Faculty Profile

Brian Fortney

Title
Senior Lecturer
Department
Teach North Texas
College
College of Science

    

Education

PhD, The University of Texas at Austin, 2009.
Major: Science Education
Dissertation Title: The Impact of Japanese Lesson Study on Pre-Service Teacher Belief Structures About Teaching and Learning Science
MA, The University of Iowa, 1994.
Major: Teaching
Degree Specialization: Science Education
BS, The University of Iowa, 1992.
Major: Chemistry

Current Scheduled Teaching*

EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2023 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2022 Syllabus SPOT
EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2022 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2022 Syllabus SPOT
EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2021 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2021 Syllabus SPOT
EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2021 Syllabus SPOT
TNTX 1200.003, Secondary Teacher Education Preparation 2 : Inquiry Based Lesson Design, Spring 2021 Syllabus SPOT
TNTX 4910.001, Special Problems, Spring 2021 Syllabus
EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2020 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2020 Syllabus SPOT
EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2020 Syllabus
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2020 Syllabus
EDCI 3500.001, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2019 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2019 Syllabus SPOT
TNTX 4910.001, Special Problems, Spring 2019 Syllabus
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2018 Syllabus SPOT
EDCI 4000.001, Classroom Interactions, Spring 2018 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2018 Syllabus SPOT
EDCI 4000.001, Classroom Interactions, Fall 2017 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2017 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Spring 2017 Syllabus SPOT
TNTX 1200.001, Secondary Teacher Education Preparation 2 : Inquiry Based Lesson Design, Spring 2017 Syllabus SPOT
EDCI 3500.002, Knowing and Learning in Mathematics, Science, and Computer Science, Fall 2016 Syllabus SPOT
TNTX 1200.001, Secondary Teacher Education Preparation 2 : Inquiry Based Lesson Design, Fall 2016 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Atwood, E., Fortney, B. S., Mansfield, K. C., Welton, A. D., Lee, P. L. (2016). A Tale of Two Professors: Navigating Work Life Balance in a Dual Academic Career Household. Identity, Intersectionalities, Mentoring, and Work-Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political. 10. North Carolina: Information Age Publishing.
Upadhyay, B., Fortney, B. S., Fleming, M., Casey, J. N., Upton, R. E. (2008). Strengthening retention of science knowledge in elementary students by incorporating students’ experiences in everyday inquiry oriented science instructions. Educational Curricula Development and Evaluation. 161-182. New York: Nova Science Publishers.
Conference Proceeding
Fortney, B. S. (2015). Physical Sciences: Connections within and between Communities.. Proceedings of the Science Education at the Crossroads Conference.
Fortney, B. S., Settlage, J., Johnston, A. (2014). Re-contextualizing Self: Educational Researcher, Teacher Educator, Assistant Professor. 28-29. Proceedings of the Science Education at the Crossroads Conference. www.sciedxroads.org/proceedings2014.html
Fortney, B. S., Setledge, J., Johson, A. H. (2011). Expanding Beliefs about Diversity Through Experience. Crossroads. 56. www.sciedxroads.org/proceedings2011.html
Fortney, B. S., Setledge, J., Johson, A. H. (2011). Expanding Beliefs about Diversity Through Experience. Proceedings of the Science Education at the Crossroads Conference. 38-39. URL here
Journal Article
Fortney, B. S., Morrison, D., Rodriguez, A. J., Upadhyay, B. R. (2019). Equity in science teacher education: toward an expanded definition. Cultural Studies of Science Education. Equity in Science Teacher Education: Toward an Expanded Definition. 14(2), 259-263. Springer Netherlands: Cultural Studies of Science Education/Springer.
Fortney, B. S., Atwood, E. D. (2019). Teaching with Understanding while Teaching For Understanding. Cultural Studies of Science Education. 14(2), 465-484. Arlington, VA: Cultural Studies of Science Education/Springer.
Fortney, B. S. (2014). Are instructors of online science methods courses liable for nonfeasance?. Teachers College Record. www.tcrecord.org ID Number: 17577
Albrecht, N., Fortney, B. S., Mueller, M. P., Milne, C., Tobin, K. (2011). Thinking identity differently: Dynamics of identity in self and institutional boundary. Cultural Studies of Science Education. 6(1), 181-186. Springer:.
Luft, J., Fletcher, S., Fortney, B. S. (2005). Early recruitment of science teachers: Promising or problematic strategy. Other. 14(1), 41-48.
Fortney, B. S., Mutel, R. (1994). Determining the ephemerides of short period eclipsing binaries: V566 Ophiuchi. Other. (56), 6-13. http://cdsads.u-strasbg.fr/cgi-bin/nph-iarticle_query?1994IAPPP..56....6F&data_type=PDF_HIGH&whole_paper=YES&type=PRINTER&filetype=.pdf
Ph.D. Thesis
Fortney, B. S. (2009). The Impact of Japanese Lesson Study on Preservice Teacher Belief Structures about Teaching and Learning Science.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Teaching
Petros, A. (Principal), Naresh, N. (Co-Principal), Fortney, B. S. (Co-Principal), Neogi, P. (Co-Principal), Kinyanjui, S. (Co-Principal), "Faculty-Initiated Redesign of STEM Teaching for all Students (FIRSTS) - Team Mentoring Grant," Sponsored by University of North Texas, Local, $5000 Funded. (August 15, 2021May 2022).
Fortney, B. S., Thompson, R., Terry, N., "(Resubmit) TNT AR SimLab Team Mentoring Grant: Developing Advanced Techniques in Teaching with Augmented Reality," Sponsored by The University of North Texas/Faculty Development, University of North Texas, $3000 Funded. (August 10, 2021May 1, 2022).
Fortney, B. S., Thompson, R., Terry, N., "TNT AR SimLab Team Mentoring Grant: Developing Advanced Techniques in Teaching with Augmented Reality," Sponsored by The University of North Texas/Faculty Development, University of North Texas, $3000 Funded. (December 18, 2020May 1, 2021).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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