15 Spring Faculty Reappointment Application Supplemental Jacquelynn Suzette McDaniel, Ph.D. This document contains supplemental material to the Faculty Reappointment Application for the position of Assistant Professor in the department of Strategic, Legal, and Management Communication. Submitted to Appointment, Promotions, and Tenure Committee (APT) and to the School of Communications at Howard University this Spring 2015.
HOWARD UNIVERSITY DepartmenDt e ofp Satrrattemgice, Lnetg a ol, f a n Sdt Mraantaeggemice,n Lt Ceogmamlu, n aicnadtio Mn anagement Communication Founders Library Major General Oliver O. Howard Howard University Incorporated Mar. 2, 1867 School of Communications established 1971 Department of Strategic, Legal, and Management Communication (SLMC) established 2012 First SLMC class of ‘17 August 2013 2
Jacquelynn Suzette McDaniel, Ph.D. Culture & Communication Studies Assistant Professor | Management Communication Sequence Jacquelynn Suzette is an assistant professor at Howard University in the department of Strategic, Legal, and Management Communication. Her research seeks to effect community and organizational transformation at the intersections of culture, power, and economic forces. In research and teaching she advances her research valuing communication as critical knowledge necessary to solve our complex social, political, and cultural problems. EducationPh.D. University of Denver, Human CommunicationB.A. Regis Jesuit University, Communication 3
Scholarly and Creative Work Working interdisciplinarily in the areas of health, education, law, and spirituality Dr. Suzette’s research explores the connections between power, culture, and economy. She uses disciplinary knowledge to investigate the terrain of cultural institutions within systemic power structures asking how a Cultural Studies perspective can help solve the structural problems that communities of non-‐dominant difference face, such as education and legal access, and health disparities. Her latest publication is a co-‐authored article on Cultural Dialogue, examining issues of race, power, and pedagogy and will appear in a future issue of Cultural Studies <=> Critical Methodologies. Teaching Interests McDaniel creates applied networks of learning, connecting people, ideas and resources. She is a life-‐long learner with deep commitments to discovering new ways to engage theoretical communication teachings that are instructive to their own practical applications. Her classrooms are active and engaged sites where students can explore, challenge and discover the role that communication plays in their everyday lives and understand its processes as foundational to the pursuit of a socially just world. 4
TEACHING The learning process is something you can incite, literally incite, like a riot. Audre Lorde 5
TEACHING PHILOSOPHY My classroom and public teaching pushes to engage humanizing practices and pedagogies (Dillard, 2008) that facilitate transformational learning1. I use a constructive design approach to facilitate inclusive teaching practices in differentiating student instruction. Relationally I serve students, communicating our discipline and teaching its applications -‐ taking seriously every point of student contact as an opportunity to engage their intellectual curiosity. Through pedagogies of dialogic invitation I ask students to choose their point of entry into a shared learning community. I ask them to make a daily choice about the role they would like to assume in our classroom through a pedagogical invitational invention. This pedagogy comes from my community-‐based research and is an example of how I work with students to join me in constructing a classroom climate and being accountable for their own investments in learning. Building on research and in accessing scholars in cultural studies scholarship I use pedagogical practices that explore indigenous and subjugated knowledges that “seek forms of praxis and inquiry that are emancipatory and empowering” 1 Dillard, C. (2008). When the ground is Black, the ground is fertile: Exploring endarkened feminist epistemology and healing methodologies in the spirit. Handbook of critical and indigenous methodologies (pp. 277-292). Thousand Oaks, CA: Sage.6
(Denzin, Lincoln, and Smith, 2008, p.2)2. This thinking shapes the assignments I develop where I ask students of communication to discover, critically think, reflect, and develop arguments through reading and writing. They learn to situate themselves within a larger context and articulate their position. As a standard outcome I want the learners I work with to possess the ability to advance their ideas through developed written communication, an inherent transferable skill. I am committed to innovation in teaching and learning in the study of Communication. Students describe my classrooms as dynamic and regularly comment that I have an ability to make complex material accessible. They find my approach of using media and technology to ground communication theory in everyday experiences, followed by a dialogic unpacking effective and enjoyable. I see media as rich cultural sites of learning where everyday culture operates, is negotiated, and can be understood and reconstituted. I employ my arts background to explore media of visual art, music, spoken word, film, and dance as contextualized sites of learning through public pedagogy in my classroom. Wherever possible I utilize technology and media to develop learning concepts and their applications and engage the millennial student. Over the years 2 Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (2008). Handbook of critical and indigenous methodologies. Thousand Oaks, CA: Sage. 7
