NEW ACADEMIC PROGRAM PROPOSAL FOR DIGITAL HUMANITIES AND SOCIAL SCIENCES
1. PROGRAM DESCRIPTION AND PURPOSE
a. Provide a brief description of the program as it will appear in the institution’s catalog.
The bachelor of science degree in Digital Humanities and Social Sciences (DHSS) is an innovative, interdisciplinary major that combines information science and technologies with liberal arts training to provide students with the integrative literacies increasingly necessary for careers in cultural institutions, government, educational institutions, and technology firms. These transferable and sought-after capabilities ensure students leave RIT prepared for leadership as digital citizens.
The DHSS program is a collaborative degree program. Students receive a strong foundation in critical thinking, cultural awareness, and communication in the College of Liberal Arts. This program offers a traditional liberal education, which is given new impact through engagement with digital technology. Coursework combines humanities and social science with computational and design training from the Golisano College for Computing and Information Science (GCCIS) and the College for Imaging Arts and Sciences (CIAS) in areas including human computer interaction, database management, geographic information technologies, and interactivity in new media.
Students achieve both broad knowledge in digital humanities and social sciences and a specialization in an area of interest through their studies. Students benefit from experiential learning opportunities in one semester of cooperative education or an ternship, team project-based lab courses, and a capstone project. Students are encouraged to study abroad or pursue an international co-op in order to enhance their academic profile.
b. Educational and Career Outcomes
Educational Outcomes
Through interdisciplinary coursework combining theory and application, students will:
1. Analyze the value of digital methods to the cultural record by thinking critically about tools, their uses, and limitations; 2. Interrogate digital information and evidence for validity, relevance, and best practices for attribution and transparency; DHSS Academic Program Proposal
3. Use computational approaches including information visualization, web design, markup, and social networking software; 4. Appraise computational tools and methodologies for use in humanities-based inquiry; 5. Identify the development stages of a media project and meet the needs and priorities in each stage of the project life-cycle; 6. Produce collaborative creative and critical publication, giving appropriate intellectual credit to all partners; 7. Recognize multiple audiences, academic and nonacademic, to determine the impact of digital work; 8. Formulate a humanities or social science-based inquiry and determine a digital platform or tool that will address the line of inquiry; 9. Explore notions of production, reception, circulation, and preservation of digital scholarship; 10. Assess participation in the “digital culture”: inclusion and exclusion, coercion and restriction.
Career objectives
Through specialization in specific fields and gaining experience through co-ops, students will:
1. Apply computing technologies to non-technical domains in order to manipulate, analyze, and present data in a modern, digital manner; 2. Be ready for careers in both the public and private sectors, spanning organizations ranging from technology sector mainstays (e.g., Google, IBM, Apple, Microsoft) to public institutions (government, museums, libraries) and entrepreneurial start-ups, depending on their area of specialization; 3. Be well-prepared for graduate-level work in a Digital Humanities and Social Sciences program or in a related field; 4. Employ a range of computational tools for humanities and social science; 5. Produce multi-authored media using interdisciplinary methodologies; 6. Be able to facilitate conversations between content experts and technologists on team projects in a variety of work environments; 7. Negotiate the transnational spaces created by new media across national borders and cultural divides.
c. Fit with RIT mission, vision, values and reputation
The proposed B.S. in DHSS embodies RIT’s Mission and Values. Central to RIT’s Mission is the rigorous pursuit of “new and emerging career areas.” Digital humanities, though it has gained much ground at the graduate research level, is still an emerging and
2 DHSS Academic Program Proposal innovative undergraduate career option that marries creativity to technical skills and critical thinking. The proposed DHSS program is driven by a project-based, team-oriented curriculum and pedagogy. In this sense, it embraces and practices “Student Centeredness” and “Teamwork and Collaboration.” Moreover, students are encouraged to link technical skills to areas of humanities and social science research and scholarship that is only in recent years benefiting from computational research approaches. Thus, DHSS exemplifies the value of “Professional Development and Scholarship.” The Value of “Integrity and Ethics” is part of the foundation of the program, not only in one of its core courses on “Ethics and Emerging Digital Scholarship,” but also across its curricular approach to questions of humanistic and social science research. Because of its integrated curriculum and its openness to allow students to double major, the degree infuses Innovation and Flexibility into RIT’s academic program portfolio. Finally, as is clear from even a cursory review of the humanities and social science research in “cyber studies” or “critical cyber studies,” much of the research on the internet’s promise and peril focuses on questions such as globalization, democratization, transnational cultures, and ethnic identities. In this sense, it opens up a curricular space for the consideration of “Respect, Diversity and Pluralism.” Students will be encouraged to see the ways that digital tools are also part of social and humanistic relations.
Intersections of technology and the arts
This program will be an attractor program, drawing students from the region and around the country looking for an education invested in the humanities, arts and social sciences, yet more career-oriented or technologically and professionally applicable than a traditional liberal arts education. The program will attract students eager to combine their liberal arts passion in almost any humanities-oriented discipline with an interest in Natural Language Processing, design graphics, visualization, interactive games, Human Computer Interaction, Geographic Information Systems, and social media.
Also, this program will serve as an important retention program for RIT, allowing students who intend to double-major in a liberal arts field with, for instance, computer science, information technology, or new media design, to pursue interests that add to and supplement what is supported by their initial major program of study. Further, as a program increasing RIT/NTID-internal transfer retention, this program mitigates the loss of students who discover that they are not inclined to “technology-only” careers by allowing them to pursue broader cultural interests in tandem.
Dynamic Educational Model
The program is designed accordingly to support lifelong learning—the traditional hallmark of the humanities, and to develop a practical, yet adaptable, set of technical-computational skills that lead to immediate career paths. By providing a solid set of core
3 DHSS Academic Program Proposal competencies in the first two years, complemented by the subsequent exploration of tailored career trajectories and exposure to important career-oriented practices in the last two years, students will graduate with a perfect integration, valued in today’s workplace, between core competencies and specialized knowledge.1
New media and informatics offer unique opportunities for improving access for people with disabilities (hearing, visual, cognitive, or physical impairments) but also pose challenges. The program will contribute to training a new generation of innovators to think more deeply about the challenges of inclusion. The opportunity to study diversity and inclusion as these inform contemporary information cultures and practices may provide students, women in particular, who are historically underrepresented within the disciplinary models of computing and imaging arts and sciences with an alternate RIT site and career path.
Preferred Candidates for Far-Sighted Employers
Technologies are always social. Any historian of technology can point out numerous examples of technically superior tools that were never adopted due to inadequately considered social, economic and political conditions. The Digital Humanities are not just dedicated to the development of better tools that store, distribute and develop our humanistic traditions, they actively engage with and enable reasoning, learning and understanding about broader spatial, temporal, and cultural processes. The field not only examines possible technical limitations or improvements, but also takes into account a larger political economy and cultural context. The strength of such historically and culturally contingent analysis, as opposed to attention only to technical details, is that social critique is brought into the development of software and hardware. This is crucial when it comes to developing technologies that will actually be adopted by users, be they commercial users in corporate Beijing or kindergartners in Des Moines. The humanistic traditions of historical literacy and cultural contextualization can and should be brought to bear in the analysis of any technology, particularly when assessing its cultural meanings and uses, including its likely success or failure. This sensibility and awareness is a core value at RIT.
Enhancing historic RIT strengths and values
RIT is uniquely equipped to offer this degree program because:
1. Students in the program can draw on the university’s strengths in computing technology, design, and imaging, to further integrate their experiential learning and scholarship. 2. The university currently has strong programs and nationally prominent faculty in the colleges that are integrated in this program.
4 DHSS Academic Program Proposal
3. The university is located in close proximity to private sector organizations at the forefront of technology research and product development. The cooperative education program, where students find positions in industry and gain valuable, practical work experience, has been a distinctive characteristic of RIT education since 1912. 4. Support from the Wallace Center, The Cary Press and the RIT Press as well as collaboration with Malmö University, The Library Company of Philadelphia, and other educational and cultural organizations globally and locally provide unique opportunities for imagination and application.
d. Justification and need
In his seminal history of technology, Abbott Payson Usher declared that "the development of printing, more than any other single achievement, marks the line of division between medieval and modern technology." Indeed, the invention of printing was "epoch- making" with its effect on intellectual activities that contributed to modern scholarship.2 We are now experiencing another revolutionary communication shift—from print to digital technology. Certainly, once again this shift will have an effect on the way we pursue intellectual inquiry, define scholarship, and intensify creative research. Like print, digital media have the potential for far- reaching cultural and economic impact.
The connection between the humanities and computing is often traced back to the 1950s when a Jesuit priest sought assistance from IBM in his efforts to index the work of St. Thomas Aquinas. Since that time, the relationship has experienced periods of consolidation and expansion, exploding in growth in the late 1990s and first decade of the 2000s with the widespread adoption of the Internet.3 The field has grown from its roots in computational linguistics to include a diverse range of interdisciplinary practices including textual analysis, creative production, media studies, archival methodologies, and data itself as an object of research. It is now recognized as a unique kind of scholarship and pedagogy that is publicly visible, connected to infrastructure, and dependent upon cross-disciplinary collaborations in ways never before seen in academia.4
The field of digital humanities has expanded rapidly in the last five years as evidenced by the marked rise in scholarship opportunities for both faculty and students. 5 In 2009, the Chronicle of Higher Education described digital humanities as “the next big thing” and after the 2011 international conference for Digital Humanities in Seattle, the Chronicle described it as “the thing.” Both large research universities and small liberal arts colleges now house digital humanities centers, labs, and studios. CenterNet, founded in 2007 as an
5 DHSS Academic Program Proposal international network of digital humanities centers formed for cooperative and collaborative action to benefit digital humanities and allied fields, has registered more than 200 digital humanities centers worldwide.6 Locally, the University of Rochester’s Multi-media Center just transitioned to the Digital Humanities Center.
The National Endowment for the Humanities has created an office for grants in digital humanities; the Mellon and MacArthur Foundations among others have major grants specifically designated for projects focused on digital media and the digital humanities.7 In addition to major grants and centers, there are newfound associations, new peer-reviewed journals such as the Journal of Digital Humanities, Digital Humanities Quarterly, and Hybrid Pedagogy. The number of digital humanities related events at the Modern Language Association (MLA) has nearly tripled from 27 in 20118 to 78 in 2014;9 likewise, the number of tenure-track jobs listed on the Academic Jobs Wiki climbed from 27 in 201110 (when it appeared listed alongside jobs in Drama, Speech and Film) to 76 tenure-track positions in New Media and Digital Humanities in the 2013 jobs cycle,11 which suggests universities are increasing the number of digitally- inflected courses and digital humanities programs. For additional indicators and statistics regarding organizational affiliations, conferences by region, and acceptance in journals, see: http://melissaterras.blogspot.com/2011/11/stats-and-digital- humanities.html).
The largest growth in digital humanities programs has come in the form of minors and certificates, particularly at the graduate level. To date, most digital humanities programs in both the United States and Europe have been graduate level studies or support-type centers, due to the interdisciplinary necessities of a program like this. Recently, a number of institutions have begun offering digital humanities or digital humanities-related undergraduate minors, such as Bringham Young University’s minor in Humanities Computing; Brock University’s BA in Interactive Arts and Science, and King’s College London’s BA in Digital Culture.12 Yet, few of these programs include advanced technical skills such as programming, focusing instead on theoretical concepts about digital texts rather than providing applied, practical knowledge. Constructing a truly cross-institute and comprehensive program that integrates computational and humanistic modes of learning is challenging, yet necessary, if we are to prepare undergraduates to innovate in our increasingly technology-driven economy and to understand our digitally-mediated culture.
The conception of Digital Humanities has changed from its early form as “Computation and Literature” to today’s notion of the “big tent,” which includes advocacy for including multiple disciplines and diverse practitioners. One of the most significant changes has been the strategic inclusion of the social sciences. Many Centers have changed their names from Digital Humanities to Digital Humanities and Social Sciences. It is not surprising that scholars are finding digital intersections between the humanities and social sciences in various fields, including Anthropology, Archeology, Law, and Political Science, for example. Digital humanities conference
6 DHSS Academic Program Proposal programs list contributions from a wide array of disciplines including geography, archeology, library and information studies, women’s studies, gender studies, and postcolonial studies. The presentations encompass a broad range of approaches including IT platforms, tools, crowdsourcing, open source publishing, big data, GIS, and data modeling. Digital humanities has built a cross-disciplinary partnership with the digital social sciences and sciences. RIT has the capacity to lead radically innovative undergraduate education, scholarship, and research in digital humanities and social sciences and therefore has the opportunity to offer one of the first such undergraduate degrees in the nation.
Contribution to strategic plan priorities
The proposed B.S. in DHSS embodies RIT’s 2015 Strategic Plan in these key Strategic Dimensions.
Career Focus: The Strategic Plan is explicit about a career focus and a technology base: “There is no single ‘technology base’ that characterizes all RIT degree programs, but all of our programs use technology, and RIT programs are at the forefront of technology. RIT has a strong commitment to providing the latest technology in laboratories and classrooms, and both undergraduate and graduate students have excellent access to technology. RIT is recognized as a national leader in computing, and computer use is a fundamental part of most degree programs.” An undergraduate degree program in the liberal arts will certainly be about new methods of inquiry, “using powerful technologies and vast stores of digitized materials that previous humanities scholars did not have.”13 Using online preservation and digital mapping to data mining and the use of geographic information systems, humanists and social sciences are discovering new information about the Civil War, new interpretations of the history of jazz, and mining a large set of Voltaire’s to map their journeys. According to one of the most popular recent Chronicle of Higher Education articles, “People will use this data in ways we can’t even imagine yet” . . . and “one of the most exciting developments in the humanities.”14
Student Success: “The RIT graduate will practice the following: application of knowledge, agility of mind, flexibility of perspective, leadership, collaboration, productive management of change, and ethical decision making.” The Educational Outcomes and Career Objectives of the proposed DHSS program are consistent with those that define RIT success. The program’s emphasis on design, critical thinking, and applied work will allow students to participate in designing technologies that prioritize users’ needs. The applied nature of the lab courses, co-op, and senior capstone ensure that students will experiment and learn to take risks in order to make meaningful innovations. Taking “what does it mean to be human?” as their central question and knowledge-making as rooted in the dialogue between teacher and learner, the humanities and social sciences assist students in finding meaning in their lives and in developing both their intellectual and moral imaginations.
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Scholarship: The DHSS program promises to deliver on all forms of scholarship identified in the Strategic Plan, with particular emphasis on collaborative faculty and undergraduate research collaborations. At a basic level, the program promises more than a collection of new methods. Anecdotal evidence continues to suggest that even our “born digital” students do not know how their tools work. Students who work with metadata and design databases and search tools will learn how arguments and biases inhere in interface design and search algorithms. This is a fundamental shift in inquiry that allows for fundamental advancements in scholarship.
Global Society: The DHSS program would take advantages of RIT’s growing international presence, encouraging experience abroad. Digital Humanities is an international enterprise with large centers and conferences across Europe, in Australia, and in Asia. Our curriculum highlights international online journalism, geo-humanities, cultural heritage, and technology transfer. Students in the program will understand the history and examine the future of digital interventions across the globe.
Though RIT’s 2014 Strategic Plan is still under development, many of the recommendations of the subcommittees speak to the relevancy of a program like DHSS. For instance, the Curricular Innovation and Creativity (CIC) subcommittee recommended a curriculum that:
• Increases opportunities for interdisciplinary teaching and learning experiences. • Recognizes and supports the noble motivations of teachers, students, alumni and the community. • Reorients our culture to tolerate risk and to celebrate experimentation. • Identifies and minimizes organizational barriers and inertia. • Deploys learning technologies that prioritize the needs of users first. • Sees students as companions on a journey toward a meaningful life.
The CIC subcommittee emphasizes that their recommendations “are strongly informed by the two concepts of increasing interdisciplinary activities and learning environments as well as removing risky barriers that keep engaged faculty, staff, and students from working in these capacities.”15 With DHSS, many of these barriers have already been removed and the focus on interdisciplinary activities and learning environments is central to the entire program. The program’s emphasis on design, critical thinking, and applied work will allow students to participate in designing technologies that prioritize users’ needs. The applied nature of the lab courses, co- op, and senior capstone ensure that students will experiment and learn to take risks in order to make meaningful innovations. Taking “what does it mean to be human?” as their central question and knowledge-making as rooted in the dialogue between teacher and learner, the humanities and social sciences assist students in finding meaning in their lives and in developing both their intellectual and moral imaginations.
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Furthermore, the vision of the Student Success subcommittee overlaps that of the CIC in advocating for a π-shaped graduate characterized by academic depth and breadth, practical experiences, and vital and life skill development. Through core humanities, social science, and technical competencies in the first two years followed by the flexibility to specialize and to study abroad in the second two years, the DHSS program provides this desired academic depth and breadth; while required co-op, team project-based lab courses and the capstone project meet the goal of practical experiences and vital and life skill development.
Through DHSS, RIT has an opportunity to build a robust agenda for large-scale collaborative endeavors across departments, colleges, and geographical locations to pursue teaching and research in human computer interaction, natural language processing, information design, Geographical Information Systems, and interactivity in new media. The degree program proposed herein is designed to create opportunities for students to explore new data-intensive techniques and methodologies to pose novel questions, and to develop the kinds of expertise to apply new inquiry-based knowledge skills in the high-tech, digital-based culture and markets in which we live.
e. Curricular features to address emerging disciplines and related student and faculty scholarship, research and creativity. Given our institution’s established history of career-focused curriculum and cooperative education opportunities, RIT is uniquely poised to satisfy both the demands of our students for interdisciplinary education and the modern workplace for flexible, creative, and adaptive graduates. The first two years of the proposed DHSS curriculum balances general liberal arts courses with courses in computing and new DHSS-specific core courses. This combination builds technical capacity while giving the students a liberal arts perspective, making explicit the similarities and differences in humanistic, social science, and computational approaches to problem solving. In the third and fourth years, students develop a specialization in an area of their choice and complete two semesters of either capstone projects or co-op opportunities to connect their classroom knowledge to the needs of the workplace. RIT already possesses the necessary infrastructure, including both faculty expertise and computer hardware, to deliver this curriculum. Additionally, pedagogical and curricular partnerships are now in place between the three colleges to accommodate students’ interdisciplinary, collaborative needs at this important stage in their course of study. With a program in DHSS, RIT can become one of the nation’s leading institutions in producing DHSS-related scholarship centered on digital interdisciplinary collaborations and student achievement.
In fact, RIT faculty and students are already engaged in an impressive array of DHSS scholarship. Currently on our campus, large databases of digitized texts allow for mining data-intensive linguistic analysis of language patterns; the creation of an interactive game engages players in the history of smallpox and vaccinations; and the invention of new 3D visualization technologies and interactive
9 DHSS Academic Program Proposal media brings rare books into common space digital archives, and spatial thinking for disaster response. The undergraduate DHSS program will provide additional research and scholarship opportunities for both students and faculty through the implementation of project-based lab courses focused on creative problem solving and developing solutions that meet the needs of community-based partners. By partnering humanities and social sciences, design, and informatics and computational faculty in team-taught courses, the DHSS program will enhance existing and develop new and robust scholarly collaborations.
f. Describe and list documented curricular interconnections and integration between this program and other disciplines, programs and colleges at the University.
The DHSS Curriculum will be one that integrates courses from GCCIS, CIAS, and COLA. The DHSS program is built on already existent interdisciplinary collaborations that are essential rather than contrived. These collaborations across departments, disciplines, and colleges include humanists, social scientists, computer scientists, media and design artists, and other specialists working together toward shared goals. These partnerships stem from not just an essential reliance on digital tools, but from an academic imperative to better understand these technologies in order to utilize and improve upon them. Rather than working in silos bounded by disciplinary methods, students and faculty in the DHSS program will create common aspirations that also meet individual professional agendas.
• The program is made up of 3 core DHSS courses in the first two years. These courses are intended to give students: o hands-on use of digital media hardware and software, with an introduction to theory and criticism of new modes of knowledge production in the digital era, exploring code and the cultural forms computation give rise to (Computation and Culture); o historically-based analysis about reading, writing, publishing, and all forms of multimedia communication in our current digital era in comparisons to the last great age of communication shift (Industrial Origins of the Digital Age); o exploration of questions of ethics as applied to digital technologies, including social, legal, ethical issues (e.g. privacy, intellectual property, and open access) and best practices for archival research, electronic scholarship, data mining, visual representation, and gamification (“Ethics in the Emerging Digital”).
• These core DHSS courses are paired with foundation courses in web development, computational reasoning, and database management.
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• The program also requires Geographic Information Systems, as spatial humanities is used in nearly every field of the humanities to trace events and visualize these in rich environments.
• The second year of this program also includes Design Survey from CIAS to add emphasis on architecture and aesthetics.
• Throughout the time of the degree students will be required to take 5 professional electives. These are courses that emphasize digital concepts, applications, theories, or methods.
• The third year of the program includes a WI requirement. We hope this is an attractive requirement (with options including interactive narrative, digital storytelling, writing for comparative media) to affiliated programs.
• There will be a co-op or internship required over one of the summers and senior capstone to provide students an opportunity to work with clients internal and external to RIT.
• Students will be advised to consider declaring minors, giving them additional depth in DHSS: Museum Studies; Public History; Literature, Culture and Media; Visual Culture; Geographic Information Systems; Free and Open Source Software.
• Students will have the opportunity to take courses in an area of emphasis, like Natural Language Processing in COLA, or Geographic Information Systems in ISTE, or by taking an additional 3 courses in the School of Design (NMDE-201 NMD Elements II, NMDE-203 NMD Interactive III NMDE-302 NMD GUI).
• By the third and fourth years, students will be engaged fully in project-based courses. DHSS is above all else an applied field focused on the production of mainly public and educational materials: rich web sites, 3D animated and interactive design, games and multimedia projects, geo-historical productions. The program will collaborate with IGM and CIAS to create interdisciplinary project-based courses and capstone opportunities.
• The program will partner with campus resources like the Wallace Center, the Cary Graphic Arts Collection, the RIT Press, the Vignelli Archives, and the Simone Center for Entrepreneurship to enhance research, scholarship, and publication.
11 DHSS Academic Program Proposal g. Describe the role of faculty in the program’s design.
Faculty proficiency in digital technologies is increasingly integral to humanistic and social science inquiry. Many faculty outside of computing are not just users of these technologies but are developing their abilities to understand, use, critique, modify, and build software and hardware in both their teaching and research. DHSS is a faculty-led initiative that developed out of existing research collaborations and a perceived need for an innovative form of undergraduate education that balances computational proficiency, humanistic inquiry, generative creativity, and communication skills. Since 2012, faculty from COLA, GCCIS, and CIAS have been meeting as a DHSS working group. This group of 40, which includes endowed chairs, department heads, tenured and tenure-track faculty as well as Wallace Center staff, has hosted speakers and workshops, collaborated on research grants and projects, and generated a curriculum subcommittee which, in consultation with department chairs and program directors, proposed this undergraduate degree program. Importantly, the plan is for this cross-college faculty team to oversee the curriculum and delivery of this program. The initial Concept Paper recommended administration of the degree and curricular development be situated in a cross- college committee with representation from the primary departments, including IGM and IST and the School of Design, as well as appropriate representation from the College of Liberal Arts.
The DHSS program will be a co-authored program administered by the College of Liberal Arts. This is an interdisciplinary program in nature. Faculty from GCCIS, CIAS, and COLA have been involved in the planning of the program and will deliver the curriculum. Given that this program must anticipate strategic growth, the continued collaboration between colleges is essential. The DHSS will utilize the expertise of the faculty in GCCIS, CIAS, and COLA to provide a unique and innovative educational opportunity for students. All three colleges will work in an alliance to develop new courses and manage the curriculum by creating a joint administrative curriculum committee with representation from all three of the college curriculum committees. The program coordinator will be Associate Professor of English, Lisa Hermsen. Future coordinators will be selected from among members of the DHSS curriculum committee and appointed by the Dean of COLA.
12 DHSS Academic Program Proposal h. Input of External partners
Stuart Moulthrop, PhD Professor University of Wisconsin-Milwaukee Department of English Nicole H. Scalessa IT Manager The Library Company of Philadelphia Adriana de Souza e Silva, PhD Associate Professor North Carolina State University Department of Communication Richard S. Newman, PhD Edwin Wolf 2nd Director The Library Company of Philadelphia Sarah Hanson, BFA Assistant Professor in Animation Villa Maria College
i. Provide enrollment projections for Year 1 through Year 5
The table below lists projections provided by Enrollment Management for first though fourth year student enrollments from 2016 through 2020. For additional information, see Appendix B.
First Year Second Students Year Third Year Fourth Year
2016 4 2 2 0
2017 4 5 3 1
2018 4 5 6 3
2019 4 5 6 6
2020 4 5 6 6
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2. PROGRAM COURSES AND SCHEDULE
14 DHSS Academic Program Proposal
PROGRAM'COURSES'AND'SCHEDULE' Table'1a:''Undergraduate'Program'Schedule' ' . Indicate)academic)calendar)type:)__x_Semester) ___Quarter) ___)Trimester)) ___Other)(describe)) ) Term:'Fall'1) Check)course)classification)(s)) ) Term:'Spring'1) )(Check)course)classification)(s)) Course'Number'&'Title' CR) LAS) Maj) New) Prerequisite(s)) ) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) First)Year)Writing:)LAS)Foundation)1) 3) x) ) ) ) ) First)Year)Seminar:)LAS)Foundation)2) 3) x) ) ) ) COLA)DHSS)101:)Computation)and)Culture)) 3) ) x) x) ) ) COLA)DHSS)102:)Industrial)Origins)of)the) 3) ) x) x) ) Digital)Age) ISTEG120'Computational'Problem'Solving' 4) X) ) ) )) ) ISTEG140'Web'&'Mobile'I' 3) ) x) ) ) LAS)Perspective)3)(Global)) 3) x) ) ) ) ) LAS)Perspective)4)(Social)) 3) x) ) ) ) LAS)Perspective)2)(Artistic)) 3) x) ) ) ) ) LAS)Perspective)1)(Ethical)) 3) x) ) ) ) Wellness) 0) ) ) ) ) ) Wellness) 0) ) ) ) ) Year)One) 0) ) ) ) ) ) ) ) ) ) ) ) Term)credit)total:) 16) 13) 3) )))))))))))))))))))))))))))))))))))))))))))))))))))) ) Term)credit)total:) 15) 9) 6) ) Term:'Fall'2'(Writing'Intensive)) Check)course)classification)(s)) ) Term:'Spring'2) (Check)course)classification)(s)) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) ) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) CIAS)New)Media)Digital)Design)Survey))I) 3) ) x) ) ) ) CIAS)New)Media)Digital)Design)Survey)II) 3) ) x) ) CIAS)New)Media) Digital)Design) Survey))I) ISTEG240'Web'&'Mobile'II) 3) ) x) ) ISTE[140)Web)&) ) COLA)DHSS)103:)Ethics)&)Emerging) 3) ) x) x) ) Mobile)I) Digital)Scholarship) LAS)Perspective)7a)(Mathematical)[[)Intro)to) 3) x) ) ) ) ) ISTEG230'Intro'to'Database'&'Data' 3) ) x) ) ISTE[120) Stats)' Modeling' Computational) Problem)Solving) LAS)Perspective)5)(Natural)Science)Inquiry)) 3) x) ) ) ) ) LAS)Perspective)7b)(Mathematical)) 3) x) ) ) ) LAS)Immersion)1) 3) x) ) ) ) ) LAS)Immersion)2) 3) x) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Term)credit)total:) 15) 10) 6) ) ) Term)credit)total:) 15) 6) 9) ) SUMMER Co-Op or Internship ) ) ' ) ' ) ) ' ) Term:'Fall'3) Check)course)classification)(s)) ) Term:'Spring'3) Check)course)classification)(s)) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) ) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) DHSS)Professional)Electivea) 3) ) x) ) ) ) DHSS)Professional)Electivea) 3) ) x) ) ) ISTEG382'Intro'to'Geospatial'Technologies) 3) X) ) ) ) ) COLA)DHSS)377)Media)Narrative)(WI))) 3) ) x) x) ) LAS)Immersion)3) 3) X) ) ) ) ) GE)Elective) 3) x) ) ) ) LAS)Perspective)6)(Scientific)Principles)' 3) X) ) ) ) ) GE)Elective) 3) x) ) ) ) DHSS)Project)Courseb) 3) ) x) ) ) ) DHSS)Project)Courseb)) 3) ) x) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Term)credit)total:) 15) 9) 6) ) ) Term)credit)total:) 15) 6) 9) ) Term:'Fall'4) Check)course)classification)(s) ) Term:'Spring'4) Check)course)classification)(s)) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) ) Course'Number'&'Title) CR) LAS) Maj) New) Prerequisite(s)) DHSS)Professional)Electivea) 3) ) X) ) ) ) DHSS)Professional)Electivea) 3) ) X) ) ) DHSS)Professional)Electivea)) 3) ) X) ) ) ) GE)Elective) 3) X) ) ) ) GE)Elective) 3) X) ) ) ) ) GE)Elective) 3) X) ) ) ) Free)Elective) 3) ) ) ) ) ) Free)Elective) 3) ) ) ) ) DHSS[488)Capstone)I) 3) ) x) x) ) ) DHSS[489)Capstone)II) 3) ) x) x) )
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) Program'Totals:' Credits:'121' Liberal'Arts'&'Sciences:'61' Major:'54' Elective'&'Other:'6' ' ) a DHSS Program Electives:
COMM223 Digital Design in Communication COMM356 Critical Practice in Social Media COMM263 Computer Assisted Reporting COMM343 Technology-Mediated Communication COMM461 Multiplatform Journalism CRIM-290 Computer Crime ENGL-215 Text and Code ENGL-315 Digital Literature ENGL-351 Language Technology ENGL-374 Games and Literature ENGL-375 Storytelling Across Media ENGL-450 Free and Open Source Culture HIST-324 Oral History HIST-326 Doing History in a Digital World HIST-480 Global Information Age PHIL-314 Philosophy of Vision and Imaging STSO-441 Cyborg Theory These courses now offered as Special Topics and to be proposed for Fall 2015: MUSE-XXX Museum Informatics MUSE-XXX Museums in the Digital Age MUSE-XXX Visitor Engagement & Museum Technology ) ) b Project course such as: ENGL-422 Maps, Spaces and Places ENGL-543 Game-based Fiction Workshop (new title “World-Building” Fiction Workshop) IGME-580 IGM Production Studio IGME-581 Innovation and Invention MUSE-354 Exhibition Design NMDE-201 New Media Design Elements II NMDE-203 New Media Design Interactive II NMDE-302 New Media Design Graphical User Interface )
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Program Requirements
Foundational DHSS Courses: 9 credits (3 courses) COLA DHSS professional electives = 15 credits (5 courses) Writing = 9 credits (3 courses: ENGL 150, Gen Ed WI, DHSS Media Narrative Writing) Computing Requirement = 16 credits (5 courses) Design = 6 credits (2 courses) DHSS Project Courses = 6 credits (2 courses) Capstone = 6 credits (2 courses) Co-Op [or Internship]
DHSS Foundations
COLA DHSS 101––Computation and Culture
The course provides a basic introduction to the application of computation in the research and practice of the humanities, arts, and social sciences. The class offers students entry to work with archival theory and practice; textuality and electronic scholarly communication; data mining, analysis, and visualization; the spatial and temporal “turns”; game studies and digital arts. The course offers hands on experimentation with software platforms available to create scholarly production and theoretical approaches to analyze the culture that computation gives rise to. (Credit 3, offered Fall semester)
COLA DHSS 102–Industrial Origins of the Digital Era
The central focus of this course will be the excavation of textual, visual, and sonic materials, obsolete or emerging. The archaeological metaphor evokes both the desire to recover material traces of the past and the imperative to situate those traces in their social, cultural, and political contexts. How does the digital age imagine backwards to the Industrial Age and vice versa? Is it true that virtually everything that is being invented now for a digital age had its origins in the late nineteenth and early twentieth century industrial age? (inventions of telegraphy and telephony, electricity, photography, cinema, the automobile, the Dewey Decimal and Library of Congress classification systems, muckraking and sensationalist journalism, celebrity culture, the skyscraper, the office, the typewriter, DHSS Academic Program Proposal the Brownie camera). We will take a research approach that explores moments in which both familiar and unfamiliar artifacts have yet to emerge as significant or disappear as curiosities. (Credit 3, offered Spring semester)
COLA DHSS 103–Ethics and the Emerging Digital
The course will examine various contemporary and global issues of digital citizenship and new ethical challenges raised by digital technology. The course will raise questions regarding how digital technology has changed citizenship practices: Who has access to full citizenship, and why? What responsibilities are entailed in digital citizenship? Themes may include the nature and value of digital technology; the relations between digital technologies and knowledge-making/meaning-making; the value of information privacy; the role of digital media in society and human interactions; issues arising from the life-cycle of new digital tools and data repositories; and questions broadly related to questions of accessibility, representation, and sustainability as applied to digital technologies. Topics may also include research ethics, piracy and file sharing, copyright and fair use, end-user license agreements, alternative news media, and participatory culture. Students will take up both broad ethical issues and specific professional codes and policy in diverse domains. (Credit 3, offered Spring semester)
c. See Appendix C for internal letters of support. For every required course provided by a department other than the program’s home department, provide a memo of support in Appendix C from that department, which includes an estimate of incremental costs for offering additional sections or new courses for the proposed program.
d. If the program will be offered through a non-traditional schedule (e.g., off-campus, on-line, etc.), provide a brief explanation of the schedule, including its impact on financial aid eligibility.
Not Applicable.
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e. For existing courses that are part of the major, submit a copy of the current catalog description.
COMM-223 Digital Design in Communication In an increasingly visual culture, and culture of online user-created content, non-designers are called upon in the professional realm to illustrate their ideas. Graduates entering the work- force will encounter situations where they will benefit from possessing a visual communication sensibility and vocabulary to communicate effectively with a broad range of audiences, including professional designers. Creative approaches to challenges, such as visual thinking, are also shown to improve students’ comprehension and problem-solving abilities. Digital Design in Communication is an opportunity for undergraduates to receive an introduction to principles of visual message design from a critical rhetorical perspective. They will also get the opportunity to apply these principles to a variety of visual products such as advertisements, logos, brochures, resumes, etc. A variety of computer software applications are available to support the research, writing, visualization, and design of messages.
COMM-263 Computer-assisted Reporting This course covers how to report on, illustrate, find and analyze records and databases, with emphasis on investigative reporting. Required course for journalism majors in second year; an elective for software engineers and math majors. Required course for journalism majors.
COMM-343 Technology-Mediated Communication Technology-mediated communication (TMC) was originally defined as a form of electronic written communication. As networking tools advanced, TMC expanded to include new software developments, such as instant messenger and the World Wide Web. Today, the term technology-mediated communication is used to refer to a wide range of technologies that facilitate both human communication and the interactive sharing of information through computer networks. Through readings, discussions, and observations of online behavior, students will be introduced to TMC terms and theories to further develop their TMC communication and critical thinking skills.
COMM-356 Critical Practice in Social Media With the advent of virtual communities, smart mobs, and online social networks, questions about the meaning of human communication and how we construct our online and offline personal and professional identities need to be reevaluated. This course explores the relation- ship between social media and the construction of both individual and social identities as well as best
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practices for constructing the desired community or identity. Although the course is grounded in theory, it is equally committed to practice, and much of the class discussion and activity takes place in various online spaces. As a practicum, those who complete this course will know how to engage productively in practices such as tweeting, blogging, tagging, etc. and will develop an understanding of how these practices affect their construction of identity and community both personally and on behalf of an organization.
COMM-461 Multiplatform Journalism The Internet is an important source of news information, rivaling print, radio, and television news. This course introduces students to the principles and practices of online news reporting, including writing for mainstream news sites, journalistic blogs (Web logs), share and discussion sites, and other evolving online news outlets. The course familiarizes students with the tools of the online reporter: for example, vetting sources on the Web, conducting e-mail interviews, and writing for Web pages. Also, students explore the cultural and ethical terrain unique to the wired environment. Required course for journalism majors.
CRIM-290 Computer Crime This course provides definitional, theoretical, and operational context for understanding computer-based competition, conflict and crime in the information age. Students study the history, nature and extent of computer-related crime, as well as differing types of computer criminals, their motivations and the methods they use to threaten, attack, compromise or damage physical and cyber assets. The course considers legal and regulatory environments and the impact these have on policies and practices related to ethics in the management of information security, data encryption, privacy, and numerous other special topics. Elective course for criminal justice majors. (CRIM-110 Introduction to Criminal Justice)
ENGL-215 Text and Code We encounter digital texts and codes every time we use a smart phone, turn on an app, read an e-book, or interact online. This course examines the innovative combinations of text and code that underpin emerging textual practices such as electronic literatures, digital games, mobile communication, geospatial mapping, interactive and locative media, augmented reality, and interactive museum design. Drawing on key concepts of text and code in related fields, students will analyze shifting expressive textual practices and develop the literacies necessary to “read” and understand them. Practicing and reflecting on such new media
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literacies, the course explores their social, cultural, creative, technological, and legal significance. To encourage multiple perspectives on these pivotal concepts of text and code and their import, the course includes guest lectures by scholars and practitioners in these fields. With two additional courses, students can complete the immersion in text and code.
ENGL-315 Digital Literature Since the initial development of the computer, writers have collaborated with programmers, illustrators, and soundscapists to create digital literatures. Following from radical techniques in print literatures such as concrete poetry, Choose Your Own Adventure novels, and reorderable/unbound fictions, digital literatures exploit the potential of digital formats to explore questions of interactivity, readership, authorship, embodiment, and power. In this class, we will learn to analyze and appreciate digital literatures not simply through their content, but also through the relation of content to form, media, programming platforms, and distribution formats. Our consideration of digital literatures will lead us to cell phones, Web pages, video games, virtual reality environments, and genome sequencers.
ENGL-351 Language Technology We will explore the relationship between language and technology from the invention of writing systems to current natural language and speech technologies. Topics include script decipherment, machine translation, automatic speech recognition and generation, dialog systems, computational natural language understanding and inference, as well as language technologies that support users with language disabilities. We will also trace how science and technology are shaping language, discuss relevant artificial intelligence concepts, and examine the ethical implications of advances in language processing by computers. Students will have the opportunity to experience text analysis with relevant tools. This is an interdisciplinary course and technical background is not required.
ENGL-374 Games and Literature Who studies game studies? Writing in games can often be hit or miss, so relying on an established story can provide support and allows the medium to evolve to cover more interesting stories than the typical mass-offering affairs. Still, literature and games are fundamentally different media- and as such these differences must be accounted for when mapping literature onto video games. Will “game studies” ever be as highly regarded as is critical scholarship on, say, literature? Can a video game possess substantial literary merit? Can a video game offer the same depth of characters and insight into the human condition as a novel? Do video games invite the player to do the same things that works of great literature invite the reader to do: identify with the characters,
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invite him to judge them and quarrel with them, and to experience their joys and sufferings as the reader’s own? In this course we will have these conversations and then go beyond. We will examine works that have visually evocative and varied settings; narratives that make readers wonder what is going to happen next; and a rapidly changing culture that prompts even more questions than it answers.
ENGL-375 Storytelling Across Media This course introduces the basic elements of narrative, reflecting on key concepts in narrative theory such as — story and plot, narration and focalization, characterization, storyspace, and worldmaking — to enhance your understanding of how stories work and your ability to understand how such storytelling strategies convey their meaning and themes. After an initial exploration of storytelling traditions emerging from oral myth and short stories in print, we expand our inquiries into what a narrative is and what it can do by considering what happens to storytelling in graphic novels, digital games, and in recent electronic literature. Reflecting on competing definitions and varieties of narrative, the course raises the overarching question of why how we access, read, write, and circulate stories as a culture matters. Expect to “read” stories in a variety of media, to review basic concepts and conversations drawn from narrative theory, and to creatively experiment with the storytelling strategies we are analyzing in class. No familiarity with specific print, digital, or visual media necessary, though a willingness to read and reflect on stories in various media and to analyze their cultural significance will be essential. (ENGL 150, UWRT-150, or equivalent)
ENGL-422 Maps, Spaces and Places This course takes as its premise that spatial thinking is critically important. Spatial thinking informs our ability to understand many areas of 21st century culture, as mobile interfaces and geospatial technologies enable us to engage with our surroundings in new ways. The study begins with a meditation on the language of maps and mapmaking, and how they work, and explores the idea that to present a useful and truthful picture, an accurate map must tell lies. The course develops into an exploration of the ways, particularly in texts, that mapmaking creates cultural routes, mobile forms of ethnography, and ways of imagining travel and tour- ism in the era of globalization. The proliferation of location-aware mobile devices calls for new understanding of space and networks of power, as we define public space and locational privacy. The diverse writers, critics and filmmakers represented in this course are rethinking space as a dynamic context for the making of history and for different organizations of social and communal life.
ENGL-450 Free and Open Source Culture
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This course charts the development of the Free Culture movement by examining the changing relationship between authorship and cultural production based on a variety of factors: law, culture, commerce and technology. In particular, we will examine the rise of the concept of the individual author during the last three centuries. Using a variety of historical and theoretical readings, we will note how law and commerce have come to shape the prevailing cultural norms surrounding authorship, while also examining lesser known models of collaborative and distributed authoring practices. This background will inform our study of the rapid social transformations wrought by media technologies in last two centuries, culminating with the challenges and opportunities brought forth by digital media, mobile communications and networked computing. Students will learn about the role of software in highlighting changing authorship practices, facilitating new business and economic models and providing a foundation for conceiving of open source, open access, participatory, peer-to-peer and free cultures. (Completion of First Year Writing)
ENGL-481 Introduction to Natural Language Processing This course provides theoretical foundation as well as hands-on (lab-style) practice in computational approaches for processing natural language text. The course will have relevance to various disciplines in the humanities, sciences, computational, and technical fields. We will discuss problems that involve different components of the language system (such as meaning in context and linguistic structures). Students will additionally collaborate in teams on modeling and implementing natural language processing and digital text solutions. We will program in Python and use the Natural Language Toolkit and related tools (such as Weka). Required previous course work: Language Technology or a programming class (or a similar course with instructor’s consent). Also required: First Year Writing Intensive course or another writing course. (ENGL 351 Language Technology or computer programming experience, or a similar course with instructor’s consent; First Year Writing intensive course or another writing course)
ENGL-543 Game-based Fiction Workshop This course is for students who have completed a creative writing workshop and want to explore how games and rules can be used to produce unique and unpredictable narratives. Projects will include individual writing exercises, collaborative writing practice, and critiques of peer writing. Students will examine how different game mechanics produce different kinds of narratives and may be encouraged to develop their own game-based writing projects. Through the reading and discussion of other narrative media, students will learn the affordances and limitations of game-based storytelling systems. May be taken as a part of the creative writing minor; may also be taken as an elective. Course can be repeated for credit if instructor or topic are different.
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HIST -324 Oral History Oral history is the craft of collecting information about the past from those who lived through it. There are few opportunities for historical research that is more satisfying or more challenging than oral history. In this class, we will learn about oral history methods, techniques, and ethics. We will read some of the finest examples of the genre. Then we will go out and add to the world's understanding of its past by conducting oral histories of our own. Class 3, Credit 3 (F)
HIST -326 Doing History in a Digital World Digital history is a nebulous concept, but at its core is a recognition that the widespread availability of computers and their networks has fundamentally altered the way history is produced and consumed. Sources in digital format simultaneously present opportunities and challenges that force us to rethink what is possible in history. Digital tools including blogs, wikis, video sharing sites, and many others help bring history to new audiences in different ways. In this course, we will investigate the landscape of digital history and tackle the exciting task of creating and understanding history in the digital age. Class 3, Credit 3 (S)
HIST-480 Global Information Age The internet and cell phones seem to have turned us into world citizens of cyberspace. Programmers in Bangalore or Chennay now write software for US companies, and doctors in India or Australia interpret the Cat-Scan or MRI images of US patients overnight. As bestselling author Thomas Friedman argues, “the world is flat,” that is competition for intellectual work is now global. Others have suggested that information technologies have led to global homogenization, with people around the world reading the same news, listening to the same music, and purchasing the same products. In this class, we will investigate the history of information and communication technologies to cast new light on these claims about our present-day technologies. This class is a small seminar which includes a research project. Class 3, Credit 3 (S)
IGME-580 IGM Production Studio This course will allow students to work as domain specialists on teams completing one or more large projects over the course of the semester. The projects will be relevant to experiences of the interactive games and media programs, but will require expertise in a variety of sub-domains, including Web design and development, social computing, computer game development, multi-user media, human-computer interaction and streaming media. Students will learn to apply concepts of project management and scheduling, production roles and responsibilities, and their domain skill sets to multidisciplinary projects. Students will complete
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design documents, progress reports and final assessments of themselves and their teammates in addition to completing their assigned responsibilities on the main projects. (Third year standing)
IGME-581 Innovation and Invention In this course, students explore the process and products of innovation and invention. Each term a multi-disciplinary team of students conceives and develops a different “outside the box” project. Readings, projects, scholarly term papers, and pragmatic challenges of collaboration and communication across disciplines provides direct experience of the interplay of technology, human nature, and a human environment in which emerging technologies and new modes of interaction are pervasive and ubiquitous. Artists, natural scientists, social scientists, and technologists are guided through a series of collaborative experiences inventing, designing, implementing and studying emerging technologies. Presentations, projects and individually- written research papers are required. The faculty staff and resources of the Center for Student Innovation are significant assets for this course. (Third year standing)
ISTE-120 Computational Problem Solving A first course in using the object-oriented approach to solve problems in the information domain. Students will learn to model hierarchical information structures using XML, to design software solutions using the object-oriented approach, to visually model systems using UML, to implement software solutions using a contemporary programming language, and to test these software solutions. Additional topics include thinking in object-oriented terms, and problem definition. Programming projects will be required.
ISTE-140 Web & Mobile I This course provides students with an introduction to Internet and Web technologies, and to development on Macintosh/UNIX computer platforms. Topics include Internet transport protocols and security methods, XHTML and CSS, multimedia, Web page design and website publishing. Emphasis is placed on fundamentals, concepts and standards. Additional topics include the user experience, mobile design issues, and copyright/intellectual property considerations. Exercises and projects are required.
ISTE-230 Introduction to Database and Data Modeling A presentation of the fundamental concepts and theories used in organizing and structuring data. Coverage includes the data modeling process, basic relational model, normalization theory, relational algebra, and mapping a data model into a database
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schema. Structured Query Language is used to illustrate the translation of a data model to physical data organization. Modeling and programming assignments will be required. (One course in object-oriented programming)
ISTE-240 Web & Mobile II This course builds on the basics of Web page development that are presented in Web I and extends that knowledge to focus on theories, issues, and technologies related to the design and development of websites. An overview of Web design concepts, including usability, accessibility, information architecture, and graphic design in the context of the Web will be covered. Introduction to website technologies, including HTTP, Web client and server programming, and dynamic page generation from a database also will be explored. Development exercises are required. (prerequisite ISTE-120, ISTE-140)
ISTE-382 Introduction to Geospatial Technologies This course provides a survey of underlying concepts and technologies used to represent and understand the earth, collectively referred to as Geospatial Technologies (GTs). Students will gain hands-on experience with GTs, including Global Positioning Systems (GPSs), Geographic Information Systems (GISs), remote sensing, Virtual Globes, and Web mapping mashups. Students also will develop basic spatial thinking, reasoning, problem solving and literacy skills.
Museum Studies New courses are: Museum Informatics Museums in the Digital Age Visitor Engagement & Museum Technology These courses still carry special topics numbers because they are being taught for the first time, but these will have permanent numbers by next semester.
MUSE-354 Exhibition Design This course examines the history and practice of exhibition design. It reviews the history of exhibitions within the development of museum-like institutions. In this course the following aspects of exhibition design are considered: curatorial premise or theme, exhibition development timeline, exhibition site, contracts and contractual obligations, budgets and fundraising, publicity material, didactic material, and exhibition design. The course includes field trips to local institutions and collections throughout the semester. (MUSE-220 Introduction to Museums & Collecting, MUSE-224 History & Theory of Exhibitions)
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STAT–145 Introduction to Statistics 1 This course will study the statistical methods of presenting and analyzing data. Topics covered include descriptive statistics and displays, random sampling, the normal distribution, confidence intervals, and hypothesis testing. The statistical software MINITAB is used to reinforce these principles and to introduce the use of technology in statistical analysis. This is a general introductory statistics course and is intended for a broad range of programs. Note: This course may not be taken for credit if credit is to be earned in STAT-205. (MATH-101 College Algebra or equivalent) Class 3, Credit 3 (F, S, Su)
NMDE-111 New Media Design Digital Survey I This project-based course is an investigation of the computer as an illustrative, imaging, and graphical generation tool. It develops foundational design skills in raster and vector image creation, editing, compositing, layout and visual design for online production. Emphasis will be on the application of visual design organization methods and principles for electronic media. Students will create and edit images, graphics, layouts and typography to form effective design solutions for online delivery.
NMDE-112 New Media Design Digital Survey II Through formal studies and perceptual understanding, including aesthetics, graphic form, structure, concept development, visual organization methods and interaction principles, students will design graphical solutions to communication problems for static and interactive projects. Students will focus on creating appropriate and usable design systems through the successful application of design theory and best practices. Assignments exploring aspects of graphic imagery, typography, usability and production for multiple digital devices and formats will be included.
NMDE-201 New Media Design Elements II Information design for static, dynamic and interactive multimedia integrates content with visual indicators. Legibility and clear communication of information and direction is important to the success of any user interface design. This course integrates imagery, type, icons, actions, color, visual hierarchy, and information architecture as a foundation to design successful interactive experiences. (NMDE-102 NMD Elements I)
NMDE-203 New Media Design Interactive II
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This course extends previous interactive design and development experience and skills to emphasize interactive design principles and development. The emphasis in this course will be on the creative process of planning and implementing an interactive project across multiple platforms. Students will concentrate on information architecture, interactive design, conceptual creation, digital assets, visual design and programming for interactions.
NMDE-302 New Media Design Graphical User Interface This course examines the user-centered and iterative design approaches to application and interactive development with a focus on interface design, testing and development across multiple devices. Students will research and investigate human factors, visual metaphors and prototype development to create effective and cutting edge user interfaces.
PHIL 314 - Philosophy of Vision and Imaging This course examines how philosophers and others have understood the nature and primacy of sight. It explores how technologies of seeing and imaging have influenced theories of sight and our most dominant and authoritative practices of seeing and representing in the humanities and the arts, as well as in the natural and social sciences. The course will focus on the impact these theories and practices of seeing and representing both analogue and digital have on the nature of knowing, as well as on how they shape and mediate our experiences of personal and social identity and agency more generally. Class 3, Credit 3 (varies)
f. For all new courses, provide course outlines in the major using RIT’s New or Revised Course Outline Form. SEE APPENDIX A
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3. FACULTY
a. Provide information on Full-time faculty, Part-time faculty and Faculty to be hired in the Program using Tables 2, 3, and 4. Note: Full faculty Curricula Vitae must be included in Appendix F.
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Faculty Member Name Expected Program Course Percent of Highest and Other Additional Qualifications: list related and Title/Rank at Assignments Teaching Applicable Earned certifications/ licenses; professional experience Institution (include and Time to Degrees and Disciplines in field, scholarly contributions, other academic identify Program Program (include affiliations. Director) College/University)
Alm, Cecilia Professional Elective 30% Ph.D. in Linguistics, Certificate of Specialization in Computational University of Illinois Science and Engineering --Assistant Professor Project Course Speech Communication reviewer
IEEE Transactions on Affective Computing reviewer
Computational Intelligence reviewer
Advances in Human-Computer Interaction reviewer
ACL-Association for Computational Linguistics, ISCA-International Speech Communication Association,
SIGSEM (ACL Special Interest Group on Computational Semantics), SIGBIOMED (ACL Special Interest Group on Biomedical NLP), SIGSLPAT (ACL Special Interest Group on Speech and Language Processing in Assistive Technology).
Blizzard, Deborah Professional Elective 10% PhD, Science and Chair, Department of Science, Technology, Technology Studies, and Society --Associate Professor Rensselaer Polytechnic Institute Chair, Program in Women’s and Gender Studies
Co-Chair, Task Force on Curricular Innovation 30 DHSS Academic Program Proposal
and Creativity, RIT Strategic Plan
Reviewer, medical/health abstracts submitted for the 2006 Annual Meeting of the Society for Social Studies of Science
Carroll, Tamar Professional Elective 20% PhD in History, Mellon Postdoctoral Fellowship in U.S. History, University of Michigan Cornell University, 2008-2010 --Assistant Professor Core, team teaching Organizer, Oral History Workshop, University of Michigan, 2007-2008.
Co-chair, Digital Humanities Undergraduate Major Proposal Committee, Summer 2014
Digital Humanities Working Group, RIT, 2012-present
Manuscript reviewer for the Journal of Women, Politics and Policy
Decker, Juliee Professional Elective 20% Ph.D.in Art History, Ballard Breaux Visiting Fellowship, The Filson Case Western Reserve Historical Society. --Assistant Professor Project Course University MAP grant for the Georgetown College Art Galleries. American Alliance of Museums (AAM) with a particular need in the area of Collections Stewardship.
Public Art Advisor to programs in several states (Florida, Kentucky, Indiana, Louisiana, Ohio).
Creator, “Viral Voices: An Oral History Site” Coverage: from 2010—present. See http://viralvoices.blogspot.com/
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DeRoo, Rebecca Professional Elective 10% Ph.D. University of Author/Exhibit: Agnes Varda: Dialogues Chicago, Museum between Film, Photography, and Art --Assistant Professor Project Course Studies Multiple publications, Contemporary Art and Visual Culture; Photography and Film
Engström, Timothy Professional Elective 10% PhD in Philosophy Specializations: Philosophy of Imaging, Comparative European and Anglo-American --Professor Philosophy, Pragmatism, Critical Theory, Aesthetics, Social and Political Philosophy, Rhetorical Theory
Co-editor, with Evan Selinger, Rethinking Theories and Practices of Imaging (Palgrave, 2009)
Glick, Robert Professional Elective 20% PhD in Literature and “Digital Interventions: Crossing the Creative Writing, Critical/Creative Divide," at Now Festival, --Assistant Professor Project Course University of Utah Boulder, CO
“Beyond Ekphrasis: The Pedagogy and Practice of Other Art Forms in the Creative Writing Classroom,” AWP Conference.
“Limit Texts: The Rhyme and Rhizome of Innovation,” at Now Festival, San Diego, CA 2011.
“New Languages for New Realities: Literature, Poetry, Hypertext,” American Association for the Advancement of Science (AAAS).
New Ohio Review Contest in Fiction (judged by Aimee Bender), Winner, 2014
Gravitz, Jennifer Professional Elective 10% Juris Doctor, Union Monroe County Bar Association, member. University --Associate Professor Chair, NTID Department of Liberal Studies;
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NALA/NAPL Program Coordinator, Department of Liberal Studies.
“Constitutional law, criminal procedure and cyber torts.” In McQuade, S., Understanding and Managing Cybercrime. Pearson Education, Inc. 2006.
Hergenrader, Trent Professional Elective 20% PhD, Creative Writing, Creative Writing in the Digital Age. Co-edited with University of Wisconsin- Michael Dean Clark and Joe Rein. London: --Assistant Professor Prohect Course Milwaukee Bloomsbury. Forthcoming.
“The Lighthouse Keeper’s Daughter.” Zahir: A Journal of Speculative Fiction. Jan. 2010. Web.
• Honorable mention. The Best Horror of the Year #3. Ed. Ellen Datlow. San Francisco: Night Shade Books, 2011. Print.
“Eskhara.” Federations. Ed. John Joseph Adams. Rockville, MD: Prime, 2009. 336-49. Print.
• Standout story in Publisher’s Weekly starred review.
• Honorable mention. The Year’s Best Science Fiction: 27th Annual Collection. Ed. Gardner Dozois. New York: St. Martin's Griffin, 2010. Print.
Associated Writing Programs (AWP)
Electronic Literature Organization (ELO)
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Hermsen, Lisa Core 25% PhD in English/ Chair, Department of English Rhetoric of Science and --Associate Professor Professional Elective Technology, Iowa State Organizer, Digital Humanities Working Group, University RIT. __DHSS Program Chair Project Course Chair, DH Curriculum Architecture Committee.
Organizer, Caroline Werner Gannett Distinguished Speak Series 2010-present.
The Library Company of Philadelphia Friendship Album Interactive Digital Preservation. RIT Project Lead. [Erika Piola, LCP Project Lead].
NEH Subcontract, collaboration with Stockton College (June 2011) funded $25,000. Co-PI Elizabeth Goins, “Pox and the City” Interactive Game for College of Physicians.
Hickerson, Andrea Professional Elective 10% PhD in Communication, The Immigrant Press in the Digital Age & Digital University of Diasporas of the Middle East (ongoing projects). --Assistant Professor Washington “Rise above the crowd”: A quasi-experiment in journalistic event coverage using mobile phones and billboards.” Journal of Digital and Media Literacy.
“Media use and transnational civic and political participation: a case study of Mexicans in the USA.” Global Networks.
INNovation Fund Investigative News Network
John S. & James L. Knight Foundation Grants
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Johannes, Julie Core 20% M.A. English Literature Digital Literatures Working Group, and Composition, Department of English, 2013 --Senior Lecturer Professional Elective University of Rochester Canadian Society for Digital Humanities/Société canadienne des humanités numériques
“Online Role Playing Games and First-Year Composition: Pedagogy for a New Generation,” Proceedings from the Conference on College Composition and Communication (CCCC), San Francisco CA, March 2009
Kang, Jai ISTE-120 Comp Problem 10% PhD Operations Multiple scholarly works in Database, the Solving – Info Domain I Research, SUNY Cloud, and Data Warehousing. -Associate Professor Buffalo ISTE-230 Introduction to Database and Data Modeling
Kothari, Ammina Professional Elective 10% PhD in Mass Manuscript reviewer for Journalism & Mass Communication, Communication Quarterly. --Assistant Professor Indiana University Manuscript reviewer for African Journal of AIDS Research, Journal of Magazine and New Media Research, Journalism: Theory, Practice and Criticism.
Elected officer and Professional Freedom and Responsibility Committee chair for AEJMC’s International Communication Division.
Elected research chair for AEJMC’s International Communication Division.
HIV/AIDS information on East African websites: A comparative analysis. Journal of
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African and Asian Studies (2014).
LaBelle, Deb ISTE-140 Web I 5% PhD Information Multiple scholarly works in pedagogy and ISTE-240 Web II Science and including females into technological degrees. -Lecturer Technology, Drexel University
Lieberman, Jessica Core, team-teaching 25% PhD in English, Faculty Affiliate, Lab for Social Computing University of Michigan --Associate Professor Project Course Scalar and Digital Publication, College Art Association, NYC 2013 Capstone Now! Visual Culture, NYU 2012
Art History in the Digital Age: A Hands-On Workshop, College Art Association
Martin, Kelly Core Co-Teaching 15% PhD in Communication, Processing and Arduino in Tandem: Creating Rhetoric, and Digital Your Own Digital Art Tools (Short Course), fall --Assistant Professor Professional Elective Media, North Carolina 2010 State University Media Production Seminar: Video Shooting and Editing, fall 2010
Professional Development grant to host NVivo qualitative software training from QSR International.
Provost's Learning Innovation Grant for the project, “Digital Design Flipped Classroom.”
The Richard and Virginia Eisenhart Provost's Award for Excellence in Teaching, Rochester Institute of Technology, 2012-2013.
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Prud’hommeaux, Emily Professional Elective 20% PhD in Computer “Computational prosodic markers for autism.” Science and Autism. --Assistant Professor Project Course Engineering, Oregon Health and Science “Computational analysis of trajectories of University linguistic development in autism.” IEEE Spoken Language Technology Workshop
“Classification of atypical language in autism.” In Proceedings of the ACL 2011 Workshop on Cognitive Modeling and Computational Linguistics.
Ray, Amit Professional Elective 10% PhD in English New York, NY: Microsoft Research Social Language and Computing Seminar (NYU-ITP) January --Associate Professor Literature, University of 2012. Invited Participant. Michigan Microsoft Research Faculty Summit. Track: The Future of Reading, Writing and Scholarship, "Planet-Wiki? Translation, Language and Power on Wikipedia."
Organizer. Rochester, NY: The Future of Reading Symposium.
Scales, Rebecca Core, co-teaching 20% PhD in History, Rutgers National Endowment for the Humanities University Summer Stipend, “Politics and Understanding --Assistant Professor Professional Elective Disability in France”
2012-13 Member, Digital Humanities Working Group
Director, Conable Global Film Series
Peer Reviewer, Media History
Peer Reviewer, Technology and Culture
“Métissage on the Airwaves: Towards a Cultural History of Broadcasting in French
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Colonial Algeria, 1930-1935,” Media History.
Schlombs, Corinna Program Elective 10% PhD in History and Hagley Museum and Library Exploratory Sociology of Science, Research Grant, 2013. --Assistant Professor University of Pennsylvania Harry S. Truman Library Institute Research Grant, 2012.
IEEE Fellowship in Electrical History, IEEE History Center.
“A Gendered Job Carousel. Employment Effects of Computer Automation,” in Janet Abbate, Thomas L. Misa, Veronika Oechterding and Jeffrey Yost, eds. Gender Codes: Gender and Computing (IEEE-CS Press, 2010).
“Engineering international expansion: IBM and Remington Rand in European computer markets.” IEEE Annals for the History of Computing 30: 4 (2008), 42-58.
Smith, Adam NMDE-302 GUI 10% MFA, Computer More than 12 years of Professional work Graphics Design experience as an interaction designer and --Associate Professor and NMDE-103 Interactive I developer Program Chair Rochester Institute of Technology Specialization in UI & UX design research, teaching and curriculum development - 10 years
Member of the Adobe Academic Leaders Program 2009-Present
2013 Presenter UDCA Design Education Conference 3D Enhanced Visual Design for
38 DHSS Academic Program Proposal
Designers
2011 Presenter Adobe Max Building Workspaces of the Future – Today
Tomaszewski, Brian ISTE-382 Intro to 5% Ph.D , Geography; The Multiple scholarly works in geospatial sciences; Geospatial Technologies Pennsylvania State numerous international projects sponsored by -Assistant Professor University United Nations and foreign governments.
Vullo, Ron ISTE-140 Web I 5% PhD Science Education, Multiple scholarly works in simplifying web ISTE-240 Web II SUNY Buffalo applications. -Associate Professor
Worrell, Tracy Professional Elective 10% PhD in Communication The Richard and Virginia Eisenhart Provost's Michigan State Award for Excellence in Teaching (2009-2010), --Assistant Professor University Finalist
Peer Review Board, Journal of Access Service in Postsecondary Education, 2014
Reviewer, Health Communication, 2006 - present
Reviewer, Western Journal of Communication, 2012 – present
Reviewer, Mass Communication & Society, 2008 - present
Reviewer, International Communication Association: Mass Communication Division, 2006 – present
“Information Communication Technologies in the Classroom: Expanding TAM to examine instructor acceptance and use.” Journal of
39 DHSS Academic Program Proposal
Educational Multimedia and Hypermedia.
Table 3: Current Faculty, Part-Time
Provide information on faculty members who are part-time at the institution and who will be teaching each course in the major field or graduate program.
Not Applicable
Table 4: Faculty to be Hired
- If faculty must be hired in the proposed program, specify the title/rank of each new position, the number of new positions, full-time or part-time status, a listing of the expected course assignments for each position, and the expected hiring date. - Position descriptions and/or announcements may also be submitted. - Prior to offering the assigned courses, the Department must be notified that a faculty meeting the requirements has been hired.
40 DHSS Academic Program Proposal
4. FINANCIAL RESOURCES AND INSTRUCTIONAL FACILITIES
We will use existing labs and offices and require no incremental resources.
5. LIBRARY RESOURCES
The proposed B.S. in Digital Humanities and Social Sciences degree will have minimal impact on the library’s services and collection. RIT Libraries’ collection of journals, books, and databases already supports undergraduate research for a wide variety of humanities and social science disciplines, as well as undergraduate and graduate research in computer science. This coupled with the library’s current holdings and partnerships would enable RIT Libraries to support the proposed undergraduate program.
