Kathryn Ribay received her Ph.D. in Science Education from Stanford Graduate School of Education.
Kathryn began her career as a chemistry teacher in public high schools in New Jersey. She has worked as a research assistant and teacher educator and is an experienced professional development facilitator. Kathryn has worked with teachers in the United States and the Galápagos Islands and co-developed innovative workshops to support teachers working to connect social justice and chemistry teaching.
Her dissertation, "Considering chemistry education for social justice: Examining teachers' conceptions and applications" is a year-long study of a group of chemistry teachers committed to social justice principles. The project investigated how they interpret and apply those principles as well as how they draw on each other's expertise to refine their own ideas.
Kathryn holds an M.S. in chemistry from Rutgers-Camden University, an Ed.M. in school and instructional leadership from Harvard Graduate School of Education, and a B.A. in chemistry from Harvard University.