the knowledge I have gained as a student of Communication and its practical applications have served me well in my engagement of diverse academic and business audiences. As a teacher I strive to co-‐create with students learning communities for 21st century citizens and workers, future communication scholars and practitioners where they invest in earning a solid education of foundational Communication principles. I have great passion for our discipline and in teaching Communication theory and practice. My vision for well-‐prepared college graduates is that they are affected by their education in becoming pioneers and leaders in their chosen fields. It is my belief that the possession and mastery of disciplined communication tools will highly serve those in pursuit of excellence and economic prosperity. I’m still evolving, still learning and still improving. My goals are always to create spaces of learning where we access the best of what our discipline offers by sharing knowledge through innovative teaching and offering practical tools that inspire learners to contribute to their communities in serving a higher purpose of living in a just world. 8
PROFESSIONAL DEVELOPMENT Blackboard Faculty Certification | Center for Excellence in Teaching, Learning, & Assessment (2013) Distance Learning Faculty Certification | Center for Excellence in Teaching, Learning, & Assessment (2013) Teaching with Epson Projector Certification | Center for Excellence in Teaching, Learning, & Assessment (2014) COURSES TAUGHT (2013-‐2015) Howard University Standard of Learning All of my courses are designed in accordance with Howard University’s standards of 21 learning outcomes for undergraduate education and its’ School of Communication’s undergraduate standards (approved May 2012). The rigorous and active engagement of the readings, class discussions, varied assignments, and exams lay the foundation and guide the enhancement of student knowledge, skills, and understandings of many of the university standards. Graduate Courses: CCMS 702: Qualitative Research Methods Course Description: Qualitative research methods and design in communication. Includes the treatment of historical-‐critical, interpretive, ethnographic, and textual data. Relationship between theory and research will be examined. 9
This seminar provides an overview of a variety of qualitative methodological approaches (inclusive of the theory of method) for the study of culture in communication. Potential course foci include thematic analysis, ethnography, narrative, grounded theory, and phenomenology. We will introduce you to the theories, assumptions, and practices underlying the use of qualitative research in Communication. Students will study, practice, and reflect on different qualitative research methods. While it is not assumed that you will gain a comprehensive, rich understanding of any one particular qualitative research tradition over the trajectory of the course, it is expected that upon completion you will acquire the foundational knowledge and experience to begin evaluating, selecting, and defending appropriate qualitative methods for your own future research projects. Course Objectives: 1) To familiarize students with methodologies informed by qualitative approaches that can be used when doing communication research 2) To help students gain a focused knowledge or expertise in one qualitative method that can be applied to a new or existing research project and 3) To enable the student to become conversant with methodological discussions and innovations in the field of Culture and Communication. Upper-‐Division Undergraduate Courses: COMC 391 (hybrid) ePortfolio II | course re-‐design Course description: This is the second of three courses in a portfolio sequence for the fulfillment of your program requirements. Drawing from a constructivist paradigm in teaching and learning, you will be asked to vision and create an ePortfolio. Your ePortfolio is a digitized collection of artifacts that represent you. Its contents might include demonstrations, resources, and accomplishments through text, graphics, and multimedia. After selecting from three types of ePortfolios: 1. transformational 2. assessment 3. learning -‐ beginning with a blank slate you will construct an entirely original 10
representation and expression of your work. In the development of your ePortfolio you will make a series of choices -‐ you will be the driver of your educational experience here. Learning Outcomes • To learn and apply theory, concepts and methods to the analysis of communication problems; • Conduct critical analysis of the contributions of selected theories; • Strong development of critical thinking skills • Strong development of creative and innovation skills • Develop argumentation skill sets Upon successful completion of this course all students will experience the following Howard University standards: 1. Think critically, creatively and independently 2. Write correctly and clearly in forms and styles appropriate for the communication professions, audiences and purposes they serve 3. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate styles and grammatical correctness 4. Apply tools and technologies appropriate for the communications professions in which they work 5. Understand and demonstrate the ethical use of digital communication 11
