Presenter Bios

Debra Ambush holds a Masters and Ph.D in Art Education from The Ohio State University. She is past chair of the National Art Education Association affiliate, Committee on Multiethnic Concerns. She is an adjunct professor at the Corcoran where she teaches introduction to research methods, and a course on assessment, evaluation, and quality. She has received many awards, including the Montgomery County Education Association Jaworski Civil Rights Grant, Maryland Art Education Association Educator of the Year Award, Montgomery County Public Schools Women in the Arts Award, Getty Fellowship in Art Education, and The Ohio State University Deans Fellowship.

Jaehan Bae is Associate Professor of Art Education at University of Wisconsin Oshkosh. He has taught art methods courses for elementary and art education majors and supervised pre-service art teachers since 2007. He was an elementary teacher in Daegu, South Korea. He earned his master’s degree in elementary art education from Daegu National University of Education in 2003; his thesis on a history of art education was entitled The Influence of the Romantic Idealism on the Development of Theory and Practice in Art Education. In 2007, he earned his Ph. D. in art education at Florida State University. His research interests include pre-service elementary and art teacher education, interdisciplinary art-based curriculum K-16, and research methodologies in art education: systematic metaphor analysis, historical research, and qualitative data analysis software. His articles have appeared in School Arts, Art Education, Visual Arts Research, Journal of Research in Art Education, and Art Education Research Review.

Dr. Christina Bain is an Associate Professor of Art Education at The University of Texas at Austin. Her research, which examines the scholarship of teaching and learning, appears in many publications. Her historical research examines how individuals outside of mainstream art education learned their craft as an artist or teacher. She has conducted more than fifty presentations at state, national, and international conferences. Bain has received numerous teaching awards, including The University of Texas at Austin College of Fine Arts Teaching Excellence Award (2013), Texas Art Educator of the Year Award (2011), the Texas Art Education Association’s Higher Educator of the Year Award (2005) and the National Art Education Association Student Chapter Sponsor Award (2009). She was an editor of the Texas Trends Journal (2007-2011), served on the Editorial Review Board for Art Education (2005-2008), and currently serves as a reviewer for the Art for Life journal.

Course Leader for Short Courses at Leeds College of Art, Sharon Bainbridge studied Law at the University of West of England. After graduating she worked extensively in Europe and on her return to the UK she worked within the commercial sector as an Account Manager in the recruitment and headhunting field. Whilst taking a career break to have her children she retrained within textiles and millinery and began teaching in the FE sector. She delivered the City & Guilds programme in Huddersfield, where for five years in a row, her students were awarded the prestigious C&G Medal of Excellence. As Course Leader of Millinery at Leeds College of Art she developed the programme from a leisure course to one that developed future milliners and new businesses, through extensive live projects and strong enterprise and design skill development. Her current role involves the management and leadership of the College’s short course programme, where she is responsible for generating income, increased utilisation of the facilities and building a highly effective team of tutors and technicians that consistently deliver a high level of teaching & learning experiences. Her research interests are looking at the collaborative possibilities and pathways between industry, museums & archives and academic institutions; and how to create strong links that are transparent and beneficial to all parties.

Jessica Baker Kee is a Ph.D. candidate in the Art Education department. She obtained her BA in Art History from Duke University in 2004 and her MAEd in Art Education from East Carolina University in 2011. She has also worked as a public and private school art teacher, a federal disaster relief agent, and an educational research consultant. Her narrative ethnographic research explores constructions of identity and trauma in pedagogical contexts, examining the impacts of institutional education policy on the lived experiences of students of color, particularly in relation to the "achievement gap" and the school-to-prison pipeline. She is currently conducting arts-based participatory inquiry with middle and high school students in New Orleans as part of her dissertation research. Her research ultimately seeks to develop new curricular models based on traditional aesthetic and spiritual epistemologies of the African diaspora.

After ten years in the classroom serving students in both elementary and secondary schools, and receiving her National Boards Certification in Early and Middle Childhood Art, Amanda E Barbee returned to the role of student. Currently, Amanda is exploring her research interests in art education student teacher preparation, integrated arts, and arts-based research. With academic and professional interests ranging from educational policy affecting the arts to curriculum development to non-arts teachers' professional development in arts-based strategies, Amanda enjoys working with schools, students, and teachers as often as possible. Amanda currently serves as the Director of the Preservice Division of the National Art Education Association.

Nicoletta Barolini is currently working toward a master of education degree at Columbia University Teachers College. In addition to her art practice, she is Art Director in the Office of Communications and Public Affairs at Columbia and has been a professional commercial artist for over 20 years. She earned a B.A. from Sarah Lawrence College and studied computer graphics at the School of Visual Art. Her research interests include the history of art education in relation to the ever-evolving visual art needs of the labor force; particularly, uncovering the degree to which labor force demands have dictated art education curricula historically compared to the present.

Sharif Bey is an Associate Professor of Art Education at Syracuse University. Bey’s scholarship offers revisions of personal and institutional art education histories through archival research, interviews, narrative inquiry, and ethnographic studies. As a doctoral student at Penn State University Bey was awarded a Fulbright grant to conduct research on post-socialist art education reforms while in residence at The Academy of Fine Arts and Design in Bratislava, Slovakia. Bey continues to conduct research on the impact of racial segregation, white philanthropy, political agency, and early Black Nationalists groups on art education available to African Americans during the Harlem Renaissance. Bey is currently the Editor of the Journal of Social Theory in Art Education and serves on the editorial boards of the Journal of Cultural Research in Art Education, Studies in Art Education, and Visual Arts Research.  