6. ADMISSIONS AND ENROLLMENT
The program proposal for DHSS ought to be considered in the larger network of Digital Humanities Centers and undergraduate curriculum in minors and certificates nation-wide.
The program will attract new students from both freshman and transfer markets with the majority of new students entering in the fall. In addition, given RIT’s recent conversion to a semester calendar, spring semester is an even more opportune time for new students to enroll, especially transfer students.
Most of the students will come from the Middle Atlantic States – the traditional market base for the College of Liberal Arts – with a smaller percentage coming from New England.
The Office of Undergraduate Admissions will work with the college to determine appropriate academic profile parameters for entering students with final authority for admission decisions resting in the Office of Undergraduate Admissions.
According to Institute policy, “The standards for admission depend upon the particular program being considered; the underlying principle for acceptance, though, is a demonstration of ability to complete the desired program successfully” and “Admission
41 DHSS Academic Program Proposal
decisions on undergraduate applicants are made by the admissions staff with appropriate consultation of the college concerned.” The College of Liberal Arts will work with the Office of Undergraduate Admissions to identify rigorous but flexible standards for admission to this particular interdisciplinary program, applying exceptions to applicants who show particular promise in fields outside of liberal arts but with experience in computation or the arts. The College of Liberal Arts will also work with the Office of Admissions to identify students who may be returning to add value to their existing liberal arts degree or who may be candidates for applying work experience to admissions requirements.
The College of Liberal Arts will work with the Office of Undergraduate Admissions maintain and enhance RIT’s relationships with two-year schools to promote the new program and develop articulation agreements to facilitate the recruitment and enrollment of transfer students into the program. Flexibility in the application of transfer credits will be critical to enrolling those students.
The program will attract internal transfers from other RIT colleges, the University Studies program, as well as other programs in the College of Liberal Arts. (For purposes of these projections, however, only students who are new to RIT are included in the projections).
The proposed BS degree program in Digital Humanities and Social Sciences presents intriguing, yet challenging possibilities to the EMCS division: 1) The interdisciplinary nature of the program is a strength as it leverages collaboration among areas of expertise within the university not currently combined in a curricular manner. As articulated in the concept paper, the proposed program brings together seemingly disparate disciplines of humanities/social sciences and computational/information technologies in response to growing interest on the part of social and cultural organizations for graduates with technological and humanities/social sciences skills and knowledge. Additionally, there is currently little competition for the prospective students at the undergraduate level. 2) That said, the nascent nature of the proposed program’s discipline presents a challenge when it comes to identifying prospective students who may have an interest in the proposed program, and then effectively articulating the educational and career benefits of the program to them. It is likely that there will be few students in the prospective high school student pool with the sophistication and self-awareness necessary to see the Digital Humanities and Social Science program as a possible major and/or career path. Given that transfer students are more self-aware, more focused and more career-certain, it is likely that the transfer student market will be an important source of new student enrollment.
42 DHSS Academic Program Proposal
Underrepresented Student Population According to Humanities Indicators,16 the percentage of humanities bachelor’s degrees awarded to women has traditionally been higher than that for all fields combined (though the gap has been narrowing in recent years). Just over half of all bachelor’s degrees in the humanities were awarded to women in 1966, with the percentage rising to approximately 60% by 2010. The percentages of 2010 bachelor’s degrees awarded to women in the arts and behavioral/social sciences were similar to the percentage for the humanities, whereas women’s share of engineering bachelor’s degrees was considerably smaller. From 1995 to 2000, the share of humanities bachelor’s degrees awarded to students from traditionally underrepresented racial/ethnic groups rose steadily for a total increase of approximately three percentage points (From 2000 to 2010, the rate of growth slowed—rising 1.5 percentage points over the course of the decade). In 2010, the percentage of humanities degrees awarded to traditionally underrepresented racial/ethnic groups, 17.6%, was most similar to the percentages in the natural sciences, education, and business.
If RIT is to be successful at attracting underrepresented populations, the Institute will not only continue its strategic commitment to programs in STEM fields, but target smart options for students in the liberal arts.
The DHSS program is that smart option. It is attractive because it is broad, offering options to explore History, English, Communication, Visual Arts, Philosophy, as well introducing digital technologies to enhance those options. Lisa Spiro in the essential Debates in the Digital Humanities, proposes that Diversity and Collaboration have always been the core of what we recognize as Digital Humanities: project collaboration with diverse experts.17 Even as Spiro lists the community work toward recognizing and increasing diversity in the digital humanities and the concrete strides made to include all areas of diversity (age, generation, ability, nationality, race, sexuality, gender), she calls for reflection and deeper discussion. Her point is also that Digital Humanities targets expressly the problem of "stereotype threat" for underrepresented groups who want to integrate code with content, and without fear. DH is deeply limited in what it can achieve without wide participation and broad outreach. As such, a Digital Humanities and Social Sciences faculty at RIT believe it is necessary to create environments in which all students feel comfortable engaging with these collaborative opportunities.
RIT must not only attract but retain students it enrolls. The DHSS incorporates some of the most often identified high-impact educational practices available–by using collaborative, interdisciplinary teams to complete undergraduate research, using new technologies in ways that that have real connections to public communities. The Council on Undergraduate Research, recognizing the importance of undergraduate research, but recognizing too the lack of use of undergraduate research in the liberal arts, has
43 DHSS Academic Program Proposal
developed the Arts & Humanities Division. One of the goals of this division is to “identify how faculty in fields with a norm of solitary scholarship might include undergraduates in their work (including through the digital humanities).”18
Digital Humanities as a Career Path The assessment of the current state of the field of Digital Humanities ought to take into account the growing awareness Digital Humanities due to the monumental growth of Centers around the country: Digital Humanities at MIT Digital Humanities and Cornell University The Digital Humanities Lab at Georgia Tech The Center for Applied Technologies in the Humanities at VT. The Baker-Nord Center for the Humanities/ Digital Humanities at CWRU
The Centers identified below (from The International Directory of Digital Humanities Centers19) are merely representative of many others that have been pioneers and exemplars, and others that are so new as yet to appear on any list: Alabama Digital Humanities Center; Center for Digital Humanities (CDH) at the University of South Carolina; Center for Digital Humanities and Culture, Indiana, Pennsylvania; Center for Digital Research in the Humanities – CDRH, Lincoln, NE; The Center for Digital Scholarship at Brown University; Center for Public History + Digital Humanities, Cleveland, OH; Columbia Digital Humanities Center (DHC), New York, NY; CUNY Digital Humanities Initiatives, New York, NY; Digital Humanities 2.0 at the University of Minnesota; The Institute for Digital Arts and Humanities (IDAH) at Indiana University; Institute for Digital Research in the Humanities at the University of Kansas; Maryland Institute for Technology in the Humanities.
These Centers for Digital Humanities continue to be organized for graduate research across the country. In November, 2014, the digital humanities initiative at Rutgers University-Camden announced the official opening of its Digital Studies Center. The
44 DHSS Academic Program Proposal
opening remarks acknowledge the current state of digital humanities: “Digital humanities is a discipline that's been gaining traction over the past few years. Rutgers-Camden is getting on board with this new field.” Optimism for the future of the Center is strong: “As the humanities continue to integrate computer technology and traditional methodologies, the evolving field of digital humanities signals a future of unlimited research implications.”20 Further, this initiative is not limited to graduate centers and faculty research. Rutgers also announced it will offer a Digital Humanities Certificate (18 credits) for undergraduate students.
Rutgers is not the only university to identify Digital Humanities as a priority this year. Rice University has described Digital Humanities of one of three initiatives for the coming year, for three essential reasons: 1) there is an existing research constituency on campus; 2) strong connections can be made between the university and external partners; and 3) project-based programming will add to the university’s curriculum.21 Rice University is also planning a minor for Digital Humanities at the undergraduate level.
While the most visible digital humanities projects are often located within graduate programs at well-funded, research institutions, people at those same institutions and others at primarily undergraduate-focused institutions have started to recognize that this field can be applied to traditional humanities curricula. The movement of Digital Humanities from graduate to undergraduate curriculum is not entirely new, as minors and certificates are offered at as many universities with centers. Unfortunately, opportunities for true encounter with Digital Humanities that remain mainly in minors and certificates provide little of the advantages Digital Humanities has to offer to undergraduate liberal arts students. Most of these curricula are made up of an Introduction course, a computing option, a content area, and an individual project for a total of 15 credit hours. Many of these minors or certificates teach undergraduates about what the digital humanities are and how technology may influence traditional subjects, but do not also teach students how to do the digital humanities as a research effort that can make real contributions to their fields and to the public.
Students looking for degrees in liberal arts will no doubt find universities with Digital Humanities as curricular options, and if they do a google search after a first introduction, they will find 2,620,000 links. RIT will be the first to offer a true undergraduate degree program in Digital Humanities and Social Sciences. This degree will attract attention because students will be offered a full undergraduate curriculum that allows them to follow a career path into the liberal arts but with the integration (rather than mere addition) of computational competency, undergraduate research, and project-based coursework that will make them competitive after graduation.
45 DHSS Academic Program Proposal
7. ACADEMIC SUPPORT SERVICES
The College of Liberal Arts Office of Student Services will provide academic support and advising to students enrolled in the DHSS Bachelor of Science degree program. CLA Students Services has 11 staff members including five professional academic advisors. The academic advisors are well equipped to advise students in the DHSS program and will collaborate with advisors in GCCIS, CIAS, and the Academic Support Center to fully meet the academic needs of students enrolled in this program.
8. *NOT APPLICABLE*
9. *NOT APPLICABLE*
10. PROGRAM ASSESSMENT AND APPROVAL
46 DHSS Academic Program Proposal
Program'Level'Outcomes'Assessment'Plan' Rochester'Institute'of'Technology'
Program'Name/College:'''''BS%Digital%Humanities%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Program'Contact'for'Program'Assessment:'Lisa'Hermsen%
Use'of'Results'Action' Data'Source/Measure' Data'Analysis'Key' Program'Goals' Student'Learning'Outcomes' Academic'Program'Profile' Benchmark' Timeline' Items'and' Curriculum'Mapping' Findings' Dissemination' Please&List&program/ Students&will&be&able&to:&(task,& Alignment&to&the&five&RIT& Assessment&opportunity& Standard,&target,&or& Identify&when&and&how& Identify&who&is& Identify&how&results&are& level&goals& capability,&knowledge,&skills,& essential&outcomes&&/&check& (course/experience)& achievement&level&(usually&a& data&are&collected,& responsible&and&list& used&and&shared.& and&dispositions)&Use& all&that&apply& method/measures,& %)&Statement&of&student& aggregated,&and&analyzed& key&findings& List&any& measurable&verbs.& & assignment/rubric)& Success& recommendations&or& action&items& Determine&the& Analyze&the&value&of&digital& &Critical&Thinking& Media&Archeology&& 80&%&of&students&will&earn& Collection&annually&in&the& Program&Director& Results&will&be&shared& broad&social,&legal,& methods&to&the&cultural& &&Ethical&Reasoning& (NEW&COURSE)& a&C&or&better&on&a&research& second&year&(cycle& working&with& with&program&faculty& andðical& record&by&thinking&critically& &Integrative&Literacies& & project& starting&2018)& faculty& and&cross/college& questions&and& about&tools,&their&uses,&and& &Global& Research&Assignment& Faculty&teaching&the& & Program&Admin& concerns& limitations.& Interconnectedness& course& & Committee& surrounding&digital& Interrogate&digital& &Creative/Innovative& Digital&Ethics& 80&%&of&students&will&earn& Collection&annually&in&the& & & media&and& information&and&evidence&for& Thinking& (NEW&COURSE)& a&C&or&better&on&a&paper& second&year&(cycle& Results&will&also&be& contemporary& validity,&relevance,&and&best& & & starting&2018)& shared&through&RIT’s& culture& practices&for&attribution&and& Critical&Paper& & Annual&Progress& transparency.& Report& Employ&a&range&of&& Use&computational& &Critical&Thinking& ISTE&–&271&Introduction& 80&%&of&students&will&earn& Collection&annually&in&the& & computational&tools& approaches&including& &Ethical&Reasoning& to&Informatics& a&C&or&better&on&& first&year&(cycle&starting& New&program&–&no& for&humanities&or& information&visualization,& &Integrative&Literacies& & 2017)& recommendations&or& social&science& web&design,&markup,&and& &Global& Project&& Faculty&teaching&the& actions&at&this&time& scholarship.& social&networking&software.& Interconnectedness& course& & & Apply&computational&tools& &Creative/Innovative& Introduction&to&Digital& 80&%&of&students&will&earn& Collection&annually&in&the& and&methodologies&in& Thinking& Humanities&& a&C&or&better&on& first&year&(cycle&starting& humanities&or&social&science/ (NEW&COURSE)& designated&project& 2017)& based&inquiry&& & Faculty&teaching&the& Project&& course& Produce&multi/ &Identify&the&development& &Critical&Thinking& COLA&DH&Project&Lab&!& 80&%&of&students&will&earn& Collection&annually&in&the& authored&media& stages&of&a&media&project&and& &Ethical&Reasoning& Final&Team&Project& a&B?&or&better&on&a&final& third&year&(cycle&starting& using& meet&the&needs&and& &Integrative&Literacies& project& 2019)& interdisciplinary& priorities&in&each&stage&of&the& Global& & methodologies.& project&life/cycle& Interconnectedness& Produce&a&completed,& &Creative/Innovative& COLA&DH&Project&Lab&II& 80&%&of&students&will&earn& Collection&annually&in&the& functional&prototype&and& Thinking& & a&B?&or&better&on&the& third&year&(cycle&starting& publication,&giving& Functional&prototype& prototype& 2019)& appropriate&intellectual& and&publication&& & credit.& Recognize&multiple& COLA&DH&Project&II& 90%&of&students&will& Collection&annually&in&the& audiences,&academic&and& & achieve&an&online&presence& third&year&(cycle&starting&
©2011%Rochester%Institute%of%Technology.%All%rights%reserved.% % Page%1 % % %
47 DHSS Academic Program Proposal
Program'Level'Outcomes'Assessment'Plan' Rochester'Institute'of'Technology'
Use'of'Results'Action' Data'Source/Measure' Data'Analysis'Key' Program'Goals' Student'Learning'Outcomes' Academic'Program'Profile' Benchmark' Timeline' Items'and' Curriculum'Mapping' Findings' Dissemination' nonacademic,&to&determine& Final&Team&Project& for&their&project.& 2019)& the&authority&of&digital&work.& & Integrate&data&from& Formulate&a&humanities/ &Critical&Thinking& Capstone& 90%&of&students&will&earn&a& Collection&annually&in&the& multiple&sources& based&inquiry&and&determine& &Ethical&Reasoning& Senior&Capstone&Project& B&or&better&on&capstone& fourth&year&(cycle&starting& with&humanities&or& a&digital&platform&or&tool&that& &Integrative&Literacies& project&& 2020)& social&science& will&address&the&line&of& &Global& & research&to&invent& inquiry.& Interconnectedness& new&expression,& Explore¬ions&of& &Creative/Innovative& creation,& production,&reception,& Thinking& engagement& circulation,&and&preservation& of&digital&scholarship& Assess&participation&in&the& Capstone& Evaluations&from&Public& “digital&culture”:&inclusion& Public&DH&Project& Sites&/&TBD& and&exclusion,&coercion&and& What&type&of&evaluation?& restriction& %
%
%
©2011%Rochester%Institute%of%Technology.%All%rights%reserved.% % Page%2 % % %
48 DHSS Academic Program Proposal
11. *NOT APPLICABLE* 12. *NOT APPLICABLE* 13. *NOT APPLICABLE*
49 DHSS Academic Program Proposal
BLUEPRINT Categories Summary DHSS Program Proposal
The DHSS Program Proposal was created with the Academic Blueprint as inspiration.
Scholarship, Research and Creativity
RIT faculty and students are already engaged in an impressive array of DHSS scholarship. By partnering humanities and social sciences, design, and informatics and computational faculty in team-taught courses, the DHSS program will enhance existing and develop new and robust scholarly collaborations.
Innovative Teaching and Learning
The degree program proposed herein is designed to create opportunities for students to explore new data-intensive techniques and methodologies to pose novel questions in the humanities and social sciences, and to develop the kinds of expertise to apply new inquiry-based knowledge skills in the high-tech, digital-based culture and markets in which we live.
Experiential Learning
The proposed DHSS program is driven by a cross-college, project-based, team-oriented curriculum and pedagogy. The program’s emphasis on design, critical thinking, and applied work will allow students to participate in designing technologies, and the lab courses, co-op or internship, and senior capstone ensure that students will experiment and learn to take risks in order to make meaningful innovations.
International and Global Education
The Digital Humanities are not just dedicated to the development of better tools that store, distribute and develop our humanistic traditions, they actively engage with and enable reasoning, learning and understanding about broader spatial, temporal, and cultural processes. The field not only examines possible technical limitations or improvements, but also takes into account a larger political economy and cultural context.
Synergy and Interdisciplinarity
The DHSS program is a collaborative degree program. In the College of Liberal Arts, this program offers a traditional liberal education, which is given new impact through engagement with digital technology. Coursework combines humanities and social science with computational and design training from the Golisano College for Computing and Information Science (GCCIS) and the College for Imaging Arts and Sciences (CIAS) in areas including human computer interaction, database management, geographic information technologies, and interactivity in new media. These transferable and sought-after capabilities ensure students leave RIT prepared for leadership as digital citizens.
50 DHSS Academic Program Proposal
Inclusive Excellence
Even as programs in STEM continue to purposefully recruit underrepresented populations, curricula in the humanities and social sciences have attracted these student populations at much higher rates. If RIT is to be successful at attracting underrepresented populations, the Institute will not only continue its strategic commitment to programs in STEM fields, but target smart options for students in the liberal arts.
51 DHSS Academic Program Proposal
DHSS Program Proposal BLUEPRINT Criteria Summary
I. Centrality The proposed B.S. in DHSS embodies RIT’s Mission and Values. Central to RIT’s Mission is the rigorous pursuit of “new and emerging career areas.” Digital humanities, though it has gained much ground at the graduate research level, is still an emerging and innovative undergraduate career option that marries creativity to technical skills and critical thinking. The proposed DHSS program is driven by a project-based, team- oriented curriculum and pedagogy. In this sense, it embraces and practices “Student Centeredness” and “Teamwork and Collaboration.” Moreover, students are encouraged to link technical skills to areas of humanities and social science research and scholarship that is only in recent years benefiting from computational research approaches. Thus, DHSS exemplifies the value of “Professional Development and Scholarship.” The Value of “Integrity and Ethics” is part of the foundation of the program, not only in one of its core courses on “Ethics and Emerging Digital Scholarship,” but also across its curricular approach to questions of humanistic and social science research. Because of its integrated curriculum and its openness to allow students to double major, the degree infuses Innovation and Flexibility into RIT’s academic program portfolio. Finally, as is clear from even a cursory review of the humanities and social science research in “cyber studies” or “critical cyber studies,” much of the research on the internet’s promise and peril focuses on questions such as globalization, democratization, transnational cultures, and ethnic identities. In this sense, it opens up a curricular space for the consideration of “Respect, Diversity and Pluralism.” Students will be encouraged to see the ways that digital tools are also part of social and humanistic relations.
II. Marketability The assessment of the current state of the field of Digital Humanities must take into account the growing awareness of Digital Humanities due to the monumental growth of Centers around the country: Digital Humanities at MIT; Digital Humanities and Cornell University: The Digital Humanities Lab at Georgia Tech; The Center for Applied Technologies in the Humanities at VT; and The Baker-Nord Center for the Humanities/ Digital Humanities at CWRU.
While the most visible digital humanities projects are often located within graduate programs at well-funded, research institutions, people at those same institutions and others at primarily undergraduate-focused institutions have started to recognize that this field can be applied to traditional humanities curricula. The movement of Digital Humanities from graduate to undergraduate curriculum is not entirely new, as minors and certificates are offered at as many universities with centers. Unfortunately, opportunities for minors and certificates provide little of the advantages Digital Humanities has to offer to undergraduate liberal arts students. Most of these curricula teach undergraduates about what the digital humanities are and how technology may influence traditional subjects, but do not teach students how to do the digital humanities as a research effort that can make real contributions to their fields and to the public.
52 DHSS Academic Program Proposal
Students looking for degrees in liberal arts will no doubt find universities with Digital Humanities as curricular options, and if they do a google search after a first introduction, they will find 2,620,000 links. Nevertheless RIT will be offer a true undergraduate degree program in Digital Humanities and Social Sciences that allows them to follow a career path into the liberal arts but with the integration of computational competency, undergraduate research, and project-based coursework that will make them competitive after graduation.
III. Quality DHSS is a faculty-led initiative that developed out of existing research collaborations and a perceived need for an innovative form of undergraduate education that balances computational proficiency, humanistic inquiry, generative creativity, and communication skills. Since 2012, faculty from COLA, GCCIS, and CIAS have been meeting as a DHSS working group. This group of 40, which includes endowed chairs, department heads, tenured and tenure-track faculty as well as Wallace Center staff, has hosted workshops, collaborated on research grants and projects, and generated a curriculum subcommittee which, in consultation with department chairs and program directors, proposed this undergraduate degree program.
The DHSS program is a co-authored program administered by the College of Liberal Arts. This is an interdisciplinary program in nature. Faculty from GCCIS, CIAS, and COLA have been involved in the planning of the program and will deliver the curriculum. Given that this program must anticipate strategic growth, the continued collaboration between colleges is essential. The DHSS will utilize the expertise of the faculty in GCCIS, CIAS, and COLA to provide a unique and innovative educational opportunity for students. All three colleges will work in an alliance to develop new courses and manage the curriculum by creating a joint administrative curriculum committee with representation from all three of the college curriculum committees.
The interdisciplinary nature of the degree and its team project-based courses promote integrative literacies and creative and innovative thinking. The team project-based courses and required co-op/internship use internal and external partnerships to ensure that students will learn through collaborative experience and enrich RIT’s relationships with alumni, government, business, and the community.
IV. Financial Viability The curriculum for this program was developed with the assistance of a committee of Unit Heads to determine which classes would be both pedagogically optimal and financially feasible. Letters from Department Chairs, Curriculum Committees, and Deans indicate the financial viability of the program with these enrollment projections. Existing Professional Electives as well as Project Courses have been identified. New courses have been developed with the assistance of new faculty with teaching interests and expertise in the area. The capstones and internship/co-ops will require the time and planning of the program coordinator. Nevertheless, the sheer numbers of faculty already working in the area of DHSS without the support of a program already form a constituency of scholars and teachers ready to work within this program.
53 DHSS Academic Program Proposal
1 Hart Research Associates, “It Takes More Than a Major: Employer Priorities for College Learning and Student Success,” Association of American Colleges 2 Abbott Payson Usher, A History of Mechanical Inventions: Revised Edition (Harvard University Press, 1954), p. 238. 3http://www.digitalhumanities.org/companion/view?docId=blackwell/9781405103213/9781405103213.xml&chunk.id=ss1-2-1&toc.depth=1&toc.id=ss1-2- 1&brand=default 4 http://mkirschenbaum.files.wordpress.com/2011/01/kirschenbaum_ade150.pdf 5 http://melissaterras.blogspot.com/2011/11/stats-and-digital-humanities.html 6 http://digitalhumanities.org/centernet/centers/ 7 http://www.humanities.ufl.edu/digitalhum-funding.html 8 http://www.samplereality.com/2010/11/09/digital-humanities-sessions-at-the-2011-mla/ 9 http://www.samplereality.com/2013/09/19/digital-humanities-at-mla-2014/ 10 http://academicjobs.wikia.com/wiki/Drama,_Speech,_Film_%26_New_Media_2011 11 http://academicjobs.wikia.com/wiki/New_Media_%26_Digital_Humanities_2013 12 “Digital Humanities Inflected Undergraduate Programs,” Nov. 4, 2009, http://tanyaclement.org/2009/11/04/digital-humanities-inflected-undergraduate- programs-2/. 13 http://www.nytimes.com/2010/11/17/arts/17digital.html 14 http://www.nytimes.com/2010/11/17/arts/17digital.html?pagewanted=2 15 Deb Blizzard and Neil Hair, “Curricular Innovation and Creativity,” April 10, 2014. 16 http://www.humanitiesindicators.org/content/indicatordoc.aspx?i=205 17 http://dhdebates.gc.cuny.edu/debates/text/13 18 http://www.cur.org/membership/is_cur_right_for_you/ 19 http://digitalhumanities.org/centernet/centers/ 20 http://news.camden.rutgers.edu/2013/09/rutgers-camden-to-host-lecture-on-emerging-field-of-digital-humanities/ 21 http://hrc.rice.edu/sites/default/files/site_images/hrc-news-2014.pdf
54 DHSS Academic Program Proposal
Appendix A – New or Revised Course Outline Form
DHSS Academic Program Proposal
ROCHESTER INSTITUTE OF TECHNOLOGY
COURSE PROPOSAL FORM
College of Liberal Arts
COLA‐DHSS‐101 Computation and Culture
1.0 Course Designations and Approvals
Required course approvals: Approval Approval granted request date: date:
Academic Unit Curriculum Committee October 20 NA / Same as CCC
College Curriculum Committee October 20 November 4, 2014
Optional designations: Is designation *Approval **Approval granted desired? request date: date:
General Education: Yes Fall 2015
Writing Intensive: No
Honors No
2.0 Course information:
Course title: Computation and Culture
Credit hours: 3
Prerequisite(s): none
Co‐requisite(s): none
Course proposed by: Lisa Hermsen
Effective date: Fall 2015
DHSS Academic Program Proposal
Contact hours Maximum students/section
Classroom 3 24
Lab Mac Lab / COLA
Studio
Other (specify)
2.a Semester(s) offered (check)
Fall x Spring Summer Other
All courses must be offered at least once every 2 years. If course will be offered on a bi‐ annual basis, please indicate here:
2.b Student Requirements
Students required to take this course: (by program and year, as appropriate)
Digital Humanities and Social Sciences
Students who might elect to take the course:
Students seeking electives in History, Communication, English, MUSE
3.0 Goals of the course (including rationale for the course, when appropriate):
The course will:
3.1 introduce students to key concepts and tools in digital approaches to knowledge and meaning‐making;
3.2 provide various foundational concepts, tools, and methods in the digital project‐based work;
3.3 investigate novel relations between individuals, machines and world created by digital technologies.
4.0
DHSS Academic Program Proposal
COLA‐DHSS‐101 Computation and Culture
The course provides a basic introduction to the application of computation in the research and practice of the humanities, arts, and social sciences. The class offers students entry to work with archival theory and practice; textuality and electronic scholarly communication; data mining, analysis, and visualization; the spatial and temporal “turns”; game studies and digital arts. The course offers hands on experimentation with software platforms available to create scholarly production and theoretical approaches to analyze the culture that computation gives rise to. (Credit 3, offered Fall semester)
5.0 Possible resources (texts, references, computer packages, etc.)
Vannevar Bush, "As We May Think" (1945). http://www.theatlantic.com/magazine/archive/1945/07/as‐we‐may‐think/303881/
Edward Ayers, “Does Digital Scholarship Have a Future?” Educause Review (August 5, 2013).
Mullen, Lincoln. “Digital Humanities Is a Spectrum; or, We’re All Digital Humanists Now.”LincolnMullen.com. 29 April 2010.
N. Katherine Hayles’ Writing Machines.
Los Pequeno Glazier. Digital Poetics: The Making of E‐Poetries. Tuscaloosa, AL: U of Alabama P, 2002.
Bolter, Jay David, and Richard Grusin. Remediation: Understanding New Media. Cambridge, MA: MIT Press, 1999.
Geoff McGhee, Journalism in the age of Data, http://flowingdata.com/2010/09/27/journalism‐in‐the‐age‐of‐data/
Roy Rosenzweig, "Can History be Open Source? Wikipedia and the Future of the Past", June 2006
Johanna Drucker, SpecLab: Digital Aesthetics and Projects in Speculative Computing
Burnett, Ron. How Images Think. Cambridge , MA : MIT Press, 2004.
Manovich, Lev. "New Media from Borges to HTML," in The New Media Reader
Murray, Janet. "Inventing the Medium," in The New Media Reader
Richard White, “What Is Spatial History?”
JB Harley, "Deconstructing the Map"
DHSS Academic Program Proposal
Mary Flanagan, “Creating Critical Play”
Shawn Graham, Mesoamerica in Gatineau: Augmented Reality Museum Catalogue Pop‐Up Book
A Companion to Digital Humanities, eds. Susan Schreibman, John Unsworth, Ray Siemens. Read: "The Digital Humanities and Humanities Computing: An Introduction"; Susan Hockey, "A History of Humanities Computing"; Andrea Laue, "How the Computer Works"; and Willard McCarty, "Modeling: A Study of Words and Meanings"
Awarded Digital Projects:
The Rossetti Archive (http://www.rossettiarchive.org/); NINES (Nineteenth Century Scholarship Online): http://www.nines.org/; Women Writers Project:http://www.wwp.brown.edu/; Walt Whitman Archive: http://www.whitmanarchive.org/ Digital Roman Forum: http://dlib.etc.ucla.edu/projects/Forum HyperCities: http://hypercities.com Houston Asian American Archive http://chaocenter.rice.edu/haaa/ South Asian Digital Archive http://www.saadigitalarchive.org/browse/type/oral‐ history Visibility Project http://www.visibilityproject.org/videos/ Women’s Worlds in Qajar Iran http://www.qajarwomen.org/en/ Visualizing Emancipation Visualizing Emancipation
Bethany Nowviskie’s “Ten rules for humanities scholars new to project management”
Stan Ruecker and Milena Radzikowska, “The Iterative Design of a Project Charter for Interdisciplinary Research”
Sharon Leon, “Project Management for Humanists,” alt academy
William Turkel, “A Workflow for Digital Research Using Off‐the‐Shelf Tools”
Natalia Cecire, “Introduction: Theory and the Virtues of the Digital Humanities,” Journal of Digital Humanities, March 9, 2012. (see also other essays in the “Conversations” section)
Wendy Chun, “The Dark Side of the Digital Humanities – Part 1”
Matthew Gold, ed., Debates in the Digital Humanities
DHSS Academic Program Proposal
Alan Liu, “Where Is Cultural Criticism in the Digital Humanities?”
6.0 Topics (outline):
6.1 Identify “digital scholarship” software tools and foundational concepts
6.2 Digital Projects of Note
6.3 Critical Curation: Omeka
6.4 Thick/Spatial Mapping: Geo Tools
6.5 Text Analysis: Wordsmith
6.6 Data Mining, Distant Reading, Cultural Analytics
6.7 HCI, NLP
6.8 Building and Critiquing
7.0 Intended course learning outcomes and associated assessment methods of those outcomes
Course Learning Outcome Assessment Method
Identify key concepts, methods, theories, and emerging Course participation and practices in digital scholarship; Course journal or wiki entries.
Course participation and Summarize a historical overview of the field from its course journal or wiki beginnings in the post‐World War II era to the present; entries.
Course participation and Analyze the transformation of disciplines such as literature, Course journal or wiki history, philosophy, communication, political science, and entries. linguistics, among others; Project using software Identify fundamental problems and opportunities in platforms for digital creating, interpreting, preserving, and transmitting the scholarship. human cultural record; Project using off‐the‐ shelf software platforms Identify areas where the humanities and social sciences for digital scholarship. intersect with digital tools for analysis and interpretation;
DHSS Academic Program Proposal
8.0 Program outcomes and/or goals supported by this course
Analyze the value of digital methods to the cultural record by thinking critically about tools, their uses, and limitations.
Identify computational tools and methodologies for use in humanities and social science‐ based inquiry
9.0
General Education Learning Outcome Supported by the Assessment Course, if appropriate Method
Communication
Express oneself effectively in common college‐level written forms using standard American English
Revise and improve written products
Express oneself effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English‐based Signing)
Comprehend information accessed through reading and discussion
Intellectual Inquiry
Review, assess, and draw conclusions about hypotheses and theories
Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions
Construct logical and reasonable arguments that include anticipation of counterarguments
x Use relevant evidence gathered through accepted scholarly Project using methods and properly acknowledge sources of information off‐the‐shelf software platforms for digital
DHSS Academic Program Proposal
scholarship.
Ethical, Social and Global Awareness
Analyze similarities and differences in human experiences and consequent perspectives
Examine connections among the world’s populations
x Identify contemporary ethical questions and relevant Course stakeholder positions participation and Course journal or wiki entries.
Scientific, Mathematical and Technological Literacy
Demonstrate knowledge of basic principles and concepts of one of the natural sciences
Apply methods of scientific inquiry and problem solving to contemporary issues
Comprehend and evaluate mathematical and statistical information
Perform college‐level mathematical operations or apply statistical techniques
x Describe the potential and the limitations of technology Course participation and Course journal or wiki entries.
x Use appropriate technology to achieve desired outcomes Course participation and Course journal or wiki entries.
Creativity, Innovation and Artistic Literacy
DHSS Academic Program Proposal
x Demonstrate creative/innovative approaches to course‐ Project using based assignments or projects off‐the‐shelf software platforms for digital scholarship.
Interpret and evaluate artistic expression considering the cultural context in which it was created
10.0 Other relevant information (such as special classroom, studio, or lab needs,
special scheduling, media requirements, etc.)
DHSS Academic Program Proposal
ROCHESTER INSTITUTE OF TECHNOLOGY
COURSE PROPOSAL FORM
College of Liberal Arts
COLA‐DHSS 102––Industrial Origins of the Digital Age
1.0 Course Designations and Approvals
Required course approvals: Approval Approval granted request date: date:
Academic Unit Curriculum Committee October 20 NA‐same as CCC
College Curriculum Committee October 20 November 4, 2014
Optional designations: Is designation *Approval **Approval granted desired? request date: date:
General Education: No
Writing Intensive: No
Honors No
2.0 Course information:
Course title: Industrial Origins of the Digital Age
Credit hours: 3
Prerequisite(s): None
Co‐requisite(s): None
Course proposed by: Lisa Hermsen
Effective date: Fall 2015
DHSS Academic Program Proposal
Contact hours Maximum students/section
Classroom 3 32
Lab
Studio
Other (specify)
2.a Semester(s) offered (check)
Fall Spring x Summer Other
All courses must be offered at least once every 2 years. If course will be offered on a bi‐ annual basis, please indicate here:
2.b Student Requirements
Students required to take this course: (by program and year, as appropriate)
Digital Humanities
Students who might elect to take the course:
Students seeking electives in English, History, Communication or New Media
3.0 Goals of the course
The course will:
3.1 require that students examine media forms that were in their time contested, adopted, or discarded;
3.2 provide students an overview of the complex role old or dead media continue to play in media history;
3.3 challenge students to ask questions about the nature of new media now embedded in everyday practice;
3.4 engage students in negotiations among the contentious divisions, unforeseen patterns, and thematic layers that connect the material and social aspects of media technology;
DHSS Academic Program Proposal
3.5 challenge students to account for the role of media in the beginnings of U.S. America’s economic status and entry into globalization.
4.0 Course description
COLA‐DHSS‐102 Industrial Origins of the Digital Age
The central focus of this course will be the excavation of textual, visual, and sonic materials, obsolete or emerging. The archaeological metaphor evokes both the desire to recover material traces of the past and the imperative to situate those traces in their social, cultural, and political contexts. How does the digital age imagine backwards to the Industrial Age and vice versa? Is it true that virtually everything that is being invented now for a digital age had its origins in the late nineteenth and early twentieth century industrial age? (inventions of telegraphy and telephony, electricity, photography, cinema, the automobile, the Dewey Decimal and Library of Congress classification systems, muckraking and sensationalist journalism, celebrity culture, the skyscraper, the office, the typewriter, the Brownie camera). We will take a research approach that explores moments in which both familiar and unfamiliar devices have yet to emerge as significant or disappear as curiosities. (Credit 3, offered Fall semester)
5.0 Possible resources (texts, references, computer packages, etc.)
Jay David Bolter and Richard Grusin, Remediation: Understanding New Media.(Cambridge: MITPress, 1999)
Wolfgang Ernst, Digital Memory and the Archive (Minneapolis: U of MP, 2013)
N. Katherine Hayles, How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics (Chicago: University of Chicago, 1999)
Friedrich Kittler, Gramophone, Film, Typewriter (Stanford: Stanford University Press, (1999, [1986])
Lisa Gitelman, New Media 1740‐1915 (Cambridge: MIT Press, 2003)
Lisa Gitelman, Paper Knowledge (Durham: Duke UP, 2014)
Lev Manovich, The Language of New Media (Cambridge: MIT Press, 2001)
Jussi Parika, What is Media Archeology? (Cambridge: Rolity Press, 2012)
DHSS Academic Program Proposal
6.0 Topics (outline):
6.1 Introduction to “media archeology.”
6.2 Beyond the “futurology tropes”
6.3 The novelty and the crisis of new media technologies
6.3 Untimely, unborn, impossible media technologies
6.4 Assembled, consumed, processed media artifacts
6.4 Material Artifacts as Information Processing and Cultural Engineering
6.5 The Multimedia Archive (phonograph, photograph, clock, radio, television, film)
6.6 Media in Transition (and technical discontinuity‐‐PDF, JPG, source code, software)
6.7 What happened to the library card catalogue?
7.0 Intended course learning outcomes and associated assessment methods of those outcomes
Course Learning Outcome Assessment Method
Summarize the work of media archeology. Participation, Online Discussion, Essay
Assignment Explain how some media artifacts are created, preserved and emerge in cultural exchange among a public. Participation, Online Discussion, Essay Assignment Explain how some media artifacts are imagined but never made possible by a public. Participation, Online Discussion, Essay Assignment Analyze a media artifact using the principles of media archeology. Participation, Online Discussion, Essay Assignment Identify a current media in a moment of transitional “crisis.”
Explain the continuities and discontinuities of old and new Presentation media in context of Reconstruction/Reform to Nationalization/Globalization.
Essay Assignment
DHSS Academic Program Proposal
8.0 Program outcomes and/or goals supported by this course
Analyze the value of digital methods to the cultural record by thinking critically about tools, their uses, and limitations.
Assess participation in the “digital culture”: inclusion and exclusion, coercion and restriction
9.0
General Education Learning Outcome Supported by the Assessment Course, if appropriate Method
Communication
Express oneself effectively in common college‐level written forms using standard American English
Revise and improve written products
Express oneself effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English‐based Signing)
Comprehend information accessed through reading and discussion
Intellectual Inquiry
Review, assess, and draw conclusions about hypotheses and theories
x Analyze arguments, in relation to their premises, Participation, assumptions, contexts, and conclusions Online Discussion, Essay Assignment
Construct logical and reasonable arguments that include anticipation of counterarguments
x Use relevant evidence gathered through accepted scholarly Participation, methods and properly acknowledge sources of information Online Discussion, Essay Assignment
DHSS Academic Program Proposal
Ethical, Social and Global Awareness
Analyze similarities and differences in human experiences and consequent perspectives
Examine connections among the world’s populations
Identify contemporary ethical questions and relevant stakeholder positions
Scientific, Mathematical and Technological Literacy
Demonstrate knowledge of basic principles and concepts of one of the natural sciences
Apply methods of scientific inquiry and problem solving to contemporary issues
Comprehend and evaluate mathematical and statistical information
Perform college‐level mathematical operations or apply statistical techniques
x Describe the potential and the limitations of technology Participation, Online Discussion, Essay Assignment
Use appropriate technology to achieve desired outcomes
Creativity, Innovation and Artistic Literacy
Demonstrate creative/innovative approaches to course‐ based assignments or projects
Interpret and evaluate artistic expression considering the cultural context in which it was created
10.0 Other relevant information (such as special classroom, studio, or lab needs,
special scheduling, media requirements, etc.)
DHSS Academic Program Proposal
ROCHESTER INSTITUTE OF TECHNOLOGY
COURSE PROPOSAL FORM
College of Liberal Arts
COLA‐DHSS 103–Ethics in the Emerging Digital
1.0 Course Designations and Approvals
Required course approvals: Approval Approval granted request date: date:
Academic Unit Curriculum Committee October 20 NA‐ same as CCC
College Curriculum Committee October 20 November 4, 2014
Optional designations: Is designation *Approval **Approval granted desired? request date: date:
General Education: Yes Fall 2015
Writing Intensive: No
Honors No
2.0 Course information:
Course title: Ethics in the Emerging Digital
Credit hours: 3
Prerequisite(s): None
Co‐requisite(s): None
Course proposed by: Lisa Hermsen
Effective date: Fall 2015
DHSS Academic Program Proposal
Contact hours Maximum students/section
Classroom 3 32
Lab
Studio
Other (specify)
2.a Semester(s) offered (check)
Fall Spring x Summer Other
All courses must be offered at least once every 2 years. If course will be offered on a bi‐ annual basis, please indicate here:
2.b Student Requirements
Students required to take this course:
Digital Humanities and Social Sciences
Students who might elect to take the course:
Students seeking electives in English, History, Communication or New Media
3.0 Goals of the course
Students will:
3.1 identify key values for working in a digital scholarly community, including standards for collaboration among diverse participants and experts; 3.2 follow standards for intellectual property, and copyright law; 3.3 practice freedom of inquiry with integrity (while respecting professional standards for evidence); 3.4 articulate the civic role for promoting access, diversity, and preservation; 3.5 use digital technologies to share knowledge and build communities; 3.6 practice constructive criticism of digital technologies and the potential for social and cultural exclusions and the creation of a homogeneous hierarchy.
DHSS Academic Program Proposal
4.0 Course description
COLA‐DHSS‐103 Ethics in the Emerging Digital
The course will examine various contemporary and global issues of digital citizenship and new ethical challenges raised by digital technology. The course will raise questions regarding how digital technology has changed citizenship practices: Who has access to full citizenship, and why? What responsibilities are entailed in digital citizenship? Themes may include the nature and value of digital technology; the relations between digital technologies and knowledge‐making/meaning‐making; the value of information privacy; the role of digital media in society and human interactions; issues arising from the life‐cycle of new digital tools and data repositories; and questions broadly related to questions of accessibility, representation, and sustainability as applied to digital technologies. Topics may also include research ethics, piracy and file sharing, hacktivism, copyright and fair use, end‐user license agreements, alternative news media, and participatory culture. Students will take up both broad ethical issues and specific professional codes and policy in diverse domains. (Credit 3, offered Spring semester)
5.0 Possible resources (texts, references, computer packages, etc.)
Julia Lane, et al, eds., Privacy, Big Data and the Public Good: Frameworks for Engagement (Cambridge University Press: 2014).
Mark Graham and William Dutton, eds., Society and the Internet: How Networks of Information and Communication are Changing Our Lives (Oxford University Press: 2014).
Charles Ess, Digital Media Ethics (Polity Press: 2014, second ed.).
Don Heider and Adrienne Massanari, eds., Digital Ethics: Research and Practice (Peter Lang Publishing: 2012).
David Tewksbury and Jason Rittenberg, News on the Internet: Information and Citizenship in the 21st Century (Oxford University Press: 2012).
Robert McChesney, Digital Disconnect: How Capitalism is Turning the Internet Against Democracy (The New Press: 2013).
Mark Bauerlein, ed., The Digital Divide: Arguments for and Against Facebook, Google, Texting, and the Age of Social Networking (Penguin: 2011).
Christopher Kelly, The Fog of Freedom.
DHSS Academic Program Proposal
http://kelty.org/or/papers/Kelty_2014_Fog_of_Freedom.pdf
Charles Kilbert et al, eds., Working Towards Sustainability: Ethical Decision‐Making in a Technological World (Wiley: 2011).
Centre for Digital Citizenship, University of Leeds: http://media.leeds.ac.uk/research/research‐centres/centre‐for‐digital‐citizenship/
Karen Mossberger, Caroline Tolbert and Ramona McNeal, Digital Citizenship: The Internet, Society, and Participation (The MIT Press, 2007).
Manuel Castells, Networks of Outrage and Hope: Social Movements in the Internet Age (Polity: 2012)
Jason B. Ohler, Digital Community, Digital Citizen (Corwin: 2010).
Bogost, Ian. Persuasive games: the expressive power of videogames. Cambridge, Mass.: MIT Press, 2007. Print.
Bogost, Ian, and Simon Ferrari. Newsgames: journalism at play. Cambridge, Mass.: MIT Press, 2010. Print.
ItoÌ Mizuko. Living and learning with new media: summary of findings from the digital youth project. Cambridge, Mass.: MIT Press, 2009. Print.
James, Carrie. Young people, ethics, and the new digital media a synthesis from the GoodPlay project. Cambridge, Mass.: MIT Press, 2009. Print.
Jenkins, Henry. Convergence culture: where old and new media collide. New York: New York University Press, 2006. Print.
Jenkins, Henry. Fans, bloggers, and gamers: exploring participatory culture. New York: New York University Press, 2006. Print.
Kahne, Joseph, Ellen Middaugh, and Chris Evans. The civic potential of video games. Cambridge, Mass.: MIT Press, 2009. Print.
Salen, Katie. The ecology of games: connecting youth, games, and learning. Cambridge, Mass.: MIT Press, 2008. Print.
DHSS Academic Program Proposal
6.0 Topics (outline):
6.1 Overview: How has digital technology, including the internet, changed citizenship and scholarship practices?
6.2 Introduction to research ethics
6.3 Research ethics 2: IRBs and informed consent
6.4 Research ethics 3: Big data, disclosure, and privacy
6.5 The persuasive rhetoric of games
6.6 Intellectual property, copyright, and attribution
6.7 Civic engagement in the Internet age
6.8 News on the Internet and the “filter effect”
6.9 Digital Divides
6.10 Race, gender, & representation online
6.11 Sustainability & digital technologies
6.12 Social media and social movements
6.13 Impacts of digital technology on civic policy
6.14 Contemporary Case (e.g. Anonymous & Radical Hacking)
7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row).
Course Learning Outcome Assessment Method
Summarize intellectual property rights, including digital Course journal or wiki copyrights and patents. entries.
Identify issues associated with online privacy. Course journal or wiki entries.
Analyze professional and ethical responsibilities as members of a research community. Digital scholarship project Use methods and tools of analysis (ethical frameworks) to
DHSS Academic Program Proposal
identify and evaluate choices in design and development of Digital scholarship work and research. project.
Debate the emerging issues related to online social movements and civic engagement . Course participation and Course journal or wiki entries.
8.0 Program outcomes and/or goals supported by this course embedded into the course, if appropriate
Determine the broad social, legal, and ethical questions and concerns surrounding digital media and contemporary culture.
9.0
General Education Learning Outcome Supported by the Assessment Course, if appropriate Method
Communication
Express oneself effectively in common college‐level written forms using standard American English
Revise and improve written products
Express oneself effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English‐based Signing)
Comprehend information accessed through reading and discussion
Intellectual Inquiry
x Review, assess, and draw conclusions about hypotheses and Digital theories scholarship project. Course participation and Course journal or wiki entries.
DHSS Academic Program Proposal
x Analyze arguments, in relation to their premises, Digital assumptions, contexts, and conclusions scholarship project.
Construct logical and reasonable arguments that include anticipation of counterarguments
x Use relevant evidence gathered through accepted scholarly Digital methods and properly acknowledge sources of information scholarship project.
Ethical, Social and Global Awareness
Analyze similarities and differences in human experiences and consequent perspectives
Examine connections among the world’s populations
x Identify contemporary ethical questions and relevant Digital stakeholder positions scholarship project. Course participation and Course journal or wiki entries.
Scientific, Mathematical and Technological Literacy
Demonstrate knowledge of basic principles and concepts of one of the natural sciences
Apply methods of scientific inquiry and problem solving to contemporary issues
Comprehend and evaluate mathematical and statistical information
Perform college‐level mathematical operations or apply statistical techniques
x Describe the potential and the limitations of technology Course participation and Course journal or wiki entries.
DHSS Academic Program Proposal
Use appropriate technology to achieve desired outcomes
Creativity, Innovation and Artistic Literacy
Demonstrate creative/innovative approaches to course‐ based assignments or projects
Interpret and evaluate artistic expression considering the cultural context in which it was created
10.0 Other relevant information (such as special classroom, studio, or lab needs,
special scheduling, media requirements, etc.)
DHSS Academic Program Proposal
ROCHESTER INSTITUTE OF TECHNOLOGY
COURSE PROPOSAL FORM College of Liberal Arts
COLA‐DHSS–377 Media Narrative
1.0 Course Designations and Approvals
Required course approvals: Approval Approval granted request date: date:
Academic Unit Curriculum Committee October 20 NA‐same as CCC
College Curriculum Committee October 20 November 4, 2014
Optional designations: Is designation *Approval **Approval granted desired? request date: date:
General Education: Yes
Writing Intensive: Yes
Honors No
2.0 Course information:
Course title: Media Narrative
Credit hours: 3
Prerequisite(s): None
Co‐requisite(s): None
Course proposed by: Lisa Hermsen
Effective date: Fall 2015
DHSS Academic Program Proposal
Contact hours Maximum students/section
Classroom 3 20
Lab
Studio
Other (specify)
2.a Semester(s) offered (check)
Fall Spring x Summer Other
All courses must be offered at least once every 2 years. If course will be offered on a bi‐ annual basis, please indicate here:
2.b Student Requirements
Students required to take this course:
Digital Humanities and Social Sciences
Students who might elect to take the course:
Students seeking electives in English, History, Communication or New Media
3.0 Goals of the course
Students will:
3.1 identify narrative forms across media; 3.2 acquire skills in critical analysis of interactive narrative formats, including close analysis of digital and non‐digital narratives. 3.3 practice crafting non‐linear/interactive narratives 3.4 develop digital and non‐digital collaborative projects that explore the complex relationships of narrative and interactivity in a hands‐on, workshop format. 3.5 develop skills of collaborative project management.
DHSS Academic Program Proposal
4.0 Course description
COLA–DHSS–377 Media Narrative
The contemporary understanding of communication and narrative is quickly shifting in a world where media is ubiquitous. The "language of new media" is the thematic used in this course to discuss contemporary and historic forms of non‐linear narrative. Students will explore the properties of non‐linear, multi‐linear, and interactive forms of narratives. This course will survey some of the possibilities, examining both traditional and new media such as oral storytelling, literature, poetry, visual arts, museum exhibits, architecture, hypertext fiction, Net Art and computer games. Writers on communication culture, gaming, television, digital aesthetics, contemporary art and film, as well as synchronic narrative will be addressed. The focus is to develop critical tools to analyze contemporary media as well as a minimal level of practical implementation. Students will produce a final media project. (Credit 3, offered Spring semester)
5.0 Possible resources (texts, references, computer packages, etc.)
Borges, Jorge Luis. "The Garden of Forking Paths." Hypertext.
———. "The Garden of Forking Paths." Collected Fictions. Translated by Andrew Hurley. New York, NY: Penguin, 1999.
Bush, Vannevar. "As We May Think." Atlantic Monthly, July 1945.
Murray, Janet H. Hamlet on the Holodeck. Cambridge, MA: The MIT Press, 1998.
Nelson, Theodor H. Literary Machines. Sausalito, CA: Mindful Press, 1982.
Henry Jenkins, “Searching for the Origami Unicorn: The Matrix and Transmedia Storytelling,” Convergence Culture: Where Old and New Media Collide (New York: New York University Press, 2006), pp. 93‐130.
Henry Jenkins, Sam Ford, and Joshua Green, “Courting Supporters for Independent Media,” Spreadable Media: Creating Meaning and Value in a Networked Culture (New York: New York University Press, 2013), pp. 229‐258
Derek Johnson, Media Franchises: Creative Licensing and Collaboration in the Creative Industries (New York: New York University Press, 2013)
Andrea Phillips, A Creator’s Guide to Transmedia Storytelling (New York: McGraw‐Hill, 2012)
Michael Saler, As If: Modern Enchantment and the Literary Prehistory of Virtual Reality (Oxford: Oxford University Press, 2011)
Mark J. P. Wolf, Building Imaginary Worlds: The Theory and History of Subcreation (London:
DHSS Academic Program Proposal
Routledge, 2013)
Writing Samples:
Digital Storytelling (http://www.onlyrevolutions.com/)
6.0 Topics (outline):
6.1 Hypertext and Interactive Fiction
6.2 Electronic Literature
6.3 Storytelling for the Public (e.g. Podcasts)
6.4 Networked Fiction
6.5 Center for Digital Storytelling (all categories: community, education, family, health, identity and place).
6.6 Storytelling in Print and Post‐Print (web writing, twitter narratives, flash fiction)
6.7 Interactive Narrative
7.0 Intended course learning outcomes and associated assessment methods of those outcomes (please include as many Course Learning Outcomes as appropriate, one outcome and assessment method per row).
Course Learning Outcome Assessment Method
Comprehend narrative storytelling in digital linear and MicroBlogging nonlinear formats MicroBlogging, Communicate effectively using key elements of narrative constrained web writing, across a variety of digital media and practices Podcast
Production of a digital document using the Create narrative storytelling that is “born digital” assigned software platforms, exported in the assigned formats, and successfully uploaded, copied, exported
DHSS Academic Program Proposal
Production of a digital document using the Apply critical narrative theory to the creation of assigned software creative digital writing platforms, exported in the assigned formats, and successfully uploaded, copied, exported
8.0 Program outcomes and/or goals supported by this course embedded into the course, if appropriate
Identify the development stages of a media project and meet the needs and priorities in each stage of the project life‐cycle.
Produce a completed, functional prototype and publication, giving appropriate intellectual credit.
Identify multiple audiences, academic and nonacademic, to determine the authority of your digital work.
9.0
General Education Learning Outcome Supported by the Assessment Course, if appropriate Method
Communication
Express oneself effectively in common college‐level written forms using standard American English
x Revise and improve written products Digital critical creative project. Course participation and course blog entries.
x Express oneself effectively in presentations, either in Digital critical spoken standard American English or sign language creative project. (American Sign Language or English‐based Signing) Course participation and
DHSS Academic Program Proposal
course blog entries.
Comprehend information accessed through reading and discussion
Intellectual Inquiry
Review, assess, and draw conclusions about hypotheses and theories
Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions
Construct logical and reasonable arguments that include anticipation of counterarguments
Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information
Ethical, Social and Global Awareness
Analyze similarities and differences in human experiences and consequent perspectives
Examine connections among the world’s populations
Identify contemporary ethical questions and relevant stakeholder positions
Scientific, Mathematical and Technological Literacy
Demonstrate knowledge of basic principles and concepts of one of the natural sciences
Apply methods of scientific inquiry and problem solving to contemporary issues
Comprehend and evaluate mathematical and statistical information
Perform college‐level mathematical operations or apply statistical techniques
Describe the potential and the limitations of technology
Use appropriate technology to achieve desired outcomes
DHSS Academic Program Proposal
Creativity, Innovation and Artistic Literacy
x Demonstrate creative/innovative approaches to course‐ Digital critical based assignments or projects creative project. Course participation and course blog entries.
x Interpret and evaluate artistic expression considering the Digital critical cultural context in which it was created creative project. Course participation and course blog entries.
10.0 Other relevant information (such as special classroom, studio, or lab needs,
special scheduling, media requirements, etc.)
DHSS Academic Program Proposal
OCHESTER INSTITUTE OF TECHNOLOGY
COURSE PROPOSAL FORM College of Liberal Arts
COLA‐DHSS 489–DHSS Capstone I
1.0 Course Designations and Approvals
Required course approvals: Approval Approval granted request date: date:
Academic Unit Curriculum Committee October 20 Same as CCC
College Curriculum Committee October 20 November 4, 2014
Optional designations: Is designation *Approval **Approval granted desired? request date: date:
General Education: No
Writing Intensive: No
Honors No
2.0 Course information:
Course title: DHSS Capstone I
Credit hours: 3
Prerequisite(s): None
Co‐requisite(s): None
Course proposed by: Lisa Hermsen
Effective date: Fall 2015
DHSS Academic Program Proposal
Contact hours Maximum students/section
Classroom 3 20
Lab
Studio
Other (specify)
2.a Semester(s) offered (check)
Fall x Spring Summer Other
All courses must be offered at least once every 2 years. If course will be offered on a bi‐ annual basis, please indicate here:
2.b Student Requirements
Students required to take this course:
Digital Humanities and Social Sciences
Students who might elect to take the course:
Students seeking electives in English, History, Communication or New Media
3.0 Goals of the course
Students will:
3.1 produce and publish online an innovative electronic project of their own design;
3.2 interrogate digital information and evidence for validity, relevance, and best practices for attribution and transparency;
3.2 develop skills of collaborative project management.
DHSS Academic Program Proposal
4.0 Course description
COLA‐DHSS‐489 Capstone I
This course is intended for students in the DHSS program to produce critical and creative projects that apply digital technologies to a field of inquiry in the humanities and/or social sciences, while being guided by faculty advisors. Students will acquire a client (faculty member, not‐for‐profit organization, or cultural heritage site) and will be supervised by the advisor as they develop the research agenda, develop the project management plan, construct all necessary IRB materials, intellectual property documents, and copyright permissions, and develop a working prototype. This course will culminate in an online publishable project and a written rationale with theoretical grounding, as well as explanation of practical decisions and applications. It is expected that the project will be somewhat novel, will extend the theoretical understanding of previous work, and go well beyond any similar projects that they might have contributed to in any of their previous courses. The 6‐hour course sequence is designed to be distributed over two consecutive semesters in order to allow for long‐term, in‐depth development of projects. (Credit 3, offered Fall, Spring semester)
5.0 Possible resources (texts, references, computer packages, etc.) http://dh101.humanities.ucla.edu/ http://digitalhumanitiesnow.org/ http://journalofdigitalhumanities.org/ http://www.digitalhumanities.org/dhq/ http://liu.english.ucsb.edu/the‐digital‐humanities‐and‐identity‐issues/
6.0 Topics (outline):
6.1 Project Proposal
6.2 Iterative Prototyping
6.3 Documenting Process
6.4 Project Progress Report
6.5 Reflexive Deliberation
6.6 “Fluid Projects”
DHSS Academic Program Proposal
6.7 Multiple Institutions and Different Professions
7.0 Intended course learning outcomes and associated assessment methods of those outcomes
Course Learning Outcome Assessment Method
Identify the development stages of a media project and meet the Production of a digital needs and priorities in each stage of the project life‐cycle. document
Produce a completed, functional prototype and publication, Production of a digital giving appropriate intellectual credit. document
Identify multiple audiences, academic and nonacademic, to Written statement of determine the authority of your digital work. rationale.
8.0 Program outcomes and/or goals supported by this course embedded into the course, if appropriate
Integrate data from multiple sources with humanities research to invent new expression, creation, engagement.
Explore notions of production, reception, circulation, and preservation of digital scholarship.
Assess participation in the “digital culture”: inclusion and exclusion, coercion and restriction.
9.0
General Education Learning Outcome Supported by the Assessment Course, if appropriate Method
Communication
Express oneself effectively in common college‐level written forms using standard American English
x Revise and improve written products Digital critical creative project. Written rationale.
DHSS Academic Program Proposal
x Express oneself effectively in presentations, either in Digital critical spoken standard American English or sign language creative project. (American Sign Language or English‐based Signing) Written rationale.
Comprehend information accessed through reading and discussion
Intellectual Inquiry
Review, assess, and draw conclusions about hypotheses and theories
Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions
Construct logical and reasonable arguments that include anticipation of counterarguments
Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information
Ethical, Social and Global Awareness
Analyze similarities and differences in human experiences and consequent perspectives
Examine connections among the world’s populations
Identify contemporary ethical questions and relevant stakeholder positions
Scientific, Mathematical and Technological Literacy
Demonstrate knowledge of basic principles and concepts of one of the natural sciences
Apply methods of scientific inquiry and problem solving to contemporary issues
Comprehend and evaluate mathematical and statistical information
Perform college‐level mathematical operations or apply statistical techniques
x Describe the potential and the limitations of technology Written rationale.
x Use appropriate technology to achieve desired outcomes Digital critical creative project.
DHSS Academic Program Proposal
Written rationale.
Creativity, Innovation and Artistic Literacy
x Demonstrate creative/innovative approaches to course‐ Digital critical based assignments or projects creative project.
Interpret and evaluate artistic expression considering the cultural context in which it was created
10.0 Other relevant information (such as special classroom, studio, or lab needs,
special scheduling, media requirements, etc.)
DHSS Academic Program Proposal
OCHESTER INSTITUTE OF TECHNOLOGY
COURSE PROPOSAL FORM College of Liberal Arts
COLA‐DHSS 489–DHSS Capstone II
1.0 Course Designations and Approvals
Required course approvals: Approval Approval granted request date: date:
Academic Unit Curriculum Committee October 20 Same as CCC
College Curriculum Committee October 20 November 4, 2014
Optional designations: Is designation *Approval **Approval granted desired? request date: date:
General Education: No
Writing Intensive: No
Honors No
2.0 Course information:
Course title: DHSS Capstone II
Credit hours: 3
Prerequisite(s): None
Co‐requisite(s): None
Course proposed by: Lisa Hermsen
Effective date: Fall 2015
DHSS Academic Program Proposal
Contact hours Maximum students/section
Classroom 3 20
Lab
Studio
Other (specify)
2.a Semester(s) offered (check)
Fall Spring x Summer Other
All courses must be offered at least once every 2 years. If course will be offered on a bi‐ annual basis, please indicate here:
2.b Student Requirements
Students required to take this course:
Digital Humanities and Social Sciences
Students who might elect to take the course:
Students seeking electives in English, History, Communication or New Media
3.0 Goals of the course
Students will:
3.1 produce and publish online an innovative electronic project of their own design;
3.2 interrogate digital information and evidence for validity, relevance, and best practices for attribution and transparency;
3.2 develop skills of collaborative project management.
DHSS Academic Program Proposal
4.0 Course description
COLA‐DHSS‐499 Capstone II
This course is intended for students in the DHSS program to produce critical and creative projects that apply digital technologies to a field of inquiry in the humanities and/or social sciences, while being guided by faculty advisors. Students will acquire a client (faculty member, not‐for‐profit organization, or cultural heritage site) and will be supervised by the advisor as they develop the research agenda, develop the project management plan, construct all necessary IRB materials, intellectual property documents, and copyright permissions, and develop a working prototype. This course will culminate in an online publishable project and a written rationale with theoretical grounding, as well as explanation of practical decisions and applications. It is expected that the project will be somewhat novel, will extend the theoretical understanding of previous work, and go well beyond any similar projects that they might have contributed to in any of their previous courses. The 6‐hour course sequence is designed to be distributed over two consecutive semesters in order to allow for long‐term, in‐depth development of projects. (Credit 3, offered Fall, Spring semester)
5.0 Possible resources (texts, references, computer packages, etc.) http://dh101.humanities.ucla.edu/ http://digitalhumanitiesnow.org/ http://journalofdigitalhumanities.org/ http://www.digitalhumanities.org/dhq/ http://liu.english.ucsb.edu/the‐digital‐humanities‐and‐identity‐issues/
6.0 Topics (outline):
6.1 Project Proposal
6.2 Iterative Prototyping
6.3 Documenting Process
6.4 Project Progress Report
6.5 Reflexive Deliberation
6.6 “Fluid Projects”
DHSS Academic Program Proposal
6.7 Multiple Institutions and Different Professions
7.0 Intended course learning outcomes and associated assessment methods of those outcomes
Course Learning Outcome Assessment Method
Identify the development stages of a media project and meet the Production of a digital needs and priorities in each stage of the project life‐cycle. document
Produce a completed, functional prototype and publication, Production of a digital giving appropriate intellectual credit. document
Identify multiple audiences, academic and nonacademic, to Written statement of determine the authority of your digital work. rationale.
8.0 Program outcomes and/or goals supported by this course embedded into the course, if appropriate
Integrate data from multiple sources with humanities research to invent new expression, creation, engagement.
Explore notions of production, reception, circulation, and preservation of digital scholarship.
Assess participation in the “digital culture”: inclusion and exclusion, coercion and restriction.
9.0
General Education Learning Outcome Supported by the Assessment Course, if appropriate Method
Communication
Express oneself effectively in common college‐level written forms using standard American English
x Revise and improve written products Digital critical creative project. Written rationale.
DHSS Academic Program Proposal
x Express oneself effectively in presentations, either in Digital critical spoken standard American English or sign language creative project. (American Sign Language or English‐based Signing) Written rationale.