COMC 491 (hybrid) ePortfolio III | course re-‐design Course description: This is the third of three courses in a portfolio sequence for the fulfillment of your program requirements. Drawing from a constructivist paradigm in teaching and learning, you will be asked to vision and create an ePortfolio. Your ePortfolio is a digitized (wix.com) collection of artifacts that together with the employment of communication symbols (music, color, sound, etc.) will present a particular point of view told through storytelling technique. Its contents might include but is not limited to representations of demonstrations, resources, and accomplishments, original text, poetry, and art through text, graphics, and multimedia. After selecting from two types of ePortfolios: 1. professional 2. assessment -‐ beginning with a blank slate you will construct an entirely original representation and expression of your work. In the development of your ePortfolio you will make a series of choices. Though your work you will 1. make an argument that advances your selected portfolio goal (your point of view) 2. create a storytelling vehicle that will communicate your argument and 3. evidence your argument with digital artifacts. You will be the driver of your educational experience here. According to an employer survey (Hart Research Associates 2013) 83% of employers say an electronic portfolio would be useful to indicate that job applicants have the knowledge and skills they need to succeed. Learning Outcomes • To learn and apply theory, concepts and methods to the analysis of communication problems; • Conduct critical analysis of the contributions of selected theories; • Strong development of critical thinking skills • Strong development of creative and innovation skills 12
• Develop argumentation skill sets Upon successful completion of this course all students will experience the following Howard University standards: 1. Think critically, creatively and independently 2. Write correctly and clearly in forms and styles appropriate for the communication professions, audiences and purposes they serve 3. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate styles and grammatical correctness 4. Apply tools and technologies appropriate for the communications professions in which they work 5. Understand and demonstrate the ethical use of digital communication COMC 410 Conflict Management and Negotiation Strategy Course Description: This 15-‐week course provides an introduction to communication theories as analytic tools that can intervene in the everyday management of human conflict. Communication theory seeks to explore meaning in diverse and complex ways in order to provide a broad base of understanding about the complexity of meaning for social beings, and the challenge that humans have in seeking to construct it, understand it, manage it, critique it, and, when necessary, change it. Students will use those theoretical tools in course-‐designed opportunities for praxis as they develop and master negotiation strategies. This classroom-‐based course is a learning intensive set within a radical learning space where the learning environment, instruction, curriculum and materials are used to inspire and create a space of expectation where all learners are expected to operate at the edge of their critical, transformative, and activist selves within their professional identity. It begins with the examination of culture and identity as a framework through we negotiate our everyday lives. Students will be prompted to examine culture through their participation in various local communities of practice and 13
microcultures, including: socio-‐economic class, ethnicity and race, religion, gender, language, ability, age – to mention a few. Throughout this course, in group dynamics and course assignments participants will engage cultural and political everyday conflict. Using the class text, supplemental readings, and counternarratives from digital media, text, and oral histories. Counternarratives are understood here as “critical personal narratives, testimonies, autoethnographies, performance texts, stories and accounts that disrupt and disturb discourse by exposing the complexities and contradictions that exist under the official history (Mutua & Swadener, 2004, p.16)”. These counternarratives will serve to contextualize and ground larger theoretical and political arguments located within everyday society and serve as a rich “laboratory” where students will All processual and integrated learning throughout this course will lead to a final group project, the Project for Change, where students will locate a community need and develop a strategic plan for change or growth relevant that utilizes communication theory to address the identified need. Course Objectives • To create a sense of intellectual community among class participants. Through a course study of readings, media engagement, dialogic practice, self-‐reflexivity, independent research, group study, and the engagement of diverse narratives students will also: • Engage complex intellectual questions and processes concerning the critical impact of actors within the discipline of human communication as social change agents. • Critically analyze communication practices in relation to the economic, political, social, cultural, and/or technological forces that shape them and in turn are shaped by them. • Examine categories, such as race, class, gender, ethnicity, sexual orientation, language, religion, and physical and mental abilities and disabilities, as social relations of power that impact school experiences and individual and collective identities in a democratic society. • To explore the world of human experience and the varied ways of knowing the world. 14
