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Nadine McHenry

PROJECT AFFILIATION:

  • (ES)2
    • Roles: Project Professional Developer
    • Access: Project Admin
    • MSPGP
      • Roles: Project Guest

PROFESSIONAL ROLES

  • Higher Ed: Education 

BIO

Dr. McHenry has been working in science education for 25 years. She has Pennsylvania teaching certifications in early childhood (n-3), elementary (K-6) and environmental education (K-12). Her doctoral dissertation focuses on the theoretic basis for program development in environmental studies. She has been teaching since 1977 and has been working in teacher education as a full time faculty member since 1994. Before coming to Widener University, Dr. McHenry designed and implemented the Environmental Studies and Education program at Neumann College which was approved by the Pennsylvania Department of Education allowing for certification in environmental education. She also developed the Schoolyard Lab Program while at Neumann, a collaborative, DEP grant-funded program that brought together pre-service and in-service teachers in the design and use of outdoor education sites and environmental education curriculum at four local schools. This work has been carried over to Widener in the form of the Junior Block program, a similar project where pre-service teachers work with in-service teachers to develop interdisciplinary units in science and language arts.
Prior to her work at the University level, she was a science teacher in a K-8 private school and worked as an environmental educator and curriculum developer at the Schuylkill Center for Environmental Education. Here she taught classes and also wrote a series of kits called Secondary Loan Boxes. These five different self-contained, environmental education kits are available for teachers to borrow for their students in grades 7-12. At the Franklin Institute Science Museum (TFI) her work was focused on the professional development of teachers. At TFI, Dr. McHenry worked on a distance learning program (Science by Satellite) focused on the professional development of middle school teachers as they approached the concept of energy via inquiry. She was also a key player in the development curricula for some of the popular Teacher Overnight programs at TFI, again focused on understanding the importance of hands-on/minds-on teaching and learning in science.
In addition to her full time positions, she has also consulted with many different school districts to enhance science education through professional development. In particular, she has spent the last ten years working with a variety of teachers, predominantly secondary teachers, as they try to understand inquiry-based teaching, learning, and assessment in the science classroom. 

EXPERTISE

inquiry based teaching and learning in science
assessment issues, particularly with secondary science teachers
interdisciplinary teaching and learning 

RECENT PUBLICATIONS

Ledoux, M. & McHenry, N. (in press). Teaching reading without content: A case for interdisciplinary pedagogy. Pennsylvania Reads, fall, 2005.
Ledoux, M. & McHenry, N. (in press). Electronic portfolio adoption for teacher candidates. Early Childhood Education Journal.
Ledoux, M. & McHenry, N. (2005). The case for interdisciplinary social studies again. The Middle States Journal of Social Studies, 1(2).
Ledoux, M. & McHenry, N. (2004). A constructivist approach in interdisciplinary instruction of science and language arts methods. Teaching Education, 15(4).
McHenry, N. (2000). Schoolyard lab: Using environmental education to integrate cultures. CD-ROM Proceedings of the North American Association of Environmental Education Annual Conference.
McHenry, N. (2000). The schoolyard lab program: A partnership in learning. School & University Partnerships: Issues, Trends, Research and Best Practices, PAC-TE monograph II.