Jessica Chen Lecturer E-mail:  jessica.l.chen@stonybrook.edu Address: 092 Life Sciences Building, Stony Brook University, Stony Brook, NY 11794-5233 Phone Number:  (631) 632-9750

Education: 

Ed.D. Science Education, Teachers College, Columbia University
Ed.M. Educational Leadership Studies, Teachers College, Columbia University
M.A. Science Education, Lehman College, CUNY
B.A. Chemistry with Honors, Wellesley College

Research: 

Science teacher identity and agency; diversity, equity, and social justice; elementary science teacher preparation; multicultural science teacher education; professional development

Teaching: 

CSM 640: Directed Study in STEM Education
SCI 410/510: Pedagogy and Methods for Science Education 1
SCI 449/549: Field Experience, Grades 7-12
SCI 454/554 Science Student Teaching Seminar
SCI 451/552: Supervised Teaching-Science: Middle Level Grades 7-9
SCI 452/551: Supervised Teaching-Science: High School Grades 10-12

Professional interests: 

Recent research focuses on examining and designing multicultural coursework and field experiences that support preservice teachers’ political clarity, antiracist dispositions and commitments to teaching science, and justice-oriented science teaching. Previous work involved supporting elementary teachers in developing justice-oriented science teacher identities and agency to transform science learning experiences for students of color through teacher preparation coursework and professional development.

Awards and Service: 

Author of one of the top ten most-cited papers in Science Education for 2023-2024
Teachers College Doctoral Dissertation Grant (September 2018 – December 2018)
Teachers College Doctoral Fellowship (September 2014 – August 2017)

Publications: 

Chen, J. L., & Mensah, F. M. (submitted). “As science educators, our jobs are to destroy that
master narrative”: A case study of antiracist science teacher preparation for elementary
teachers. Action in Teacher Education.

Chen, J. L., & Mensah, F. M. (2022). Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color. Science Education, 106(2), 227-475. https://doi.org/10.1002/sce.21699

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

For current CV, click here.