S. Maxwell Hines
Position: Professor Department: Education
Contact Info
Office: 237D Anderson Phone: 336-750-2378 Email: hinessm@wssu.edu
Biography
Dr. S. Maxwell Hines is a career science educator. She has taught science at the precollege and college levels and has taught science education at the college and graduate levels for nearly 25 years. She has taught at five colleges/universities, earning tenure at two, and has chaired a total of ten NCATE-accredited science education programs at two universities. She has held offices in the American Educational Research Association and the Association for Science Teacher Education. She has maintained her membership in Phi Delta Kappa for over 20 years. She is frequently consulted by colleagues, as well as national, international and governmental organizations. She maintains a record of funded grantsmanship. Her research agenda includes, multicultural science education; the sociology of science; and ethnicity, class, gender and exceptionality in science teaching and learning.
Educational Background
- PhD, Science Education, 1996, State University of New York at Buffalo
- EdM, Science Education, 1988, State University of New York at Buffalo
- BS, Biology, 1983, City University of New York-York College
Kaufman, J. S. & Hines, S. M. (2010). Cultivating an understanding of privilege among teacher candidates. Race, Gender & Class, 17(1-2).
Hines, S. M., Murphy, M. O., Penzone, M., Singer, A. J., and Stacki, S. L. (2003). New teachers' network: A university-based support system for educators in urban and suburban "ethnic minority" school districts. Equity and Excellence in Education, 76(4), 300-307.
Hines, S. M. (Ed.) (2003). Multicultural science education: Theory, practice, and promise. New York: Peter Lang.
Hines, S. M. (2003). What kind of teacher do you want to be? In A. J. Singer with Murphy, M. O.,
Hines, S. M. and the New Teachers Network, Teaching to learn, learning to teach: Pro-class practices in secondary schools. Lawrence Erlbaum.
Hines, S. M., Murphy, M., Singer, A., and Stacki, S. L. (2002). Remembering Amadou Diallo: The response of the New Teachers Network. Phi Delta Kappan, 84(4), 303-306.
Hines, S. M. (2002). A science teacher looks at social studies: Guns, germs, and steel: The fates of human societies, by Jared Diamond. Social Science Docket, Hines, S. M. (6/29/2002). Schools for whom? Newsday.
Hines, S. M. (2002). I'm chocolate, you're vanilla: Raising healthy Black and biracial children in a race-conscious world. T. C. Record, 104(1), Invited article.
Hines, S. M. (2001). The greatest misadventure of race. In Hines, S. M., Eisenberg, M, Toney, J., and Singer, A., A science educator, a sociologist, a historian and a social studies educator on race in U. S. history. Race, Ethnicity and Education, 5(1), 107-123. Invited article.
Hines, S. M. (2001). A science teacher looks at social studies: One drop of blood: The American misadventure of race, by Scott L. Malcomson. Social Science Docket, 1(2), 65.
Hines, S. M. (Mar. 29, 2001). Radical solutions are needed in Roosevelt. Newsday, A43, A46. Invited article.
Hines, S. M. (2000). A science teacher looks at social studies: Longitude: The true story of a lone genius who solved the greatest scientific problem of his time, by Dava Sobel. Social Science Docket, 1(1), 58.
Hines, S. M., Murphy, M. O., Singer, A. J., and Stacki, S. L. (1998). New teachers' network: A university-based support system for educators in urban and suburban minority school districts. ERIC Document Reproduction Service ED 441 772.
Hines, S. M. (1996). Charles Drew-Pioneer blood plasma scientist (1904-1950). In E. S. Jenkins, To fathom more: African American scientists and inventors (pp. 285-299). Latham, MD: University Press of America.
Hines, S. M. and Mussington, C. G. (1996). Preservice science teachers as researchers: Extending field-based learning. Journal of Science Teacher Education, 7(2), 143-150.
Hines, S. M. (Dec. 7, 1989). Are we fostering dependence in minority students? Black Issues in Higher Education, 6(19), 112.
