaborator

1. *Mensah, F.M. (2014, July). Innovations in teaching and learning: Using simulations in science teacher education. TAA Annual Conference. Baltimore, MD.

2. *Mensah, F.M. (2014, April). "How do I see myself?": Using critical race theory to uncover science teacher identity. NARST Annual Conference. Pittsburgh, PA.

3. *^Benedis-Grab, G., & Mensah, F.M. (2014, April). Developing self-efficacy through the use of cloud-based collaboration in an elementary science methods course. NARST Annual Conference. Pittsburgh, PA.

4. *^Taher, T., Mensah, F.M., Emdin, C. (2014, April). Exploring the impact of reality pedagogy: Understanding its implementation on urban immigrant students. NARST Annual Conference. Pittsburgh, PA.

5. *^M. J. Castaldi, J. Epstein, J. Brauner, F. Mensah, C. Emdin, & P. Redden. (2014, April). Enhancing the undergraduate research experience at a small liberal arts chemistry department. American Chemical Society Annual Conference. Dallas, TX.

6. *Mensah, F.M., ^Jackson, I., ^Macaluso, S., ^Mahfood, D., ^Ronan, D., & ^Simpson, R. (2014, January). Implementation of edTPA^TM as a community of practice. ASTE Annual International Conference, San Antonio, TX.

7. *^Daftedar, R., & Mensah, F.M. (2014, January). The globalization of science education: A case study of teacher identity dissonance. ASTE Annual International Conference, San Antonio, TX.

8. *^Robbins, G., & Mensah, F.M. (2014, January). "Mees, I no understand": Using inquiry in a science classroom of diverse cultures, languages, and English proficiencies. ASTE Annual International Conference, San Antonio, TX.

9. *^Gomes, C., & Mensah, F.M. (2013, July). The impact of technology on students with disabilities achieving scientific literacy. Proceedings of the 5^th Annual International Conference on Education and New Learning Technologies. Barcelona, Spain.

10. *Meier, E.B., Horton, D.M., Mensah, F.M., & Sanchez, R. (2013, April). A model for engaging urban teachers in designing STEM projects in classroom environments. AERA Annual Conference, San Francisco, CA.

11. *Mensah, F.M. (2013, January). Pre-post comments of teacher and science teacher identities from elementary preservice teachers of color. ASTE Annual International Conference, Charleston, SC.

12. *^Benedis-Grab, G., & Mensah, F.M. (2013, January). Using cloud-based collaboration in an elementary science methods course. ASTE Annual International Conference, Charleston, SC.

13. *^Corvo, A.F., & Mensah, F.M. (2013, January). Utilizing the National Research Council's (NRC) conceptual framework for the Next Generation Science Standards (NGSS): A self-study in my science, engineering, and mathematics classroom. ASTE Annual International Conference, Charleston, SC.

14. *^Lyman, A., & Mensah, F. M. (2013, January). Standards-based construction of 9-12 science curricula: A case study approach. ASTE Annual International Conference, Charleston, SC.

15. *^Ronan, D., & Mensah, F.M. (2013, January). Science-teaching identity and motivation: Ethnography of an urban elementary school implementing a science specialist model in a high stakes testing environment. ASTE Annual International Conference, Charleston, SC.

16. *Mensah, F. M., & ^Jackson, I. (May, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Critical Race Studies in Education Association Conference, New York, NY.

17. *^Berg, A., & Mensah, F.M. (April, 2012). De-marginalizing science in the early elementary classroom: Supporting teachers to teach science in reform-oriented ways. AERA Annual Conference, Vancouver Canada.

18. *Mensah, F. M., & ^Jackson, I. (March, 2012). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Poster presentation. NARST Annual International Conference, Indianapolis, IN.

19. *^Gomes, C., & Mensah, F.M. (January, 2012). Science education and the use of assistive technology for students with learning differences. ASTE Annual International Conference, Clearwater, FL.

20. *Marrero, M., Riccio, J., ^Dashoush, N., & Mensah, F.M. (January, 2012). STEM professional development in an online fellowship program: Impacts on teacher beliefs and practices. Themed-paper set. ASTE Annual International Conference, Clearwater, FL.

21. *Mensah, F.M., & Lang, L. (January, 2012). Inservice teachers learning inquiry and teaching preservice teachers about inquiry. ASTE Annual International Conference, Clearwater, FL.

22. Bertrand Jones, T., Mensah, F.M., & Rich-Rice, K. (June, 2011). Soaring to new heights: Sisters of the Academy Institute writing programs. TAA Annual Conference, Albuquerque, NM.

23. *Mensah, F.M., & O'Neill, T. (April, 2011). Who has control over the science curriculum? NARST Annual International Conference, Orlando, FL.

24. *^Rosa, K., & Mensah, F.M. (April, 2011). Science teachers' views on cultural diversity: Contributions from anthropology. NARST Annual International Conference, Orlando, FL.

