Mary Hatton, Adjunct Faculty
School of Education

Email: mhatton@endicott.edu
Phone: 978-232-2499
Office Location: Samuel C. Wax Academic Center
Office Number: 206A


Courses

Current Courses
Science Methods ED 302

Past Courses|
Biosphere
Nature of the Universe
Evolution
Principles of Ecology
Environmental Field Studies
Science and Society
Senior Thesis
Practicum and Seminar in Elementary Education

Resume/C.V.

Boston University
Ed.D., Science Education 1998
Dissertation: The Impact of Telecommunications on Teacher Professional Growth.

Tufts University Sackler School of Biomedical Studies
M.S., Neuroscience. 1994
Thesis: Globose Basal Cells are Neuronal Progenitors in the Olfactory Epithelium: Lineage Analysis Using a Replication-Incompetent Retrovirus.

Boston University
B.A., Biology 1991
B.S., Science Education 1991

Certifications
Massachusetts Certification: Biology grades 9-12
Massachusetts Certification: Biology grades 5-8

Campus Involvement

Endicott College National Science Teachers Association Student Chapter, Co advisor. Preservice teachers lead community science enrichment activities; explore NSTA as a professional resource, and participate in professional field trips.  

 

Biographical Profile

Professor in the School of Arts and Sciences and the School of Education at Endicott since 1999. Formerly an Associate Professor in Education and Arts and Sciences (2008). I teach courses in the life sciences. I have designed courses in Evolution, Cell and Molecular Biology, and Science and Society. My science courses promote science literacy as dictated by the National Science Education Standards. I am interested in science literacy of future teachers and offer pre-service teachers opportunities to engage in outreach opportunities with local communities. My research interests and publications focus on science literacy and pre-service teacher education. I am involved in state and national initiatives to promote science literacy. I am involved in developing community partnerships with public schools, by providing professional development for Massachusetts K-8 teachers in science education and developing science enrichment programs for elementary and middle school students.

Accomplishments

Awards
Essex County Science Educator of the Year, Presented by the Massachusetts Association of Science Teachers, 2010

Presentations
Hatton, M. (2010). Become a Citizen Scientist for NASA: Student Cloud Observations OnLine Project SCOOL. A workshop presented at the Massachusetts Association of Science Teachers, Boxboro, MA.

Hatton, M. & Sullivan, J. (2009). Science Enrichment Programs that Promote Inquiry. A workshop presented at the Massachusetts Association of Science Teachers, Boxboro, MA.

Hatton, M. & Reinemann, D. (2008). Integrating Engineering and Technology with Science Disciplines. A workshop presented at the National Science Teachers Association, Boston, MA.

Hatton M. & Scholer, A. (2008). College student’s perceptions of scientists. A paper presented at the National Science Teachers Association, Boston, MA.

Hatton, M. (2006). Making Engineering Matter. A workshop presented at the Massachusetts Association of Science Teachers, Worcester, MA.

Hatton, M., (2005). Teaching Photosynthesis for a Conceptual Understanding. A workshop presented at the Massachusetts Association of Science Teachers, Worcester, MA.

Scholer, A., Hatton, M., & Staffier, M. (2005). A hands-on laboratory exercise on cellular respiration. A workshop presented at the Massachusetts Association of Science Teachers, Worcester, MA.

Hatton, M., Anderson, B., Naylor, J., and Sheehan, K. (2004). Investigating with Butterflies. A workshop presented at the Massachusetts Environmental Education Society, Worcester, MA.

Katz, P., Staffier, M., and Hatton, M. (2002). Integrating Forensics and Science. A workshop presented at the National Science Teachers‟ Association, New Mexico.  

Katz, P., Hatton, M, and Staffier, M. (2001). Forensic Science. A workshop presented at the National Association of Biology Teachers, Montreal, Canada.

Hatton, M. (2001). Weaving Inquiry into your Science Curriculum. A paper presented at Massachusetts Association of Science Teachers, Worcester, MA.

