• Katz-Buonincontro, J. (August 2022 Release Date). How to interview and conduct focus groups. Concise Guides to Conducting Behavioral, Health and Social Science Research (Art Nezu, Senior Editor). Washington, D.C.: American Psychological Association.
• Anderson, R., Katz-Buonincontro, J., Livie, M., Land, J., Beard, N., Bousselot, T. & Schuhe, G. (2022). Reinvigorating the desire to teach: Teacher professional development for creativity, agency, stress, and well-being, Frontiers in Psychology (Section on Teacher Education).
• Katz-Buonincontro, J., Hass, R., Kettler, T., Tang, L. M., & Hu, W. (2021). Factorial invariance of beliefs about creativity and teaching for creativity across U.S. and Chinese educators. British Journal of Educational Psychology, 91(02), 563-583
• Katz-Buonincontro, J. (In Press/2018). Creativity for whom? Art education in the age of creative agency and decreased resources in schools. Art Education (Journal of the National Art Education Association), (pages to be determined).​
• Hass, R., Katz-Buonincontro, J., & Reiter-Palmon, R. (In press/2018). The creative self and creative thinking: An exploration of predictive effects using Bayes Factor Analyses. Psychology of Aesthetics, Creativity, and the Arts (pages to be determined). 
• Katz-Buonincontro, J., Hass, R., & Friedman, G. (2017). “Engineering” student creativity in a probability & statistics course: Investigating perceived versus actual Creativity. Psychology of Aesthetics, Creativity, and the Arts. Special issue on Creativity in Everyday Environments.
• LaDuca, B., Ausdenmoore, A., Katz-Buonincontro, J., Hallinan, K. P. & Marshall, K. L. (2017, February). Arts processes and practices for developing student creativity applied to humanity-centered engineering design. International Journal of Engineering Pedagogy.
• Katz-Buonincontro, J., Hass, R. & Reiter-Palmon, R. (Equal Authorship). (2016, November). Disentangling creative mindsets from creative self-efficacy and creative identity: do people hold fixed and growth theories of creativity? Psychology of Aesthetics, Creativity, and the Arts, 10(4), 436-446.
• Katz-Buonincontro, J., Davis, O., Aghayere, A., & Rosen, D. (2016, February). An exploratory pilot study of student experience in creativity-infused engineering technology courses. Journal of Cognitive Education and Psychology, 15(1), Special issue on Creativity.
• Phillips, J. & Katz-Buonincontro, J. (2016). Drawing while talking and thinking: Exploring the intersection between creativity and imagination. Torrance Journal for Applied Creativity.
• Reiter-Palmon, R., Royston, R., Katz-Buonincontro, J. & Hass, R. (2016/In Press). Is the motivation to be creative domain specific or domain general?: An evaluation of creative identity, creative self-efficacy and creative mindsets. In J.Kaufman & M. Karwowski (Eds.), The creative self (pages to be determined). Academic Press.
• Perignat, E. & Katz-Buonincontro, J. (In Press). Book review: From STEM to STEAM: Using brain-compatible strategies to integrate the arts (Sousa, D. A., & Pilecki, T.) Sage. for Arts Education Policy Review.
• Katz-Buonincontro, J. (In Press).Creativity at the crossroads: Pragmatic versus humanist rhetoric in education reform speeches. Creativity Research Journal.
• Katz-Buonincontro, J. (2011, December). “Aesthetic” pedagogy in the context of leadership development: How does it work? [Special edition on the arts]. Policy Futures in Education, 9 (6)
• Katz-Buonincontro, J. & Phillips, J. (2011, July-September).‘Art, its creation and leadership [can be] revealing and frightening’: How school leaders learn to frame and solve problems through the arts. International Journal of Leadership in Education, 14(3), 269-273.
• Katz-Buonincontro, J. (Chapter In Press). Rhetorical speech claims about student creativity and the arts: Towards pragmatic appropriation or humanistic realization? In F. Bastos & E. Zimmerman (Eds.), Creativity and art education: Foundations, pedagogies, and contemporary issues (pages to be determined). Reston, VA: National Art Education Association.
• Katz-Buonincontro, J. & Foster, A. (Chapter In Press). Drawing avatars: Perspectives on student creativity, identity, and academic achievement in game-based learning. In D. Ifenthaler (Ed.), Assessment in game-based learning: Foundations, innovations, and perspectives. NY: Springer.
• Katz-Buonincontro, J. (2005). Theories of creativity. In C. R. Reynolds & E. Fletcher-Janzen (Eds). Encyclopedia of Special Education (3rd Edition). Hoboken, NJ: John Wiley.
• Katz-Buonincontro, J. (2005). Triarchic theory of intelligence. In C. R. Reynolds & E. Fletcher-Janzen (Eds). Encyclopedia of Special Education (3rd Edition). Hoboken, NJ: John Wiley.
• Katz-Buonincontro, J. & Foster, A. (2010). A framework for studying student creativity in game-based learning environments. White Paper on Future Research. National Science Foundation Directorate in the Social, Behavioral and Economic Sciences.

