Jay Fogleman

  • Associate Professor
  • Secondary Science Education
  • Phone: 401.874.4161
  • Email: fogleman@uri.edu
  • Office Location: Chafee Hall, Rm 711


Jay Fogleman is an associate professor of science education. Previous to coming to URI, Jay was in the doctoral program at the University of Michigan. Jay is a former high school science teacher who has designed numerous software products and professional development programs for teachers focusing on science, technology, and project-based teaching. His work appears in the Journal of Research in Science Teaching and Educational Leadership.


Dr. Fogleman’s research interests include the effects of education policies on the teacher workforce, sustaining curricular reforms within district-university partnerships and using technology to enhance preservice teachers’ teaching and learning.


  • Ph.D. in Science Education, University of Michigan, 2010
  • M.A. in Teaching, The Johns Hopkins University, 1994
  • B.S. in Physics, University of Maryland, 1984

Selected Publications

Seitsinger, A. M., Fogleman, J., Peno, K., & de Groot, C. (2020). Addressing
Beginning STEM Teachers’ Needs to Teach in High-Need School Districts. In
Next Generation Digital Tools and Applications for Teaching and Learning
Enhancement (pp. 221–234). IGI Global

Coiro, J., Espinosa, W., Deeney, T., Fogleman, J. , & Gabel, A. (2019).
Advancing a Shared Understanding of Personalized Learning: Insights from
Eight Middle School Classrooms in Rhode Island.

Knowlton, S., Fogleman, J. A., Reichsman, F., & D’Oliveria, G. (2014). Higher
Education Faculty Collaboration with K-12 Teachers as a Professional
Development Experience for Faculty. Journal of College Science Teaching.

deGroot, K., Fogleman, J., Kern, D. (2014) Using mobile technologies to co-
construct TPACK in teacher education. In Keengwe, S. & Maxfield, M. (Eds.) ,
Advancing Higher Education with Mobile Learning Technologies: Cases, Trends,
and Inquiry-Based Methods. AERA “Examining the Effect of Teachers’ Adaptations of a Middle School Science Inquiry-Oriented Curriculum Unit on Student Learning.”

Fogleman, J., McNeill, K. L., & Krajcik, J. S. (2011). Examining the effect of
teachers’ adaptations of a middle school science inquiry-oriented curriculum unit
on student learning. Journal of Research in Science Teaching, 48(2), 149-169.

Fogleman, J. A., & Niedbala, M. (2013). Writing and Publishing in a Blended
Learning Environment to Develop Students’ Scholarly Digital Ethos. Social and
Behavior Sciences Librarian.