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Beth Link

Title: Assistant Professor

Department: Art Education

College: College of Visual Arts and Design

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Austin, 2022
    Major: Curriculum and Instruction
    Specialization: Cultural Studies
    Dissertation: Examining Whiteness in Elementary Art
  • MA, University of Texas at Austin, 2016
    Major: Art Education
    Specialization: Community Art
    Dissertation: Breaking the Silence: Empowering Adolescent girls through art
  • BA, University of Northern Colorado, 2007
    Major: Art Education
    Specialization: Drawing and Art History minors

Current Scheduled Teaching

ARTE 3753.001Art Education: FoundationsFall 2024 Syllabus
ART 5900.716Special ProblemsSummer 5W2 2024
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

ART 5900.716Special ProblemsSummer 5W2 2024
ARTE 4760.001Art Education: Global AestheticsSpring 2024 Syllabus SPOT
ARTE 5773.001Curriculum Theory in Art EducationSpring 2024 SPOT
ARTE 3753.001Art Education: FoundationsFall 2023 Syllabus SPOT
ARTE 4760.001Art Education: Global AestheticsFall 2023 Syllabus SPOT
ARTE 5787.001Introduction to Research in Art EducationFall 2023 SPOT
ART 5900.716Special ProblemsFall 2023
ARTE 3753.001Art Education: FoundationsSpring 2023 Syllabus SPOT
ARTE 4760.001Art Education: Global AestheticsSpring 2023 Syllabus SPOT
ARTE 5781.001Contemporary Art & Theory PedagogySpring 2023 SPOT
ARTE 5788.001Advanced Research Methods in Art EducationFall 2022 SPOT
ARTE 3753.002Art Education: FoundationsFall 2022 Syllabus SPOT
ARTE 4760.001Art Education: Global AestheticsFall 2022 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book

  • Dawson, K., Link, B., Cawthon, S., Dossett, L. Transformative professional learning through art integration. Intellect. https://www.intellectbooks.com/

    • Book Chapter

  • Link, B., Dawson, K., MacGill, B. (2024). Pedagogy of care, visual Art and creative body-based learning. Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education. Cambridge University Press..
  • Link, B. (2024). Shifting the Conversation: Scaffolding Sociocultural Dialogue in the Elementary Art Classroom. Cultivating critical conversations in art education. Teacher College Press.
  • Powell, C., Kemp, T., Link, B. (2021). Accounting for women in the arts: Reconsidering women’s agency, networks, and relationships. Challenging women's agency and activism in early modernity: Gendering the late medieval and early modern world.. Amsterdam University Press..

    • Journal Article

  • Link, B. A toolkit for building anti-racist art curriculum.
  • Link, B. (2024). A culture among the teachers: The white habitus of elementary art education. Studies in Art Education.
  • Link, B., Brown, K.J., Crabbe, K., Boone, C. Anti-Racist Coalition Building in Art Education: Moving Beyond the Performative.
  • Link, B., Black, C. Learning to listen to the pit in our stomachs: A call for vulnerability in art education.
  • Link, B., Lewis, T.E. Towards an Ethic of Adjacency: Defining Critical, Arts-Based Phenomenological Breaching Experiments.
  • Pfeiler-Wunder, A., Link, B. Curriculum (Dis)comfort: Inheritance and Futurings for Art Education. Journal of Curriculum and Pedagogy.
  • Link, B. (2022). Art Integration in Teacher Education: Aesthetic Tools to Foster Critical Dialogue. Texas Education Review. 10 (2) 36-48. Austin, TX.,
  • Weintraub, S., Link, B., Stetz, L., Heller, H. (2021). Rethinking together: Reflections on AERI Pecha Kucha Sessions. Studies in Art Education. 62 (3) 291-295.
  • Link, B. (2021). Who holds the power? Students respond to whiteness in the canon.. Art Education Journal. 74 (5) 32-37.
  • Link, B. (2019). White lies: Unraveling whiteness in the elementary art curriculum.. 36 (3) 11-28. Journal of Cultural Research in Art Education.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Lewis, T.E. (Principal), Link, B. (Co-Principal), Donaldson, C. (Co-Principal), "Critical Communities of Practice," sponsored by Onstead Institute, University of North Texas, $25000 Funded. (2023 - 2024).

    • Grant - Teaching

  • Dawson, K. (Principal), Link, B. (Co-Principal), "Sustaining Art Integrated Teaching Communities in Bosnia and Herzegovina," sponsored by US State Department, US Embassy Sarajevo, Bosnia and Herzegovina in partnership with Katie Dawson, Federal, $13000 Funded. ( - 2021).
  • Dawson, K. (Principal), Link, B. (Co-Principal), "One Book, One Bosnia," sponsored by US State Department, US Embassy Sarajevo, Bosnia and Herzegovina, Federal, $30000 Funded. ( - 2020).
  • Link, B. (Principal), "Global Classrooms Grant," sponsored by Texas Global and the Department of Theatre and Dance at UT Austin, Other, $2000 Funded. ( - 2019).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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