Kody Frey - Curriculum Vitae [email protected] 158 Louie Pl. Apt. 4311 Lexington, KY 40511 (704)-968-7114

EDUCATION

M.A. Communication May 2015 Illinois State , Normal, IL GPA – 4.00 Master’s Thesis - Raising the standard: Peer workshops as enhancers of speech evaluation fidelity

B.A. Communication Studies (Minor – Management) May 2013 Clemson University, Clemson, SC GPA – 3.94 (3.96 over last 60 hours) Undergraduate Thesis - Leading online: An integration of technology into the situational leadership model

Academic Leadership Certificate December 2012 Clemson University, Clemson, SC

The LeaderShape Institute May 2012 Clemson University, Asheville, NC

HONORS AND AWARDS

Illinois State University, Normal, IL •! Top Student Paper in the Basic Course Division at NCA 2014 – 2015 •! Top Paper in Popular Culture at CSCA 2014 – 2015 •! Illinois State University Ora Bretall Fellow 2014 – 2015 •! CSCA Pamela J. Cooper Award (Nominated) 2014 – 2015 •! Illinois State University 2015 Future Alumni Leader Award (Nominated) 2014 – 2015 •! Assistant to the Basic Course 2014 – 2015 •! Peer Mentor 2014 – 2015 •! Graduate Teaching Assistantship 2014 – 2015 •! Graduate Teaching Assistantship 2013 – 2014

Clemson University, Clemson, SC •! CASE District III Marketing Award 2013 •! The David Malcolm Geddes/Mark Roderick Memorial Award 2013 •! Clemson Rising Star Award 2011 •! General University Honors 2013 •! Departmental Honors 2013 •! Summa Cum Laude 2013 •! President’s List and Dean’s List 2009 – 2013

RESEARCH INTERESTS

•! Communication Outcome Assessment •! Communication / Basic Course •! Instructional Communication •! Quantitative and Qualitative Research Methods •! Computer-Mediated Communication

TEACHING EXPERIENCE

Graduate Instructor , of Communication and Information, Lexington, KY •! CIS 110: Composition and Communication I Fall 2015

Graduate Instructor Illinois State University, School of Communication, Normal, IL •! COM110: Communication as Critical Inquiry Fall 2013 •! COM110: Communication as Critical Inquiry Spring 2014 •! COM110: Communication as Critical Inquiry Summer 2014 •! COM110: Communication as Critical Inquiry Fall 2014

Teaching Assistant Illinois State University, School of Communication, Normal, IL •! COM229: Organizational Communication Fall 2013

RESEARCH

Publications: Frey, T. K., Hooker, J. F., & Simonds, C. J. (2015). The invaluable nature of speech evaluation training for new basic course instructors. In J. M. Valenzano III (Ed.), Basic Communication Course Annual 27 (pp. 1-9). Boston, MA: America Press.

Frey, T. K. (2015). Raising the standard: An assessment of peer collaboration as an enhancer of speech evaluation fidelity (Master’s thesis). Retrieved from ProQuest Dissertations Publishing. (1691130537)

Conference Presentations:: Frey, T. K. (2015, November). Peer assessment and use of written speech feedback in the basic communication course. Dr. Lawrence W. Hugenberg Top Student Paper Award in the Basic Course Division at annual meeting of the National Communication Association, Las Vegas, NV.

Frey, T. K., & Hook, O. L. (2015, November). Celebrating your choice: Online social support for individuals facing traditional abortion stigmas. Paper presented at annual meeting of the National Communication Association, Las Vegas, NV.

Frey, T. K. (2015, November). #BlackTwitter: An analysis of social sentiment in temporarily imagined online communities. Paper presented at annual meeting of the National Communication Association, Las Vegas, NV.

Frey, T. K., & Huxford, J. (2015, April). You’ll never walk alone: Liverpool Football Club as an imagined fan community online. Top Paper in the Popular Culture Interest Group at annual meeting of the Central States Communication Association, Madison, WI.

Frey, T. K., Hook, O. L., & Jamie, S. M. (2015, April). Text me back: Response time as a relational predictor across text and email messages. Paper presented at annual meeting of the Central States Communication Association, Madison, WI.

Frey, T. K., Baptist, R., Marver, T., & Huels, M. (2014, November). The of (dis)satisfaction: Satisfaction as a product of negative group experiences. Paper presented at annual meeting of the National Communication Association, Chicago, IL.

Class Projects: Frey, T. K. (2013). Leading online: An integration of technology into the situational leadership model. Completed as undergraduate thesis requirement under Dr. Joseph Mazer to receive Departmental Honors.

