Dr. Lois Hetland

    • Dr. Lois Hetland's details
      • Country: United States of America
      • Region: Boston, MA
      • University: MASSART - Massachusetts College of Art and Design, Boston, USA

    Dr. Lois Hetland, Ed.D., is Professor and Chair of the Art Education Department at the Massachusetts College of Art and Design and Senior Research Affiliate at Project Zero at the Harvard Graduate School of Education. Trained in music and visual arts, she taught elementary and middle school students for 17 years.

    Currently, she co-leads the Studio Thinking Network, a monthly online conversation among educators who use the Studio Thinking Framework. Her previous work includes conducting an assessment initiative at MassArt (2009-2013), serving as Co-Principal Investigator on a National Science Foundation study of potential transfer from visual arts learning to geometric spatial reasoning (2008-2013), conducting research for the co-authored book, Studio Thinking 2: The Real Benefits of Visual Arts Education (2013, Teachers’ College, 2nd edition),  supported by the Getty and Ahmanson Foundations (2001-2004); serving as Consulting Evaluator for Art21 Educators (2010-20012); Principal Investigator for research and professional development in Alameda County, CA, funded by the US Department of Education (2003-2010); Co-Principal Investigator on the Wallace funded study, Qualities of Quality: Understanding Excellence in Arts Education (2005-2008); and research leading to a set of ten meta-analytic reviews analyzing the effects of arts learning on non-arts outcomes, funded by the Bryant Family Foundation (1997-2000).



    CERTAD TALKS is an initiative to bring together eminent educators, artists, designers, thinkers and practitioners to talk with invited audiences about important aspects of education. Our purpose is to engage with powerful questions, provocative ideas and explore opportunities for innovative and sustainable education practice. We envision CERTAD TALKS will contribute to on going discussions and dialogue on what is valuable in constructing learning today.
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