Education & Experience:

Ph.D., The University of Toledo, Curriculum & Instruction (1994) - science and middle childhood education

M.S., The University of Toledo, Science & Education (1989) -exercise science

B.A., Albion College, Biology, Physical Education -1984

2002 – Present. Associate Professor, Joint Appointment: College of Education and Human Development (School of Teaching and Learning) and College of Arts and Sciences (Center for Environmental Programs), Bowling Green State University, Bowling Green, Ohio.

Spring 2003. Visiting Scholar, The University of West Indies, Trinidad and Tobago. Helped design a Science Education Master’s Program and provided 90+ diploma and inservice teachers professional development on problem-based learning through the lens of environmental science as an integrative context.

2000 – 2002. Associate Professor, Division of Teaching and Learning, Bowling Green State University, Bowling Green, Ohio.

1994 – 2000. Assistant Professor, Division of Teaching and Learning, Bowling Green State University, Bowling Green, Ohio.

1993 – 1994. Part-Time Instructor, Department of Educational Curriculum & Instruction, Bowling Green State University, Bowling Green, Ohio.

1992 – 1994. Graduate Assistant, SciMaTEC (Science, Math, and Technology Education Center),  The University of Toledo, Toledo, Ohio.

1985 – 1992. Science Teacher, Rossford Schools, Rossford, Ohio.

1987 – 1988 . Graduate Teaching Assistant (Human Physiology), The University of Toledo, Toledo, Ohio.

Specialty Areas of Interest:

Environmental Education
Motivation, attitudes, and beliefs about teaching and learning
Teacher education
Constructivist Pedagogy

Current BGSU Courses:

Undergraduate Courses

Teaching Evolution and the Nature of Science
Intro to Environmental Studies
Environmental Education
Investigating Earth Systems
Secondary Science Methods 
Middle Childhood Science Methods
Elementary Science Methods

Undergraduate-Graduate Courses  

Investigating Earth Systems
Environmental Education

Graduate Courses

      Leadership in Science and Mathematics Education
      Inquiry in Science and Mathematics Education
      Computers in the Science Classroom 
      Science Curriculum  

Continuing Education or Service Activities:

Recent and Current Research or Grants:

Co-Principal Investigator. DREAMS. Ohio Department of Education Mathematics and Science Partnership (MSP) Grant. $350,000. Funded March 2007.

Co-Principal Investigator. NWO TEAMS renewal. Ohio Department of Education Mathematics and Science Partnership (MSP) Grant. $636,000. Funded March 2007.

Co-Principal Investigator. REAL: Regent’s Environmental Academy for Learning. Ohio Board of Regents Grant. $340,000. Funded January 2007.

Principal Investigator. NWO Center of Excellence in Science and Mathematics Education. Ohio Board of Regents Grant. $225,000 – Year 1 of 4 ($900,000 over four years). Funded October 2006.

Co-Principal Investigator. NWO TEAMS. Ohio Department of Education Mathematics and Science Partnership (MSP) Grant. $550,000. Funded March 2006.

Principal Investigator. NWO TeachOhio. Ohio Department of Education Grant. $250, 000. Funded February 2006.

Principal Investigator. EXCITE Odysseys. Ohio EPA Grant. $49,971. Funded September 2005.

Principal Investigator: Maumee River GLOBE Project. Submitted as an Eisenhower: Ohio Board of Regents Grant through Bowling Green State University. $57,672 in funding requested. Funded September 20, 2001.

Co-Author and Principal Investigator. Project EXCITE - Environmental health science eXplorations through Cross-disciplinary & Investigative Team Experiences. Bowling Green State University. $266,915 – Year 1 of 7 renewal grant ($1.86 million total funding). Funded by the National Institute of Environmental Health Sciences, September 2000.

Co-Principal Investigator: TAPESTRIES - Toledo Area Partnership in Education: Support Teachers as Resources to Improve Elementary Science. A National Science Foundation Grant. Bowling Green State University was subcontracted through The University of Toledo. $5.2 million over 5 years (1.2 million subcontracted to BGSU). Funded March 15, 1998.

Recent Peer Reviewed Publications and Submissions:

In Review

Lumpe, A. T., Czerniak, C. M., Haney, J. J., & Beltyukova, S. (2007, May). Beliefs about teaching science: The relationship between elementary teachers’ professional development and student achievement. Science Education.

Keil, C. P., Haney, J. J., & Zoffel, J. (2007, April). Improvements in science process skills using environmental health science problem-based learning curricula. The Electronic Journal of Science Education.

Accepted for Publication

Published

Haney, J. J., Keil, C. P., Zoffel, J., & Wang, J. (2007). Enhancing teachers’ beliefs and practices through the implementation of problem-based learning focused on locally pertinent environmental health science issues. The Journal of Environmental Education, 38(4).

Haney, J. J., Keil, C. P., & Zoffel, J. (2007). From problem solving to taking action: A problem-based learning model for the middle grades. Ohio Middle School Journal.

Czerniak, C. M., Beltyukova, S., Struble, J., Haney, J. J., & Lumpe, A. T.  (2005). Do you see what I see? The relationship between a professional development model and student achievement. In R. E. Yager (Ed.), Exemplary science in grades 5-8: Standards-based success stories. Arlington, VA: NSTA Press.

Ballone, L., Czerniak, C. M., & Haney, J. (2005). A descriptive study of the effects of a LSC project on scientists’ teaching practices and beliefs. Journal of Science Teacher Education, 16(2).

Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (2003). Constructivist beliefs about the science classroom learning environment: Perspectives from teachers, administrators, parents, community members, and students. School Science and Mathematics, 103(8).

Haney, J. J., & McArthur, J. M. (2002). Four case studies of prospective teacher beliefs regarding constructivist practice in the science classroom. Science Education, 86, 783-802.

Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions:  The beliefs and actions of teachers implementing change? Journal of Science Teacher Education, 13, 171-187.

Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform stands. Journal of the Association of Research in Science Teaching, 3(9).

Haney, J. J., & Lumpe, A. T. (1995). A science teacher professional development model guided by reform policies, teacher needs, and research. Journal of Science Teacher Education, 6(4).

Proceedings

Heddle, M.L., & Haney, J. J.(2007). Educational strategies for overcoming misconceptions about global climate change. Proceedings of the International Conference on Environmental Education. Ahmedabad, India.

Haney, J. J., Keil, C. P., & Zoffel, J. (2006). Making the case for the integrated curriculum through the lens of environmental health science. Hawaii International Conference on Education Conference Proceedings. Honolulu, HI: The University of Hawaii.

Haney, J. J., George, J., Ryan, K., Zoffel, J., & Keil, C. B. (2005).Examining the beliefs of teachers participating in reform-based professional development about implementing problem-based learning and environmental education in the classroom: A pilot study. Hawaii International Conference on Education Conference Proceedings. Honolulu, HI: The University of Hawaii.

Haney, J. J., & Keil, C. (2004). EXCITE problem-based learning odysseys: Integrating problem solving, environmental health and technology into the middle grades curriculum. Hawaii International Conference on Education Conference Proceedings (ISSN# 1541-5880). Honolulu, HI: The University of Hawaii.