Justina A. Ogodo, Ph.D., is an Assistant Professor in the Department of Curriculum & Instruction. She earned her doctoral degree in curriculum and instruction from the University of Alabama. As a passionate educator with K - 20 teaching experience spanning over two decades, she believes students have unique assets waiting to be discovered by their teachers and that every child can learn if presented with equitable learning opportunities. Her work focuses on enhancing teachers’ knowledge base and equipping them to meet students where they are and take them where they need to be. Her research covers science curriculum and instruction, preparing culturally competent STEM teachers, especially for urban settings, and out-of-field teaching. Dr. Ogodo has several peer-reviewed publications.

She is affiliated with and serves in different capacities in many professional organizations including, the American Education Research Association (AERA), the National Association of Research in Science Teaching(NARST), the School Science and Mathematics Association (SSMA), and the Mixed-Methods International Research Association (MMIRA).


Research Interests (1)

  • Science Teacher Pedagogical Content knowledge
    • Pre-service teacher preparation/In-service teacher development
    • Science curriculum and Instruction
  • Urban education
  • Culturally relevant and responsive teaching
  • Out-of-field science teaching.
Select Publications (7) Showing 5 of 7. Showing 7 of 7. Show All Show Less

Ogodo, J. A. (2022). Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience.


Ogodo, J. A., Simon. M., Morris, D., & Akubo, M. (2021). Experiences of teachers in the era of coronavirus. Journal of Higher Education Teaching and Practice.


Ogodo, J. A, (2021). Uncharted Territories: COVID-19 and other 2020 events that changed our lives forever. Journal of Multicultural Education. 7(1) Article 4.


Ogodo, J. A. (2019). Comparing Advanced Placement Physics Teachers Experiencing Physics Focused Professional Development. Journal of Science Teacher Education, 30(6), 639-665.


Ogodo, J. Atanda, M. A., Adedoyin, A. C., Carter, S. A., & Thrasher, J. (2021). COVID-19, Cultural competency, and church responsiveness in Nigeria. In R. D. Smith, S. C. Bodie, & B. English (Eds). Radicalized Health, COVID-19, and Religious Responses: Black Atlantic Contexts and Perspectives. Routledge.


Ogodo. J., Irving, K., Brosnan, P., & Ding, L. (2019). Rise, Defy, Teach – The ENABLE STEM Project. In J. Leonard, A. Burrows, & R. Kitchen, (Eds.). Recruiting, preparing, and retaining STEM teachers for a global generation. Sense Publishers.


Sunal, D. W., Sunal, C., Ogodo, J., & Stephens, M. (2019). High School Physics Teaching Reform: Support for Professional Development in the literature. In Sunal, D., Shemwell, J., Harrell, J. W., & Sunal, C. (Eds): Physics Teaching and Learning: Challenging the Paradigm. Information Age Publisher, Charlotte NC.


Courses (6)

TED 4643/4 – Middle & Secondary Intership

TED 4641/2 – Middle & Secondary Internship

TED 4325 – Science Curriculum

EDC 5699 – Graduate Teaching Internship

TED 3880 – Social Issues in Education

EDC 4350 – Teaching for Understanding