Frey, T. K., Moore, E., & Sullivan, W. (2012). My brother’s keeper: Greek membership and its impact on individual satisfaction. Completed for core emphasis major course, Clemson University, SC.

Frey, T. K. (2010). How the media reflects black culture through . Introductory course to the Communication Studies major, COM201, Clemson University, SC.

Invited Presentations: Frey, T. K. (2013). Diversity. Class presentation and lecture presented in Com 229 – Organizational Communication at Illinois State University. Course instructor: Dr. Caleb Carr

Frey, T. K. (2013). Leading online: An integration of technology into the situational leadership model. Clemson University Communication Studies Day.

Frey, T. K., Moore, E., & Sullivan, W. (2012). My brother’s keeper: Greek membership and its impact on individual satisfaction. Clemson University Communication Studies Day.

MAJOR COURSEWORK

Undergraduate Coursework: Public Speaking, Introduction to Communication Studies, Persuasive Communication, Quantitative Research Methods, Broadcast Production, Organizational Communication, Political Communication, Creativity and Branding, Operations Management, Management of Information Systems, Leadership Behavior and Civic Engagement, Human Resources Management

Graduate Coursework: Computer-Mediated Communication, Proseminar in Communication, Small Group Communication, Social Construction of Reality, Quantitative Research Methods, Leadership Communication, Qualitative Research Methods, The Dark Side of Interpersonal Relationships, Independent Study – Large Data in Social Media

PROFESSIONAL EXPERIENCE

Graduate Teaching Assistant: School of Communication August 2013 – Present Illinois State University, Normal, IL, 4 classes •! Design and implement 18 lesson plans for basic introductory communication course •! Demonstrate strong understanding of critical thinking, oral presentation, and information literacy skills •! Teach fundamental principles of public speaking, civic engagement, and critical inquiry •! Learn how to organize, facilitate, and manage a small group of 23 students in the classroom setting

General Education Assistant: School of Communication March 2014 – Present Illinois State University, Normal, IL •! Responsible for coordinating 2 week extensive training course for 18 first year graduate teaching assistants •! Manage plagiarism cases for the graduate teaching assistant cohort •! Provide support for the annual target assessment of the basic communication course •! Supervised the Peer Mentor program aiding in the development of first year graduate teaching assistants

Public Affairs Intern: Office of Public Affairs Clemson University, Clemson, SC December 2012 – May 2013 •! Worked with the Clemson Board of Visitors to organize 14 “Tigertown Bound” receptions across •! Assisted in the distribution and acceptance of a new version of the Clemson brand for over 500 potential students •! Helped design and create the ideal Clemson experience through tools like Twitter, Facebook, and traditional mail. •! Created competitive advantage for Clemson through direct contact with potential students through phone calls and e-mails

Leadership Development Intern: Retail Services The Vanguard Group, Inc., Charlotte, NC May 2012 – August 2012 •! Met with project managers and leaders to develop market base and understand client initiative for new program adoption •! Assessed the language used in marketing efforts for both clients and employees regarding organizational change •! Evaluated employee feedback regarding perceptions of organizational readiness and adaptability through focus groups •! Developed a call model to facilitate client adoption of service changes

Staff: Member Services Representative January 2014 – Present Bloomington-Normal YMCA, Normal, IL •! Manage the monetary needs of YMCA members •! Actively recruit new members through cold calling and programs •! Learn basic customer service needs and how to meet them •! Experience day-to-day functions of a large-scale nonprofit company

UNIVERSITY INVOLVEMENT

President: Graduate Student Association February 2014 – Present Illinois State University, Normal, IL •! Oversee the 10 individuals on the organization’s first executive board •! Meet with university officials to develop strategic plans for transition to graduate student government •! Negotiate with student government for graduate student representation on the university’s academic senate •! Develop strong connections with on-campus affinity groups to better understand how their needs can be supported

Peer Mentor: School of Communication March 2014 – Present Illinois State University, Normal, IL •! Provided first year graduate teaching assistants with help and support •! Allowed new teaching assistants to observe personal class for guidance •! Provided observational assessments of new teaching assistants to university administration •! Taught an example lesson for the entire incoming teaching assistant cohort

President: Men’s A Cappella Group TIGEROAR August 2011 – January 2013 Clemson University, Clemson, SC •! Maintained general marketing and development supervision of all group activities including 25 performances and concerts •! Planned the annual Howard’s ROCKappella philanthropy concert raising over $2,000 for March of Dimes •! Oversaw the production, release, and marketing of 500 copies of a studio album •! Held $10,000 budget responsibility throughout the positional term

