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Karen E. Hutzel

Title: Dean

Department: Art Education

College: College of Visual Arts and Design

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Florida State University, 2005
    Major: Art Education

Current Scheduled Teaching

No current or future courses scheduled.

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

No previous courses scheduled.

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 Chapter

  • Hutzel, K. (2015). The unfinished and ongoing business of art education in the U.S.: Collaboration, participation, and democratic practices.
  • Hutzel, K. (2014). Participatory action research in art education: Possibilities for social change through collaborative visual inquiry.
  • Hutzel, K. (2012). A possibility of togetherness: Collaborative art learning for urban education.
  • Hutzel, K. (2010). “Sidewalk encounters”: Re-envisioning “problem” neighborhoods.
  • Hutzel, K. (2006). Developing relationships: A reflection on my experience learning with a community.

    • Book Review

  • Hutzel, K. (2010). Book Review: The social impact of the arts: An intellectual history.

    • Encyclopedia Article

  • Hutzel, K. (2017). Community Arts Programs.

    • Journal Article

  • Hutzel, K. (2018). A partnership of time and depth: Jamaica’s and America’s art education connections..
  • Hutzel, K. (2016). Art in the Market: Action research and participatory art..
  • Hutzel, K. (2013). Situating an art-based action research study within social justice theories..
  • Hutzel, K. (2011). Art education online: Possibilities for multicultural art education through international collaboration..
  • Hutzel, K. (2010). Eighth graders as role models: A service-learning art collaboration for social and emotional learning..
  • Hutzel, K. (2009). White folk in black spaces..
  • Hutzel, K. (2007). A service-learning approach to teaching computer graphics..
  • Hutzel, K. (2007). Promoting social and emotional learning through service-learning art projects..
  • Hutzel, K. (2007). Reconstructing a community, reclaiming a playground: A participatory action research study. S.
  • Hutzel, K. (2006). Challenging our students’ place through collaborative art: A service-learning approach. Journal of Higher Education Outreach and Engagement.
  • Hutzel, K. (2004). “Art in the Market” project: Addressing racial issues through community art.
  • Hutzel, K. (2003). Taking art education to the streets: “The Procession of the Species” as community arts.

    • Monograph

  • Hutzel, K. (2012). Transforming city schools through art: Approaches to meaningful K-12 learning.

    • Scholarly Preface

  • Hutzel, K. (2018). Borderless: Global narratives in art education..
  • Hutzel, K. (2017). Editorial: New culture wars.
  • Hutzel, K. (2016). Media in a post-racial society.
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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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