The artist in the university: Interview case studies of how four art professors make sense of the meaning in their work as educators and how they navigate the dual relationship between artist and educator

This dissertation considers the question of the dual roles of artist-professor within a historical context that has served to value their work as artists over their work as educators. Through qualitative case study interviews, I consider the stories and experiences of four art professors. I inquire of them the ways that they conceive of their teaching practice, the ways in which their practice as artists might inform their practice as teachers, as well as how they approach roles that are often seen as dyadic. This research serves to challenge the assumption that teaching must always come at the cost of an artist's art practice, and offers positive models for investigation of the ways that such practices might be approached and merged for a fulfilling professional experience.;This study undoubtedly paints a picture that there are many ways to take one's teaching seriously as an artist, as well as many challenges such individuals face. In addition to complex, in-depth chapters on each participant, I discovered that across interviews the strength in their teaching all had to do with attitudes of being, or ways of thinking which served to inform actions. They include the following: 1) embracing pedagogical content knowledge; 2) being grounded in a personal vision of teaching and of art; 3) valuing community and collaboration; 4) oriented towards the growth of others; and 5) mindfulness and self-reflection in teaching.;Each of these approaches to negotiating dual roles points to possible models, among many. These art professors have negotiated their roles in the following ways: 1) complete separation; 2) complete integration; 3) see-saw: a fragile balance; and 4) complete commitment: a sacrificial balance.;In addition to serving as portraits of the possible, this research has numerous implications to be considered in a dialogue around art in higher education. These include 1) the importance of seeing students as people (primarily) who are or are becoming artists (secondarily); 2) deepening and reexamining the phrase "teaching as a creative activity; 3) embracing a public dialogue around teaching in art; 4) rethinking the MFA to prepare the educator; and 5) cultivating self-reflectiveness within the profession.