Arnhold Professor of Practice, Dr. Bashaw examines the intersection of artistic and cognitive development within dance learning contexts as well as histories and issues embedded within university dance teacher education. With a commitment to advancing equity and access to dance education and challenging historical prejudices in the field, Dr. Bashaw’s scholarship continues to be informed by children as young artists and an appreciation for their lively and profound worldviews. Actively involved in public scholarship, Bashaw has served on national and NEA funded projects including the NCAS National Dance Standards writing team, the NDEO Dance Entry Level Teacher Assessment, and the NYCDOE Blueprint for Dance advisory committee, amongst other projects. Read more about Dr. Bashaw here: https://www.tc.columbia.
Associate Professor, Dr. Henley focuses his research on describing cognitive and social-emotional skills associated with dance education. He takes a phenomenological approach, analyzing how dancers in diverse communities describe the experience of learning concepts in the dance classroom. Henley's related interests include enactive cognition in the arts, developmental and neuroscientific approaches to embodied knowing, research methods for pedagogy, and the pedagogy of research methods. Henley danced professionally in NYC with Sean Curran Company and Randy James Dance Works.
Henley earned his Ph.D. in Educational Psychology: Learning Sciences from the University of Washington, and an M.F.A. in Dance from the same institution. He has been an Associate Professor of Dance at Texas Woman's University, where he coordinated the B.A program and teaches in the M.F.A. and Ph.D. programs.
Edward C. Warburton, EdD, is a Professor of Dance and Interim Dean, Division of the Arts, University of California at Santa Cruz. He received early dance training at the North Carolina School of the Arts and danced professionally with American Ballet Theater II, Houston Ballet, and Boston Ballet. His interdisciplinary interests in dance cognition and creativity began when studying for his doctorate in human development and psychology at Harvard University.
Over the course of his career, he has performed in over 40 choreographic works (600+ performances), published 60 scholarly papers, co-authored two monographs and one book, co-edited an anthology, edited two journal special issues, and created, directed and/or produced 11 works for live theater.
Warburton’s empirical research investigates the relational practices and cognitive processes that enhance (or undermine) the doing, making and watching dance. His writings appear in articles, book chapters, and reviews that are widely disseminated and highly cited. Warburton’s creative work employs digital media and network technologies in live performance. These artworks have been shown in national and international venues, reviewed by major news outlets, like the New York Times and The New Yorker, and discussed in national interviews. He has been supported by grants from the Banks Family Foundation, James Irvine Foundation, National Endowment of the Arts, National Science Foundation, University of California Institute for Research in the Arts, ZERO1 Biennial, among others.
Warburton has served as Interim Dean of the Arts, Associate Dean of the Arts, and Director of the Art Research Institute at UCSC. He has also served the field as Director of Research for the National Dance Education Organization (NDEO), President of the California Dance Education Association, and Associate Editor of the Research in Dance Education journal. He is a recipient of the Jacob Pillow’s Dance Research Fellowship (2007), UCSC’s Excellence in Research (2012) award, and both NDEO’s Emerging Leader (2003) and Outstanding Researcher (2016) awards. In 2017, he was named the Sachs Distinguished Lecturer at Teachers College, Columbia University. In 2019, he became the inaugural Senior Fellow at the Arnhold Institute for Dance Education Research, Policy, and Leadership at Teachers College, Columbia University.
David Wes Sadowsky joins the Dance Education Program with over 20 years of experience in nonprofit administration at all levels of organization hierarchy. For many organizations, he has championed artists and found the means to support the works of art and arts education programs generated by others. This work has been evident in his roles as Executive/Managing Director of Elisa Monte Dance, Eglevsky Ballet, Brian Brooks Moving Company, and Cornfield Dance. In addition, David has served as a budget and events coordinator part-time in the Office of Development and External Affairs at Teachers College since 2015.
David has enjoyed his own artistic and educational success. He was Co-School Director of the Lake Placid School of Dance where he oversaw the implementation of a new curriculum. While at American Repertory Ballet as Director of Educational Programming, he wrote the dance curriculum for the New Brunswick School Systems 2nd grade classes used in all eight district schools.
