Catherine L. Quinlan, Ed.D.
Howard University
Catherine L. Quinlan, Ed.D., is associate professor in science education in the Department of Curriculum and Instruction. She graduated from Teachers College, Columbia University with her doctorate in science education. Prior to Howard University, Quinlan taught high school biology and chemistry for 16 years and was an instructor for U.S. Satellite’s Endeavor STEM Teaching Certificate Project, where she taught "Life in Space: NASA ISS and Astrobiology" to teachers around the United States. Currently, she prepares Howard undergraduate and graduate students in science education methods and education foundations.
Quinlan was funded by the National Science Foundation to create culturally representative STEM curricula and products for the K-12 setting. Her chapter book series for early readers, Keystone Passage, uses interdisciplinary approaches to create Black representation. Quinlan is committed to creating practical curriculum products that impact the classroom, along with her research publications that highlight the cognitive resources of Black students.
Her recent publication, Creating an Instrument to Measure Social and Cultural Self-efficacy Indicators for Persistence of HBCU Undergraduates in STEM capitalizes on her expertise in both science and education, and her interdisciplinary approaches to understanding how students learn and perform in science.
Quinlan continues to explore factors influencing Black students’ sense of belonging and persistence in STEM. For more information, visit Quinlan's website.
Quinlan was funded by the National Science Foundation to create culturally representative STEM curricula and products for the K-12 setting. Her chapter book series for early readers, Keystone Passage, uses interdisciplinary approaches to create Black representation. Quinlan is committed to creating practical curriculum products that impact the classroom, along with her research publications that highlight the cognitive resources of Black students.
Her recent publication, Creating an Instrument to Measure Social and Cultural Self-efficacy Indicators for Persistence of HBCU Undergraduates in STEM capitalizes on her expertise in both science and education, and her interdisciplinary approaches to understanding how students learn and perform in science.
Quinlan continues to explore factors influencing Black students’ sense of belonging and persistence in STEM. For more information, visit Quinlan's website.