BKE 2323 Child Development I: Infant and Toddler Development
EDU 1304 Freshman Seminar
EDU 2304 Sociological, Historical, and Philosophical Foundations of Education
EDU 5340 Teaching Diverse Classrooms
EDU 6317 Teaching and Learning Science
ELE 3302 Concepts of Math and Science
ELE 3311 Child Development
ELE 4335 Methods and Assessment in Teaching Math and Science
ELE 4341 Concepts and Assessment in Science
Winston-Salem State University: 2012, Master Teacher designee
American Education Think Tank: 2012, Institute Fellow
Winston-Salem State University: 2012, O'Kelly Fellow
Hofstra University: 2006, Outstanding Service to the STEP@Hofstra and CSTEP@Hofstra Programs
American Educational Research Association Special Interest Group, Critical Examination of Race, Ethnicity, Class and Gender in Education: 2005, Meritorious Service Award for Promoting Multicultural Education
American Association of Colleges for Teacher Education: 1995, Selected for inclusion in, A Select Directory of Members Involved in Gender Equity Programs
State University of New York at Buffalo: 1991-1993, National Holmes Consortium Scholar State University of New York at Buffalo: 1991-1993, Underrepresented Minority Fellow
Hines, S. M. & Ingram, S. (2010). "Revisioning" science teacher education at historically black colleges and universities: A case study. Paper presented at the Association for Science Teacher Education 2010 International Conference, January 13-16, Sacramento, CA.
Hines, S. M. (2007). Making diversity issues meaningful for Long Island science teachers. Paper presented at the Association for Science Teacher Education 2007 International Conference, January 11-14, Clearwater, FL.
Hines, S. M. (2006). Developing diversity sensitive dispositions in Long Island science teachers. Keynote address delivered to U-Mass-Amherst STEM Education Institute, April 12, Amherst, MA.
Hines, S. M. (2004). Removing the thorns from STEM. Keynote address delivered to the TLQP@Hoftra Program, August 30, Hempstead, NY.
Singer, A. J. and Hines, S. M. (2001) Troubled past, contentious present, problematic future: Race and Long Island schools since world war II. Accepted for publication in the Long Island Suburban Studies Conference Proceedings, Hofstra University.
Hines, S. M. and D'Angelo, G. (1999). The use of the CASE Network standards in preservice level portfolio development. Paper presented at the annual AETS meeting, January 14-17, Austin, TX. ERIC Document Reproduction Service ED 431 626. Refereed publication.
Hines, S. M., Morris, D., Murphy, M. O., and Singer, A. J. (1998). New teachers' network: A university-based support system for educators in urban and suburban minority school districts. Paper Presented at the annual NAME meeting, October 6-11, St. Louis, MO. ERIC Document Reproduction Service ED 441 772.
Hines, S. M. (1997). Factors influencing persistence among African American upperclassmen in natural science and science-related majors. Paper presented at the annual AERA meeting, March 24-28, 1997. ERIC Document Reproduction Service ED 406 898.
Hines, S. M. (1997). Developing multicultural science education curricula: A primer for science teacher educators. Paper presented at the annual AETS meeting, January 9-12, Cincinnati, OH. Hines, S. M. and Mussington, C. G. (1996). A comparative study of the understanding of the concept of race between preservice secondary teachers and preservice secondary science teachers. Paper presented at the annual AERA meeting, April 8-12, New York, NY.
Mussington, C. G., Hines, S. M., Metcalf-Turner, P., and Murray, G. (1995). Developing diversity-sensitive dispositions in preservice teachers: A new agenda for teacher education. Paper Presented at the annual NAME meeting, February 15-18, Washington, DC.
Hines, S. M., Chinn, P., and Rodriguez, D. (1994). The effect of wider participation among women of color on science teaching and science teacher education. Paper presented at the annual AERA meeting, April 4-8. ERIC Document Reproduction Service ED 374 013.