Comprehend information accessed through reading and discussion
Intellectual Inquiry
Review, assess, and draw conclusions about hypotheses and theories
Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions
Construct logical and reasonable arguments that include anticipation of counterarguments
Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information
Ethical, Social and Global Awareness
Analyze similarities and differences in human experiences and consequent perspectives
Examine connections among the world’s populations
Identify contemporary ethical questions and relevant stakeholder positions
Scientific, Mathematical and Technological Literacy
Demonstrate knowledge of basic principles and concepts of one of the natural sciences
Apply methods of scientific inquiry and problem solving to contemporary issues
Comprehend and evaluate mathematical and statistical information
Perform college‐level mathematical operations or apply statistical techniques
x Describe the potential and the limitations of technology Written rationale.
x Use appropriate technology to achieve desired outcomes Digital critical creative project.
DHSS Academic Program Proposal
Written rationale.
Creativity, Innovation and Artistic Literacy
x Demonstrate creative/innovative approaches to course‐ Digital critical based assignments or projects creative project.
Interpret and evaluate artistic expression considering the cultural context in which it was created
10.0 Other relevant information (such as special classroom, studio, or lab needs,
special scheduling, media requirements, etc.)
DHSS Academic Program Proposal
Appendix B
From: Edward A Lincoln Sent: Tuesday, September 23, 2014 2:10 PM To: Babak Elahi Cc: Lisa Hermsen; James Winebrake; James G. Miller (EMCS VP); Daniel Shelley Subject: RE: Digital Humanities Proposal
Babak,
As requested, I am providing you with an enrollment projection for the proposed bachelors of science degree program in digital humanities and social sciences. Please incorporate this information into the final program proposal and return a copy of that proposal to us. Upon receipt and review of the full final proposal, Dr. Miller will provide a formal certification of the market analysis and enrollment projection.
1. The program will attract new students from both freshman and transfer markets with the majority of new students entering in the fall. In addition, given RIT’s recent conversion to a semester calendar, spring semester is an even more opportune time for new students to enroll, especially transfer students. 2. Most of the students will come from the Middle Atlantic States – the traditional market base for the College of Liberal Arts – with a smaller percentage coming from New England. 3. The Office of Undergraduate Admissions will work with the college to determine appropriate academic profile parameters for entering students with final authority for admission decisions resting in the Office of Undergraduate Admissions. 4. The College of Liberal Arts will work with the Office of Undergraduate Admissions to maintain and enhance RIT’s relationships with two-year schools to promote the new program and develop articulation agreements to facilitate the recruitment and enrollment of transfer students into the program. Flexibility in the application of transfer credits will be critical to enrolling those students. 5. The program will attract internal transfers from other RIT colleges, the University Studies program, as well as other programs in the College of Liberal Arts. For purposes of these projections, however, only students who are new to RIT are included in the projections. 6. The proposed BS degree program in digital humanities and social sciences presents intriguing, yet challenging possibilities to the EMCS division: a. The interdisciplinary nature of the program is a strength as it leverages collaboration among areas of expertise within the university not currently combined in a curricular manner. As articulated in the concept paper, the proposed program brings together seemingly disparate disciplines of humanities/social sciences and DHSS Academic Program Proposal
computational/information technologies in response to growing interest on the part of social and cultural organizations for graduates with technological and humanities/social sciences skills and knowledge. Additionally, there is currently little competition for the prospective students at the undergraduate level. b. That said, the nascent nature of the proposed program’s discipline presents a challenge when it comes to identifying prospective students who may have an interest in the proposed program, and then effectively articulating the educational and career benefits of the program to them. It is likely that there will be few students in the prospective high school student pool with the sophistication and self-awareness necessary to see the digital humanities program as a possible major and/or career path. Given that transfer students are more self-aware, more focused and more career-certain, it is likely that the transfer student market will be an important source of new student enrollment. 7. The timing of the approval process will impact our ability to market the program. Once the program has been approved and incorporated into a full marketing cycle, we project that 4 new freshmen would enroll each fall and that 4 new transfer students (2 second-year and 2 third-year) would enroll each September. Assuming that the first class of new students enters in the Fall of 2016, and applying the most recent retention rates for the College of Liberal Arts programs, it is projected that the proposed program would attract and retain the following numbers of new students over a five-year period:
Year 1 Year 2 Year 3 Year 4 FTE 2016 4 2 2 0 8 2017 4 5 3 1 13 2018 4 5 6 3 18 2019 4 5 6 6 21 2020 4 5 6 6 21 Please let me know if you have any questions. Ed Edward A. Lincoln Assistant Vice President Enrollment Management & Career Services Rochester Institute of Technology 60 Lomb Memorial Drive Rochester, NY 14623 585.475.5502 585.475.5020 (fax) [email protected]
DHSS Academic Program Proposal
Appendix C
Lara Nicosia Liberal Arts Librarian/Liaison The Wallace Center Rochester Institute of Technology
September 10, 2014
Dr. Lisa Hermsen Associate Professor/Department Chair College of Liberal Arts Rochester Institute of Technology
The following document outlines the potential impact on RIT Libraries of the proposed B.S. in Digital Humanities and Social Sciences (DHSS) program by the College of Liberal Arts.
RECOMMENDATION
The current library resources can support this program.
ANALYSIS
The library resources at the following schools were reviewed: Brigham Young University, Brock University, Carnegie Mellon University, King’s College London, Massachusetts Institute of Technology, New York University, University of Rochester, and Virginia Polytechnic Institute and State University. These schools were either identified as having relevant programs in the DHSS Program Proposal provided at the time of this analysis or are RIT benchmark schools with ties to the digital humanities field.
The proposed B.S. in Digital Humanities and Social Sciences degree will have minimal impact on the library’s services and collection. RIT Libraries’ collection of journals, books, and databases already supports undergraduate research for a wide variety of humanities and social science disciplines, as well as undergraduate and graduate research in computer science. This coupled with the library’s current holdings and partnerships would enable RIT Libraries to support the proposed undergraduate program.
The library currently subscribes to a standard core collection of humanities, social science, and computer science databases, books, and journals produced by professional associations and publishers. Available databases include: Arts & Humanities Full Text (ProQuest); JSTOR; IBSS: International Bibliography of the Social Sciences (ProQuest); Arts & Humanities Citation Index/Social Sciences Citation Index/Web of Science; ScienceDirect (Elsevier); Academic Search Elite (EBSCO); ProQuest Dissertations and Theses; MLA International Bibliography (ProQuest); Linguistics and Language Behavior Abstracts (ProQuest); Literature Resource Center including Literature Criticism Online (Gale); Philosopher’s Index (ProQuest); Library, Information Science & Technology Abstracts (EBSCO); ACM Digital Library; Anthropology Plus (EBSCO); and several other discipline-specific databases. In addition, the library’s
Page 1 of 2
Summon discovery system allows members of the RIT community to search for library resources across disciplines, making it an ideal access point for multidisciplinary research.
During my evaluation of the aforementioned eight schools, I identified several databases that are not currently part of RIT’s subscriptions, but would directly benefit research in the field of digital humanities and social sciences. It is my recommendation that these databases be explored in the future, as they would enhance our collection of resources for this degree, as well as other relevant humanities and social science disciplines. The primary databases I identified were: Project Muse Journals Online; Humanities Source (EBSCO); America: History and Life (EBSCO); Historical Abstracts (EBSCO); History of Science, Technology, and Medicine (EBSCO); and 19th Century Masterfile (Paratext).
In addition to our database subscriptions, the library actively maintains a print collection of books in the humanities, social sciences, and computer science, which are complemented by a variety of eBook packages that contain resources relevant to the field including: ebrary; EBSCO eBooks; SpringerLink; Knovel; Credo Reference; and Gale Virtual Reference Library. The library also provides on-demand access to a large assortment of eBooks through a Patron-Driven Acquisition (PDA) system. Under this system, eBook records are added to the library’s catalog for patrons to discover, with the books only being purchased by the library upon patron use. This allows the library to greatly expand eBook access for a variety of disciplines including those relevant to digital humanities and social sciences.
Periodical articles, conference proceedings, books, and other information items not owned by RIT Libraries can usually be obtained on a timely basis through the library’s interlibrary loan and document delivery services and ConnectNY.
RIT Libraries is also a member of the Rochester Regional Library Council (RRLC). This membership allows RIT students and faculty to borrow materials at other Monroe County libraries including the area’s academic libraries through free RRLC Library access cards.
Sincerely,
Lara Nicosia Liberal Arts Librarian/Liaison cc: Shirley Bower, Director of RIT Libraries Sheila Smokey, Manager of Acquisitions & Serials
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R·I·T Rochester Institute of Technology College of Science Office of the Dean 84 Lomb Memorial Drive Rochester, New York 14623-5603 (585)-475-2483 Fax: (585)-475-2398
October 5, 2014
Dr. James Winebrake Rochester Institute of Technology 1 Lomb Memorial Drive Rochester NY 14623
Dear Dean Winebrake:
On behalf of the College of Science, I am pleased to offer this letter of support for the proposed B.S. degree in Digital Humanities and Social Sciences (DHSS). Our college is supporting this proposal with the understanding that the incremental resources, which will be associated with the science and math general education requirements of the degree, will be allocated to the operating budget of the College of Science.
Please let me know if you have any questions.
Sincerely yours,
Dr. Sophia Maggelakis, Dean College of Sciences
October 8, 2014
Lisa Hermsen Chair, Department of English College of Liberal Arts
Dear Lisa,
I write in support of the inclusion of these courses for the new Digital Humanities and Social Sciences program proposed by the College of Liberal Arts:
COMM223 Digital Design in Communication COMM356 Critical Practice in Social Media COMM263 Computer Assisted Reporting COMM461 Multiplatform Journalism
These courses will be offered by the School of Communication with sufficient frequency to allow students to select a course to complete the COLA DSSS Survey within the same time allowed for the completion of the baccalaureate degree. I understand that you anticipate a maximum of 2-4 students electing to take the courses in the first three years.
Sincerely,
Patrick M. Scanlon Professor and Director School of Communication Rochester Institute of Technology
11/7/14
Dear Professor Hermsen,
I am writing in support of the inclusion of our courses for the proposed BS in Digital Humanities and Social Sciences in the College of Liberal Arts:
• HIST-480 Global Information Age
This course will be offered by the department every year, and therefore will be offered with sufficient frequency to allow students to select the course to complete the concentration within the same time frame allowed for the completion of the baccalaureate degree.
Sincerely,
Rebecca A.R. Edwards Chair, Department of History Rochester Institute of Technology
11/7/14
Dear Professor Hermsen,
I am writing in support of the inclusion of our course for the proposed BS in Digital Humanities and Social Sciences in the College of Liberal Arts:
• HIST 324: Oral History
This course will be offered by the department every year, and therefore will be offered with sufficient frequency to allow students to select the course to complete the concentration within the same time frame allowed for the completion of the baccalaureate degree.
Sincerely,
Rebecca A.R. Edwards Chair, Department of History Rochester Institute of Technology
11/7/14
Dear Professor Hermsen,
I am writing in support of the inclusion of our course for the proposed BS in Digital Humanities and Social Sciences in the College of Liberal Arts:
• HIST-326: Doing History in a Digital World
These course will be offered by the department every year, and therefore will be offered with sufficient frequency to allow students to select the course to complete the concentration within the same time frame allowed for the completion of the baccalaureate degree.
Sincerely,
Dr. Rebecca A.R. Edwards Chair, Department of History
RE: DHSS support letter / approval request Tina Lent
To: Lisa Hermsen
Hi Lisa,
You’ll enjoy meeting Rebecce DeRoo. She is a top notch scholar and a really collegial addition to the department. I am delighted with both of our new hires, it is so nice to be working with people who want to be part of museum studies.
I will send Rebecca a note that you have/will be contacting her re: Exhibition Design in DHSS and that I fully approve. I have never believed that the chair needs to be the intermediary between another chair and a faculty member at “first contact.”
Tina
11/7/14
Dear Professor Hermsen,
I am writing in support of the inclusion of our courses for the proposed BS in Digital Humanities and Social Sciences in the College of Liberal Arts:
PHIL 307 Philosophy of Technology PHIL 314 Philosophy of Vision and Imaging
These courses will be offered by the department with sufficient frequency to allow students to select the course to complete the concentration within the same time frame allowed for the completion of the baccalaureate degree.
Sincerely,
Timothy H. Engström
Prof. Timothy H. Engström, Chair Department of Philosophy College of Liberal Arts-3106 R.I.T. 92 Lomb Memorial Dr. Rochester, NY 14623
[email protected] 585-475-2457
• • R I T Rochester Institute of Technology
School of Interactive Games & Media 152 Lomb Memorial Drive Golisano Hall, Room 2100 Rochester, NY 14623 Phone: 585-475-7453 Fax: 585-475-2181
October 16, 2014
Dear Dr. Hermsen,
I write in support of the proposed degree in Digital Humanities and Social Sciences. Given the proposal’s integrated curriculum, which brings design, computing, and the humanities and social science into a coherent program for students, we in Interactive Games and Media feel confident that we can be partners in this degree. To that end, you and I discussed, specifically, IGME 581, Innovation and Invention, as a course that DHSS students would benefit from in their project- based course work.
We fully support the proposal, and look forward to working with you in implementing it.
Sincerely,
Tona Henderson, Director School of Interactive Games and Media
• • R I T Rochester Institute of Technology
Stephen J. Zilora Associate Professor and Chair Department of Information Sciences & Technologies (585) 475-7643 Fax: (585) 475-2181 Email: [email protected] November 12, 2014
Dr. Lisa Hermsen College of Liberal Arts
Dear Lisa,
I am writing to provide my strongest support for the Digital Humanities and Social Sciences Bachelor of Science degree. This joint program will provide many benefits to both students and faculty. The collegiality and discovery that has already taken place as the inter-college team developed the proposal is an indicator of future possibilities. Graduates of the program will exemplify the left-brain/right-brain model frequently referenced by President Destler and will also represent the broadly educated graduate that RIT can produce. The program will also provide a cross-fertilization of ideas for the represented fields, no doubt resulting in groundbreaking research opportunities.
The Information Sciences and Technologies Department is excited to be part of this degree and fully commits to providing its specified courses and associated resources for the program’s students.
I look forward to our continued work together to provide the best possible opportunities for all our students.
Sincerely,
Prof. Stephen J. Zilora Information Sciences and Technologies Department Chair
• • Rochester Institute of Technology R I T
College of Imaging Arts & Sciences School of Design 73 Lomb Memorial Drive Rochester, New York 14623-5603
585-475-2668
November 4, 2014
Professor Lisa Hermsen Rochester Institute of Technology 1 Lomb Memorial Drive Rochester NY 14623
Dear Dr. Hermsen,
I write in support of the proposed degree in Digital Humanities and Social Sciences. Given the proposal’s integrated curriculum, which brings design, computing, and the humanities and social science into a coherent program for students, we in the School of Design in CIAS feel confident that we can be partners in this degree. To that end, you and I discussed a number of courses from Design that DHSS students would benefit from in their curriculum. These include New Media Design Digital Survey I and II, as well as some upper divisions options such as NMDE-201, 203 and 302. The CIAS Curriculum Committee has approved New Media Design Digital Survey I and II. We support the program and will need assistance for additional resources. Given the enrollment projections we have discussed, I am confident that Design can sustain the establishment and growth of the DHSS degree.
We fully support the proposal, and look forward to working with you in implementing it.
Sincerely,
Peter Byrne Professor, Administrative Chair, School of Design College of Imaging Arts and Sciences Rochester Institute of Technology (585) 475-6107 [email protected]
ACADEMIC SUPPORT SERVICES
Sandra Johnson
To: James Winebrake Cc: Lisa Hermsen; Babak Elahi; Kimberly Vent
I am happy to support your proposal for Digital Humanities and Social Sciences degree, which can be supported by the division of student affairs within our current support network and resources.
Best, Sandy
Sandra S. Johnson Ed.D Senior Vice President for Student Affairs Rochester Institute of Technology 44 Lomb Memorial Drive Rochester, New York 14623 585-475-2267
NTID LETTER
Lisa,
Thank you for asking me. After reading your proposal, I don't see the need for any incremental resources from NTID's end. I am confident, however, that this program would be attractive to deaf students. May I suggest you contact Jennifer Gravitz, chair of the NTID Dept. of Liberal Studies, Elissa Olsen, chair of our Information & Computing Studies and Ken Hoffman, chair of Visual Communication Studies, each of whom will likely be very interested in the proposal, and may be willing to offer support.
Stephen
Stephen F. Aldersley, Ed.D Associate Vice President for Academic Affairs RIT/NTID 585 475 6560 [email protected]
. .
R I T
Robin Cass Associate Dean for Undergraduate Studies College of Imaging Arts and Sciences Professor, Glass Program Rochester Institute of Technology 73 Lomb Memorial Drive Rochester, NY 14623
November 13th, 2014
Re: New B.S. degree in Digital Humanities and Social Science (DHSS)
Members of the Inter-College Curriculum Committee,
The Undergraduate Curriculum Committee of the College of Imaging Arts & Sciences has reviewed and approved all of the CIAS courses involved in the new degree B.S. in Digital Humanities and Social Sciences (DHSS). The committee also reviewed the entire degree proposal, and found no apparent problems in the content or structure of the curriculum.
Best,
Robin Cass
Chair, CIAS Undergraduate Curriculum Committee Associate Dean of Undergraduate Studies, CIAS
• • R I T Rochester Institute of Technology
Office of the Dean B. Thomas Golisano College of Computing and Information Sciences
November 17, 2014
Dr. Dawn Hollenbeck, Chair, Inter-College Curriculum Committee
This memo is to inform you that the proposal for a BS in Digital Humanities and Social Sciences was reviewed and approved by the GCCIS Curriculum Committee in November 13, 2014. The required “confirming recommendation” from all GCCIS faculty has shown approximately 80% support for the program. Thus, the recommendation from the Dean to ICC conforms to RIT’s new policy.
There have been no significant concerns and there has been very strong support for this new cross-college program.
Sincerely,
Michael Yacci, PhD Chair, GCCIS Curriculum Committee Professor and Associate Dean for Academic Affairs Golisano College of Computing and Information Sciences Rochester Institute of Technology November Chair, are Golisano The Andrew Dr. also in success. We Rochester Sincerely, Please
Professor 1 Digital both Dawn look program
received r:r. Inter-College consider Sears, innovative forward College and Humanities Hoilenbeck, Institute 18, has a Dean 2014 PhD confirming this been to of of and working as Curriculum Computing Technology and reviewed my collaborative Social support recommendation with and internally Committee Sciences. our and Information efforts colleagues recommendation by The by across our GCCIS program to Sciences curriculum Rochester and B. Office multiple make Thomas Information faculty. for is of this Institute one the the colleges Golisano bodies, new Dean of proposed Sciences several of program Technology College and at RIT. has BS that a of Computing
DHSS Academic Program Proposal
Appendix D
College of Humanities and Social Sciences
Adriana de Souza e Silva, PhD Associate Professor
Department of Communication Campus Box 8104 Raleigh, NC 27695-8104 [email protected] http://www.souzaesilva.com 919.809-4330 (mobile) 919.515.9456 (fax)
Prof. Lisa Hermsen Chair English Department College of Liberal Arts Rochester Institute of Technology Rochester, NY 14607
Dear Professor Hermsen:
I am writing in support of the proposed undergraduate degree program in Digital Humanities and Social Sciences (DHSS) at the College of Liberal Arts at Rochester Institute of Technology. As the current the Director of the Communication, Rhetoric and Digital Media (CRDM) Ph.D. program at North Carolina State University I believe there is a need of more degrees and programs which focus specifically on digital media and digital humanities. The proposed program in Digital Humanities is unique because of its project-based courses and interdisciplinary focus. I am sure the graduates of this program will appeal to many different types of organizations. The graduates of our PhD program in Communication, Rhetoric and Digital Media have almost 100% placement in the job marked, which indicates that there is a strong need of professionals with similar interdisciplinary social scientific and humanistic skills. Our graduates have been highly sought after, some even prior to graduation. I would expect the same to be true for graduates of this program. The need for students who have a background in understanding, analyzing, designing and implementing digital technologies is fastly increasing. As there are few programs specializing in this area at the undergraduate level, I would expect that the job market for graduates of the program to be strong for many years to come. All graduates should, of course, expect to continually acquire new knowledge of theory and methods. Graduates of this program would be sought after candidates for advanced degrees in various fields of communication and journalism, as well as public humanities. In addition, they would be sought after by large IT companies like Google, Facebook, Microsoft, Yahoo, etc., but also by smaller entities looking to hire people with experience in designing and implementing rich content web sites, crowd sourcing applications, and geoinformation systems. While there are advanced degrees like the CRDM
program in this area, the skillset provided by an undergraduate program is appropriate for employment in smaller units like archives, research libraries, and other cultural heritage sites. Furthermore, these students would me more equipped to enter advanced degree programs in digital media, such as the CRDM program and the MS/PhD program in Digital Media at Georgia Tech University. These graduate degree programs analyze the social, cultural, and political dimensions of information technologies, new communication media, and digital texts. Programs like ours are quite competitive. Long-term career advancement generally lies in communication and collaborative skills, with an added value in sound technical training. Graduates of RIT’s DHSS program can expect to participate in that advancement. The program structure does an excellent job of creating a number of coherent curricular paths by drawing on a wide range of existing analytical and technical courses. I offer my strong support for this addition to your curriculum and wish you success..
Sincerely,
Adriana de Souza e Silva, PhD Associate Professor of Communication Director: Communication, Rhetoric and Digital Media (CRDM) PhD Program North Carolina State University College of Letters and Science Department of English
Curtin Hall, 4th floor P.O. Box 413 Milwaukee, WI 53201-0413 414 229-4511 phone 414 229-2643 fax www.uwm.edu/Dept/English
23 October 2014
Prof. Lisa Hermsen Chair English Department College of Liberal Arts Rochester Institute of Technology Rochester, NY 14607
Dear Professor Hermsen:
I have reviewed with great interest the proposal for a major in Digital Humanities and Social Sciences, shared with me by your colleague, Trent Hergenrader. This is an exemplary initiative (not to mention one of the best-written program proposals I’ve seen) that should contribute appreciably to the mission of the Institute. I agree the program would be both a source of attraction to prospective students, and perhaps even more significantly, a contributor to retention. You will know better than I how many students at your institution begin with a well-defined focus on some scientific or technical discipline, then urgently discover an inner philosopher, historian, or artist. We used to see a fair number of these people at Georgia Tech, where I taught in the early 1990s. A major like DHSS will give students with this sort of elliptical trajectory both a reason to stay at RIT, with a very successful future once they leave.
You have asked particularly “whether there would be opportunities for someone from this program to advance professionally over the next five years. Would you expect graduates to be candidates for an advanced degree after graduation?” There are good reasons to answer yes. A number of high-quality graduate programs are now ready to accept students with the skills and experiences described in your proposal. The Information Design and Technology program at Georgia Tech would certainly be one. Its graduates have been notably successful in information design, management of communication, and entrepreneurship. The University of California at Santa Cruz has developed a world- leading program in Games and Playable Media, which would also be an inviting destination for some of your graduates. For those with more conventional academic focus (and a requisite specialization in film and media theory), the Media Studies program at SUNY Buffalo would be a viable option, as would the specialization in Media, Cinema, and Digital Studies (MCDS) in my own department.
Moulthrop Letter - DHSS 2
I would make only one critical observation, and it is not aimed at your proposal so much as the current state of academia. Programs like my own, belonging to a department still mainly defined by literary studies, are not ideally prepared to appreciate or benefit from the excellent technical preparation your students will receive. Georgia Tech, UCSC, USC, MIT, and others obviously differ in this respect; and perhaps my own program will become increasingly out of step with the mainstream if the push toward digital humanism results in more technically adept graduates throughout the country. While I think we would welcome applicants from RIT for our MCDS graduate program, I worry that we would struggle to support the advanced projects they might want to pursue. This is both a matter of infrastructure and faculty expertise.
As I say, though, this observation does not diminish the value of your proposal. RIT has the chance to take a strong leadership role here. There will be voices in less advanced institutions (hopefully younger voices, eventually) arguing for recognition and emulation of your efforts. This major makes sense for RIT, and should ultimately make a difference for the humanities and social sciences more broadly.
I wish you every success with approval and implementation.
Sincerely Yours,
Stuart Moulthrop Professor of English
2
Sarah Hanson Assistant Professor/Program Coordinator BFA in Animation Program Villa Maria College 240 Pine Ridge Road Buffalo, New York 14225
Shaun Foster Assistant Professor College of Imaging Arts and Sciences Rochester Institute of Technology 60 Lomb Memorial Drive Rochester, New York 14607
Dear Professor Foster,
As a professor that has been teaching for six-and-a-half years at an institution that possesses a strong liberal arts core curriculum as well as a focus on learning and applying technical skills in the area of computer animation, I fully support the implementation of a new Digital Humanities and Social Science program at the Rochester Institute of Technology. This new program will ensure that each student has the ability to independently (or as part of a team) evaluate new situations and then effectively implement what they have learned, in new and innovative ways.
In the Art Department at Villa Maria College, we have strived toward balancing the practical and technical skills necessary to prepare students for employment in their field as well as the analytical/problems-solving skills that are necessary to successfully apply those practical skills within the framework of unique real-world work environments. We aim for both depth and breadth in our curriculum within the context of a student-centric learning environment. In addition to the required liberal arts core, which spans across all majors, we also ask each student to choose a specialization within in their field during their junior year. Students can then apply what they have learned from their courses in the humanities to the specialized, technical courses within their discipline. To balance the load of studio versus lecture courses, students also continue to take at least one to two liberal arts lecture courses per semester, until they graduate.
As an argument for the implementation of a strong foundation in the humanities/social sciences, I think it is imperative that we teach our students how to do more than just formulate answers based upon memorized information. To be truly original in thought, they must first understand how to devise the questions that need to be answered in the first place. They must be required to learn specific information, yet they also need the freedom to explore subjects in ways that have been not previously examined. Only then can they begin to create new, off-the-grid ideas, data and techniques. Their foundation in the humanities and social sciences and all that it has to offer, will furnish them with the skills necessary to work individually or more often as a team, to successfully navigate from research to final implementation.
Without study in the humanities it will be a challenge for even our brightest of students to move beyond
foundational levels of learning such as the acquisition of knowledge and comprehension. They need to be taught how to problem-solve, analyze, evaluate, and then to synthesize what they have learned by deriving new and unique solutions to problems. Fragments of these skills may be intuitive, however they need to be developed and built upon within the structure of the classroom.
In my experience I have found that students respond most quickly when given the most amount of support. However, I have also found that they respond the most originally and successfully, when they are supplied with the tools that will allow them to build their own self-support. As a student moves into their junior and senior years, they should begin to think strategically and pro-actively, finding solutions independently, or with some assistance from their professors. At this time, the roles should be slightly shifted. Rather than constantly falling back on the faculty for answers, students should spend more of their efforts on self-guided activities, with regular check-points that are agreed upon with their faculty member. Having a foundation in the humanities will allow students to adjust to this new level of expectation.
Within the areas of computer animation and digital entertainment, foundational communication skills are absolutely crucial. Professionals are expected to understand multiple software packages and technology. Yet they are also held accountable for engaging in impeccable written and verbal communication whether in the form of an email, face-to-face meeting, conference call, or within the project itself. They are expected to act with the utmost of professionalism and poise. At the same time, they must also possess the crucial quality of likeability. People must want to work with them. Likeability is a quality that is typically left up to chance in higher education. Either you are… or you are not. We may remark that a student works very hard and earns excellent grades, yet his fellow classmates do not choose to work with him or her. However, I find that likeability can be a learned life skill. I feel strongly that we can teach our students this and other soft skills by teaching them how to be excellent communicators. This can take place very effectively right in the classroom, and can be tied to the syllabi of each and every course. Communication, professionalism and likeability go hand in hand. If you have been taught how to debate and/or critique in a respectful, thoughtful way, you are already on your way. Having an attractive resume, cover letter, and demo reel may get you hired, however it’s the above- listed skills that will give you staying power in your industry of choice.
Other areas that I support in your new Digital Humanities program are the cooperative education, team project-based lab courses and capstone course. These are all areas that are emphasized in our BFA in Animation program at Villa Maria College. It is in the cooperative education that students can gain real- world experience. It allows them to gauge how their current skill set aligns with what is expected in a real studio environment. If it is done early enough in a student’s education, it can also allow them time to come up with a strategic plan for how they will improve their skill set upon returning from their coop experience. Lastly, it is the team project-based lab courses that teach our students how to schedule, plan, communicate, delegate, problem-solve, compromise, and then finally create a project in a way that is completely aligned with what they can expect after graduation. It is in the capstone course that they can showcase their highest levels of learning in a completely new and innovative way.
Additionally at Villa, we have built enough general elective courses into our curriculum to allow students to potentially minor in an area of their choice. This minor could be in the visual arts, however it could also be in the area of music, creative writing, or even psychology. We encourage students not to see non-major courses as a requirement, but rather an opportunity to broaden their knowledge-base and world view.
I also support your outcome of familiarizing the students with various computational approaches
including informational visualization, web design, markup and social networking software. This is an outcome that we do not formally call attention to in our curriculum but that is still embedded within many of our courses. To give one example, students are required to maintain weekly blogs outlining their research, progress, and how they have addressed challenges along the way. They are asked to discuss their solutions in detail. Each blog entry must include a minimum of text, as well as at least one image or web link. All text must also be proof-read and maintain a sense of professionalism.
Next, I support your assertion that this program will improve retention. Some students can be overwhelmed by a purely technical program and may see no other alternative than transferring to another institution, despite the fact that the institution may have offerings that they could introduce to the student. Having these alternatives in place from the very beginning, allows for a much smoother transition, when and if they feel the need to change majors. Just as important, you must have strong, well-informed academic advisors in place who regularly meet with and communicate these options to each student.
In conclusion, I believe that this program will be well-received by both traditional as well as non- traditional students who are looking for a major that will shape them into versatile individuals who have the ability to quickly and seamlessly change roles in the work environment, yet it will also equip them with the attractive, specialized, “resume bullets” that recruiters are seeking from new graduates.
I wish you success with this new curriculum. I have no doubt that it will be met with quick and confident approval.
Best Regards,
Sarah Hanson
To Whom It May Concern:
It is a pleasure to write a letter in support of RIT’s Digital Humanities and Social Sciences Program Proposal. As you may know, I spent fifteen years as a professor at RIT and know well its many programmatic strengths in and beyond the College of Liberal Arts. More recently, I became the director of the Library Company of Philadelphia, a major research library founded by Ben Franklin in 1731. Although I worked on the DH initiative at RIT, I now have a “real world” perspective on the program’s curricular strengths as well as the career opportunities awaiting its graduates. Indeed, as the head of the nation’s oldest cultural institution (a place that that must maintain its profile by deepening its digital footprint and outreach), I know that RIT’s DH majors offer a valuable array of computing and technical skills that will distinguish them from other liberal arts college graduates. Archives, libraries and museums operate in a world where digitization, mobile technology, and computing are a part of the day-to-day environment. Yet relatively few graduates from even the best information studies and library science programs have the combination of technical and humanities skills promised by RIT’s DHSS program. For that reason and more, I offer my unqualified support.
Let me offer a more detailed summary of my support. For the RIT program has two key characteristics that will distinguish its graduates in the ever-shifting technological landscape occupied by libraries, research archives, museums and cultural heritage spaces. First, RIT’s DHSS graduates will have foundational digital as well as critical thinking and interpretive skills. As many cultural institutions have discovered in recent years, it is vital to have staff members who can build and maintain websites and work competently and efficiently with online resources. In a time of tight budgets, anyone with these value-added skills will be an attractive job candidate. More importantly, digital-savvy staffing helps libraries, historic sites, and museums remain competitive in the world of public and private funding. Indeed, because many funding agencies (from the NEH to the Mellon Foundation) are putting increasing resources behind digital humanities projects, it is necessary to have staff members who can facilitate them. At the Library Company, we have only one person on our staff who could be classified as a digital specialist -- and yet we have an increasing number of digital projects that must be completed in the near future. For instance, we recently received a major foundation grant in the field of disability studies that won praise for its proposed emphasis on using social media and digital portals to connect with new audiences. We also received generous private funding to create an online research archive and exhibit of over 1,000 nineteenth century photographs of the Philadelphia and New Jersey areas. While both projects are important, they are taxing our DH capabilities. Having a roster of interns, staff members and curators who have DH competencies would provide critical support to the Library Company. For that reason, building our digital staff capacity has become one of my main priorities here.
Having talked with leaders at a number of Philadelphia cultural institutions, I know that I am not alone in this endeavor. The 32-member Philadelphia Area Consortium of Special Collections Libraries (PACSCL) has identified as a “key priority… “digitization programs that will build on systematic assessment of the preservation, processing, and other access needs of members' holdings.” This translates into a region-wide emphasis on building digital capacity. In fact, several PASCAL members have emphasized the role digital technologies will play in the next five to ten years. At the College of Physicians – the oldest professional medical archive in the country – curators and staff members are spending increasing time on digital projects, from making archival material available online to providing digital support to K-12 teachers and students working on medical history projects. At the Historical Society of Pennsylvania, digitization projects, streaming video, and digitally-enhanced lesson plans for K-12 teachers have become an important part of that library’s evolving identity as an information center for teachers, scholars and the informed public. And no institution has been more forthright about embracing the digital future than the Free Library of Philadelphia (one of the nation’s largest public libraries, with 54 branches citywide, including three larger regional libraries and the Library for the Blind and Physically Handicapped). The Free Library deliberately crafted a new mission statement that, among other things, calls for “an increased virtual presence and ability to deliver services and programming digitally” over the next several years. According to the strategic plan, one of the keys to delivering on this promise is finding “talent” able to work in the digital realm. “Our staff,” the document notes forthrightly, “will have to be masters of new technologies, new services and new programming.”
These regional trends mirror national ones. As the New York Times recently reported, museums and libraries are experimenting with a range of new digital technologies to enhance visitor experiences and bolster their own digital presence (see “Museums Morph Digitally” from the October 23, 2014 edition). From augmented reality that provide new perspectives on historical archives to new digital tools that allow museum visitors to explore exhibitions on their own terms, the library of the future is taking shape right before our eyes. The American Alliance of Museums agreed with this assessment, noting in a study of well over 500 cultural institutions that a steadily increasing number of museums are turning towards mobile apps to enhance visitor experiences. (See http://www.museumsmobile.com /wp-content/uploads/2013/07/MMSurvey-2013-report-V2.pdf). Little wonder that many libraries and museums continue to dedicate resources to data aggregation, digitization, and online community-building. Little wonder too that graduates of RIT’s DHSS program would find many opportunities for employment now and in the future.
A second strength of RIT’s program is its project-based curriculum. This simulates the types of activities library and museum staffs undertake on a daily basis. At the Library Company, small teams of curators and librarians constantly work together on projects, especially those with digital foundations. At the moment, one group is working on a major digitization project in the history of medicine, which will make many of our unique resources in this field available through online vendors. Another group is working on an interactive digital project in African American family history that provides both scholars and students access to rare black history archives. In both cases, we have had to hire or use outside staff resources to finish the project. Having staff members with practical project experience, as well as expertise in digital technology, would help us complete such projects sooner – and it would help us use valuable financial resources elsewhere.
In this regard, I feel privileged to offer a tangible example of the difference one RIT student made at The Library Company. This past summer, I hired as a paid intern a former student of mine who was majoring in imaging science but had a deep interest in history and literature. Last year (my last at RIT), he expressed in interest in working at a cultural institution. I jumped at the change to utilize his talents at the Library Company. He ended working on a succession of specific projects: he converted analog audio/visual files (including old TV interviews with our staff and guest scholars) to quality digital ones that could be stored and streamed online; he helped staff study future storage needs of scanned images (a looming problem for archives); and he digitized portions of a famous journal by a signer of the Declaration of Independence. He also attended Philadelphia area DH conferences with members of our staff, helping them navigate some of the new technologies that are currently being considered by archives, historic sites, and museums (for instance, he was the only person on our staff of over two dozen people who had ever used Google Glass, a recording and streaming technology that some museums have begun experimenting with). Significantly, no digital or technical project scared or overwhelmed this intern – he was comfortable working on variety of specific, goal- oriented projects that had technical as well as interpretive requirements. He received the highest reviews from his direct supervisors. And he convinced others that we must now hire interns and staff members who have similar digital and technical competencies in the future.
As you can see, I believe that RIT’s DHSS program has the ability to become a national leader in the field. At a time when many schools still emphasize a traditional brand of interdisciplinary work, RIT provides DHSS undergraduates with something new: technical as well as interpretative skills. When many library and information schools offer discipline-specific training to graduate students (emphasizing theoretical research that might inform academic debates about libraries and museums), RIT’s program focuses on undergraduates who will have specific skills geared towards the emerging needs of libraries and museums. And when many institutions are trying to hold on to the past, RIT is embracing the future – a future that museums and libraries must embrace too. As the American Alliance of Museums has noted, there has been more change at cultural institutions in the last decade than in the previous one hundred years. And change, wrought by digital disruption and experimentation, will continue to be the order of the day over the next several years. That means that RIT’s graduates, whether they go into the job market or off to graduate school, will be well-placed to become leaders in the making of the twenty first century archive, library, museum and/or historic site. In fact, the DHSS program has the chance to become a leader not only in Rochester but nationally.
Please contact me with any questions.
Sincerely,
Richard S. Newman Edwin Wolf 2nd Director The Library Company of Philadelphia
October 28, 2014
To Whom It May Concern:
Thank you for this opportunity to share my experience and evaluate this extraordinary proposal. The RIT Digital Humanities and Social Sciences Program will cultivate graduates that will meet the need to help cultural institutions remain relevant in an ever growing digital world.
The great value of digital methods for sharing and cultivating information was impressed upon me as early as 1989 when I took my first digital graphic design class at the high school level. At the time it was a bit of a novelty for students to learn Photoshop, Adobe Illustrator, and scanning. This four year experiment grew into a strong program that was unlike anything in our region of New York State, and likely beyond. This experience provided me with a unique interest and ability to visualize the use of technology in the humanities. During my college years I continued my training taking digital design courses in conjunction with my history curriculum. Upon graduation I was fortunate to be hired by the historically innovative Franklin’s Library Company of Philadelphia in 1997 as a library assistant. I was encouraged to experiment and innovate with the institution’s fledgling website and we launched our first online exhibition in 1999. This marked the beginning of a digital humanities initiative that has continued to grow over the past 17 years, forging my ultimate position as IT Manager.
Staff commitment to expand our technical knowledge, with the financial support of the Library Company, was a key component to establishing a digital footprint. With very few programs available, up until the last few years that offered an interdisciplinary major combining technology and liberal arts, careers in the digital humanities have been cobbled together by visionary staff at GLAM (Galleries, Libraries, Archives, & Museums) institutions. Personally, I completed a certification program at Moore College of Art and Design in Digital Arts for Print and Web along with additional classes over the past fifteen years on XML, HTML5, XHTML, XSLT, CSS3, PHP, EAD, DACS, UX, Drupal, WordPress, Joomla, video and audio production, digital forensics, and digital preservation – to name a few.
The establishment of an undergraduate program for Digital Humanities and Social Sciences that incorporates all of the facets we as GLAM staff have had to piece together over decades is of great value. A graduate of such a program would be an incredible asset to an institution such as the Library Company of Philadelphia. Their value would be enhanced with the addition of graduate degrees in library and information science, archival studies, museum studies, and education.
Within the first five years a graduate of this program will likely find opportunities and career growth in a wide range of cultural institutions. My experience has been primarily in the special collections library arena. A new
1314 LOCUST STREET, PHILADELPHIA, PA 19107 (215) 546-3181 FAX (215) 546-5167 www.librarycompany.org tradition of librarianship is emerging that combines library skills with innovative technologies. This has resulted in the creation of new career roles at institutions best known for their physical collections that include Innovation Librarian, Director of New Media, and Director of Instructional Technology.
The proposed program is well-rounded and fundamentally sound. I am particularly happy to see the inclusion of digital preservation as part of the coursework. This would be fortified with training in digital forensics for recovery and strategic planning for project sustainability.
This proposed undergraduate program is emerging at a time when technologies have progressed faster than institutions can train staff, outsourcing has become financially prohibitive, and the need to be relevant in a digital world to survive is paramount. Thank you for the time and expertise you have put into planning this program.
Sincerely,
Nicole H. Scalessa IT Manager The Library Company of Philadelphia [email protected] 215-546-3181 Ext. 144
1314 LOCUST STREET, PHILADELPHIA, PA 19107 (215) 546-3181 FAX (215) 546-5167 www.librarycompany.org DHSS Academic Program Proposal
Appendix F Cecilia Ovesdotter Alm
E. CECILIA OVESDOTTER ALM, PH. D. http://tinyurl.com/ceciliaoalm [email protected] (585) 475-7327, (315) 521-9513 06-2110, English Dpt., Rochester Institute of Technology, 92 Lomb Memorial Dr., Rochester, NY 14623 EDUCATION:
2003-2008 Ph.D. in Linguistics, University of Illinois, awarded in May 2008 • Dissertation title: Affect in Text and Speech • Dissertation advisor: Richard Sproat • Dissertation committee: Dan Roth, Roxana Girju, Xavier Llorà, Chilin Shih • Dissertation subfields: Computational linguistics, HCI, fuzzy semantics • Abstract: http://linguistlist.org/pubs/diss/browse-diss-action.cfm?DissID=24580
2000-2002 M.A. in Linguistics, University of Illinois, awarded in May 2002 • Qualifying exams: computational linguistics, sociolinguistics, syntax, phonology
1995-2000 University Studies, Universität Wien, Vienna, Austria • Tracks: English & Am. Studies (lang & lit, Eng. Dept.), Scand. Studies (langs & lits) • Additional coursework at the Institute for Translation Studies
1999-2000 Study Abroad, University of Illinois (awarded by Universität Wien, Austria)
Spring 1999 Visiting student, University of Pittsburgh (recognition on Dean's List)
OTHER RELEVANT EDUCATION: 2008 (awarded) Certificate in Technology-Enhanced Teaching 2008 (awarded) Graduate Teacher Certificate 2007 (awarded) Certificate of Advanced Study in Language and Speech Processing 2007 (awarded) Certificate of Graduate Specialization in Computational Science and Engineering
PROFESSIONAL EXPERIENCE: 2012 Fall - Assistant Professor, Department of English, Rochester Institute of Technology 2010-2012 Visiting Assistant Professor, Department of English, Rochester Institute of Technology 2008-2010 Lecturer in Swedish, Department of German Studies, Cornell University Spring 2008 Teaching Assistant for Linguistics, University of Illinois 2007-2008 Research Assistant, Dr. Anna Stenport, University of Illinois Summer 2007 Teaching Assistant for Swedish, University of Illinois 2004-2007 Research Assistant, Dr. Richard Sproat, University of Illinois 2003-2004 Graduate Assistant, Appl. Techn. for Learn. in the Arts and Sciences, Univ. of Illinois 2002-2003 University Instructor, Universidad San Francisco de Quito, Ecuador Summer 2001 Research Assistant, Dr. Braj B. Kachru, University of Illinois 2000-2001 Teaching Assistant for Linguistics, Swedish, German, University of Illinois
GRANTS & OTHER FUNDING GRANTED: (notification date, grant/project title, amount, source) Sept. 2014 PI, 2014 Distinguished Computational Linguistics Lecture with Dr. Dan Roth ($1,705), COLA special events funding. (Matched: $1705 from Golisano PhD unit.)
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Oct. 2013 Co-PI, with Q. Yu (PI), & R. Proaño. Mining heterogeneous, complex, and evolving electronic health records for early dementia detection. ($44,500). Kodak Endowed Chair Fund’s Health IT Strategic Initiative, RIT. Oct. 2013 Co-PI, with L. Wang (PI), R. Bailey, & J. Geigl. Sensor fusion for cognitive load and stress monitoring and detection. ($42,000). Kodak Endowed Chair Fund’s Health IT Strategic Initiative, RIT. Oct. 2013 Co-PI, with C. Homan (PI), & M. Long. A social-computational understanding of the Werther effect. ($50,000). Kodak Endowed Chair Fund’s Health IT Strategic Initiative, RIT. Oct. 2013 PI, with A. Haake, & R. Proaño. Toward natural language understanding of diagnostic reasoning processes. ($4,000). COLA SRDP: Proposal Development Grant, RIT. Aug. 2013 With P. Shi (PI), A. Haake, and J. Pelz. Proof of concept demonstration: Case study on capturing & analyzing multimodal behaviors of diverse students ($5,000). VP for Research, Proposal Revision Fund. Aug. 2013 Co-PI, with A. Haake, Meta-review toward a clinical computer-based training system. ($4,950). VP for Research, Proposal Revision Fund. July 2013 PI, with T. Engström, Workshop (for graduate education week). ($2,800). Office of the Dean for Graduate Studies [Continued]. Feb. 2013 Co-PI, with T. Worrell, E. Rantanen. Communication between medical professionals and patients with time constraints and unreliable information: Objective measurement and modeling. ($8,000 total; $3,000 Alm). COLA SRDP: Junior-Senior Researcher Collaborative Initiative. Dec. 2012 Co-PI, with P. Shi & A. Haake. Computational linguistics modeling of diagnostic accuracy, confidence, and cognitive load. GCCIS Seed Funding Program [Continued]. ($7,800). June 2012 Student K. Womack conference attendance and travel. ($1000, COLA, $1000, NTID). June 2012 Two undergraduate researchers funded by grant of Drs. A. Haake P. Shi, & J. Pelz, RIT. May 2012 PI, with A. Haake, & T. Engström. A transdisciplinary modular boot camp about knowledge representation. ($8,000). Innovation in Graduate Education—Strategic Seed Grant, with COLA Matching Funds, RIT. Mar. 2012 Co-PI, with T. Worrell, & E. Rantanen. Patient-physician communications: Measurement and modeling of a critical healthcare issue ($9,000 total; $3000 Alm), COLA Faculty Development Grant, RIT. Jan. 2012 Co-PI, with P. Shi, & A. Haake. Detecting physicians’ uncertainty with NLP, (~$12,000), Golisano College in Computing and Information Sciences Research [Seed] Funding, RIT. Nov 2011 Space proposal for language science research, ($0), College of Liberal Arts, RIT. Oct/Aug 2011 Three undergraduate researchers funded by grant of Drs. A. Haake, P. Shi, & J. Pelz, RIT Oct/Jul 2011 PI. 2012 symposium commemorating August Strindberg: Author, visual artist, & playwright ($5,150), Swedish Institute, ($600) co-support by College of Liberal Arts, RIT. May 2011 UG research co-op for W. McCoy funded by grant of Drs. A. Haake, P. Shih, & J. Pelz, RIT Feb/Mar. 2011 With S. van Horn. Symposium on Language, Technology, & Media ($2,876), College of Liberal Arts, B. T. College of Comp. & Inform. Sciences, Dept. of English, ELC, RIT. Jan. 2011 PI. A pilot study for tackling mental wellness through computational natural language modeling, ($5,000), Sponsored Research Services, Rochester Institute of Technology Dec. 2010 With Richard Santana, course offering support ($10,500), Swedish Institute, Sweden Dec. 2010 PI. Support for short stay in Sweden: course development (~$1,429), Swedish Institute, SE Feb. 2010 PI. Conference sponsorship ($260), Department of German Studies, Cornell University
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Dec. 2009 Travel Grant. ($1,269), NRC-funded (ED), Inst. European Studies, Cornell University Nov. 2009 Donation to program. Gift to support cultural programs and efforts that benefit the students ($1,000), Brooks Family Foundation, Ithaca. Nov. 2009 PI. Support for purchasing teaching materials (~$183), Swedish Institute, Sweden Jun. 2009 PI. Co-sponsorship for symposium on Sweden & Scandinavia in their international contexts ($800+$200 hosting waiver equivalent), Inst. European Studies, Dept. of German Studies Society for the Humanities, Cornell University Apr. 2009 PI. Guest lecturer funds for symposium on Sweden & Scandinavia in their Eu./int’l. contexts ($1,250), Swedish Institute, Sweden Feb. 2009 Donation to program. Gift to support cultural programs and efforts that benefit the students ($1,000), Brooks Family Foundation, Ithaca. Dec. 2008 PI. Development of Web Audio Lab oral study materials for introductory Swedish ($1,210), Consortium for Language Teaching and Learning, Cornell University Dec. 2008 PI. Novel textbook and multimedia workbook materials for introductory Swedish ($3,496), Consortium for Language Teaching and Learning, Cornell University Dec. 2008 PI. Faculty Research Grant: The Image of the Viking in the 21st Century ($1,000), Inst. European Studies, Cornell University Dec. 2008 PI. Language Instruction Travel Grant: Attendance at the AAAL/SASS 09 Conferences ($700), Inst. European Studies, Cornell University Nov. 2008 PI. Support for course development within the Cornell Swedish language program, (SEK 65,000 or $7,863.59), Swedish Institute, Sweden Sept. 2008 PI. Funds for field trip (Swedish, Fall 2008) ($836), Department of German Studies, Inst. European Studies, Cornell University Summer 2008 PI. Support for purchasing teaching materials for Swedish instruction at Cornell University, (~$440), Swedish Institute, Sweden 2005-2006 Travel Grant. Graduate College Conference Travel Grants University of Illinois (Fall 2006, Fall 2005)
RECOGNITION AND AWARDS: April 2013 Approved to chair MS thesis committees, Computer Science, RIT. Winter 2013- Extended Faculty, Ph.D. Program in Computing and Information Sciences, RIT. Fall 2011 - Faculty, Multidisciplinary Vision Research Laboratory, RIT. Summer 2007 Chin W. Kim Student Research Award, Dept. of Linguistics, UIUC. 2000-2007 Campus-level teaching recognition for every course taught as main instructor at Univ. of Illinois (UC) based on student evaluations (Summer 2007, Fall 2001, Spring 2001, Fall 2000)
COURSES OFFERED AT RIT Courses that I will regularly teach in the next years are marked with an asterisk, or two asterisks if a graduate student section is also offered.
Computational Linguistics/Human Language Technology **Advanced Topic in Computational Linguistics [In the future] **Introduction to Natural Language Processing [Fall 2014-1, Fall 2013-1, Spring 2011-3] *Language Technology [Spring 2013-2, Winter 2012-2, Winter 2011-2, Spring 2010-3] Independent Study: Subjectivity Analysis of Textual News [Summer 2010-4]
Language Science *Introduction to Language Science [Fall 2014-1, Fall 2013-1, Fall 2012-1, Fall 2011-1, Winter 2010-3]
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Evolving English Language [Fall 2012-1, Fall 2011-1, Winter 2010-2] Language, Dialects, and Identity [Fall 2011-1]
Other Arts of Expression [Spring 2011-3] Writing Seminar [Fall 2010-1]
OTHER COURSES CU=Cornell University, UIUC=Univ. of Illinois at Urbana-Champaign, USFQ=Univ. San Francisco de Quito Language, Technology & Society (UIUC, TA) Language in the USA (UIUC, Lead-TA) Language and Translation (USFQ) Bilingualism and Bilingual Education (USFQ) Introduction to the Methodology of Teaching Foreign Languages (USFQ) Independent Study: Migration and Language in Scandinavia (CU) Vikings, Sex and IKEA: Scandinavian Society and Culture; Vikings History and Mythology (CU, USFQ) Public Speaking: English; Basic Composition; English Composition and Rhetoric (USFQ) ESL levels 2 & 3 and summer program at newspaper company El Comercio (USFQ) Courses in Swedish language and culture; Directed Studies; German (CU; UIUC, TA) Decision Models (USFQ)
PUBLICATIONS AND PRESENTATIONS: Book: Alm, C. O. (2009) Affect in Text and Speech. Saarbrücken: VDM Verlag. [ISBN 978-3-639-11148-4]. Amazon link: http://www.amazon.com/Affect-Text-Speech-Cecilia-Ovesdotter/dp/3639111486/ ref=sr_1_1?ie=UTF8&s=books&qid=1235265042&sr=1-1.
Articles in peer-reviewed proceedings (accepted articles are also presented): Bullard, J., et al. Inference from structured and unstructured electronic medical data for early dementia detection. INFORMS Computing Society. Submitted. Guo, X., et al. (2014, November). Fusing multimodal human expert data towards semantic image use. ICMI Gaze-In 2014 Workshop. Accepted. Hochberg, L., et al. (2014, August). Towards automatic annotation of clinical decision-making style (pp. 129-138). Proceedings of LAW VIII - The 8th Linguistic Annotation Workshop at COLING 2014, Dublin, Ireland. Bullard, J., et al. (2014, August). Towards multimodal modeling of physicians’ diagnostic confidence and self-awareness using medical narratives (pp. 1718–1727). Proceedings of COLING 2014, the 25th International Conference on Computational Linguistics: Technical Papers, Dublin, Ireland. Moseley, N., Alm, C. O., & Rege, M. (2014, August). Toward inferring the age of Twitter users from their use of nonstandard abbreviations and lexicon (pp. 219-226). Proceedings of IRI 2014. Hochberg, L., et al. (2014, June). Decision style in a clinical reasoning corpus (pp. 83-87). Proceedings of the 2014 Workshop on Biomedical Natural Language Processing (BioNLP 2014), Baltimore, Maryland USA. Homan, C., et al. (2014, June). Toward macro-insights for suicide prevention: Analyzing fine-grained distress at scale (pp. 107-117). Proceedings of the Workshop on Computational Linguistics and Clinical Psychology: From Linguistic Signal to Clinical Reality at the 52nd Annual Meeting of the Association for Computational Linguistics. Moseley, N., Alm, C. O., & Rege, M. (2014, May). User-annotated microtext data for modeling and
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analyzing sociolinguistic characteristics and age grading (pp 221-226). Proceedings of IEEE Eighth International Conference on Research Challenges in Information Science, Marrakesh, Morocco. Bullard, J., & Alm, C. O. (2014, April). Computational analysis to explore authors’ depiction of characters (pp. 11-16). Proceedings of the 3rd Workshop on Computational Linguistics for Literature (CLfL) at the 14th Conference of the European Chapter of the Association for Computational Linguistics, Gothenberg, Sweden. Guo, X., et al. (2014, March). Infusing perceptual expertise and domain knowledge into a human-centered image retrieval system: A prototype application (pp. 275-278). ETRA 2014. Vaidyanathan, P., et al. (2014, March). Recurrence quantification analysis reveals differences in eye- movement behavior between expert and novice dermatologists (pp. 303-306). ETRA 2014. Womack, K., et al. (2013, August). Markers of confidence and correctness in spoken medical narratives (pp. 2549-2553). Proceedings of Interspeech 2013, Lyon, France. Womack, K., et al. (2013, August). Using linguistic analysis to characterize conceptual units of thought in spoken medical narratives (pp. 3722-3726). Proceedings of Interspeech 2013, Lyon, France. Womack, K., et al. (2012, July). Disfluencies as extra-propositional indicators of cognitive processing (pp. 1-9). Proceedings of the Workshop on Extra-Propositional Aspects of Meaning in Computational Linguistics at the 50th Annual Meeting of the Assoc. for Computational Linguistics 2012, Jeju, Korea. McCoy, W., et al. (2012a, July). Annotation schemes to encode domain knowledge in medical narratives (pp. 95-103). Proceedings of the 6th Linguistic Annotation Workshop at the 50th Annual Meeting of the Assoc. for Computational Linguistics 2012, Jeju, Korea. McCoy, W., et al. (2012b, July). Linking uncertainty in physicians’ narratives to diagnostic correctness (pp. 19-27). Proceedings of the Workshop on Extra-Propositional Aspects of Meaning in Computational Linguistics at the 50th Annual Meeting of the Assoc. for Computational Linguistics 2012, Jeju, Korea. Lehrman, M., Alm, C. O., & Proaño, R. A. (2012, June). Detecting distressed vs. non- distressed affect state in short forum texts (pp. 9-18). Proceedings of the Workshop on Language in Social Media (LSM 2012) at the Conference of the North Am. Chapter of the Assoc. for Comp. Linguistics—Human Language Technologies 2012, Montreal, Canada. Li, R., et al. (2012, March) Learning eye movement patterns for characterization of perceptual expertise (pp. 393-396). ETRA 2012. Alm, C. O. (2011, June). Subjective natural language problems: Motivations, applications, characterizations, and implications (pp. 107-112).Proceedings of 49th Annual Meeting of the Assoc. for Computational Linguistics: Human Language Technologies, Portland, OR. Heimisdóttir, L. Ö., Alm, C. O, Krantz-Odendahl, K., & Coots, I. A. (2010, September). A resource for learning Swedish oral skills. INTERSPEECH 2010 satellite workshop on Second Language Studies: Acquisition, Learning, Education and Technology, Tokyo, Japan. Online proceedings at http://www.gavo.t.u-tokyo.ac.jp/L2WS2010/ (P1-1). Alm, C. O. (2010, July). Characteristics of high agreement affect annotation in text (pp. 118-122). Proceedings of the LAW IV workshop at the 48th Annual Meeting of the Association for Computational Linguistics, Uppsala, Sweden. Alm, C. O., & Llorà, X. (2006, September). Evolving emotional prosody (pp. 1826-1829). Proceedings of INTERSPEECH 2006 - ICSLP, Ninth International Conference on Spoken Language Processing, Pittsburgh, PA, USA. Alm, C. O., Loeff, N., & Forsyth, D. (2006, July). Challenges for annotating images for sense disambiguation (pp. 1-4). Proceedings of the Workshop on Frontiers in Linguistically Annotated Corpora, at the 21st International Conference on Computational Linguistics and 44th Annual Meeting of the Association for Computational Linguistics, Sydney.
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Loeff, N., Alm, C. O., & Forsyth, D. (2006, July). Discriminating image senses by clustering with multimodal features (pp. 547-554). Proceedings of the 21st International Conference on Computational Linguistics and 44th Annual Meeting of the Association for Computational Linguistics, Sydney. Alm, C. O., & Sproat, R. (2005, October). Emotional sequencing and development in fairy tales (pp. 668-674). In Tao, J., Tan, T., & Picard, R. W. (Eds.), Proceedings of the First International Conference on Affective Computing and Intelligent Interaction, Beijing, China. Springer-Verlag: Berlin, Heidelberg. Alm, C. O., Roth, D., & Sproat, R. (2005, October). Emotions from text: Machine learning for text-based emotion prediction (pp. 579-586). Proceedings of Human Language Technology Conference and Conference on Empirical Methods in Natural Language Processing, Vancouver. Alm, C. O., & Sproat, R. (2005, September). Perceptions of emotions in expressive storytelling (pp. 533-536). Proceedings of Interspeech'2005 - Eurospeech, 9th European Conference on Speech Communication and Technology, Lisbon, Portugal. Roth, D., Kao-Kao, G., Li, X., Nagarajan, R., Punyanok, V., Rizzolo, N., Yih, W., Alm, C., & Moran, L. (2001). Learning components for a question-answering system. TREC Report.
Articles in peer-reviewed journals: Guo, X., et al. (In press). From spoken narratives to domain knowledge: Mining linguistic data for medical image understanding. Journal of Artificial Intelligence in Medicine.DOI:10.1016/j.artmed.2014.08.001. Alm, C. O. (2012). The role of affect in the computational modeling of natural language. Language & Linguistics Compass: Computational & Mathematical, 6(7), 416-430. Stenport, A. W., & Alm, C. O. (2009). Corporations, crime, and gender construction in Stieg Larsson’s The Girl With the Dragon Tattoo: exploring twenty-first century neoliberalism in Swedish culture. Scandinavian Studies Journal 81(2), 157-178. Alm, C. O. (2003). English in the Ecuadorian commercial context. World Englishes, 22(2), 143- 158.
Articles in other conference proceedings (accepted articles are also presented): Rantanen, E. M., Alm, C. O., Worrell, T., Valentage, N., & Iuliucci, N. (In press). Linguistic analysis of clinical communications: A novel method for study of diagnostic errors. Proceedings of the 2014 International Symposium on Human Factors and Ergonomics in Health Care: Leading the Way. Santa Monica, CA: Human Factors and Ergonomics Society. Histon, J., Rantanen, E., & Alm, C. O. (2013). Communication sequences in controller pilot communications (pp. 633-638). Proceedings of the 17th International Symposium on Aviation Psychology. Wright State University, Dayton, OH, May 6-9, 2013. Histon, J., Rantanen, E., & Alm, C. O. (2012). Air traffic control voice data analysis to validate NextGen procedures. (pp. 4568-4577). Proceedings of the 4th International Conference on Applied Human Factors and Ergonomics San Francisco, CA, July 21-25, 2012. Alm, C. O. (2011) What can language technologies do for endangered languages, and vice-versa? In Haboud, M. , & N. Ostler. (Eds.) Endangered Languages: Voices and Images, FEL XV (pp. 98-102). Bath: Foundation for Endangered Languages.
Book chapters or articles in edited collections: Stenport, A. W., & Alm, C. O. (2012). Corporations, the welfare state, and covert misogyny in The Girl With the Dragon Tattoo. In King, D. & C. Smith (Eds.) Men Who Hate Women and the Women Who Kick Their Asses! Feminist Perspectives on Stieg Larsson’s
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Millennium Trilogy (pp. 123-134) Nashville, TN: Vanderbilt University Press. Forsyth, D. A., Berg, T., Alm, C. O., Farhadi, A., Hockenmaier, J., Loeff, N., & Wang, G. (2009). Words and pictures: categories, modifiers, depiction, and iconography. In S. J. Dickinson, A. Leonardis, A. Schiele, & M. J. Tarr (Eds.). Object Categorization: Computer and Human Vision Perspectives. (pp. 167-181). Cambridge: Cambridge University Press.
Book reviews: Alm, C. O. (2012) Review of Filipi, Anna. (2009). Toddler and Parent Interaction: The organization of gaze, pointing and vocalization. John Benjamins Publishing Company: Amsterdam/Philadelphia, vol. 192 in Pragmatics & Beyond New Series (xiii + 268 pp. + video clips). Journal of Sociolinguistics, 16(2), 294-296. Alm, C. O. (2004). Review of Johansson and Graedler. (2002). Rocka, hipt og snacksy: om engelsk i norsk språk og samfunn. [“Rocka,” “hipt,” and “snacksy”: About English in Norwegian Language and Society.] Stig Johansson and Anne-Line Graedler, Kristiansand S.: Høyskoleforlaget/Norwegian Academic Press, 2002, 318 pp. World Englishes, 23(4), 614-616. Alm, C. O. (2001). Review of English in Europe: The Acquisition of a Third Language. Edited by Jasone Cenoz and Ulrike Jessner. Clevendon: Multilingual Matters Ltd, 2000, xii + 271 pp. World Englishes, 20(2), 241-243.
Open online textbook (release: GNU General Public License): Alm, C. O. (2009, fall). Window to Swedish and Scandinavia: Modules 1-5 [title translated from Swedish]. Modules 1-5 available via http://tinyurl.com/ceciliaoalm. Alm, C. O. & Coots, I. A. (2009, fall). Window to Swedish and Scandinavia: Modules 6-7 [title translated from Swedish]. Modules 6-7 available via http://tinyurl.com/ceciliaoalm.
Linguistically annotated corpora available at my dataset page with RIT Research Computing at http://http://people.rc.rit.edu/~coagla/: Alm, C. O. (2011). Scandinavian Media Collection I: Images by four photographers [Images (more than 600) from Scandinavia (Sweden, Norway, Iceland) with short text annotations for three photographers and (informal) narrative annotation for one. From a project with Megan Eaton. +2000 unannotated Scandinavian images are available by individual request.]. Alm, C. O. (2008). Affect Dataset. [Classic literary tales annotated for affective contents (more than 15,000 sentences), including direct access to subset of high inter-annotator agreement.]. GNU General Public License. Download via http://tinyurl.com/ceciliaoalm. Loeff, N, Alm, C. O., & Forsyth, D. (2006). Image Sense Discrimination Dataset. [Annotations of images (more than 7,000) corresponding to words of lexical ambiguity, paired with images, thumbnails, and accompanying web texts.] Download at http://vision.cs.uiuc.edu/isd/dataset.zip.
Other: Vaidyanthan, P., et al. (2013, August). Integration of eye movements and spoken description for medical image understanding. In K. Holmqvist, F. Mulvey & R. Johansson (Eds.), Book of Abstracts of the 17th European Conference on Eye Movements, 11-16 August 2013, in Lund, Sweden. Journal of Eye Movement Research, 6(3), 40. Alm, C. O. (2009, Spring). Scandinavian culture in New York City. Cornell Institute for European Studies Gazette, 1. Alm, C. O. (2009, November). Web resources for vocabulary [title translated from Swedish]. Swedish Institute web portal. Alm, C. O. (2009, May). Podcasting in Swedish teaching [title translated from Swedish]. Swedish
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Institute web portal. Alm, C. O. (2009, May). Webvideo in Swedish teaching [title translated from Swedish]. Swedish Institute web portal.