Mark Boonshoft received his PhD in early American history from Ohio State University and is now a post-doctoral research fellow at the New York Public Library, where he works on the Early American Manuscripts Project.  Currently, he is revising his dissertation into a book manuscript, tentatively titled Monarchical Education and the Making of the American Republic, 1730-1812.  Boonshoft’s research has been funded by the Society for Historians of the Early American Republic, the Library Company of Philadelphia, the Historical Society of Pennsylvania, the Virginia Historical Society, and the New Jersey Historical Commission.  In 2015 he was a finalist for the National Academy of Education/Spencer Foundation Dissertation Fellowship.  He has published essays on gender, education and political power (in the Journal of the Early Republic), and on religion, education, and the American Revolution (in The American Revolution Reborn, University of Pennsylvania Press, forthcoming 2016).  

David Burton is a professor of art education at Virginia Commonwealth University where he has taught for 37 years. He is a NAEA Distinguished Fellow and a V(irginia)AEA Distinguished Fellow. He received the 2003 Manuel Barkan Memorial Award for Research (with Read Diket, Bob Sabol and Richard Seigesmund). Burton received the June King McFee Award in 2009. He is the author of "Exhibiting Student Art" and numerous journal articles.

Juan Carlos Castro (PhD) is Associate Professor of Art Education at Concordia University in Montreal, Quebec, Canada. His research focuses on the dynamics and qualities of knowing, learning and teaching art through social and mobile media as understood through complexity thinking, network theory, and mobility studies. Prior to joining the faculty at Concordia University, Juan has taught at the University of Illinois, University of British Columbia, Johns Hopkins University, Maryland Institute College of Art, and the Burren College of Art. He is co-editor of the recently released book entitled: Educational, Psychological, and Behavioral Considerations in Niche Online Communities (2014) and: Youth practices in digital arts and new media: Learning in formal and informal settings (2015).

Elise Chevalier is a graduate student at the University of Texas at Austin, where she studies art education with a focus in museums. She is currently researching historical art education practices in Native communities of the Southwest United States.

Eunjung Choi was born in Seoul, Korea and she is a PhD candidate in the Art Education Program at the Pennsylvania State University. She received her MA in Art Education from the University of Texas at Austin. Eunjung’s research interest focuses on the pedagogical implications of cultural representations in art museums.

Allison Clark is a M.A. student in Art Education (Museum Education Focus) at The University of Texas at Austin. She received her B.A. in Art History and Anthropology (magna cum laude) from Rice University in 2014. For the last three years, Allison has worked in a variety of nonprofit art-based institutions, including the Blanton Museum of Art, The Printing Museum, Asia Society Texas Center, and the Museum of Fine Arts, Houston. Her Master’s thesis addresses the construction, politicization, and presentation of knowledge in art museums, particularly as it relates to the United States’ involvement in World War I. She currently resides in Austin, Texas, and may be contacted at allisonclark@utexas.edu.

Justin Clark’s primary research interests lie in culture and religion, but he is also broadly interested in the history of psychology, including the disciplinary convergence of the humanities and neuroscience. His book-in-progress, From Spectators to Visionaries: Visual Culture and the Transformation of 19th-Century Boston, examines the role of urbanization in promoting a culture of visionary spectatorship in antebellum Boston. Clark’s project asks why, as Boston’s visual landscape rapidly transformed, Transcendentalists, Spiritualists, blind clairvoyants, and others, became so interested in “seeing” the invisible.

Zerric Clinton received his Ph.D. in art education from Florida State University. He is an art educator that currently teaches at Cairo High School. He is also an adjunct professor at Florida State University. Dr. Clinton research interests focus on how visual culture affects adolescents. This research interest stems from the research he conducted for his dissertation titled “What Adolescent African American Males Say about Music Video.” As an educator with over 20 years of experience Dr. Clinton understands how influential visual culture is on adolescents. He has presented at both the Georgia Education Association and National Art Education Association conferences for several years. Dr. Clinton recently worked on “Breaking BAD: Collaborative Project between the Museum of Tolerance New York, NY Kushner School and Cairo High School”.

Kristin G. Congdon is Professor Emerita of Philosophy and Humanities at the University of Central Florida. Before becoming a university professor, she taught art in a variety of settings, including public schools, correctional settings, treatment facilities, and museums. She has published extensively on folk art, community art, multi-cultural art education, and feminism in an effort to celebrate artists who have had little visibility in the art world. Her authored or co-authored books include, Happy Clouds, Happy Trees: The Bob Ross Phenomenon (2014), American Folk Art: A Regional Reference (2012), Just Above the Water: Florida Folk Art (2006), and Community Art in Action (2004). She has also been senior editor of Studies in Art Education and The Journal for Research in Art Education and is a principal co-investigator of ChinaVine, an interdisciplinary project that documents China’s cultural heritage.