David is active in the regional and national dialogue. He has been a moderator for the Dance/USA Educational Forum and has served on the Youth Advisory Council of Dance/NYC, Emerging Leader Task Force of Dance/USA, the Technology and Communications Committee of Emerging Leaders of NY Arts and the Planning Committee of New Jersey Emerging Arts Leaders. David earned a B.A. in Dance from Queens College and a Certificate in Management and Supervision from the Non-Profit Support Center.
Lynnette Young Overby, Ph.D., a graduate of Hampton University (BS), George Washington University (MA) and The University of Maryland, College Park, (Ph.D.) is the University of Delaware Director of The Community Engagement Initiative and Founding Director of the Partnership for Arts & Culture. She also directs the dance program and is the Artistic Director of the Sharing our Legacy Dance Theatre. Her publications include The Journal of Dance Education, The Journal of Mental Imagery and co-editor of nine volumes of Dance: Current Selected Research. Leadership roles in Dance Education have included service as President of the National Dance Association, President of the Michigan Dance Council, and President of the Delaware Dance Education Organization. Overby received the 2018 Lifetime Achievement Award from the National Dance Education Organization and in 2020, served on the Biden/Harris Agency Review Team in the area of Arts and Humanities.
Dr. Overby's book, Interdisciplinary Learning Through Dance, is available as a digital copy via the TC Library. Her book, Public scholarship in dance: teaching, choreography, research, service, and assessment for community engagement, is available in hard copy format from the Columbia University Library. You can search her other publications and articles via the TC Gottesman Library EDUCAT search engine.
Dale Schmid, Ph.D. is an independent consultant/researcher and former Visual and Performing Arts Coordinator for the New Jersey Department of Education (1999 to 2021). He is a recognized authority on student learning standards, standards-based assessment, programmatic evaluation, and educational policy. As one of approximately 55 state arts education directors throughout the nation, he helped shape state and national standards-based arts education policy and practice; and oversaw the review and revision of every set of New Jersey Student Learning Standards in the Visual and Performing Arts since their inception. He is a contributing author to the 2015 National Core Arts Standards as well as the National Dance Education Organization (NDEO) Standards for Learning and Teaching Dance in the Arts: Ages 5-18 in 2005 & 2011; a co-author of NDEO’s Professional Teaching Standards for Dance in Arts Education, 2005 & 2011, and NDEO’s Standards for a K-12 Model Program: Opportunities to Learn in Dance Arts Education, in 2005 & 2011.
Dr. Schmid has held numerous state and national leadership roles including President and three-term Past-President of the National Dance Education Organization; and President of the State Education Agency Directors of Arts Education (SEADAE). He has served on the Executive Steering Committees of the national Arts Education Partnership; the States Collaborative on Assessment and Student Standards/Arts Education Consortium; the Governance and Advisory Committees of Arts Ed NJ, and the NJN Public Broadcasting Authority, among others. Furthermore, he is a a longstanding member of the National Arts Education Policy Working Group, facilitated by the Americans for the Arts & the League of American Orchestras; served on the Arts Education Partnership Advisory Panel, operated under the aegis of the Education Commission on the States since 2015; and was part of the College Board, Pre-AP Arts Development Team from 2015-2021. Additionally, Dr. Schmid is co-facilitator of the National Coalition for Core Arts Standards (NCCAS) and senior advisor to Dance Entry Level Teacher Assessment (DELTA) initiative; a national endeavor to codify dance teacher training and support pedagogic content knowledge in dance education. Schmid holds a Doctorate in Educational and Organizational Leadership from the University of Pennsylvania with a dissertation in the field of psychometrics; a Master’s Degree in Education from Temple University; and undergraduate degrees in Speech and Theatre, and Health & Physical Education from Bemidji State University. He also spent several decades on the national touring circuit as a dancer, actor, and sometime musician. As a performer, he was fortunate enough to have studied with and/or performed under the direction of numerous dance luminaries including Hanya Holm, Nancy Hauser, Isa Bergsohn, Bill Evans, and Erick Hawkins, among others.
Dr. Schmid's various publications can be located via the TC Gottesman Library EDUCAT search engine.