DR. Natasha Johnson

Natasha Johnson has worked as a STEM educator for over 20 years.

Born and raised in Rochester, New York, Natasha is a proud graduate of Joseph C. Wilson Magnet High School. She attended Cornell University where she earned a Bachelor’s degree in chemical engineering. She started her STEM journey as a Systems Engineer at the Limerick Generating Station in Pottstown, PA.

Called to the classroom, Natasha joined Teach for America as a member of the Atlanta corps in 2002. She was placed at South Atlanta High School in Atlanta, GA as a chemistry and physics teacher. During this time, Natasha completed her initial certification and a Master’s in Secondary Science Education from Mercer University. She has significant science teaching experience in the metro Atlanta area in a variety of formal and informal settings: Atlanta Public Schools, Dekalb County Schools, Rockdale County Schools, Henry County Schools, Georgia Virtual School, Atlanta/Gwinnett Upward Bound program.

While working as a high school teacher, Natasha completed her Ph.D in Science Education from the University of Georgia in May of 2019.  During this time, she served as a university supervisor, research assistant, tutor, and teaching assistant for the chemistry and science education departments. 

Natasha relocated to Toledo, Ohio in 2020 for her role as an Assistant Professor in Science Education.  In this role, she is responsible for teaching science methods to early childhood, middle grades, and adolescent/young adult pre-service teachers. The overarching goal of Natasha’s scholarship is to increase interest, access, and achievement in the sciences for all students. Issues related to equity, social justice, and the amplification of marginalized voices continues to be the focus of her past, current, and future research interests in the area of science education.

As an educator, researcher, scholar, and consultant, she is working to transform the way we think of science and science education. Her goal is to change the climate of STEM courses and to work for systemic change in the quality of science education. She hopes that her work as a scholar in the field of education will lead to greater access to a high quality education and better academic outcomes for all students, regardless of race, gender, religious affiliation, sexual orientation, socioeconomic status, or ability.