• To understand the primary functions of theory in the meaning making process. • To learn and apply the concepts and technical vocabulary of different theoretical perspectives. • To analyze and evaluate different theories as applied to different communication issues. Learning Outcomes • Learn and apply theory, concepts and methods to the analysis of communication problems; • Distinguish implicit vs. and explicit theory in the meaning making process; • Conduct critical analysis of the contributions of selected theories; • Distinguish the terms and concepts that characterize different theories; • Apply the dynamic of social responsibility in the analysis of the political contribution of different theories COMC 320 Introduction to Organizational Communication | course re-‐design Course description: This course is designed to explore the various theories and concepts that are foundational to practices and applications in the discipline of organizational communication. The nature of communication as the connecting thread in organizations and between organizations, social and enterprising, will be stressed. Emphasis will be placed on the understanding of organizations, management and leadership within the context of communication. Students will be exposed to the theoretical underpinnings of organizations, their processes and functions. Special attention will be given to the role of effective communication/interaction within the organization to maintain stasis and to manage change. 15
Introduction to Organizational Communication We will examine the ways people communicate in organizational contexts and the ways in which communication creates and sustains organizations. Organizational communication, as a field of study, analyzes how the actions of people inside and outside organizations are coordinated and controlled to achieve some collective outcomes. It is also concerned with the ways individuals are shaped by their interactions with the organizations around them. Therefore, rather than offer a set of skills that allow you to fit into the world of work, this course will attempt to show how communication is key to understanding what organizations are and how organizations function. When we understand organizations at these levels we can change them and consciously shape our own experiences (Koschmann, 2013). Analogous to this orientation of organizations as communication, the application of the organizational theories learned in this course will be explored and fitted within a framework of global social entrepreneurship, a rapidly developing and changing business field in which business and nonprofit leaders design, grow, and lead mission-‐driven enterprises. Globalization and rapidly increasing communications reveal intractable problems facing humanity and our planet today. And there are a growing number of talented, ambitious, and courageous individuals known as social entrepreneurs, innovators who create change, who are creating initiatives that are attempting to mitigate some of these problems on a scale -‐ and with far more ambition -‐ than ever seen before. In social entrepreneurship, these individuals and organizations pursue urgent and systemic change models to solve global problems. We will get to know some of these people and what their organizations do, how they think and work, and why they represent more than just a ray of hope in today’s world. Learning Objectives • Develop a “communication perspective” of organizations • Develop a thorough knowledge of key organizational communication perspectives, theories, and issues • Understand the multiple paradigms through which we can understand and study organizational communication 16
• Promote active critical thinking about the role of communication in – and as constitutive of -‐ organizations. • Applying course material to a variety of situations, including to your organizational experiences and other real-‐world scenarios • Integrating this knowledge into your everyday life and with concepts learned in your other classes so that you can critically assess the importance of communication in understanding how organizations work • Developing skills that clearly demonstrate your ability to analyze organizational phenomena through organizational communication perspectives, theories, and concepts • Have gained an understanding of the field of social entrepreneurship and understand many of the opportunities, challenges, and issues facing social entrepreneurs Through a course study of readings, media engagement, dialogic practice, self-‐reflexivity, writing, independent research, group study, and the engagement of diverse narratives students will also: Learning Outcomes • Learn and apply theory, concepts and methods to the analysis of communication problems; • Conduct critical analysis of the contributions of selected theories; • Distinguish the terms and concepts that characterize different theories; • Apply the dynamic of social responsibility in the analysis of the political contribution of different theories • Describe how social entrepreneurship lies at the intersection of the fields of entrepreneurship and social change; • Evaluate the characteristics of social entrepreneurial organizations 17
Upon successful completion of this course all students will experience the following Howard University standards: 1. Demonstrate an understanding of diversity of groups in a global society in relation to communications 2. Understand concepts and apply theories in the use of and presentations of images and information 3. Think critically, creatively and independently 4. Write correctly and clearly in forms and styles appropriate for the communication professions, audiences and purposes they serve 5. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate styles and grammatical correctness 6. Demonstrate an understanding of the principles of entrepreneurship and intrapreneurship 7. Apply the principles of effective oral /interpersonal communications in a variety of professional contexts COMC 343 Organizational Communication: Introduction to Training and Development Course Description: The training and development industry is vastly growing and reflects the information age as well as the technological advancement of the 21st century. This advancement complements and enhances the field of training and development. Therefore, the expertise and competence of professionals with training and development skills is critical. This course will examine various concepts, theories and issues relevant to organizational communication training and development. Organizational training initiatives will be introduced and explored. To address the changing needs of the workplace we will study the importance of re-‐education, re-‐tooling and the re-‐ development of new models. Also, we will examine the field of training and development in an effort to understand the importance of adult and experiential learning as a tool for sustaining and/or improving organizational effectiveness. 18