Founding Member: Communication Studies Ambassadors August 2011 – May 2013 Clemson University, Clemson, SC •! Design, outline, and implement the Communication Studies Ambassador Program •! Create social media strategies to increase engagement with current and future students •! Contribute professional writing samples for the Communication Studies department newsletter, The Canon •! Meet with potential communication studies majors to explain the benefits of the major and the possible career paths

Orientation Ambassador: New Student and Sophomore Programs January 2011 – January 2012 Clemson University, Clemson, SC •! Welcomed Clemson’s entire freshman class of over 2,500 students to campus •! Participated in a group panel for the College of Architecture, Arts, and Humanities •! Managed the Clemson University social media accounts connecting future students to the Orientation program •! Gained skills in problem solving by finding solutions to consistent inquiries from new students and parents

Mentor: College of AAH Major Mentoring Program January 2012 – May 2013 Clemson University, Clemson, SC •! Advised undergraduate students on how to select an appropriate major •! Discussed the advantages and disadvantages of becoming an Undeclared major •! Worked with faculty members from the College of AAH Advisement Center to market the program to potential mentors

MEMBERSHIPS

•! National Communication Association 2013 – Present •! Central States Communication Association 2013 – Present

ADDITIONAL ACTIVITIES / SERVICE / VOLUNTEERISM

•! Leadership Fraternity January 2011 – Present •! Calhoun Honors College August 2009 – May 2013 •! Alpha Lambda Delta February 2010 – May 2013 •! Omicron Delta Kappa Leadership Circle December 2011 – May 2013 •! Clemson University Student Memorial Chapel Committee February 2012 – May 2013 •! Mortar Board National Senior College Honor Society February 2012 – May 2013 •! Center for Developmental Services Intern October 2013 – December 2013 •! Foothills YMCA Youth Soccer Coach February 2013 – May 2013 •! Blue Key Honor Society January 2013 – May 2013 •! Illinois State University Director of Admissions Search Committee March 2014 – May 2014 •! North Normal Youth Soccer Coach June 2014 – August 2014 •! Volunteer at the BN -YMCA Community Garden May 2014 – August 14 •! TRANSFORMERS / Rebound March 2014 – Present

REFERENCES

•! Dr. Joseph P. Mazer, Assistant Professor and Associate Department Chair, Clemson University 864-656-5254, [email protected]

•! Dr. Kevin R. Meyer, Assistant Professor and Director of Graduate Studies, Illinois State University 309-438-3277, [email protected]

•! Dr. Cheri J. Simonds, Professor and Director of Communication as Critical Inquiry, Illinois State University 309-438-7550, [email protected]

TEACHING PHILOSOPHY

During my time as a graduate teaching assistant, I have witnessed the joys of seeing students succeed, felt the pains of getting nervous freshman to talk and contribute, and understood the hurt that comes when students do not reach their goals. I initially approached teaching with the mindset that my position as an instructor would allow me to be an agent for social change, and I remain grounded in that belief. Not only have I had the opportunity to combine my love for public speaking with a desire to lead for civic service, but I have also practiced these concepts as a means for social justice. I truly believe that leading a class is so much more than lectures, notes, and grades, but teaching is about relationships. The relationships that I have built with my students have ultimately developed into foundations for class success. Through these relationships, I have developed new insight into what helps a class succeed and what inhibits a class from future development. These relationships allow me to make judgments about when students simply do not understand the material, when I need to provide more clarity regarding assignments, and what students should expect from me as an instructor. I believe that every student who enters into my classroom should have an equal opportunity to succeed, regardless of their circumstances, and my position as the instructor gives me the opportunity to facilitate that growth. As I get to know students and form relationships with them, I am able to better recognize what it would take from me to help each one of them succeed individually. Beyond actually being in the classroom, I feel that comprehensive instructor training given to graduate teaching assistants provides the standard needed to evaluate students fairly and objectively. As previously stated, I believe that each student should be treated fairly and equally, which means relying on standardized criteria used throughout the basic course. While this does not fully represent the diversity associated with educational backgrounds and experiences, such training has taught me that it is my job as an instructor to create similar expectations for all of my students. In this sense, they should be able to take the content delivered in class and apply it in similar ways. I believe that the instructor has a responsibility to develop relationships with each student that sheds light on their potential to achieve expectations and offer support or guidance on how to help them reach their goals. With this in mind, I feel that I focus my teaching on the needs of the students. I want students to know that they can put their trust in me as their instructor by coming to me for help and asking questions. Despite who they are individually, where they have come from, or how they arrived in my class, I believe they can all succeed. As I continue to teach, learn, and experience life in the classroom, I hope that I can stress the importance of communication for these students. Beyond that, I believe in the power of general education, and I hope that by building relationships with these students, they can become well-rounded, knowledgeable individuals who can put their ideas into practice to change the world.