Hatton, M. and Byrne. H. (2000). Data Analysis: Integrating Math and Science. A talk presented at Massachusetts Association of Science Teachers, Worcester, MA.  

Hatton, M.E. and Rudolph, J. (1999). Raising confidence and competence in middle school girls. A workshop presented at Pollard Middle School, Needham, MA

Hatton, M.E. and Abegg, G. (1999). Telecommunications as a Context for Supporting Science Teachers Implementing Technology in the Classroom. A paper presented at the National Association for Research in Science Teaching, Boston, MA.

Hatton-Caggiano, M.E., Abegg, G. (1998). Telecommunications as a facilitator of professional growth in teaching. A paper presented at the National Association for Research in Science Teaching, San Diego, CA.

Hatton, M. and Byrne, H. (1998). Students as Critical Consumers. A curriculum presentation at Massachusetts Association of Science Teachers, Worcester, MA.  

Gensemer, R.W., Caggiano, M., Simms, B., and Rie, M.R. (1996). Using photosynthetic bio markers to quantify the amelioration of PAH phototoxicity by humic acid. A paper p presented at the Society for Environmental Toxicology and Chemistry, Washington, D.C .

Caggiano, M.E., Audet, R.H., and Abegg, G. (1996). Science teacher socialization through telecommunication. A paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.

Caggiano, M.E. (1995). A pilot study of an electronic community of interdisciplinary secondary science teachers. A poster presentation at the National Association for Research in Sci-ence Teaching, San Francisco.

Publications
Sullivan, J. & Hatton, M. (2011). Math and science night: A twist on the traditional event to engage families in exploring and leanring through inquiry. Science and Children. 48(5) 58-63.
 
Hatton, M.E. (2008). Pre service elementary teacher concerns about teaching science. Endicott.College, Beverly, MA. (ERIC Document Reproductive Service No. ED503450).

Scholer, A. & Hatton, M. (2008). An evaluation of  the efficacy of a laboratory exercise on cellular respiration. Journal of College Science Teaching. 38(1) 40-45.

Hatton, M.E. (2006). Developing the scientist in your students. Science Scope. 29(4) 45-47.

Hatton, M.E. (2000). Weaving Inquiry into your Science Curriculum. Beverly, MA: Endicott College School of Education. (Eric Document Reproduction Service No. ED479364)

Hatton, M.E., Abegg, G.A. (1999). Telecommunications as a Context for Supporting Science Teachers Implementing Technology in the Classroom. Beverly, MA: Endicott College School of Education. (ERIC Document Reproductive Service No. ED479363).

Hatton, M.E. and Hatton, M.P. (1997). Cancer and the cell. American Biology Teacher. 59:136-141

Caggiano, M.E. Audet, R. H., and Abegg, G.A. (1995). A pilot study of an electronic community of interdisciplinary secondary science teachers. Boston, MA: Boston University School of Education. ( ERIC Document Reproduction Service No ED382473)

Caggiano, M.E., Kauer, J.S., and Hunter, D.D (1994). Globose basal cells are neuronal progenitors in the olfactory epithelium: A lineage analysis using a replication incompetent retrovirus. Neuron 13 339-352.

Caggiano, M.E., Hunter, D.D., and Kauer, J.S. An analysis of olfactory receptor neurons using a replication incompetent retrovirus. Chemical Sense Journal, 1992.

Caggiano, M.E., Hunter, D.D., and Kauer, J.S. An analysis of olfactory receptor cell lineage using a replication incompetent retrovirus encoding alkaline phosphatase. Society for Neuroscience, 1992.

 

Works-in-Progress

 

Research with Pre-service Teachers
Surveyed Alumni perceptions and needs about teaching science (2010). Evaluate teacher perceptions and implementation of inquiry based science teaching (2008-present). Designed and evaluated the use of service-based learning as a model within a science methods course (2004-2006). Studying how this experience enhances learning and attitudes towards teaching science through inquiry.