Learning Objectives • Develop frameworks for understanding organizational culture • Introduce the profession of training and development • Study how the discipline of Communication can offer unique contributions to the profession • Study education theories for application in human development Through a course study of readings, media engagement, dialogic practice, self-‐reflexivity, writing, independent research, group study, and the engagement of diverse narratives students will also: Learning Outcomes • Learn and apply theory, concepts and methods to the analysis of communication problems; • Conduct critical analysis of the contributions of selected theories; • Identify and assess organizational needs (current & future) • Identify training and development methods to meet needs • Apply the dynamics of training and development on contemporary organizations • Develop tools for training evaluations • Learn methods for monitoring training and development performance • Develop business acumen 19
Upon successful completion of this course all students will experience the following Howard University standards: 1. Critical Thinking and Problem Solving 2. Inquiry and Analysis 3. Written Communication 4. Information Literacy 5. Social Sciences and Historical Awareness 6. Teamwork 7. Integrative and Applied Learning COMC | Fall ’13; Spring ’14; Fall ’14; Spring ’14 Directed Study Course description: Supervision of continuous student enrollment in directed studies serving as course substitutions – this work provides student with additional support so that they can be on track for graduation. Lower-‐Division Undergraduate Courses: COMC 291: (hybrid) ePortfolio I | course re-‐design Course description: This is the first of three courses in a portfolio sequence for the fulfillment20
of your program requirements. Drawing from a constructivist paradigm in teaching and learning, you will be asked to vision and create an ePortfolio. Your ePortfolio is a digitized collection of artifacts that represent you. Its contents might include demonstrations, resources, and accomplishments through text, graphics, and multimedia. After selecting from three types of ePortfolios: 1. transformational 2. assessment 3. learning - beginning with a blank slate you will construct an entirely original representation and expression of your work. In the development of your ePortfolio you will make a series of choices - you will be the driver of your educational experience here.Learning Outcomes • To learn and apply theory, concepts and methods to the analysis of communication problems; • • Conduct critical analysis of the contributions of selected theories; • • Strong development of critical thinking skills • • Strong development of creative and innovation skills Upon successful completion of this course all students will experience the following Howard University standards: 1. Think critically, creatively and independently 2. Write correctly and clearly in forms and styles appropriate for the communication professions, audiences and purposes they serve 3. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate styles and grammatical correctness 21
4. Apply tools and technologies appropriate for the communications professions in which they work 5. Understand and demonstrate the ethical use of digital communication 6. Apply the principles of effective oral /interpersonal communications in a variety of professional context COMC 202: Introduction to Communication Theory Course description: The course is an introductory approach to theories associated with the study and analysis of human communication dynamics. The perspective adopted in the course is that human communication is a complex, problematic, and conflict-‐ridden challenge that human beings must process and manage as a constant of daily and social life. Communication theory seeks to explore meaning in diverse and complex ways so as to provide a broad base of understanding about the complexity of meaning for social beings, and the challenge that humans have in seeking to construct it, understand it, manage it, critique it, and, when necessary, change it. Introduction to Communication Theory Communication theories are tools that provide frameworks of understanding that can help guide our decisions and actions in a complex and ever changing humanly constructed world. The essence of human life in communication revolves around the nature and function of meaning as the principal dynamic that governs all human thinking, feeling, relating, and acting. Learning Objectives • To foster and support a sense of intellectual community among class participants where students will learn to access, read, critique and apply communication theory in their everyday lives. Through a course study of readings, media engagement, dialogic practice, self-‐reflexivity, independent research, group study, and the engagement of diverse narratives students will also: 22
