|Title:||Professor of Education|
104 A Main Building
Lynn Hartle majored in Women’s and Black Studies at the University of Pittsburgh, but later transferred to the Thomas Jefferson College at Grand Valley State Colleges in Michigan. She earned a Bachelor of Philosophy and Michigan K –middle school teaching certification. While teaching in the Detroit area, she earned a Montessori Pre-primary certificate. Looking for a new adventure, Lynn founded, taught and directed the Montessori Children's House of Cookeville, Inc. an inclusive PreK- Kindergarten in Cookeville, Tennessee while earning an M.A. in Early Childhood Education with an Early Childhood teaching credential from the Tennessee Technological University. Lynn furthered her education through the doctoral program at The Pennsylvania State University where she earned her Ph.D. in Curriculum and Instruction, Early Childhood emphasis.
Lynn joined the faculty at East Stroudsburg University, PA for two years, then she spent almost twenty years at Universities in Florida. Lynn was hired at the University of Florida to work with a team to build a Unified Early Childhood/Early Childhood Special Education five-year teacher education program. That successful program continues, yet another opportunity surfaced - to build a state university from the ground up. Lynn was hired at the Florida Gulf Coast University as a founding faculty member. Later she was drawn to one of the largest universities in the US, the University of Central Florida (UCF) in Orlando.
At each university throughout her career, she has been the Program coordinator for the Undergraduate Early Childhood programs and Graduate coordinator as well at UCF. She has taught a variety of early childhood courses, but has particular passion for teaching about the potential of play for development and learning, including the socio-political implications of play in contemporary US society. Related to the scholarship of teaching, Lynn has collaborated with community leaders and been funded for US Department of Education professional development grants as well as smaller grants. This funding has supported her scholarship initiatives: Early Childhood teacher preparation & program quality improvement, including: technology enhanced & supported learning, teaching diverse & special needs learners, fostering creative & critical thinking, and differentiating instruction. These initiatives have resulted in numerous publications and national presentations as well the Children’s Champion Award from the Central Florida Association for the Education of Young Children. Beyond community outreach through presentations, Lynn has served on many civic boards, including the Early Learning Coalitions in Florida, the Technology for Young Children Interest Forum of NAEYC, and the board of the National Association of Early Childhood Teacher Educators. She has also been active on university and department committees, including Faculty Senate and Graduate and Undergraduate Curriculum committees. Lynn has circled back to Pennsylvania for this position with the Penn State, Brandywine to engage in more exciting endeavors.
Recent Research, Publications and Presentation
Early Childhood Teacher Education Candidates’ Selected Experiences with the CLASS™ Tool: Impacts on Knowledge, Skills, and Dispositions. UCF SoTL Research Project Workshop Series. Hartle, L. PI.& Levin, J. Co-PI; Research Partners: LaParo, K. & Scott-Little, C. (UNC, Greensboro).
Florida Early Childhood PERKS Project: Partners in Education and Research for Kindergarten Success. Children’s Forum, State network for Resources and Referral, Early Childhood Community College Network, 16 FL Early Learning Coalitions, Marcon, R. (UNF), Hartle, L. (UCF). US Department of Education, Early Childhood Educator Professional Development Program (9/01/05-7/31/08).
Hartle, L., Ghazvini, A.S. (in Press). Florida’s voluntary universal prekindergarten: A citizen’s initiative taking baby steps. In Swiniarski, LB. (Ed.) Moving Forward in a Global Age: World Class Initiatives in Early Education. NY, NY: Springer Publishing Company.
Hartle, L., Pinciotti, P., Gorton, R. (in Progress/ Under Contract/ Fall 2011 publication). Transforming Young Minds in Creative Places: Arts Integration in Early Childhood Education.
Wang, X.C., Berson, I., Jaruszewicz, C., Hartle, L., Rosen, D. (2010 publication). Young Children’s Technology Experiences in Multiple Contexts: Bronfenbrenner’s Ecological Theory Reconsidered. In Berson, I. & Berson, M. (Ed.). Research in Global Child Advocacy Series Volume 5: High-Tech Tots: Childhood in a Digital World (sponsored by the Research in Global Child Advocacy SIG of the American Educational Research Association.)
Hartle, L. & Jaruszewicz, C. (2009). Rewiring and networking language, literacy, and communication through the arts: Teacher’s and young children’s fluency to create with technology,pp187-205. In Narey, M.J. (Ed.).Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education. NY, NY: Springer Publishing Company. (Volume in the series - Jalongo, M.R., Isenberg, J., & Fennimore, B. (Eds.). Educating the Young Child: Advances in Theory and Research, Implications for Practice.)
Hartle, L., Drew, W., & Schomburg, R. (June 17, 2009). Thwart or Support Open-Ended Play Opportunities with Technology? 2009 National Association for Early Childhood Professional Development Institute, Charlotte, NC. Key Note Conference Closing session.