Christopher Emdin
Professor of Science Education, Maxine Greene Chair for Distinguished Contributions to Education.
Director, STEAM, DREAM & IdeaLab
Office Location:
412C ZankelOffice Hours:
M & W 5-7 & by appointment; please email.Educational Background
B.S. in Physical Anthropology/ Biology/ Chemistry, Lehman College (2000)
M.S. in Natural Sciences, Rensselaer Polytechnic Institute (2003)
Project: Extracellular Matrix and Mesenchymal Cell Signaling
Ph.D in Urban Education, Graduate Center of the City University of New York, (2007)
Dissertation: Exploring the contexts of Urban Science Classrooms: Cogenerative dialogues, Coteaching and Cosmopolitanism
- Specialization in Science, Mathematics and Technology
Scholarly Interests
STEM Education
The intersection of theory and practice in science education
Urban science education
Race, classs and diversity in education
Hip-Hop Education (HipHopEd)
Selected Publications
Emdin, C. (2007). Exploring the contexts of urban Science Classrooms:
Part 1-Investigating corporate and communal practice. Cultural Studies
of Science Education (2) 2, 319-341
Emdin, C. (2007). Exploring the contexts of Urban science Classrooms: Part 2- The role of rituals in communal practice. Cultural Studies of Science Education (2) 2, 351-373
Emdin, C. (2008) .The Three C’s for urban science education.. Phi Delta Kappan, Vol. 89, No. 10, June 2008, pp. 772-775. June 2008
Emdin, C. (In press) Affiliation and Alienation : Hip hop, rap and urban science education. Journal of Curriculum Studies
Emdin, C. (2007). Exploring the contexts of Urban science Classrooms: Part 2- The role of rituals in communal practice. Cultural Studies of Science Education (2) 2, 351-373
Emdin, C. (2008) .The Three C’s for urban science education.. Phi Delta Kappan, Vol. 89, No. 10, June 2008, pp. 772-775. June 2008
Emdin, C. (In press) Affiliation and Alienation : Hip hop, rap and urban science education. Journal of Curriculum Studies
Active Professional Organizations
National Association for Research in Science Teaching (NARST) 2005 - present
American Educational Research Association (AERA) 2004- present
National Science Teachers Association (NSTA) 2004- present
Association for Science Teacher Education (ASTE) 2006- present
American Educational Research Association (AERA) 2004- present
National Science Teachers Association (NSTA) 2004- present
Association for Science Teacher Education (ASTE) 2006- present
Grants
- Co-author on application for U.S Department of Education Upward Bound grant for students with “high academic risk of failure” #84.07A and 84.07M (in process)
- Fund For Teachers Grant for studying the impact of science education leadership in urban schools $5000 Awarded June 2005
- Advisory Board members for NSF grant: Girl Talk: Using cogenerative dialogues to expand girls agency in science. P.I Kate Scantlebury Ph.D, University of Delaware (In Process)
- External reviewer for NSF grant on studies of African American teachers in science. P.I Jianzhong Xu Ph.D, Mississippi State University
Honors and Awards
2011:
Strage Prize
2008:
Strage Prize
- The Prize supports the production of a web video to highlight original and innovative work of a junior faculty member at Teachers College. For more information, visit this link.
2008:
- ASTE (Association for Science Teacher Education): Best paper on Innovation in Teaching Science Teachers
- PDK-Phi Delta Kappa International Outstanding Doctoral Dissertation
- PDK -Phi Delta Kappa 2008-09 class Emerging Leader
Professional Experiences
Assistant Professor of Science Education, 2007 - Present
Teachers College, Columbia University, New York, NY
Lehman College, City University of New York, Bronx, NY
Queens College, City University of New York, Queens, NY
Teachers College, Columbia University, New York, NY
- Course assignments: Physical science methods, Urban Science Education Seminar, Methods of Research in Science Education, Multicultural science education, Physical Science Curriculum and Methods
Lehman College, City University of New York, Bronx, NY
- Course assignments: Methods of Science Instruction in Middle and High School, Methods of Research in Education
- Supervise middle and high school science teachers/student teachers in classrooms
- Supervise students’ thesis for completion of Masters in science education
- Plan and coordinate courses offered in Masters in science education program
- Advise graduate and undergraduate students in science education program
- Member of Middle and High school education curriculum committee
Queens College, City University of New York, Queens, NY
- Advise undergraduate students in science education teaching assignments
- Course assignments: Methods of Elementary Science Education
Professional Presentations
Emdin, C. (2008) Pathways to New Possibilities: Creolized Science, Solidarity and Hybrid Idetities. Natinal Association for Research in Science Teaching.
