Science Education and Evaluation Associate
Science Education Resource Center
I joined the SERC team January 2021, to contribute over twenty years of experience in teaching chemistry and the physical sciences, STEM teacher preparation and research, and diversity, equity and inclusion practices in learning and teaching science. In my most recent employment, as the Senor Site Director of Higher Education at Year Up Greater Atlanta, a non-profit work-force development organization, I designed and facilitated all aspects of the Professional Training Corps (PTC). While there, I built and delivered a strong technology and business education program with community college partners in Georgia. I lead strategic growth and impact for young adults, ages 18-24 from underrepresented or low-income populations. Deliverables such as quality student services for all participants through assessment, planning, care coordination, and evaluation were critical to the success of this program. While serving as a Vice President of Academic Affairs, Dean, and Chair; respectively, at Atlanta Metropolitan State College, Columbus State University, and Clark Atlanta University, my research encompassed, broadening participation and impact, culturally relevant and responsive curriculum and resource development, and assessment and evaluation. My most current work involves providing project management, evaluation, assessment rubrics, survey development for the NSF GP-IMPACT: Expanding HBCU Pathways to Geoscience Education IMPACT, Savannah State University, NSF IUSE Next Generation Concept Inventory NGCI, University of Northern Colorado, and S-STEM Morningside College S-STEM projects.
Experience and Expertise
Deductive and inductive qualitative analysis
Case Study, observation, one-to-one interviews, focus group, record keeping data collection methods
Survey, assessment, and scoring rubric development
Diversity Equity and Inclusion planning and implementation
Curriculum development and design
Culturally relevant and responsive pedagogy
Online and face-to-face course instruction
General Chemistry I/II, Principles of Chemistry I/II , Physical Science I/II, Biology , Earth Systems Science for Middle Grades, Action Research, Inquiry and the Change Process, Curriculum and Methods for Middle and Secondary Grades, Teaching Science for Middle Grades, Science in the Secondary Schools
Ed.D University of Georgia, Science Education/Chemistry
M.A. Clark Atlanta University, Science Education/Chemistry
Science Education Research Center (SERC), Carleton College
Science Education Associate, SERC, Carleton College, Northfield, Minnesota (01/2021to Present)
Instructor of Chemistry and Physical Science, Natural Sciences Department, Georgia Military College, Fayetteville, and Zebulon, Georgia (01/2020 to 2021)
Senior Director of Workforce Development/Academic Director-Higher Education Year UP Greater Atlanta, Atlanta, GA (A non-profit workforce development organization) (2015-2019)
Dean and Professor, Division of Science, Mathematics, and Health Professions, Atlanta Metropolitan State College, Atlanta, GA (2010 – 2013 and 2014 – 2015)
Interim Vice President of Academic Affairs, Atlanta Metropolitan State College, Atlanta, GA (2013- 2014)
Associate Professor of Science Education and Program Coordinator,Columbus State University, Columbus, GA (2006 – 2010)
Chair and Associate Professor of Science Education,Clark Atlanta University, Atlanta, GA, (2000 - 2006)
Flournoy, B. (2016). Black women and science in higher education. In U. Thomas & J. Drake (Eds.), Critical research on sexism and racism in STEM fields (170-180).Hershey, PA: IGI
Flournoy, B. and Manley, O. (2007). Writing across the curriculum: Designing science lessons using the theory of multiple intelligences to promote literacy, Perspectives in Learning, 8, (2), 82-93.
Flournoy, B. (2006). High school students' attitudes toward writing in science, Georgia Journal of Science , 64, (1).
Smith, T., & Flournoy, B. (2006). Effective teacher characteristics on middle grades students' mathematics achievement, Georgia Journal of Science, 64, (1).
Manley, O., & Flournoy, B. (2005). One strategy does not work for all: Teaching diverse student populations, The Georgia Science Teacher, 45 (3)16-18.
Flournoy, B. (2005). Enriching pre-college science and mathematics' teachers' research skills using research scientists as mentors, Georgia Journal of Science, 63, and (1)83-84.
Bolton, N., & Flournoy, B. (2005). Students' retention of science content through various assessment measures, Georgia Journal of Science, 63(1), 80.
Kelly, E. & Flournoy, B. (2005). Using a skill matrix as a predictor of student success on a physical science End of the Course (EOCT) Test, Georgia Journal of Science, 63(1), 81.
Flournoy, B. (2004). Increasing middle grades students' interest in science through infusion of technology and hands-on science teaching, Georgia Journal of Science, 62(1), 66.
Matthews, G. & Flournoy, B. (2004). The effect of instructional distractions, instructional process, and the lack of motivation on meeting intended science objectives. Georgia Journal of Science, 62(1), 64.
Flournoy, B. (2003). Science in the Multicultural Classroom: A review, (2ed.), Roberta H. Barba, Multicultural Perspectives, 5 (2).
Flournoy, B., Cook-Bax, J. & Harris, L. (2001). The science mathematics connection, The Science Teacher, 68 (6) 63-66.
Alick -Flournoy, B. (2000). Neuroscience: Brain in space, a curriculum for grades 4-12", National Aeronautics and Space Administration Publication.