Sarah E. Fogelman

Sarah E. Fogelman

Professor of Practice in Education

sfogelman@stonehill.edu
Education

Biography

A teacher through and through, Sarah Fogelman possesses a deep love for her students and a lifelong passion for the classroom. Prior to Stonehill, she taught at both the elementary and secondary levels as a dedicated science educator, instructional coach and curriculum developer in New York City and Greater Boston. She also brings a unique industry perspective to her pedagogy, having begun her early career as a research scientist at Kraft Foods.

Her research sits at the intersection of science education and social justice, focusing on nurturing critical consciousness and fostering science identity among middle school students. Because she deeply values connecting research to classroom practice, she publishes her work across both academic and practitioner formats. Her scholarship can be found in academic publications such as the Journal of Education, Science Education and the Middle Grades Research Journal, as well as practitioner journals like Science and Children and the Middle School Journal. Additionally, she has been published in Science Scope and serves on the editorial review board for this National Science Teaching Association (NSTA) publication, which supports science education practitioners.

Education

  • Ph.D., Curriculum & Instruction, Boston College
  • M.A., Science Education, Columbia University Teachers College
  • B.S., Food Science, Cornell University 
  • Fogelman, S.E. & Bautista, J. (in press). The Great Cucumber Transformation: Supporting Elementary Sensemaking Through Pickling. Science and Children.
  • Fogelman, S.E., Diaz, B., Daza, K., Alford, B., Dobbs, C.L., & Seider, S. (in press). Exploring Existing Advisory as a Space for Cultivating Belonging for Justice. Middle School Journal.
  • Fogelman, S.E., Giunco, K., Liu, Q., & Alford, B. (2025). Voices From the Classroom: U.S. Veteran Teachers’ Sensemaking of Their Professional Responsibility During the 2020+ Conflict Campaign. Journal of Education.
  • Fogelman, S.E., Graves, S., Diaz, B., Alford, B., Daza, K., Le, T., Dobbs, C., & Seider, S. (2026). Advisory as a space for nurturing critical consciousness in middle grade students. Middle Grades Research Journal, 1-23.
  • Fogelman, S.E., Moreno Vera, M.A., Ham, J., & McNeill, K.L. (in press). Science Identity in the Classroom: Fostering Connection Through Reflection and Personal Experience. Science Scope.
  • Fogelman, S.E., Moreno Vera, M., & McNeill, K. L. (2025). A curriculum evaluation of a genetics unit from a science identity perspective. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 219-240.
  • Lowell, B.R., Fogelman, S. E., & McNeill, K. L. (2024). Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership. Science Education, 108(5), 1448-1473.
  • Yeldell, J., & Fogelman, S.E. (in press). Centering marginalized voices in middle grades science: Critical consciousness, co-design, and identity development. In S. Pettit, C. Craddock, & A. Christoff (Eds.), Teaching diverse middle level students: Inclusive vision and equitable practices. Emerald Publishing.
  • Donald J. White Teaching Excellence Award, Boston College
  • Kim Fries Award: Recognizes excellence in scholarship, social justice education, and commitment to community. Boston College
  • Best Paper Award, First Place, Annual Graduate Research Special Issue, Journal of Research in Science, Mathematics and Technology Education (JRSMTE)
  • Fellow, Sandra K. Abell Institute for Doctoral Students, Northwestern University
  • Boston College Lynch School Faculty Awards Committee-Summer Dissertation Development Grant
  • Russell P. Stanhope Distinguished Friend of Science Award, Massachusetts Association of Science Teachers (MAST)

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