Joining the School of Education in 2006, Hardiman collaborated with Baltimore City Public Schools to design and direct a leadership academy to develop and enhance the skills of school leaders in the district. She also co-founded and directs the Neuro-Education Initiative (NEI), a cross-disciplinary program that brings to educators relevant research from the brain sciences to inform teaching and learning. NEI activities include regional conferences, national summits, a professional development series, and a graduate certificate in Mind, Brain, and Teaching. Her research and publications focus on enhancing educational practices through techniques that foster innovation and creative problem-solving for all students. Current research includes studying the effects of arts integration on long-term retention of content and student engagement. Hardiman also led the School of Education as interim dean from January through September 2010.
Before joining Johns Hopkins School of Education, Hardiman served in the Baltimore City Public Schools for more than 30 years. As the principal of Roland Park Elementary/Middle School, she led the school to its designation as a Blue Ribbon School of Excellence.
Hardiman presents nationally and internationally on topics related to the intersection of research in the neuro- and cognitive sciences with effective teaching strategies, including meaningful integration of the arts. Presentations focus on the instructional framework that she developed, The Brain-Targeted Teaching Model, described in her latest book, Brain-Targeted Teaching for 21st Century Schools (Corwin Press, 2012).
Ed.D.- Johns Hopkins University; Leadership for School Improvement in Urban Settings; Special Education
M.Ed.- Loyola University, Maryland ; Special Education and Developmental/Remedial Reading
B.A.- Loyola University, Maryland; French Literature
Explorations in Mind, Brain, and Teaching
Special Topics in the Brain Sciences
Literacy for School Leadership
Institute for Education Sciences (IES),U.S. Department of Education, 2012-2014
Joseph Drown Foundation, 2012-2013
Abell Foundation, 2012-2013
Joseph Drown Foundation, 2011-2012
JHU Brain Science Institute, 2008-2010
JHU Provost Discovery, 2008-2009
Baltimore City Public Schools, 2008-2010
Baltimore City Public Schools, 2006-2008
Hardiman, M. (2012). Brain-targeted teaching for 21st century schools. Thousand Oaks, CA: Corwin Press.
Hardiman, M. (2012). Informing pedagogy through the Brain-Targeted Teaching Model. Journal of Microbiology & Biology Education, 13(1), 11-16.
Hardiman, M., Rinne, L., Gregory, E., & Yarmolinskaya, J. (2011). Neuroeducation, neruoethics, and classroom teaching: Where brain sciences meet pedagogy. Neuroethics, DOI 10.1007/s12152-011-9116-6
Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improves long-term retention of content. Mind, Brain, and Education, 5(2), 89-96.
Hardiman, M. & Denckla, M. (2010). The science of education: Informing teaching and learning through the brain sciences. Cerebrum 2010: Emerging Ideas in Brain Science. New York: Dana Press.
Hardiman, M. (2010). The creative-artistic brain: Education in the 21st century. In Sousa, D. Mind, Brain, and Education: Neuroscience implications for the classroom. New York: Solution Tree Press.
Hardiman, M., Magsamen, S., McKhann, G., Eilber, J. (2009). Neuro- Education: Learning, arts, and the brain. New York: Dana Press.
Hardiman, M. (2009). The arts help school accountability. (www.dana.org)
Hardiman, M. (2006) The-Brain Targeted Teaching Model: A comprehensive model for classroom instruction and school reform. In The Praeger Handbook of Learning and the Brain, Westport, CN: Greenwood Publishing Group.
Hardiman, M. (2003). Connecting brain research with effective teaching: The Brain-Targeted Teaching Model. Landam, MD: Rowman & Littlefield Education.