Emdin, C. (2008) Access to Science for Marginalized Groups through Hip hop culture and Cogenerative Dialogues. Penn Ethnography Forum. Philadelphia, PA
Emdin, C. (2008) Providing Science Agency to Marginalized Students in Urban Classrooms Through Neo-Indigenous Cosmopolitanism. Paper presented at American Educational Research Association. New York, NY
Emdin,C. (2008). A search for student culture in the Science Curriculum: Focusing on Hip hop and science education. Paper presented at the American Association for the Advancement of Curriculum Studies. New York, NY
Emdin, C. (2008). Producing Success in Science Through Culturally adaptive Teaching and Learning. Paper presented at the Association for Science Teacher Education. St. Louis, Missouri
Emdin, C. (2008). Hybridized teacher and Student identities, Creolized Science and Emotionality in Urban Science Classrooms. Paper presented at the Association for Science Teacher Education. St. Louis, Missouri
Emdin, C. (2007). Computers, Digital Camcorders, and Voice Analysis Software in the Urban Science Classroom. Workshop at NYSCATE (New York State Association for Computing and Technology in Education). Rochester, NY
Emdin, C. (Oct 2007) Equity in Mathematics and Science Education: Critical Issues in Leadership Deveopment. Mentoring in Academia. Portland, oregon
Emdin, C. (2007). Providing agency for othered populations in urban science classrooms: Attaining neo-indegenous cosmopolitanism. Paper presented at New York University Sharing Our Success Conference. New York, NY.
Emdin, C. (2007). Coteaching as a means to facilitate collaboration and communalism. Paper presented at the University of Pennsylvania Ethnography in Education in Trying Times. Pennsylvania, PA
Emdin, C. (2007). Neo-indigenous cosmopolitanism: New methods for teaching in urban settings. Paper presented at the annual meeting for the American Association for the Advancement of Curriculum studies. Chicago, IL
Emdin, C. (2007). Rethinking professional development relationships: coteaching as a means for investigating, changing and renewing praxis. Paper presented at the National Association for Research in Science Teaching. New Orleans, NO
Emdin, C. (2007). Cogenerative dialogues and School Culture: The emergence of democratic practice within an urban school. Paper presented at the Annual meeting of the American Association of Colleges for Teacher Education. New York, NY.
Emdin, C. (2007). Creating new paradigms for teacher practices in science classrooms. Paper presented at the Association for Science Teacher Education. Clearwater, FLA.
Emdin, C. (2006). Cogenerative dialogue in the physics and living environment classrooms. Paper presented at New York University Sharing Our Success Conference. New York, NY.
Emdin, C. (2006). Utilizing the mutually sustaining nature of student rituals to support African American and Latino/a science success. Paper presented at the annual meeting for the American Educational Researchers Association. San Francisco, CA
Tobin, K., Emdin, C., Bayne, G., & Lehner, E. (2006). Expanding the ways in which students participate in science education. Paper-set presented at the annual meeting for the National Association for Research in Science Teaching. San Francisco, CA.
Emdin, C. (2006). Approaching democratic science classrooms: Cogenerative dialogue as a cosmopolitan act. Paper presented at the American Association for the Advancement of Curriculum Studies. Berkeley, CA
Emdin, C. (2006). Expanding students’ roles in urban social science and science education: Cogenerative dialogues as seedbeds for learning science. Paper presented at University of Pennsylvania Ethnography Forum. Philadelphia Pennsylvania
Emdin, C. (2006). Hip hop, symbolic violence and war: Negotiating the terrain of cultural misalignment within inner city schools. Paper presented at Teachers College : Threat N Youth Cultural studies Conference. New York, NY
Emdin, C. (2005). Engaging in ethnographic research within the science classroom. Paper presented at Queens College Ethnography in education forum. Queens, NY
Emdin, C. (2005). Utilizing technology in the science classroom. Paper presented at New York State Association for Computing and Technology in Education. Albany, NY
Emdin, C. (2005). Implementing cogenerative dialogues in new science classrooms in urban high schools. Paper presented at Third Annual New Visions Small Schools Conference. Bronx, NY
Emdin, C. (2008) Access to Science for Marginalized Groups through Hip hop culture and Cogenerative Dialogues. Penn Ethnography Forum. Philadelphia, PA
Emdin, C. (2008) Providing Science Agency to Marginalized Students in Urban Classrooms Through Neo-Indigenous Cosmopolitanism. Paper presented at American Educational Research Association. New York, NY
Emdin,C. (2008). A search for student culture in the Science Curriculum: Focusing on Hip hop and science education. Paper presented at the American Association for the Advancement of Curriculum Studies. New York, NY
Emdin, C. (2008). Producing Success in Science Through Culturally adaptive Teaching and Learning. Paper presented at the Association for Science Teacher Education. St. Louis, Missouri
Emdin, C. (2008). Hybridized teacher and Student identities, Creolized Science and Emotionality in Urban Science Classrooms. Paper presented at the Association for Science Teacher Education. St. Louis, Missouri
Emdin, C. (2007). Computers, Digital Camcorders, and Voice Analysis Software in the Urban Science Classroom. Workshop at NYSCATE (New York State Association for Computing and Technology in Education). Rochester, NY
Emdin, C. (Oct 2007) Equity in Mathematics and Science Education: Critical Issues in Leadership Deveopment. Mentoring in Academia. Portland, oregon
Emdin, C. (2007). Providing agency for othered populations in urban science classrooms: Attaining neo-indegenous cosmopolitanism. Paper presented at New York University Sharing Our Success Conference. New York, NY.
