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Jill Hogan has been in the Psychology Department at Siena College since 2021. Prior to that, she was a visiting faculty member in Psychology at College of Idaho and in Music Education at the University of Wisconsin-Madison. Before returning to academia, she was a general music teacher for students in Kindergarten through Grade 8, mostly teaching in schools with atypical student populations. Jill uses mixed and multi-methods to investigate thinking in and about the arts in schools. Her research interests center in habits of mind in arts education - broad ways of thinking that have fuzzy definitions and are potentially transferrable to other domains. Examples of these include persisting, working for the common good, goal-setting, being prepared, observing, listening, and exploring. She enjoys working with practicing K-12 teachers on applied research in artistic thinking, and is wicked proud to be from Massachusetts, having earned degrees from Boston College and Boston Conservatory. 

Degree Program University
Ph.D. Developmental Psychology Boston College
M.A. Developmental Psychology Boston College
M.M. Music Education Boston Conservatory
B.M. Clarinet Performance Boston Conservatory

My Siena Experience

My Teaching Philosophy

In short, no one learns long-term if they are not interested. I use humor and student choice to help facilitate my aim of long-lasting learning, useful far after the final exams have been scored. 

What I Love About Siena

Chatting with students!

My Favorite Courses to Teach

I like teaching Lifespan Development and Child Development and working with undergraduates on research projects.

My Professional Experience

Year Title Organization
2020 - 2021 Visiting Assistant Professor of Psychology College of Idaho
2019 - 2020 Visiting Assistant Professor of Music Education University of Wisconsin Madison

Current Research

There is much that the arts can do for us -- provide us with alternate ways of understanding, allow us to communicate more fully, connect us with each other, heal emotional traumas, and learn life broad habits of mind. For all we empirically know and anecdotally believe about the arts, there also dozens of claims made about the power of the arts that remain uninvestigated or are based on only correlational evidence. My research critically investigates questions about the demonstrable benefits of arts education, as well as public perceptions about the benefits of arts education. More information about my research can be found at www.jillhoganinboston.com

Articles & Book Reviews

  • Shifting perspectives of quality in art education
    Art Education
    2020
  • Is more time in general music class associated with stronger extra-musical outcomes in kindergarten?
    Early Childhood Research Quarterly
    2018
  • Looking at the process: Examining creative and artistic thinking in fashion designers on a reality television show.
    Frontiers in Psychology
    2018

Awards & Distinctions

  • Frank X. Barron Award
    Category: Research
    Division 10 of the American Psychological Association, 2021

Books & Book Chapters

  • Handbook of Philosophical and Qualitative Perspectives on Assessment in Music Education
    Oxford University Press
    2019
  • Studio Thinking from the Start: The K-8 Art Teacher's Handbook
    Teacher's College Press
    2018