John Craven

John Craven - SM

Ph.D.

Associate Professor and Principal Investigator for the Fordham University / Wildlife Conservation Society Robert Noyce Scholarship Program

113 West 60th Street
Room 1102
212-636-6450
[email protected]

Dr. John Craven is Associate Professor of Education. He has an earned Ph.D. from the University of Iowa in Science Education; an MS in Geophysical Sciences from the University of Memphis; a BS in Education from Memphis State University, and a BS in Animal Science from the University of Connecticut.

He has a broad set of experiences working with youth in such settings as Covenant House, the Peace Corps as a volunteer in Tunisia, the Memphis Pink Palace Museum as a K-12 science specialist, and a high school teacher in Kolbe Cathedral High School (Bridgeport, CT). Currently, Dr. Craven has extensive experience working with middle and high school science teachers in New York City helping them to transform their curriculum and instructional practices to meet the needs of new learning goals and expectations.

Recent publications include:

Craven, J., Hogan, T., Rosoff, L., & O. Bellow (2025). Assessment Challenges and Opportunities for Reform in STEAM. In Farenga, S., Garofalo, S., & Ness, D. (Eds.), International Handbook of Research on STEAM Curriculum and Praxis. Routledge, NY.

Craven, J., Franks, A., Johnson, G., Odame-Labi, J., & Watson, J. (2024). A place to begin: Innovative mindsets. In R. A. González Lezcano & Ş. Orakcı (Eds.), Innovative Trends and Educational Technology in Higher Education. IAP Information Age Publishing, Inc.

Dr. Craven’s areas of research include STEAM education, Expert/Novice Science Teacher Development, and Curriculum Development.

Recent doctoral candidates mentored by Dr. Craven include:

  • Munson, L. (Ph.D., 2025). Reimagining the literacy identity of science teachers: A shift towards transdisciplinary practices. Mentor: Craven. Expected completion: August 2025.
  • Payano, M. (Ph.D., 2024). Teachers’ perceptions on technology as a tool to support neurodiverse students. Mentor: Craven.
  • Franks, A. (Ph.D., 2024). Exploring preservice teachers’ experience with guided inquiry in a mathematics methods course. Mentor: Craven.
  • Johnson, G. (Ph.D., 2024). Exploring preservice elementary teachers' identities and beliefs related to fostering children's creativity and artistry. Mentor: Craven.
  • Tavlin, M. (Ph.D., 2021). Together we STEM: An urban community lab’s collaborative internship and social distancing. Mentor: Craven.
  • Stein, J. P. (Ph.D., 2021). STEAM-focused education: Teacher beliefs about school climate. Mentor: Craven.

For information on the Fordham University programs in science education (including Adolescence Biology Education, Adolescence Chemistry Education, Earth Science Education, and Physics Education as well as middle school extensions for science teachers) or for information regarding STEM and STEAM strands in the Ph.D. program, Dr. Craven suggests emailing him at [email protected].

  • PhD, The University of Iowa

    MS, The University of Memphis

    BS, Memphis State University

    BS, University of Connecticut

  • Research Interests

    Critical Literacy in Science Education

    Science Teacher Beliefs

    Science Teaching and Learning

  • Grant Activities

    National Science Foundation: 2010, $967,000, Craven, J. (PI), Fordham University/Wildlife Conservation Society Robert Noyce Scholarship Program

    Articles

    Farenga, S., Ness, D. & Craven, J. (2008). Water Harvesting, Part II: Working toward being green. Science Scope, March, 2008.

    Farenga, S., Ness, D. & Craven, J. (2008).Water Harvesting, Part I. Science Scope, January, 2008. 58–62.

    Craven, J . & Hogan, T.M. (2006). Beachcombing for Fossils. Science Scope, 30 (2), 66-69.

    Hogan, T.M., & Craven, J. (2005). Invasive species in your backyard: What you need to know about investigating the problems of space invaders. Science Scope, 29(3), 62-64.

    Craven, J. & Hogan, T.M. (2010). Resisting an unbecoming science. In D. Moss and T. Osborn (Eds.), Resistance in Education (pp. 201‐222). New York: Peter Lang.

    Craven, J. (2010). Thoughts from a Parent and Educator. Preface in Farenga, S., Ness, D., Johnson, B. & Johnson, D., The Importance of Average. Lanham, Maryland: Rowman & Littlefield (pp xv-xix).

    Hogan, T.M. & Craven, J. (2008). Disempowering The Authority of Science: Preparing Students for a Public Voice. Chapter in L. Wallowitz (Ed.), Reading As Resistance: Critical Literacies Across the Curriculum. New York, NY: Peter Lang (pp65-84).

    Craven, J. & Hogan, T. (2007). Science literacy, media literacy, and the Internet: Change forces in the United States and the People’s Republic of China. Book chapter in F. Blumberg (Ed.), When East meets West: Media research and practice in US and China. Cambridge Scholars Publishing, UK.

  • Community Resources for Science Education (CTGE5634)

    Integrating Math, Science and Technology (CTGE5275)

    Media and Technology in Science and Mathematics (CTGE6260)

    Science Curriculum and Instruction (CTGE5631)

    Student Teaching Adolescents: Research and Reflective Practice (CTGE5308)

    Teaching and Assessing Science (CTGE5271)

    Teaching Science and Technology to Children (CTGE5242)

    Theories and Practice of Curriculum and Teaching (CTGE6195)

  • Project WET, Trainer

    Project Wild/Aquatic Wild Trainer