facebook icon twitter youtube

FACULTY

Assistant Professor, Art Education
843-34-.4049, EHFA 135
email / schedule

Dr. Stephanie Danker

Ph.D. Art Education
University of Illinois at Urbana-Champaign

 

Stephanie Harvey Danker completed her doctorate in art education (2012) through University of Illinois – Urbana Champaign (UIUC). Her dissertation research was concerned with strengthening relationships between museum educators and local teachers. She holds a master's degree in art education from Virginia Commonwealth University. A native of Virginia, she taught art in Fairfax County Public Schools (VA) for six years. Before coming to Coastal, she taught art education courses at Wichita State University (WSU) and James Madison University (JMU). In addition to teaching, she has served as an education consultant for the Ulrich Museum of Art (on WSU’s campus) and for Sawhill Gallery (on JMU’s campus).

Dr. Danker's research interests include:
bridging gaps and strengthening relationships between museum educators, university art educators and PK-12 art and non-art educators; technology and social media in art education; reflective practice; professional development for practicing and pre-service art educators

Recent publications include:

Danker, S. H. (2012). Connecting university art galleries, art education certification programs, and local teachers. In S. Jandl & M. Gold (Eds.), A Handbook for academic museums: Vol. 1. Exhibitions and education (pp. 560-587). Boston, MA: MuseumsEtc.

Danker, S. H. (2012). Sugar and spice: Envisioning possibilities for holistic art education inspired by Ace of Cakes. In L. Campbell & S. Simmons (Eds.), The heart of art education: Holistic approaches to creativity, connection, and transformation (pp. 276-279). Reston, VA: National Art Education Association.

Castro, J. C., Danker, S., Delacruz, E. M., Fuglestad, T., Roland, C., & Stokrocki, M. (2011). Do-it-Yourself Professional Development through Online Personal Learning Networks as a 21st Century Form of Self-Initiated, Non-Hierarchical Participation in Communities of Practice. Canadian Art Teacher, 9(2), 38-53.