Rate My Professor Antoinette Linton

California State University, Fullerton

4.5

2 reviews · out of 5

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4.08/20/2025

A true expert who inspires confidence.

5.04/30/2025

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About Antoinette

Antoinette Linton serves as Associate Professor of Secondary Science Education in the Department of Secondary Education at California State University, Fullerton, a position she has held since 2020, following her promotion from Assistant Professor, a role she began in 2014. With over 20 years of teaching experience at both high school and college levels, she previously worked as adjunct faculty at the University of Southern California's Rossier School of Education from 2011 to 2014 and as co-instructor in the Urban Teacher Residency Program/Math-Science from 2010 to 2011. Her academic background includes a B.S. in Biology from San Diego State University (2001), an M.S. in School Psychology from National University (2007), and an Ed.D. in Teacher Education in Multicultural Societies from the University of Southern California (2011). Dr. Linton's career also encompasses high school teaching and leadership roles such as Co-Director of the Partner District Cohort at CSUF since 2018.

Dr. Linton's research specializations focus on science teacher education, epistemic agency, multicultural education, Next Generation Science Standards (NGSS), urban education, social justice in education, and teacher preparation in multicultural societies. Her key publications include the co-authored article “Early Pre-service” STEM Education and the Teacher Pathway Partnership: The Impact of a University-Based Summer STEM Institute on Community College Students (Journal of STEM Teacher Education, 2020, with D. Choi); Developing a Mentorship Practice Through Self-Study (Journal of School Leadership, 2020, with M. Grant); High School Biology in the Age of the Next Generation Science Standards: A Student-Centered Approach (CLEARvoz Journal, 2018, with C. Luna and S. Arnak); and Teaching Learners of Vietnamese Heritage: Applying Social Linguistic Knowledge to Science Teaching (Multilingual Educator, 2018, with B. Do and A. Tran). She has authored book chapters such as Science Teacher Education, Epistemic Agency, and Multicultural Education in Evolving Multicultural Education for Global Classrooms (IGI Global, 2021) and Teaching Biology in the Age of The Next Generation Science Standards: Methodology for Teaching in High Needs Schools in Multicultural Curriculum Transformation in Science, Technology, Engineering, and Mathematics (Rowman & Littlefield, 2018). As co-principal investigator, she has contributed to major grants including the National Science Foundation's STEM Teacher Retention and Effectiveness: Analytics and Modeling for Success for Noyce (STREAMS 4 NOYCE, $1,813,472, 2019), Building Capacity: Advancing Student Success in Undergraduate Engineering and Computer Science (ASSURE, $1,496,967, 2018), and a CSUF Chancellor’s Office Center Closing the Opportunity Gap Grant ($300,000, 2020). Dr. Linton has delivered numerous peer-reviewed presentations at national conferences like the American Educational Research Association and National Science Teachers Association, and state events including the California Council on Teacher Education. She holds service roles such as representative for the California Faculty Association, article reviewer for journals like the Journal of Science Education, and conference proposal reviewer for AERA Division K.