• Leadership development
• Psychology of developing creative thinking & problem-solving abilities in leaders
• Role of emotion in cognitive (creative) abilities
• Online leadership skill building
• Adult learning.
• Research methodology: interviewing, observation, grounded theory & constant comparative methodology
• Case study design
• Experience sampling methodology
• Survey & instrument design
• Creativity and the arts

Visit http://www.jenkatz-buonincontro.com/ to view Dr. Katx-Buonincontro's full CV.

• Drexel University, School of Education (2009-present)
  Professor, Educational Administration
• University of Oregon, College of Education (2005-08)
  Faculty member
  Coordinator & Advisor, MS in Educational Leadership program (Canada)
  Advisor, MS in Educational Leadership program (on-campus)
• Instructor, MS, DEd., PhD in Educaticational Leadership
• Instructor, Educational Foundation program

Jen Katz-Buonincontro, PhD, MFA, is a Professor in the School of Education. Dr. Katz-Buonincontro is the former Chair of the Faculty Steering Committee for the School of Education and former Chair of the Social Science Committee and member of the Institutional Review Board (Drexel). Internationally, Katz-Buonincontro serves as President-Elect of Division 10, Society for the Psychology of Aesthetics, Creativity, and the Arts with the American Psychological Association (APA), as well as Associate Editor for Psychology of Aesthetics, Creativity, and the Arts, a journal with APA. She also serves as Past Chair of the Arts and Learning Special Interest Group (American Education Research Association), and past Program Chair (Division 10-APA).

Dr. Katz-Buonincontro is 2016 recipient of the Daniel E. Berlyne Award for Outstanding Research by an Early Career Scholar from Division 10: Society for the Psychology of Aesthetics, Creativity and the Arts (APA). Helping children and adults learn to think and act in creative ways that optimizes their academic and professional success is the central motivation of her research, teaching and service. Current studies focus on creative thinking and problem solving as a function of learning domain-specific content knowledge. These studies on beliefs about creativity, creative performance and academics extend past research on creativity, motivation and identity with a distinctive emphasis on learning. Her research aims to clarify and build socio-cognitive theories of creative agency to ultimately advance educational research with knowledge and applied teaching tools. Her scholarship traces inborn versus learnable beliefs about creativity and talent in philosophical tracts and political rhetoric, documents the process of learning how to effectively problem solve through the arts in leadership development and integrates the arts into leadership curriculum and STEM education.

Grant-funded projects include the Creative Interdisciplinary Research in Graduate Education (CIRGE) program, funded by the National Science Foundation, which infuses creativity research into new courses to develop teams of graduate student researchers. Her second grant project is MakeSPACE [Schoolwide Placed-based Arts in Creative Engagement] involving Arts Integration into Science, Reading and Math with the Arts in Education Dissemination Grant under the U.S. Department of Education. Prior grants include an NSF project examining student creativity in engineering technology and faculty workshops, and her Drexel Career Development Award applied the experience sampling method to the study of creativity in leadership.

Courses she teaches are Creativity and Innovation in STEM Education, Qualitative Data Collection and Analysis and Mixed Methods Research; as well as Leadership Development courses.