25. *^Gunning, A., & Mensah, F.M. (January, 2011). Microteaching: The value of mastery experience in a science methods course. ASTE Annual International Conference, Minneapolis, MN.

26. *Mensah, F.M., & O'Neill, T. (January, 2011). In partnership for diversity goals: Developing elementary teachers of science. ASTE Annual International Conference, Minneapolis, MN.

27. *Mensah, F.M. (March, 2010). Using observation prompts in the elementary field placement as a means to inform practice. NARST Annual International Conference, Philadelphia, PA.

28. *Mensah, F.M. (January, 2010). "Making progress and figuring things out": Engaging elementary preservice teachers in inquiry learning. ASTE Annual International Conference, Denver, CO.

29. *Moore Mensah, F. (May, 2009). Student presentations on science education. Paper presented at the Annual Sharing Our Success in Urban Science and Math Teaching Conference, New York University, New York, NY.

30. *^Brotman, J.S., & Moore Mensah, F.M. (April, 2009). Exploring identities to deepen understanding of urban high school students' decision-making about HIV/AIDS. Paper presented at the NARST Annual International Conference, Orange County, CA.

31. *^Mallya, A., & Moore Mensah, F.M. (April, 2009). A case of critical science agency: Urban youth use C3 science to navigate their food and activity environments. Paper presented at the NARST Annual International Conference, Orange County, CA.

32. *^Marrero, M., & Moore Mensah, F.M. (April, 2009). Socioscientific decision making and the ocean: A case study of 7th grade life science students. Paper presented at the NARST Annual International Conference, Orange County, CA.

33. *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. Interactive Paper-Poster presented at the ASTE Annual International Conference. Hartford, CT.

34. *^Gunning, A., & Moore Mensah, F. (January, 2009). One preservice elementary teacher's development of self-efficacy and confidence to teach science: A case study. Paper presented at the ASTE Annual International Conference. Hartford, CT.

35. *^Cooke, N. & Moore Mensah, F. (January, 2009). The emergent teacher voice: Identity development of preservice elementary teachers. Paper presented at the ASTE Annual International Conference. Hartford, CT.

36. *^Benedis-Grab, G., & Moore Mensah, F. (January, 2009). A collaborative model for elementary science. Paper presented at the ASTE Annual Conference. Hartford, CT.

37. *Moore, F.M. (March, 2008). Using multicultural curricular frameworks in elementary science lesson plans. Paper presented at the NARST Annual International Conference. Baltimore, MD.

38. *Moore, F.M. (2008, March). A pedagogy of multiple theoretical perspectives: Building a foundation to stand on: Using course readings in an elementary science methods course. Paper presented at the NARST Annual International Conference. Baltimore, MD.

39. *Moore, F.M. (March, 2008). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science curriculum. Paper presented at the AERA Annual International Conference. New York, NY.

40. *Moore, F.M. (January, 2008). Science in the city photo albums: Connecting science content standards using digital photography. Paper presented at the ASTE Annual International Conference. St. Louis, MO.

41. Moore, F.M. (July, 2007). Planning and teaching in culturally responsive ways: Elementary preservice teachers' integration of multicultural themes and goals in science lessons. Paper presented at the CCMS Summer Knowledge Sharing Institute. Washington, DC.

42. *^Catlin, J.N., & Moore, F.M. (April, 2007). RESPECT: What urban middle school science students really want. Paper presented at the NARST Annual International Conference. New Orleans, LA.

43. *Moore, F.M., George, M.A. (April, 2007). Science teacher education about diversity: Using multiple theoretical perspectives. Paper presented at the NARST Annual International Conference. New Orleans, LA.

44. *^Catlin, J.N., & Moore, F.M. (January, 2007). I want to, because I can! Urban middle school students' quest for knowledge in an after school science program. Paper presented at the ASTE Annual International Conference. Clearwater, FL.

45. *Moore, F.M. (January, 2007). Presentation of dialogue: Preservice elementary teachers' views of their science teacher identity. Paper presented at the ASTE Annual International Conference. Clearwater, FL.

46. *Moore, F.M. (October, 2006). Drawings of the ideal elementary science teacher. Paper presented at the SASTE Annual International Conference. Mercer University, Macon, GA.

47. *Moore, F. (September, 2006). Mapping the diversity and social justice landscape. Paper presented at the Science Education at the Crossroads Conference. Ogden, UT. On-line proceedings, http://www.sciedxroads.org

48. *Moore, F.M., & ^Mallya, A. (July, 2006). Diversity and social justice in curriculum materials: Student agency and teacher learning. Presentation presented at the CCMS Knowledge Sharing Institute, Ann Arbor, MI.

49. *Moore, F. (April, 2006). Identity, agency, and preservice teachers' construction of both in becoming agents of change. Paper presented at the NARST Annual Conference. San Francisco, CA.

50. *Moore, F. (April, 2006). Using book clubs to introduce elementary preservice teachers to issues of diversity in science teaching and learning. Paper presented at the NARST Annual International Conference. San Francisco, CA.