Dr. Gerard Curtis is a Professor of Visual Culture and Art History at Memorial University. He has published a number of articles and book reviews on 19th and 20th century art, literary culture, and maritime art, and a book (Visual Words) on word/image studies. He is currently engaged in a funded book-length study on issues in maritime/environmental art, while also working on First Nations art, creative arts projects which conflate visual culture and visual arts practice, along with studying the impact of censorship on art. His studio-art interests are in traditional and inter-media/time-based work, performance art and a long-term project called The Fragmentary Museum, along with running anarchic art-rave events. He has developed a twelve-week overseas immersion study program in England for Visual Arts students, and has presented papers on transformational, transgressive, cooperative, and alternative teaching/mentoring approaches. In 2009 he was awarded the Memorial University President’s Award for Distinguished Teaching.

G. James Daichendt, Ed.D. is Associate Dean and Professor of Art History at Azusa Pacific University in southern California. He is the author of: Shepard Fairey Inc., Artist/Professional/Vandal; Stay Up! Los Angeles Street Art; Artist-Teacher: A Philosophy for Creating and Teaching; Artist Scholar: Reflections on Writing and Research and a forthcoming biography on artist Kenny Scharf. Dr. Daichendt is the founder of the academic journal "Visual Inquiry: Learning and Teaching Art" and is a graduate of Teachers College, Columbia University; Harvard University; and Boston University.

Miss Mousumi De is an independent artist and researcher, working with visual arts and media for peace education, conflict transformation and social development projects in India and other countries. At Indiana University, she is an Associate Instructor and completing a PhD in Curriculum and Instruction. She is co-founder of Asian Society for Education through Arts and Media (ASEAM, India), honorary research fellow with Indian Institute of Sustainable Development (IISD), New Delhi, a world council member and editor of Newsletter/E-Magazine for International Society for Education through Art (InSEA); reviewer and member of Editorial Board for the International Journal of Education through Art (IJETA) and communication officer for Peace Education Commission of the International Peace Research Association (IPRA). Her research interests include arts education, peace education, conflict transformation, minority communities, intangible cultural heritage, new media art and peace & community media.

Rebecca Dearlove is a second-year graduate student at The University of Texas at Austin in the art education program. She is concentrating in community-based art education and completing a portfolio program in Arts and Cultural Management and Entrepreneurship. Dearlove received her undergraduate degree at The Fashion Institute of Technology in New York City, where she studied art history and museum studies. She is interested in how changing social policies and cultural conditions affect the successfulness and sustainability of art organizations in The United States. She plans to work in development and public programming for community art organizations once completing her degree this upcoming spring.

After earning three degrees, the bachelor’s and master’s degrees in art education and the Master of Fine Arts degree in Textile Design from The University of Kansas, Lawrence, and teaching art in public schools, Mary Sue Foster joined the art faculty at Wichita State University. Early in her career there, she traveled to Japan, 1974, to learn about their approach to teaching art and again in 1991. During the 2nd History of Art Education Conference, Penn State, (1989) she presented her paper, "Exchanges between American and Japanese art educators: What did they learn from each other?" The report focused on how an art teacher in Japan, Akira Shirahama, influenced the 1910 Japanese art textbooks with American ideas and how Arthur Wesley Dow influenced American art teachers with the Japanese concept of notan described in his text, Composition: A series of exercises in art structure for the use of students and teachers,1899. The report also documented other American art educators who incorporated Japanese art concepts.  Two trips, totaling six months were spent touring Japan to visit art teachers and schools from kindergarten to higher education.  Also, Professor Foster has been active in state and national art organizations.  She has held elected offices in the National Art Education Association, the Kansas Art Education Association, the Kansas Artist-Craftsman Association and the Wichita Weavers Guild.

Kerry Freedman is Professor of Art and Education at Northern Illinois University. Her research focuses on questions concerning the relationship of curriculum to art, culture, and technology. She has investigated social aspects of art education and promoted cultural understanding through her teaching, research, and writing. Recently, she has focused on questions concerning student engagement with visual culture and issues surrounding curriculum change in light of postmodern educational conditions.

Clayton Funk is Senior Lecturer of Arts Administration, Education and Policy at The Ohio State University. His research is about the history of material culture and art education in the early 20th century. These cultural histories of art education reveal webs of learning filters, learning ways, and learning machines, which reveal new spaces for discussions of education in history. His work is published as articles, book chapters, and book reviews and his studio work includes graphics, fibers, and web development. Funk holds an Ed.D. in art education from Teachers College, Columbia University, an MLS from Queens College, City University of New York, and an MFA in painting and printmaking from Bowling Green State University.

Elizabeth Garber researches ceramics and craft in relationship to material culture and education, the role of gender in women’s and girls’ lives, and diversity and social justice in art and visual culture education. She is published widely in journals and anthologies and has been a featured speaker at many universities and conferences. She was Fulbright Professor to the University of Art and Design, Helsinki (now Aalto University) during fall 2000, where she researched craft education and taught courses on postmodern art education and art criticism. During the spring of 2010, she spent her sabbatical in South Korea, researching ceramics education.

Dustin Garnet is a Doctoral Candidate in Art Education at Concordia University. His thesis research focuses on the history of the Art Department at Central Technical School in Toronto, Canada. Dustin has held a permanent position with the Toronto District School Board at the site of his research for the past ten years. He has received a doctoral fellowship from the Social Science and Humanities Research Council of Canada and has published articles in journals such as the International Journal of Qualitative Studies in Education, Visual Arts Research, the International Journal of Education & the Arts, Studies in Art Education, Teaching Artist Journal, and recently in the International Journal of Education through Art.

