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Jennifer Katz Buonincontro, Associate Professor, PhD Drexel Unviersity
Associate Dean of Research
Associate Professor

Jen Katz-Buonincontro, PhD


PhD, University of Oregon
MFA, Rutgers University-Mason Gross School of the Arts
BA, Macalester College

Program Affiliation

MS, Educational Administration
PhD, Educational Leadership & Learning Technologies
EdD, Educational Leadership & Management
  • 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 to view Dr. Katx-Buonincontro's full CV.

  • Drexel University, School of Education (2009-present)
    Assistant 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 Associate Professor and Associate Dean of Research in the School of Education. She is 2016 recipient of the Daniel E. Berlyne Award for Outstanding Research by an Early Career Scholar from the American Psychological Association, Division 10: Society for the Psychology of Aesthetics, Creativity and the Arts. 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 a National Science Foundation two-year study of student creativity in engineering technology and faculty workshops, a Career Development Award for using experience sampling method research, and The Barnes Foundation app Keys to the Collection (KTTC), a 3D immersive visual arts digital game that is downloadable for free as an educational app with Apple iTunes. 

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. Dr.

Katz-Buonincontro is Chair of the Faculty Steering Committee (SoE), Chair of the Social Science Committee (Drexel), Chair of the Arts and Learning SIG (AERA), Program Chair (Division 10-APA), and serves on three editorial boards.