Other invited talks, conference talks, and presentations: Alm, C.O. (Forthcoming Nov. 2014). [Title : TBA]. CIS Seminar, RIT. Kilroy, T., et al. (2014, August). Linguistic analysis for multi-modal stress detection system. RIT Undergraduate Research Symposium, August 8, 2014, Rochester, NY. John, B., et al. (2014, August). Sensor fusion for cognitive load and stress monitoring. RIT Undergraduate Research Symposium, August 8, 2014, Rochester, NY. Womack, K., et al. (2014, June). Proof of concept study: Analyzing multimodal behaviors of students with autism spectrum disorders. Effective Access Technology Conference, Rochester. Bullard, J., et al. (2014, June). Mining heterogeneous, complex, and evolving electronic health records for early dementia detection. Effective Access Technology Conference, Rochester, NY. Womack, K., Proaño, R., Haake, A., & Alm, C. O. (2014, June). Toward automatic extraction of semantic units of thought in physician reasoning processes. 15th International Clinical Phonetics and Linguistics Association, June 11-15, Stockholm. Bullard, J., et al. (2014, April). Mining heterogeneous, complex, and evolving electronic health records for early dementia detection. 6th Annual Graduate Research and Innovation Symposium. Poster session. Graduate Education Week, RIT. Homan, C., et. al. (2014, April). Toward macro-insights for suicide prevention: Analyzing fine-grained distress at scale. 6th Annual Graduate Research and Innovation Symposium. Poster session. Graduate Education Week, RIT Wang, et al. (2014, March). Sensor fusion for cognitive load and stress monitoring and detection. Poster Session, RIT-VA, Canandidagua, NY. Womack, et al. (2014, March). Using linguistics analysis to characterize conceptual units of thought in spoken medical narratives. Poster Session, RIT-VA, Canandidagua, NY. Guo, X., et al. (2014, March). Infusing perceptual expertise and domain knowledge into a human-centered image retrieval system: A prototype application. Poster Session, RIT-VA, Canandidagua, NY. Rantanen, E., Alm, C. O., Worrell, T., Valentage, N., & Iuliucci. (2014, March). Linguistic analysis of clinical communications: A novel method for study of diagnostic error. HFES 2013 International Symposium on Human Factors and Ergonomics in Health Care: Leading the Way, Chicago, IL. Alm, C. O. (2013, November). What is NLP? Guest lecture in IGME 582 Humanitarian Free & Open Source Software Development, RIT. Alm, C. O. (2013, August). Language as a rich, informative sensor in health IT. Health IT J. Club, RIT. Vaidyanathan, P., et al. (2013, August). Integration of eye movements and spoken description for medical image understanding. ECEM 2013, 11-16 August, Lund, Sweden. Bullard, J., et al. (2013, August). Computational analysis to explore authors' depiction of characters. RIT Undergraduate Research Symposium, August 2, 2013, Rochester, NY. Bullard, J., et al. (2013, August). Multimodal predictors of diagnostic confidence in medical narratives. RIT Undergraduate Research Symposium, August 2, 2013, Rochester, NY. Womack, K., et al. (2013, August). Markers of confidence and correctness in spoken medical narratives. RIT Undergraduate Research Symposium, August 2, 2013, Rochester, NY. Womack, K., et al. (2013, August). Using linguistic analysis to characterize conceptual units of thought in spoken medical narratives. RIT Undergraduate Research Symposium, August 2, 2013, Rochester, NY. Li, et al. (2013, April). Multimodal cognitive modeling to support decision-making. Poster presentation at GCCIS RochTech. Showcase, Rochester, New York. Smith, M., & Alm, C. O. (2012, November). Interactions between players in collaborative videogames.
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Board of Trustees invited undergraduate research posters presentation session. Vaidyanathan, P. et al (Nov. 2012) Visual-linguistic approach to medical image understanding. Conference of the American Medical Informatics Association 2012, Chicago, Illinois. Womack, K., Male, J., et al. (2012, October). Towards understanding diagnostic cognitive reasoning of physicians. 2012 Mellon Foundation Symposium—The Multilingual Mind: Language Development and Methodology, Syracuse University. Male, J., et al. (2012, August). Extracting diagnostic information from dermatological narratives. RIT Summer Undergraduate Research Symposium, Rochester, NY Smith, Michael, & Alm, C. O. (2012, August). Interactions between players in collaborative videogames. RIT Summer Undergraduate Research Symposium, Rochester, NY. Womack, K., et al. (2012, August). Disfluencies in the medical reasoning process. RIT Summer Undergraduate Research Symposium, Rochester, NY. Alm, C. O. , et al. (2012, April) NLP in multimodal cognitive modeling of dermatologists’ decision- making. Poster presentation at Natural Language Processing: State of the Art, Future Directions and Applications for Enhancing Clinical Decision-Making. NLM/NIBIB Workshop, NIH Campus, Bethesda, Maryland. Alm, C. O. (2012, April). Unconventional computational semantics. Colloquium/Seminar Series of the Ph.D. Program in Computing and Information Sciences, RIT. Alm, C. O. (2012, February) The expression of subjectivity in digital language on and beyond the Internet. Department of English, RIT. Alm, C. O. (2011, October) Making sense with computational linguistics. Colloquium of the Department of Pscyhology, RIT. McCoy, W., Alm, C. O., Haake, A., Shi, P., & Pelz, J. (2011, August). Evidence of diagnostic styles in doctors’ verbalized descriptions. RIT Summer Undergraduate Research Symposium, Rochester, NY. Lehrman, M., Alm, C. O., & Proaño, R. (2011, August). A computational linguistics approach to distinguishing distressed vs. non-distressed affect state in text. RIT Summer Undergraduate Research Symposium, Rochester, NY. Rogers, M., & Alm, C. O. (2011, August). Language bias in news media. RIT Summer Undergraduate Research Symposium, Rochester, NY. Alm, C. O. (2011, April). Returning to its roots: Rolf Blomberg’s work. 101st Meeting of the Society for the Advancement in Scandinavian Studies, Chicago. Alm, C. O. (2011, January). Presentation at Hewlett – Packard visit, RIT. Alm, C. O. (2011, January). The Northern North in Åsa Larsson’s Sun Storm. MLA 2011, LA, CA. Alm, C. O. & Heimisdóttir, L. Ö. (2010, October). Empirical patterns in the process of learning oral skills. SLRF, University of Maryland. Alm, C. O. (2010, October). Introduction: Virtual education. ASTRA Conference, Washington, D.C. Alm, C. O. (2010, April). Introducing an open source Swedish teaching package: Combining discovery-based and thematic learning to address needs and motivations of Swedish students. 100th Meeting of the Society for the Advancement in Scandinavian Studies, Seattle. Alm, C. O. (2010, March). Gods as kids in The Mythical Detective Loki Ragnarok. Conference on New directions in Medieval Scandinavian Studies, Fordham University, New York. Alm, C. O. (2009, November). Online instructional projects (with a discussion on creating funded student opportunities through project involvement). Language Resource Center Fall Workshop. Alm, C. O. (2009, November). Exploring affect in fairytales for humanizing language technology. Guest lecture in German Studies freshman writing seminar on fairy tales. Alm, C. O. (2009, October). Web tools and web resources for Swedish language teaching. [Title translated from Swedish.] Conference for North American University Teachers of Swedish, University of Washington, Seattle.
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Eaton, M. & Alm, C. O. (2009, October). Culture course development (with a multimedia collection and free online access). [Title translated from Swedish.] Conference for North American University Teachers of Swedish, University of Washington, Seattle. Alm, C. O. (2009, June). Is satisfaction important for second language learning? [Title translated from Swedish.] NORDAND: The 9th Conference on the Nordic Languages as Second Languages, Helsingør, Denmark. Alm, C. O. (2009, May). Instructional motivations behind (new) usages of class website features. Language Resource Center Spring Workshop, Cornell University. Alm, C. O. (2009, April-May). The state and position of scholarship on second language learning in Scandinavian Studies in North America. 99th Meeting of the Society for the Advancement in Scandinavian Studies, Madison, Wisconsin. Alm, C. O. (2009, March). Affect in text and speech. Department of Linguistics Colloquia Series, Cornell University. Alm, C. O. (2009, March). Learning attitudinal meaning: empirical lessons from the Swedish language classroom. American Association for Applied Linguistics 2009 Conf, Denver, CO. Stenport, A. & Alm, C. O. (2008, December). Entrepreneurship and corporate identities in Scandinavian crime fiction—examples of a globalizing trend. Europe and Globalization: Narrating Challenges and Opportunities, MLA San Francisco. [Representative: A. Stenport.] Alm, C. O. (2008, November). Portfolio assessment for addressing individual learning needs of language learners. ACTFL, Orlando. Ivanova, M. & Alm, C. O. (2008, August). Translating Mishima: Ingmar Bergman’s Markisinnan de Sade (1989). International Study Conference of the Association for Scandinavian Studies, Polen. [Representative: M. Ivanova.] Hall, H. & Alm, C. O. (2008, July). Exploring cultural diversity of gender and family through Scandinavian children's and youth literature in translation. Literacies for All Summer Institute, Critical Reflections: Honoring and Nurturing the Whole Child, sponsored by the Whole Language Umbrella (WLU), Tucson. Alm, C. O. (2008, April). Relocalizing text: Challenges when translating to native audiences. Fourth Biannual Conference of the American Translation and Interpreting Studies Association (ATISA), University of Texas, El Paso. Ivanova, M. & Alm, C. O. (2008, March). Scandinavian mythology and worldscapes in Japanese shôjo culture. 98th Annual Meeting of the Society for Advancement of Scandinavian Study, University of Alaska, Fairbanks. Alm, C. O. (2007, November). Diversifying the language class: Adding a field trip and posting recordings on the podcast server. Second Annual Foreign Language Share Fair of the School of Literatures, Cultures, and Linguistics, University of Illinois at Urbana-Champaign. Hall, H., & Alm, C. O. (2007, June). Sampling Scandinavian children’s/youth literature and film. Presented at Illinois Summer Institute for [K-12] Teachers, University of Illinois at Urbana-Champaign. Invited workshop. Alm, C. O. (2007, April). Affect in language. Beckman Institute Graduate Student Seminar Series, University of Illinois at Urbana-Champaign. Alm, C. O. (2006, October). Language variation and language teaching. Workshop for North American University Teachers of Swedish, University of Pennsylvania, Philadelphia. Alm, C. O. (2006, October). Text and affective meaning. Department of Linguistics Seminar, University of Illinois at Urbana-Champaign. Alm, C. O. New problems in computational semantics [Partially on collaborative work with N. Loeff and D. Forsyth]. Guest lecture in LING 406 Introduction to Computational
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Linguistics in Spring 2005, and as modified version in LING 591 Computational Semantics for Natural Language in Fall 2006, University of Illinois at Urbana-Champaign. Alm, C. O. (2004, October). Web materials for beginning Swedish. Workshop for North American University Teachers of Swedish, University of Wisconsin-Madison. Alm, C. O. (2002, October). English in the Ecuadorian commercial context. Ninth Annual Meeting of the International Association of World Englishes (IAWE), University of Illinois at Urbana-Champaign. Alm, C. O. (2001, Spring). The status of English in Europe: a/no contradiction? [Focus on Sweden]. Midwestern Student Symposium, University of Illinois at Urbana-Champaign.
RIT GRADUATE STUDENT THESIS COMMITEES: 2014- Chair of Thesis Committee: Joseph Bullard, M.S. Candidate in Computer Science. Proposal title: Mining of Electronic Health Records for Early Dementia Markers and Classification. Co-Chair: Xumin Liu. Proposal approved: July 2014. 2014- Co-Advisor of Capstone Project: Ravdeep Johar, M.S. Candidate in Computer Science. Pre-proposal title: Modeling Distress: Towards Understanding Suicidality. 2013- Co-Chair of Dissertation Committee, Preethi Vaidyanathan, Ph.D. Candidate in Imaging Science. Proposal title: Computational Integration of Human Vision and Natural Language for Semantic Image Understanding. Proposal defended: June 2014. 2012- Member of Dissertation Committee, Xuan Guo, Ph.D. Candidate in Computing and Information Sciences. Proposal title: TBA. Dissertation Advisor: Anne Haake. 2012- Member of Thesis Committee, Nicholas Iuliucci, M.S. Cand. in Applied Experimental and Engineering Psychology. Proposal title: Physicians’ Diagnostic Decision-Making and Patient History Elicitation. Thesis Advisor: Esa Rantanen. Proposal Completed. 2012-2014 Co-Advisor of Thesis Committee, Limor Hochberg, M. S. Candidate in Applied Experimental & Engineering Psychology Metacognition and Decision-Making Style in Clinical Narratives. Defended: 8/2014. Faculty Advisor/Committee Chair: Esa Rantanen. 2012-2013 Member of Thesis Committee, Nathaniel Moseley, M.S.. in Computer Science. Thesis: Using Word and Phrase Modification Patterns to Extract Age From Twitter Microtexts. Defended: 05/2013. Thesis Advisor: Manjeet Rege. 2011-2012 Member of Thesis Committee, Katie Greiner, M.S. in Human-Computer Interaction, Golisano College of Computing and Information Sciences. Thesis: A Comparison of Two Concurrent Think-Aloud Protocols: Categories and Relevancy of Utterances. Defended 11/2012. Thesis Advisor: Evelyin Rosanski.
OTHER RIT STUDENT MENTORING ACTIVITIES: 2014- Software Engineering senior project sponsor of team Rigatoni working on LinGUIni. 2014 Primary mentor of Taylor Kilroy (Computer Science, BS Cand.), Stress detection project. 2013-2014 Software Engineering senior project sponsor of the team Pro-Nouns working on LinGUIni, a language data analytics toolkit. Summer 2013 Primary mentor of Joseph Bullard (Computer Science, MS Cand.) in HCC group. Spring 2013 Mentor of Joseph Bullard (Bioinformatics) in literary computing project. 2012- Primary mentor of Kathryn Womack (ASL-English Interpreting) in IGE workshop project. 2012-2013 Co-mentor of Daniel Nyström (Applied Experimental and Engineering Psychology) in patient-physician communication project Sum. 2012 Mentor for the RIT Summer Undergraduate Research Fellowship: Michael Smith (Computer Science). 2011- Co-mentor or primary mentor of graduate student project research in the Human-Centered Computing/MVRL interdisciplinary research group: Joseph Bullard (Computer Science);
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Limor Hochberg (Applied Experimental & Engineering Psychology); Xuan Guo (Computing & Information Sciences); Preeti Vaidyanathan (Imaging Science); Rui Li (Computing & Information Sciences; graduated 2013) 2011- Primary mentor of undergraduate researchers/co-ops in the Human-Centered Computing/MVRL interdisciplinary research group: Joseph Bullard (Bioinformatics); James Male (Computer Science); Wilson McCoy (Game Design), Kathryn Womack (ASL-English Interpreting), Matthew Kennedy (Mechanical Engineering) 2011 Mentor of summer research project: Michael Lehrman (Multidisciplinary Studies) 2011 Mentor of independent study: Matthew Rogers (New Media Publishing)
ACADEMIC PEER-REVIEWING ACTIVITIES: 2014 Speech Communication reviewer 2014 Program Committee, ACL 2014 in the area Information Extraction and Text Mining 2014 Program Committee, Third Workshop on Computational Linguistics for Literature 2013 Program Committee, ACL 2013 in the area Evaluation Methods 2013 Program Committee, Second Workshop on Computational Linguistics for Literature 2012 IEEE Transactions on Affective Computing reviewer 2012 Program Committee, NAACL 2012: Workshop on Computational Linguistics for Literature 2012 Program Committee, NAACL-HLT 2012 in the area: Social Media 2012 Program Committee, ACL 2012 in the area: Social Media and Sentiment Analysis 2011 Program Committee, EMNLP 2011 in the area: Sentiment Analysis & Opinion Mining 2011 Invited expert, European Commission-level, Brussels, Belgium 2011 Computational Intelligence reviewer 2010 Advances in Human-Computer Interaction reviewer 2010 Transactions on Audio, Speech and Language Processing reviewer 2010 Panel organizer: Virtual Education, ASTRA 2010 conference, Washington, D.C. 2010 Program Committee, COLING-2010 area: Sentiment Analysis & Text Classification 2010 IEEE Transactions on Affective Computing reviewer 2010 IEEE Transactions on Multimedia reviewer 2009-2010 Program Committee, NAACL 2010 workshop: Computational Approaches to Analysis and Generation of Emotion in Text. 2009 Wiley-Blackwell Compass Panel member of the Linguist List
CURRICULUM AT RIT: • Advisor for CL & HLT immersion, English, RIT • Advisor for Language Science minor/immersion, English, RIT • Software Engineering application domain in Comp. Linguistics & Human Language Technology • Drafted Human Language Technology & Computational Linguistics immersion • Co-drafted Digital Literatures and Comparative Media minor (and provided input on Text and Code immersion and course) • Co-drafted initial version of concept paper for Digital Humanities B.S. program • Leading role in drafting of Language Science minor and immersion (Steering Committee: Hermsen, L., Yamashita, H., Bochner, J., Berent, G. P., Alm, C. O.) • Drafted course forms for ENGL 782, ENGL 781, ENGL 582, ENGL 481, ENGL 470, ENGL 371, ENGL 351, ENGL 310 • Drafted triple-C form for ENGL 371
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ACADEMIC COMMITTEES: 2014- International education committee, COLA, RIT 2013-2014 Task force on interdisciplinary programming, COLA, RIT 2013-2014 Department of English marketing committee, RIT 2013-2014 Department of English search committee, RIT 2012- Digital Literatures and Comparative Media minor committee, RIT 2011- Digital Humanities Faculty Working Group, RIT 2010- Interdisciplinary Language Science steering committee, RIT 2010-2011 2010: Acting Secretary/Acting Webmaster of ASTRA; 2011: Acting Secretary 2009 Web reference group for the Swedish Institute, instructional section 2009 Sicca and Manon Grant Committee, Institute for European Studies, Cornell University 2008 Fulbright Committee, Institute for European Studies, Cornell University 2006-2007 Grievance Committee, Department of Linguistics, University of Illinois
ACADEMIC EVENT ORGANIZATIONAL ACTIVITIES: 2014 Organizing Distinguished Computational Linguistics Lecture with Dan Roth, Oct. 2014. 2014 Imagine RIT exhibit (faculty collaborator): Sensor Fusion Cognitive [Load] and Stress Detection, RIT. May 3, 2014. 2014 Research Beyond Boundaries: Translation as Interdisciplinary Practice. With Tim Engström and Babak Elahi. Graduate Education Week, April 14, 2014, RIT. 2013 Knowledge Representation: From Data to Knowledge (interdisciplinary workshop: computational linguistics, biomedical informatics, and philosophy. For graduate and undergraduate students). July 16-19, 2013, RIT. With Anne Haake and Tim Engström. 2013 Organizing schedule of April 3-4 RIT visit of Dr. Rosalind Picard (Professor, MIT Media Lab, Affective Computing Research Group), Digital Humanities Distinguished Speaker Series, RIT. 2012 Organizer of Symposium Commemorating August Strindberg: Author, Visual Artist, & Playwright, RIT, with Sheffield, Saari, Ferran, and Argetsinger. 2012 Organizer of campus talk and visit of Søren Stærmose, Scandinavian producer of The Girl with the Dragon Tattoo. 2011 Introduction to screening of The Girl with the Dragon Tattoo, Conable Global Film Series, College of Liberal Arts, RIT. 2011 Symposium organizer: Language, Technology & Media, RIT, with Stan van Horn (ELC). 2010 Panel co-organizer: Swedish Language Learning and Teaching in North America in the Age of Digital Interaction and Multimodal Texts 2009 Symposium organizer: Sweden and Scandinavia in their Eu./Int’l. Contexts, Ithaca, NY 2009 Assigned session chair, SASS 2009, Madison, Wisconsin 2000-2007 Department of Linguistics event participant/volunteer, University of Illinois 2000-2007 Scandinavian Program event participant/volunteer/outreach work, University of Illinois 2005, 2006 International conference volunteer at ACL 2006, HLT/EMNLP 2005
OTHER PROFESSIONAL ACTIVITIES: 2014 Faculty leading the computational language science research group. Organizer of regular group meetings in which student advisees present and discuss their comp ling/lang sci work. 2013- Member of Health IT Journal Club, RIT 2013 Session moderator, RIT Undergraduate Research Symposium, August 2, 2013 2012-2013 Led two successful nominations of senior colleagues (ACL Fellow, Faculty Mentor Award)
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2013 Co-organizer of Digital Humanities Stream at SASS 2013 2010- Attendee at professional events at RIT (undergraduate/graduate research symposium, Grant writer’s boot camp, PI Institute, ETC offerings, COLA events, etc.) 2008-2010 Advisor of student organization The Scandinavian Club, Cornell University 2009 Outreach: Ithaca High School’s international day, My Father’s Dragon reading project 2009-2010 Sakai/Chalk & Wire software pilot instructor for CIT, Cornell University 2003 Entrance examination grader, Universidad San Francisco de Quito, Ecuador 2002, 2003 Website workshop organizer, Universidad San Francisco de Quito, Ecuador
PROFESSIONAL AFFILIATIONS: ACL-Association for Computational Linguistics, ISCA-International Speech Communication Association, SIGSEM (ACL Special Interest Group on Computational Semantics), SIGBIOMED (ACL Special Interest Group on Biomedical NLP), SIGSLPAT (ACL Special Interest Group on Speech and Language Processing in Assistive Technology), Association of Swedish Teachers and Researchers in America, Phi Kappa Phi
LANGUAGES: Swedish (native), English (near-native), Spanish (fluent), German (fluent) Written and aural comprehension of Norwegian and Danish Formal study of Old and Middle English, Modern Icelandic, Old Norse, Latin, French Completed ASL 1A, ASL 1B, ASL group instruction, with RIT’s Faculty & Staff Sign Language Program, Provost's Development of Effective ASL Use at RIT Program, and group tutoring sessions.
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Deborah L. Blizzard, Ph.D.
Associate Professor of Science, Technology, and Society Chair, Department of Science, Technology, and Society Chair, Program in Women’s and Gender Studies College of Liberal Arts Rochester Institute of Technology 92 Lomb Memorial Drive Rochester, NY 14623-5604 (585) 475-4697; [email protected]
EDUCATION:
Ph.D., Science and Technology Studies, Rensselaer Polytechnic Institute, December 2000 Dissertation: “The Socio-Cultural Construction of Fetoscopy”
M.S., Science and Technology Studies, Rensselaer Polytechnic Institute, 1994 Emphasis: Medical Decision-Making, Health Reporting in Commercial News
B.A., Government, Smith College, 1992 Emphasis: International Relations
Independent Study Abroad, Politics, University of Edinburgh, 1990-1991 Emphasis: International Relations, Science Studies
PUBLICATIONS:
Blizzard D., Bauchspies, W., Restivo, S., Strauss, L., and E. Schiff. (in prep) Open Sesame: A Brief Introduction to Magic and Culture
Blizzard, D. (in prep) “Honey Doll and Real Dolls: A Cross Cultural Study of Pseudo-Cyborg Sexuality.” For submission to Sexuality and Culture.
Pardee, J. and D. Blizzard (under review). "The Methodology of Trauma: A Comparative Case Study of Researcher Reactions in the Data Collection Process." Qualitative Sociology
Blizzard, D. (forthcoming, due Nov 2014). “Making the Fantasy: Consumption, Relationships and the Real Doll.” Invited contribution to Sexual Fantasies. Peter Lang Publishers. Sara Johnsdotter and Mariah Larsson, Eds.
Blizzard, D. (in press). “Feminist Perspectives.” Invited contribution to Prenatal and Preimplantation Diagnosis: The Burden of Choice. Springer. Joann Galst and Marion Verp, Eds.
Deborah L. Blizzard, Ph.D. CV Page 2 of 10
Blizzard, D. and W. K. Bauchspies (2014) “The Stability of Shifting Ground: Ethnography and STS” Feminist Epistemologies.
Blizzard, D. (2011) “Prenatal Surgery and the Family.” Invited submission to Encyclopedia of Family Health. Sage. Martha Craft-Rosenberg, editor
Blizzard, D. “Tenure – quite the odd journey” Newsletter for the Council for Anthropology and Reproduction. Invited submission Spring 2009
Blizzzard, D. (2007) “When Heartless Babies are Disposable Tissue: Amalgamations of Objectivity and Subjectivity in Maternal Reactions to Acardiac Twinning.” Other Engenderings: Pregnancy in Situations of Social and Psychological Disorder (TSANTSA) The Review of the Swiss Anthropological Society, 12, 93-103.
Blizzard, D. (2007) Looking Within: A Social Examination of Fetoscopy. MIT Press
Blizzard D. and S. Foster (2007) “Feminist Pedagogy in a Deaf and Hearing World: Linking Cultures Through Artifacts and Understanding” Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching 17(3): 225-236.
Blizzard, D. (2005, September). “A Trying Experience: Fetoscopy and Maternal Decision Making.” Invited submission in Larry Churchill and Mark Bliton (Eds.) Clinical Obstetrics and Gynecology (48)3, 562-573.
Blizzard, D. (2005). “Patients’ rights.” Invited submission in Sal Restivo (Ed.), Science, Technology, and Society: An Encyclopedia (pp. 374-379). Oxford: Oxford University Press.
Blizzard, D. (2000) “Situating Fetoscopy within Medical Literature and Lived Experience: An Opening for Social Analysis” In Bodies of Technology: Women's Involvement with Reproductive Medicine. Saetnan, Oudshoorn and Kirejczyk (Eds). Columbus: Ohio State University Press.
Blizzard, D. (1995) "Women and Genes: Finding the Right Fit" On-Line Document: ERIC SYSTEM
TEACHING PORTFOLIO:
• Science, Technology, Values • Biomedical Issues: Science and Technology • Gender, Science, and Technology (revised course based on Feminist Approaches to Science and Technology)* • Cyborg Theory: (Re)thinking the Human Experience in the 21st Century* • Magic, Science, and Technology (honors)* • Reality TV and the Construction of Reality (with Prof. S. Barnes, Dept. of Communication, RIT)* • Sexuality, Medicine, Science, and Technology (honors)* • STS Seminar: New Reproductive Technologies* • Popular Epidemiology (With Prof. A. Howard, Dept. of STS/Public Policy, RIT)*
Deborah L. Blizzard, Ph.D. CV Page 3 of 10
Independent Studies Supervisor:
• Ann McDermott. Topic: Midwifery in Cultural Context • Stanley Gold. Topic: Art, Science, and Technology in the Context of Cyborg Theory. • Kate Page. Topic: The Sociocultural and Historical Development of Dentistry • Brenna Brady. Topic: Minimally Invasive Medical Technology • Rich Murray. Pedagogical Approaches to STS in Secondary Education • Nate Oliver. Topic: Advanced Cyborg Theory and a Critical Examination of Star Trek’s Borg • Amanda Ziemann. Topic: Mimicking Nature Through Automata, Mathematics, and Mechanics • Tomer Ben Evi. Topic: A Perspective of Homosexuality in Science & Technology • Ashley Aberg. Topic: Bioethics and the Intersexed • Dianna Bonilla. Topic: Art and Cyborg Threory • Ashley Zanca. Topic: Universal Design in Education • Jackson Rowland. Topic: Social Constiruction of Technological Systems
*course developed by Deborah Blizzard
FACULTY ADVISOR TO STUDENT PROJECTS
Research Research Fellow, Rochester Instiute Technology (Summer 2011) Ashley Aberg Advisor of Summer Prefreshman Honors Research Program (Summer 2009) “History of Robotoic Surgery” Ms. Carley Keenan “Sociocultural History and Contemporary Context of Golfing and its Technologies” Mr. Jacob Sachs
Advisor of Summer Prefreshman Honors Research Program (Summer 2008) “Wrongful Birth” Ms. Channele Francis “Medicaid and Equity” Ms. Joanna Robinson Advisor of Summer Prefreshman Honors Research Program (Summer 2007) “Magic Cultivation” Ms. Summer Naugle “Magical Technology” Mr. Francis Mule Advisor, Senior Thesis, Mr. Russell Raymond (2006) Advisor of Honors Program funded undergraduate researchers (Summer 2005) “Gender and Magic” Ms. Brandy Papas “Magic, Pseudoscience, and Fraud” Mr. Bradford Loesch
Deborah L. Blizzard, Ph.D. CV Page 4 of 10
COMMITTEE MEMBER TO GRADUATE DEGREES
Advisor, Master’s Committee, Ms. Erin Mathis (MS, Science, Technology, and Public Policy) Advisor, Master’s committee, Mr. Albert Blakley (MS, Science, Technology, and Public Policy) Member, Master’s committee, Ms. Sue Michel (left RIT to pursue law) Member, Master’s committee, Ms. Elizabeth Reeves (MS, Communications) Member, Master’s committee, Ms. Cindy Stanton (MS, Industrial Design) Member, Master’s committee, Ms. Deanna Kimbrell (MS, Communications)
SERVICE TO PROFESSION AND RIT:
Co-Chair, Task Force on Curricular Innovation and Creativity, RIT Strategic Plan
April 29, 2013, Organizer for WGS reception for Lilly Ledbetter, Key Note Speaker, Women’s Achievement Dinner.
Chair, Program on Women and Gender Studies, RIT
2013-, Chair, Department of Science, Technology, and Society
2012-2013. Chair, Department of Science, Technology and Society/Public Policy, RIT
2012-. Member, President’s Commission on Women
2010-2012. Interim Chair, Department of Science, Technology and Society/Public Policy, RIT
2009-. Undergraduate Coordinator, Department of Science, Technology, and Society/Public Policy, RIT.
2009. CLA representative to the Institute Committee on Student Affairs
2009-2011. Outside Reader to NTID Committee for Outstanding Undergraduate
2007-2008. Chair, Honors Committee, College of Liberal Arts, Rochester Institute of Technology
November 2006, Chair, Hospitality Committee, Annual Meeting of the Society for Social Studies of Science, 30th Anniversary. Vancouver, BC
Fall 2006, Reviewer, reviewed all medical/health abstracts submitted and selected which ones would be on the program for the Annual Meeting of the Society for Social Studies of Science (approximately 90 abstracts to review).
Deborah L. Blizzard, Ph.D. CV Page 5 of 10
May 2006. Organized panel, “Interdisciplinary Action: Research and Pedagogical Approaches at RIT” for Faculty Institute on Teaching and Learning.
April 2006. Organized panel: “Reality TV: Emerging Popular Culture and Theoretical Inquiry.” (with Prof. Susan Barnes) for the Eighth Annual Student Research Conference in the Liberal Arts.
April 2006. Organizer “Car Maintenance 101.” Interactive discussion sponsored by the Women’s Center to assist men and women students to know better how to maintain and understand their automobile during and after college.
2005-present. Member, Advisory Board of The Women's Center (renamed “Center for Women and Gender,” 2010), Rochester Institute of Technology.
2005-present. Faculty Advisor, Feminist Action on Campus for Every Student, Rochester Institute of Technology (disbanded).
November, 2005. Organized and hosted invited talk: “Everyday Reality, Women and Technology in Guinea, West Africa.” Dr. W. K. Bauchspies, Science, Technology, and Society, and Women’s Studies, The Pennsylvania State University & Fulbright Professor University of Kankan, Guinea 2003-4 and 2005. Presentation open to the Rochester Institute of Technology community.
February, 2004. Organized and hosted invited talk: “Magicians and the Scientific Method.” Dr. L. Strauss, Interim Core Sequence Director, Sixth College, the University of California at San Diego. Presentation open to the Rochester Institute of Technology community
2004 – present. Member, Honors Committee, College of Liberal Arts, Rochester Institute of Technology
2003. Advisor to the Steering Committee, Council for Anthropology and Reproduction (Special interest Group of the Society for Medical Anthropology).
2002 – 2006, 2010. Member, Women’s and Gender Studies Coordinating Committee, Rochester Institute of Technology
2002 – 2003. Member. Institute Task Force on Nanotechnology.
2000 - 2002. Chair/Coordinator, Council for Anthropology and Reproduction (Special interest Group of the Society for Medical Anthropology).
FELLOWSHIPS, GRANTS, AND AWARDS
2014, Increasing Access to Society For Japanese and American Women who are Deaf “Shakai Sanka Suishin Project” (S3 Project). Scholarship Portfolio Development Initiative. Faculty mentor to Deirdre Schlehofer, NTID
2014, Connect Grant: Hidden Spaces, Mobile Places: Changing an Institutional Environment through Appreciative Inquiry. PIs: M. Ann Howard, D. Blizzard, Caroline DeLong, Corrina Schlombs, Lisa Hermsen
Deborah L. Blizzard, Ph.D. CV Page 6 of 10
2012-, Deaf and Hard of Hearing Team. NSF Advance Grant. Margret Baily PI
2010, Nominated: Eisenhart Outstanding Teaching Award, RIT
2009-2010, Awarded PLIG Grant, RIT. “Introducing Community Based Participatory Research and Learning to Environmental Studies Students: Identifying the Sociocultural Context of Sustainability” (With M. Ann Howard)
2009, Nominated: Eisenhart Outstanding Teaching Award, RIT (did not receive award)
2007, Nominated: Eisenhart Outstanding Teaching Award, RIT (*ineligible for consideration due to not being employed at RIT for seven or more years)
2007, Recipient, Ronald D. Dodge Memorial Endowment Fund (National Technical Institute for the Deaf), “Teaching Teams: A Dialogue Between ASL interpreters, C-Print Captionists, and CLA Faculty” To be held Fall Quarter 2007, RIT
2007, Recipient, $700 from College of Liberal Arts Faculty Research Fund for research on Cultures of Magic
2007, Faculty Development Award to create new course, “Sexuality, Medicine, Science, and Technology” (Honors)
2005, Recipient (with Susan Barnes, Dept. of Communication), Faculty Development Award to create new pedagogical approach and course, “Reality TV and the Construction of Reality”
2004-2005, Recipient, Paul A. and Francena L. Miller Faculty Fellowship to aid in completion of monograph: Looking Within: A Sociocultural Examination of Fetoscopy
2004, Recipient, $700 from College of Liberal Arts Faculty Research Fund for research on fetoscopy
2004, Recipient, Faculty Development Award to create new Honors course: “STS Honors: Magic, Science, and Technology”
2003, Recipient, Faculty Research Fund to continue research, “Sociocultural Research on Fetoscopy, Continuing Study”
1997-1998, Recipient, NSF Grant for Doctoral Dissertation (#A10807) “The Socio-Cultural Construction of a Fetoscopy Network”
1997, Research Assistant for Linda Layne, Ph.D., Anthropological studies on pregnancy loss
1996, Scholarship awarded to attend conference: “The Responsibility of Oversight in Genetic Research and Technology Development”
1995, Class attendee, "Genomic Information: Ethical Implications." One of approximately 30 invited participants to discuss and consider the social, ethical and legal affects of the Human Genome Project. University of Washington, Seattle, WA.
1992, Smith College First Group Scholar Deborah L. Blizzard, Ph.D. CV Page 7 of 10
1990, First Class Merritt, University of Edinburgh, course: “Science and Society”
INVITED SPEAKER:
October 2007, “Belief, Patterns, and Rationalism: Exploring the Magic of Science and the Science of Magic” Invited faculty speaker at The Brick City Festival, Rochester Institute of Technology.
February 2006, “Traumas, Identities, and Understanding the Hope and Grief of Mother-Patients and Fetoscopic Experiences” Invited speaker to the course, “Honors Colloquia.” Rochester Institute of Technology. Jessica Lieberman, instructor.
February 2006, “Fetoscopy and Medicalization (Updated)” Invited speaker to the course: “Science, Technology, Values.” Department of Science, Technology, and Society, Rochester Institute of Technology. Prof. Richard Shearman, instructor.
October 2004, “Nanotechnology, Bill Joy and Cancer: Hope, Fear and Reality in Social Context.” Invited speaker to the course, “Special Topics: Nanotechnology & Social Change.” Rochester Institute of Technology. Profs. Diane Hope and Paul Petersen, instructors.
October 2004, “Science and Magic.” Invited faculty speaker at The Brick City Festival, Rochester Institute of Technology.
October 2004, “Fetoscopy and Medicalization.” Invited speaker to the course: “Science, Technology, Values.” Department of Science, Technology, and Society, Rochester Institute of Technology. Prof. Richard Shearman, instructor.
April 2004, “My Baby is a Tumor?: Insights to Fetoscopy and Feminism.” Invited Speaker to the Women's Research Forum, Rochester Institute of Technology.
April 2004, “Biotechnology, Humanity, and the Conditions of Freedom: Brave New (?) World, Or, Same Old, Same Old…A Feminist Critique of Reproduction as Production.” Invited speaker to the course, “Honors Colloquium.” Department of Political Science, Rochester Institute of Technology. Prof. Sean Sutton, instructor.
April 2004, “Hanging Out in the Virtual Pub: Making it Past the Door; or, surviving the Pipeline.” Discussant to Department of Sociology/Anthropology Conference, Cyber Communities: Uniting Us or Diving Us?
March 2003. Guest speaker/faculty participant: “What is Feminism?” Open discussion/round table sponsored by Feminist Action on Campus for Every Student.
February 2003, “Nanomedicine.” Invited speaker with Irene Evans (Department of Biology, Rochester Institute of Technology) to the Institute Task Force on Nanotechnology, Rochester Institute of Technology.
October 2001. Guest lecturer to course: “Anthropology of New Reproductive Technologies.” Dept. of Science and Technology Studies, Rensselaer Polytechnic Institute. Prof. Linda Layne, instructor. Deborah L. Blizzard, Ph.D. CV Page 8 of 10
September 2001. Invited Speaker for Series Contemporary Issues in Science and Technology Studies: “The Social Implications of In Utero Fetal Surgery: Understanding the Hope and Grief of Patient-Mothers and Their Fetus-Babies.” Science, Technology, and Society Program, The Pennsylvania State University. Prof. Wenda Bauschspies, instructor.
March 2001. Guest lecturer to graduate course: “Research Seminar.” Dept. of Science and Technology Studies, Rensselaer Polytechnic Institute. Prof. Linda Layne, instructor
March 2001. Guest lecturer to course: “Anthropology of New Reproductive Technologies.” Dept. of Science and Technology Studies, Rensselaer Polytechnic Institute. Prof. Linda Layne, instructor
April 1999. Guest lecturer to course: “Research Methods in Sociology.” Dept. of Sociology, California Lutheran University. Prof. Judith Jackson-Pomeroy, instructor.
CONFERENCE PRESENTATIONS:
“Miss-Directed: Women, Magic, and the and the Cultural Pitfalls of Performativity.” 6th Global Conference? Evil, Women and the Feminine. (With Dr. Sal Restivo and Dr. Linda Strauss). Lisbon, Portugal. June 2014* *Following the tragic and untimely death of a co-participant’s partner, the presenters removed the paper from the conference. It will be resubmitted for the 2015.
"The Methodology of Trauma: A Comparative Case Study of Researcher Reactions in the Data Collection Process." Contributed to Eastern Sociological Association Annual Meeting. (With Dr. Jessica Pardee), Baltimore, MD. February 2014.
“Individual Liberty and Objectification: Sex Trade, Sex Dolls, and Fetishism.” Contributed to the Annual Meeting of the International Association for the Study of Sexuality, Culture and Society. Madrid, Spain. July 2011
“The Magic of Real Dolls: Rhetoric, Material Culture, and the Entrenchment of Emphasized Femininity.” Contributed to Perspectives on Gender and Technology. Austin, TX. April 2009
“When Structure is Content: Popular Epidemiology”(With Professor M. Ann Howard). Contributed to the International Association of Science, Technology and Society, Annual Meeting, Rochester, NY April 2-4, 2009
“Cultivating Magic” (With Dr. Linda Strauss). Contributed to the Society for Social Studies of Science, Annual Meeting, Montreal, Quebec, Canada. October 2007
“Acardiac Twinning and Ambiguous Loss: Grieving the Lost Subject-Object in Fetal Surgery (Fetoscopy).” Contributed to the International Association of Science, Technology, and Society, Annual Meeting, Baltimore, MD. February 2007
“Reality TV: Design and Implementation of an Interdisciplinary Course” (With Dr. Susan Barnes). Contributed to the Faculty Institute of Teaching and Learning, Rochester, NY. May 2006
Deborah L. Blizzard, Ph.D. CV Page 9 of 10
“Gender and Magic” Contributed to the Society for Social Studies of Science, Annual Meeting, Pasadena, CA, October 2005
“Claiming the Classroom: A Case Study of Feminist Pedagogy at a Technological University” Contributed to the Society for Social Studies of Science, Annual Meeting, Cambridge, MA, October 2003
“A Trying Experience: Maternal Pragmatism and Surviving Fetal Loss in Fetoscopy” Contributed to the American Anthropological Association, Annual Meeting, Chicago, Il. November 2003
“My Baby is a Tumor: Parental Reconstructions of In Utero Subjectivity High-Risk Twin Gestations” Contributed to the American Anthropological Association, Annual Meeting, New Orleans, LA November 2002
“My Baby is a Tumor: Parental Reconstructions of In Utero Subjectivity High-Risk Twin Gestations” Contributed to the Society for Social Studies of Science, Annual Meeting, Milwaukee, WI November 2002
“After the Ethnography: Returning, Participating and Responding to the Needs of a Fetal Surgery Center” Contributed to the National Association of Science, Technology, and Society, Annual Meeting, February, 2002.
“Patient-Parent and Medical Provider Paths to Recognizing Loss and Remembering Dead Fetus-Babies: A Role for Newsletters, Parent Support Networks, and Reunions.” To be contributed to the American Anthropological Association, Annual Meeting, Washington DC, December 2001
“Patient-Parent and Medical Provider Paths to Recognizing Loss and Remembering Dead Fetus- Babies: A Role for Newsletters, Parent Support Networks, and Reunions.” Contributed to the Society for Social Studies of Science, Annual Meeting, Cambridge, MA, November 2001
“Public Fetuses, Private Faces.” Contributed to the American Anthropological Association, Annual Meeting, San Francisco, CA, November 2000
“Fetoscopy and Acardiac Pregnancies: Identifying and Rethinking Dichotomous Relationships in high-Risk Obstetrics.” Contributed to the Society for Social Studies of Science, Annual Meeting, Vienna, Austria, September 2000
“Acardiac Twinning and Varying Perceptions: Patients, Providers, and the Social Network.” Contributed to the American Ethnological Society, Annual Meeting, Tampa, FL, March 2000
“Acardiac Pregnancies, Dichotomous Relationships, and the Parental Construction of Place and Belonging Following Perinatal Death” (title change). Contributed to the American Anthropological Association, Annual Meeting, Chicago, IL, November 1999
“Fetoscopy and Acardiac Pregnancies: Identifying and Rethinking Dichotomous Relationships in High-Risk Obstetrics” (title change). Contributed to the Society for the Social Studies of Science, Annual Meeting, San Diego, CA, October 1999
Deborah L. Blizzard, Ph.D. CV Page 10 of 10
“Constructing Pregnancy and Death: Fetal Ligation in the Treatment of Severe Twin to Twin Transfusion Syndrome.” Contributed to the American Ethnological Society, Annual Meeting, Portland, OR, March 1999
“The Third Circulation: Theorizing Placentas in Twin-Twin Transfusion Syndrome.” Contributed to the Society for the Social Studies of Science, Annual Meeting, Halifax, Nova Scotia, October 1998
“Triangulating the Woman-Fetal relationship: The Case of Acardiac Twins and Operative Fetoscopy.” Contributed to the American Anthropology Association, Annual Meeting, Washington DC, November 1997
“The Flexible Fetus and the Situated Individual.” Contributed to the Society for the Social Studies of Science, Annual Meeting, Tucson, AZ, October 1997
“Outlining a Fetoscopy Network: A Textual Analysis of an Evolving Technique.” Contributed to the Society for Applied Anthropology, Annual Meeting, Seattle, WA, 1996
“Comparing Embryofetoscopy and Amniocentesis: Accepting New Embryo-Fetal Diagnostics.” Contributed to Society for the Social Studies of Science, Annual Meeting, Bielefeld, Germany, October 1996
"Embryofetoscopy: Continuing the Mechanization and Reductionism of a Normal Pregnancy." Contributed to Society for the Social Studies of Science, Annual Meeting, Charlottesville, VA, October 1995
"Women and Genes: Finding the Right Fit." Contributed to the National Association of Science, Technology, and Society, Annual Meeting, Washington, DC, March 1995
"Bridging the Gap: An Approach for Studying the Politics of Reproductive Technologies and the Professions that Create Them" (co-author with Jeffery L. Newcomer). Contributed to Society for the Social Studies of Science, Annual Meeting, New Orleans, LA, October 1994
"Fragmentation, Alienation and Disempowerment: The Politics of Invasive Reproductive Technologies" (co-author with Jeffery L. Newcomer). Contributed to Department Colloquia, “Medicine and Society,” Department of Science and Technology Studies, Rensselaer Polytechnic Institute, Troy, NY, September 1994
SELECTED SHORT COURSE PARTICIPANT:
June 2-20, 2003 “Provost Summer American Sign Language and Deaf Experience.” One of approximately 20 faculty and staff from RIT selected to participate in an intensive immersion program to learn basic ASL and attributes of deaf culture. Rochester Institute of Technology, Rochester, NY.
June 11-14, 1995 "Genomic Information: Ethical Implications." One of approximately 30 invited participants (15 "Ethicists" and 15 "Scientists") to discuss and consider the social, ethical and legal affects of the Human Genome Project. University of Washington, Seattle, WA.
Curriculum Vitae TAMAR WILDER CARROLL
Department of History (734) 330-5991 Rochester Institute of Technology [email protected] 92 Lomb Memorial Drive www.tamarcarroll.com Rochester, NY 14623
EDUCATION
Ph.D. in History, University of Michigan, Ann Arbor, MI (April 2007) Dissertation: Grassroots Feminism: Direct Action Organizing and Coalition Building in New York City, 1955-1995
M.A. in History, University of Michigan, Ann Arbor, MI (April 2002)
B.A. in History and Journalism, University of Massachusetts, Amherst, MA (May 2000) Cum laude and Commonwealth Scholar Honors
Study Abroad, Trinity College, Dublin (1998-1999)
EMPLOYMENT/TEACHING
Assistant Professor of History, Rochester Institute of Technology, 2011-present
Hist 190: American Women’s History (lecture) Hist 191: History of the Family in the U.S. (lecture) Hist 290: U.S. History 1945-present (lecture) Hist 324: Oral History (community project-based course) MUSE 489: Museum Studies Research Methods (seminar)
Visiting Assistant Professor of History, College of the Holy Cross, 2010-2011
U.S. History 1890-1945 (lecture) U.S. History1945- present (lecture) Reagan’s America (seminar)
Visiting Assistant Professor of History, Cornell University, 2008-2010
Women’s Activism and Social Change in the Twentieth Century U.S. (writing seminar) Women’s Leadership and Community Engagement (service learning seminar) The History of the Family in the U.S., 1600-present (lecture) Empire of Prisons/Prisoners of Empire (Telluride Summer Program Seminar)
Visiting Assistant Professor, History Department, University of Michigan, 2007-2008
The History of the War on Drugs in the U.S. and Latin America (seminar) U.S. History Since 1945 (lecture) Tamar Carroll 2
PEER-REVIEWED JOURNAL ARTICLES AND BOOK CHAPTERS
Co-authored with Myron Gutmann, “The Belmont Report and the History of Childhood: The Limits of Autonomy in the 1970s,” The Journal of the History of Medicine and Allied Sciences, 66:1 (2011), 82-115.
“Unlikely Allies: Forging a Multiracial, Class-based Women’s Movement in 1970s Brooklyn” in Stephanie Gilmore, ed., Feminist Coalitions: Historical Perspectives on Second-Wave Feminism in the United States, University of Illinois Press, 2008, pp. 196-224.
“How did feminists meet the challenges of working across differences?: Brooklyn’s National Congress of Neighborhood Women, 1974-2006,” Women and Social Movements in the U.S., 1600- 2000, eds. Kathryn Sklar and Thomas Dublin, Alexander Street Press, Alexandria, VA, (10:4, Dec. 2006).
WORKS IN PROGRESS
Mobilizing New York: AIDS, Antipoverty and Feminist Activism. Chapel Hill: University of North Carolina Press, forthcoming in April 2015.
Co-authored with LaKisha Simmons, “Oral History, Health Care, and Queer/Feminist Politics,” journal article submitted for peer review to the Oral History Review, September 2014.
ESSAYS AND ENCYCLOPEDIA ENTRIES
Co-authored with Lily Geismer, “Integrating Gender and Political History into Courses on Post-1945 U.S. History,” Perspectives on History, 50:3, March 2012, pp. 28-30.
“Richard Cloward,” American National Biography Online, ed. Susan Ware, Oxford University Press, Fall 2014.
“Margaret Sanger,” Oxford Encyclopedia of American Social History, eds. Lynn Dumenil and Paul Boyer, Oxford University Press, 2012.
“Glenn Beck’s Next Target After Piven: Nixon?” History News Network, Feb. 6, 2011.
“Sex and the City: Artists and AIDS Activists Confront Privatization in New York City in the 1980s and 1990s,” Critical Planning, Volume 14, Summer 2007: Spatial Justice, available at http://www.spa.ucla.edu/critplan/Carroll_UCLA_Crit_Plan_v14.pdf.
REVIEW ESSAYS AND BOOK REVIEWS
Film Review Essay, Jim Hubbard and Sarah Schulman, United in Anger: A History of ACT UP, David France, How to Survive a Plague, and Jeffrey Schwartz, Vito: The Life of Gay Rights Activist Vito Russo, Committee on Lesbian, Gay, Bisexual and Transgender History Newsletter 27: 1 (Fall 2012), pp. 16-18.
Tamar Carroll 3
“Review Essay: New Mappings of New York City,” Journal of Urban History 36:3 (Spring 2010), pp. 398-404.
Review of Brian Purnell, Fighting Jim Crow in the County of Kings: The Congress of Racial Equality in Brooklyn, Law and History Review 32:2, May 2014, pp. 444-447.
Review of Anastasia Carol Curwood, Stormy Weather: Middle-Class African American Marriages Between the Two World Wars, H-Law, H-Net Reviews, August 2011, available at https://www.h- net.org/reviews/showpdf.php?id=33103.
Review of Nancy Hogshead-Makar and Andrew Zimbalist, eds., Equal Play: Title IX and Social Change special issue on gender, sport and the Olympics, thirdspace: a journal of feminist theory and culture, 9:2 (2010), available at http://www.thirdspace.ca/journal/article/view/reviews_carroll/366.
Review of A. Cheree Carlson, The Crimes of Womanhood: Defining Femininity in A Court of Law, H-Law, H-Net Reviews, July 2009, available at: http://www.h-net.org/reviews/showpdf.php?id=23986
Review of Sarah Blair, Harlem Crossroads: Black Writers and the Photograph in the Twentieth Century,” H-Urban, H-Net Reviews, October 2008, available at: http://www.h-net.org/reviews/showpdf.php?id=22825
SPONSORED RESEARCH
Co-PI with Ann Howard, RIT, “The Family Farm: Preserving Our Agricultural Heritage,” NY State Humanities Council Directors’ Project Grant ($10,000.00), 2013.
Co-PI with LaKisha Simmons, University of Buffalo, “Transforming Geographies: Mapping Activism in Western New York,” RIT Seed Grant ($5,000.00) and Digital Humanities Start-Up Grant ($5,000.00), 2013-2014.
ACADEMIC CONFERENCES
Panelist, “Is New York A Liberal City?” Researching New York Conference, SUNY Albany, November 2014.
Panelist, “Women in the War on Poverty,” and Moderator, “Reflections on the 50th Anniversary of the War on Poverty,” Urban History Association Biennial Conference, October 2014.
Panelist and Organizer, “Encountering Community: Health Activism in New York City, 1960- present,” panel cosponsored by The OAH Committee on LGBTQ Historians and Histories, Annual Meeting of the Organization of American Historians, April 2014.
Panelist and Organizer, “The Legacy and Lessons of Working Class Feminism,” A Revolutionary Moment: Women’s Liberation in the late 1960s and early 1970s, Boston University, March 2014.
Panelist, “Entangled Narratives: The Rewards and Challenges of Doing Oral History with Activists, Annual Meeting of the Organization of American Historians, April 2013.
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Panelist and Organizer, “Gender and AIDS Activism,” Annual Meeting of the Social Science History Association, November 2012.
Panelist and Organizer, “Representing Female Voices from the Margins,” Third Biennial Seneca Falls Dialogue, October 2012.
Panelist, Roundtable on “Lessons from ACORN: Rethinking Community Organizing in Modern America,” Annual Meeting of the Organization of American Historians, April 2012.
Panelist, “New Interdisciplinary Research in Social Welfare History,” Annual Meeting of the Social Science History Association, November 2011.
Comment, “Women, Work and Feminist Experiences in Post-WWII America,” Annual Meeting of the Social Science History Association, November 2011.
Panelist, Roundtable on “Skill Sets, Learning Outcomes and Inspiration: Teaching Women’s Leadership and Teaching Women Leadership,” Berkshire Conference on the History of Women, June 2011.
Comment, “Crossing Boundaries: Gender, Generation and Grassroots Organizing in Transnational Communities, 1968-1988,” Berkshire Conference on the History of Women, June 2011.
Panelist, “Difficult Dialogues: Creativity and Resistance in the Classroom,” National Women’s Studies Association Annual Meeting, November 2010.
Panelist, "Rethinking the 1970s: The Long Civil Rights Movement in a Decade of Political Realignment," American Historical Association Annual Meeting, January 2010.
Panelist and Organizer, “Claiming Housing Rights,” American Studies Association Annual Meeting, November 2009.
Panelist, “Democratization of Knowledge: The War on Poverty and Community Development Strategies,” Urban History Association Biennial Conference, November 2008.
Panelist, “‘Carried on the Wings of the Civil Rights Struggle’: Political, Labor and Cultural Resistance among Working-Class Puerto Ricans,” Biennial Puerto Rican Studies Conference, 2008.
Panelist and Organizer, “How has women's and gender history reshaped understandings of twentieth century U.S. political and urban history?,” Berkshire Conference on the History of Women, June 2008.
Panelist and Organizer, “Women’s Activism in New York City,” Organization of American Historians Annual Meeting, March 2008.
Panelist, “The Seventies and Eighties,” Conference on New York State History, June 2006.
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“Sculpting the Social Geography of Lower Manhattan: Artists and AIDS Activists in the 1980s and early 1990s,” presented at Space as a Category of Analysis: New Perspectives Interdisciplinary Conference, Brown University, April 2006.
Panelist, Roundtable on “Feminism on the Ground: Rethinking Organizational Boundaries in Second-Wave U.S. Feminist Action,” Berkshire Conference on the History of Women, June 2005.
“‘To Put Our Bodies on the Line’: The Direct Action Organizing of Gay Men and Feminists for Sexual Freedom and Access to Health Care,” presented at The 1980s in Literature and Culture Conference, University of Cincinnati, November 2004.
Panelist, “Reforming Women in the U.S.,” University of Illinois Graduate Symposium on Women’s and Gender History, March 2003.
FELLOWSHIPS
Miller Fellowship, College of the Liberal Arts, RIT, 2012-2013 Fulbright Junior Lectureship in American Studies, University of Bonn, Germany 2010-2011 (declined) Mellon Postdoctoral Fellowship in U.S. History, Cornell University, 2008-2010 Eisenberg Institute for Historical Studies Postdoctoral Fellow, University of Michigan, 2007-2008 Huetwell Fellowship in History, Rackham Graduate School, University of Michigan, 2006 Bell Fellowship in U.S. History, History Department, University of Michigan, 2006 Gladys E. Davis Fellowship, History Department, University of Michigan, 2005 Rackham Dissertation Fellowship, University of Michigan Graduate School, 2005 Margaret Storrs Grierson Scholar-in-Residence Fellowship, Smith College, 2004-2005 Community of Scholars Fellowship, Institute for Research on Women and Gender, 2004-2005 Michigan Fellowship in History, 2003 and 2004 Rackham Humanities Research Candidacy Award, University of Michigan Graduate School, 2003 Regent’s Fellowship, University of Michigan, 2000-2003 Acorn Fellowship, University of Massachusetts, 1996-2000
GRANTS, AWARDS, AND HONORS
Faculty Research Grant, College of the Liberal Arts, RIT, 2012 and 2014 Faculty Development Grant, College of the Liberal Arts, RIT, 2012, 2013, and 2014 Faculty Fellows-in-Service Program Grant, Cornell University Public Service Center, 2009 and 2010 Clark Chambers Travel Grant, Social Welfare Archives, University of Minnesota, 2008
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Support for Scholarly Activities on Women and Gender Grant, IRWG, University of Michigan, 2008 Moody Grant, Lyndon Baines Johnson Foundation, Austin, Texas, 2008 Rackham Travel Grant, University of Michigan, 2006 Center for the Education of Women Research Grant, University of Michigan, 2005 Orla B. Taylor Award, Rackham Graduate School, University of Michigan, 2005 American Academy of Political and Social Science Graduate Fellow, 2005 Rackham Alumni Award, University of Michigan Graduate School, 2004 University of Michigan Nonprofit and Public Management Center Doctoral Research Award, 2004 Nominated, Outstanding GSI Award, University of Michigan, 2004 University of Michigan History Department Research, Travel, and Study Grant, 2002-2005 Harold Cary Prize for Highest G.P.A, Department of History, University of Massachusetts, 2000 National Association of Interpreters Student Scholarship, 2000 Phi Kappa Phi (Interdisciplinary Honors Society), University of Massachusetts, 2000 Phi Beta Kappa (Liberal Arts and Sciences Honor Society), University of Massachusetts, 2000 Kappa Tau Alpha (Journalism Honor Society), University of Massachusetts, 2000
INVITED TALKS AND WORKSHOP PRESENTATIONS
Invited talk, “Transforming the Movement: Working Class Feminism in the 1970s,” Department of History, University of Georgia, Athens, April 2014.
Invited talk, “Turn anger, fear, grief into action”: ACT UP New York,” Robert Marcus Memorial Lecture, Robert Marcus Memorial Lecture, Department of History, SUNY Brockport, March 2014.
Invited talk, “Working Class Feminism in the 1970s and 1980s,” Women’s History Month Speaker Series, Nazareth College, March 2012.
Invited Talk, “Evaluating Cross-Class Coalitions in Writing the History of the War on Poverty,” Puerto Rican and American Perspectives on the Cultural Turn: A Symposium on the Writing of History, University of Michigan, Ann Arbor, December 2009.
Invited talk, “Enacting Maximum Feasible Participation: Low-Income Women’s Contributions to the War on Poverty in New York City,” History Department Colloquium, co-sponsored by the Women’s Studies Department and the Center for the Historical Study of Women and Gender, SUNY Binghamton, October 2008.
Invited talk, “‘I don’t appreciate some middle-class woman telling me to get out of the kitchen who didn’t know if there was a kitchen there’: Working-Class Women and Feminism in 1970s Brooklyn,” Our Daily Work/Our Daily Lives working-class history speaker series, co-sponsored by the Center for Gender in Global Context, Michigan State University, September 2008.
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Panelist and Organizer, “Conducting Oral Histories with Marginalized Groups,” Roundtable with Rhonda Williams, Oral History Workshop, University of Michigan, November 2007.
Panelist, “Citizenship Beyond the State: Roundtable Panel with Linda Kerber,” Topographies of Violence Series, Eisenberg Institute for Historical Studies, University of Michigan, September 2007.
Panelist, “The History of Whiteness,” Shades of White Symposium, LSA Multicultural Affairs Committee, University of Michigan, March 2007.
Organizer and Presenter, “Activist Legacies: Memory and Meaning in Oral History,” Women’s Health Action Mobilization! Forum, Tamiment Archives, New York University, October 2005.
Panelist, “Unlikely Allies: Forging a Multiracial, Class-based Women’s Movement in 1970s Brooklyn,” 2004-2005 Community of Scholars Conference, University of Michigan, October 2004.
Invited talk, “Partners for Social Change?: Reformers and Working-Class Women’s Political Activism,” Smith College Archives, Northampton, Massachusetts, July 2004.
GUEST LECTURES
“ACT UP New York,” Queer Looks, RIT, March 2014.
“Feminist Methodologies in Historical Scholarship,” Historians’ Craft, College of the Holy Cross, Sept. 2010.
“Oral History Methodology,” Studying African Americans, University of Michigan, March 2008.
“Consciousness-Raising as Social Change,” Politics and Culture of the 1960s, University of Michigan, November 2007.
“Working Class Feminism,” U.S. Women’s History 1865-present, University of Michigan, April 2007 and April 2008.
“Teaching Critical Thinking,” University of Michigan History Department GSI Training, Fall 2006
“Lessons from the Grassroots: Utilizing Oral Histories as Sources,” Literature and Film in the Documentary Tradition, University of Massachusetts at Amherst, February 2004.
PROFESSIONAL DEVELOPMENT
Writing Intensive Courses Faculty Learning Community, RIT, Spring 2013-Fall 2014
Grant Writers’ Boot Camp, RIT, November 2012.
The New York Metro American Studies Association Summer Institute, “Re-Visiting the Lower East Side,” Hunter College, CUNY, June 2010.
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Schlesinger Library's Summer Seminar on Gender History "Sequels to the 1960s," Harvard University, June 2008.
SEMINAR PARTICIPATION AND ORGANIZATION
I have been a regular participant and a presenter in the following groups:
Rochester U.S. History (RUSH), Strong Museum, Rochester, 2012-present. Americas Colloquium, Cornell University, 2008-2010. Mellon Humanities Seminar on History across the Disciplines, Cornell University, 2009-2010. Mellon Humanities Seminar on The Human, Cornell University, 2008-2009. American History Workshop, University of Michigan 2004 – 2008.
I organized the following seminars:
Organizer, Oral History Workshop, University of Michigan, 2007-2008.
Co-Organizer with Robert Maclean, Graduate Student Instructor Training, Department of History, University of Michigan, Fall 2004.
DEPARTMENTAL AND UNIVERSITY SERVICE
Co-chair, Digital Humanities Undergraduate Major Proposal Committee, Summer 2014 Digital Humanities Working Group, RIT, 2012-present Faculty Development Committee, College of Liberal Arts, RIT, 2014-present Museum Studies Faculty Curriculum Committee, RIT, 2013-present Women’s Center Advisory Board, RIT, 2013-present Women’s and Gender Studies Coordinating Committee, RIT, 2013-present Civic Engagement and Social Change Board, RIT, 2012-2014 College of Liberal Arts Agenda Committee, RIT, 2012-2014 Washington Program Thesis First Reader, College of the Holy Cross, 2010 (1 thesis) First Year Summer Reading Program Discussion Leader, Cornell University, 2009 History Undergraduate Thesis Director and First Reader (5 theses), Cornell University, 2008-2010 Faculty Lecture, Cornell Society for Women and Law, Spring 2009 Faculty Guest Lecture, Phi Alpha Theta (History Honors Society), University of Michigan, 2008 Faculty Sponsor, Undergraduate Research Opportunity Program, University of Michigan, 2007-2008 Honors Fellow and Undergraduate Thesis Referee (2 theses), University of Michigan, 2007-2008 Rackham Graduate Student Forum, History Department Representative, 2005-2006.
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COMMUNITY OUTREACH
Presenter, “Economic Changes and Gender Roles in the 1970s,” A.P. U.S. History Conference, Strong National Museum of Play, Rochester, March 2014.
Public presentations for the Monroe County Family Farm Fall 2013, Rochester, NY: Westside Farmer’s Market, Oct. 1, 2013 Rochester Public Market, Oct. 19, 2013 Appearance on WXXI 1370 Public Radio “The Connection” Oct. 23, 2013 Rochester Public Library main branch, Nov. 9, 2013 Cornell Cooperative Extension of Monroe County Annual Meeting, Nov. 21, 2013 Imagine RIT Festival, May 3, 2014
Appearance on WXXI 1370 Public Radio “The Connection” to discuss the film “United in Anger: A History of ACT UP” and AIDS activism, Rochester, April 22, 2013.
