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Lois Hetland, Ed.D. (Harvard Graduate School of Education, 2000), has been a Professor in the Art Education Department at the Massachusetts College of Art and Design since 2005.
Trained in music and visual arts, she taught elementary and middle school students for 17 years. In 2013, she made her first trip to India and returned for her sixth visit in February 2017. She has initiated an institutional partnership between MassArt and the Srishti Institute of Art, Design, and Technology in Bangalore and has brought art students annually from MassArt to India on study tours since 2015.
In 2017, she is co-authoring Studio Thinking in the Elementary School, to be published by Teachers’ College Press in 2018; reviewed arts and education proposals for IES; co-authored a chapter on a participatory evaluation of Art21 Educators (conducted 2010-2012); and is working with Abt Associates to evaluate nine partnerships among community arts organizations, universities, and schools in Wisconsin and Alaska, funded by the Margaret A. Cargill Foundation.
Previous work includes co-PI for the research leading to the co-authored book, Studio Thinking 2: The Real Benefits of Visual Arts Education (2013, Teachers’ College, 2nd edition; 1st edition, 2007), supported by the Getty and Ahmanson Foundations (2001-2004); Principal Investigator on a research and professional development project in Alameda County, CA, funded by three successive US Department of Education grants (2003-2010); collaboratively conducting ten meta-analytic reviews with Dr. Ellen Winner analyzing the effects of arts learning on academic outcomes, funded by the Bryant Family Foundation (1997-2000); leading an assessment initiative at MassArt resulting in the first set of college-wide graduation goals (2009-2013); serving as Co-Principal Investigator on Qualities of Quality: Understanding Excellence in Arts Education (2005-2008), funded by the Wallace Foundation; serving as Co-Principal Investigator on a National Science Foundation quasi-experimental study of potential transfer from visual arts learning to geometric spatial reasoning (2008-2013); and co-leader of the Studio Thinking Network, a monthly online conversation among US and international educators who use the Studio Thinking Framework (2012-2014).