Emdin, C. (2007). Coteaching as a means to facilitate collaboration and communalism. Paper presented at the University of Pennsylvania Ethnography in Education in Trying Times. Pennsylvania, PA
Emdin, C. (2007). Neo-indigenous cosmopolitanism: New methods for teaching in urban settings. Paper presented at the annual meeting for the American Association for the Advancement of Curriculum studies. Chicago, IL
Emdin, C. (2007). Rethinking professional development relationships: coteaching as a means for investigating, changing and renewing praxis. Paper presented at the National Association for Research in Science Teaching. New Orleans, NO
Emdin, C. (2007). Cogenerative dialogues and School Culture: The emergence of democratic practice within an urban school. Paper presented at the Annual meeting of the American Association of Colleges for Teacher Education. New York, NY.
Emdin, C. (2007). Creating new paradigms for teacher practices in science classrooms. Paper presented at the Association for Science Teacher Education. Clearwater, FLA.
Emdin, C. (2006). Cogenerative dialogue in the physics and living environment classrooms. Paper presented at New York University Sharing Our Success Conference. New York, NY.
Emdin, C. (2006). Utilizing the mutually sustaining nature of student rituals to support African American and Latino/a science success. Paper presented at the annual meeting for the American Educational Researchers Association. San Francisco, CA
Tobin, K., Emdin, C., Bayne, G., & Lehner, E. (2006). Expanding the ways in which students participate in science education. Paper-set presented at the annual meeting for the National Association for Research in Science Teaching. San Francisco, CA.
Emdin, C. (2006). Approaching democratic science classrooms: Cogenerative dialogue as a cosmopolitan act. Paper presented at the American Association for the Advancement of Curriculum Studies. Berkeley, CA
Emdin, C. (2006). Expanding students’ roles in urban social science and science education: Cogenerative dialogues as seedbeds for learning science. Paper presented at University of Pennsylvania Ethnography Forum. Philadelphia Pennsylvania
Emdin, C. (2006). Hip hop, symbolic violence and war: Negotiating the terrain of cultural misalignment within inner city schools. Paper presented at Teachers College : Threat N Youth Cultural studies Conference. New York, NY
Emdin, C. (2005). Engaging in ethnographic research within the science classroom. Paper presented at Queens College Ethnography in education forum. Queens, NY
Emdin, C. (2005). Utilizing technology in the science classroom. Paper presented at New York State Association for Computing and Technology in Education. Albany, NY
Emdin, C. (2005). Implementing cogenerative dialogues in new science classrooms in urban high schools. Paper presented at Third Annual New Visions Small Schools Conference. Bronx, NY
Publications
Emdin, C. (2008) .The Three C’s for urban science education.. Phi Delta Kappan, Vol. 89, No. 10, June 2008, pp. 772-775. June 2008
Emdin, C., (In press) Affiliation and Alienation : Hip hop, rap and urban science education. Journal of Curriculum Studies
Emdin, C. (In Press). Investigating intersubjectivity and grammar in the third space: On urban classrooms and new possibilities. Cultural Studies of Science Education
Emdin, C. (2007). Exploring the contexts of urban Science Classrooms: Part 1-Investigating corporate and communal practice. Cultural Studies of Science Education (2) 2, 319-341
Parsons, E., Pitts, W. Emdin, C., (2007). Using the Macro to unpack the corporate | communal dialectic. Cultural Studies of Science Education (2) 2, 342-350
Emdin, C. (2007). Exploring the contexts of Urban science Classrooms: Part 2- The role of rituals in communal practice. Cultural Studies of Science Education (2) 2, 351-373
Bennett, L., Collins, J., & Emdin, C. (2007). A metalogue on urban schools and science classrooms: Student voices on research products. Cultural Studies of Science Education (2,) 2 387-392
Emdin, C & Lehner, E. (2006). Situating cogenerative dialogue in a cosmopolitan ethic. Forum: Qualitative Social Research
[On-line Journal], 7(2), Art. 39.