Presenter, “Japanese American Internment and the History of the Family,” A.P. U.S. History Conference, Strong National Museum of Play, Rochester, March 2013.
Instructor for “The History of the Family in the U.S.,” Cornell University Prison Program, Auburn Maximum Security Prison, Summer 2009.
Study group leader, Lansing State Juvenile Prison for Girls, 2008-2010.
PROFESSIONAL MEMBERSHIPS AND SERVICE
American Historical Association Organization of American Historians Oral History Association Urban History Association Berkshire Conference of Women Historians Committee on Lesbian, Gay, Bisexual, and Transgender History
Manuscript reviewer for the Journal of Women, Politics and Policy (2 manuscripts)
Juilee Decker, Ph.D.
Associate Professor of Museum Studies| Department of Performing Arts & Visual Culture Rochester Institute of Technology, College of Liberal Arts, Building 06-1114, 92 Lomb Memorial Drive, Rochester, NY 14623 Email: [email protected] | Office: 585-475-4206 Cell: 502-316-3750 Twitter: https://twitter.com/RITmuse Personal website: http://jdgsh6.wix.com/decker Faculty website: https://people.rit.edu/jdgsh/
Education 2003 Ph.D. in Art History, Case Western Reserve University Joint Program in Art History with the Cleveland Museum of Art, Cleveland, OH | Dissertation: “The Possibilities of Print: John Constable, English Landscape, and the Chiaroscuro of Nature” Advisor: Catherine Scallen. Readers: David Carrier, John J. Ciofalo, and Christopher Flint Major Field: European Painting and Sculpture 1789-1905. Minor: Graphic Arts 18th and 19th centuries 1998 Master of Arts in Art History and Certification in Museum Studies, University of Illinois at Urbana-Champaign, IL Thesis originated under Jerrold Ziff; supervised by David O’Brien; curatorial work overseen by Eunice Dauterman Maguire 1990 Bachelor of Arts, Double Major: Art History and Russian Area Studies. Minor: Biology. Wittenberg University, Springfield, OH
Academic Appointment Fall 2014-present, Associate Professor of Museum Studies, Department of Performing Arts & Visual Culture, Rochester Institute of Technology, Rochester, NY • Courses regularly taught: Museums in the Digital Age; Museum Informatics; Visitor Engagement & Museum Technology; Museum Studies Senior Thesis
Previous Appointment Fall 2004-Spring 2014, Associate Professor of Art History & Museum Studies and Affiliate Faculty in Women’s Studies, Georgetown College, Georgetown, KY • Appointed Chair, July 2006-July 2014; Promotion and Tenure earned April 2008 • Curriculum revision: designed and implemented art history minor and art history major in 2006-07; implemented curricular re-numbering, Spring 2014 • Led annual departmental curriculum assessment and coordinated curriculum revisions triennially from 2004-2014 • Cross-listed courses include general education foundations courses for First-Year students; Women’s Studies Seminar on Women and Art; and Honors Seminars and Reading Groups • Taught electives in Art History & Museum Studies in the Graduate Education Program at Georgetown College, 2005-2012
Grants, Fellowships, Awards, Honors Select External Funding and Fellowships Awarded for Research • 2012, Ballard Breaux Visiting Fellowship, The Filson Historical Society, Louisville, KY • 2011, Recipient, Kress Fellowship to attend “Living with Art in Renaissance and Baroque Europe” at the High Museum. Directed by Gary Radke, Syracuse University, and coordinated by the Council of Independent Colleges, June 19-24, 2011 • 2004, Multi-Year Post-Doctoral Mellon Fellowship in the Department of Prints and Drawings, The Henry E. Huntington Library, Art Collection, and Botanical Gardens, 2004-07 (declined) • 2002, Robert R. Wark Fellow, The Huntington Library, Art Collections, and Botanical Gardens, San Marino, CA, Fall 2002 External Funding Awarded for Projects • 2013, MAP grant for the Georgetown College Art Galleries. Awarded by the American Alliance of Museums (AAM) with a particular need in the area of Collections Stewardship; grant submitted June 28, 2013; awarded July 31, 2013; workbook submitted December 12, 2013; site visit April 7-9, 2014. Award amount: approximately $4,000 • 2012, Conservation Assessment Program (CAP) grant for the Georgetown College Art Galleries. Awarded by Heritage Preservation and the Smithsonian Institution; $4370 awarded January 2012; funded October 2012; final report submitted June 2013 • 2011-12, National Endowment for the Humanities Picturing America School Collaboration Grant $73, 272: awarded April 2011; program undertaken July 2011 and January 2012; grant report submitted January 2013. Project undertaken with the Kentucky Historical Society • 2012, Kentucky Arts Council $5,000 toward planning of Public Art Symposium for 2012: awarded June 2011 • 1998-2000, More than $250,000 in grants from local, regional, and national agencies for the Outdoor Sculpture Conservation and Education Program at The Sculpture Center, Cleveland, OH. Position held: Conservation Program Manager, 1998-2002 Honors and Awards • 2008, Recipient, John Walker Manning Award for Distinguished Mentor and Teacher Award, Georgetown College, September 2008 • 2006, Faculty Advisor of the Year, Georgetown College, 2006; nominated subsequently in 2009, 2011, and 2013 Publications Books and Chapters • Forthcoming, editor of multi-volume series “Innovative Approaches in Museums” to be published by Rowman & Littlefield. Simultaneous print and e-release of first four volumes in early 2015. This series will highlight innovative Juilee Decker, Ph.D. page 2/4
approaches employed by museum professionals across the globe. Topics will include technology and visitorship, audiences and engagement, fundraising, and collections practices. • In press, “Enid Yandell (1869—1934): Kentucky’s Frontier Sculptor and ‘Bachelor Maid’” in the volume on Kentucky Women in the University of Georgia Press series Southern Women: Their Lives and Times. See http://www.ugapress.org/index.php/series/SWTLT. Edited by Melissa McEuen and Thomas Appleton. 25 pages plus notes and images (8500 words). Publication forthcoming Spring 2015. • Under review, “Enid Yandell (1869—1934): The Legacy of a Sculptor, Pioneer, and Bachelor Maid” which situates the artist historically, within the construct of nineteenth and twentieth century sculptural milieu, while also defining and extending her legacy into the twenty-first century. Consideration is paid to her body of work, which includes large-scale, monumental sculpture, public commissions, private fountains, garden statuary, and cabinet works. Evaluating her legacy properly requires looking also to recent activity. Broadening the focus of this study beyond works alone affords the opportunity to extend previous biographical accounts, to examine the artistic and cultural milieu of Enid Yandell, and to critique her agency through major monuments for World’s Fairs and portrait sculpture, fountains, and decorative works from her earliest attempts at mudpies at the age of four in the family’s Victorian home in Louisville through her final endeavors shy of her death in 1934. • 2014, “New Albany’s “Museum”: Forging Place-Based Authenticity through Public Art,” a commissioned essay (1900 words) for the New Albany Public Art Project, published by the Carnegie Center for Art & History, New Albany, IN. • 2005, “Paintings and Sculpture” essay (5,300 words) in The American Presidents in Popular Culture, Edited by John Matviko, published by Greenwood Press. Recent Articles • Ongoing, Editor of Collections: A Journal for Museum and Archives Professionals, a peer-reviewed publication from Altamira Press, a division of Rowman and Littlefield. See website for Editorial Board, scope, and manuscript guidelines. https://rowman.com/Page/Journals Tables of Contents available upon request. Appointed Editor in August 2008. • Work in progress, “Enid Yandell and the Louisville Confederate Monument: Narratives of Commemoration, Loss, and Gender” for Ohio Valley History, published by The Filson Historical Society and the Cincinnati Museum Center. • Summer 2013, Literary Encyclopedia entry on John Constable, overseen by Cristina Sandru, The Literary Encyclopedia, UK. See http://www.litencyc.com/php/speople.php?rec=true&UID=992 • June 2011, “The Making and Meaning of Public Art” in Choice: Current Reviews for Academic Libraries, v.48, no. 10, June 2011 http://www.cro2.org/default.aspx?page=reviewdisplay&pids=3418178 Commissioned essay on public sculpture on the 30th anniversary of the installation of Richard Serra’s Tilted Arc and the commissioning of Maya Lin’s Vietnam Veterans Memorial. • March 2009, College Art Association Conference Report commissioned by Public Art Review and appearing in Issue 39, Between Urban and Rural: Public Art and Suburbia. Recent Catalogue Entries/Catalogues • Spring 2012, “A History of the Milward Collection” essay in conjunction with the A Passionate Pursuit: The Milward Collection publication and exhibition at the Anne Wright Wilson Fine Arts Gallery, March 2 - April 20, 2012. Co-curator and exhibition catalogue author and editor. ISBN: 978-0-615-59393-7 • Spring 2011, “Winifred Haggart” a biography researched and written for the FloraCliff Nature Sanctuary upon the opening of the Education Center, April 16, 2011. Authored biography that was reproduced in large-scale wayfinding format. Reviews • Summer 2013, Review of Erika Doss’s Memorial Mania: Public Feeling in America, University of Chicago Press, 2010. Peer-reviewed and commissioned by AHAA Reviews (AHAA: Association of Historians of American Art), 2500 words; completed January 2012. To access, see AHAA Reviews site: http://www.ahaaonline.org/ • Fall 2011, “The Nature of Painting” a review essay on John Constable addressing: Constable and Salisbury: The Soul of Landscape (exh cat Scala, 2011); Mark Evans’s John Constable: Oil Sketches from the V&A (exh cat V&A Publications, 2011); and Jonathan Clarkson’s Constable (Phaidon, 2010). Commissioned essay. 2500 words plus educative feature and suggested reading; completed August 2011. To access, see Cassone http://www.cassone-art.com/ • 2006, Review of Ray Lambert’s John Constable and the Theory of Landscape Painting. Cambridge: Cambridge University Press, 2005 for Victorian Studies 48:3 (Spring 2006): 562-564. Selected Shorter Reviews Have authored over 70 short reviews since 2006 for Choice: Current Reviews for Academic Libraries on the topics of museum studies, history of collecting and curation, public art, sculpture. A complete list of reviews is available upon request.
Selected Conferences/Presentations/Papers • April 2015, Discussant in the NCPH Working Group “Public History as Digital History as Public History” which will result in the publication of a white paper. • October 2013. “State of Sculpture” panel discussion in conjunction with the exhibition “State of Sculpture” in the Anne Wright Wilson Fine Arts Gallery, Georgetown, KY. October 25, 2013. • March 2012, Study Abroad Symposium, Western Kentucky University, Bowling Green, KY, Paper: “The Object Speaks: Site-Based Learning and Museum Collections”
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• March 2012, Civil War Symposium, Louisville, KY, Paper “Sculpting a Postwar Identity: Enid Yandell and Louisville’s Confederate Monument” for the Session: “Women, the Civil War, and Reconstruction” delivered on March 8. • February 2011, College Art Association, New York, NY, Session Organizer and Chair with Greg Mueller, Gustavus Adolphus College: “From the Ground Up: Public Art and Community” • February 2010, College Art Association, Chicago IL, Coordinator and Chair “Young Scholars Session,” Historians of British Art and Offered introductions and remarks for each presenter
Selected Invited Lectures • 2015 (pending funding), Invited Lecturer on commemoration, NEH-sponsored conference “The Continuing Legacy of the Lost Cause into the Contemporary World,” to be held at Virginia Commonwealth University, the Museum of the Confederacy, and the Virginia Historical Society • 2014, “Enid Yandell: Sculptress, Bachelor Maid, and Pioneer” Lecture given as part of Transylvania University’s Gender Awareness Week, Lexington, KY, in conjunction with the exhibition ENID. Paper delivered on March 25. • 2013, “Enid Yandell 1869-1934” Lecture and Panel Discussion at the Cressman Center for the Arts, University of Louisville, as part of the exhibition ENID 2013. Paper delivered on February 1, 2013. • 2013, Invited Lecturer on commemoration and gender, with regard to public art, for the Kentucky Historical Society's NEH-sponsored conference entitled "Torn Within, Threatened Without: Kentucky and the Border States In the Civil War.” See here: http://history.ky.gov/landmark/program-details/ Paper delivered on June 28th and July 19th, 2013, "Louisville’s Confederate Monument: Narratives of Commemoration, Loss, and Gender" Information and photos here: http://gcva.blogspot.com/2013/06/conference-report-neh.html • 2011, Presenter and Panelist, Scott County Public Library, Georgetown, KY. Paper “Dave the Potter: Material Witness to Slavery” delivered on February 17. • 2009, Invited Lecturer on public sculpture for the Fellows of Regents Park College at the University of Oxford, Oxford, England. Paper “The Making and Re-Making of Public Sculpture” delivered on June 4. • 2006, Invited Speaker, National Gallery of Art, Washington, D.C. “Constable: The Great Landscapes” Paper: “Translations: The Artistic and Cultural Legacies of Constable’s Six-Footers” as part of the An Expanding Vision: Constable and the Transformation of Landscape Art lecture program presented October 22, 2006.
Selected Digital Projects Oral Histories • Creator, “Viral Voices: An Oral History Site” This site is dedicated to oral histories prepared by Georgetown College students and/or histories from the past, but relevant to the college's history. The projects began in the Fall 2010 and were hosted elsewhere; this new site was developed in the Fall 2011 and contains content from earlier histories. Coverage: from 2010—present See http://viralvoices.blogspot.com/ • Contributor, “Pass the Word: A Project of the Kentucky Oral History Commission, “ part of the “History of Georgetown College Collection.” Interviews conducted with students and alumni in September 2012. Topics relating to the college include dormitory life, social regulations, academic standards, extracurricular activities, as well as national events, such as the assassination of John F. Kennedy, Jr. See http://passtheword.ky.gov/person/dr-juilee-decker ; View complete college collection here: http://passtheword.ky.gov/collection/history-georgetown-college
Selected Curatorial Experience • Co-Curator with Laura Stewart, A Passionate Pursuit: The Milward Collection at the Anne Wright Wilson Fine Arts Gallery, Georgetown College, March 2 - April 20, 2012. Selected 82 works from a collection of more than 1000 British paintings and prints and two dozen French animalier bronzes. Authored exhibition catalogue essay and edited all contributions. Developed and taught undergraduate seminar in the Spring 2012 in conjunction with the exhibition. Achieved print presence for exhibition in Fine Art Connoisseur. • Juror and Guest Curator of two exhibitions for the Louisville Visual Art Association, “Reflections on a Louisville Landmark: 150 Years of Louisville Water Company.” Sponsored by the Louisville Visual Art Association and the Louisville Water Company, September 3-October 22, 2010, Louisville, KY. Exhibitions included two gallery spaces featuring: an historical exhibition featuring photographs, artifacts, and film about the history of the water company in Louisville displayed in the Grand Hall and a blind-juried contemporary art exhibition in the Charlotte Price Gallery. • Curator, “Virginia Woolf and the Natural World” an exhibition to coincide with the 20th International Virginia Woolf Conference, Anne Wright Wilson Fine Arts Gallery, Georgetown College, May 13-June 10, 2010. • Project Manager, Live, Learn, Believe., a temporary sculpture installation launched in 2006 on the campus of Georgetown College. Responsibilities included planning, executing, and maintaining the project from the invitation, selection, exhibition, and maintenance of temporary outdoor sculptures. Consult with advisory committee, donors, and the Office of the President. Call for artists extended in Spring 2006; jury selection in January 2007; sculptures arrived in the spring/summer 2007. Project is ongoing, now overseen by Gallery Director and Curator of Collections at Georgetown College.
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External Research and Collaboration 2010-2014, Co-Organizer with Peter Morrin, “Public Art and the City” symposia at the University of Louisville as part of the University of Louisville Arts and Culture Partnerships Initiative • 2014 symposium September 26, 2014 with the theme of The Future of Public Art. Funded by the University of Louisville. Keynote speaker: Mel Chin • 2013 symposium held March 22, 2013 with the theme of Art, Nature, and Sustainability. Funded by the University of Louisville. Keynote speaker: Mary Miss • 2012 symposium held April 13, 2012 with funding from the University of Louisville and the Kentucky Arts Council $5,000 (KAC funds awarded June 2011). Keynote speaker: Renee Piechocki • 2011 symposium held on April 22, 2011 as part of the University of Louisville Arts and Culture Partnerships Initiative. Funded by the University of Louisville. Keynote Speaker: Theresa Leininger-Miller 2010-12, Co-Director for collaborative program with Kentucky Historical Society • Grant developed for Kentucky Teachers on integrating art into the curriculum, using the Picturing America series. Grant funded by the National Endowment for the Humanities Picturing America: Faces, Spaces, and Places. Conference held July 6-7, 2011 and follow-up site visit on January 28, 2012. Authored Grant Application and met subsequent guidelines and funding requirements with NEH contact Deb Hurtt. Funded amount: $73, 272 (awarded April 2011). 2010-2012, Coordinator, Public Art Portfolio Reviews, an initiative of Public Art Dialogue www.publicartdialogue.org • Launched in New York, in conjunction with the College Art Association annual meeting on February 11 and 12, 2011. Emerging and established artists were offered feedback from experienced public art consultants, administrators, artists, and curators. Artists shared their work one-on-one with their reviewers and learned about the public art commissioning and award processes. The second annual event was held in Los Angeles in February 2012; third event held in New York in 2013.
Graduate Research Reader Serve as reader for art history and art studio Master’s theses: • “Aesthetic Eclectic: Ornament and the Pleasure of Emotive Communication in Cultural Artifacts” by Trista Coy in the Graphic Design Department at the Savannah College of Art and Design, completed August 2012 • “Inclusive Design: Providing Accessibility for People who are Blind” by Jessica Shields in the Graphic Design Department at the Savannah College of Art and Design, completed June 2012 • “Norman Rockwell’s Civil Rights Paintings of the 1960’s” by Kirstie Lane Kleopfer in consultation with committee chair, Dr. Theresa Leininger-Miller in the Department of Art History of the School of Art of the College of Design, Architecture, Art, and Planning, of the University of Cincinnati, 2007 Serve as reader for humanities dissertations: • “Public Art & Phenomenology” (tentative title) by Jennifer Fraley in the College of Fine Arts, University of Louisville
Professional Service • Manuscript Reviewer in Museum Studies for AltaMira Press, an imprint of Rowman and Littlefield. Recent manuscripts include museum ethics and museum narratives. Further details upon request, within limitations of confidentiality agreement with the publisher. 2013-present • Peer Reviewer, Ohio Valley History, a regional scholarly publication in partnership among The Filson Historical Society, the Cincinnati Museum Center, and University of Cincinnati Department of History. Summer 2012-present • Grant Reviewer, Community Arts Development Grants, LexArts, 2012-present • Grant Reviewer, Kentucky Foundation for Women, 2006-present • Public Art Advisor to programs in several states (Florida, Kentucky, Indiana, Louisiana, Ohio), 2000-present • Board Member, Historians of British Art, a CAA-affiliated society, 2010-2014 (appointed term) • Membership Coordinator, Public Art Dialogue, a CAA-affiliated society, elected February 2008; re-elected by membership, February 2012, Position held from 2008-present • External Reviewer, Art Studio and Art History Program, Thomas More College (Fall 2010) • Content Area Reviewer, Kentucky Education Professional Standards Board (July 2007-January 2010) • Advisor, Save Outdoor Sculpture! Inside Outdoor Sculpture Education Kit, 2001, published March 2003 by the Smithsonian Institution (1998-2002)
Professional Affiliations American Alliance of Museums, 2006-present College Art Association, 1998-present Historians of British Art, 1999-present National Council on Public History 2013-present Public Art Dialogue, 2008-present (and founding member in 2008)
Further Information Available Upon Request
Robert Glick Rochester Institute of Technology 334 Oxford Street #2 Department of English Rochester, NY 14607 College of Liberal Arts [email protected] Bldg. 6, Room 2305 801.928.4979 Rochester, NY 14623
Education Ph.D. Literature and Creative Writing (Fiction), University of Utah, 2012 M.A. Creative Arts (Fiction), San Francisco State University, 1995 (Highest Honors) B.A. English and Humanities (dual degree), University of California at Berkeley, 1991 (High Distinction in General Scholarship)
Dissertation Transcendent Waste: Short Stories Committee: Lance Olsen, Melanie Rae Thon, Scott Black, Kathryn Bond Stockton, Lisa Henry Benham
Book Manuscript Hotel Grand Abyss, short stories, under consideration
Publications Prose “The Undersized Negative,” New Ohio Review 16 (2014) [Winner, New Ohio Review Contest in Fiction, 2014] “Three Options for a Successful Lunar Landing,” Center for Fiction (2014) [Winner, Summer Literary Seminars, Center for Fiction Prize, 2014] “shrinking the monster,” Diagram 14.2 (2014) [Winner, 2013 Diagram Essay Prize] “Times Infinity,” The Gettysburg Review Issue 26.4 (2013) “Mermaid Anatomy,” Notre Dame Review Issue 34 (2012) “Goat Pharmacy,” New Orleans Review Volume 37, Issue 2 (2011) [Honorable Mention, 2010 New Orleans Review Walker Percy Fiction Contest] “Exoskeletal,” Bateau Volume 4, Issue 2 (2011) “Strawbellies,” The Tusculum Review Volume 7 (2011) “Hotel Grand Abyss,” Copper Nickel 15 (2011) [Winner, 2010 Copper Nickel Fiction Prize] “Southwest of Guadalajara,” Denver Quarterly Volume 45, Number 2 (2011) “In the Room / Memory Is / White,” The Normal School Volume 3, Issue 2 (2010) [Winner, The Normal School 2010 Normal Prize for Fiction] “Glue Factory,” Fourteen Hills 16.2 (2010) “K/S” and “Stomachs of the Homeless,” Black Warrior Review 36.2 (2010) “Second City,” Alaska Quarterly Review Fall/Winter 2008, Volume 25, No. 3 & 4 (2008) “Release,” Passages North Spring 2007 (2007) [Finalist, 2006 Passages North Waasmode Prize] “Self Portrait with Smoke,” Versal Volume 4 (2006) “Brewing Up Controversy in Pilsen,” Travelers’ Tales Prague and the Czech Republic: True Stories ISBN 1932361332 (2006)
1 Poetry “Sources of Fascination” and “Stroma,” South Dakota Review Issue 50 (2013) “An Imaginary History of Performance #3: white glove,” [PANK] Issue 8.3 (2013) “M- and U- Walking the Great Wall,” Whiskey Island 60 (2011) “Them!” and “An Imaginary History of Performance #2: piano roll,” eleven eleven Issue 11 (2011) “How to Wash,” The Cincinnati Review 8.1 (2011) “Kraal,” The Laurel Review Volume 44, Number 2 (2010) “The Rabbi,” Blue Earth Review Volume 8, Issue 2 (2010) “Amber,” “In the Eye of the Beholder,” “Extrapolating a Corpse,” Triplopia Volume 5, Issue 1 (2006) [2006 Pushcart Prize Nomination] “On the Museum’s Ruins” and “The Distance Between Gulbeniski and Encino is the Distance Between Assimilation and Holocaust,” European Judaism Volume 36, Number 2 (2003) “letters to Paik/unsent,” Mockingbird Volume 3, Number 1 (1996) [Winner, 1996 Mockingbird Poetry Contest] “Programming Emily,” Poetry Motel (1996) “Grandma’s Momentary Transgression,” Berkeley Poetry Review Volume 26 (1992) “Bloodlines,” “3/10/90,” “Changing of the Guard,” Byzantium Volume 6 (1991)
Book Reviews Duplex by Kathryn Davis, Review of Contemporary Fiction (forthcoming 2014) The Brunist Day of Wrath by Robert Coover, American Book Review (forthcoming 2014) A Tendency to be Gone by Pamela Ryder, American Book Review Jan/Feb 2013 (2013) Kind One (collaborative review / interview with Anne Royston) by Laird Hunt, Quarterly West 77 (2012) Dreams of Molly by Jonathan Baumbach, Review of Contemporary Fiction Spring 2012 (2012) Drain by Davis Schneiderman, American Book Review Nov/Dec 2010 (2010) Under the Dome: Walks with Paul Celan by Jean Daive, Review of Contemporary Fiction Spring 2010 (2010) Smoke by Chuck Richardson, American Book Review Mar/April 2010 (2010) Last Days by Brian Evenson, American Book Review May/June 2009 (2009) Meat Eaters & Plant Eaters by Jessica Treat, Review of Contemporary Fiction Summer 2009 (2009) Creamy Bullets by Kevin Sampsell, American Book Review Jan/Feb 2009 (2009) ‘/() (apostrophe/parenthesis) by Frederick Mark Kramer, American Book Review July/Aug 2008 (2008)
Writing Commissions for Classical Music/Opera “Untitled,” Camille Hesketh, forthcoming 2015 “BitterSweet,” Terri Hron 2013 “Making Kingdom,” Rara Avis 2008 “Second City,” Hexnut 2007 “Day of Two Noons,” Laura Carmichael and Silvia Matheus 2001
2 Text-Based Performance Art “Eliza,” duo performance with Robbie Shaw, performed at Works Gallery, San Jose, CA and Luna Sea, San Francisco, CA 1997-1998 “The World According to Steven Spielberg,” solo performance, performed at the Jewish Synagogue, Plzen, Czech Republic, Southern Exposure, San Francisco, CA, and Collision, San Francisco, CA 1996 “Fever Journals,” solo performance, performed at 848 Community Art Space, San Francisco, CA, and Climate Theater, San Francisco, CA 1995 “Arguments for Bodilessness,” solo performance, performed at San Francisco State University, San Francisco, CA 1995
Public Readings RIT Undergraduate/Faculty Reading Series, Rochester, NY 2013-14 Fringe Festival, Rochester, NY 2013-14 The Yards, Rochester, NY 2014 Smash Collective, Cavtat, Croatia, 2014 Visual Studies Workshop PubFair, Rochester, NY 2013 Taproom Reading Series, Lawrence, KS 2013 Guest Writers Series, Salt Lake City, UT 2011 Copper Nickel AWP Reading, Washington, DC 2011 City Arts and Letters, Salt Lake City, UT 2011 Huiz van de Poezie, Utrecht, The Netherlands 2010 Working Dog Reading Series, Salt Lake City, UT 2008-10 City Arts and Letters, Salt Lake City, UT 2009 Beat Street, Berlin, Germany 2008 NYWeek Festival, US Embassy, Zagreb, Croatia 2006 Checkpoint 6: Bordercrossing Berlin, Berlin, Germany 2006
Conference Presentations “Computers in my Classes: A Pedagogy Round-Table on Workshopping (with) the Digital,” Association of Writers & Writing Programs (AWP) Conference, Minneapolis, MN, forthcoming 2015 “Re-Thinking the Creative Writing Workshop,” Northeast Modern Language Association (NeMLA), Harrisburg, PA 2014 “Digital Interventions: Crossing the Critical/Creative Divide," &Now Festival, Boulder, CO 2013 “Beyond Ekphrasis: The Pedagogy and Practice of Other Art Forms in the Creative Writing Classroom,” AWP Conference, Boston, MA 2013 “Ocular Oulipo: the Exercise of Constraint in Matthew Barney's ‘Drawing Restraint’," &Now Festival, Paris, France 2012 “Limit Texts: The Rhyme and Rhizome of Innovation,” &Now Festival, San Diego, CA 2011 “New Languages for New Realities: Literature, Poetry, Hypertext,” American Association for the Advancement of Science (AAAS), Pacific Division Conference, San Diego, CA 2011 “Beyond ‘First compliment, then criticize’: Teaching Students How To Be Better Workshoppers,” AWP Conference, Denver, CO 2010 “The Art of the Ineffable: Writing Silence into your Prose,” AWP Conference, Chicago, IL 2009
3
Awards Black Lawrence Press, The Hudson Prize, Semi-Finalist, 2014 New Ohio Review Contest in Fiction (judged by Aimee Bender), Winner, 2014 Summer Literary Seminars, Center for Fiction Prize (judged by Dawn Raffel), Winner, 2014 Disquiet Fiction Contest, Finalist, 2014 Miller Research Fellowship, Rochester Institute of Technology, 2014 Diagram Essay Prize (judged by Ander Monson and Nicole Walker), Winner, 2013 Black Lawrence Press, St. Lawrence Book Award, Semi-Finalist, 2013 FC2 Ronald Sukenick Innovative Fiction Contest, Finalist, 2013 Dzanc Books Short Story Collection Competition, Finalist, 2013 Faculty Development Grant, Rochester Institute of Technology, 2013 Steffensen Cannon Scholarship, University of Utah, 2011-2012 Scowcroft Fiction Prize (judged by Joyelle McSweeney), Winner, University of Utah, 2011 Playboy Fiction Contest, 3rd Place, 2011 Summer Literary Seminars Unified Literary Contest, Finalist, 2011 Copper Nickel Fiction Contest (judged by Ron Carlson), Winner, 2010 The Normal School Normal Prize for Fiction (judged by Margot Livesey), Winner, 2010 Summer Literary Seminars Unified Literary Contest, Finalist, 2010 New Orleans Review Walker Percy Fiction Contest, Honorable Mention, 2010 Clarence Short Graduate Student Teaching Award, University of Utah, 2010 Ramona Cannon Award for Graduate Student Teaching Excellence, Nomination, 2010 College of Humanities Graduate Fellowship, University of Utah, 2007-2011 Southern Indiana University Mary C. Mohr Short Fiction Award, Finalist, 2009 American Short Fiction Short Story Contest (judged by Sam Lipsyte), 2nd place, 2009 Vice Presidential Fellowship, University of Utah, 2007-2009 Utah Writers Contest, Honorable Mention, 2008 Gulf Coast Short Story Competition, Semi-Finalist, 2006 Passages North Waasmode Prize, Finalist, 2006 Abroad Short Story Competition, Finalist, 2006 Summer Literary Seminars Competition, Semi-Finalist, 2006 Pushcart Prize Nomination, 2006 Best of the Net Nomination, 2006 Mockingbird Poetry Competition, Winner, 1996 Student Fee IR Fund Grant, San Francisco State University, 1995 Student Scholarship, University of California at Berkeley, 1988-1989
Literary Journals Assisting Faculty Signatures, Rochester Institute of Technology, 2012- Senior Prose Editor Versal, Amsterdam, The Netherlands, 2005- Editor Byzantium, University of California at Berkeley, Berkeley, CA, 1990-1991
Teaching Experience Assistant Professor (Tenure-Track) Rochester Institute of Technology, Rochester, NY, 2012- Visiting Assistant Professor University of Kansas, Lawrence, KS, 2012
4 Instructor University of Utah, Salt Lake City, UT, 2009-2011 Instructor wordsinhere, Amsterdam, The Netherlands, 2005-2007 Lecturer San Francisco State University, San Francisco, CA, 2002 Graduate Assistant San Francisco State University, San Francisco, CA, 1996
Courses Taught Graduate New Media Theory and Practice Fiction Workshop Poetry Workshop
Undergraduate - Lower Division Freshman Composition (Rhetoric and Writing) (3) Global/Transnational Literature Introduction to Creative Writing (3) Arts of Expression: Zombies History of Digital Literature (2)
Undergraduate – Upper Division Genre Workshop: Fiction (5) Advanced Fiction Workshop (2)
Community Short Fiction Workshop Novel Workshop
Service Advisor, Creative Writing Minor, 2013- Reader, Creative Writing Awards, 2013- Chair, Digital Media Search Committee, 2013 Organizer, Department of English Undergraduate/Faculty Reading Series, 2013- Creative Writing Working Group, 2012- Digital Literature and Comparative Media Subcommittee, 2012- Web Administrator, English Department, 2012-
Professional Affiliations Electronic Literature Organization (ELO) (2014-) Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) (2014-) Modern Language Association (MLA) (2012-) Association of Writers and Writing Programs (AWP) (2012-)
M.F.A. Committees Iris Moulton, Daniel Rolf
5
Technical Writing and Information Technology Senior Programmer/Writer - Backbase BV, Amsterdam, The Netherlands, 2006-2007 Director of Information Services - Department of Anesthesia, UC San Francisco, San Francisco, CA, 2001-2005, 1997-1999 Senior Technical Consultant - Tridion BV, Amsterdam, The Netherlands, 2000-2001 Systems Administrator - XChange Publishing Systems, San Francisco, CA, 1996-1997
Platforms, Programming, Software • Operating Systems: MacOS, Windows, UNIX • Programming and Scripting: HTML, CSS, Javascript, DHTML, VB, JSP, ASP, SQL, XML/XSL, Perl, shell scripting, PHP • Database: SQL Server, mySQL, Filemaker, Access • Software: Adobe Creative Suite, Dreamweaver
Languages • English (native) • Dutch (fluent) • French (advanced) • German (advanced reading, proficient speaking) • Spanish (proficient reading, speaking)
6 JENNIFER L. GRAVITZ
Department of Liberal Studies 165 Coniston Drive National Technical Institute for the Deaf Rochester, NY 14610 52 Lomb Memorial Drive [email protected] Rochester, NY 14623-5604
SECTION I. ACADEMIC & PROFESSIONAL QUALIFICATIONS
A. Education
• Union University, 1984, Juris Doctor. • Rochester Institute of Technology, 1981, Master of Science, Instructional Technology • Rochester Institute of Technology, 1979, Bachelor of Science, Social Work
B. Tenure and Promotion
• Promotion to Associate Professor awarded in 2010 by Rochester Institute of Technology • Tenure awarded in 2001 by Rochester Institute of Technology.
C. Awards, Scholarships, Honors, Memberships
• Monroe County Bar Association, member, 1985 - present • Safe Zone Certification, 2007. • Nomination for The Richard and Virginia Eisenhart Provost’s Award for Excellence in Teaching 1997, 1998, 1999, 2006. • Recognized for completion of term as RIT Federal Credit Union Director, 1996. • The Richard and Virginia Eisenhart Provost’s Award for Excellence in Teaching, finalist, 1995. • RIT Distinguished Alumnus of the Year award, 1987. • Admission to practice law in the State of New York, 1985. • Admission to practice law in the State of Florida, 1986. • Admission to practice law in the United States District Court 1985. • Selected for the Albany Law School Law Review, 1982 • Recognized as the RIT Outstanding Scholar, 1979 • Inducted into Phi Kappa Phi Honor Society, 1979 • Awarded Comprehensive Skills Certification by the National Registry of Interpreters for the Deaf, 1976.
D. Relevant Personal Employment
Chair, NTID Department of Liberal Studies National Technical Institute for the Deaf (NTID), Rochester Institute of Technology Rochester, New York February 2012 to present
Responsible for the curriculum development and delivery of English courses at the AOS, AAS, AS and BS program levels and general education courses at the BS program levels. Manage 26 faculty members, two tutoring programs and the Applied Liberal Arts AS degree program. Serve as support coordinator for NTID students enrolled in COLA BS degree programs. Work closely with NTID and COLA administration as well as NTID department chairs of technical programs. Continue to teach Computer Crime and Introduction to Legal Interpreting.
NALA/NAPL Program Coordinator, Department of Liberal Studies (DLS) National Technical Institute for the Deaf (NTID), Rochester Institute of Technology Rochester, New York September 2009 to present
Coordinate and implement the NTID Applied Liberal Arts (NALA) and the NTID Pre- Baccalaureate (NAPL) program. Oversee acceptance of direct admit, SVP, internal and external applicants. Design and lead SVP sampling, interviewing and acceptance processes. Provide academic advising for admitted students and prospective internal transfer students. Teach Freshman Seminar course for incoming NALA and NAPL students. Provide quarterly lectures to NTID Career Seminar students. Work closely with RIT College of Liberal Arts Dean, Registrar and Program Chairs as well NTID DLS chair and faculty and Registrar to address course credit, graduation criteria and transfer applications.
Support Faculty, Department of Liberal Studies (DLS) National Technical Institute for the Deaf (NTID), Rochester Institute of Technology Rochester, New York
Assistant Professor, NTID Liberal Arts Support Department, 2005 – present Assistant Professor, NTID Liberal Arts Support Department, 1995 – present Visiting Instructor, NTID Liberal Arts Support Department, 1992 – 1995 Adjunct Tutor, NTID Liberal Arts Support Department, 1991 - 1992
Serve as support faculty to NTID students majoring, concentrating and minoring in Criminal Justice and Public policy as well as NTID students studying law related courses in the College of Business, College of Liberal Arts, NTID and College of Imaging Arts and Sciences. Provide tutoring, study skill development, job search and graduate school application support. Work with College of Liberal Arts program chairs and faculty to train faculty to work with NTID students and NTID Department of Access Services staff.
Courses tutored include: • College of Liberal Arts: Criminology, Seminar in Criminal Justice, Concepts in Criminal Law, Law Enforcement, Courts, Juvenile Justice, Criminal Justice and Public Policy, Management in Criminal Justice, Social Work and Public Policy, American Politics, International Relations, Foundations of and Public Policy. • College of Business: Legal Environment of Business and Business Law. • NTID: Civil Rights and the Deaf and Law and Society
Community Rabbi Rochester, New York June 2006 – present
Serve as rabbi, educator and religious counselor for members of the community; officiate at Jewish rituals including weddings, funerals and baby naming ceremonies; develop and lead educational programs regarding Jewish holidays and practices.
Hillel Rabbi Hillel of Rochester Area Colleges Rochester, New York December 2006 – July 2008
Served as rabbi and educational director for Jewish students at NTID, RIT, University of Rochester, Eastman School of Music, SUNY Geneseo and Monroe Community College. Designed and implemented Shabbat, holiday, and special topic workshops and seminars. Worked closely with NTID Wolk students to plan events and Jewish Deaf Week.
Attorney Rochester, New York 1984 -present Representation of hearing, Deaf, GLBT and non-gay clientele in the areas of real estate, estate planning, adoption, and criminal law. Conducted legal research, drafted pleadings and legal memoranda, prepared documents as well as appeared in town, state and federal courts on behalf of clients.
E. Communication Skills
Sign Communication Proficiency Interview rating: Superior, 1998
F. Professional Development
Completed all continuing legal education credits on an annual basis.
SECTION II: PROFESSIONAL ACTIVITIES
A. Deaf Access to Law and Legal Education
Publications
Emerton, R. G., Foster, S, and Gravitz, J. Deaf People in Today’s Workplace: Use of the ADA and Mediation Processes in Resolving Barriers to Participation. In P. C. Higgins, J. E. Nash, (Eds.), Understanding Deafness Socially, 2d. Ed. Springfield, Ill: Charles C. Thomas, Publisher.
Gravitz, J. The Price of Discrimination: Proposed Entitlement to Compensatory Relief Under Section 504 of the Rehabilitation Act of 1973. The Albany Law Review, Volume 47, Number 4, (Summer, 1984).
Presentations
Berlove, N. and Gravitz, J. (January to June 2012). Introduction to Legal Interpreting and Ethics. Developed and taught this course for community sign language interpreters as continuing education credit under the auspices of the Genesee Valley Region Registry of Interpreters for the Deaf
Gravitz,J. (2010, September). Frozen Text Translation: Palsgraf v. the Long Island Rail Road Company. Panelist for in-service training workshop. NTID Department of Access Services, Rochester, New York.
Cuculick, J. and Gravitz, J. (2005, Spring) Can Interactions between Hearing and Deaf Work? Workshop at the Deaf Awareness Symposium at the University of Rochester Medical Center Administrative Group. Rochester, New York.
Berlove, N. and Gravitz, J. (2001, Winter). Getting Started: An Introduction to Interpreting in Criminal Courts. Developed and presented a two day workshop for the Genesee Valley Region Registry of Interpreters for the Deaf. Rochester, New York.
Gravitz, J. (2000, January). The Americans with Disabilities Act. Guest lecturer in the Introduction to Deaf Studies course for Dr. Patricia Durr, Rochester, New York.
Gravitz, J. (2000, February). Question and Answer Session and Court Tour at the Hall of Justice. Conducted for members of the Rochester Institute of Technology Department of Interpreting Service, Rochester, New York.
Gravitz, J. (2000, June). Court Structure and Procedure in New York State. Development of course material for the Court Interpretation Seminar sponsored by the Genesee Valley Region Registry of Interpreters for the Deaf, Rochester, New York.
Berlove, N., and Gravitz, J. (1999, October and repeated 1999, November). The Arrest and Custodial Interrogation Process. Developed and taught the workshop for the Rochester Institute of Technology Crisis Interpreting team, Rochester, New York.
Gravitz, J. (1999, October). Cultural and Legislative History of the Americans with Disabilities Act. Guest lecturer for the Deaf Studies course for Professor Dorothy Wilkins, Rochester, New York.
Gravitz, J. (1998, January). Legal Process and Vocabulary. Guest Lecturer for the Transliteration course for Professor Jean Rodman, Rochester, New York. Gravitz, J. (1998, January). The Americans with Disabilities Act. Guest Lecturer for the Organizational Communication and the Deaf Employee course for Professor Linda Gottermeier, Rochester, New York.
Gravitz, J. (1997, October). Deaf Women and the Law. Presented to members of Deaf Women of Rochester, Rochester, New York.
Gravitz, J. (1997, October). History and Legislative Development of the Americans with Disabilities Act. Guest lecture for the Deaf Studies course for Professor Wilkins, Rochester, New York.
Gravitz, J. (1997, January) . Law and Legal Reasoning. Guest lecturer for the Law and Society course for Professor Jerome Cushman, Rochester, New York.
Gravitz, J. (1996, April). Americans with Disabilities Act. Guest lecturer for the Deaf Culture in America course for Dr. Greg Emerton, Rochester, New York.
Gravitz, J. (1996, April). History and Trends of the Americans with Disabilities Act. Presentation to CSI students, Rochester, New York.
Gravitz, J. (1995, July). Legal Interpreting for Free Lance Interpreters. Organized and presented two day workshop on legal vocabulary, substantive and procedural law, role and function of interpreters for the Genesee Valley Registry of Interpreters for the Deaf, Rochester, New York.
Gravitz, J. (1994, April). Americans with Disabilities Act. Guest lecture for Deaf Culture in America course Dr. Greg Emerton, Rochester, New York.
Gravitz, J. (1994, January). Should Marijuana be Legalized? Panel discussion NTID Department of Wellness and Cross-Cultural Education, Rochester, New York.
Gravitz, J. (1993, April). Americans with Disabilities Act and Strategies for Implementing the Americans with Disabilities Act. Guest lectures for the Deaf Culture in America course for Dr. Greg Emerton, Rochester, New York.
B. Curriculum and Course Development
Curriculum Development
Gravitz, J. (2008, Spring). Designed, developed and presented conceptual draft of Liberal Arts AS degree to DLS faculty.
Gravitz, J., Santos, K. Dean, and Schmitz, K. (2008, Fall). Drafted proposal and presented AS degree proposal to NTID Curriculum Committee.
Gravitz, J., Santos, K. Dean, and Schmitz, K. (2009, Spring). Drafted and presented AS degree proposal to RIT Institute Curriculum Committee.
Gravitz, J. and Schmitz, K. (2009, Spring). Drafted and submitted New York State Education Department proposal for AS degree program.
Gravitz, J. and Schmitz, K. ( 2009 and 2010 Summer). Drafted and revised NTID DLS NALA Handbook.
Gravitz, J. (2005 Spring and 2006 Fall). Developed and designed GLBT Studies and Introduction to Gender Identity and Expression courses for the College of Liberal Arts Women and Gender Studies program.
Gravitz, J. (2005-2006). Developed and piloted Business Legal Studies, Commercial Business Law and Legal Aspects of E-Commerce for the Master of Science in Business program at the RIT College of Business.
Gravitz, J. (2004-2005. Developed Business Legal Studies Minor for the RIT College of Business.
Gravitz, J. and McQuiller-Williams, L. (2004-2005). Developed the Criminal Justice Legal Studies Minor.
Gravitz, J. and McQuiller-Williams, L. (2004-2005). Developed the Criminal Justice course Law and Society.
Gravitz,J. ( 1997, Fall). Drafted NTID Criminal Justice pre-baccalaureate program curriculum.
Course Development
Gravitz, J. (2009 and 2010, Spring). Developed and piloted Special Issues: Legal Interpreting for the NTID Department of ASL and Interpreter Education.
Gravitz, J. (1994 – present). Developed and taught Major Issues courses: Fundamentals of Legal Research and Writing I, Legal Research and Writing II, Introduction to Paralegalism and Cyberlaw for the RIT Department of Criminal Justice.
Gravitz, J. (1994-present) Modified existing courses to include expanded legal content, research and analysis components: Criminology, Concepts in Criminal Law, Seminar in Criminal Justice and Computer Crime for the RIT Department of Criminal Justice.
C. Courses Taught ______• College of NTID: Civil Rights and the Deaf and SI: Legal Interpreting. • College of Liberal Arts: Criminology, Concepts in Criminal Law, Seminar in Criminal Justice, Fundamentals of Legal Research and Writing I, Fundamentals of Legal Research and Writing II, Family Law, Women and Crime, Social Work and the Law, Introduction to Paralegalism, Cyberlaw and Computer Crime. • College of Business: Legal Environment of Business and Business Law (undergraduate) and Business Legal Studies, Commercial Business Law and Legal Aspects of E-Commerce (graduate).
D. Criminal Justice
Publication
Gravitz, J. Constitutional law, criminal procedure and cyber torts. In McQuade, S., Understanding and Managing Cybercrime. Pearson Education, Inc. 2006. Provided legal research and drafted two chapters of law related content for the book
Presentation Gravitz, J. (2009, January). Introduction to Evidence. Presentation to RIT Department of Criminal Justice Explorer’s Post.
.
E. GLBT Law
Publications
Gravitz, J. (2008, March). Representing the Unmarried Couple: Strategies and Sample Documents. Monroe County Bar Association Continuing Legal Education Seminar Series. (Available from the Monroe County Bar Association, Rochester, New York).
Gravitz, J. (2010, January). How to Get Your Marriage Recognized by New York State. Published in The Empty Closet, February edition. Rochester, New York.
Gravitz, J. (2010, February). Strange Bedfellows: Marriage Recognition and Contradictory State and Federal Laws. Published in The Empty Closet, March edition. Rochester, New York.
Gravitz, J. (2006, August). Athletes Transformed: A Perspective on the Montreal Outgames. Published in The Empty Closet, September edition. Rochester, New York.
Gravitz, J. (2006, June). Why New York Marriage Equality Protects All Gay and Lesbian Families. Published in The Empty Closet, July edition. Rochester, New York.
Gravitz, J. (2003, June). First Comes Love, Then Comes Marriage. Published in The Empty Closet. July edition. Rochester, New York.
Gravitz, J. (2000, August). The Perfect (Civil) Union. Published in The Empty Closet, September edition. Rochester, New York.
Gravitz, J. (2000, June). Planning for a Vermont Civil Union. Published in The Empty Closet. July edition. Rochester, New York.
Gravitz, J. (2000, May). Will You Marry Me? Why Civil Unions are Personal and Political. Published in The Empty Closet. June edition. Rochester, New York.
Presentations
Gravitz, J. (2009, January). Clarity or Confusion –GLBT Rights in 2009. Guest lecture presentation to RIT GLBT Studies class. Rochester, New York.
Gravitz, J. and Plank, T. (2008, March). The Case for Marriage Equality. Two part guest lecture presentation to SUNY Brockport MSW class. Rochester, New York.
Gravitz, J. (2008, March). Representing the Unmarried Couple. Panelist for the Monroe County Bar Association Center for Education, continuing legal education seminar. Rochester, New York. Gravitz, J. (2008, January). The State of Our State: GLBT Rights in 2008. Guest lecture presentation o RIT GLBT Studies class. Rochester, New York.
Gravitz, J. and Plank,T. (2008, Spring). Why Marriage Matters. Co-panelists on Bob Smith’s WXXI 1370 Connection Program. Rochester, New York.
Gravitz, J. (2008, December). Pride and Prejudice in the November 2008 Election. Presentation at SUNY Geneseo Pride student meeting . Geneseo, NY.
Gravitz, J. (2007, January). Clarity or Confusion, Hope or Hopeless: GLBT Rights in 2007. Guest lecture presentation to RIT GLBT Studies class. Rochester, New York.
Gravitz, J., (October 2007, November 2007, February 2008, March 2008). Marriage Equality: Court Decisions, Legislative Action and Personal Strategies. Series of community forums sponsored by the Gay Alliance of the Genesee Valley. Rochester, NY.
Gravitz, J. (2007, October). Legal and Financial Planning for GLBT People and Families. Presentation at the Equality and Justice Conference. Rochester, NY.
Gravitz, J. (2008, November). Can They Say THAT to Me at Work? Federal and State laws governing workplace discrimination and hostile work environment. Presentation at the Equality and Justice Conference sponsored by the Gay Alliance of the Genesee Valley. Rochester, NY.
Gravitz, J. (2007, February). Women Partnered with Women: Removing Barriers in Breast Cancer Care. Panelist lectured on Legal Issues for Lesbian Families Living with Breast Cancer, sponsored by the Breast Cancer Coalition. Rochester, NY.
Gravitz, J. (2007, November). Legal and Financial Planning for GLBT People and Families. Lecture at the Gay Alliance of the Genesee Valley. Rochester, NY.
Gravitz, J. (2005 April). “Civil Marriage 101”. Presentation at the RIT Expressions of Diversity conference. Rochester, NY.
Gravitz, J. (2000, May). Financial and Legal Planning for Gay and Lesbian Couples. Sponsored by the Gay Alliance of the Genesee Valley. Rochester, New York. F. Elder Law Presentations
Gravitz, J. (2004, Spring). Seniors and Special Friends: Your rights under HIPPA and NYS Public Health Law Section 2805-Q. Presentation to the Henrietta Senior Citizen Center group seminar. Henrietta, New York.
Gravitz, J. (2000, March). Medicaid Planning. Presentation to the Henrietta Senior Citizen Center group seminar. Henrietta, New York.
Gravitz, J. (1999, November). What to do When the Kids Want Your House---Lifetime Gifting. Group lecture and small group discussion at the Henrietta Senior Center. Henrietta, New York.
Gravitz, J. (1999, March). HMOs and Health Care Update. Lecture presentation to three sessions of the Retirement, Investment, Education Connection. Webster, New York.
Gravitz, J. (1997, October). Elder Law and Medicaid. Lecture to the Macedon Senior Center. Macedon, New York.
Gravitz, J. (1997, October). Elder Law and Medicaid. Lecture to the Retirement, Investment and Education (RIE) Connection. Webster, New York.
Gravitz, J. (1997, March). An Introduction to Living Trusts. Group lecture at the Henrietta Senior Citizens Center. Henrietta, New York.
Gravitz, J. (1994, October). A Review of Estate Planning for Faculty and Staff. Presented as a part of the RIT Health and Wellness Series. Rochester, New York.
Gravitz, J. (1994, November). Caring for Aging Parents. Presented as a part of the RIT Health and Wellness Series. Rochester, New York.
G. Rabbinical Research and Presentations
Gravitz, J. (2008, Fall). Contemporary Judaic Studies. Developed and piloted SUNY Geneseo 3 credit semester course: Geneseo, NY.
Gravitz, J. (2008, Fall). Isaac after the Akedah. High Holiday sermon. Washington, D.C.
Gravitz, J. (December 2006 – June 2008). Shabbat Discussion Groups. Developed and led weekly Torah lessons. Rochester, New York.
Gravitz, J. (September 2007-May 2008). Contemporary Torah Topics . Researched, developed and led weekly class on embryonic stem cell transplants, the afterlife, abortion, death and women’s roles at the University of Rochester. Rochester, New York. Gravitz, J. (2008, February). Kosher Sex: A New Paradigm for GLBT Jews. Presentation at the National Union of GLBT Students conference. New York, New York.
Gravitz, J. (2008, February). The Jewish Perspective on Deafness and Disabilities. Presentation at the National Union of GLBT Students conference. New York, New York.
Gravitz, J. (2007, Spring). Developed and taught Hebrew weekly class to SUNY Geneseo students. Geneseo, New York.
Gravitz, J. (2007, October). Jewish Perspective on Sex and Reproductive Freedom. Participated on Clergy Panel at the Spirituality and Reproductive Freedom Conference. Seneca Falls, NY.
Gravitz, J. (2007, Fall). Conducted ASL High Holidays religious services. Rochester, New York.
Gravitz,J. (2006, December). Prepared a Chanukah play for first graders in the Penfield School District.
Gravitz, J. (December 2004, 2005, 2006). Chanukah 101. Presentation to Clara Barton School kindergarten classes. Rochester, NY.
Gravitz, J. (1999, April). Comparing Jewish and Catholic Perspectives. Presentation to St. John the Evangelist School, 5th and 6th grades, Spencerport, New York.
H. RIT Papers ______
Brewer, L., Gravitz,J., and Millis, J.(1992, Fall). Domestic Partnership Position Paper. Presented to Dr. Albert Simone.
Gravitz, J. (1992, January). Sexual Harassment Policy Analysis. Submitted to Elaine Spaull for development of Institute policy, Rochester, New York.
Gravitz, J. ( 1999, Spring ). The Role and Function of NTID Support Departments. Presented to the RIT Director’s Retreat. Rochester, New York.
SECTION III: CONTRIBUTIONS TO THE COLLEGE AND THE INSTITUTE
Committee Service:
• NTID Salary Committee 2014. • NTID Promotion Committees 2012-2014. • NTID Curriculum Committee, 2010-2012. • DLS Search Committee, co-chair 2004-2005. • Social Work Search Committee, member 1999-2000. • College of Liberal Arts history search committee, chair 1999-2000. • Liberal Arts Support Department search committee, member 1996-1997. • Language and Literature Search Committee, member 1993-1994. • RIT Federal Credit Union, three year term, 1992-1995.
Student Retention
• SVP coordination and participation in sampling, interviewing and advising, 1995 to present. • Department coordinator for orientation programs for direct admit students 1995 to present. • Advocate at student conduct hearings (3-5 students per year), 1993 to present.
Student Organizations
• Pre Law Association, co-advisor 1992 to present. • Advisor, Alpha Epsilon Pi, 2012 to present. • Wolk Center, faculty advisor 2006 to present. • Panelist: Keys to Success for Lambda Pi Chi Sorority. • Jewish Deaf Week- organized the program for 2007 and 2008 and led sessions on Jewish cooking, history and culture.
SECTION IV: SERVICE TO THE COMMUNITY
Corn Hill Neighbor Association Corn Hill Arts Festival, Assistant Chairperson 2003 and 2004 Corn Hill Arts Festival, Food Vendor Chair 2003-2008 Security Committee Member, 2003-2007
LISA M. HERMSEN VITA
College of Liberal Arts Phone: 585-475-4553 Rochester Institute of Technology Email: [email protected] Rochester, NY 14623 Fax: 585-475-7120
ACADEMIC POSITIONS
Chair, Department of English Department of English, Rochester Institute of Technology (June 2011-present)
Associate Professor Department of English, Rochester Institute of Technology (September 2008)
Assistant Professor Department of English, Rochester Institute of Technology (September 2002)
BOOK
Manic Minds: Mania’s Mad Past and Its Neuro-Future. New Brunswick: Rutgers University Press, November 2011.
PUBLISHED REVIEWS OF BOOK
“Highly Recommended” by Choice 2013.
Gerald N. Grob, Journal of the History of Medicine and Allied Sciences. (2012) 67:4, pp 659-661.
Hillel Broder, Journal of Medical Humanities. (March 2013), 34:1, pp 81-84.
Lynn Rose. Review of Hermsen, Lisa M., Manic Minds: Mania's Mad History and Its Neuro-Future. H-Disability, H-Net Reviews. August, 2014. URL: http://www.h-net.org/reviews/showrev.php?id=40390
Leo Uzych, J.D., M.P.H. Metapsychology Online Reviews, (January 2013) 17:2. (Republished as a public service of CenterSite.Net, a provider of website services and educational content to behavioral health and employee assistance organizations. Review appears: Med Help. Net, International Bipolar Foundation, Hartford Behavioral Health, Oasis Group EAP, North Central Behavioral Health Services, and others)
DIGITAL HUMANITIES SCHOLARSHIP
Hermsen, Lisa. “Manic Mind.” Remedia: The History of Medicine in Dialogue with Its Present by Remedianetwork. Editors: Kate Womersley & Lisa Haushofer. Web. August 21, 2014.
LISA M. HERMSEN––2
Asylum Interactive 3D Preservation. In Progress. Co-Designer: Shaun Foster. Design Team: Deanna Giovinazzo, Nicolaus Burkhart, Michael Borba, Richard Borba, Jayson Fitch.
Conference for Undergraduate Education Posters on the Hill, Honorable Mention, top 10% poster submission; RIT Imagine field house exhibit; RIT undergraduate research symposium.
The Library Company of Philadelphia Friendship Album Interactive Digital Preservation. RIT Project Lead. [Erika Piola, LCP Project Lead]. In Progress.
“The Yellow Wall Paper“ Digital Literature/History Game. In Progress.
Pox in the City. Interactive Game for College of Physicians. Research Consultant. Project Leader, Elizabeth Goins. (Delivered February 2013). Game Reviewed August 2013.
PUBLICITY FOR “POX IN THE CITY”
“Pox and the City: A Digital-Playing Role Game for the History Of Medicine” Play the Game. Link to Pox and the City
Interview with Janet Golden, "Pox and the City: A Public Health History Game," June 11, 2013, http://www.philly.com/philly/blogs/public_health/Pox-and-the-City- A-public-health-history-game.html
Karie Youngdahl, "Testing a Smallpox Digital Game," May 5, 2013, http://www.historyofvaccines.org/content/blog/testing-smallpox-digital-game
Sam Kean, "Pox in the City," Humanities Magazine, January/February 2013, http://www.neh.gov/humanities/2013/januaryfebruary/feature/pox-in-the-city
"Pox and the City: A Digital Role-Playing Game for the History of Medicine," Newsletter of the History of Science Society, 1/19/12, http://www.hssonline.org/publications/Newsletter2012/January-pox-and-the- city.html
“Hysteria” Meaningful Play Conference Proceedings (October 2012). Lisa M. Hermsen and Elizabeth Goins.
Hermsen, Lisa. “The Asylum Revisited.” Remedia: The History of Medicine in Dialogue with Its Present” by Remedianetwork. Editors: Kate Womersley & Lisa Haushofer. Web. Forthcoming.
LISA M. HERMSEN––3
PEER REVIEWED PUBLICATIONS
Scott V. Franklin and Lisa M. Hermsen, “Real-time capture of student reasoning while writing.” Phys. Rev. ST Phys. Educ. Accepted August 2014. Forthcoming.
“Knights of the Seal, Or Mad Doctors and Maniacs: A.J.H. Duganne’s Romance of Reform” Illness and Disability in the Gothic Ed. Ruth A. Anolik. McFarland & Company Press, 2010.
“Realizing a New Research Agenda for Writing-to-Learn: Embedding Process in Context” Cognitive Underpinnings of Learning. Ed. Marc Marshark and Peter C. Hauser. Oxford University Press, 2008. Lisa M. Hermsen and Scott V. Franklin.
“Take a WAC at Writing in Your Course.” ACM Special Interest Group for Information Technology Education Conference Proceedings, 2008. Steven Zilora and Lisa M. Hermsen.
“Writing Narrative in an Introductory Physics Lab: Correlating English Quality with Physics Content” Transactions of the Physics Education Research Conference (2006). Dedra Demaree, Cat Gubernatist, Jessica Hanzlik, Scott Franklin, Lisa Hermsen, and Gordon Aubrecht.
“Rhetoric of the Image: Issues of Disciplinary Integrity” Journal of the Humanities 1 (2003): 612-620.
SELECT PRESENTATIONS
“Asylum Restored.” Sustainable Urban Development: International Perspectives on The University as Partner in the Transformation of The Post-Industrial City with Shaun Foster. RIT 2013.
“Hysteria” Meaningful Play with Elizabeth Goins, Michigan State University, 2012.
“A. J. Duganne’s Knights of the Seal: The Maniac as Figure of Reform Horrors” Northeast Modern Language Association, 2011.
Invited Talk, DBSA/Parents with Bipolar Children, February 2010.
“Madness Restrained: Asylum Reports and the Making of Mania.” Rhetoric Society of America Conference, 2008.
“Health Codes.” Society for Literature, Science, and the Arts, November, 2007.
“Take a WAC at Writing in Your Course.” ACM Special Interest Group for Information Technology Education Conference, 2007.
LISA M. HERMSEN––4
“Physics Education Research Seminar” The Ohio State University, Department of Physics Invited Talk with Scott V. Franklin, 2005.
“The Rhetoric of the Materialized Body, or The Digitized Body” Media Ecology Conference, 2004.
“Engineering, Entropy, and Art: A Tour Through the Thermodynamics of J. Willard Gibbs” Rethinking Theories & Practices of Imaging: Technology, Representation, and the Disciplines, 2004.
“Married to Adventure: Discipline and Difference in Osa Johnson’s Autobiographical/ Ethnological Film/Text” American Studies Association, 2003.
“Shooting with Gun and Camera: Race, Gender, and Representation in the Works of Martin and Osa Johnson” Social Science History Association, 2003.
INTERNAL FUNDED RESEARCH
COLA Sponsored Research Support Program/Digital Humanities Start-Up Grant Program: “Asylum as Mental Illness Reform. A 3D Revival of Therapeutic Architecture” (2013) $4,000.
COLA Faculty Development Grant: “The 19th Century Kirkbride Asylum Experience” (2013) Funded $4,500.
Faculty Research Fund (2010) Funded $1,000.
PLIG Internal Grant PI (2007-2008) Funded $8, 500 PLIG Internal Grant PI (2004-2005) Funded $8,500 PLIG Internal Grant PI (2003-2004) Funded $10,500
EXTERNAL GRANT PROPOSALS
NEH Challenge Grant, Co-PI James Winebrake, Shirley Bower (May 2014). Pending.
NEH Digital Projects for the Public, Co-PI Shaun Foster (June 2014). Pending.
NEH Subcontract, collaboration with Stockton College (June 2011) funded $25,000 Co-PI Elizabeth Goins, “Pox and the City” Interactive Game for College of Physicians,
NEH: Digital Humanities Start-Up Grant (2011) Co-PI L. Shackelford. Unfunded. NEH Advanced Topics in the Digital Humanities (2011) Co-PI E. Goins. Unfunded. FIPSE PI (June 2007) Unfunded. NSF CCLI Co-PI Scott Franklin (2007) Unfunded. LISA M. HERMSEN––5
NSF CCLI Co-PI Scott Franklin (2006) Unfunded.
AWARDED SCHOLARSHIP
Paul and Francena Miller Research Fellowship (2009).
Rhetoric Society of America Institute (2007).
Fellowship, Program in Early American Medicine, Science, and Society (2005). The Library Company of Philadelphia
PROFESSIONAL ACTIVITIES
Chair, Digital Humanities Curricular Architecture Committee (2013-present)
RIT Press Advisory Board (2012-present)
Director of Institute Writing (2006-2011) Authored and Proposed with the Institute Writing Committee, Policy D.16
The Press-ing Issue of Book Publication: Meet the Editors (2004, 2009) Publishing the Book Conference, sponsored by TLC
Grant Writers’ Boot Camp, Presenter (2006-10)
Rebecca Skloot, The Immortal Life of Henrietta Sacks, organizer and host (2009)
New Faculty Orientation, Presenter (2003-2008)
COURSES TAUGHT
First Year Writing Written Argument Literary and Cultural Studies Arts of Expression Science Writing Rhetoric of Science Biography: Lives of the Scientists History of Madness Maps, Places, and Spaces Interactive Media for Museums Year One: Explorations of Space and Place LISA M. HERMSEN––6
INSTITUTE COMMITTEE SERVICE
Digital Humanities Speaker Series (2012-present) Digital Humanities Concept Paper, primary editor (2012) College Curriculum Committee (2012-present) FEAD College Committee (2011-present) Faculty Research Fund Committee (2012-2013) Institute Writing Director (2006-2011) Greater Expectations (2009-2010) General Education Committee Team, Phase II (2009) General Education Team, Phase I, Dr. Robert Clark, Chair (2005-2008)
Andrea Hickerson, PhD
Andrea E. Hickerson, PhD Department of Communication Rochester Institute of Technology [email protected]
I. Education University of Washington Communication Ph.D. 2009 Dissertation: Communication and participation in transnational communities: An Analysis of Mexican Americans Advisor: Dr. Patricia Moy
University of Texas at Austin Journalism M.A. 2003 University of Texas at Austin Middle Eastern Studies M.A. 2003 Thesis: Identity via Satellite: A case study of the Kurdish satellite television station Medya TV Advisor: Dr. Karin Wilkins
Syracuse University Journalism & International Relations B.A. 2001
II. Academic Appointments Rochester Institute of Technology Assistant Professor Fall 2009-present • Faculty member, Journalism, Department of Communication • Faculty affiliate, International and Global Studies program • Research Associate, Research Center for Teaching and Learning, National Technical Institute of the Deaf
University of Washington Graduate Teaching Assistant 2004-2009
University of Texas Graduate Teaching Assistant 2001-2003
IIIa. Publications Wang, X., Hickerson, A. & Arpan, L. (forthcoming).The role of self-affirmation and user status in readers’response to identity-threatening news. Communication Research.