51. *Moore, F. (September, 2005). Is this just too diverse to handle? Paper presented at the Science Education at the Crossroads Conference. Storrs, CT. On-line proceedings, http://www.sciedxroads.org

52. Moore, F.M. (July, 2005). Beliefs & attitudes of elementary pre-service teacher education students toward diversity in science teaching & learning. PowerPoint presentation presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.

53. Moore, F.M. (July, 2005). A curriculum design project for preservice elementary teachers: Using the Project 2061 criteria for curriculum development. Paper presented at the CCMS Summer Knowledge Sharing Institute. East Lansing, MI.

54. *Moore, F.M. (April, 2005). The advantages of a postdoctoral study: Negotiating your position. Paper presented at the AERA Annual International Conference. Montreal, Canada.

55. *Moore, F., Sowell, S., Letts, W., & Brandt, C. (April, 2005). Poststructuralist possibilities: Using feminist poststructuralist theories for making sense in science education research. Paper presented at the NARST Annual International Conference. Dallas, TX.

56. *Moore, F.M. (April, 2004). Stories, experiences and lessons: Relations of power in science teaching, leaning, and professional development. Paper presented at the NARST Annual International Conference. Vancouver, British Columbia.

57. Moore, F.M. (February, 2004). Projects & activities. Post-doctoral fellow poster presentation at the National Science Foundation Centers for Learning and Teaching Principal Investigators Conference. Washington, DC.

58. *^Paterna, R.L., & Moore, F.M. (October, 2004). Preservice teachers' familiarity and use of technology in science teaching. SAETS Annual International Conference, Gainesville, FL.

59. *Moore, F. (January, 2004). "Teaching is more . than I first imagined": A preservice teacher's experiences in the field. Paper presented at the AETS Annual International Conference. Nashville, TN.

60. *Settlage, J., Southerland, S.A., Moore, F., Schadman, A. (January, 2003). The rise (and fall) of teacher efficacy: The role of the methods course and classroom context. Paper presented at the AETS Annual International Conference, St. Louis, MO.

61. *Moore, F.M. (October, 2002). Ways of knowing in the context of home, school, and teaching: Implications for science teaching. Paper presented at the SAETS Annual International Conference, Kennesaw, GA.

62. *Moore, F. (January, 2002). On the other side of the tracks. Paper presented at the AETS Annual International Conference, Charlotte, NC.

63. *Hancock, E., Moore, F., & Sowell, S. (October, 2001). Practicing teacher's reflections about completing a portfolio for a distance learning graduate program. Paper presented at the SAETS Annual International Conference, Tampa, FL.

64. *Moore, F.M. (April, 2001). Re-designing curriculum that covers students' personal interests, attitudes, and multiple inabilities. Proceedings of the 41^st International World Education Fellowship Conference. Sun City, South Africa.

65. Moore, F.M. (March, 2001). Science laboratories that meet students' multiple abilities. Linkages 2001 Symposium, Florida State University, Tallahassee, FL.

Research

Courses

Using Data from Space to Improve Instruction in the Classroom

NASA's Endeavor Science Teaching Certificate Project, a collaboration with Teachers College Urban Science Education Center and U.S. Satellite Laboratory Inc., enables teachers in the science, technology, engineering and math disciplines to use NASA data in the science classroom.

TC at AERA, 2008

Hank Levin is giving the Distinguished Lecture; Janet Miller is receiving a lifetime achievement award; Susan Fuhrman, Amy Wells, Jeanne Brooks-Gunn and Edmund Gordon are speaking in Presidential Sessions, and Gordon and colleagues are part of "A Scholar's Evening in Harlem." And then there's the research.

Going Wild With Science In The City

Who says that environmental science can only be taught in the woods or a swamp filled with tadpoles and bugs? Certainly not TC's Urban Science Education Center, which will soon present a city-based environmental science program to teachers in New York City public schools.

Diversity Is the Theme at AERA

It’s the world’s foremost gathering of education researchers (12,000 from 53 countries), and its theme this year was “Demography and Democracy in the Era of Accountability.” So it’s not surprising that the 2005 annual meeting of the American Educational Research Association (AERA), held in Montreal in early April, drew more than 162 presenters, panel participants and session chairs from Teachers College alone.

New Faces: Felicia Moore

Felicia Moore, Assistant Professor of Science Education in the Mathematics, Science, and Technology Department, a new faculty member discusses science methods for early childhood education.

Harlem Fourth Graders Try College for a Day at TC

Fourth graders from East Harlem visited Teachers College on April 28 as part of a partnership between TC's Assistant Professor of Science Education Felicia Moore Mensahand River East Elementary School. They toured the outside of the Columbia University campus, then participated in three hands-on science activities to help prepare them for the statewide science exam they were to take later in the week.

Documents

Preparing for Discussions Race Racism

NARST 2016 Conference Paper

Girls and Science Tables

FMMensah CV

Mensah Abstracts