Sara Hartman

Dr. Sara Lohrman Hartman has a Ph.D. with a specialization in Teaching, Curriculum & Learning and a Master of Education in Curriculum & Instruction, both from the University of Nebraska-Lincoln. She received her Bachelor of Science degree from Ohio University in Elementary Education. Under an early childhood umbrella, Dr. Hartman’s research interests are situated within themes pertaining to university/community/school partnerships, rural education, and the clinical model of teacher preparation. She teaches courses in the Early Childhood Department, including courses in Assessment, Children’s Literature, Human Development, and Social Studies. Dr. Hartman has over 11 years of experience teaching children ages PreK-8th grade in a variety of settings and is the co-founder and current board president of the Ohio Valley Museum of Discovery. Dr. Hartman also works closely with local schools, serving as the faculty coordinator for early childhood teacher candidates who are working in the field.

Selected Publications

• Hartman, S.L. & Kahn, S. (2019). Benefits of community-university partnerships in rural settings: Lessons learned from an inclusive science day event. Collaborations: A Journal of Community-Based Research and Practice, 2, 6. Retrieved from https://collaborations.miami.edu/articles/20/?fbclid=IwAR2TsczuqLWVVLK8dF7MSIqeIkF1aVH8XQHa2f1q4nFiHWBgumFGO02OxKo. 
• Dani, D., Hartman, S.L., & Helfrich, S. (2018). Learning to teach science: Elementary teacher candidates facilitate informal STEM events. The New Educator, 14, 363-380. doi: 10.1080/1547688X.2017.1356413  
• Kahn, S. & Hartman, S.L.(2018). Debate, dialogue, and democracy through science! Using controversial issues to develop scientific literacy and informed citizenship. Science and Children, 56(2), 36-44.
• Lowery, C.L., Hess, M.E., Hartman, S.L., Kennedy, C., Mazid, I. (2018). Establishing Partnership Spaces: Reflections of Educational Leaders on Founding Professional Development Schools. Educational Leadership Review, 19. 
• Kahn, S., Hartman, S.L., Oswald, K., & Samblanet, M. (2018). Promoting "Science for All” through teacher candidate collaboration and community engagement. Innovations in Science Teacher Education, 3(2).
• Hartman, S.L. (2017). Rurally located teacher candidates: Globalizing the early childhood social studies curriculum. Dimensions of Early Childhood,45, 11-16.
• Littell, W.N. & Hartman, S.L. (2017). Lessons learned in cross-college collaborations: An engineering and early childhood education design project. Technology Interface International Journal,18, 57-63.
• Hartman, S.L., Hines-Bergmeier, J., & Klein, R. (2017). Informal STEM learning: The state of research, access, and equity in rural early childhood settings. Journal of Science Education and Civic Engagement, 9, 32-39. 
• Dani, D., Hartman, S.L., & Helfrich, S. (2017) Learning to teach science: Elementary teacher candidates facilitate informal STEM events. The New Educator, Online first, 1-18. doi: 10.1080/1547688X.2017.1356413
• Hartman, S.L. (2017). Academic coach and classroom teacher: A look inside a rural school collaborative partnership. The Rural Educator, 38, 16-29. Retrieved from http://epubs.library.msstate.edu/index.php/ruraleducator/issue/view/61/…
• Parsons, J., Hartman, S.L., Hines-Bergmeier, J., & Truly, C. (2017). A museum without walls: Facilitating STEAM partnerships in rural settings. Connected Science Learning, 3, 1-21. Retrieved from http://csl.nsta.org/2017/07/museum-without-walls/
• Hartman, S.L. & Kahn, S. (2017). Start local, go global: Community partnerships create opportunities that empower children as citizens and scientists. Social Studies and the Young Learner, 29, 3-7. Retrieved from http://www.socialstudies.org/publications/ssyl/march-april2017/start_lo…
• Hartman, S., Stotts, J., Ottley, J., & Miller, R. (2017). School-community partnerships in rural settings: Facilitating positive outcomes for young children who experience maltreatment. Early Childhood Education Journal. 45, 403-410. doi: 10.1007/s10643-016-0796-8
• Hartman, S., Kennedy, C., & Brady, B. (2016). Graduate teaching fellowships as new teacher induction: School-university partnerships’ impact on teaching self-efficacy. School-University Partnerships, 9, 171-187. Available at http://napds.org/wp-content/uploads/2016/10/93-hartman.pdf
• Hartman, S. & Hines-Bergmeier, J. (2015). Building connections: Strategies to address rurality and accessibility challenges. Journal of Museum Education. 40, 288-303.  doi: 10.1179/1059865015Z.000000000105
• Hartman, S. (2013). Math coaching in a rural school: Gaining entry: A vital first step.
• Journal of Education, 193, 57-67.