Samantha Goss is doctoral student at Northern Illinois University where she is also an instructor of record. She has spent the past seven years teaching art to students of various ages and in a variety of settings. Samantha is interested in the role of care in high school art classrooms, specifically in diverse urban settings. Her role as an educator allows her to remain connected to the importance of care in the classroom as she pursues the same concept through research.

Jean Graves is a PhD student in Art Education at Indiana University. She has worked as an educator and administrator in a variety of museums, including the Cleveland Museum of Art and the Taft Museum of Art in Cincinnati. Her research interests include museum and community relations and the role of docents in museum education.

Chris Grodoski is a creativity and policy researcher and occupies multiple state and federal roles at the intersection of research. Chris chairs a national data visualization research group and is an arts and policy consultant. He is a nationally recognized educator, sits on various arts and culture boards, and is a National Art Education Association Research Commissioner. Chris is also ABD with two major areas: cognitive psychology and education policy.

Mary Hafeli is Professor of Art and Art Education at Teachers College Columbia University. Her research examines the ideas, ways of thinking, and judgments that characterize the practices of visual and performing artists, both adults and children, as they produce creative work. Her research also investigates the teaching environments in which art works are created. Current projects include a study of youth and adult perspectives on “good” teaching, studio and literary forms and practices as methodologies for qualitative research, and an exploration of the qualities and communicative potential of art materials and processes, with implications for teaching. She received the National Art Education Association’s Mary Rouse Award, Manuel Barkan Award, and Marilyn Zurmuehlen Award for scholarly contributions to the field. Currently serving as associate chair of the NAEA Research Commission, she is also a member of the Council for Policy Studies in Art Education.

Christina Hanawalt is a PhD Candidate in Art Education at the Pennsylvania State University. Christina taught high school art in Fairfax County, Virginia, for five years during which time she also earned her MA in Art Education from the Maryland Institute College of Art. After returning to her hometown of Harrisburg, Pennsylvania, Christina taught Art History and Art Appreciation courses for Susquehanna University, Shippensburg University, and Harrisburg Area Community College. Christina’s dissertation research involves the implementation of critical visual narrative with new art teachers in support of postmodern curriculum implementation. In a broader sense, Christina’s research interests include new teacher induction and socialization, professional development, collage as critical inquiry, inherited discourses of public education, and issues of curriculum in art education.

Debra Hardy is a 2015 M.A. graduate of the University of Texas at Austin in Art Education with a focus in Museum Education. Her thesis, And Thus We Shall Survive: The Perseverance of the South Side Community Art Center, 1942-1959, focused on the forgotten and unknown history of the Chicago institution right after the beginning of World War II and through the 1950s. Her current research interests in art education include the Works Progress Administration, African-American art education, community art education, lost histories, feminist and black feminist readings of art education history, craft education, and Chicago and the Midwest. She hopes to infuse the history of art education with feminist studies, black studies, and black feminist studies, to better understand individuals and cultural institutions often underrepresented in art education history literature. She plans on starting her doctoral work within the next five years.

Hannah Heller is a doctoral student in the Art & Art Education program at Teachers College. She has a MA in Museum Education from Tufts University, and has worked in several cultural institutions including the Museum of Fine Arts, Boston, Lincoln Center for the Performing Arts, Inc., and most recently as a Research Fellow at the Whitney Museum of American Art. Her research at the Whitney specifically addressed the impact of its current arts based community outreach methods in advance of the Museum’s opening in May 2015. Her research interests include the concept of place and its relationship to museum education, the role of educators in art museums in addressing social justice, and the impact of aesthetic inquiry on developing skills around empathy.

Annika Hellman’s background is as a visual art and media teacher. In September 2013 she received her licentiate degree, with a thesis called Intermezzo in media education. Upper secondary pupils´ visual voices and subject positions, available on-line: http://hdl.handle.net/2077/37212. Currently Hellman is a PhD student at the University of Gothenburg at the department of Education, Communication and Learning, with the research group YCL, Youth Culture and Learning. Also she is part of, and financed by the research school Centre for Education Science and Teacher Research at the University of Gothenburg. She holds a guest teacher position at Konstfack (University College of Arts, Crafts and Design) in Stockholm, 20%, as well as at the School of Design and Crafts at the University in Gothenburg, 10%.

Laurie E. Hicks is Professor of Art at the University of Maine. Her research focus on feminism, cultural theory and environmental design. She writes on concepts of play and its contributions to our understanding of socially responsible art education; contemporary body modification as a liberatory process; and the relationship of visual and material culture to our memory of place. She was the founding editor of the Journal of Gender Issues in Art and Education and Senior Editor for Studies in Art Education.

Dr. Julia. L. Hovanec is an Assistant Professor of Art Education at Kutztown University and interim chair of the art education graduate program. She received her doctorate in curriculum and instruction from Capella University in 2011. As an art educator, Julia has over twenty-eight years of experience. She taught elementary and middle school art in The School District of the City of York, PA and currently inspires undergraduate and graduate art education students and education students at Kutztown. Dr. Hovanec presents at regional, state and national education and art education conferences as well as facilitates many professional development workshops, institutes, conferences and seminars in Pennsylvania. Her current research involves pre-service art teachers, professional identity construction, reflective practice and arts integration. 