• Engage complex intellectual questions and processes concerning the critical impact of actors within the discipline of human communication as social change agents. • Critically analyze communication practices in relation to the economic, political, social, cultural, and/or technological forces that shape them and in turn are shaped by them. • Examine categories, such as race, class, gender, ethnicity, sexual orientation, language, religion, and physical and mental abilities and disabilities, as social relations of power that impact experiences and individual and collective identities in a democratic society. • To explore the world of human experience and the varied ways of knowing the world. • To understand the primary functions of theory in the meaning making process. • To learn and apply the concepts and technical vocabulary of different theoretical perspectives. • • To analyze and evaluate different theories as applied to different communication issues. To explore the creative and shifting character of theory and its application to world human communication dynamics. Learning Outcomes • Learn and apply theory, concepts and methods to the analysis of communication problems; • Conduct critical analysis of the contributions of selected theories; • Distinguish the terms and concepts that characterize different theories; Upon successful completion of this course all students will experience the following Howard University standards: 1. Demonstrate an understanding of the history and role of professionals and institutions in shaping communications 2. Demonstrate an understanding of diversity of groups in a global society in relation to communications 3. Understand concepts and apply theories in the use of and presentations of images and information 4. Think critically, creatively and independently 5. Write correctly and clearly in forms and styles appropriate for the communication professions, audiences and purposes they serve 23
6. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate styles and grammatical correctness 24
Course Guest Speaker | Adrian Miller is a graduate of Stanford University and Georgetown University Law School. After practicing law in Denver for several years, Adrian became a special assistant to President William Jefferson Clinton and the Deputy Director of the President’s Initiative for One America. The President’s Initiative for One America was the first free-‐standing White House office in history to examine and focus on closing the opportunity gaps that exist for minorities in this country. The One America office built on the foundation laid by the President’s Initiative on Race by promoting the President’s goals of educating the American public about race, and coordinating the work of the White House and federal agencies to carry out the President’s vision of One America. After his White House stint, Adrian returned to Colorado and served as the General Counsel and Director of Outreach at the Bell Policy Center—a progressive think tank dedicated to making Colorado a state of opportunity for all. In 2007, Adrian became the Deputy Legislative Director for Colorado Governor Bill Ritter, Jr. By the end of Gov. Ritter’s first term, Adrian was a Senior Policy Analyst for Gov. Ritter where he handled homeland security, military and veterans’ issues. Adrian was also Governor Ritter’s point person on the Colorado Campaign to End Childhood Hunger which significantly increased participation in the summer food and school breakfast programs. Adrian is also a culinary historian and a certified barbecue judge who has lectured around the country on such topics as: Black Chefs in the White AHmouesreic, a cnh i C cukiesnin aen, Od n wea Pfflaletse, a hto at s Taiumcee , w kaoss h peurb sliosuhle fdo body , t rheed U dnriivnekrss, i styo d oaf Npooprt, h a n Cda r sooluinl a fo Porde.s sA idnr i Aaung’su bsot o2k0,1 S3o. u l Food: The Surprising Story of a2n5
Course Guest Speaker | Aaron Houston is a nationally recognized expert on drug policy and marijuana law. Named a “Rising Star of Politics” by Campaigns & Elections’ Politics Magazine in 2008, Aaron has appeared on NBC’s Today show, The Colbert Report, FOX News, CNN, and NPR, and his efforts on Capitol Hill were chronicled in a 2007 Showtime original documentary, In Pot We Trust. A Bloomberg News review of the film noted that, “Anyone wondering how lobbyists operate will benefit from watching Houston. [He] is … clearly comfortable with political combat.” 26
STUDENT MENTORING POST GRADUATE STUDIES (2013-‐2015) To support motivated high achieving students in their post graduate placements I provide weekend and evening writing and professional coaching intensives. The students below have completed their intensives with me and have been awarded the following post-‐graduate placements. Jenyse Braxton Doss | AmeriCorps Brieana Clay | Master of Professional Studies in Public Relations and Corporate Communications Elizabeth Law | CIEE Sevilla, Spain Jerel Saul | Charles Hamilton Houston Law School Preparatory Institute Ayanna Wilcox | Rutgers University Master of Public Administration 27
TEACHING EVALUATION SUMMARIES Teaching is my joy. I have been doing community based teaching in training and classroom settings on Communication and Business topics for 18 years. My university teaching at the graduate and undergraduate levels as a professor on Communication topics span ten years. Sample Qualitative Evaluative Student Feedback Thank You so much! I appreciate your patience thank you for being more than just a and your ability to push me to my highest ability. professor to me this semester. I You have taught me how to think critically on my appreciate everything you've done for me own and I appreciate that so much! Thank You both inside and outside of the classroom, for not giving up on us! and I hope to repay you somehow you really were a blessing to me. originally I formed this portfolio to fulfill an assignment for a Thank you so much for giving us the opportunity to create an online class, a sheer assignment in which I needed (a) grade. However portfolio. This really helped me figure upon the actual formation of the final product I started to out what I really want to do with my realize exactly what my goals and dreams are and how to accomplish them. It also made me realize what has been life and how I want to get there! holding me back from some more than others. 28
