DIRECTORY LISTING

Wesley Pitts
Dean, Lehman College School of Education Chair/Professor and Co-Coordinator, Graduate Program in Science Education Coordinator TOPS Program in Science Education
Middle & High School Education
718-960-6097 Carman Hall, Room B29D

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Biography

Wesley Pitts

Dr. Wesley Pitts is Dean of the Lehman College School of Education, and a Professor of Science Education in the Department of Middle and High School Education (MHSE). Dr. Pitts earned his Ph.D. in Urban Education specializing in science education at the CUNY Graduate Center. Dr. Pitts is also a graduate of the Association of American College and Universities Project Kaleidoscope STEM Leadership Institute.

Dr. Pitts currently serves in MHSE as a Co-Coordinator of the Secondary Science Education Program. Dr. Pitts also holds a second appointment in the Ph.D. Program in the Urban Education Department - at the CUNY Graduate Center. He is currently serving as PI as the NSF Noyce-Framework on the Continuum that Unifies and Strengthens STEM (Focus-On -STEM) and a Lehman project lead on CUNY’s Computer Integrated Teacher Education (CITE).

His research uses frameworks from cultural sociology to investigate how encounters in urban secondary and post-secondary science classrooms and science teacher preparation programs create success in science education. Before working in higher education, Dr. Pitts taught chemistry at the secondary level in NYC.

Selected Publications

  • Pitts, W. (2022). Science learning and multicultural science education: Insights with which to move forward. In M.M. Atwater (Ed.), International Handbook of Research on Multicultural Science Education. https://doi.org/10.1007/978-3-030-37743-4_62-1 (Section Editor: Science Learning)

  • Martinez Gallard, J.A.,Pitts, W.B.,Flores Bustos, B., Ramos de Robles, Ramos, L. and Claeys, L. (2021). Latinas’ pathways to STEM: Exploring contextual mitigating factors. New York, NY: Peter Lang

  • Lehner-Quam, A. & Pitts, W. (2019). Exploring innovative ways to incorporate the Association of College and Research Libraries Framework in graduate science teacher education ePortfolio projects. New Review of Academic Librarianship, 25 (2-4), 357-380.

  • Pitts, W. & Lehner-Quam, A. (2019). Engaging the framework for information literacy for higher education as a lens for assessment in an ePortfolio social pedagogy ecosystem for science teaching education, International Journal of ePortfolio, 9(1), 29-44.

  • D’Souza, A, Pitts, W., Parkin, D (2018). Assessing power distribution and the quality of argumentation in a POGIL biochemistry classroom. Journal of College Science Teaching, 47 (4), 92-107.

  • Pitts, W. (2010). Turbulence, risk, and radical listening: a context for teaching and learning science. In W.-M. Roth (Ed.), Re/Structuring science education: ReUniting psychological and sociological perspectives, (pp. 99-111). New York: Springer.