Dr. John Howell White is Chair of the Department of Art Education and Crafts at Kutztown University. Dr. White currently serves as Past-Chair of the NAEA Research Commission. In 2012, Dr. White was named National Higher Education Art Educator of the Year. In 2009 he was named the Pennsylvania Higher Education Art Educator of the Year. Professor White has served as Director of NAEA’s Higher Education Division, Chair of the Council for Policy Studies in Art Education, member of NAEA’s Research Commission Task Force, and member of the editorial board for Studies in Art Education. His research has been published in Studies in Art Education, The Journal of Art Education, The Journal of Visual Inquiry, The Handbook of Research and Policy in Art Education, Visual Arts Research, International Journal of Education and the Arts, Translations, and School Arts Magazine. He maintains a consistent painting practice that informs his teaching, research and most recently has resulted in a Davis publication, Experience Painting.

Jesse Jagtiani is an artist, researcher and educator of German-Indian descent based in New York. Currently she is a doctoral student and art instructor in the Art and Art Education program at Teachers College, Columbia University. Her teaching practice includes courses in video art, photography, performance art and digital art. She received her diploma from the Universität der Künste (UDK), Berlin, and her MFA from the School of the Museums of Fine Arts (SMFA), Boston. Jagtiani works interdisciplinary within diverse media, such as video, photography, performance art, digital art, sculpture and installation. Her research interests intersect intuitive processes in art practice, technology and human development, hybrid media forms, and integrated experiential learning. Jagtiani has long-term professional experience working as a digital media artist in the media production industry and is a co-founder of the media production company Rundblick.tv based in Berlin, Germany. Presently she is the director of the Myers Media Art Studio at Teachers College, Columbia University, which mission is to explore emerging media art practice and its implications for art education. Jagtiani’s artwork has been exhibited throughout Europe, the United States, and Asia.

Lori Kent is a writer and visual arts educator. She has lectured on arts and creativity-related topics at SXSW Interactive (2012 & 2015) RISD, Ordos Center for the Arts (Inner Mongolia, China), Hyper Island (Stockholm), TEDx Warsaw, and Alto University (Helsinki). As a visual artist, she is the recipient of Pollock-Krasner, Jerome, and Puffin Foundation Awards and numerous residencies. Dr. Kent was a Fulbright fellow at the Jan Matejko Academy (Krakow, Poland) and a National Endowment for the Humanities (NEH) fellow at Stanford University (2012). She has been based in New York City since 1995 when she began her doctoral studies at Teachers College, Columbia University (Ed. D. 2001).

Wanda B. Knight, Ph.D., is Associate Professor of Art Education and Women’s, Gender and Sexuality Studies. She is past president of the United States Society for Education through Art (USSEA) and past chair of the National Art Education Association (NAEA) Committee on Multiethnic Concerns. A previous editor of the Journal of Social Theory in Art Education, her research has focused on culturally competent teaching, identity development and entanglements of difference (race, class, gender). Knight’s honors include the Pennsylvania Art Education Association Outstanding Higher Education Art Educator Award, the NAEA J. Eugene Grigsby Jr. Award for outstanding contributions to the field of art education and the Kenneth Marantz Distinguished Alumni Award from The Ohio State University.  

Sohee Koo is an artist, art educator, and a doctoral student in the Art & Art Education program at Teachers College. She holds a BFA and MFA in Studio Arts from the School of Visual Arts, New York. While teaching sculpture classes, she has worked as the 3D fellow at Macy55- sculpture studio which is now renovated into the new fablab space. She is also a mixed media artist who currently works in hybrid art forms, merging traditional and digital fabricating methods. Her research interest lies in sculpture and teaching art to non-art majors. Sohee explores the interdisciplinary, collaborative, and cross-media approaches within the art classrooms in higher education.

Suzanne Lemerise is a retired Professor in the department of Visual and Media art at the Université du Québec à Montréal (UQAM). Dr. Lemerise taught art education and art theory at UQAM from 1969 to 1999. She has published many articles about the history of art education in Quebec, several of them in collaboration with Leah Sherman, Professor Emeritus at Concordia University. She also participated in Francine Couture’s research project on the social history of art and art education. She is currently a member of the research group led by Moniques Richard, which is focused on youth culture, hybridity and multimodality in art education. She is presently writing a book on the history of drawing and visual art education in francophone public schools in Quebec.

Heather Lewis holds a PhD in the History of Education from New York University and is a Professor of Art and Design and Urban History at Pratt Institute.  She is also Acting Chair of Pratt’s Art and Design Education program. Lewis’ research explores the intersection of urban social movements and institutional reform.  Her book, New York City Schools from Brownsville to Bloomberg: Community Control and its Legacy (2013), explores the history of New York City’s long civil rights movement. Her research interests also include the scholarship of teaching, learning and assessment. She recently published, “Assessment by Design: Scaling up by Thinking Small.” In Reframing Quality Assurance in Creative Disciplines, edited by Joseph M. Hoey IV and Jill L.Ferguson (2015).   She has also written about her teaching in, “Future Teachers and Historical Habits of Mind: A Pedagogical Case Study.” History of Education Quarterly, (February, 2016).