Hickerson, A. & Gustafson, K. (2014). Revisiting the Immigrant Press. Journalism: Theory, Practice and Criticism. doi: 10.1177/1464884914542742
Hickerson, A. & Perotti, V. (2013) “Rise above the crowd”: A quasi- experiment in journalistic event coverage using mobile phones and billboards. Journal of Digital and Media Literacy. http://bit.ly/1hiOlnG
Hickerson, A. (2013). Media use and transnational civic and political participation: a case study of Mexicans in the USA. Global Networks, 13(2), pp. 143-163.
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Hickerson, A., Moy, P. & Dunsmore, K. (2011). Journalists’ sourcing and framing of Abu Ghraib. Journalism & Mass Communication Quarterly, 88(4), pp. 789- 806.
Hickerson, A. & Gastil, J. (2008). Assessing the difference critique of deliberation: Gender, emotion and the jury experience. Communication Theory, 18(2), pp. 281-303.
Hickerson, Andrea A. (2007). Identity via satellite: A case study of the Kurdish satellite television station Medya-TV. Brussels, Belgium: The Kurdish Institute of Brussels.
Allen (Hickerson), A. (2002). Just whose side is God on? British Journalism Review, 13(4), pp. 41-50.
IIIb. Under Review/Revise & Resubmit
Wang, X. & Hickerson, A. An integrative model of media response: the influence of presumed influence and emotions on perceptions of news credibility and behavioral tendencies. International Journal of Communication (Under Review)
Hickerson, A. Is the grass greener?: media and government trust in transnational communities. International Journal of Communication.
IV. Ongoing Research Projects • The Immigrant Press in the Digital Age In Fall 2012 I interviewed 27 ethnic/immigrant media producers in North Carolina, New York City, and Seattle, about their personal backgrounds, organizations, and news values. The first and foundational piece of this research was published in Journalism. I expect two more manuscripts based off this data. One is on social media use and the immigrant press, the second is about business models of immigrant media.
• Digital Diasporas of the Middle East Dr. Babak Elahi (RIT; Associate Dean/Dept. of English) and I are in the beginning stages of a long term project exploring the content producers of diasporic news websites produced for and by Middle Eastern diasporas. We received a Digital Humanities Start-up Grant from the College of Liberal Arts to commence the project in Fall 2013. We have begun comparing the producers of Kurdish and Iranian diasporic websites. Results will be presented at the Iranian Studies Association biannual conference in Montreal in August 2014.
• Connect@RIT I am a junior researcher on the social science research team working on Connect @RIT, a $3.5 million grant RIT received to study women in STEM fields. This project will collect qualitative and quantitative data over the next five years. Our first focus group was completed in Spring 2013. I’m currently working on a manuscript on the limits of trust in online social networks involving people of color and another on the effects of the rhetoric of STEM on faculty women of color.
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• Deaf Journalists Best Practices Together with Dr. Pamela Kincheloe, NTID, Department of Liberal Studies, I received a grant from the National Technical Institute of the Deaf’s (NTID) Research Center for Teaching and Learning (RCfTL) to explore why deaf and hard of hearing students are drawn to the field of journalism. We intend to develop a set of reporting “best practices” to share with students and journalism professionals. Focus groups with students were conducted in Fall 2013.
• Twitter Use in Journalism Course Work My colleague, Dr. Ammina Kothari, and I surveyed over 300 journalism educators and 1000 journalism students about Twitter use in their journalism courses. Results from this survey will be presented at the International Association for Media and Communication Research in Hyderbad, India, in July 2014.
V. Grant Activity A. External (Received as PI or Co-PI= $306,773) • INNovation Fund Investigative News Network, 2014 $28,000 • I’m the educational partner with local public radio station, WXXI, on this grant which supports building a bi-lingual community journalism app for Rochester youth. I will be involved in the app’s development and then lead a team of students to help implement and model the app in the Rochester community in Spring 2014.
• John S. & James L. Knight Foundation, 2013 $148,171 • This grant supports establishing a digital journalism incubator course through academic year 2014-2015, travel, a speaker series and technology.
•Red Hat, 2011 Professors Open Source Summer Workshop Grant $1,600 • This grant supported my speaking engagement at the South by Southwest Interactive festival in Austin, Texas, 2012. I organized and presented on a panel called “Binary Bitches: Keeping Open Source Open to Women,” which addressed the challenges of encouraging women to pursue computing careers.
• John S. & James L. Knight Foundation, Presidential Grant, 2011 $155,000 • Co-Principal Investigator with Dr. Vic Perotti, Saunders College of Business, RIT • Funded “Rise Above the Crowd,” a journalistic experiment in live event coverage designed for mobile devices and interactive billboards. Project activities involved developing a digital application that enables community engagement before, during and after a large campus event on May 7, 2011; supervising and training journalism students to report live; marketing the event to the greater Rochester community; and tracking and capturing what type of content is contributed and consumed.
• Immigration Speaker Series, 2011-2012 $2002 Along with Dr. Ron Hira, STS/PP, I organized an Immigration Speaker series. We brought in three speakers during Fall 2011. They were Former Sec. of Labor Ray
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Marshall, journalist Jeffrey Kaye, and New York Times journalist Kirk Semple. In the Spring we brought in two speakers from Washington , D.C. think tanks, Jerry Kammer and Daniel Costa. In addition to receiving support from our respective departments, we also received money from the Urban and Community Studies Program, the Dept. of Sociology/Anthropology, the local and national chapters of the AFL-CIO, the Ronald G. Pettengill Labor Education Fund and the Institute of Electrical and Electronics Engineers.
B. Internal (Received= $27,572) • National Technical Institute for the Deaf (NTID), Research Center for Teaching and Learning $1700 • This grant supports a project on the motivations of and best practices for deaf and hard of hearing students in journalism classes.
• Faculty Development Grant, 2013 $2771 • This grant supported my attendance and travel to the International Communication Association annual conference in London in June 2013.
• Digital Humanities Start-up Grant , 2013 $4950 • This grant supports the project, “Digital Diasporas in the Middle East.” It will cover one course release and a student researcher.
• Faculty Development Grant, 2012 $2901 •This money supports my project, “The Immigrant Journalist in the Digital Age.” It funded three visits to different cities for field research on immigrant journalists and editors.
•College of Liberal Arts Faculty Research Fund, 2011 $1,000 • This money supported the initiation of the project, “The Immigrant Press in the Digital Age.” Specifically, money covered translation and administrative costs.
• Faculty Development Grant, 2011 $1,050 • This money was used to support travel to the annual convention of the International Communication Association in Boston, MA, in May 2011.
• Seed money, 2010 Provost, RIT $10,000 • This money was used to support “Rise Above the Crowd,” which was ultimately funded by the Knight Foundation.
• Faculty Development Grant, 2010 College of Liberal Arts, RIT $3,200 •This money funded my attendance at the Poynter Institute Seminar, “Journalism for Programmers/Programming for Journalists,” in St. Petersburg, FL, in August 2011
VI. Courses Taught Rochester Institute of Technology, Assistant Professor
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• Special Topics: Journalistic Publishing in the 21st Century, Spring 2013, • Newswriting I: Fall 2009, Summer 2010, Fall 2010, Spring 2012, Fall 2013 • Newswriting II: Spring 2010 • Introduction to Journalism: Fall 2009; Summer 2012; Summer 2013 • History of Journalism: Spring 2010: Winter 2010, 2011, 2012; Spring 2014 • Law & Ethics of the Press: Winter 2010, 2011, 2012; Spring 2014 • Reporting in Specialized Fields: Political Reporting: Fall 2010, Fall 2011, 2012 • Senior Projects: Spring 2011, 2012, 2013
The University of Washington Instructor of Record • Interviewing Principles and Practices, Fall 2008. • Effects of Mass Communication, Fall 2005; Winter 2007. Lead Teaching Assistant • Public Speaking, Fall 2006. Teaching Assistant • Introduction to Mass Communication, Spring 2007. • Mass Media and Public Opinion Exploration Seminar in Paris, France, Summer 2006. • Social Science Research Methods, Winter 2005; Winter 2006. • Public Speaking, Spring 2005. • Effects of Mass Communication, Fall 2004.
The University of Texas at Austin Teaching Assistant • Introduction to News Reporting, Writing and Editing, Fall 2003; Spring 2003. •Advanced Reporting, Fall 2002; Spring 2002; Fall 2001.
VII. Conferences and Presentations Kothari, A. & Hickerson, A. (2014). “Social Media in Journalism Education: Comparing Student and Faculty Expectations.” Accepted for presentation at the annual conference of the International Association for Media and Communication Research. Hyderbad, India, July 2014.
Wang, A. & Hickerson, A. (2014). “The influence of presumed influence emotions of news credibility and behavioral tendencies.” Accepted for presentation at the International Communication Association annual conference, Seattle, WA, May 2014.
Hickerson, A. & Elahi, B. (2014). “The production of diasporic identity online: case studies of Kurdish and Iranian English-language news sites.” Accepted for presentation at the Iranian Studies bi-annual conference in 2014.
Hickerson, A. & Perotti, V. (2014). “Are Disciplines Too Specialized? An Experimental Collaboration between Journalism and Business. Stan McKenzie Salon Series, RIT College of Liberal Arts, May 7, 2014.
Hickerson, A. (2014) Panel on “Journalism, media, and identity.” Kern Conference on Visual
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Communication: Communicating Identity/Consuming Difference. April 24, 2014.
Hickerson, A. (2014). “Interdisciplinary Collaboration Pros and Cons” Journalism Interactive, College Park, Maryland, April 4, 2014.
Hickerson, A. (2013). “Sourcing patterns in the immigrant press.” Panel presentation, “Social media and international news reporting: responses and case studies,” Association for Educators in Journalism and Mass Communication annual conference, August 2013.
Hickerson, A. & Gustafson, K. (2013). “The immigrant new media paradox: If immigrants are early adopters, why aren’t more immigrant media online?” International Communication Association Mobile Communication Preconference, London, UK, June 2013.
Hickerson, A. & Perotti, V. (2012) “Between Liberal Arts and Business”. Kern Symposium on Liberal Arts and Business, March 15, 2013.
Hickerson, A. & Perotti, V. (2012) “Rise above the crowd”: A quasi-experiment in journalistic event coverage using mobile phones and billboards. Accepted to the International Communication Association Mobile Communication Preconference, Phoenix, AZ, May 2012.
Hickerson, A. (2012). “Making sense of Abu Ghraib: journalistic frames and sources.” Keynote address, Kern Conference in Visual Communication, May 3-5, 2012, RIT
Hickerson, A. (2011). A case study of the role of transnational talk on political participation in countries of origin and countries of residence. Presented at the International Communication Association annual convention in Boston, May 2011.
Hickerson, A. (2010). Managing media and political opportunities at home and abroad: a case study of Mexican Americans. Paper presented at the annual conference of the World Association of Public Opinion Research, Chicago, IL, May 2010.
Hickerson, A. A. (2008). Discussion networks and political participation in transnational communities. Paper presented at the annual conference of the Midwest Association of Public Opinion Research, Chicago, IL, Nov. 2008.
Hickerson, A. A., and Gastil, J. (2007). Assessing the difference critique of deliberation: gender, emotion and the jury experience. Paper presented at the annual convention of the International Communication Association, San Francisco, CA, May 2007.
Hickerson, A. A. (2007). Life stories and mediated longing: the role of authenticity in the diasporic audience. Paper presented at the annual convention of the International Communication Association pre-conference on Global
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Methodologies, San Francisco, CA, May 2007.
Hickerson, A. A. (2007). Channeling home: trust and media in transnational communities. Paper presented at the annual conference of the American Association of Public Opinion Research, Anaheim, CA, May 2007.
Hickerson, A.A. (2006). Navigating liminality: media and transnational political and civic engagement. Paper presented at the annual conference for the Midwest Association of Public Opinion Research, Chicago, IL, Nov. 2006.
Hickerson, A. A. (2006). Movement of the people?: the resonance of social movements from the homeland in the diaspora. Paper presented at the annual conference for the International Communication Association, Dresden, Germany, June 19-23.
Hickerson, A. A. (2006). The boundaries of scandal: framing the leak of a CIA operative. Paper presented at the annual conference of the World Association for Public Opinion Research, Montreal, Canada, May 17-21.
Moy, P., Hickerson, A. A. & Bosch, B. (2006). Media use, national attachment and citizenship. Paper presented at the annual conference of the American Association for Public Opinion Research, Montreal, Canada, May 17-21.
Hickerson, A.A., Moy, P. & Dunsmore, K. (2005). Sanctioning torture?: power indexing in the confirmation of Alberto Gonzales. Paper presented at the Mid-Western Association of Public Opinion Research conference in Chicago, Illinois, Nov. 19-21.
Hickerson, A.A. (2005). Becoming Iraqi: Kurdish opinion on American intervention in Iraq. Paper presented at the Rocky Mountain Modern Language Association conference. Coeur d’Alene, Idaho, Oct. 20-22. **Nominated for best graduate student presentation
Hickerson, A. (2005). Medya TV and the mediation of Kurdish Language. Paper presented at Language and Tapestry Conference hosted by Georgetown University, Feb. 17-21.
Allen, A. (2004). Identity via Satellite: A case study of the Kurdish satellite station Medya TV. Paper presented to the AEJMC conference in Toronto, Canada.
Allen, A. (2002). The President and the marketing of American civil religion,” presented to the AEJMC conference in Miami, FL. **Top Student Paper in Religion and Media Interest Group
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VIII. Other Academic Writings A. Non-peer reviewed research articles Hickerson, A., Rudd, E., Morrison, E., Picciano, J. & Nerad, M. (2008). Communicating the PhD Experience: Communication PhDs Five+ Years after Graduation. CIRGE Report 2008-03. CIRGE: Seattle, WA. www.cirge.washington.edu
Hickerson, A. A. (2007). Outing Valerie Plame: The boundaries of scandal and the press. Public Opinion Pros. http://www.publicopinionpros.com/up_coming/2007/apr/hickerson.asp
B. Book reviews Hickerson, A. (2014). Book review of “American Journalism and International Relations: Foreign Correspondents from the Early Republic to the Digital Age.” Journalism & Mass Communication Quarterly 91(2), 402.
Hickerson, A. (2013). Book review of “Appletopia: media technology and the religious imagination of Steve Jobs.” Consumption Markets & Culture. http://bit.ly/1ciA8Fh
Hickerson, A. (2013). Book Review of “Amateur Images and Global News” Journalism & Mass Communication Quarterly, 90(1), p. 172.
Hickerson, A. (2010). Book Review of “The Conservative Resurgence and the Press: The Media’s Role in the Rise of the Right.” American Journalism 27, 127-8.
Book Review of “I am a Soldier, Too” by Rick Bragg. DART center for Journalism and Trauma. Nov. 1, 2005. http://www.dartcenter.org/articles/books/im_a_soldier_too.html
IX. Public Presentations/Lectures “Answering Your Open Access (OA) Questions,” panel discussion. RIT Press, October 24, 2013.
“A Look Back at the 2012 Presidential Election,” roundtable discussion presented by the RIT Museum and Wallace Center, Nov. 7, 2012.
Hickerson, A., Duffy, M. & Matychak, X. (March 2012). “Binary Bitches: Keeping open source open to women.” South by Southwest Interactive, Austin, TX.
“Charm School 101,” presentation to Saunders Summer Startup Program, 2011, 2012, 2013
“Neither Here Nor There: Mexican Americans, Media and Political Participation,” presented at the RIT Department of Communication Colloquium Series, April 5, 2010.
“Managing Media and Political Opportunities at Home and Abroad: A Case Study of Mexican Americans,” presented at the RIT Department of Communication Faculty Forum, October 2, 2009.
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“Online Journalism” presentation to the “Foundations of Communication,” course, Fall 2009; Spring 2010
"Deliberation and the Difference Critique," presentation hosted by the University of Washington Institute for the Study of Ethnicity, Race, and Sexuality, Jan. 2007.
"Framing the Iraq War in the American Press," television interview on ROJ TV, Brussels, Belgium, Aug. 2006.
“Identity via Satellite,” presented to the Journalism Graduate Student Workshop, University of Texas, Nov. 2003.
“The Manufacturing of Kurdish Identity” presented to the Turkish Cultural Studies Association, University of Texas, Oct. 2003.
“Medya TV and Kurdish Identity,” guest lecture in Radio, Television, Film Department class taught by Prof. John Downing, University of Texas, Oct. 2003.
“Americans in Kurdistan,” television interview broadcast on Medya TV, Brussels, Belgium, Oct. 2003.
“Medya TV and Kurdish Identity,” guest lecture in Radio, Television, Film Department class taught by Lisa Hartenburger, University of Texas, Oct. 2003.
“The President and the Marketing of American Civil Religion,” presented to the Journalism Graduate Student Workshop, University of Texas, March, 2003.
X. Manuscript Reviewer Association for Education in Journalism and Mass Communication Communication, Culture & Critique International Communication Association International Journal of Communication Journal of Public Deliberation Mass Communication & Society
XI. Professional Development Training • Poynter Institute online seminar: Building Effective News & Information Websites: jQuery & WordPress, June 2014 •Attended Columbia Journalism School Showcase, November 2012, NYC • Professor’s Open Source Summer Experience, Red Hat company headquarters, July 2011 • Attended South by Southwest Interactive, 2011, 2012 • Faculty Learning Community: Getting Started in Funded Research, Winter 2011 • RIT Grantwriters Bootcamp, November 2010 • Professors’ Open Source Summer Experience, June 2010
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• “The Future of Reading” Conference, RIT, June 2010 • Poynter Institute Seminar, “Programming for Journalists/Journalism for Programmers, 2010 • Carnegie-Knight Summit on “The Future of Journalism Education,” Feb. 2010 • Rochester ArtTech Training Seminars on digital Audio, digital video and HTML, 2009-2010
XII. Academic Service/Institute Committees a. Institute-wide Committees •Academic Technology Advisory Council, 2010 •Representative to the Campus Environment Committee, 2010-present • Miller and Cary Endowed Chair job searches (College of Images Arts & Sciences), 2012-3 • The Reporter, advisory board, 2012-present
b. College •Imagine RIT Planning Committee, 2010 • Innovation Council, 2012-present c. Department •Committee to propose a graduate committee, 2012-3 •Journalism Job Search Committees, Fall 2009, Spring 2010, Fall 2010, Fall 2011 •Speaking Contest Judge, 2009-2011 •Aide to the Social Media and Communication Symposium , 2010, 2011 •Curriculum Conversion from the quarter to the semester system (with Keith Jenkins) •Academic advisor to 8 undergraduate students • Graduate thesis advisor to Rosa Arnone, Jenna Williams, Max Mertel and Jessica Hooper. •Imagine RIT exhibitor, 2010-2011 •Founder/Advisor to The Docking Station, http://www.rit.edu/cla/communication/dockingstation/
XIII. Other Professional Activities/Memberships • Association for Education in Journalism & Mass Communication • International Communication Association • International Association for Media and Communication Research
XIV. Awards and Nominations • Nominee, Richard and Virginia Eisenhart Provost’s Award for Excellence in Teaching, 2011 • Faculty FEAD Grant, College of Liberal Arts, RIT, 2010, 2011, 2012, 2013 • Ames Endowment grant for research on diversity, Department of Communication, University of Washington, 2008. • Recognition of Excellent Teaching by a Graduate Student, awarded by the Instructional and Development Division of the International Communication Association, 2007. • Best Graduate Student Presentation Nominee. 2005. Rocky Mountain Modern Language Association Conference, Coeur d’Alene, ID. • Top Student Paper in the Religion and Media Interest Group at the annual convention of the American Educators in Journalism and Mass Communication Conference, 2002. • Ann Grabhorn Friday Presidential Fellowship, University of Texas, 2002-3
10
Andrea Hickerson, PhD
• Federal Language Area Studies (FLAS) summer grant, Arabic, 2002 • Shell Foundation Grant, 2002 • Orlin Prize for best Honors thesis in the social sciences, Title: “A Nation Apart: Kurdish identity and the possibility of autonomy,” Syracuse University, 2001 • Henry J. Leader Memorial Prize in Editing, Syracuse University, 2001 • Member, Phi Beta Kappa, Honors Society • Chancellor’s Scholar, Syracuse University, 1997-2001
XV. Other Work Experience • Research Analyst, Elway Research , Seattle, WA, 2007-2009 • Research Analyst, Center for Research and Innovation in Graduate Education, University of Washington, 2007-2008. • Contributing writer, Public Opinion Pros, 2007. • Political Communication research consultant, Fox News Interactive,2005-2006. • Contributing Editor, KurdishMedia, 2005-2007. • Staff assistant, Dow Jones Newspaper Fund, 2002. • Reporting intern, The Syracuse Post-Standard, Syracuse, NY, 2000. • Reporting intern, The Daily Local News, West Chester, PA, 1999.
XVI. Select Mass Media Writings/Interviews/Appearances • The Fair-Weather Runner blog, The Democrat and Chronicle, Rochester, NY, July 2011- present, http://blogs.democratandchronicle.com/fair-weather-runner/ • WXXI radio, “The Bob Smith Show,” Rochester, NY •Christian Science Monitor •Delaware Media •Everything is Broken, Stonybrook, NY •Our Blook •WHAM, Channel 13 (ABC), Rochester, NY • Roj-TV, Brussels, Belgium • Medya-TV, Brussels, Belgium
11
Julie M. Johannes
29 Main Street Department of English Geneseo, New York 14454-1213 Rochester Institute of Technology (585) 243-2917 92 Lomb Memorial Drive (585) 705-0253 Rochester, NY 14623 (585) 475-2467 [email protected]
EDUCATION
M.A., English Literature and Composition, University of Rochester, August 2004 B.A., magna cum laude, English & Theatre, SUNY Geneseo, May 2002
THESIS
Advisor: Professor Dimitri Anastasopoulos Topic: An Examination of Don DeLillo's Work through the Lenses of Feminism, Modernism, and Postmodernism
GRANTS, AWARDS & HONORS
Provost’s Interactive Learning Support Grant, Videotopia @ Strong National Museum of Play, 2011- 2013 Featured Faculty in NTT @ RIT, October 2011 2007-2008 Richard & Virginia Eisenhart Provost’s Award for Excellence in Teaching, nominee CCCC Professional Equity Project Grant, 2007 Adjunct Teaching Award, Monroe Community College, 2006 Adjunct Teaching Award, Monroe Community College, 2005 Exceptional Graduate Student Paper Award, University of Rochester, 2004 Departmental Tuition Scholarship, University of Rochester, 2003-2004
PUBLICATIONS
“Evariste Galois & Hector Berlioz,” Journal of Humanistic Mathematics (forthcoming) “Teaching Mathematicians Effective Response Techniques to Student Essays,” MAA Focus (forthcoming) “Online Role Playing Games and First-Year Composition: Pedagogy for a New Generation,” MAA Focus (forthcoming) “Don DeLillo and the Postmodernist Problem: "The Degree Zero of Contemporary Culture,” Journal of the Don DeLillo Society “Online Role Playing Games and First-Year Composition: Pedagogy for a New Generation,” Proceedings from the Conference on College Composition and Communication (CCCC), San Francisco CA, March 2009 “Checklist of D.H. Lawrence Criticism and Scholarship, 1994-1995.” D.H. Lawrence Review 31.2 (2003): 59-75.
CONFERENCE PAPERS AND PRESENTATIONS
Session originator and chair, “The Mind, the Medium, the Message: Neuroatypicals in Popular Culture,” Northeast Modern Language Association (NeMLA), Toronto ON, May 2015 “(Re)creating home: an exploration of authentic identity development in the forced placelessness of a hospital space,” Domestic Imaginaries Conference, Nottingham UK, January 2014 “Falling Man, Point Omega, and The Angel Esmerelda,” Presentation at the Annual Meeting of the Don DeLillo Society, New York NY, Autumn 2013 “Samuel Taylor Coleridge: A Mighty Poet in His Misery Dead,” Siena Italy, Summer 2013 “Bookends: Historicized Conspiracy and Paranoia in America and The Relevance of Conspiracy Theory to Popular Culture,” Colloquium, University of Rochester, Spring 2013 “Life's Topology: Julia Kristeva, Martin Heidegger, and Psychological Development, Colloquium, University of Rochester, Spring 2013 MiniCourse Assistant, Game Theory & Literacy, MAA MathFest, Madison WI, August 2012 “Don DeLillo and the Postmodernist Problem: "The Degree Zero of Contemporary Culture,” Conference of the Don DeLillo Society, New York NY, April 2012 Roundtable Discussion Moderator, Conference on College Composition and Communication (CCCC), St. Louis MO, March 2012 “Teaching Mathematicians Effective Response Techniques to Student Essays,” (paper outline and roundtable discussion leader/panel presenter) MAA MathFest, Lexington KY, August 2011 “Techniques for Effective Peer Review,” (paper outline and roundtable discussion leader/panel presenter) Conference on College Composition and Communication (CCCC), Atlanta GA, April 2011 “Teaching Citation and Attribution in the Digital Age,” Conference on College Composition and Communication (CCCC), Atlanta GA, April 2011 “Designing Required Courses That Students Want To Take,” MAA MathFest, Pittsburgh PA, August 2010 “Making Writing Workshops Work,” Conference on College Composition and Communication (CCCC), Louisville KY, March 2010 “Math + Music = Applied Liberal Arts,” MAA MathFest, Portland OR, August 2009 “Online Role Playing Games and First-Year Composition: Pedagogy for a New Generation,” in session “We Got Game: Effective Strategies for Using New Media Games in Writing Instruction,” Conference on College Composition and Communication (CCCC), San Francisco CA, March 2009 “Feminist Postmodernism? Postmodern Feminism? A Challenge for the Postmodern Era,” Feminism and Psychoanalysis Conference, University of Rochester, April 2004 “They Can't Fight, but They Can Write: The Political Work of Northern Women Writers and the Civil War,” Susan B. Anthony Institute Conference on Gender and Women's Studies, University of Rochester, March 2004
TEACHING EXPERIENCE
Senior Lecturer of English, Rochester Institute of Technology, Fall 2013-present Visting Faculty, University of Siena, Spring 2013-present Lecturer of English, Rochester Institute of Technology, Fall 2007-Spring 2013 Adjunct Instructor of English, Rochester Institute of Technology, 2005-2007 Adjunct Instructor of English, Genesee Community College, Fall 2005 Adjunct Instructor of English, Monroe Community College, 2004-Spring 2007 Co-Instructor, INTD 101, SUNY Geneseo, Fall 2004 Instructor, AOP Summer Program, SUNY Geneseo, 2004
TEACHING INTERESTS
Rhetoric and Composition Science Writing Postmodern Approaches to Auto/Biography Illness Narratives The Mystery Story Dante Foundations of Western Thought Don DeLillo/Postmodernism Conspiracy Theory Technical Theatre & Lighting Design
ACADEMIC & PROFESSIONAL SERVICE
Degree Program Concept Paper Committee, Department of English, 2014-present ENGL wiki Administrator, Department of English, 2013-present ad hoc Curriculum Exploratory Committee, Department of English, 2013-present Digital Literatures Working Group, Department of English, 2013 FYW-WI ad hoc committee, Department of English, 2012-2013 Chair, Policy & Procedure Committee, Department of English, 2012-present Newcomer Orientation Committee, CCCC, 2011-2013 UWP brown bag sessions, 2011-present Policy & Procedures Committee, Department of English, 2011-present Department of English Lecturer Search Committee, 2011 Custom Reader Consultant, Pearson Custom Publications, 2010-present Faculty Advisor & Sponsor, RIT Starcraft Club, 2010-present Committee Member, Don DeLillo Society Conference Revitalization, 2009-present Faculty Mentor, RIT/FYE Summer Leadership Conference “Sophomore Boot Camp”, 2007-2010 Learning Community Facilitator, 2007-2010 Bedford/St. Martin’s Textbook Reviewer, 2007-2009 Institute Common Text Committee (for academic years 2008-2009 and 2009-2010) RIT Student Writing Contest Judge, 2007-2009 Department Writing Committee, 2007-2008 Committee on Writing Seminar re-visioning, 2007-2008
CURRENT PROFESSIONAL MEMBERSHIPS
Canadian Society for Digital Humanities/Société canadienne des humanités numériques Association for Computers and the Humanities Northeast Modern Language Association Conference on College Composition and Communication National Council of Teachers of English Don DeLillo Society Modern Language Association
LANGUAGES
Italian: intermediate speaking, advanced reading Spanish: intermediate speaking, advanced reading French: basic speaking, intermediate reading
CURRICULUM VITAE AMMINA 92 Lomb Memorial Drive, KOTHARI Rochester, NY 14623-5604 tel: (585)-475-7397 ★ email: [email protected] education Doctor of Philosophy, Mass Communication May 2012 School of Journalism Indiana University, Bloomington, IN Minor in African Studies
Master of Arts, Communication and Society June 2008 School of Journalism and Communication University of Oregon, Eugene, OR
Bachelor of Arts (cum laude), English and Print Journalism April 2006 North Central College, Naperville, IL Minor in broadcast journalism professional Assistant Professor, Department of Communication August 2012 – appointment Rochester Institute of Technology, Rochester, NY to date research Kothari, A and Elliott, D (2014). HIV/AIDS information on East African publications websites: A comparative analysis. Journal of African and Asian Studies, DOI: 10.1177/0021909614553455
Kothari, A. (2014). The ethics of keeping HIV/AIDS newsworthy in Tanzania. Journalism Practice, DOI: 10.1080/17512786.2014.916888
Kothari, A. (2013). “Media Constructed Muslim Identity: 1999 – 2009”. Editors: Dominic Lasorsa and America Rodriguez. Chapter in Identity and Communication: New Agendas in Communication. New York, NY: Routledge.
Kothari, A. (2010). The framing of the Darfur conflict in the New York Times: 2003 – 2006. Journalism Studies, 11 (2), 209-224.
Kothari, A. (2008). When rape victims become symbolic representations of war: A textual analysis of The NY Times reporting on the use of 'rape as weapon of war' in Darfur. Global Media Journal: Mediterranean Edition 3(2), 21-29. grants and CLA Faculty Development Grant 2014 awards CLA Proposal Development Grant 2014 CLA Building Collaborative Networks Grant - RIT 2013 OVPR Grant Writers Boot-camp Seed Grant - RIT 2013 African Students Research Fellowship – Indiana Univ. 2010 Summer Pre-Dissertation Travel Grant – Indiana Univ. 2010 Kothari CV: 2 2nd place Markham Student Paper Award — AEJMC/ICD 2009 3rd place Student Paper Award — AEJMC/CSW 2008 Neil Taylor Best Thesis Award – University of Oregon 2008 conference Kothari, A. (2014). “Teaching Panel Session: Preparing Journalism presentations Students for a Globalized World.” Association for Education in Journalism and Mass Communication, Montreal, Canada.
Kothari, A. (2014). “Role of elite news sources in shaping coverage of HIV/AIDS.” Association for Education in Journalism and Mass Communication, Montreal, Canada.
Kothari, A. & Hickerson, A. (2014). “Social media in journalism education: Comparing student and faculty expectations.” International Association for Media and Communication Research, Hyderabad, India.
Kothari, A. & Elliott, D. (2014). “Acknowledging and acting on SMS health messages: A study of user needs in Tanzania.” International Association for Media and Communication Research, Hyderabad, India.
Kothari, A. & Elliott, D. (2014). “Using SMS to communicate HIV/AIDS information in Tanzania.” International Communication Association’s Mobile Preconference, Seattle, WA.
Kothari, A. (2013). “Representing hijab on Tumblr.” National Communication Association, Washington, DC.
Kothari, A. (2013). “Keeping HIV/AIDS newsworthy: Ethical dilemmas.” Association for Education in Journalism and Mass Communication, Washington, DC.
Kothari, A. (August 2013). “Twitter and #KONY2012.” Association for Education in Journalism and Mass Communication, Washington, DC.
Kothari, A. & Elliott, D. (2013). “Web-based HIV/AIDS information: Potential for effective communication.” International Association for Media and Communication Research, Dublin, Ireland.
Kothari, A (2012). “Signifying AIDS: How Media Uses Metaphors to Define a Disease.” Association for Education in Journalism and Mass Communication, Chicago, IL.
Kothari, A (2012). “Hijab and Muslim Comedians: Challenging Stereotypes with Humor.” Association for Education in Journalism and Mass Communication, Chicago, IL Kothari CV: 3
Kothari, A (2011). "Digital Gate-keeping: The Role of Social Media in Citizen Uprisings in Tunisia and Egypt”. National Communication Association Annual Convention, New Orleans, LA.
Elliott, D, & Kothari, A. (2011). “The Potential of Communication Technology for Addressing Contemporary Aspects of HIV/AIDS.” Health in Africa Workshop at the African Studies Association Annual Meeting, Washington, D.C. invited guest “Capacity Building Workshop for Journalism Academics.” Journalism July 18, 2014 lectures Research and Education Division. International Association for Media and Communication Research, Hyderabad, India
“Media Representations of Gender-based Issues.” Advance RIT April 22, 2014 Connectivity Series event Imag(in)ing Women: Language, Representation, Stereotypes Luncheon Panel Discussion
“Visualizing Muslim Identity: Representing Hijab on Tumblr.” RIT’s April 25, 2014 KERN Conference, Communicating Identity/Consuming Differences
“Media and Social Change.” Social Change course (Vincent Spring 2013 Serravallo) – Rochester Institute of Technology
“Academic Job Search.” A Seminar in Teaching and Learning (Claude Spring 2013 Cookman) – Indiana University
“Islam and Human Rights.” Human Rights in Global Perspective Fall 2012 course (Edward Kannyo) – Rochester Institute of Technology
“Media Research.” International News Gathering Systems course Spring 2012 (Bonnie Brownlee) – Indiana University.
“Media in Africa.” Hot Topics in Journalism course (Theresa White) – Spring 2011 Indiana University.
“Muslim Women in the Media.” International Communication Spring 2011 course (Janet Kwami) – Furman University.
“French Niqab Ban.” (March 23-24, 2011). Re-scripting Islam: A Spring 2011 conversation between media professionals and scholars. Organized by Voices and Visions of Islam and Muslims from a Global Perspective Project at IU’s Center for the Study of Global Change, Bloomington, IN. book Kothari, A. (August 2011). The Geopolitics of Representation in reviews Foreign News: Explaining Darfur, by Bella Mody, Journalism: Theory, Kothari CV: 4 Practice and Criticism, 12, 763-764.
Kothari, A. (Spring 2011). The Political Economy of Communication, by Vincent Mosco, Global Media Journal, 11(18). competitive National Communication Association Doctoral Honors Seminar July 31 – Aug.2 seminar (2010): “Communication Research in the Next 100 Years: Evolving attendance Issues, Theoretical Tensions and Methodological Pluralism, organized by NCA and University of Utah at Salt Lake City, UT. teaching Rochester Institute of Technology – School of Communication experience Reporting and Writing I – skills course Fall 2014 Communication, Gender and Media – research course Introduction to Journalism – conceptual course
Mass Communications – conceptual course Summer 2014
Computer-Assisted Reporting – skills course Spring 2014 Community Journalism – special topics course
Reporting and Writing I – skills course Fall 2013 News Editing – skills course Introduction to Journalism – conceptual course
Information Gathering – skills course Spring 2013
News Writing I – skills course Winter 2012- News Editing – skills course 2013
Introduction to Journalism – conceptual course Fall 2012 Information Gathering – skills course
Indiana University – School of Journalism Instructor, Reporting, Writing and Editing 1 – skills course Spring 2012
Instructor, Muslims in the Media – research seminar Fall 2011
Instructor, Muslims in the News – survey course Spring 2011
Instructor, Muslims and the Media – research seminar Fall 2010
Multimedia Instructor, Visual Communications – skills course Spring 2010
Instructor, Race, Gender and the Media – survey course Fall 2009 professional Elected research chair for AEJMC’s International Communication August 2014 – service Division. to date Kothari CV: 5
Discussant for the refereed research panel titled: Reflections on the August 2014 Sociopolitical News Flow in Africa held at Association for Education in Journalism and Mass Communication, Montreal, Canada.
Manuscript reviewer for Journalism & Mass Communication July 2014 Quarterly.
Paper respondent and discussant for the refereed research panel May 2014 titled: Journalism in Africa: Awareness, Innovation & Influence held at International Communication Association’s annual conference held in Seattle, WA.
Conference paper reviewer for the International Communication April 2014 Division for the AEJMC's annual conference.
Manuscript reviewer for African Journal of AIDS Research, Journal of Fall 2013 Magazine and New Media Research, Journalism: Theory, Practice and Criticism.
Conference paper reviewer for the International Communication Fall 2013 Division for the AEJMC's mid-winter conference.
Elected officer and Professional Freedom and Responsibility August 2013 – Committee chair for AEJMC’s International Communication Division August 2014
Paper respondent and discussant for the refereed research panel August 2013 titled: Journalism in Africa: Awareness, Innovation & Influence held at Association for Education in Journalism and Mass Communication annual conference held in Washington, DC.
Conference paper reviewer for the International Communication Spring 2013 Division and Commission on Status of Women in the AEJMC
Manuscript reviewer for Ecquid Novi: African Journalism Studies Spring 2013 journal.
Manuscript reviewer for Journal of Communication Fall 2012
Conference paper reviewer for International Communication Fall 2012 Association divisions: Ethnicity and Race in Communication, Feminist Scholarship, Global Communication and Social Change and Journalism Studies.
Elected officer and Markham Student Paper chair for AEJMC’s Aug. 2012 – to International Communication Division August 2013
Kothari CV: 6 Conference paper reviewer for the Commission on Status of Women Spring 2012 in the AEJMC
ICD/CSW liaison for the International Communication Division in the Sept. 2009 - Association for Education in Journalism and Mass Communication Aug. 2010 • Organized Panel for ICD/CSW: Feminization of HIV/AIDS and Media: Responses and Case Studies for the annual AEJMC conference, Denver, CO
Discussant at the annual AEJMC Conference in Denver, CO August 2010 • International Communication Division Poster Session • ICD/CSW Sponsored Panel university Faculty mentor for McNair Scholars Summer Research Program – April 2013 – to service Olivia Harrison and Jarlisa Corbett. August 2013
Moderator for “Framing and Bias Session” at the RIT’s Conference Spring 2013 for Undergraduate Research in Communication.
Thesis advisor for Mohd Adam Mahadi –a master’s student in Fall 2012 – to Communication and Media Technologies, Rochester Institute of Spring 2013 Technology
Faculty mentor for the RIT Collegiate Science and Technology Entry Fall 2012 – to Program, mentoring a student majoring in information technology. Spring 2013 professional • Intensive Course Development Boot Camp June 5, 2014 development • Online Course Design and Technology Community of Practice” January 2014 Workshop. • The National Science Foundation grant-writing workshop Nov. 8, 2013 organized by Rochester Institute of Technology and the University of Rochester. • Flipped Classroom Series: Developing Your Flipped Classroom - A Spring 2013 Community of Practice with Dr. Rob Garrick • Professional Development for Principal Investigators – Writing Mar. 22, 2013 Successful Grants • Teaching Naked Workshop: Designing New Interactions, Mar. 4, 2013 Activities and Assignments with Dr. Jose Bowen • RIT’s Sponsored Research Grant Writing Bootcamp Nov. 19- 20, 2012 professional International Communication Association affiliations Association for Education in Journalism and Mass Communication International Association for Media and Communication Research National Communication Association
Kothari CV: 7
Curriculum Vitae
Jessica Catherine Lieberman
92 Lomb Memorial Drive Rochester Institute of Technology Rochester, New York 14623 [email protected] 585-475-4721, fax -7633
EDUCATION:
Ph.D. University of Michigan, Department of English 2001 The Haunted Subject: Modernist and Postcolonial Narratives of the Self, Simon Gikandi (chair), Ross Chambers, Suzanne Raitt, Lemuel Johnson, Anita Norich
M.A. University of Michigan, Department of English 1996 B.A. University of Pennsylvania, Literature and Critical Theory 1993
PROFESSIONAL APPOINTMENTS:
Associate Professor, Dept of Fine Arts 2014 Assistant Professor of Visual Culture, Dept. of Fine Arts 2006-present Rochester Institute of Technology Academic Director of Honors and Fellowships Visiting Assistant Professor, Imaging Arts and Sciences 2004-2006 Rochester Institute of Technology Associate Director, Academic Enhancement Programs Lecturer in the Humanities 2003-2006 Rochester Institute of Technology Coordinator, Liberal Arts Honors Program 2002-2003 Rochester Institute of Technology Visiting Assistant Professor of Language and Literature 2001-2003 Rochester Institute of Technology Graduate Student Instructor 1995-2001 University of Michigan
Curriculum Vitae 2
PEER REVIEWED PUBLICATIONS:
MONOGRAPH
Becoming Visible. RIT University/ Cary Graphic Press, 2013.
ARTICLES AND BOOK CHAPTERS
“War Simulation Gaming: Sporting Trauma” Theater of War. Intellect Press, UK and University of Chicago Press, US, 2014.
“Traumatic Images” Photographies 1:1, 87-102. London: Routledge, March 2008.
“Strategic Ghosting: Flights into Nineteenth-Century America” Spectral America: Phantoms and the National Imagination, Ed. Jeffrey Weinstock. University of Wisconsin Press, 2004.
“La Llorona, Painting and Mexican Cultural Identity” published as “Introduction” La Llorona. Oaxaca: Fondo Estatal Para La Cultura Y Las Artes, 2003.
WORKS IN PROGRESS
“Strindberg’s Celestographs as the Past and Future of Art” The Double Image: Strindberg and the Emergence of Visuality and Optical Modernity, Eds. Anna Stenport, et al. Book is currently under review at Yale University Press.
Traumatic Augmentation. A manuscript in progress, invited for consideration by Cornell University Press.
“Untitled” art piece for Ossuary, curated by Laurie Beth Clark. http://ossuaries.wordpress.com/about/
IMGROC.COM, A web-based mapping project of urban, artistic provocations that will be open-source peer reviewed and internally monitored by students in my annual Imag(in)ing Rochester course.
INVITED PRESENTATIONS, PROJECTS AND TALKS “Traumatic Images,” Stan McKenzie Salon Series Inaugural Lecture, Invited by Series Director, Michael Laver, October 2013.
“A Web Provocation: IMGROC.COM” Malmö University Faculty Research Symposium, Invited by Symposium Director, Ann Howard, October 2013.
Roundtable Leader with Katherine Behar, Baruch College, “Unflattering Aspects of Digital Culture,” Where Text and Code Collide: The Digital Humanities Distinguished Speaker Series, May 2013. Curriculum Vitae 3
Invited to Introduce Katherine Behar, “Even the Ugly Bits: Modeling Big Data,” Where Text and Code Collide: The Digital Humanities Distinguished Speaker Series, May 2013. Discussion Leader with Matt Knutzen, New York Public Library, “Maps at NYPL: Reweaving the Fabric of Historical Place,” Where Text and Code Collide: The Digital Humanities Distinguished Speaker Series, March 2013.
Discussant, Global Conversations: An Exchange of Experiences and Practices on International Education, Office of International Education and Global Programs, Invited by Dean Jim Myers, February 2013.
Roundtable Leader with John Tagg, Binghamton University, “Discipline and Protest: Thinking Photography After Foucault,” The College of Liberal Arts William A. Kern Lecture Series, January 2013.
Invited Speaker and Respondent to N.Katherine Hayles, Inaugural Address for the Eugene H. Fram Chair, Invited by the Chair, Clarence Burton Sheffield, Jr., RIT, October 2012.
Keynote Address, “Image is Terror: Lynching Postcards as Citizen Journalism,” Kern Conference in Visual Communication: When Images Cause Trouble: Visual Communication, Controversy, and Critical Engagement, Invited by Kern Professor Jonathan Schroeder, May 2012.
“Celestographs and Visual Culture,” 2012 Centennial Celebration: Strindberg, Author, Visual Artist, & Playwright, Respondent to Clarence Burton Sheffield, Jr., Invited by Symposium Director, Cecilia Ovesdotter Alm, Rochester Institute of Technology, March 2012.
“Human Agency and the Imaging of Consequence: NYTimes “Slider” Images of the Tohoku Catastrophe” Aesthetics of Atrocity Symposium, Invited by Karen vanMeenan, Symposium Director and editor of the journal, Afterimage, Visual Studies Workshop, March 2012.
IGERT Team Member, “Integrating Societal Complexities into Geospatial Support for Disaster Management” RIT nominated proposal for submission to NSF’s “flagship interdisciplinary training program,” 2012.
Digital Humanities, RIT Initiative team member, committee chair and speaker host, 2012.
Consultant and Coordinator of Volunteers for Rochester Help-Portrait, “a global movement of photographers, hairstylists and makeup artists using their time, tools and expertise to give back to those in need,” Responsible for education and training of 22 RIT Students, Rochester, NY, December 2011.
Roundtable Leader and Host for Fuyuki Kurasawa, York University, Conable Distinguished Lecture Series in International Studies, Invited by Conable Chair, Benjamin Lawrence, November 2011.
Curriculum Vitae 4
“Scholarship and Art,” Invited talk by Program Chair, SPAS MFA Program, October 2011
“Hyper Reading and Publishing,” Moderator for Media and Technology Panel, The Future of Reading Symposium: Provocations, Predictions, Possibilities, Invited by the Future of Reading Planning Committee, RIT 2010.
“Disturbances in Visual Culture,” Presentation on Scholarship and Artistic Practice, Invited to SPAS Graduate Seminar, November 2010.
“Art According to PBS,” Invited Discussant, Art:21 Season 5 Preview, Invited by Angela Kelly, Chair of MFA Program, Rochester Institute of Technology, 2009.
“Art in the Craft Track,” Respondent to Student Film Projects, School of Film and Animation Festival of Craft and Script Presentations, Rochester Institute of Technology, 2008.
Imagine RIT Festival exhibit 1: “Women of RIT: Collector’s Card Series” Pathways: A Century of Women at RIT, Rochester Institute of Technology, 2008 .
Imagine RIT Festival exhibit 2: “Icon Book: A Series of Collaborative, Cross-College Publications” Rochester Institute of Technology, 2008.
Imagine RIT Festival exhibit 3: “Artech: Gallery Exhibition” RIT, 2008.
“A Century of Women at RIT: Collector’s Card Series” Pathways Symposium: A Century of Women at RIT, 2008.
“Humanities and Art,” Presentation on Scholarship and Artistic Practice, Invited to SPAS Graduate Seminar, October 2006.
“Images in Contemporary Print Culture” Symposium Speaker and Moderator: Magazines for Women: The Legacy of Cipe Pineles, Rochester Institute of Technology, 2005.
“Gender, Responsibility and the Reading of Aesthetics” School of Advertising Photography, Invited by Clayton Adams, Rochester Institute of Tech, 2004.
“Cyborg Sisters and Fetal Imagery: Interventions into the Social Science of Acardiac Twinning” Cyborg Theory course, Invited by Deborah Blizzard, Rochester Institute of Technology, 2004.
“Reveling in the Millennial Legacy” N. American James Joyce Conference, Charleston, 1999
“Autoethnographic Haunting: Charles Johnson’s ‘Oxherding Tale’ and the African-American Travel Narrative” Writing the Journey: Travel Writers and Writing, U of Pennsylvania, 1999 “The Nightmare of Liminality: Haunted Ahistoricism in Anita Desai’s Baumgartner’s Bombay” British Studies Conference, University of Michigan 1997
Curriculum Vitae 5
CONFERENCE PAPERS: “Imag(in)ing the City: imgroc.com” Innovators Honors Conference 2013, Rotterdam University, October 2013
“Kodak’s Death Campaign: Selling Loss Through Terror” Feeling Photography Conference, University of Toronto, 2009
“Kodak’s Death Campaign” Visible Memories Conference, Syracuse University, 2008
“Traumatic Images” 4th Biennial Kern Communication Conference, Rochester 2008
“Traumatic Images” Society for Photographic Education (SPE) National, Denver 2008
“From the Faculty Institute in Miami to Our Home Campuses: Putting City-asText into Practice” National Collegiate Honors Conference, Philadelphia, 2006
“Mixed Media and Cultural Studies: Visualizing Trauma” Speaker and Session Chair, NYCEA Conference on Interdisciplinary Studies in Writing and Literature, 2004
“Visual Cultures of Trauma” Media Studies Association Conference, New York 2004
“New Directions for City as Text” Annual Conference of the National Collegiate Honors Council, New Orleans, 2004
“Honors Literature: An Approach to City as Text” Annual Conference of the National Collegiate Honors Council, Chicago, 2003
“Traumatic Images: Visual Culture and the Pedagogical Challenge” International Conference on New Directions in the Humanities, Rhodes, Greece 2003
“Globalism and Liminality” Kansas State University Cultural Studies Symposium, Manhattan KS 2002
“Ghostly Visitations” International James Joyce Symposium, London 2000
PROFESSIONAL WORKSHOPS: Master Class in City as Text, Rotterdam University 2013 Grant Writing Workshop, College Art Association, NYC 2013 Scalar and Digital Publication, College Art Association, NYC 2013 Now! Visual Culture, NYU 2012 Art History in the Digital Age: A Hands-On Workshop, College Art Association, LA 2012 The Press-ing Issue of Book Publication-- Meet the Editors, RIT 2009 Society of Photographic Education: Pedagogy and Workflow, Chicago 2008 Honors Faculty Institute, Florida International University, 2006 Technology for Faculty: Teaching On-Line, Ann Arbor 2000, 2003 Graduate Student Talks on Teaching (facilitator) 1998-1999: a series of seminars on teaching Curriculum Vitae 6
Teaching Circle 1996: semester long teaching discussion group Advanced Workshop on Teaching 1996 Workshop in Composition 1996 Workshop on Teaching a First-Year Writing Course 1996 Pedagogy: Theory and Practice 1995: semester long teacher-training course
PROFESSIONAL MEMBERSHIPS: International Association for Visual Culture Visual Culture Caucus, CAA College Arts Association Society for Photographic Education International Visual Sociology Association Modern Language Association International James Joyce Society Modernist Studies Association American Studies Association National Association of Fellowship Advisors National Collegiate Honors Council
PHOTOGRAPHIC EXHIBITIONS (SOLO): “Becoming Visible” Gallery R, Rochester, NY 2013 “Becoming Visible” Angell Hall “Ballroom,” Ann Arbor, MI 2001 “Becoming Visible” English Dept Gallery, U of Michigan 2000 “Juxtapositions” English Dept Gallery, U of Michigan 2000 “Road Scholars: Roadside” Slusser Gallery, Ann Arbor, MI 2000 “Cancer Series: 1-5” Student Gallery, University of Michigan 1999
SCHOLARSHIPS, GRANTS AND AWARDS: In Preparation for NSF Information & Intelligent Systems Core Program, “Planning and Piloting a Creative Technology Project Repository”: co-PI with Dr. Elizabeth Lawley through the RIT MAGIC Center 2013 RIT’s Nominee for IGERT: Interactive Graduate Education and Research Traineeship to NSF 2012 Faculty Research Grant 2012 Interactive Learning Support Grant 2012 Interactive Learning Support Grant 2011 Eisenhart Provost’s Award Nomination for Excellence in Teaching Accepted nomination, Honored as a Finalist 2010 Miller Research Fellowship 2009 Interactive Learning Support Grant 2009 Eisenhart Provost’s Award Nomination for Excellence in Teaching 2009 Faculty Development Grant 2008 Faculty Research Fund Grant 2008 Eisenhart Provost’s Award Nomination for Excellence in Teaching 2008 Curriculum Vitae 7
Interactive Learning Support Grant 2007 Interactive Learning Support Grant 2006 Provost’s Learning Initiative Grant, participant, RIT 2003-2004 Distinguished Representative: Commencement, Rackham Graduate School 2001 Dissertation Grant, University of Michigan 2000 International James Joyce Foundation Scholarship 2000 Rackham Predoctoral Fellowship, University of Michigan 1999-2000 Rackham One-Term Dissertation Fellowship, University of Michigan 1999 David and Linda Moscow Prize for Excellence in Teaching 1999 Rackham Outstanding Graduate Student Instructor, University of Michigan 1998 John D’Arms Travel Grant 1998 Mellon Fellowship 1997-1998 Distinguished Graduate Student Teaching Citation, University of Michigan 1997 Outstanding Graduate Student Instructor Recognition, English Department 1996 Regents Fellowship- 5 years, University of Michigan 1994-1999 Magna Cum Laude with Distinction in the Major, Univ. of Pennsylvania 1993 The Haney Prize for Outstanding Honors Thesis, Univ. of Pennsylvania 1993 English Achievement Award: Excellence in the Major, U. of Pennsylvania 1993
TEACHING AREAS: Contemporary and Twentieth-Century Visual Culture; Literary, Visual and Cultural Theory; Comparative Media Studies; Digital Humanities; Modernism and Postmodernism; Film and Photography; Postcolonial Studies; Contemporary Literature and Media; Race, Ethnicity and Gender Studies; Interdisciplinary Approaches; Pedagogy
COURSES DESIGNED AND TAUGHT: College of Liberal Arts, RIT Fine Arts 213 Introduction to Fine Arts:Visual Arts Fine Arts 213 Controversial Art Fine Arts 319 Arts of Expression: Imaging/Archiving Fine Arts 325 Imag(in)ing Rochester (3 week and full term versions) Fine Arts 452/ Women’s Studies 460 Art of Dying Fine Arts 452 /Women’s Studies 460 Traumatic Images (Honors and General) Fine Arts ST Visual Culture Theory Following current debate in the Journal of Visual Culture and calls for upcoming conferences on Visual Culture, we will approach images as sites of gesture and as agents of intellectual productivity. Honors 325- Rochester as Text: Community and Textuality Honors 325- Rochester as Text: 4 Week Intensive Honors 325- 20th C American Literature, Word and Image Honors 325- Knowledge and the New Archive Honors 325- Colloquium: Icons and Global Visual Literacy Honors 571- Traumatic Images and Literature Senior Seminar 501- Human Rights and Global Citizenship Literature 225- Writing and Literature I: Modernity and Visual Culture Literature 225- Writing and Literature I: Short Story and The Novel Curriculum Vitae 8
Literature 226- Writing and Literature II: Poetry and Drama Literature 226- Writing and Literature II: 20th Century Poetic Performance Literature 226- Writing and Literature II: Words: Sight and Sound College of Imaging Arts and Sciences, RIT Graduate Photography 786–Contemporary Issues: Image Gestures, Visual Intellectuality Graduate Photography 753- Graduate Thesis Seminar Graduate Photography 842- Research Seminar Graduate Photography 890- Research & Thesis Graduate Photography 758- Photographic Workshop Graduate Photography 799- Independent Study University of Michigan Classics 191- Honors Seminar (co-taught): Great Books from Homer to Plato; U of Michigan Classics 192- Honors Seminar (co-taught): Great Books from Plato to Dante; U of Michigan English 124- Writing and Literature: Narratives of Colonial Identity; U of Michigan English 325- Advanced Essay Writing: Writing Ourselves; U of Michigan English 125- Composition: American Literature; U of Michigan English 125- Composition: Multiculturalism, Race, Ethnicity; U of Michigan English 434- Postmodernism (co-taught): Literature and Theory; U of Michigan English 313- Film and Literature (teaching assistant)
ACADEMIC SERVICE, RIT: 2013-2014 Hiring, Committee, Visual Culture Assistant Professor, RIT 2013-2014 Hiring Committee, Museum Studies and Digital Specialist, RIT 2013-present Academic Curriculum Committee for FYS, Honors Program, RIT 2012-present Rochester Fringe Festival Steering Committee, RIT 2012-present CLA Digital Humanities Working Group 2011-present Miller Fellowship Committee, RIT 2011-2012 Institute Nominations Committee, Innovation Hall of Fame, RIT 2010 Hiring Committee, Study Abroad and Fellowships, RIT 2008-2012 Authorship and Implementation of Visual Culture Minor, RIT 2008-present Women’s Center Advisory Board, RIT 2007-2008 Learning Communities Instructor, RIT 2006-2011 Women’s Studies Coordinating Committee, RIT 2006-2007 Fine Arts Faculty Representative to COLA Honors Committee, RIT 2006-2007 Steering Committee, COLA Honors Committee, RIT 2006-2007 COLA Representative to Honors Curriculum Advisory Committee, RIT 2006-2007 Symposium Planning Committee, Pathways: A Century of Women at RIT 2003-2008 Institute Fellowships Committee, RIT 2004-2006 Goldwater Fellowship Committee, RIT 2004-2005 Coach, Partnerships in Pluralism, RIT 2004-2011 Board of Advisors, Margaret’s House, RIT 2003-present Fulbright Program Advisor to RIT 2002-2006 Board of Advisors, Signatures Magazine, RIT 2002-present Member on MFA Thesis Committees, SPAS and SAC, RIT 2002-present Admissions and Advancement Committees for SPAS, RIT 2002-2007 Web Design and Management in COLA and AEP, RIT Curriculum Vitae 9
2002-2006 COLA Honors Committee, RIT 2002-2006 Honors Advocates Committee, RIT 2002-2004 Faculty Advisor, FACES, Student Feminist Action Group, RIT 2002-2003 Writing Committee, RIT
EXTERNAL SERVICE: 2012 Portfolio Reviewer, Society for Photographic Education 2012-present Co-Coordinator, Parent Council, Harley School, Rochester, NY 2011 Help-Portrait, Coordinator of 22 RIT Student Volunteers, Rochester, NY 2011-present Parent Council, Harley School, Rochester, NY 2010-present Admissions Guide, Harley School, Rochester, NY 2006-2008 GCCIS Digital Arts Competition Advisory Board, RIT 2004-2007 Teaching and Learning Committee, National Collegiate Honors Council 2005-2010 Artech Digital Arts Competition Cycle, Judging Coordinator, Rochester 2003 Peer Reviewer, International Journal of the Humanities 2000-2001 Honors Great Books Committee, University of Michigan 1999-2000 Graduate Committee, University of Michigan 1998-1999 Undergraduate Curriculum Committee, U of Michigan 1997-1998 Committee Co-chair for Distinguished Scholars Seminar, U of Michigan 1996-1997 Steering Committee Representative, Graduate Employees Organization 1996-1997 English Department Steward, Graduate Employees Organization 1996 Faculty Outreach Committee Co-chair, Graduate Employees Organization
SUPERVISION OF STUDENTS: MFA Graduate Thesis Committees
1. Tom Nasca, IDDE 19. Ratna Khanna, SPAS 2. Jeremy Stipano, FNAS 20. Stephanie Quarto, SPAS 3. Smitty DeFoore, GCST and SPAS 21. Scott LaForce, SPAS 4. Daniel Chou, SPAS 22. Yeon Hee Choi, SPAS 5. Manuel Pena, SPAS 23. Masa Bajc, SPAS 6. Fiona Wilson, SPAS 24. Christin Boggs, SPAS 7. Nathan Lomas, SPAS 25. Megan Mette, SPAS 8. Matthew Murray, SPAS 26. Emily Zeller, SPAS 9. Kristy Lee Carpenter, SPAS 27. Erika Heffernan, SPAS 10. Salah Ahmed, SPAS 28. Michailo Tulek, SPAS 11. Katherine Driscoll, SPAS 29. Nicola Kountoupes, SPAS 12. Tina Starr, SPAS 30. John Karafin, SPAS 13. John Keedy, SPAS 31. Amber Johnston, SPAS 14. Haneine Ramadan, SPAS 32. James Bellucci, SPAS 15. Jamie Callahan, SPAS 33. Moon Krapgthong, SPAS 16. Emily Winton, SPAS 34. Kenyon Cooke, SPAS 17. Sara Tkac, SPAS 35. Jonathan Schnapp, SPAS 18. Gretchen Arnold, SPAS 36. Anna Druzcz, SPAS Curriculum Vitae 10
37. John Johnson, SPAS 43. Jessica Marquez, SPAS 38. Alicia Ross, SPAS 44. Jen Moon, SPAS 39. Alison Secrest, SPAS 45. Scott LaForce 40. Cassandra Worley, SPAS 46. Ryan Shuler, CIAS 41. Katrina d’Autremont, SPAS 47. Aki Miyoshi, SPAS 42. Paul Van Hoy, SPAS
Undergraduate Thesis Committees
1. Hanna Stoehr, CLA 2. Lisa Janos, CLA 3. Sean Conklin, CLA
Mentees and Research Students
1. Caroline Houston, COS 19. Brandy Pappas, COS 2. Daniel Cosentino, CIAS 20. Patrick Kelley, COS 3. Maria Providencia Casanovas Daufi, 21. Benjamin Foster, COS CIAS 22. Blair Brown, COS 4. Kaitlin Wilson-Bryan 23. Tom Guzewich, GCCIS 5. Victoria Main, CIAS 24. Jaymelee Kim, CAST 6. Carl Domingo, GCCIS 25. Laura Filkins, COS 7. Matt Critelli, GCCIS 26. Sam Bacarisse, CIAS 8. Jacob Hicks, CAST 27. Kristi Bretz, CIAS 9. Elizabeth Thabet, CIAS 28. George Velesko, CIAS 10. Kenna Lindsey, CIAS 29. Ryan Suits, CIAS 11. Madison Mock, CIAS 30. Gregory Drake, CLA 12. Zoe Mallios, COB 31. Elliot Krasnopoler, CIAS 13. Robert Gaulin, GCCIS 32. Alex Pagliaro, CIAS 14. Sandy Francois, CLA 33. Jessica Coulston, CIAS 15. Dean Ganskop, GCCIS 34. Jacob Bigelow, CLA 16. Jamie Duke, COS 35. Dean Ganskop, GCCIS 17. Jaymelee Kim, CAST 36. Joanna Robinson, COS 18. Ebonipearl Jones, CIAS
RECOMMENDATIONS (dossier available on request): Kelly Norris Martin
Rochester Institute of Technology Home George Eastman Hall 3200 88 Brentwood Lane Rochester, NY 14623 Fairport, NY 14450 Tel: 585.475-2142 Tel: 252.473.3031 Email: [email protected] Email: [email protected]
SCHOLARLY DEVELOPMENT
Education North Carolina State University, Raleigh, North Carolina Doctorate in Communication, Rhetoric, and Digital Media, May 2011
Areas of interest: Visual communication, design studies, rhetoric, instructional communication
Dissertation:” Visual Research: A guide to methodologies and contexts”
Committee: Victoria J. Gallagher (chair, communication), Carolyn R. Miller (English), Melissa A. Johnson (communication), Meredith Davis (design)
North Carolina State University, Raleigh, North Carolina Master of Science, Communication, 2007 Areas of interest: visual rhetoric, instructional communication
John Carroll University, University Heights, Ohio Bachelor of Arts, Honors Program Scholar, May 2002 Major: English and Music Music degree received through cross-registration program with Cleveland Institute of Music & Case Western Reserve University
Academic Positions Held Assistant Professor, Department of Communication, Rochester Institute of Technology, Aug. 2011- Current
Research Assistant, for Dr. Vicki Gallagher, North Carolina State University, 2008-2009 and fall 2010-2011
Teaching Assistant, North Carolina State University, 2005-2008 and 2010
Research Assistant, Communication in Design project, North Carolina State University, 2007-2008
Communications Conference Intern, North Carolina State University, 2005-2006
Courses Taught Critical Practice in Social Media, Fall 2014 • This course explores the relationship between social media and the construction of both individual and social identities as well as best practices for constructing the desired community or identity. Although the course is grounded in theory, it is equally committed to practice, and much of the class discussion and activity takes place in various online spaces. Kelly Norris Martin 2
Campaign Management and Planning, Rochester Institute of Technology, Fall, 2014, Spring 2014 • This course introduces students to the managing and planning of advertising and public relations campaigns. It takes a team project approach thereby helping students learn how to work together in class as well as in a competitive agency. Service-learning is used to expose students to community causes.