I simply wanted to take the time to thank you for the tremendous wisdom you bestowed upon my classmates and I during Organizational Communication this semester. I can honestly say that my linguistic capabilities and control of intellectual rhetoric has dramatically increased due your coursework and class discussions. I’d also like to say thank you for forcing me to write creatively again. I have had an idea for my first novel for ages, but I always told myself that I was too busy and too tired to devote any time to it. Your response paper assignments seemed a little odd at first, but I am truly grateful for them as they have reminded me just how much I love to write. I am fully committed to starting work on my book over the break and I hope to have it finished and published within the next one to two years. (I promise you an advanced autographed copy!) More than anything, I honestly wanted to thank you for allowing me the space to speak openly about mental health which is one of my biggest passions in life. I have struggled with clinical depression since my freshman year of high school, and it is a condition that I usually keep to myself as it tends to bring about judgment from my teachers and peers. (I suffered a major depressive episode earlier this semester, leading to my pitiful midterm test performance that I want to briefly take the time to apologize for.) But to be surrounded by a group of my colleagues who understood the value of mental health patients made me feel confident enough to speak up more about my battle with my illness in efforts to help others. I have depression, but depression does not have me. And the social entrepreneurship project has truly put the drive in me to de-‐stigmatize mental health worldwide. I can only hope that I have affected you as a student half as much as you have affected me as an educator. I was extremely excited about this project from start to finish. It was a hands on opportunity to create change and to be in a cohesive group in order to do that. I gained a new understanding of working with my particular group members and how we all can be effective at something, and I even built the confidence in my own effectiveness and worthiness of the experience. I truly appreciate it! 29
RESEARCH Faculty Fellowship Jewish National Fund and Media Watch International Summer Faculty Fellowship, Israel 2014 ($10,000) Summary: The Faculty Fellowship Summer Institute in Israel is a competitive academic fellowship that invites full-‐time university and college faculty members to apply to participate in a two-‐week Summer Fellowship in Israel. The Program seeks to link scholars from diverse disciplines with their Israeli counterparts at major institutions for the purpose of initiating exchanges and collaborations. The program is enhanced with participants meeting with professionals and experts involved in government, industry, education, media and other sectors to understand the many facets of Israel’s evolving national and international policies. Participants gain a deeper awareness of the many challenges faced by the country and the creativity, spirit and ingenuity that Israelis bring to tackling these issues. The Supreme Court Fellows Program, Applied (2014) Summary: Each year, the Supreme Court Fellows Commission selects four talented individuals to engage for one year in the work of the Supreme Court of the United States, the Administrative Office of the United States Courts, the Federal Judicial Center, or the United States Sentencing Commission. The program provides fellows with practical exposure to judicial administration, policy development, and education. Through hands-‐on participation, fellows gain unique insight into the challenges of federal court management. The Supreme Court Fellows Program has traditionally provided opportunities for mid-‐career professionals drawn from the fields of law and political science. The Fellows Program also offers those opportunities to recent law school graduates and doctoral degree recipients with exceptional records of achievement. 30
Federal Judicial Center The Federal Judicial Center is the education and research agency for the federal judiciary. It provides orientation and continuing education for all federal judges, as well as management and supervisory education for the court staff. The fellow serving at the Federal Judicial Center will support the Center’s research and educational activities, including its international training programs. The Center’s projects span a broad range of topics, including practice-‐oriented legal education on specific subjects, such as patent law, scientific evidence, or arbitration, and empirically based studies in judicial reform. This fellowship does not focus on a discrete subject matter, such as comparative, procedural, or criminal law. It is fashioned for individuals who have a broad interest in legal pedagogy or practical programs for legal reform. The fellow assigned to the Federal Judicial Center will be expected to produce a work of scholarship for publication and make a presentation to United States judges on a topic relating to the education or research programs of the Center for that year. Scholarly Presentations Panel Respondent, (2014): “Hunting Legal Slave Brokers: Mapping the Strategic Criminalization of Motherhood.” Is Prison Obsolete, Brisbane, Australia. (Accepted) Abstract: With rapid increase, family court systems have become sites of institutional violence where mother-‐and-‐ womanhood are contested and criminalized. Drawing from cultural studies and feminist paradigms, this paper uses critical personal narrative to track the institutional patterns of communication symbols that pathologize women as threats to dominant cultural and political structures and track them in legal systems toward incarceration. It threads the voices of jailed mothers who have been targets of covert operations within the for-‐profit family court legal industry to uncover a strategic cooperative with state governments that criminalize motherhood. This paper finds operational logics of emergent systemic exploitation of women and children, opening up spaces for dialogue committed to strategic disruptive resistance. Invited Speaker, (2014), “Revolutionary Literacy: Teaching and Learning through Counter Narratives”, ENSJ Milwaukee 7th Annual Anti-‐racist, Anti-‐bias Teaching. 31