Marjorie Cohee Manifold is an Associate Professor of Art Education & Curriculum Studies in the School of Education at Indiana University, Bloomington. In her research she has explore the relationship between aesthetic experiences and learning, and the interface between individual artists and their communities. Additionally, she has studied and written extensively about how adolescents develop cognitively, emotionally, and as skilled artists in voluntary, extracurricular (online and real world) environments. This work informs her current inquiries into ways of delivering online studio art instruction that challenges non-art savvy adolescents to engage critically with art making and viewing practices. Her work has been published in national and international peer-reviewed journals and as book chapters. She is a former North American World Councilor and current Vice President of InSEA (The International Society of Education through Art), and a past president and current Archivist of USSEA (The United States Society for Education through Art).

Michael Maynard is Dean of the Faculty of Communication, Art and Design at Seneca College, Toronto. His corporate communication design projects have been recognized with awards in North America and Asia. Michael has taught graphic design for several years and he was the founding director of the School of Design at George Brown College. Michael was Director of the New Brunswick College of Craft and Design in Fredericton. His terms as a senior administrator have been associated with curriculum renewal and program development, facility expansion and outreach initiatives.

 Michael has served as President of the Society of Graphic Designers of Canada and the Canadian Craft Federation. He is a published author and lectures regularly on design and the creative economy. Michael is a graduate of the Boston Museum School and Tufts University. He earned his MFA at York University and recently completed his PhD at the University of New Brunswick.



Heather McLeod is an Associate Professor (arts education) and interim Associate Dean in the Faculty of Education at Memorial University. Before entering the academy she taught in the public school system in British Columbia and in Nunavut. Also, Heather worked in communications and policy development for a provincial teachers’ federation and for government. She pursues a critical research agenda and is interested in using arts-based research methods. Her other research projects include: an inquiry into the process of becoming a researcher; a duo-ethnographic exploration of parents and poetry; an examination of teacher dress; reflections on her experience with Indigenous education and an initiative to understand student experiential learning in an art museum setting. In 2013 she won a national award forExcellence and Innovation in the K-12 Classroom from The Canadian Network for
Innovation in Education, for authoring Education 6107, Arts Education: Creativity 
in the Classroom, an on-line course.

Jonathan McSween is an educator with ten years of experience teaching all levels of students. Most recently, he has been teaching Advanced Placement World History and Advance Placement Psychology for North Carolina Virtual Public Schools for students across the state of North Carolina. Mr. McSween also teaches “face to face” at Highland Springs High School near Richmond, Virginia. The cold war, and particularly the links between fear and consumerism have fascinated McSween since he was in high school, and he is thrilled to get to examine this topic through a lens of the History of Art Education.

Dr. Penelope Miller’s BA and MA in Art Education are from Iowa State University followed by years as an elementary art teacher before working 20 years in higher education. Her doctorate is from the golden years of the Art Education Department at The Ohio State University working with Ken Marantz, Michael Parsons, Judith Koroscik, and Arthur Efland. Her career expertise highlighted art education program development working in higher education. Miller’s major publications focus on curriculum for elementary, middle school lessons, and aesthetic curricular issues. For NAEA she was president of Early Childhood leading recognition for their Special Interest Group status and then established the Urban Special Interest group. Currently Miller returned home, teaching all art courses for Des Moines Area Community College – Boone Campus. Through the years her watercolors and pastels have won numerous prestigious regional awards.

Kirstie Parkinson is a recent graduate from the art education (with a concentration in museum education) master’s program at the University of Texas (UT) at Austin. During her time at UT, she was most interested in research and writing historiographies of well-known art historians due to her ties to the subject. Since graduation, Kirstie Parkinson has moved to Bath, Maine. She is currently working as an educational technician at a private school for children with special needs. During her free time, she is working to publish her work on Helen Gardner.

Harold Pearse is Adjunct Professor in the Faculty of Education at the University of Alberta, Edmonton Alberta. From 1971 to 2001 he was Professor of Art Education at the Nova Scotia College of Art and Design in Halifax Nova Scotia, Canada, and from 1995 to 1999 served as Associate Dean (Academic) of the College.  He was educated at the University of British Columbia, Vancouver BC (BEd), Sir George Williams University (Concordia), Montreal, QC (MA in Art Education) and the Atlantic Institute of Education at Dalhousie University, Halifax, NS (PhD). Dr. Pearse has presented and published extensively on various aspects of art education for Canadian and American professional journals and anthologies. He is the co-author of a history of the Nova Scotia College of Art and Design, called The First Hundred Years, (NSCAD and UNB, 1992) and editor of From Drawing to Visual Culture: A History of Art Education in Canada (McGill-Queens Press, 2006).

Dr. Amy Pfeiler-Wunder is Associate Professor of Art Education at Kutztown University and co-coordinator of the art education graduate program. She received her Ph.D. in teaching and learning-art from the University of Iowa. Prior to joining higher education she taught for thirteen years with pre-K-9th graders in various settings. She presents extensively at regional, state national, and international conferences. She is also active in the National Art Education Association as the current chair of the Professional Learning through Research Working Group under the Research Commission. She also serves on the editorial board of the Art Education Journal. From 2010-2014 she was the national advisor to Student Leadership team of NAEA.  Her research examines the impact of intersectionality on one’s professional identity with keen attention to gender and socioeconomic status coupled with discussions on theory to practice between higher education and K-12 art educators.