Emdin, C. (2006). Teaching and Learning Science in an Urban School: Analogy as a key to communal Science Pedagogy. 2006 E-Yearbook of Urban Learning, Teaching, and Research. 46-52
Stith, I, Scantlebury, K, LaVan, S, Emdin, C, Lehner, E & Kim, M. (2006). The ethics of cogenerative dialogue: A cogenerative dialogue. Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 44.
Emdin, C . (2006). Teaching and learning science in an urban school: Analogy as a key to communal science pedagogy. 2006 AERA SIG Yearbook of Urban Learning,Teaching, and Research.
Emdin, C. (2006). Beyond coteaching: Power dynamics, cosmopolitanism and the psychoanalytic dimension. Forum: Qualitative
Emdin, C., (In press) Affiliation and Alienation : Hip hop, rap and urban science education. Journal of Curriculum Studies
Emdin, C. (In Press). Investigating intersubjectivity and grammar in the third space: On urban classrooms and new possibilities. Cultural Studies of Science Education
Emdin, C. (2007). Exploring the contexts of urban Science Classrooms: Part 1-Investigating corporate and communal practice. Cultural Studies of Science Education (2) 2, 319-341
Parsons, E., Pitts, W. Emdin, C., (2007). Using the Macro to unpack the corporate | communal dialectic. Cultural Studies of Science Education (2) 2, 342-350
Emdin, C. (2007). Exploring the contexts of Urban science Classrooms: Part 2- The role of rituals in communal practice. Cultural Studies of Science Education (2) 2, 351-373
Bennett, L., Collins, J., & Emdin, C. (2007). A metalogue on urban schools and science classrooms: Student voices on research products. Cultural Studies of Science Education (2,) 2 387-392
Emdin, C & Lehner, E. (2006). Situating cogenerative dialogue in a cosmopolitan ethic. Forum: Qualitative Social Research
[On-line Journal], 7(2), Art. 39.
Emdin, C. (2006). Teaching and Learning Science in an Urban School: Analogy as a key to communal Science Pedagogy. 2006 E-Yearbook of Urban Learning, Teaching, and Research. 46-52
Stith, I, Scantlebury, K, LaVan, S, Emdin, C, Lehner, E & Kim, M. (2006). The ethics of cogenerative dialogue: A cogenerative dialogue. Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 44.
Emdin, C . (2006). Teaching and learning science in an urban school: Analogy as a key to communal science pedagogy. 2006 AERA SIG Yearbook of Urban Learning,Teaching, and Research.
Emdin, C. (2006). Beyond coteaching: Power dynamics, cosmopolitanism and the psychoanalytic dimension. Forum: Qualitative
Service to P-12 Community
Physics and Chemistry Teacher, grades 9-12 September 2004 – June 2006
Marie Curie High School, Bronx, NY
Middle School 219, Bronx, NY
Community Intermediate School 148, Bronx, NY
Marie Curie High School, Bronx, NY
- Designed and developed interdisciplinary science curriculum immersed in regional, city, and state technology, mathematics and science standards
- Implemented cogenerative dialogues in all science classes as a foundation of effective science instruction for urban students
- Developed critical thinking skills through hands on physics and chemistry activities
- Focused learning objectives to improve science fluency, critical thinking, reading comprehension, and writing skills
- Grounded all lessons, units, and projects in technology and multimedia resources
- Utilized Power-point presentations in all conceptual physics lessons
- Developed effective distributed classroom management policies that infused students modes of learning
- Established connections across physics and chemistry curriculum
- Collaborated with community and museum educational programs such as the American Museum of Natural History and Queens Hall of Science
- Prepared students for success on New York State Regents examinations.
Middle School 219, Bronx, NY
- Implemented general science curriculum that infused biology, chemistry and physical sciences
- Incorporated students ways of knowing into the curriculum and mentored student co-teachers
- Enhanced “Science in the Community” curriculum: Utilizing science examples from students’ neighborhoods in general and physical science classes
- Integrated technology and multimedia resources into lessons via Power-Point, Excel and various multi-media tools
- Established strategies for working with disadvantaged youth on state wide 8th grade science exam
Community Intermediate School 148, Bronx, NY
- Implemented general science / physical science curriculum with hands on activities
- Developed “Science in the Community” curriculum: Utilizing science examples from students’ neighborhoods into curriculum used throughout school district
- Integrated technology and multimedia resources into lessons via Power-Point, Excel and various multi-media tools
- Established strategies for working with disadvantaged youth on state wide exams
- Established Science club for students that presented experiments and investigations at state wide science fair in Albany N.Y