Professional Development • Junior Faculty Development Series • Grant Writing: Howard University COSD 611 Description: This one-‐credit, 15 hour course is designed to acquaint students with the grant writing and submission process while developing a grant proposal to submit to a federal agency. Scholarly | Creative Publications Book chapter ������=(ec)2: The cultural equation of freedom in Higher education in race, equity and higher education: the continued search for critical and inclusive pedagogies around the globe. (forthcoming | Fall 2015)Abstract The active practice of freedom as central to the strength of democratic societies is a deeply held conviction in global higher education. It is an essential component in the cultivation of inclusive climates. In liberatory education our collective imaginations of the roles of freedom in our everyday lives have been captivated through the contributions of critical pedagogues the likes of Paulo Freire, Henry Giroux, Peter McLaren, Bell Hooks and Cynthia Dillard. Sustained freedom practice is culturally constituted through organizational identity. Yet even among the deeply committed, competing interests hinder its practice. The resulting tensions make a lived value of freedom within organizational life fleeting and elusive. To achieve its agenda, organizations must disrupt the elemental operation of its identity that breed culturally hostile environments so that new possibilities of inclusive and liberatory practice can emerge. 32
How do you identify and disrupt existing organizational practices that threaten cultural freedom initiatives. What are the constitutions of a sustained practiced ethic of freedom in organizational life? This essay probes these questions and answers with the promise of a cultural equation; freedom in higher education is equal to the organizational endowment multiplied by the costs they are willing to pay, ������=(ec)2. Drawing from the examinations of the experiences of university change agents and stakeholders in Israel and the United States who are currently engaged in an active pursuit to expand their organizational freedom practice -‐ the author contributes to a larger discussion on the operation of university organizational culture and identity in building liberatory spaces. Refereed Journal Article Willink, K.G. & Suzette, J. (2012). “Taking Theories of Cultural Dialogue From The Classroom To The Street Corner.” Cultural Studies<=>Critical Methodologies, 12, 197-‐212. Abstract This article contributes to the Communication Studies’ literature on cultural dialogue, based on challenges we faced when putting theory into practice in community-‐based research courses and local social justice struggles. Specifically, we attempt to elaborate theories of cultural dialogue on/in the streets—considering how Cultural Studies, Critical Intercultural Communication, Critical Pedagogy, and Performance Studies work synergistically to illuminate particular aspects of the process of applied cultural dialogue in new ways. As we engaged in discussions on race and immigration in Aurora, Colorado, our experience required us to theorize particular aspects of the process of dialogue in new ways. This article contains voices of multiple authors in conversation and addresses the negotiations of dialogue, identity, and power. Ultimately we address dialogue writ large as process that combines shared experiences in different yet connected sites of education, community conflict, and cultural differences. 33
Creative Research Suzette, J. (2014). Scribe. jsuzette.org Description: This lyric is a new Cultural Studies innovation in writing culture developed by Jacquelynn Suzette which fuses elements of Spiritual Communication, language, affect and critical writing.Research Interests: Cultural Studies, Spirituality, Social Justice, Spirituality & Mysticism, Critical Writing, and Spiritual Communication 34
COMMUNITY 35 DEPARTMENTAL SERVICE DISC I PLINE SCHO OL-‐WIDE ✪ ✪ ✪ Community Service • Academic Consultant, Silver Oak Academy. Keymar, MD (2014). Departmental Service • Administrative Support (CCMS | SLMC) • CCMS Search Committee • Curriculum Committee Discipline Service • Reviewer: AEJMC Conference Papers (2014). • Reviewer: Howard Journal of Communications: Routledge (2014). School-‐Wide Service • Budget Committee • Interdisciplinary Studies Application Evaluator • Student/Faculty Research Open House | Howard University Homecoming (2014)
Appendix • Article | Taking Theories of Cultural Dialogue From the Classroom to the Street Corner • Conference Program | Is Prison Obsolete • Course Evaluation Summary | ePortfolio III • Course Syllabus | Conflict Management and Negotiation Strategy • Course Syllabus | ePortfolio I • Course Syllabus | ePortfolio II • Course Syllabus | ePortfolio III • Course Syllabus | Introduction to Communication Theory • Course Syllabus | Organizational Communication • Course Syllabus | Introduction to Organizational Training and Development • Course Syllabus | Qualitative Research Methods • Curriculum Vitae • Creative Work | Scribe • Post Program Report | Jewish National Fund Fellowship • Professional Resume • Student Sample (Brown) • Student Sample (Clay) 36
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