Dr. Heidi C. Powell teaches at the University of Texas at Austin and is an artist and scholar of Native American (Lenni Lenape) and Norwegian descent. Her more recent scholarly research in Art Education emphasizes Narrative Inquiry and Experienced-Based research methods addressing pedagogy in arts education, medicine and arts integration, indigenous studies, art cultures. She has served as a Fulbright Scholar, Natuonal Endowment for the Hunanities Fellow, and is currely co-editor of Trends, the Journal for the Texas Art Education Association.

Pearl Quick received her degrees (BFA and MAE) from Virginia Commonwealth University (VCU). Her professional experiences include elementary, middle and high school art teacher positions, Elementary School Principal, Virginia Department of Education Art Supervisor and Adjunct Faculty at University of Virginia and Virginia Commonwealth University. She has authored a number of NAEA Advisories and has been a contributing author to other publications. Although retired in 2007, Pearl continues to be active in the VAEA and is currently teaching technology part time at Richmond Academy, a private school in Richmond, Virginia.

Briley Rasmussen holds a PhD from the School of Museum Studies, University of Leicester. Her dissertation, “Pedagogy for The Modern: Victor D’Amico and the Museum of Modern Art, 1929-1969,” examines the educational mission and programs of the Museum of Modern Art form 1929 to 1969, investigating them as integral to how the museum was presenting and defining modern art in this period. Her work brings together the fields art history, museum history and museum education. She holds an MA in art history from the Courtauld Institute of Art, and an M.S.Ed. in Leadership in Museum Education from Bank Street College of Education. She has held positions in museum education the at the J. Paul Getty Museum, Museum of Contemporary Art, Los Angels, the Neuberger Museum of Art, and the Los Angeles County Museum of Art (LACMA).

Martina Riedler is Assistant Professor of Art Education at Çanakkale University’s Faculty of Education (Turkey) and currently a visiting DAAD-scholar (German Academic Exchange Service) at Hamburg University. Drawn from critical theory and progressive education, her research interests emphasize on questions regarding museum education and democratic participation, memory institutions and collective national identities, the hidden curriculum of informal learning sites, object mediated relations, and critical theory in teacher education. Before being awarded a Fulbright Fellowship to pursue her doctorate at the University of Illinois at Urbana-Champaign, Dr. Riedler worked with the adult interpretive education programs at the Guggenheim Museum NY and in the education programs at ZKM/ Center for Art and New Media Karlsruhe (Germany). She has also worked as a secondary school art educator in the public school systems of New York City and Vienna, where she earned her Masters in art education.

Moniques Richard is a Professor in the department of Visual and Media Arts at the Université du Québec à Montréal (UQAM) since 1994. She has conducted collaborative research on project-based pedagogy in art, from preschool to university. She is interested in the impact of popular culture, media and technology on the cultural practices of young people, as well as on art education. She heads the InterLACing litteracy, art and youth culture research team, as well as the project Hybridity/multimodality and youths’ informal creative practices funded by the Social Sciences and Humanities Council. Her research activities have been widely disseminated in numerous books and articles. She also co-authored a book with Suzanne Lemerise about postmodernism and art in school, and wrote an article about the changes Quebec art education underwent in the 2000s.

Laura Scherling is a designer, teacher, and Ed.D student at Teachers College, Columbia University. Her research interests include design and media studies, creative placemaking, and art education. Scherling works with The New School's design studio and is adjunct faculty at the Art Institute of New York City. She also founded GreenspaceNYC, a volunteer non-profit collaborative that develops and curates free educational programming. She completed an M.A. in Media Studies at The New School and a B.F.A. in Design at School of Visual Arts. www.laurascherling.info

Dr. Marilyn Galvin Stewart is Professor of Art Education, co-coordinator of graduate art education at Kutztown University, senior author of the elementary program, Explorations in Art, co-author of Explorations in Art middle school series and Rethinking Curriculum in Art, author of Thinking Through Aesthetics, and editor of Davis Publications’ Art Education in Practice series. She directs the Education Project for Craft in America, The Dinner Party Curriculum Project, was writing team member for the National Visual Arts Standards and Model Cornerstone Assessments, and has conducted over 225 workshops in 30 states.  She received the Kenneth Marantz Distinguished Alumni Award from The Ohio State University, the D. Jack Davis Lectureship Award by the University of North Texas, the Distinguished Wampler Professorship by James Madison University, Chambliss Research Award by Kutztown University, was the 1997-98 Visiting Scholar at the Getty Education Institute for the Arts, PAEA Art Educator of 2006, named NAEA Distinguished Fellow in 2010 and National Art Educator of the Year in 2011.

Annie V.F. Storr founded the Education Studies Department at The Corcoran (Washington, DC). She been Head of Education for the American Association of Museums, and Director of Arts Management at American University. She holds a BA in religion and art history (Oberlin), an MA in art history (Toronto) and an MAT in museum education (George Washington). She received a Ph.D. in art history (University of Delaware), awarded a National Graduate Fellowship. She was the first museum educator to be a Post-Doctoral Fellow at the Smithsonian American Art Museum. Since 2010, a Kress Fellowship at the F & S Clark Museum of Art, and an Arts Fellowship at Pendle Hill (Wallingford, PA), have supported her larger study of Ellen Gates Starr. In teaching, scholarship and activism, Storr integrates the interpretative power of art, history, aesthetics, human development and education. She is the creator of “Exercises for the Quiet Eye,” a method for reflective guided looking at art. She has authored many articles bridging social and art history, museum education and museology (Journal of Aesthetic Education, Journal of Museum Education, Museum Studies, Performing Arts Resources) and was a contributing author to Building a Nation of Learners, for the U. S. Department of Education. This fall, she joins the faculty of the Massachusetts College of Art.