Copywriting & Visualization COM 460, Rochester Institute of Technology, Spring 2012, Spring 2013 • Students develop creative advertising messages by researching and writing a creative brief and then implementing the plan by transforming concepts into actual advertising messages and campaigns. Required course for advertising and public relations majors and a professional elective for professional and technical communication majors and journalism majors.
Digital Design COM 462, Rochester Institute of Technology, Fall 2011, Winter 2011-12, Spring 2014 • An introduction to essential software applications for communication majors, including desktop publishing, image manipulation and presentation graphics. Required course for professional and technical communication majors, advertising and public relations majors and journalism majors.
Mass Communication, COM 482, Rochester Institute of Technology, Summer 2012 (online) • An introductory analysis of newspapers, television, radio, magazines and other mass media in the United Sates. The course focuses on the history, development, economics and law and regulation of the mass media in the U.S., and explores theoretical consideration of contemporary mass communication issues.
Media History and Theory COM 257, NC State University, Fall 2006, Spring 2007, Fall 2007 • Required course for the Media Concentration that investigated theoretical and methodological approaches to review the historical development and social implications of communication media
Public Speaking COM 501, Rochester Institute of Technology, Spring 2012, Summer 2012 • Public speaking equips students with knowledge of the theories and principles of formal public speaking. Required course for professional and technical communication majors and advertising and public relation majors.
Public Speaking COM 110, NC State University, Fall 2006; Summer 2006 and 2009, Spring, 2010 • General education course that provided experience with public speaking in a rhetorically grounded approach
Visual Communication COM 710 (online certificate course), Rochester Institute of Technology, Fall 2014 • In this course, students will: actively interpret the visual world around them, recognize and differentiate between different types of visual research methods, compose a visual argument, assess a visual argument, detect the variety of visual media that can have a rhetorical impact, write critically about visual issues, recall different types of visual terminology, theory, and methods
Visual Communication CMT 710, Rochester Institute of Technology, Fall 2012 • This course focuses on the use of still or moving images in mediated communication. Examples from print, television, internet, photography and film will be examined in light of traditional and emerging media. Rhetoric of image based technologies is examined.
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Visual Communication COM 341, Rochester Institute of Technology, Fall 2013, Fall 2014 • An introduction to the study of visual communication through the use of resources and first-hand experience. Differences between verbal and visual modes of communication are explored. The course includes a number of class and individual visits to museums, galleries and exhibits.
Visual Communication COM 450, Rochester Institute of Technology, Fall 2011, Winter 2011-12, Fall 2012 • An introduction to the study of visual communication through the use of resources and first-hand experience. Differences between verbal and visual modes of communication are explored. The course includes a number of class and individual visits to museums, galleries and exhibits.
Visual Rhetoric COM 451, NC State University, Fall 2009 • Communication elective course that examines the rhetorical concepts and methods used to rhetorically analyze and interpret visual images and artifacts.
Professional Development RIT Grant-writers Boot Camp, Hosted by Sponsored Research Services, Nov. 19-20
NSF CAREER Information and Workshop Sessions, Hosted by Sponsored Research Services, Feb. – May, 2012 • Attended a series of meetings and completed specific assignments to prepare for a CAREER proposal
Essentials of Online Teaching Course, RIT’s Wallace Center 3-week course, winter 2012 • Completed a sequence of asynchronous, interactive activities (i.e., responding to readings, sharing discoveries, commenting on others’ work) that simulates a student’s perspective in an online class, yet has online teaching as its subject matter.
Processing and Arduino in Tandem: Creating Your Own Digital Art Tools (Short Course), fall 2010 • Learned how to install and use the Processing language and the Arduino microprocessor or the purposes of developing creative/experimental projects in computational new media
Media Production Seminar: Video Shooting and Editing, fall 2010 • Seminar instructed on how to organize a video shoot, how to prepare students to work in groups, and how to instruct them on setting a schedule. • Learned how to use Final Cut Pro editing software and how to export video for the distribution for web or for DVD.
Preparing the Professoriate Teaching Fellow, North Carolina State University, completed May 2010 • Selected for competitive program which included participation in seminars on topics such as implementing learning objectives, classroom management, and utilizing critical thinking • Mentored by one faculty member in communication through a semester of observing Visual Rhetoric and a semester of teaching the same course
RSA Summer Institute: Rhetoric, Public Memory and Forgetting, Vivian B. & Blair, C., Summer 2009 • Selected for competitive workshop that provided a forum for sustained dialogue about critical issues in public memory studies writ large • Gave presentation on how individual research enhances our understanding of the rhetorical relationship between remembering and forgetting in public life
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Instructional Technology Assistant Program Participant, North Carolina State University, 2008 • Selected for participation in program sponsored by university’s Distance Education and Learning Technology Applications division • Engaged in seminars related to technology use in education, including learning to use Dreamweaver and related web-development programs as well as learning accessibility standards for websites • Produced a website for student use in identifying and coping with communication apprehension
Certificate of Accomplishment in Teaching Program, North Carolina State University, completed 2007 • Selected for competitive program which required completion of two semesters of teaching experience • Included attending and completing reflection assignments for six CoAT approved teaching workshops • Completed one classroom observation for each teaching experience and produced an online teaching portfolio
Campus Writing and Speaking Faculty Seminar, NCSU, attended as teaching assistant, fall 2005 • Met every two weeks for eight meetings during the semester. A CWSP graduate consultant helped participants on various aspects of their course improvements between Seminar meetings. • Prepared a report of course improvements which made available at the CWSP Web site
SCHOLARLY WORK
Publications in-progress Martin, K. N., & Mandell, H. (2014). (in-press). Iconic Scandal: Faces of Shame and the Fact that Launched a Million Opinions. Visual Communication Quarterly.
Martin, K. N., & Gaffney, A. L. H. (2014). (revise and resubmit). Visual Communication and its Role in the Culture of STEM Learning. Journal of Business and Technical Communication.
Cos, G. & Martin, K. N. (2014). (revise and resubmit). Disconnections and Connections on Capitol Hill: Presence and Absence in Arguing for Presidential Outreach. Relevant Rhetoric.
Murdoch-Kitt, K. M., Emans, D., Martin, K. N. (2014). (selected for final round of reviews). Sustainability at the forefront: Educating students through complex challenges in design and communication” Interdisciplinary Environmental Review. Publications Johnson, M. A., & Martin, K. N. (accepted for publication). When Navigation Trumps Visual Dynamism: Hospital Website Usability and Credibility. The Journal of Promotion Management.
Martin, K. N. (2013). A Mixed Methods Approach for Analyzing the Imagery of a Novel Science. Visual Methodologies, 2(1).
Martin, K. N., & Gallagher, V. J. (2013). You Make it Amazing: The Rhetoric of Art and Urban Regeneration in the Case of The Public. Journal of Visual Literacy, 32(1).
Martin, K. N. (2013). Navigating the Scattered and Fragmented: Visual Rhetoric, Visual Studies and Visual Communication. In E. Bell, S. Warren, & J. Schroeder, (Eds.), Routledge Companion to Visual Organization.
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Martin, K. N. & Murdoch-Kitt, K. M. (2013). A Visual World Demands Design Sense: Advocating for Visual Communication Across the Curriculum. The International Journal of Design Education.
Cos, G., & Martin, K. N. (2013). The Rhetoric of the Hanging Chair: Presence, Absence and Visual Argument in the 2012 Presidential Campaign. American Behavioral Scientist, 57(12) 1688–1703.
Gallagher, V. J., Zagacki, K. & Martin, K. N. (2013). Communicative Spaces and Rhetorical Enactments: How and Why Urban Parks Enhance (or Fail to Enhance) Civic Life. In G. Gumpert, S. Drucker, & M. Mattsaganis (Eds.), The Urban Communication Reader. New York, NY: Hampton Press.
Martin, K. N. (2012 - online). An Introduction to Visual Rhetoric. In E. Bell, S. Warren, & J. Schroeder, (Eds.), Inspire. An Online Companion to the Routledge text. http://moodle.in-visio.org/
Gallagher, V. J., Zagacki, K. & Martin, K. N. (2012). Materiality and Urban Communication: The Rhetoric of Communicative Spaces. In J. Packer and S. Wiley (Eds.) Communication Matters: Materialist Approaches to Media, Mobility, and Networks, Routledge.
Gallagher, V. J., Martin, K. N., Ma, M. (2011). Visual Wellbeing: Intersections of Rhetorical Theory and Visual Design, Design Issues. 27 (2), 25-39.
Martin, K. N. & Johnson, M. (2010). Digital Credibility and Digital Dynamism in Public Relations Blogs. Visual Communication Quarterly, 17(3), 162-174.
Dannels, D.P., Gaffney, A. A. & Martin, K. N. (2010). Students’ Talk about the Climate of Feedback Interventions in the Critique, Communication Education, 59 (4), 453-472.
Berube, D.M., and Faber, B., Scheufele, D.A., with Cummings, C.L., Gardner, G.E., Martin, K.N., & Temple, N.M. (February, 2010) White Paper: Communicating Risk in the 21st Century. Sponsored by NSF NIRT #0809470 – Applied Nanoscience: Public Perception of Risk and the National Nanotechnology Coordination Office. http://www.nano.gov/html/res/otherpubs.html
Dannels, D.P., Gaffney, A. H. & Martin, K.N. (2008). Beyond Content, Deeper than Delivery: What Critique Feedback Reflects about Communication Expectations in Design Education. International Journal of SoTL, 2(2).
Dannels, D.P. & Martin, K. N. (2008). Critiquing Critiques: A Genre Analysis of Feedback Across Novice to Expert Design Studios. Journal of Business and Technical Communication, 22, 135-159.
Book Review Gallagher, V. J. & Martin, K. N. (2010). Reading visual rhetoric in a communication culture. Book review of Lester C. Olson, Cara A. Finnegan and Diane S. Hope, eds. Visual Rhetoric: A Reader in Communication and American Culture (2008). Southern Communication Journal, 75 (5).
Papers and Presentations: National/International Murdoch-Kitt, K, Martin, K.N., & Emans, Denielle (2014, May). Anything but the Color Green: Introducing sustainability into project-based visual communication courses. National UCDA Design Education Summit, Madison, WI.
Cos, G. & Martin, K.N. (2013, November). Disconnections and Connections on Capitol Hill: Presence and Absence in Arguing for Presidential Outreach . Scholar-to-scholar presentation at the National Communication Association Conference, Washington, DC.
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Martin, K.N. (2012, November). Revisiting Visual Rhetoric: A Discussion of Current and Future Directions. Panel presentation at the National Communication Association Conference, Orlando, FL.
Martin, K. N. & Murdoch-Kitt, K. M. (2012, January). A Visual World Demands Design Sense: Advocating for Visual Communication Across the Curriculum. Paper presented at the Design Principles and Practices international conference in Los Angeles, CA.
Martin, K. N. (2011, November). Visual Thinking: Introducing a Schema for Research Methodologies and Contexts. Paper presented at the National Communication Association Conference, New Orleans, LA.
Gallagher, V. J. & Martin, K. N. (2011, November). Developing a Critical Framework for Examining the Promises and Pitfalls of Commemorative Sites: The Case of the World’s Largest Cemetery. Paper presented at the National Communication Association Conference, New Orelans, LA.
Martin, K. N. & Gallager, V. J. (2010, November). Constructing public memory or “opportunities for relatedness” through art and culture-led urban regeneration. Paper presented at the National Communication Association Conference, San Francisco, CA.
Martin, K. N. (2010, November). The visual rhetoric of nanoscience imagery: Public perception of a novel science and a proposal for integrated methods. Paper presented at the Association for the Rhetoric of Science & Technology (ARST) pre-conference of the National Communication Association Conference, San Francisco, CA.
Gallagher, V. J., Martin, K. N. & Ma, M. (2010, May). Visuality and materiality in the work of Andy Goldsworthy: A Rhetoric of wellbeing. Presented at the Rhetoric Society of America Conference, Minneapolis, MN.
Gallagher, V. J. & Martin, K. N. (2009, November). Visual Well-being: Intersections of Rhetorical Theory and Visual Design. Paper presented at the National Communication Association Conference, Chicago, IL.
Martin, K. N. (2009, November). Symbolic Transformation of Monuments: Public Controversy and the Contestation of Monumental Meaning. Paper presented at the National Communication Association Conference, Chicago IL.
Martin, K. N. (2009, November). Visual Communication Research Methods. Paper presented at the National Communication Association Conference, Chicago IL.
Gallagher, V. J. & Martin, K. N. (2009, November). Rhetorics of Stability and Change in the Urban Ecology: Addressing the Problem of Urban Displacement through the Development of Communicative Spaces. Paper presented at the Urban Communication Foundation Pre-Conference of the National Communication Association Conference, Chicago, IL.
Martin, K. N. & Temple, N. (2009, May). Visual Cues of Avatars. Credibility and Assumptions Attributed to the User. Poster presented at the International Communication Association Conference, Chicago, IL.
Martin, K. N. (2008, November). Target, design and the new urban landscape: Community through online social networking. Paper presented at the Urban Communication Foundation Pre-Conference, of the National Communication Association Conference, San Diego, CA.
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Martin, K. N. (2008, November). Second Life’s lieutenant machines: The visual culture of avatars. Paper presented at the National Communication Association Conference, San Diego, CA.
Dannels, D. P., Housley Gaffney, A. L., Norris Martin, K. (2008, November). Communication competencies in design education: An unconventional scholarship of teaching and learning protocol for communication across the curriculum. Paper presented at the National Communication Association Conference, San Diego, CA.
Martin, K. N. (2008, March). Visual rhetoric and Target’s Design for All Campaign. Paper presented at the Popular Culture Association Conference, San Francisco, CA.
Martin, K. N. (2008, December). Nano: Amplification and the New Media. Poster presented at the Society for Risk Analysis Conference, Boston, MA.
Norris, K. L. (2007). Approaches to Analyzing the Visual in Organizational Communication. Poster presented at the National Communication Association Conference, Chicago, IL.
Dannels, D. P. & Norris, K. L. (2006, November). Critiquing Critiques: A Comparative Genre Analysis of Feedback in Design Critiques. Paper presented at the National Communication Association Conference, San Antonio, TX.
Papers and Presentations: Regional Martin, K. N. (2013, April). Chair lynching and the 2012 Presidential Election: Spectacle and its role in visual argument. Paper presented at Eastern Communication Association Conference, Pittsburgh, PA.
Martin, K. N. (2011, October). Your Gateway to the Communicative City? Mapping Safety through Crime Aggregator Sites. Paper presented at the New York Communication Association Conference, Ellenville, NY.
Martin, K. N. & Johnson, M. A. (2010, April). Digital Credibility and Digital Dynamism in Public Relations Blogs. Paper presented at the Southern States Communication Association Conference, Memphis, TN.
Martin, K. N. (2009, April). Wagner in monument: The rhetoric of symbolic transformation. Paper presented at the Southern States Communication Association Conference, Norfolk, VA.
Norris, K. L. (2007). Analogy, Design, and Collaborative Engagement: A CID Qualitative Study. Paper presented at the Southern States Communication Association 77th Annual Convention, Louisville, KY.
Norris, K. L. (2007, April). Peircian Semiotics and Apple: A focus on the visual elements of the iPod silhouette ads. Paper presented at the Southern States Communication Association Annual Convention, Louisville, KY.
Norris, K. L. (2006, April). Case Studies for Discipline-Specific Communication Practices. G.I.F.T.S. (Great Ideas For Teaching Speech) activity presented at the Southern States Communication Association Conference, Dallas, TX.
Papers and Presentations: State/Local Martin, K. N. (2013, May). Toward a Sustainable University: The Campus as a Canvas. Panel presentation at the Faculty Institute on Teaching and Learning conference, Rochester, NY.
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Martin, K. N., Hoffman, K., & Stoskopf, K. (October, 2012). Visualizing the Message: Investigating the Necessity and Best Practices of Design Literacy for NTID graduates. Seed funding poster presentation at NTID.
Mandell, H. & Martin, K. N. (2012). The Iconic Wife: Visual Analysis of Roles in Sex scandal. Paper presented at the William A. Kern Conference In Visual Communication. When Images Cause Trouble: Visual Communication, Controversy, and Critical Engagement, Rochester, NY.
Martin, K. N. & Mandell, H. (2012, April). Point, click, shoot: How online photosharing impacts classroom engagement. Poster presentation on digital teaching innovation presented at Educational Futures: A faculty showcase at RIT. Martin and Mandell received a $150 stipend for participation. ** On May 4, the poster presentation was selected by RIT Provost Jeremy Haefner for another presentation at the July 12 Board of Trustees meeting.
Gallagher, V. J., Martin, K. N. & Ma, M. (2010, January). Visual Wellbeing: Intersections of Rhetorical Theory and Visual Design. Paper presented at the NC State College of Design Graduate Symposium: The Rhetoric of Authenticity in Design Practices and for Community Experience, Raleigh, NC.
Martin, K. N. & Temple, N. (2009, March). Visual cues of avatars: Credibility and other assumptions attributed to the user. Poster presented at the North Carolina State University Annual Graduate Research Symposium, Raleigh, NC.
Martin, K. N. (2008, March). Design for Facebook: Target’s visual argument in the world of social networking. Poster presented at the North Carolina State University Annual Graduate Research Symposium.
Workshops and Short Courses Martin, K. N. & Murdoch-Kitt, K. M. (2012, January). Brainstorming Possibilities for Teaching Visual Communication Sensibility across Disciplines. Workshop conducted at the Design Principles and Practices international conference in Los Angeles, CA.
Dannels, D. P., Kedrowicz, A. A., Roth, A., Housley Gaffney, A. L., & Norris Martin, K. (2008, November)(Unconventional) Communication across the curriculum: Innovations in funding, sustaining, and assessing a quality program, Short course presented at the National Communication Association conference, San Diego, CA.
SCHOLARLY FUNDING
June 2014, awarded $1,010 through the COLA Faculty Research Fund for the Just Sustainability: Hope for the Commons to begin research on sustainability education within the design and communication curriculum.
May 2014, $399,309.00 NSF ECR grant recommended for funding with Ben Zwickl from the College of Science. Title: Transfer of math, physics, and communication skills into the entry-level photonics workforce
March 2014, awarded $5,400 for the project, The Need to Integrate Visual Communication in Discipline- Situated STEM Instruction, through the COLA SRS program.
January, 2014, awarded $2100 Professional Development grant to host NVivo qualitative software training from QSR International and invited speaker teaching workshops through The Wallace Center, Faculty Career Development Services. Kelly Norris Martin 9
Awarded a 2012-2013 Provost's Learning Innovation Grant for the project, “Digital Design Flipped Classroom.” (4599)
Awarded RIT Grant Writers’ Boot Camp Seed Funding for the project, “Necessity for Visual Communication Literacy Across the Curriculum.” (5000)
$1,500 from the CLA Faculty Research Fund to cover costs associated with development of an interactive public website on visual communication and research methods.
Awarded the Innovation in Graduate Education (IGE) – Strategic Seed Fund Office of Graduate Studies and Office of the Provost in March, 2012 for the project “Visual Communication, Design and Understanding Messages of Sustainability.” ($8,000)
Awarded the COLA-NTID grant for the project “Visualizing the Message: Investigating Necessity and Best Practices of Design Literacy for NTID Graduates with Professor and Chair of NTID’s Arts & Imaging Studies Department Kenneth Hoffmann and Assistant Professor in NTID’s Arts & Imaging Studies Department Kurt Stoskopf. This proposal is currently under review. ($4,000)
Awarded the College of Liberal Arts Faculty Development grant in February, 2012 for the project “Understanding Visual Research: Methods, Contexts and Comparison.” ($3,000)
SCHOLARLY RECOGNITION
Paper/Presentation Awards Nominated for the Council of Graduate Schools (CGS) 2012 / CGS Distinguished Dissertation Award in the Social Sciences.
Nominated for the North Carolina State University 2012 CHASS Dissertation Award.
National Council of Teachers of English Award in Technical and Scientific Communication in the category of Best Article on Pedagogy or Curriculum in Technical or Scientific Communication, 2009.
Top Paper Panel, Communication competencies in design education: An unconventional scholarship of teaching and learning protocol for communication across the curriculum. (With D. P. Dannels & A. L. Housley Gaffney), Scholarship of Teaching and Learning Initiative, National Communication Association Conference, 2008.
Top Student Paper, Peircian Semiotics and Apple: A focus on the visual elements of the iPod silhouette ads. Mass Communication Division, Southern States Communication Association Convention, 2007
Teaching Awards The Richard and Virginia Eisenhart Provost's Award for Excellence in Teaching, Rochester Institute of Technology, 2012-2013.
Outstanding Graduate Teaching Assistant, Instructional Development Division, Southern States Communication Association Convention, 2007
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Awards with Financial Support Preparing the Professoriate Teaching Fellow, North Carolina State University, 2008-2009 • Awarded $1000 for completion of teaching development program
SCHOLARLY INVOLVEMENT
Service to the Discipline • Elected and currently serving as Secretary for the Visual Communication Division of the National Communication Association (2013).
• Associate Editor for the 2012 volume of Design Principles and Practices: An International Journal.
• Reviewer, Visual Communication Association division of the National Communication Association. Critical Cultural Division, National Communication Association Conference, 2012, 2013
• Reviewer for the 2013 Rhetorical and Communication Theory Division of the National Communication Association.
• Reviewer, Rhetoric and Public Address Division, Southern States Communication Association Conference, 2009-2011, 2013
• Reviewer, eSharp Journal, University of Glasgow, 2007
Service to the University and Disciplinary Programs • Served as Co-Chair of the Academic Sub Committee of the Student Success Sub Committee for the RIT Strategic Plan
• Serving on the COLA Art Committee
• Serving on the Digital Humanities Curriculum Committee
• Serving on committee for possible development of M.S. degree in Health Communication
• Served on the COLA Family Leave Task Force
• Served as second reader for 10 undergraduate senior theses at RIT: Matthew Gregory, Kristin Blair, Mark Holcomb, Alexandria Strader, Heather Baxter, Youmee Lee, Alisha Joslyn, Michael Coady, Adriana Matteo Salgado, Kelly Fidler • Currently serving as thesis advisor for 5 graduate theses at RIT: Bryan Christiansen, Molly Court and Lisa Janos, Samary Delacruz and Marissa Pixley
• Designed flyer for “Communicate This!” video speaking contest for Imagine RIT.
• Served on committee to propose a Media, Rhetoric and Culture track within the Communication degree program.
• Served on Public Speaking Contest committee. 2012 and 2013. Acted as a judge for preliminary rounds.
Kelly Norris Martin 11
• Served on committee for methods courses in Communication. Wrote draft of revised course proposal for Qualitative (Critical) course.
• Wrote course proposal for Communication, Media and Gender course and Social Media course.
• Served as a panel chair and judge for poster contest in the Communication Undergraduate Research Conference.
• Consulted with students and conducted the design/page layout for the print undergraduate senior journalism project Northern Peregrine at RIT.
• Designed web banner (possibly temporary) for the Software Engineering and Business students’ project directed by Michael Palanski, 2012: http://survey360.scb.rit.edu/easy360/
• Served as a chair for the panel “Myth and Legend” in the Communication Undergraduate Research Conference as well as a judge for the poster contest. 2012.
• President, Communication Rhetoric and Digital Media Student Association, NC State University, 2007-spring 2009, spring 2010-Current
• Carolina Rhetoric Conference, Print Design, NC State University, 2010
• CRDM Representative, University Graduate Student Association, 2007-2009
• Committee Member, Judicial and Legislative Committee for the University Graduate Student Association, 2008-2009
• President, NC State University, Communication Student Association, 2006-2007
Professional Memberships • National Communication Association
• AIGA | the professional association for design
• Eastern Communication Association
PROFESSIONAL EXPERIENCE
Researcher, Center for Emerging Technologies LLC, Summer 2009 • Collaborated on a social media primer for the International Food Information Council Foundation (IFIC). • Research focused on general, professional, and specialized social networking sites, virtual worlds, and Facebook applications. • Developed social media best practices tailored to the food industry, including ways of using social media for outreach and education.
Public Relations Assistant and Emergency Management Officer, Dare County Government, Manteo, NC 2003-2005 • Wrote press releases, planned press conferences about Dare County employees, events, and elected officials Kelly Norris Martin 12
• Updated county website • Programmed government access channel and edited and designed county employee newsletter • Worked directly with public information officer, county manager and emergency management office
Marketing and Public Relations, North Carolina Symphony, Raleigh, NC 2006-2007 • In charge of subscriber research project. • Wrote press releases and articles for marketing publications. • Worked at promotion events and concerts. • Offered public relations position in spring 2007 but decided to pursue PhD.
Editor and Founder, ripCurrent Magazine, Dare County Arts Council, Manteo, NC 2003-2005 • Created and produced ripCurrent monthly magazine, “reporting the artful scene,” in 2003. The magazine merged with the Dare County Arts Council in 2004. • Responsibilities included recruiting writers and photographers, writing and editing articles and designing page layout and advertisements
Reporter, The Coastland Times, Manteo, NC 2002-2003 • Reported on a wide range of topics including, local news, court cases, town and county boards and committees, environmental and human interest stories
Editor-in-Chief, The Carroll News, Cleveland, OH 2001-2002 • Responsible for day-to-day operations of The Carroll News and final source of editorial judgment. • Helped section editors with layout and production while also responsible for overall design and advertisements of the paper.
Marketing Intern, Cleveland Metroparks, Cleveland, OH 2000 • Helped plan and institute programs for the public in the Cleveland Metroparks. • Responsible for writing and designing press releases as well as advertisements and flyers. • Wrote articles for employee and public publications.
ADDITIONAL SKILLS AND EXPERIENCES
Communication Technology: • Familiar with HTML and Processing • Familiar with Indexhibit and other Content Management Systems • Cross-platform expertise for Macintosh & PC environments
Software: • Adobe Creative Suite - Dreamweaver, Photoshop, InDesign, Illustrator and Acrobat Pro • Apple's iWork suite - Pages, Numbers, Keynote • Various audiovisual editing and conversion software and protocols
Multimedia Development: • Designed the CRDM Student logo, crdm.wordpress.com • Developed website for The Upside Down Book documentary film (www.upsidedownbook.net) • Developed website for sustainability project (www.rit.edu/vcs) • Created website for Dr. Vicki Gallagher and for courses such as visual rhetoric and public speaking, www4.ncsu.edu/~vgallagh/ AMIT RAY, PH.D.ASSOCIATE PROFESSOR, DEPARTMENT OF ENGLISH, ROCHESTER INSTITUTE OF TECHNOLOGY EMAIL: [email protected] PHONE: (585) 475-2437[YOUR NAME] Associate Professor, Department of English, Rochester Institute of Technology email: [email protected] phone: (585) 475-2437
EDUCATION University of Michigan, Ann Arbor, MI Ph.D. in English Language and Literature 2004 Dissertation: “Negotiating the Modern: Orientalism and “Indianness” in the Anglophone World”
State University of New York at Buffalo, Buffalo, NY B.A. English (w/Special Recognition) 1992 Minor: Medicinal Chemistry and Biochemistry Thesis: “Time, Memory and Heredity in Gabriel García Márquez’s One Hundred Years of Solitude”
BOOK Negotiating the Modern: Orientalism and Indianness in the Anglophone World, New York: Routledge, 2007.
SELECTED BOOK CHAPTERS “’Indianness’ and Contemporary Cosmopolitan Fictions—Of Bookers and Spice and Everything Nice,” From Orientalism to Postcoloniality. English Studies Series. Ed. Kerstin W. Shands. Stockholm, Sweden: Södertörns Högskola Press, 2009.
“Reviewing the Author-function in the Age of Wikipedia,” with Erhardt Graeff. Imitation, Originality and Plagiarism, Eds. Martha Vicinius and Caroline Eisner. Ann Arbor: University of Michigan Press, 2008.
SELECTED ARTICLES "Jagannath’s Saligram: On Bruno Latour and Literary Critique After Postcoloniality," Postmodern Culture. with Evan Selinger, Volume 18, Number 2, January 2008.
RECENT INVITED CONFERENCES/PRESENTATIONS
New York, NY: Microsoft Research Social Computing Seminar (NYU-ITP) January 2012 Invited Participant.
Geneva, NY: Hobart and Willam Smith South Asia Speaker Series October 2011 “Tagorithms: Tagore as Multi-Media Artist at Home and in the World.” Invited Speaker.
Rochester, NY: Nazareth College Conference on Globalization and Culture April 2011 “Counter-Conspiracy Theory: Wikileaks, Anonymous and Free Software.” Invited Plenary Speaker.
Redmond, WA: Microsoft Research Faculty Summit. Track: The Future of Reading, Writing and Scholarship July 2010 "Planet-Wiki? Translation, Language and Power on Wikipedia." Invited Speaker.
Rochester, NY: The Future of Reading Symposium "Decoding Babel: Emerging Dimensions of Language, Power and Translation on Wikipedia." Invited Speaker. June 2010
Rochester, NY: Liberty Hill Breakfast Series. “The Art of Work in the Age of Distributed Creativity: Free Software, Wikipedia and the Wealth of Networks" January 2010 Invited Speaker.
REBECCA P. SCALES
82 Brunswick St. Rochester, NY 14607 [email protected] 732-710-8931
EMPLOYMENT
Assistant Professor of History, Rochester Institute of Technology, 2010-present
Postdoctoral Teaching Fellow, George Mason University, 2007-2010
EDUCATION
Rutgers, The State University of New Jersey, New Brunswick, NJ Ph.D., History (2007)
Major Field of Study: Modern Europe Minor Fields of Study: Global/Comparative History (Ph.D. field) Women’s and Gender History (M.A. field) Languages: French (fluent written and spoken), German (reading knowledge)
University of Georgia, Athens, GA M.A., History (2000)
Hollins College, Roanoke, VA B.A., History (Honors), French (1998)
PUBLICATIONS
Radio Nation: The Politics of Auditory Culture in France, 1923-1939 (Cambridge University Press, forthcoming 2015)
“La Tribune de l’Invalide: Civic Activism, Disability Rights, and the Remaking of the Postwar State, 1945-1953” (article manuscript in progress)
“Métissage on the Airwaves: Towards a Cultural History of Broadcasting in French Colonial Algeria, 1930-1935,” Media History, 19, 3, 2013, 305-321.
“Subversive Sound: Transnational Radio, Arabic Recordings, and the Dangers of Listening in French Colonial Algeria 1934-1939,”Comparative Studies in Society and History, 52, 2, 2010, 384-417.
“Radio Broadcasting, Disabled Veterans, and Politics of National Recovery in Interwar France,” 1928-1935,” French Historical Studies, 31, 4, 2008, 643-678.
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BOOK REVIEWS
Review of Karen Bijisterveld, ed. Soundscapes of the Urban Past: Staged Sound as Mediated Cultural Heritage, in Technology and Culture, 55, 1, 2014, 18-20.
Review of Ylva Soderfeldt, From Pathology to Public Sphere: The German Deaf Movement, 1848-1914. H-Disability, July 2014. http://www.h-net.org/reviews/showrev.php?id=40381
POSTDOCTORAL FELLOWSHIPS AND AWARDS
2014 National Endowment for the Humanities Summer Stipend, “Politics and Understanding Disability in France” ($6000) 2013-14 Proposal Development Grant, College of Liberal Arts, Rochester Institute of Technology ($4000) 2013-14 Miller Fellowship, College of Liberal Arts, Rochester Institute of Technology ($12,000) 2013 Bourse Marandon, Société des Professeurs Français et Francophones d’Amérique ($4000) 2012-13 College of Liberal Arts Faculty Development Grant, Rochester Institute of Technology ($1500) 2011-12 College of Liberal Arts Faculty Research Grant, Rochester Institute of Technology ($1000) 2011-12 College of Liberal Arts Faculty Development Grant, Rochester Institute of Technology ($3000) 2011-12 College of Liberal Arts Activities Grant for Conable Global Film Series ($1500) 2010-11 College of Liberal Arts Faculty Development Grant, Rochester Institute of Technology ($5000) for IIIE seminar tuition 2009 Franklin Research Grant, American Philosophical Society ($5000) 2008 Millstone Fellowship, Western Society for French History ($2500)
SELECTED PREDOCTORAL FELLOWSHIPS AND AWARDS
2006-07 Graduate Fellowship, Rutgers Center for Race and Ethnicity ($16,000) 2005-06 Graduate Fellowship, Rutgers Institute for Health Care, Health Care Policy, and Aging ($16,000) 2003-04 International Dissertation Field Research Fellowship, Social Science Research Council ($10,000) 2003-04 Bourse Chateaubriand, French Government Cultural Programs ($30,000) 2001-02 Graduate Fellowship, Rutgers University ($14,000)
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CONFERENCE PRESENTATIONS AND PUBLIC LECTURES
“Sounds Subversive: Cultural Mixture and Colonial Politics on the Airwaves,” on the panel Aural Histories: Transnational Approaches to Radio in France and Beyond, 1926-1945, Annual Meeting of the American Historical Association, January 2015.
“’We Are Living in the Century of Noise:’ Urban Hygiene and Noise Abatement Campaigns in Paris, 1919-1939,” in the symposia “Paris, Capital of Hygiene,” International Congress of the History of Science, Technology, and Medicine, Manchester, United Kingdom, July 22-28, 2013.
Invited Lecture. “La Radio aux Aveugles: Blindness, Listening, and the Politics of Radio in Interwar France,” International Colloquium on the History of Blindness and the Blind: Representations, Institutions, and Archives. Paris, France, June 26, 2013.
“Métissage on the Airwaves: Colonial Modernity and A Cultural History of Imperial Broadcasting in French Algeria, 1930-1936.” Other Lives, Other Voices: Bonnie Smith and the Mirror of History, Rutgers University, March 9, 2013.
“Sound in the City of Light: Radio Broadcasting and the Contested Soundscape of Interwar Paris” on the panel “Sexualities, Soundscapes, and Surveillance in Paris’s Everyday Life,” Annual Meeting of the Society of French Historical Studies, Los Angeles, CA, March 2012.
Panel Chair, “Cosmopolitanism in Interwar France,” Annual Meeting of the Western Society for French History, Portland, OR, November 2011.
“Métissage on the Airwaves: Colonial Modernity and the Cultural History of Imperial Broadcasting in French Algeria, 1930-1936.” Building Empires on the Air: Histories and Geopolitics of Radio and Empire. Mellon-funded workshop at the National University of Ireland-Galway, April 2011. Invited presentation.
“Subversive Sound: Transnational Broadcasting and Colonial Borders in the French Mediterranean, 1934-1939,” on the panel “Into Thick Air: Trans- and International Sound Cultures, Politics, and Technologies, 1930–80.” Annual Meeting of the American Historical Association, Boston, MA, January 2011.
“Learning by Ear: Popular Front Politics, School Radio, and the Pedagogy of Listening in France, 1936-1939,” on the panel “Mass Culture and the Commodification of French Identity, 1920-1980.” Annual Meeting of the Western Society for French History, Boulder, CO, November 2009.
"Dangerous Airwaves: Transnational Radio and Colonial Borders in the French Mediterranean, 1934-1939” on the panel “Imperial Borderlands.” Annual Meeting of the Society for French Colonial History, San Francisco, CA, May 2009. Panel organizer.
“Radios, Phonographs, and the Politics of Listening in French Colonial Algeria, 1934-1939,” Cultural Studies Workshop. George Mason University, February 2009.
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“Harpies or Mariannes? Revolutionary Images of Women and their Legacies in Nineteenth- Century France,” Student Workshop for French Revolution Day. George Mason University, Fairfax, VA, October 2008.
“Subversive Sounds: Spies, Surveillance, and the Dangers of Radio in French Colonial Algeria, 1934-1939,” on the panel “An Empire Under Observation.” Annual Meeting of the Society for French Historical Studies, New Brunswick, NJ, April 2008.
“Sonic Vision: Blind Veterans and Radio Culture in Interwar France,” on the panel “New Approaches to Mass Culture in France: Color, Bodies, and Sound.” Annual Meeting of the Western Society for French History, Albuquerque, NM, November 2007. Panel organizer.
“Radio in France, 1923-1935,” Center for European Studies, Rutgers University, November 2006.
“Cosmopolitanism and Cacophony on the Airwaves: Radio Static, Signals, and Geopolitical Imagination in 1930s France,” Annual Meeting of the Society for the History of Technology, Las Vegas, NV, October 2006. Panel co-organizer.
“Creating a Listening Body: Radio, Disability, and the Politics of Citizenship in Interwar France.” Roundtable on “Radio Nations” at the Annual Meeting of the American Historical Association, Philadelphia, PA, January 2006.
“Writing Women into the ‘Affair:’ Feminism and Journalism during the Dreyfus Affair, 1898-1899,” Annual Meeting of the Southern Historical Association, New Orleans, LA, November 2002.
TEACHING & RESEARCH INTERESTS
Nineteenth- and twentieth-century European cultural and political history; European imperialism, colonial and postcolonial cultures; the history of the media, technology, and consumer culture; the history of the body and the senses; disability history
TEACHING EXPERIENCE
Rochester Institute of Technology Making History Twentieth-Century Europe Modern France, 1789-present Modern Europe, 1871-present Science, Technology, and European Imperialism, 1800-1965 The History of Modern Tourism and Travel Paris: The History of a Global Capital Screening the Trenches: World War I in Film
George Mason University Western Civilization, George Mason University Graduate Readings Course: European Imperialism, 1800-1970
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Rutgers University Europe’s ‘Civilizing Mission’ in Ideology and Practice The Era of World War One Development of Europe II
INSTITUTE SERVICE
2014 Invited and hosted Dr. Richard Fogarty (SUNY-Albany) for the 2014 Conable Global Lecture Series 2013-15 Elected Member, International Education Committee 2013-15 Peer Reviewer, College of Liberal Arts Sponsored Research Support Group 2013 Screening and Discussion of the film Le Havre, Conable Global Film Series 2012-13 Member, Digital Humanities Working Group 2012 Invited and hosted Dr. Michael Adas (Rutgers University) as guest for the 2012 Conable Global Lecture Series 2012 Screening and Discussion of the film Indigènes, Conable Global Film Series 2011 Radio interview on RIT’s station WITR 89.7 promoting Conable Global Film Series 2011-13 Director, Conable Global Film Series 2010-11 History Department Search Committee
PROFESSIONAL SERVICE & EXPERIENCE
2014-15 Organizing Committee, “Blind Creations: An International Conference on Blindness and the Arts,” Royal Holloway, University of London, UK (June 2015) 2014 Peer Reviewer, Media History 2013 Peer Reviewer, Technology and Culture 2013 Peer Reviewer, Oxford University Press 2012 Faculty Seminar, “Disability in Situation: French Norms of Disability and Difference,” Council on International Educational Exchange Paris, France, June 28-July 4 2011 Panelist and Peer Reviewer, GradFund Seminar on Applying for External Funding. Rutgers University, New Brunswick, NJ 2010-12 Peer Reviewer, Comparative Studies in Society and History 2009-12 College Board European History AP Exam Reader 2009 Co-organizer, French Revolution Day, George Mason University 2006-07 Faculty Committee on Honorary Degrees, Rutgers University 2005-07 Fellowship Adviser, Resource Center for Graduate Student External Support, Rutgers University Graduate School 2002-03 Editorial Assistant, The Journal of the History of Ideas 2001-02 Writing Tutor, Douglass College Writing Center, Rutgers University 2000-01 Project & Grant Coordinator, Institute for Human Development and Disability, University of Georgia
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PROFESSIONAL AFFILIATIONS American Historical Association Society for French Historical Studies Western Society for French History French Colonial History Society Society for the History of Technology
REFERENCES
Bonnie G. Smith, Board of Governors Professor, Department of History, Rutgers University, New Brunswick, NJ Email: [email protected]
Matt K. Matsuda, Professor, Department of History, Rutgers University, New Brunswick, NJ Email: [email protected]
Keith Wailoo, Townsend Martin Professor of History and Public Affairs, Department of History, Princeton University, Princeton, NJ Email: [email protected] Telephone: (609) 258-4960
Jennifer Sessions, Associate Professor of History, University of Iowa Iowa City, IA Email: [email protected] Telephone: 319-353-2199
Catherine Kudlick, Professor and Director, Paul K. Longmore Institute on Disability San Francisco State University Email: [email protected] Telephone: (415) 405-3528
Teresa Delcorso, Assistant Dean for Graduate Student External Support Rutgers University Graduate School-New Brunswick Email: [email protected] Telephone: (732) 932-7034 CORINNA SCHLOMBS
Rochester Institute of Technology 209 Dartmouth Street Department of History Rochester, NY 14607 Liberal Arts Building LBR 3309 Phone (585) 475-4211 (o) 92 Lomb Memorial Drive Phone (267) 902-6611 (c) Rochester, NY 14623 [email protected]
RESEARCH AND TEACHING INTERESTS
History of Science and Technology, History and Sociology of Information and Communication Technologies, Comparative and Global History, Modern European History, Modern German History, Business History, Women’s History.
ACADEMIC APPOINTMENT
Rochester Institute of Technology, Rochester, New York
Assistant Professor (tenure-track), 2010 - present
EDUCATION
University of Pennsylvania, Philadelphia, Pennsylvania
Ph.D. in History and Sociology of Science, May 2010 Thesis: Productivity Machines: Trans-Atlantic Transfer of Computing Technology and Culture in the Cold War
M.A. in History and Sociology of Science, August 2004
Bielefeld University, Bielefeld, Germany
Diplom, Department of Sociology, June 1998
Curriculum Vitae Corinna Schlombs
EXTERNAL FELLOWSHIPS, GRANTS AND AWARDS
Hagley Museum and Library Exploratory Research Grant, 2013 Harry S. Truman Library Institute Research Grant, 2012 IEEE Fellowship in Electrical History, IEEE History Center, 2009 – 2010 Newcomen Doctoral Colloquium Fellowship, Newcomen Society of the United States and Business History Conference, Sacramento, California, 2008. NSF Dissertation Improvement Grant, 2007 – 2008 Adelle and Erwin Tomash Fellowship in the History of Information Processing, Charles Babbage Institute, Minneapolis, Minnesota, 2007 – 2008 Best Graduate Student Paper at the Annual Conference of the International Association of Science, Technology and Society, January 2007 Scholar-in-Residence at the Deutsches Museum in Munich, February – May 2007 Graduate Fellowship of the Deutsche Forschungsgemeinschaft, 2000 – 2002 Undergraduate Fellowship of Cusanuswerk (German Episcopal Foundation), 1995 – 1998
COMPETITIVE INTERNAL FELLOWSHIPS AND GRANTS
College of Liberal Arts Faculty Development Grant, 2014 College of Liberal Arts Faculty Research Fund, 2013 College of Liberal Arts Faculty Development Grant, 2013 College of Liberal Arts Sponsored Research Support Program Proposal Development Grant, 2013 College of Liberal Arts Faculty Research Fund, 2012 Pennfield Fellowship for Dissertation Research, University of Pennsylvania, 2007 – 2008 William Penn Fellowship, University of Pennsylvania, 2002 – 2007
PUBLICATIONS
Articles and Book Chapters (*peer-reviewed)
*“Built on the Hands of Women: Gender and Office Automation in the West German Banking and Insurance Industries,” article manuscript in preparation for submission to Technology and Culture.
“A Gendered Job Carousel. Employment Effects of Computer Automation,” in Janet Abbate, Thomas L. Misa, Veronika Oechterding and Jeffrey Yost, eds. Gender Codes: Gender and Computing (IEEE-CS Press, 2010).
*“Engineering international expansion: IBM and Remington Rand in European computer markets.” IEEE Annals for the History of Computing 30: 4 (2008), 42-58.
*“Univac – Ein internationales Meisterwerk in der Computergeschichte.” Kultur und Technik 32:1 (2008), 24-9.
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Curriculum Vitae Corinna Schlombs
(with Günther Küppers and Jürgen Roth), “Shifting Uncertainties: The Self-Organisation of European Research Policy,” in Simon Dresner and Nigel Gilbert, eds. The Dynamics of European Science and Technology Policies (Aldershot: Ashgate, 2001), 7-27.
Reviews and Essays
[Book Review] “Amy S. Bix: Girls Coming to Tech! A History of American Engineering Education for Women.” Technology and Culture, forthcoming.
[Dissertation Review] “Hong-Hong Tinn: Working With Computers, Constructing a Developing Country. Introducing, Using, Building and Tinkering with Computers in Cold War Taiwan, 1959-1984.” Dissertation Reviews, forthcoming at http://dissertationreviews.org/.
[Book Review] “Janet Abbate: Recoding Gender. Women’s Changing Participation in Computing.” IEEE Annals for the History of Computing, 35: 3 (2013), 69-70.
[Conference Report] “Of women, computer science and needlework: History⏐Gender⏐ Computing conference at CBI.” IEEE Annals for the History of Computing 30: 4 (2008), 95-6.
[Conference Report] “One Europe or Multiple Europes? Notes from a ToE Newcomer.” Tensions of Europe (ToE) Network Newsletter 4 (2007), 9-11, available at http://www.tensionsofeurope.eu.
[Book Review] “Atsushi Akera: Calculating a Natural World. Scientists, Engineers, and Computers during the rise of U.S. Cold War research.” Technikgeschichte 74: 4 (2007), 379-80.
“Toward International Computing History.” IEEE Annals for the History of Computing 28: 1 (2006), 107-8.
“Digital Archives for the history of computing: The Allen Newell Collection and the Herbert Simon Collection.” Iterations: An Interdisciplinary Journal of Software History 1 (2002), available at http://www.cbi.umn.edu/iterations/tc.html.
“List Processing.” Online-Dictionary for Software History, edited by Charles Babbage Institute, Software History Project, 2001, available at http://www.cbi.umn.edu.
PRESENTATIONS
“’World Peace through World Trade:’ IBM’s corporate diplomacy before and after World War II.” Business History Conference, Frankfurt, Germany, March 2014.
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Curriculum Vitae Corinna Schlombs
“Built on the Hands of Women: Office Automation and Women’s Work.” Annual Conference of the Society for the History of Technology, Portland, Maine, October 2013.
“Negotiating Cultures of Capitalism. IBM’s Human Relations in the United States and West Germany.” Business History Conference, Columbus, Ohio, March 2013.
“Wielding Productivity. The Marshall Plan and Statistical Measures for European Economic Recovery.” Poster presented at the Annual Conference of the History of Science Society, San Diego, California, November 2012.
Productivity Machines or Automation Technology? Transatlantic Circulation and Appropriation of Computing Technology in the Cold War Years.” Final ESF Eurocores Programme Inventing Europe & 4th Tensions of Europe Conference, Sofia, Bulgaria, June 2010
“The automation debate: European appropriation of American productivity technology.” Appropriating America, Making Europe – Inventing Europe Eurocores European Science Foundation Workshop. Amsterdam, Netherlands, January 2009.
“The Mission of Marshall Plan technical aid: Productivity machines for Europe.” Annual Conference of the Society for the History of Technology, Lisbon, Portugal, October 2008.
“Policy Machines: Shaping European Computer Users.” Annual Conference of the Society for Social Studies of Science, Rotterdam, Netherlands, August 2008.
“Where have all the women gone? Gender and office automation.” History⏐Gender⏐ Computing Conference at the Charles Babbage Institute, Minneapolis, Minnesota, May 2008.
“American Corporations in European Computer Markets: IBM and Remington Rand.” Maryland Colloquium in the History of Technology, College Park, Maryland, April 2008. [Invited Paper]
“Transnational challenges: European responses to IBM.” Workshop of the ESF-funded project Software for Europe (SOFT-EU), St. Pierre de Chartreuse, France, January 2008. [Invited Paper]
“Transnational History of Computing: Appropriating European Markets.” Third Plenary Conference of the Tensions of Europe Network, Rotterdam, Netherlands, June 2007.
“Praxiswissen am Markt: Nutzergruppen für Univac Computer.” Annual Meeting of the Gesellschaft für Technikgeschichte, Freiberg, Germany, May 2007.
“Do we live in a flat world? Transnational corporations in global computer markets.” Annual Conference of the International Association of Science, Technology and Society, Baltimore, Maryland, February 2007.
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Curriculum Vitae Corinna Schlombs
“Guiding Questions for Global Studies of Computing.” Informatics Goes Global: Methods at a Crossing, Conference at Indiana University, Indiana, Bloomington, March 2006.
“Bridging Science and Market: Institutional Ecologies of Univac User Groups.” Annual Conference of the Society for the History of Technology, Amsterdam, Netherlands, October 2004.
“Social Identity in Science Fiction and Artificial Intelligence.” Annual Conference of the Society for Social Studies of Science, Atlanta, Georgia, October 2003.
“Boundary Work: The 1975 Turing Award Lecture.” Annual Conference of the Society for Social Studies of Science, Milwaukee, Wisconsin, November, 2002.
TEACHING
Rochester Institute of Technology, History Department
Global Information Age Information Revolution International Business History Gender, Science and Technology History of Modern Germany Modern European History
University of Pennsylvania, College of Liberal and Professional Studies
Technology and Society America in the Communication Age
SERVICE
Department of History, Rochester Institute of Technology Museum Studies Faculty, Department of History and Department of Visual Culture and Performing Arts, 2013 – present Peer Evaluations of Teaching and Research, Committee Member, 2013 – present
College of Liberal Arts, Rochester Institute of Technology Agenda Committee for General Faculty Meetings, 2014 - present Sponsored Research Support Program “Think Tank,” Proposal Reviewer 2013 – present Women and Gender Studies Coordinating Committee, Member 2012 – present Joint Historical Perspectives on Science and Technology Minor Committee, Department of History and Department of Science, Technology and Society/Public Policy, Member 2010 – present
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Curriculum Vitae Corinna Schlombs
Rochester Institute of Technology Global Leadership Program, Professional Mentor 2010 – 2011
Society for the History of Technology Special Interest Group Women in Technology History (WITH), Board Member 2008 – 2010
Technology and Culture Reviewer for articles on computing history.
IEEE Annals for the History of Computing Reviewer for articles on comparative and international computing.
Technikgeschichte Reviewer for articles on information technology.
PROFESSIONAL MEMBERSHIPS
Society for the History of Technology Business History Conference Gesellschaft für Technikgeschichte (Society for the History of Technology) Gesellschaft für Wissenschafts- und Technikforschung (Society for Science and Technology Studies)
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Worrell 1
TRACY R. WORRELL CURRICULUM VITAE
Rochester Institute of Technology Department of Communication 92 Lomb Memorial Drive Rochester, NY 14623-5604 [email protected], Cell: 617-276-6223
Education
Doctor of Philosophy in Communication, 2006 Michigan State University, East Lansing, MI Dissertation: Exemplification of health messages in the media Cognate Areas: Health Communication, Mass Communication Advisors: Dr. Charles Atkin and Dr. Ron Tamborini
Master of Arts in Communication, 2002 University of Cincinnati, Cincinnati, OH Master’s Thesis: The media’s depiction of illness: Multiple sclerosis on The West Wing Cognate Areas: Health Communication, Mass Communication Advisor: Dr. Heather Zoller
Bachelor of Arts in Speech Communication, 1997 Otterbein University, Westerville, OH Cognate Areas: Broadcasting, Public Relations Advisor: Mr. John Buckles
Academic History
Rochester Institute of Technology, Associate Professor (Fall 2013 – present) Assistant Professor (Fall, 2008 – Fall, 2013)
Emerson College, Assistant Professor (Fall, 2005- Spring, 2008)
Publications
Rantanen, E. M., Alm, C. O., Worrell, T., Valentage, N., & Iuliucci, N. (2014). Linguistic analysis of clinical communications: A novel method for study of diagnostic errors. Proceedings of the 2014 International Symposium on Human Factors and Ergonomics in Health Care: Leading the Way, 3, 1, 207-213.
O’Mally, A. & Worrell, T.R. (2014). Statistics or Stories, Black or White?: Examining Influences Worrell 2
of African-American Organ Donation. Howard Journal of Communication, 25, 1, 98-114.
Huntington, H. & Worrell, T.R. (2013). Information Communication Technologies in the Classroom: Expanding TAM to examine instructor acceptance and use. Journal of Educational Multimedia and Hypermedia, 22, 2, 147-164.
Worrell, T.R. (2013). The Ethics of Disability Representations on Television. In R. Ahmed & B Bates (Eds.), Health Communication and Mass Media. United Kingdom: Gower Publishing.
Greenberg, B., Rosaen, S. F., Worrell, T. R., Salmon, C., & Volkman, J. (2009). The Portrait of Food and Drink in Commercial TV Series. Health Communication, 24, 4, 295-303.
Greenberg, B.S. & Worrell, T.R. (2007). New faces on television: A 12- season replication. Howard Journal of Communication, 18, 4.
Greenberg, B.S. & Worrell, T.R. (2007) Soap operas, sexuality. In J.J. Arnett (Ed.), Encyclopedia of Children, Adolescents, and the Media (pp. 777-779). London: Sage Publications.
Zoller, H. & Worrell, T.R. (2006). Television illness depictions, identity, and social experience: Responses to Multiple Sclerosis on The West Wing among people with MS. Health Communication, 20, 1, 69-79.
Singhal, A., Papa, M.J., Witte, K., Worrell, T.R, Muthuswamy, N., & Sharma, D. (2006). Entertainment-Education and social change: Effects of Taru, a Radio Soap Opera, on Audiences in India. Journal of Creative Communications, 1, 1-18. *debut issue
Greenberg, B.S. & Worrell, T.R. (2005). The portrayal of weight in the media and its social impact. In K.D. Brownell, R.M. Puhl, & M.B. Schwartz (Eds.), Bias, Stigma, Discrimination and Obesity (pp. 42-53). New York: Guilford Publications Inc.
Papa, W.H., Papa, M.J., Kandath, K.P., Worrell, T.R., & Muthuswamy, N. (2005). Dialectic of unity and fragmentation in feeding the homeless: Promoting social justice through communication. Atlantic Journal of Communication, 13, 4, 242-271.
Conference Presentations
Worrell, T.R. (2014, April). Image echoes: The portrayal of disability in fiction and the popular press, Invited keynote address, Kern Conference on Visual Communication, Rochester, NY.
Rantanen, E., Worrell, T.R., Alm, C., Iuliucci, N., Valentage, N. (2014). Linguistic Analysis of Worrell 3
Clinical Communications: A Novel Method for Study of Diagnostic Errors, A paper presented at the HFES 2014 International Symposium on Human Factors and Ergonomics in Health Care: Leading the Way, Chicago, IL.
Worrell, T.R. (2012). Why do the voices in my head always say “kill?”: An analysis of disability on primetime television. A paper presented at the 98th meeting of the National Communication Association, Orlando, FL.
Worrell, T.R. (2011). It matters to me: An examination of the impact of information utility on PSA message perceptions. A paper presented at the 97th meeting of the National Communication Association, New Orleans, LA.
Worrell, T.R. & Asada, K. (2010). Why don’t you love me?: A look at unrequited love in the media. A paper presented at the 96th meeting of the National Communication Association, San Francisco, CA.
Worrell, T.R. & Tamborini R. (2009). The TV made me do it: The impact of exemplars and base- rates on behavioral intentions. A paper presented at the 95th meeting of the National Communication Association, Chicago, IL.
Worrell, T.R. (2008). The President’s MS changed, did the experiences of others?: An examination of multiple sclerosis on the final seasons of The West Wing. A paper presented at the 94th annual meeting of the National Communication Association, San Diego, CA.
Worrell, T.R. (2007). Will my “perfect” life end?: An examination of the evolution of business and advertising within the online world of Second Life. A paper presented at the 93rd annual meeting of the National Communication Association, Chicago, IL.
Worrell, T.R. & Tamborini, R. (2007). Exemplars or base-rates, which is more influential when examining health messages in the media? A paper presented at the 93rd annual meeting of the National Communication Association, Chicago, IL.
Worrell, T.R., Atkin, C., & Tamborini, R. (2006). TRA and Safer Sex Intentions: The Moderating Influence of Media Portrayals. A paper presented at the 92nd annual meeting of the National Communication Association, San Antonio, TX.
Greenberg, B.S., Crook, S.F., Worrell, T.R., Salmon, C., & Volkman, J. (2006) The Portrayal of Food and Drink within Commercial TV Series. A paper presented at the 51st annual meeting of the Broadcast Education Association, Las Vegas, NV. * 2nd place in the debut category
Papa, W.H., Papa, M., Kandath, K.P., Worrell, T.R., & Muthuswamy, N. (2005) Dialectic of Worrell 4
Unity and Fragmentation in Feeding the Homeless: Promoting Social Justice through Communication. A paper presented at the 91st annual meeting of the National Communication Association, Boston, MA.
Worrell, T.R., Crook, S.F., Greenberg, B.S., Salmon, C., & Volkman, J. (2004). Will & Cake or The Young & the Hungry: An examination of eating and drinking on television. Paper presented at the 55th annual meeting of the International Communication Association, New York, NY.
Worrell, T.R. (2004). Online vs. Offline: Examining where individuals with disabilities can receive the best support. Paper presented at the annual meeting of the Central States Communication Association, Kansas City, MO.
Crook, S.F., Worrell, T.R., Greenberg, B.S., Salmon, C., & Volkman, J. (2004). Television and Health: What is Sponge Bob Eating? Paper presented at the 90th annual meeting of the National Communication Association, Chicago, IL.
Worrell, T.R., & Zoller, H. (2004). President Bartlett has MS: What does that mean for the US? Paper presented at the 90th annual meeting of the National Communication Association, Chicago, IL.
Worrell, T.R. (2004). Fiction or Reality: When it comes to sex does it really matter? Paper presented at the 95th annual meeting of the Eastern Communication Association, Boston, MA.
Crook, S.F., Worrell, T.R., Westerman, D., Davis, J.S., Moyer, E.J., & Clarke, S.H. (2004). Personality characteristics associated with watching reality programming. Paper presented at the 54th annual meeting of the International Communication Association, New Orleans, LA.
Papa, M.J., Muthuswamy, N., Witte, K., Sharma, D., Singhal, A., Pant, S., & Worrell, T.R. (2004). Entertainment-Education and social change: The communicative dynamics of social capital. Paper presented at the 54th annual meeting of the International Communication Association, New Orleans, LA.
Papa, M.J., Papa, W.H., Wasserman, K., Kandath, K.P., Worrell, T.R., & Muthuswamy, N. (2003). Dialectic of community and fragmentation in organizing for social change. Paper presented at the 53rd annual meeting of the International Communication Association, San Diego, CA.
Research in Progress
Cos, G., Worrell, T.R. & Blosenhauer, J.D. (2014). Testing Benoit’s Theory of Image Repair Worrell 5
Strategies, Selected chapter for an edited book, Putting Image Repair to the Test, J. Blaney (Ed.). (under peer review)
Worrell, T.R. (2014). The Media and Disability. Book proposal in progress for Lexington Books.
Worrell, T.R., Rantanen, E. & Ovesdotter Alm, C. (2014). Patient-Physician communications: Measurement and modeling of a critical healthcare issue. Revision in progress for 2014 submission to an NIH R01 grant.
Wang, X. & Worrell, T.R. (2014). A content analysis of texting and driving videos on Youtube (working title). Research in progress for 2014 submission to Health Communication.
Worrell, T.R. (2014). Utility and the effect on health message perceptions of online Public Service Announcements. Manuscript complete, conference paper being revised for publication. Estimated late 2014 submission.
Worrell, T.R. (2015). Televised disability and the impact on self-identity (working title). Research in progress for 2014 submission to the International Communication Association Conference.
Technical Reports
Worrell, T.R. (2009) Unrequited Love Portrayed in the Media. Scholarship@RIT.
Singhal, A., Witte, K., Muthuswamy, N., Duff, D., Vassanti, P.N., Papa, M.J., Harter, L.M., Sharma, D., Pant, S., Sharma, A.K., Worrell, T.R., Ahmed, M., Shrivastav, A., Verma, C., Sharma, Y., Rao, N., Chitnis, K., & Sengupta, A. (2004). Effects of Taru, a Radio Soap Opera, on Audiences in India: A Quantitative and Qualitative Analysis. New York: Population Communications International.
Grants and Awards
International Scholarship Grant, Rochester Institute of Technology (2014), $4,600 Funding to present research at Malmö University, Sweden
Faculty Development Grant, Rochester Institute of Technology (2014), $4,500
Junior-Senior Research Grant, Rochester Institute of Technology (2013), $3,000
Faculty Development Grant, Rochester Institute of Technology (2012), $3,000
Interactive Learning Grant, Rochester Institute of Technology (2008; 2009; 2011), $350; $200
The Richard and Virginia Eisenhart Provost's Award for Excellence in Teaching (2009-2010), Worrell 6
Finalist
Faculty Advancement Grant, Emerson College (2007), $5,000
Excellence-in-graduate student teaching award (2005). Presented at the 55th annual meeting of the International Communication Association.
Teaching Experience
Current Courses: Health Communication, Quantitative Research Methods, Human Communication, Mass Communications, Theories of Communication, Persuasion, Computer Mediated Communication Graduate: Communication Theories, Electronic Communication
Previous Courses - Public Relations Writing, Public Relations, Consumer Behavior, Research Methods for Marketing Communication, Communication, Media, and Society
Graduate School – Primary Instructor: Communication Campaign Design and Analysis, Mass Media Effects, Human Communication, Introduction to Public Relations, Effective Public Speaking
Editorial Service
Peer Review Board, Journal of Access Service in Postsecondary Education, 2014
Reviewer, Health Communication, 2006 - present
Reviewer, Western Journal of Communication, 2012 – present
Reviewer, Mass Communication & Society, 2008 - present
Reviewer, International Communication Association: Mass Communication Division, 2006 – present
Reviewer, National Communication Association: Mass Communication Division, 2005 – present; Human Communication and Technology Division, 2008 - present
Reviewer, Allyn & Bacon Publishers, 2003 – present
Reviewer, Sex Roles: A Journal of Research, 2005
Professional Service
Third-year review committee, Fall 2013 – present Rochester Institute of Technology, Chair Worrell 7
Master’s thesis advisor, Spring 2010 – present Rochester Institute of Technology
Senior Thesis Advisor, Winter 2008 – present Rochester Institute of Technology
Panel Respondent & Chair, National Communication Association: Mass Communication Division, 2005-present
Panel Moderator, Conference of Undergraduate Research in Communication, 2009-present Rochester Institute of Technology
Academic Affairs, 2012 – 2014 Rochester Institute of Technology
Faculty Development Committee, 2009-2012 Rochester Institute of Technology
Co-coordinator for the Social Media and Communication Symposium, Fall 2011 Rochester Institute of Technology
Grant reader/reviewer; Hispanic Serving Institutions – STEM, Summer 2011 Department of Education
Coordinator of Health Communication Symposium, Winter 2009 Rochester Institute of Technology
Panel Respondent & Chair, International Communication Association: Mass Communication Division, 2008- present
Faculty Council, Secretary, 2007 – 2008 Emerson College
American Marketing Association, Co-faculty advisor, 2006 – 2008 Emerson College Chapter
Academic Policy Committee, 2005 – 2006: Chair, 2006 – 2007 Emerson College
Professional Membership
International Communication Association, member, 2002 to present
Worrell 8
National Communication Association, member, 2001 to present
American Marketing Association, member, 2006 to 2008
Eastern Communication Association, member, 2004 to 2006
Central States Communication Association, member, 2000 to 2005
Industry Experience
WSTR-TV WB64 television station; Cincinnati, OH Traffic Manager-(August 1998-September 2000) Continuity Director-(September 1997-August 1998)
WTTE FOX28 television station; Columbus, OH (Jan. 1997-June 1997)
Adam Smith Associate Professor / Program Chair New Media Design and Imaging School of Design | College of Imaging Arts and Sciences Rochester Institute of Technology [email protected]
Professional Profile
With 12 years of academic experience coupled with over 15 years of freelance work in multimedia, e-learning, web design and UX design, I bring a unique and diverse educational and professional expertise to user experience design and development. With industry contacts and relationships, I have helped establish national recognition for Rochester and RIT through yearly student/industry collaborations, projects, lectures and events.
Education
Masters of Fine Art Computer Graphics Design Rochester Institute of Technology, Rochester, NY 2001
Bachelor of Fine Art, with high honors Advertising Photography Rochester Institute of Technology, Rochester, NY 1998
Key Qualifications
12 years of experience with graduate and undergraduate level teaching
15 years of freelance experience in instructional/interactive and user experience design
I instruct each subject area using a wide variety of custom teaching aids, motivational and implementation strategies to engage student/user in active learning and problem solving techniques. Lectures and labs are developed to increase students’ knowledge in computer software technology, design principles and aesthetics. I develop curricula with “real-world” clients and projects to better prepare students for industry and foster team productivity.
