Mary Hatton is a science educator who developed and teaches courses in the Schools of Arts and Sciences and Education. Prior to Endicott she was a research scientist and a biology teacher. After completing her doctorate in science education she has been interested in mentoring preservice teachers and developing approaches to bring authentic science experiences into schools. She is co-founder of the Endicott College National Science Teachers Association (ECNSTA) Student chapter.
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.
B.A., Biology 1991
B.S., Science Education 1991
Massachusetts Certification: Biology grades 9-12
Massachusetts Certification: Biology grades 5-8
STEM Horizons College and Career Exploration with Hands-on Science for Middle School Girls
Mary co-manages a YMCA program bringing together middle school girls and preservice teachers to fully engage in STEM education and career pathways with female STEM professionals (2018-present).
STEM Cafe for Teens
Mary Hatton was awarded $1000.00 by MA Cultural Council (2016-2017) to connect and engage high school students with STEM professionals in a casual interactive experience. Teens gained a deeper understanding and expressed more positive attitudes about STEM opportunities and careers.
Hatton, M., Grimbilis, S., Kane, C., and Kenyon, T. (2019). Never too young to be a citizen scientist. Science and Children. 57(3): 49-54.
Sullivan, J. & Hatton, M. (2011). Math and Science night: a twist on the traditional event to engage families in exploring and learning 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).
Science Methods ED 302