Janine Sykes is a Senior Lecturer for B.A. Creative Advertising and the forthcoming M.A. Creative Curating at Leeds College of Art. She is a member of The National Society for Education in Art and Design (NSEAD) and a Senior Fellow of the Higher Education Academy. She studied degrees in the History of Art and Philosophy, and Twentieth Century Visual Culture, at Staffordshire University and a M.Ed. in e-learning at Hull University. She has written papers for: Design Pedagogy and Research (2007) and Journal of Art, Design & Communication in Higher Education (2012); The Impact of Mobile Learning, MoLNET Conference, London (2009); and for the iJADE and NSEAD Research Conferences: An ideal school of art at Burslem, (2012), Liverpool John Moore University; Creative – Lab (2013), The University of Chester and Reflecting on the exhibition (2014) Liverpool Tate.

Sue Uhlig is a PhD Candidate in Art Education at the Pennsylvania State University. Originally from the Chicago area, Sue taught art in addition to general classes at the elementary level in suburban Chicago schools. After she received her MA in Art Education from Purdue University, she taught art education and art appreciation classes at Purdue for ten years. In 2011, she participated in a six-week trip to Morocco and Tunisia as part of a Fulbright-Hays Study Abroad Program for Post-Secondary Educators. Sue’s research interests include collections and material culture, place pedagogies, curation as public pedagogy, and arts based research.

Michelle Voss is currently pursuing a Masters in Art Education at the The University of Texas at Austin. With a strong interest in promoting access to the arts, Michelle created the Film Camp for Girls in 2006, a program that teaches filmmaking and media litereacy to economically disadvantaged youth. Michelle currently serves as the Fund Development Manager for The Contemporary Austin, managing a portfolio of grants from governments, foundations and corporations to support the creation and exhibition of contemporary art. Michelle holds a Bachelor of Science degree in Radio, Television, Film from The University of Texas at Austin.

Bruce Wands has been involved with digital media and music for more than thirty-nine years as an artist, musician, writer, curator and educator. Books: Art of the Digital Age and Digital Creativity. Grants: NEA, Rockefeller Foundation, NYSCA, NESTA(UK). Academic Affiliation: Chair, MFA Computer Art Department, Founding Chair, BFA Computer Art Department, Director of Computer Education, School of Visual Arts, New York, and the Director of the New York Digital Salon. www.brucewands.com.

Joseph Watras is a professor of oundations of education at the University of Dayton. After serving in the Peace Corps in Niger, West Africa and in the Teacher Corps in Honolulu, Hawaii, he studied the history of education at The Ohio State University. Since receiving his doctorate, he has published several books and articles on the history and philosophy of education.

Gina L. Mumma Wenger, PhD is a Professor of Art at Minnesota State University, Mankato. Her interests include Art Education methods, history, and curriculum design. As faculty at MSU, Mankato, she teaches art education, design, gender and art, as well as occasional special topics classes for the Honors Program. Dr. Wenger’s creative and scholarly work focuses on the teaching of history through art and her passion for documentary photography. Since 2006 she has been researching the Japanese American Concentration Camps of WWII including the children's artworks from these institutions. Her artwork documents the camp spaces as they exist today. Dr. Wenger lives both in Mankato, Minnesota and Ouray, Colorado.

Diane Wilkin, M.Ed. President of the Pennsylvania Art Education Association and art teacher at Harry S Truman High School, Levittown, Pennsylvania.  Her classroom teaching spans a range of art content from printmaking, sculpture and craft design to film and digital photography.  She earned a B.A. from the University of Virginia, a M.Ed. with a Major in Art Education from Tyler School of Art, Temple University and gained her Principal Certification through studies in Educational Administration at Temple University.  She serves on the board of the Rittenhouse Square Fine Art Association in Philadelphia and continues to exhibit her own artwork in regional juried and invitational shows.

Libba Willcox is an Associate Instructor and doctoral student at Indiana University in the Departments of Curriculum and Instruction and Philosophy of Education. Teaching Art at a suburban high school in Georgia, pre-service art teachers at the University of Georgia, and museum, elementary education, and methods courses at Indiana University, she has spent the past six years researching aesthetics and its relation to education. Her most recent work aims to connect theory and practice for practioners, to reveal the epistemological underpinnings that distort dominant views of art education, and to explore the renewal benefits of a community of artistic practice.

Mary A. Zahner, Professor Emerita, University of Dayton, received her BFA and MA from Ohio University and her PhD in art education from The Ohio State University.  She has presented refereed papers to the Ohio Art Education Association, National Art Education Association, Organization of Educational Historians, History of Art Education conferences at The Pennsylvania State University, and the Oxford Round Table on Education, Oxford, England.  A Distinguished Fellow of the Ohio Art Education Association, she is author of Barkan (2003), and various articles on historical studies in the arts and education.  She has been a reviewer for: The Division of Preservation and Access, The National Endowment for the Humanities; The Ohio Board of Regents Review and Approval of Graduate Degree Programs; Pearson Merrill Prentice Hall; and, Harcourt Brace College Publishers.