Doctor of Philosophy (Ph.D.)
Science Education
The University of Maryland-College Park
1999
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Faculty
Faculty
Scott Jackson Dantley, Ph.D.
Interim Dean
Department/Office
- Dean's Office
School/College
- School of Education
Biography
Scott Jackson Dantley, Ph.D., currently serves as the Interim Dean of the School of Education. He most recently held the role of Senior Associate Dean for Academic Affairs and Professor of Science Education at Howard University, where he served for seven years. Dr. Dantley specializes in accreditation and science education and has contributed to educational initiatives at both national and international levels.
He has held several executive leadership positions, including Special Assistant to the President for the Council for Accreditation of Educator Preparation (CAEP) and Vice President for Recognition Services at the Council for Higher Education Accreditation (CHEA). His experience also includes work at multiple higher education institutions focused on quality assurance and regional, state, and specialized professional accreditation. His administrative leadership roles have included Academic Dean, Associate Provost for Academic Affairs, and Associate Vice President for Planning, Assessment, and Accreditation.
With more than 25 years of experience, Dr. Dantley has built expertise in assessment, institutional research, and strategic planning, as well as regional, national, and international accreditation. He has served as a science reviewer for the Office of the State Superintendent of Education (OSSE) and has evaluated science-related projects for the National Science Foundation (NSF). As a Principal Investigator, he has led several federally funded projects totaling over $1 million through the U.S. Department of Education, focused on STEM initiatives for middle school and college students.
Dr. Dantley’s academic specialization is in science education, with research interests centered on minority student participation in science, the academic achievement of Black males, and international comparisons in science education outcomes. He has presented his research at leading national and international conferences, including the American Educational Research Association (AERA) and various International Cross-Cultural Research Exchange forums. His scholarship has been published in English and Spanish in respected journals such as Science Education International, The Electronic Journal of Science Education, the Research Association of Minority Professors’ Journal (RAMPJ), and the Journal of Negro Education.
He earned a Bachelor of Science in Chemistry from The George Washington University, a Master of Science in Inorganic Chemistry from North Carolina A&T State University, and both a Master’s degree and Ph.D. in Science Education (with a focus in Chemistry Education) from the University of Maryland.
Dr. Dantley enjoys reading, fitness, and a wide range of music genres, and he actively travels nationally and internationally. He is a life member of Alpha Phi Alpha Fraternity, Inc., and resides in Maryland.
Education & Expertise
Education
Master of Education (M.Ed.)
Science Education
The University of Maryland
1998
Master of Science (M.S.)
Inorganic Chemistry (professional)
North Carolina A&T State University
1995
Bachelor of Science (B.S.)
Chemistry
The George Washington University
1992
Expertise
Research Interests
Achievement in Science and Science Education
International STEM comparisons
Minority Achievement
Higher Education Policy
NSF STEM reviewer
OSSE State Science Reviewer
Academics
Academics
Measurement and Assessment in Teaching
Graduate course on measurement and assessment designed for k-12 teachers.
International Internship and Special Topics Seminar
The International Internship Program offers students the opportunity to integrate pedagogical and theoretical concepts related to teaching and learning within an international context. The purpose of the international internship and special topics seminar is to allow students to develop global competencies aimed at providing exposure to global teaching skills, students, and environments. The special topics seminar facilitates intercultural development and cross-cultural experiences through online discussions, journal writing, and interdisciplinary readings. Students will be eligible for nine (9) credit hours.
Research
Research
Specialty
Science Education and AchievementFunding
2007-2012; Co-PI (Subcontract ($200K) with The University of Maryland) Project Nexus ($1.2 million total award) recruiting and retaining middle science teachers.
2008-09; NSF STEM Grant-Academic Affairs ($2 million)—(oversight)
2007; PI-Project Succeed $88K-Florida initiative
Oversaw MSEIP Grant-US Department of Education PPACE-Precollege Program and Access to Careers in Engineering ($749K)
Overseeing -MSEIP grant ($749K)-The Howard University Science and Engineering Cultural Efficacy (HUSECE) Program
Accomplishments
Accomplishments
Dr. Zollie Stevenson, Jr. Award for Outstanding Mentorship in Research, Evaluation, and Accountability
Helped facilitate the new award in Dr. Stevenson, Jr. 's honor. The award is for AERA Division H- Research, Evaluation, and Accountability.
NC A&T Outstanding Graduate Award
Publications and Presentations
Publications and Presentations
Academic Accreditation in Saudi Arabia
The Saudi strategy to address the future, a future without an oil-based economy, has been to finance and build world-class universities and medical institutions with research centers. This is strongly demonstrated by the 2014 national budget in which 43.8% of the total is appropriated for education and health care (Jadwa Investment, 2014). This is also confirmed by the Saudi strategy of constructing a major public university and medical hospital system in each of its 13 regions. Included is a deliberate plan to create a supporting infrastructure that directly benefits citizens: new modern airports, major expansion to the “Two Holy Mosques” in Makkah and Madinah, extensive metro transit systems and highways, new modern cities, huge desalination plants for freshwater, electric power plants, and ports for high-end international shipping.
Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs
Teaching Science Inquiry in Urban Contexts: The Role of Elementary Preservice Teachers’ Beliefs
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However, why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education.