My professional work experience involves project planning, content creation, design and implementation across digital media formats and technologies. A large portion of this work has been involved with instructional learning applications, template creation and technical troubleshooting. Awards, Conferences and Publications
2013 UCDA Design Education Summit Schedule 3D Enhanced Visual Design for Designers
2011 Presenter – Adobe Max Building Workspaces of the Future – Today
2011 Technical Reviewer iOS Wow Factor – Tim Wood, Apress
2010 Article - Adobe Online Collaborative Education for Designers and Developers (2 articles)
2010 Presenter – Adobe Educational Conference Creating an Interactive Designer in 4 years
2010 Panel Presenter Adobe AEL Summer Institute
2009 Presenter – Adobe Max: Partners By Design Conference Flash and Interactive Touch Screen Tables
2009 Presenter – Printing Industry Center Symposium Typographic Expressiveness of Print Compared to Screen
2008 Award - Graphic Design USA Website: David Lamb Photography
2008 Award - Graphic Design USA Website: Hye-Hun Nae Portfolio
2007 Article - Design and Technology Article written for “Design Magazine” in South Korea
2006 Contributor- Adobe article Article highlighting the teaching methods and work of my students work at RIT
2005 Lecture - “Designing the Experience” Society for Technical Communication Conference, Rochester, NY
2002 Best in Show Award for X-ray Safety Training International conference for the Society for Technical Communication
2002 Distinguished Award for X-ray Safety Training International conference for the Society for Technical Communication
Employment
Professional Development in Education
September 2014 to present, Associate Professor & RIT Online Coordinator Rochester Institute of Technology College of Imaging Arts and Sciences, School of Design RIT Online User Experience Design & Development Coordinator
July 2010 to present, Associate Professor & Program Chair Rochester Institute of Technology College of Imaging Arts and Sciences, School of Design New Media Design Program
July 2004 to 2010, Assistant Professor Rochester Institute of Technology CIAS | SOD | NMDI
July 2002 to 2004, Visiting Assistant Professor Rochester Institute of Technology CIAS | SOD | NMDI
July 2001 to 2002, Adjunct Professor Rochester Institute of Technology CIAS | SOD | NMDI 2001 to 2008, Kyoto Summer Program and Workshops
2002 to Present, Program List Course materials and custom labs are available upon request. • New Media Design (NMDE-BFA) • User Experience Design and Development (UXDE-AC)
Educational Service
2009 - Present, CIAS support (Developed all CIAS IAPs, Industry Day, RIT Magic Center, Search Committees) 2007 - 2009, Academic Support Committee 2006 - 2007, Academic Senator (elected) 2006 - Judge and Instructor for Digital Arts Competition & Exhibition 2005 - 2006, Professional Leaves Committee (elected)
Freelance Multimedia Development
Nae and Smith Design, September 2008 - Present • Clients Effective UI/Rocky Mountain Health Providers, Afinos/Skin UX • UI Design, Desktop Applications • IA, UI and website redesigns
Novatek Communications, 2002 - 2005 • Design and Develop desktop based reference application • Eastman Kodak, March 2002 to 2005 • Design and Develop multimedia/online training applications • Create SCORM and LMS compliant templates • Track user success through interactions and quiz results
Azonic Web, LLC, August 2001 • Web site development and implementation • Author Promotional CD-ROMs • Author Flash “commercial” Animations
In-Seitz, September 1999-2000 • Author Promotional CD-ROMS • Sound editing and mixing • Clients (Legacy Bank of Texas, Accede Co.)
Additional projects, work and presentation materials are available upon request Curriculum Vita 1. NAME: Jai W. Kang CURRENT ACADEMIC RANK: Associate Professor TENURE STATUS: Tenured
2. Degrees with fields, institutions, and dates:
Degree Field Institution Operations Research / Industrial State University of New York Ph.D. Engineering at Buffalo Operations Research / Industrial Georgia Institute of M.S. Engineering Technology Information and Computer Georgia Institute of M.S. Science Technology M.A. Mathematics Kent State University Pharmacy Seoul National University, B.S. Korea
3. Conferences, workshops, and professional development programs in which you have participated to improve teaching and professional competence in IT:
Coursera MOOC Courses:
1. Introduction to Data Science: Instructor: Bill Howe (University of Washington) Duration: 10 weeks Statement of Completion with Distinction: 6/29/13
2. Inter-professional Healthcare Informatics: Instructor: Karen Monsen (Univ. of Minnesota) Duration: 10 weeks Statement of Completion: 8/12/13 (No “with Distinction” available)
3. Model Thinking: Instructor: Scott Page (Univ. of Michigan) Duration: 10 weeks Statement of Completion with Distinction: 12/31/13
4. Machine Learning: Instructor: Andrew Ng (Stanford Univ.) Duration: 10 weeks Statement of Completion: 12/23/13 (No “with Distinction” available)
Data Mining with Weka MOOC Course Instructor: Ian Witten (Univ. of Waikato, New Zealand) Duration: 5 weeks Statement of Complement: 10/20/13 (No “with Distinction” available)
October 9, 2013. Webinar: Big Data Visual Analytics with MicroDtrategy and Amazon EMR. MicroStrategy
August 27, 2013. Webinar: Achieving Business Value with Big Data by Bill Inmon, CIO
July 15-16, 2013. ArcGIS: Introduction to GIS: Instructor led online 16 hours training
June 27, 2013. Seminar: Cracking the Code Healthcare. North Star Network, Rochester NY
June 26, 2013. Webinar: Assessing Mapping Data for Sahel. WWHGD (World-Wide Human Geography Data) Working Group.
June 4, 2013. Webinar: Hadoop and Enterprise Data Warehouse. Cloudera.
May 29, 2013. Webinar: Big Data Webinar Series: Reporting, Visualization and Predictive from Hadoop. Pentaho
May 22, 2013. Webinar: Pentaho Big Data Webinar Series: Reducing the Implementation Efforts of Hadoop, NoSQL & Analytic Databases, Pentaho.
May 9, 2013. Webinar: Hadoop: Extending Your Data Warehouse, Cloudera.
April 3, 2013. Webinar: Making Sense of NoSQL
March 13, 2013. Webinar: Close the Data Science Gap: Discover New Value with Big Analytic Apps. On24.com
February 27, 2013. Seminar: Big Data – Making it Real. Digital Rochester. NY
February 27, 2013. Webinar: Top Reasons to Consider Advanced Analytics for your Organization. TDWI
January 17,2013. Webinar: Realize the Value of your Big Data with Graph Technology. Database Trends & Appliactions.
December 12, 2012. Webinar: Big Data, Bright Future, Oracle.
November 6, 2012. Webinar: Real Time Queries in Hadoop. Clodera.
October 23, 2012. Webinar: Beyond Classic RDBMS: The End of the One Size Fits All Database Era. Clustrix.
October 1, 2012. Webinar: Emerging Technologies 2013: The Information-Driven Future along with Emerging Technology Strategies for Big Data Analytics. TDWI.
September 25, 2012. Webinar: Big Data, Analytics, and Hadoop in the Enterprise: A Practical Primer. DBTA.com and Progress Software.
September 20, 2012. Webinar: Recommender Systems: The Power of Personalization. ACM Learning.
September 11, 2012. Webinar: Leveraging Big Data and In-Memory Data Storage for Faster Capital Market Analysis. Information Week Financial Services.
August 22, 2012. Webinar: Introduction to Columnar Databases and Infobright.
August 15, 2012. Webinar: Infobright and Hadoop. ON24.com.
August 13, 2012. Webinar: Agile Methods for Accelerating Value from Business Intelligence and Data Warehousing: An Inside Look at Trends and Best Practices. TDWI.
July 19, 2012. Webinar: Mobile Security Imperatives 2012: A free virtual conference presented by SearchCompliance, SearchSecurity and ISACA.
June 28, 2012. Webinar: Big Data: End of the World or End of BI? ACM Learning.
June 27, 2012. Webinar: Modernizing Your IT Infrastructure with Hadoop. January 26, 2012. Webinar: The Cloud in Your Hands – Marriage of Cloud Computing with Smart Devices. Microsoft Research. January 5, 2012. Webinar: Best Practices with Infobright. Infobright.
August 21, 2011. One-day Hands-on class: Intro to Mobile Business Intelligence (BI) Rochester, NY, MicroStrategy
August 11, 2011. Webinar: Row vs. Columnar vs. NoSQL: A User's Guide by Susan Palumbo. Infobright
August 7, 2011. Half-day seminar: Oracle Business Analytics Summit - Pittsford. Oracle
July 22, 2011. Webinar: Scaling Your Database in the Cloud. Rightscale
July 12, 2011. Webinar: Designing and Implementing Dashboards and Mashboards by Nelson Ruest, Resolutions Enterprises
July 7, 2011. Webinar: Introducing Java 7 Webcast: Moving Java Forward. Oracle
June 28, 2011. Webinar: Columnar DBMS: Data Does the Twist and Analytic Shout. BeyeNetwork
June 23, 2011. Webinar: Hybrid Cloud Solutions. Citrix
June 22, 2011. Webinar: Preventing Database Breaches: Insights from Independent Research on Database Auditing And Real-Time Protection. INXPO
June 22, 2011. Webinar: The Dynamic Duo of Data Warehousing and Real-Time Streams. Information Management
May 19, 2011. Webinar: Data Warehouse Packages: Quick, Mature, and Extensible. TDWI
May 5, 2011. Webinar: The Intersection of Big Data and Analytics. TDWI
April 21, 2011. Webinar: Making the Case for Just-in-Time Data and Analytics. TDWI
Febrary 24, 2011. Webinar: Recurring Revenue: How Cloud Services Help Your Bottom Line. KineticD
4. Other related computing experience (including teaching, industrial, governmental, etc.): Medaille College, Buffalo, New York, (8/98-6/00, Assistant Professor; 1/98-8/98, Guest Lecturer): TaughtComputerInformationSystemscourses;______Ecology and Environment, Inc. (E & E), Buffalo, New York (1981-1997): Sr. Operations Research Analyst, Systems Analyst, Computer Applications Group Manager/Director.______
5. For the four years preceding the self-study, list all department, college, and/or university committees of which you are a member:
Departmental: Member of formal IST departmental committees: Faculty Search (academic year 2013- ); Undergraduate Curriculum (academic years 2001, 2006-7, 2012), Facilities (2006-7), Member of informal peer groups: Programming and Database (2001-12).
GCCIS: Member of Mid-Tenure (academic years 2013-2015); Curriculum (academic years 2008-2010); Tenure (academic years 2007-8): Academic Conduct (academic years 2003-4, 2006-7); RIT Student Scholars (2005-6, 2009-2010)
University: Member of Campus Environment Committee (CEM) (academic years 2011-12)
Other Service Activities: Advisor to the RIT Korean Student Association (KSA) (2003- )
6. Principal publications of the last five years; please state in standard bibliographic format.
Yu,Q. and J.W. Kang. Integrating User Invocation Data and Extended Semantics for Service Community Discovery. International Journal of Next- Generation Computing, Vol 3, No 2 (2012) Holden, E.P., J.W. Kang, Anderson, G.R., D.P. Bills, M. Databases in the Cloud: A status report. ACM SIGITE Conference 2011, October 20-22, 2011 West Point, NY. Yu,Q. and J.W. Kang. Trust Establishment in the Cloud: A User-Centric Approach. IEEE Transactions on Service Computing, submitted November 23, 2010 & being reviewed for acceptance. (not accepted) Holden, E.P., J.W. Kang, D.P. Bills, M. Ilyassov, Databases in the Cloud: A work in progress. ACM SIGITE Conference 2009: pp 138-143, October 22-24, 2009 Fairfax, VA. Morgan, D., J.W.Kang, and J.M. Kang, Minable Data Warehouse, 11th International Conference on Enterprise Information System (ICEIS 2009) pp 125-136, May 6-10, 2009 Milan, Italy, (Selectivity of 1 out of 9). Kang, J.W. Faculty Learning Community Portfolio, RIT Digital Media Library, sponsored by RIT Faculty Institute on Teaching & Learning (FITL). (https://ritdml.rit.edu/dspace/handle/1850/6273 ) Kang, J.W., May 28, 2008, Poster session: Lecture-By-Example (LBE) and Raffle Ticket Reward System, sponsored by RIT – Faculty Institute on Teaching & Learning (FITL).
Zafar, H. and J.W.Kang, August 29, 2007, A Productivity Analysis Tool (PAT) Using Mobile Technologies, Journal of Management Information Systems (JMIS), Submission ID: JMIS-5551, Passes the editor’s review.
7. Courses taught this and last two academic years term-by-term.
Fall (20111) Introduction to Database and Data Modeling (4002-360-01 & 03) Data Warehousing (4002-789-01)
Winter (20112): Introduction to Database and Data Modeling (4002-360-02) Data Warehousing (4002-489-01)
Spring (20113): Programming for Information Technology III (4002-219-40) Data Warehousing (4002-489-40)
Fall (20121) Introduction to Database and Data Modeling (4002-360-01 & 04) Data Warehousing (4002-789-01)
Winter (20122): Introduction to Database and Data Modeling (4002-360-02) Data Warehousing (4002-489-01) Independent Study (4002-899-02)
Spring (20123): Programming for Information Technology III (4002-219-03) Introduction to Database and Data Modeling (4002-360-02)
8. Brief description of your major research and scholarly activities:
My scholarly activities are to discover novelties in the area of Data Warehousing (DW) in order to formulate specific problems to solve. I have found two problems: 1) Application of MDD (Multilevel Definition Dictionary) to validate & implement schema evolution operations: IUD (Insert, Update & Delete) of dimensional tables, attributes, hierarchical paths, levels based on Object-Oriented approach and 2) Fact trend analysis affected by dimensional data evolution rather than schema evolution. With the support from IST Dept. chair Prof. Zilora, I have a graduate research assistant pursuing the first research problem in which he has made substantial progress. I hope not only to disseminate this research next year but also to extend it further if it receives positive acceptance from the DW community. I also have another student who is interested in the same project using a different approach. He plans to work on this as his capstone project.
Deborah LaBelle, Ph.D. 375 Rockingham St. [email protected] Rochester, NY 14620 [email protected] Cell: 610.937.6429
Education
Ph.D. Information Science and Technology, 2008 Drexel University, Philadelphia, Pennsylvania
Dissertation “The influence of social motivations on performance and trust in semi- virtual teams”
MA Mathematics, May 1978 State University of New York, at Potsdam, New York
Master’s Thesis “Bases in Banach Spaces”
BA Mathematics May 1978 * State University of New York, at Potsdam, New York
Honors and Awards Graduated Cum Laude Honor’s Math Graduate Vice President of Pi Mu, Epsilon Mathematics Honor Society Member Kappa Delta Pi, Education Honor Society
New York State Permanent Teaching Certification - Mathematics 7-12
* Received both Master and Bachelor degrees in an accelerated “BA-MA” program for honor’s Math students. Started graduate courses in sophomore year, “skipped” the undergraduate math courses and took only graduate math courses starting in junior year of college.
Professional Experience
Lecturer, Information Sciences and Technology, Rochester Institute of Technology August 2013-Present.
Teaching Responsibilities: Web Design, Fundamental of Information Technology, Needs Assessment
Department Related Activities Assessment Committee, Member Student Master’s Project, Committee Member
Associate Professor and Program Director, Information Technology (IT) Nazareth College, January 2006 – August 2013
Program Director Responsibilities Include: Develop the IT program curriculum and continually assess the program against student learning outcomes; maintain a viable pool of adjunct professors; convene regular Advisory Board meetings, perform site visits to internship locations
Teaching Responsibilities Include: Programming Languages, Web Design, Web Development, Systems Analysis and Design, Database Design, Management Information Systems, and Ecommerce.
College Wide Responsibilities Include:
Major Committee Work: Chair of the Institutional Review Board at Nazareth College (Human Subjects Review Committee); Member of the Core Curriculum Committee – the college is transitioning to a new liberal studies core in fall 2013, and I am the elected representative for the School of Management; Faculty Executive Committee – Ex-Officio member
Other Committee Work: Adult Learners, Online Course Development, Liberal Studies Course Review, Core curriculum for School of Management, Search committees including search for IT services director, School of Management Dean, and various faculty searches
College Wide Service to students: Advisor on a Service Learning “alternative-break” trip to The Mountain Institute in West Virginia (spring 2012); Co-advisor on a “zip trip” to New York City (February 2010); Volunteer for Midnight Breakfast, “Experience Nazareth”, United Way Raffle, Experience Blackboard Day, Faculty Development Day, Alumni Day, and Open House for prospective students
Assistant Professor and Campus Champion, Information Sciences and Technology (IST) Pennsylvania State University, Media, PA (Brandywine Campus) – 2001 to 2006
Campus Champion Responsibilities Included: Chair the Brandywine IT Advisory Board Committee, Attend regular State Wide Curriculum Meetings at University Park campus
Teaching Responsibilities Included: Distributed computing, JAVA and UML, Emerging Technologies, VB.net with ADO.net and ASP.net, Java, and C++. Web Design tools including XML, JavaScript and HTML with Front Page and Dreamweaver, Designing Interfaces and Applications for the Palm Pilot.
College Wide Responsibilities Included: Chair of campus Technology Advisory Committee, Organizing member of the committee to establish an undergraduate research symposium named EURECA: “Exposition of Undergraduate Research and Creative Accomplishment", Mentor for new (non IT) students Professional Experience – continued
Associate Professor and Chairperson for Computer Information Systems Monroe Community College, Rochester, NY - 1982 to 2001
Teaching Responsibilities Included: 19 year career of teaching Computer Science and Computer Information Systems courses
Chairperson responsibilities Included: Plan the master schedule of over 200 courses, build the department budget, hire new full-time and adjunct faculty, supervise the computer labs, and chair monthly department meetings (10 full time faculty members).
While Chair I developed a new curriculum for Information Technology. It included new courses in hardware technology, Microsoft applications, Visual Basic programming, and database design, Business Ethics, Technical Writing, and Business Management. This curriculum was designed for students to transfer easily into the Bachelor of IT Program at the Rochester Institute of Technology, or to gain employment in the computer related fields in the Rochester area. This curriculum, for the most part, is still intact today.
College Wide responsibilities Included:
Major Committee Work (highlights): Administrative Advisement Committee for computing on Campus, Tenure and Promotion Committee, Damon City Campus Program Development Committee
Other Service to the College (highlights): Organized department open house for students each semester, Developed the “Outstanding Computer Student” award to recognize a student during spring honor’s ceremonies, Club Advisor for “Association for computer Users”
Presentations to Campus and Rochester community included: “Choosing a Computer Related Career” to undecided High School students; “Programming in Visual BASIC” to Hispanic High School Students interested in Engineering and Science; “Teaching in a virtual Classroom” at Beyond the Chalkboard “Introduction to Visual Basic” at the Rochester Computer Show
Non-Teaching Professional Employment
Systems Analyst Astra Arcus AB, Södertälje, Sweden – July 1997 to July 1998 – one year sabbatical
Designed and developed an interactive system for the chemical compound database. Scientists in the pre-clinical research area registered substances, calculated and stored solvent values for combinatorial chemistry, and tracked the use and requisition of substances in the High Throughput Screening Lab. This interactive system included peripheral hardware such as balances, bar code printers and scanners.
Applications Analyst, General Systems Design, Kodak Apparatus Division Eastman Kodak, Rochester, NY – 1979 to 1982
Project leader for industrial engineering system - Analyzed and designed a system for tracking work and incentive pay for employees working in production. Training Coordinator for new employees - Trained new employees in PL/1, TSO, debugging and standards
Software Engineer Fort Hauchuca Telecommunications Project GTE Sylvania, Needham, MA - July 1978 to August 1979
Litton 3050 Assembly language programmer for telecommunication system used by the US Army Publications and Presentations
Sabin M., LaBelle D., Mir H., Patten K., Poirier P., Reichelson S. (2013) Girls in it: how to develop talent and leverage support. Panel Discussion, SIGITE13: 14th Annual ACM SIGITE conference on Information Technology Education. Orlando FL, Otober 2013.
Settle, A., LaBelle D., Said H., Sicilia S. (2012). Best Practices for Teaching Information Technology Development. Panel Discussion at SIGITE/Research in Information Technology Conference. Canada , Calgary, Alberta October 2012.
LaBelle D. (2010). Developing a Rubric for Assessing Student Learning Outcomes. Presented as a Professional Development Seminar at Monroe Community College, Rochester, NY for high school teachers teaching in the Dual-Credit program. May 2010.
LaBelle, D. (2008). Teaching across the generation: Teaching and Learning Strategies for Multi-Generational IT classrooms. Presented as a Professional Development Seminar to faculty at Monroe Community College, January 2008.
LaBelle, D. (2008). The influence of social motivations on performance and trust in semi- virtual teams. Dissertation paper presented at Drexel University. January 2008.
VanLeuvan P., LaBelle D., & Margle J. (2006). Collaboration to Increase Young Women's Interest in Technology and Related Career Options. Poster presented at The Hawaii International Conference on Education. Honolulu, Hawaii, January 2006.
LaBelle D. (2005). What is a Palm Pilot ® and what can I do with it? Workshop presenter at Math Options, Annual One day workshops for 7th grade girls in the Philadelphia area to Promote Math and Technical Career Options to young girls. June 2005.
LaBelle, D (2005) Before the Team Project: Cultivate a Community of Learners. Information Systems Education Journal, 3 (28). And presented at ISECON2004, November 2004, Newport, RI http://isedj.org/3/28/. ISSN: 1545-679X
Wiedenbeck, S., LaBelle, D., & Kain V. (2004) Factors Affecting Course Outcomes in Introductory Programming. Proceedings PPIG 2004: Psychology of Programming Interest Group and presented at PPIG 2004 in Carlow, Ireland.
Guertin, L., & LaBelle D. (2004) Collaborative Student Research Involving Handheld Computers. Conference of Council on Undergraduate Research, June 2004. La Crosse, Wisconsin.
Wiedenbeck, S., LaBelle, D. & Kain V. (2004) Self-Efficacy and Mental Models in Learning to Program. Proceedings ITICSE04: Information Technology Information and Computer Science Education. Leeds, UK.
Professional and Scholarly Activities
Advisory Board Member – Monroe Community College Information Technology Advisory Board, attend meetings and advise on curriculum issues. Invited to help train faculty for new course work.
Evaluator for 2012 National Center for Women in Information Technology (NCWIT) award to aspiring teenage girls interested in a future in IT
Recipient of the 2012 “Friends of Student Development” award, Nazareth College, Rochester
Partnered as technical advisor with Social Work colleague in a “PhotoVoice” project (ongoing) – Photos taken by people who were homeless to help educate others on the experiences of homelessness. Coordinate with the Rochester Homeless Services Network to plan for future “blog” and other activities to keep the project alive.
Presented at the “Homeless Services Network” symposium, Rochester NY (September 2010) – Collaborative activity with colleagues from Nazareth College. In addition to presenting some of the results, I helped redesign input forms for the access database and helped input data collected from survey to assist in gathering data for research on Homelessness in Rochester
ACM SIGITE Peer Reviewer (ongoing) – Review papers submitted to annual SIGITE conference – Summers, 2009, 2010, 2011, 2012, and 2013 (also acted as “angel reviewer” – review 3-4 extra submissions when needed)
Textbook Reviewer - for Prentice Hall, Pearson Education, Addison Wiley, and John Wiley and Sons Publishing companies – MIS, e-commerce, Java and VB.net textbooks
Board Member Small Business Council (SBC) of Rochester, 2007 to 2010: Chair of the SBC Headliner Committee and Member of Signature Networking Event Committee
Peer-Reviewer – Information Systems Education Conference (ISECON). Reviewed papers submitted for the Fall 2006, and Fall 2007 ISECON conferences.
External Curriculum Evaluator for Bunker Hill Community College, Computer Science Department. Produced a 20 page report on my review of the BHCC Computer Science Curricula (1998)
Curriculum Reviewer for the Board of Higher Education in Massachusetts. Evaluated Computer and Information Science Associate and Certificate programs offered by public higher education in MA. - (Bunker Hill CC recommended me). Reviewed Associate and Certificate programs in Computer and Information Science offered by five of the public higher education institutions in MA. Reported recommendations to the state’s Board of Higher Education as to the strength and currency of each program (1999)
Professional Development Activities (past few years only)
Completed a ten-week class "Design and Develop your Online/Hybrid Course” spring 2012
Review Applications for the “Aspirations in Computing” - 2011 - Present
Member of Digital Rochester, Attend meetings held by local chapter of The Association for Women in Computing and Digital Rochester
Member of the Association for Computing Machinery professional organization and Special Interest Group for IT Education – SIGITE (Member of ACM since mid 1980’s)
Attended the National University Telecommunications Network (NUTN) Annual conference on Distance Education in Saratoga, June 2009
Attended “Thinking, Writing, Speaking” Spring Training 2009 on Campus WAC seminar
ACM Special Interest Group in IT Education (ACM-SIGITE) Annual conference on IT education and workshop on using Game Programming in CS01 courses, November 2007
Attended Consortium for Computing in Small Colleges at Union College, Schenectady, NY, workshop on integrating DNA research algorithms into a CS01 course, April 2004
Member of the Virtual Math Team (VMT) Research Group at Drexel University – Research the issues associated with collaborative online learning, 2004 through 2006
Attended ACM SIG Group 2003, Sanibel Island, FL – Topic: Organizational and Behavioral issues and the implementation issues associated with group work.
Campus Grants Awarded
Teaching Innovation and Research Grant, 2012-13: “Gender differences in information seeking behavior” (Nazareth College)
Teaching Innovation and Research Grant, summer 2012: “Exposed – Photovoice of Rochester’s Homeless” (Nazareth College)
Teaching Innovation and Research Grant, 2008-09: “Case Discussions and Projects for Online Discussion Based Learning” (Nazareth College)
Teaching Development Grant, 2004-05: “Cultivating a Community of Learners” (Penn State University)
Teaching Development Grant, 2003-04: “Using blended technologies to enhance the student experience in group work” (Penn State University)
Professional Development Grant, 2003-04: Presented research findings of an empirical study of novice programmers at a conference in Ireland (Penn State University)
Collaborative Research Grant, 2002-03: “Designing applications for Geoscience courses” on PalmTM handheld platform (Penn State University)
Ronald P. Vullo, Ph.D. E-mail: [email protected] Web: http://ist.rit.edu/~rpv/ Phone: (585) 475-7281 Professional Experience Rochester Institute of Technology 12/01 - present Associate Professor
• Courses: 4002-206: Web Foundations 4002-306: Digital Image Creation 4002-310: Digital Video For WWW 4002-320: Introduction to Multimedia: The Internet & the Web 4002-406: Rapid Online Presence 4002-409: Web Site Design & Implementation 4002-535: Network-Based Multimedia 4002-536: Web Client Side Programming 4002-539: Web Server Side Programming 4002-546: Web Client Server Programming 4004-737: Website Design & Technology 4004-739: Programming for the WWW 4004-741: Fundamentals of Web-Based Multimedia 4006-230: Computers in Medicine 4006-410: The Electronic Health Record 4040-820: Discovery (Ph.D. Core)
• Director, Project Galen
• Director, Laboratory for Advanced Web Development and Molly Web Development System Project http://molly.rit.edu/
• Editorial Board Journal of Social Media Studies (JSMS)
• Committees: Faculty Search IT Department Facilities (chair) IT Department Graduate Curriculum IT Department Online Presence (chair) IT Department Graduate Futuring Committee Chair, Web Semester Conversion Committee GCCIS Ph.D. Program Development Committee GCCIS Ph.D. Admissions Committee GCCIS Technical Resource Group Medical Informatics Advisory Board Faculty Senate (GCCIS Senator) MS Medical Informatics Admissions Committee
St. Jude Children's Research Hospital 5/00 - 8/01 Education Director, International Outreach • Created education group, including writing job descriptions, hiring, and managing four direct reports.
• Designed, architected, and developed web-based learning, medical record, and online community system to support 15 partner sites world-wide (PHP, MySQL, Apache, Linux).
• Initiated transition from ISDN-based teleconferencing to internet-based (H.323) teleconferencing.
• Managed multiple outside vendors.
• Managed on-site international fellows program (Over 100 fellows per year).
• Established streaming webcast system to allow international partner sites to participate in on-campus lectures. izyx, inc. 9/99 - 5/00 Founding Vice President, Chief Information Officer
• Wrote the technology portions of the company's business plan. • Designed and/or selected corporate intranet and extranet infrastructures, technologies, and policies. • Participated in corporate strategic planning. • Managed the RFP and technology vendor selection process. • Translated the company's strategic vision into specific programmer and staff tasks. • Managed the process of building a web-based enterprise de novo. • Managed the recruitment and hiring of technology staff. • Designed user interfaces and database structures for both internal tools and the company's web sites (TCL, Oracle, AOLServer, Unix). • Stepped in and assumed graphical design responsibilities when the company's graphics arts vendor failed to deliver as promised. • Assisted in investment capital development. • Developed and managed all strategic partnerships between the corporation and academic institutions.
University of Connecticut School of Dental Medicine 9/93 - 9/99 Director of Information Systems, Assistant Professor
• Managed all information systems for the school, including clinical, administrative, and academic computing for over 70 faculty, 120 staff, 260 pre- and postdoctoral students. • Designed, planned, prototyped, and commenced implementation of a web-technology based electronic dental record for 180 chair clinic supporting over 250 providers and over 30,000 patients. Includes digital radiology and imaging, integral links to learning materials, and automated queries of library-based bibliographic databases. • Designed the user interface and data dictionaries for a VAX-based dental clinic and billing system. Developed a cross-platform relational database data warehouse of the hierarchical data stored in that system. • Developed a conceptual framework for online curricula, problem-based learning, and continuing education. Tightly integrated with the electronic dental record forming a single patient information/teaching/reference library environment, it is built with WWW technologies, and based on grant funded basic research. • Webmaster and originator of the first dental school web site in the United States, authoring much of the content. First brought online when there were only approximately 2700 other web sites in the world, it continues to be a popular site receiving over 3,800 'hits' per day. • Selected, tested, and implemented electronic application and admissions system, eliminating all paper applications to the school. • Developed online Registrar, Transcript, and Course Schedule System. Built intranet web interface to same. • Designed and supervised installation of dual platform (Windows and Macintosh) multimedia equipped classrooms including: computer & video projection, recordable whiteboards, teleconferencing, internet access, wireless audio, and wireless dual 35mm slide projection. • Recruited and hired programming staff. • Taught Clinical Medical Problem Solving (first and second year medical and dental course). • Committees Information Technology Steering Committee (Chair Executive Committee of the Dental Staff Standing Committee on Information Systems Research and Technology Committee of Dental Council Foundations of Dental Medicine Curriculum Committee Quality Assurance Committee Electronic Medical Record Committee Multimedia Curriculum Coordinating Committee Educational Information Technology Planning Committee Web/Internet Steering Committee Video Advisory Grant Committee Year 2000 Steering Committee
• Taught Clinical Medical Problem Solving (first and second year medical and dental course). State University of New York at Buffalo School of Dental Medicine 5/89-8/93 Director of Information Services, Assistant Professor, Research Scientist • Founding member of the informatics program, and principal designer of the systems and infrastructure for the school. Including the design and installation the school's first network, and first connections to the internet. Established the school's first ethernet.
• Recruited and hired programming staff.
• Developed the concept for, and co-authored a funded grant proposal to the Bureau of Health Professions Education to develop a prototype multimedia authoring and learning environment.
• Designed an online curriculum analysis system and supervised its development by an outside consulting firm. The current version is now a commercial product sold by the American Association of Dental Schools.
• Invited lecture series at three universities in Sweden on the design of hypermedia learning environments.
Apollonia Systems, Inc. 10/88-12/92 President and CEO • Developed and marketed shrink-wrapped dental office management software for the Macintosh (second such system on the market).
• Established and maintained a Dentist-only dial-up bulletin board system. Developed and marketed a PC (MS DOS) word processor and drawing application for young children.
• Provided individual small business consulting
New York State Department of Education 4/88-10/88 Administrator, New York State Summer Institute for Science and Mathematics • Administered and co-developed a pilot summer residential program for state identified gifted and talented science and mathematics students. Management of program counselors, staff, university faculty volunteers, and all arrangements for housing, meals, supplies, and travel.
SUNY at Buffalo Center for Learning and Technology 6/85-5/89 Associate Director • Instrumental in the organization and management newly established state university center to research and develop new teaching technologies. Acting director during the director's sabbatical leave. • Developed and formally tested a hypertext learning environment incorporating a simulation of an electron microscope. • Developed Macintosh version of an Apple II Morse code speech prosthesis system or individuals with cerebral palsy and other communication disabilities. • Supervised multiple ad hoc programming teams working on multiple projects on PCs, Macintoshes, Amigas, and Apple IIs.
Education University at Buffalo Ph.D. 1991 Science Education / Instructional Software Design University at Buffalo Ed.M. 1985 Science Education / Instructional Design LeMoyne College B.S. 1981 Biology
Professional Associations AMIA: The American Medical Informatics Association DentalInformatics.org
Publications, Presentations and Software
• Vullo, Ronald P., Ph.D., Natallia Ivaniuk, M.S.I.T., and Sean Boyle, M.S.I.T.; Molly Open Source Online Lecture System. EEE'13 - The 2013 International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government, Las Vegas, NV (July, 2013). • Vullo, Ronald P., Ph.D.; Session Chair: Web Services and Applications. The 2013 International Conference on Semantic Web and Web Services, Las Vegas, NV (July, 2013). • Vullo, Ronald P., Ph.D., Catherine I. (Irving) Beaton, M.I.T.E.; A minor in Web Design and Development for Non-computing Majors. Polytechnic Summit 2013, Boston, MA (June, 2013). • Vullo, Ronald P., Ph.D., Nicolas Thireos, MS, Chad E. Weeden, MS IT, Edward P. Holden, MBA; Project Galen: User-Centered Tablet EHR Development. Poster presented at the American Medical Informatics Association (AMIA) annual meeting, Chicago, Illinois (November, 2012). • Vullo, Ronald P., Ph.D., Stephen Jacobs, M.A., Kathryn T. Vullo, Ph.D.; Quit for Life: The Video Game. Poster presented at the American Medical Informatics Association (AMIA) annual meeting, Chicago, Illinois (November, 2012). • Vullo, Ronald P. Ph.D., Catherine I. (Irving) Beaton, M.I.T.E. A "Techy" Minor in Web Design and Development for Non-Technical Students. Paper presented at the International Conference on Frontiers in Education: Computer Science and Computer Engineering, Las Vegas, NV (July 16-19, 2012). • Vullo, Ronald P., Ph.D.; Molly: Simplifying Development of Complex Web Apps, invited presentation to the Rochester Joint Chapters of the IEEE Computer and Computational Intelligence Society, Rochester, New York (June, 2012) • Vullo, Ronald P., Ph.D., Anne Haake, Ph.D. Chad Weeden,; User-Centered Multi- touch Slate Computing Interface Design for EHR. Poster presented at the American Medical Informatics Association (AMIA) annual meeting, Washington, D.C. (November, 2010). • Vullo, Ronald P., Ph.D., Nicolas Thireos; Project Galen: An Open Source Electronic Health Record. Poster presented at the American Medical Informatics Association (AMIA) Spring Congress, Phoenix, Arizona (May, 2008). • Vullo, Ronald P., Ph.D., Christopher A. Egert, Ph.D., Daniel S. Bogaard; Molly: Bringing Back Simplicity to Web Site Development and Web Research. White Paper, 2006 • Vullo, Ronald P., Ph.D., Bogaard, Daniel S., Hartpence, Bruce H.; Visualization Tool Development for Research, Learning, and Implementation, Upstate NY IEEE Workshop on Communications and Networking (2004) • Vullo, Ronald P., Ph.D., Bogaard, Daniel S.; Visualization with Dynamically Generated SVG, SIGITE Conference, 2004. • Bogaard, Daniel S., Ronald P. Vullo, Ph.D., Christopher D. Cascioli; SVG for Educational Simulations, SIGITE Conference, 2004. • Vullo, Ronald P., Ph.D., Bogaard, Daniel S.; Better than HTML Web: XML for Programming-Free Dynamically Generated Web sites, WWW@10 (2004) • Bogaard, Daniel S., Ronald P. Vullo, Ph.D.; Better than HTML Web: Dynamically Generated SVG Web sites, WWW@10 (2004) • Vullo, Ronald P. Ph.D., Catherine I. (Irving) Beaton, M.I.T.E., Michael W. Axelrod, M.F.A., Daniel S. Bogaard, M.S.I.T., Sean Boyle, M.S.I.T. Perceptions and Reality: How Students Hear the Web Paper presented at the Pacific Rim Conference on Disabilities, Honolulu, HI, March 29-30, 2004. • Beaton Catherine I. (Irving), M.I.T.E., Ronald P. Vullo, Ph.D. Perceptions of Blended Learning Benefits. Paper presented at the Pacific Rim Conference on Disabilities, Honolulu, HI, March 29-30, 2004. • Vullo, Kathryn T. Ph.D, Ronald P. Vullo, Ph.D. (2003) Quit for Life: A Clinical Guide to Smoking Cessation • Roberson, Bobby J. Ph.D., Richard O'Brien, Ronald P. Vullo, Ph.D., Raul C. Ribeiro, M.D., Jesse J. Jenkins, M.D., Francisco Pedrosa, M.D., Teresa Santiago, M.D., Patricia • D. Shearer, M.D., Thomas A. Key, Bassem I. Razzouk, M.D.Cure4Kids: A Multilingual Medical Education and Patient Record Web Site.Poster Presentation at the American Telemedicine Association Annual Meeting, June 2-5, 2002, Los Angeles California. • Wilimas, Judith A. M.D., Emily Goldenberg, B.S., Bobby Roberson, Ph.D., Ronald P. Vullo, Ph.D., Deborah Blackstone, Raul C. Ribeiro, M.D.; Access to Pediatric Hematology-Oncology Journals in Developing Countries. Paper submitted to the World Health Organization, January 2002. • Vullo, R.P., et al. (October, 2000).Telemedicine initiatives in International Outreach at St. Jude Children's Research Hospital. Presentation at the American and European Associations for Cancer Education Joint Meeting. • Vullo, R.P., Lurie, A., et al. (July, 1999).Health Sciences Education Development Center. University of Connecticut Health Center Strategic Plan for Education, Farmington, Connecticut. • Vullo, R.P. (December, 1998).The Future of Information Technologies In Dentistry. International College of Dentists Annual New York Section Luncheon, New York, New York. • Vullo, K.T., Vullo, R.P. (June, 1997)QuickQuit™ Clinically based smoking cessation program. • Vullo, RP (March, 1997). Does Your Reach Expand Your Grasp? Innovative Solutions: Extending the Educational Web: Uses of the Internet for Clinical Instruction Symposium Section, American Association of Dental Schools' Annual Session, Orlando Florida. • Vullo, RP Project DENTAL • Vullo, RP Traci (Real-Time Web "Chat Room" Engine, 1995) • Vullo, RP An Intermedia Learning Environment for the Health Sciences.(Presentation, "Computers in the Health Sciences" Conference, Syracuse New York, June 1993) • Tedesco, L.A., Eisner, J., Vullo, RP, Crow H & Certo M., J. A Look at the Future of Dental Education. (Academic Booth, AADS 1993 National Conference) • Vullo, RP DentLE: Features required of learning environments for the health professions. (Presentation, "Multimedia in Medical Computing" Conference, Buffalo New York, January 1993) • Vullo, RP Multimedia Learning Environments for Higher Education.(Presentation, "Multimedia Works-in-Progress" Conference, Troy New York, January 1993) • Vullo, RP DentLE: The Dental Learning Environment: a prototype learning environment for the health professions.(Presentation, "Teaching Tools for the 90s" Conference, Syracuse New York, November 1992) • Eisner, J. & Vullo, RP DentLE, The Dental Learning Environment: A Prototype. Paper presented at the American Medical Informatics Association (AMIA) Symposium on Computer Applications to Medical Care (SCAMC) Baltimore, Maryland (November, 1992). • Vullo, RP, & Eisner, J. DentLE, The Dental Learning Environment: A Prototype Demonstration. Demonstration Session at the American Medical Informatics Association (AMIA) Symposium on Computer Applications to Medical Care (SCAMC) Baltimore, Maryland (November, 1992). • Eisner, J., Vullo, RP, & Crow, H.Development of Computer-Mediated Problem-Based Learning in Temporo- Mandibular Disorders and Oro-Facial Pain. Paper presented at The Second Conference for the Development of the Curriculum in Temporo- Mandibular Disorders and Oro-Facial Pain. Lincoln, Nebraska (October, 1992). • Crow, H., Vullo, RP, & Eisner, J., A Temporo-Mandibular Disorders and Oro-Facial Pain Case in DentLE.Demonstration at The Second Conference for the Development of the Curriculum in Temporo-Mandibular Disorders and Oro-Facial Pain. Lincoln, Nebraska (October, 1992). • Eisner, J. & Vullo, RP DentLE and the Buffalo Approach to Changing the Dental Curriculum. Invited presentation at the University of Gothenburg School of Dentistry, Gothenburg, Sweden (August, 1992). • Eisner, J. & Vullo, RP DentLE and the Buffalo Approach to Problem-Based Learning. Invited presentation at the Lund University School of Dentistry, Malmö, Sweden (August, 1992). • Eisner, J.,Hollway, J., Vullo, RP & Schroeder, E. (March, 1992). Applications of UMLS (Unified Medical Language System) for Curriculum Content Analysis.Poster Session, AADS Annual Meeting, Boston Massachusetts. • Eisner, J.,Hollway, J., Vullo, RP & Schroeder, E. (March, 1992). The Curriculum Database Project: Design by Consortium. Poster Session, AADS Annual Meeting, Boston Massachusetts. • Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. University of Buffalo School of Dental Medicine Educational and Technological Initiatives. (Academic Booth, AADS 1992 National Conference) • Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. (December, 1991). The Buffalo Approach to Changing the Basic science Curriculum, or Toiling and Dreaming in the Vineyards of Dental Education. Invited paper presented at the American Association of Dental Schools 33rd Annual Conference of Dental School Deans, Dallas, Texas. • Vullo, RP DentLE: The Dental Learning Environment, a Prototype Hypermedia System. (Demonstration, "Teaching Tools for the 90s" Conference, Syracuse New York, November 1991) • Vullo, RP (1991). Technological Considerations in the Design of Knowledge Bases and the Delivery of Computer Managed Problem-Based Learning. (in press) • Vullo, RP Microcomputers in Dental Education. (Presentation, "We Don't Know What We Don't Know" Conference, Rochester New York, June 1991) • Vullo, RP Doctoral Dissertation: The Design and Evaluation of a Computer Based Learning Environment for Secondary Students Incorporating Hypermedia and Simulation. (June 1991) • Eisner, J., Tedesco, LA, & Vullo, RP (March, 1991). Building an Integrated Knowledge Base for Problem- Based Learning. Combined Sections Meeting Presentation, AADS Annual Meeting, New Orleans, Louisiana. • Vullo, RP (March, 1991). Hypermedia Authoring for Dental Educators.Workshop, AADS Annual Meeting, New Orleans, Louisiana. • Eisner, J., Vullo, RP, Johnson, L., & Osofsky, A. (March, 1991). A New Conceptual Approach to Instructional Images. Poster Session, AADS Annual Meeting, New Orleans, Louisiana. • Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. University of Buffalo School of Dental Medicine Educational and Technological Initiatives. (Academic Booth, AADS 1991 National Conference) • Vullo, RP DentLE: An Application of HyperMedia in Higher Education.(Presentation, MacAdemia 1990 Regional Conference) • Vullo, RP HyperMedia in Higher Education. (Panel Presentation, SUNY Computing Officers' Association 1990 State Conference) • Hollway, J., Tedesco, LA, & Vullo, RP (March, 1990). Buffalo On-line Curriculum Information System (BOCIS). AADS Annual Meeting, Cincinnati, Ohio. • Tedesco, LA, Eisner, J., Vullo, RP & Hollway, J. University of Buffalo School of Dental Medicine Educational and Technological Initiatives. (Academic Booth, AADS 1990 National Conference) • Vullo, RP HyperMedia in Dental Education. (Workshop, AADS 1990 Annual Session) • Tedesco, LA, Vullo, RP InfoTech - Potential Educational Technologies Applications for the University at Buffalo School of Dental Medicine (1989 Mini-conference on Educational Technologies in Dental Schools) • Vullo, RP Principles of Database Design (Presentation, 1989 Rochester Business Expo) • Vullo, RP Principles of Database Design(Presentation, 1989 Buffalo Business Expo) • Vullo, RP ADOMS™ Computerized Dental Office Management System • Vullo, RP KidEdit™ (Computer text processor for young children) • Vullo, RP Logo for Programmers MacTech Quarterly, Volume 1, No, 2, (Summer 1989), pp. 111-14 • Vullo, RP Socratic Dialog (Computer aided instruction/Survey administration system)
Curriculum Vitae Brian Tomaszewski 152 Lomb Memorial Dr. 585-259-9678 Rochester, NY 14623 [email protected]
ACADEMIC POSITIONS
Assistant Professor, Department of Information Sciences and Technologies, Rochester Institute of Technology (RIT), (2010-present)
Assistant Professor, Center for Multidisciplinary Studies (CMS), Rochester Institute of Technology (RIT), (2009-2010)
Extended Faculty Member, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology (RIT), (2011-present)
Extended Faculty Member, Golisano Institute for Sustainability, Rochester Institute of Technology (RIT), (2013-present)
Extended Faculty Member, Ph.D. Program, B. Thomas Golisano College of Computing and Information Sciences, Rochester Institute of Technology (RIT), (2013-present)
EDUCATION
Ph.D , Geography; The Pennsylvania State University, University Park, PA, 2009
MA, Geography (concentration in GIS), University at Buffalo, State University of New York, Buffalo, NY, 2005
BA, Anthropology and Mediterranean Archaeology, University at Albany, State University of New York, Albany, New York, 1994
RESEARCH INTERESTS
Geographic Information Systems (GIS), GIScience, Geovisual Analytics, Geocollaboration, Context Modeling and Representation, Crisis Management
TEACHING EXPERIENCE
Instructor, Spatial Modeling and Visualization, Rochester Institute of Technology
Instructor, Scholarship in Information Science and Technology, Rochester Institute of Technology
Instructor, Thesis and Project Preparation Seminar, Rochester Institute of Technology
Instructor, Introduction to Geographic Information Systems (GIS), Rochester Institute of Technology
Instructor, Introduction to Geospatial Technologies, Rochester Institute of Technology
Instructor, GIS Programming, Rochester Institute of Technology
Instructor, Geographic Visualization, Rochester Institute of Technology
Instructor, Geography 160 – Mapping Our Changing World (Spring 2008), Penn State, Department of Geography
Teaching Assistant, Geography 461W - Dynamic Cartographic Representation (geovisualization) (Spring 2007), Penn State, Department of Geography
Content Developer, Geography 587 – Planning GIS for Emergency Management, (Fall 2006), Penn State, World Campus, Master of Geographic Information Systems (MGIS) Program
Instructor, Geography 385 – Advanced GIS (Spring 2005), SUNY Geneseo, Department of Geography
PROFESSIONAL EXPERIENCE
Senior GIS Analyst/Programmer and Manager, URS Corporation (2001 - 2005) Buffalo NY
Web Developer, elementK (2000 - 2001) Rochester, NY
Archeologist, GIS Analyst, Hartgen Archeological Associates (1995 - 1999) Rensselaer, NY
Private Consulting 2000 - present • Provided GIS software, data and web development services for various private sector firms, local governments, and international NGOs.
REFEREED PUBLICATIONS
Tomaszewski, B. and A. MacEachren (2012). "Geovisual Analytics to Support Crisis Management: Information Foraging for Geo-Historical Context." Information Visualization: 35(4): 339–359
Tomaszewski, B. and E. Holden. “The Geographic Information Science and Technology and Information Technology Bodies of Knowledge: An Ontological Alignment”. 13th Annual Conference on Information Technology Education (SIGITE’12), October 11–13, 2012, Calgary, Alberta, Canada.
Bouchard, B. and B. Tomaszewski (2012). Automated GLIDE Number Resource Consolidation for Rapid Disaster Location Identification. Poster Presentation, 9th International Conference of the International Association For The Study Of Information Systems For Crisis Response And Management (ISCRAM). Vancouver, Canada.
Tomaszewski, B., J. Blanford, K. Ross, S. Pezanowski and A. MacEachren (2011). "Supporting Geographically-aware Web Document Foraging and Sensemaking." Computers, Environment and Urban Systems 35: 192-201.
Tomaszewski, B. and M. E. Smith (2011). "Polities, territory and historical change in Postclassic Matlatzinco (Toluca Valley, central Mexico)." Journal of Historical Geography 37(1): 22-39.
Tomaszewski, B. (2011). "Situation Awareness and Virtual Globes: Applications for Disaster Management." Computers and Geosciences 37: 86-92.
Koua, E. L., A. MacEachren, I. Turton, S. Pezanowski., B. Tomaszewski and T. Frazier (2011). "Conceptualizing a User-support Task Structure for Geocollaborative Disaster Management Environments" in Advances in Management Information Systems Monograph Series, Volume on Information Systems for Emergency Management. (B. Van de Walle, M. Turoff and S. R. Hiltz, Eds.): 22 pages.
Tomaszewski, B. and A. MacEachren (2010), "Geo-Historical Context Support for Information Foraging and Sensemaking: Conceptual Model, Implementation, and Assessment," presented at IEEE Conference on Visual Analytics Science and Technology (IEEE VAST). Salt Lake City, Utah, USA.
Tomaszewski, B. "Examining the effects of Global Economic Crisis (GEC) on poverty through natural disasters impacts - An Overview of the UNOOSA RIVAF Project," in The 4C-Challenge: Communication - Coordination - Cooperation - Capacity Development. Selected contributions to the Fourth United Nations International UN-SPIDER Bonn Workshop on Disaster Management and Space Technology, Bonn, Germany, 2010
Tomaszewski, B. and L. Czárán (2009). ‘Geographically Visualizing Consolidated Appeal Process (CAP) Information’. Proceedings of the 6th International ISCRAM Conference, Gothenburg, Sweden.
Tomaszewski, B. (2008) 'Producing Geo-historical Context from Implicit Sources: A Geovisual Analytics Approach', The Cartographic Journal, 45, pp. 165-181.
Cai, G. and B. Tomaszewski (2008). “Understanding Government Contexts in GeoCollaborative Crisis Management”. Proceedings of the 2008 International Conference on Digital Government Research (dg.o2008), Montreal, Quebec, Canada, ACM: 2 pages.
Tomaszewski, B. (2007). "Local Model Semantics, Categories, and External Representation: Towards a Model for Geo-historical Context". Doctoral Consortium Proceedings, Sixth International and Interdisciplinary Conference on Modeling and Using Context (CONTEXT'07). (P. Bouquet, Ed.) Roskilde University, Denmark: 89 -100.
Tomaszewski, B., C. Pan, P. Mitra and A. M. MacEachren (2007). "Facilitating Situation Assessment through GIR with Multi-scale Open Source Web Documents" in Proceedings of the 4th ACM workshop on Geographical Information Retrieval (GIR '07) Lisbon, Portugal, ACM: 95- 96.
Tomaszewski, B., A. C. Robinson, C. Weaver, M. Stryker and A. M. MacEachren (2007). "Geovisual Analytics and Crisis Management". Proceedings of the 4th International Information Systems for Crisis Response and Management (ISCRAM) Conference. (B. Van de Walle, P. Burghardt and C. Nieuwenhuis, Eds.) Delft, the Netherlands: 173-179.
Chen, C., W. Zhu, B. Tomaszewski and A. MacEachren (2007). "Tracing Conceptual and Geospatial Diffusion of Knowledge" in Online Communities and Social Computing, HCI 2007. (D. Schuler, Ed.) Springer-Verlag Berlin Heidelberg. Lecture Notes in Computer Science (LNCS) 4564: 265–274.
Pezanowski, S., B. Tomaszewski and A. M. MacEachren (2007). "An Open GeoSpatial Standards-Enabled Google Earth Application to Support Crisis Management" in Geomatics Solutions for Disaster Management. (J. Li, S. Zlatanova and A. G. Fabbri, Eds.) Springer Berlin Heidelberg. Lecture Notes in Geoinformation and Cartography (LNGC): 225-238.
Tomaszewski, B. and A. M. MacEachren (2006). "A Distributed Spatiotemporal Cognition Approach to Visualization in Support of Coordinated Group Activity". Proceedings of the 3rd International Information Systems for Crisis Response and Management (ISCRAM) Conference. (B. Van de Walle and M. Turoff, Eds.) Newark, NJ (USA): 347-351.
Tomaszewski, B., A. M. MacEachren, S. Pezanowski, X. Liu and I. Turton (2006). "Supporting Humanitarian Relief Logistics Operations through Online Geocollaborative Knowledge Management". Proceedings of the 2006 International Conference on Digital Government Research (dg.o2006). San Diego, CA, USA, ACM: 358 - 359.
OTHER PUBLICATIONS
Blochel, K., Geniviva, A., Miller, Z., Nadareski, M., Dengos, A., Feeney, E., Mathews, A., Nelson, J., Uihlein, J., Floeser, M., Szarzynski, J. & Tomaszewski, B. 2013. A Serious Game for Measuring Disaster Response Spatial Thinking. ArcUser 16(3): 12-15.
Feeney, E., Mathews, A., Dengos, A., Floeser, M., Geniviva, A., Miller, Z., Nadareski, M., Nelson, J., Tomaszewewski, B., Uihlein, J. & Tomaszewewski, B. 2013. Serious Gaming and Spatial Thinking – Emergency Response Case Study. 2013 ESRI International User Conference. San Diego, CA.
Goe, M., Tomaszewski, B. & Gaustad, G. (2013). “Making Decisions under Uncertainty: Infrastructure Planning”. ArcUser. 16(1): 20-23
Adams, M., Ballard, R., Bouchard, B., Giannandrea, A., Mandel, J., Pence, E. & Tomaszewski, B. 2012. Automated GLIDE number resource extraction for rapid location identification. 2012 ESRI International User Conference. San Diego, CA.
Minh Quang Vo, Bouchard, B., and Tomaszewski, B. (2012). A Practical Approach to Mapping Job Growth in the GIS Industry, Esri GIS Education Community Blog http://blogs.esri.com/esri/gisedcom/2012/06/13/a-practical-approach-to-mapping-job-growth-in- the-gis-industry/
Arnold, G., B. Carlock, M. Harris, A. Romney, M. Rosa, J. Zollweg, A. Vodacek and B. Tomaszewski (2012). "GIS Modeling of Social Vulnerability in Burkina Faso." ArcUser 15(1): 20- 23.
Tomaszewski, B., (2010). “Gateway, Bridge and Facilitator”, GIM International, Vol. 24, Issue 3. http://www.gim-international.com/issues/articles/id1507-Gateway,_Bridge_and_Facilitator.html
Tomaszewski, B. (2010). “Gecollcollaboration”. Encyclopedia of Geography. B. Warf ed., Sage Publications.
Tomaszewski, B. (2009). “Managing Multiple Point-based Data Instances on a Single Coordinate in Mapping Mashups”. Proceedings of the 24th International Cartography Conference (ICC), Santiago, Chile.
Tomaszewski, B. (2007). "Cartographic and Visual Representation of Situational Information Created through Computational Extraction Procedures: Foundations for Awareness". Proceedings of the 23rd International Cartography Conference (ICC). Moscow, Russia: 16 pages.
Tomaszewski, B., C. Seipt, D. Aman and K. D. Derickson (2007). "Rebuilding after Hurricane Katrina" Penn State Department of Geography Newsletter 5(1): 8-9.
Tomaszewski, B. (2006). "A Cost-Effective Approach to GPS/GIS Integration for Archaeological Surveying" ArcNews 28(3): 19-20.
Tomaszewski, B. (2006). "Reconstructing Aztec Political Geographies" ArcUser 9(1): 24-26.
Tomaszewski, B. (2006). “The Reconstruction of Aztec Political Geographies in the Toluca Valley of Mexico”, Student Award Report, Past Place: The Newsletter of the Historical Geography Specialty Group Association of the American Geographers 14(1): 8-9.
Tomaszewski, B. (2005). "Historic Livingston County Geocache - Choose Your Own Adventure" Today's Cacher 1(1): 26-27.
Tomaszewski, B. (2003). "Emergency Response and Planning Application Performs Plume Modeling" ArcUser 6(4): 10-12.
MANUSCRIPTS IN DEVELOPMENT OR SUBMITTED
Tomaszewski, B. – GIS and Disaster Management – Book under development for CRC Press, scheduled for publication in 2014.
B. Tomaszewski, A. Vodacek, R. Parody, and N. Holt, "Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results," Journal of Geography, in review.
J. Ebner and B. Tomaszewski. (in review) Rochester Institute of Technology’s Food Waste Resource Locator. ArcNews.
PRESENTATIONS
A. Mathews and B. Tomaszewski, "A Serious Game for Quantifying Spatial Thinking," presented at the 2013 NYS GIS Conference, Saratoga Springs, NY, 2013.
Tomaszewski, B. A. Vodacek, G. Rwanyiziri, and J. C. Sehene, "Promoting spatial thinking in natural resource management through community mapping: the case of urban and rural secondary schools of Rwanda," presented at the AfricaGIS 2013, Addis Ababa, Ethiopia, 2013.
Panelist; The “New Humanities” Have Gone Digital; Faculty Institute on Teaching and Learning (FITL); 2013.
Tomaszewski, B. "Understanding Global Shock Impacts Through Natural Disasters: An Overview of the United Nations Global Pulse Rapid Impact and Vulnerability Analysis Fund (RIVAF) Project "A Visual Analytics Approach to Understanding Poverty Assessment through Disaster Impacts in Africa” Presentation at the annual meeting of the American Association of Geographers , New York, New York; 2012.
Tomaszewski, B. “The United Nations Platform for Space-based Information for Disaster Management and Emergency Response (UN-SPIDER) – Research Experiences and Student Showcase” Presentation at the 20th annual GIS/SIG Conference in Pittsford, NY; 2011.
Tomaszewski, B. “Beyond our borders: contextualizing humanitarian crisis situations” presentation for Student Research in Visual Analytics For A Safer Nation panel at the Third Annual DHS University Network Summit on Research and Education, Washington, D.C.; 2009.
Tomaszewski, B. “Maps from text: A case study in dynamic content generation for mapping mashups” Presentation at the 18th annual GIS/SIG Conference in Pittsford, NY; 2009.
Tomaszewski, B. “Contextualizing Crisis Information: A Geo-historical Perspective” Presentation at the annual meeting of the American Association of Geographers, Boston, MA; 2008.
Tomaszewski, B. "Visualizing Humanitarian Information" Presentation at Global Symposium +5: Information for Humanitarian Action at the United Nations Palais des Nations headquarters in Geneva, Switzerland; 2007.
Tomaszewski, B. “Developing geo-temporal context from implicit sources with Geovisual Analytics” Presentation at the International Cartographic Association (ICA) Commission on Visualization and Virtual Environments, Helsinki, Finland; 2007.
Tomaszewski, B. “Mapping Open-Source Information to Support Crisis Management” Poster presented at the First Annual DHS University Network Summit on Research and Education, Washington, D.C.; 2007.
Tomaszewski, B. “Awareness in Asynchronous Geocollaboration” Presentation at the annual meeting of the American Association of Geographers in San Francisco, CA; 2007.
Tomaszewski, B. “Interactive Historical Geography: A Non-Linear Spatiotemporal Exploration Of Multi-Contextual Markings Through Geocaching” Poster presented at the annual meeting of the American Association of Geographers in Chicago, IL; 2006.
Tomaszewski, B. “Interactive Historical Geography: A non Linear Spatio-Temporal Exploration of Multi-Contextual Markings through Geocaching” Presentation at the NoBoundaries Conference, Penn State; 2006.
Tomaszewski, B. “The Reconstruction of Aztec Political Geography in the Toluca Valley of Mexico” Presentation at the annual meeting of the American Association of Geographers in Denver, CO; 2005.
Tomaszewski, B. “Plume Containment and Modeling: Integrating EPA ALOHA and ArcView GIS for Emergency Response Planning and Decision Making” Presentation at the 13th annual GIS/SIG Conference in Rochester, NY; 2004.
Tomaszewski, B. “Landscape and Shoreline Change on the St. Lawrence River: The Role of GIS in CRM Research” Presentation at the Northeast Arc Users Conference (NEARC) in Ledyard, CT; 1999
INVITED TALKS
2013 - Spatial thinking and serious games: a deeper look at geospatial technology practice. Invited presentation given for the Sustainable Urban Development: International Perspectives on The University as Partner in the Transformation of The Post-Industrial City symposium sponsored by Malmö University, Malmö Sweden and Rochester Institute of Technology, Rochester, NY.
2013 - Spatial Thinking, Disaster Risk and Visual Analytics: Case studies from Rwanda. Invited presentation given for the University of Bonn Geography Department, Bonn, Germany
2013 – Geographically Contextualizing Disasters. Invited presentation given for the GCCIS Computing and Information Sciences Ph.D. Program Colloquium series, Rochester, NY.
2012 - Locally Contextualizing Global Shocks. Invited presentation given for the Penn State Geography Department Coffee Hour series, State College, PA.
2012 - The Rochester Institute of Technology: Opportunities for Collaboration. Invited presentation given for the United Nations University Institute for Environment and Human Security (UNU-EHS), Bonn, Germany.
2012 - Visualization and modeling using geospatial disaster response products. Invited presentation given for The Information Products Laboratory for Emergency Response (IPLER) & Center for Geohazards Studies 2012 Joint Workshop on Disaster Response, Rochester, NY.
2011 - A Visual Analytics Approach to Identifying Vulnerabilities Created by Global Shocks as Revealed by Natural Disaster Impacts. Invited presentation given for The University of Buffalo Department of Geography Colloquium Series, Buffalo, NY.
2011 - Using Natural Disaster Impacts to Identify Vulnerabilities Created by Global Shocks – A Visual Analytics Approach. Invited presentation given for Chester F. Carlson Center for Imaging Science Weekly Seminar Series, Rochester, NY.
2011 – Geographic Information Science and Technology: Outreach Session. Invited presentation given to RIT student chapter of The Society for Imaging Science and Technology, Rochester, NY.
2011 – Invited participant for United Nations Global Pulse (http://www.unglobalpulse.org/) Rapid Impact and Vulnerability Analysis Fund (RIVAF) Workshop, Manhattan, NY
2011 – Geographic Information Science and Technology: An Overview Presentation given for Data Management Association Rochester/Upstate New York chapter (DAMA/RUNY), East Rochester, NY.
2010 – Invited participant for United Nations Global Pulse (http://www.unglobalpulse.org/) Analytical Workshop sponsored by the Rockefeller Brothers Fund, Tarrytown, NY
2010 - Geovisual Analytics and Sensemaking: Towards Approaches for Transforming Information into Knowledge. Presentation given at GIScience Department of Geography, University of Heidelberg, Germany.
2009 – Invited participant for Precision Information Environments workshop sponsored by the US Department of Homeland Security, Seattle, WA
2009 - Towards an interactive educational environment for disaster management support. Joint presentation between Dr. Algis Kucinskas (Ecole Nationale Supérieure d’Architecture de Paris La Villette) and Dr. Brian Tomaszewski for the United Nations Platform for Space-based Information for Disaster Management and Emergency Response Workshop on “Disaster Management and Space Technology- From Concepts to Application”, Bonn, Germany.
2009 - Progress on the Visual Globe and Space-Aid Matrix. Invited presentation for the United Nations Platform for Space-based Information for Disaster Management and Emergency Response Workshop on “Disaster Management and Space Technology- From Concepts to Application”, Bonn, Germany.
2009 - Supporting disaster cycle decision making and situation awareness with GIS – two case studies. Presentation for NYS APA Conference, Albany, NY.
2009 - Emerging Applications and Challenges for Geovisual Analytics Research. Presentation given for RIT Research Computing Seminar Series, Rochester, NY.
2009 - Getting lost - a thing of the past? The social implications of ubiquitous geo-information technologies. Presentation given for Nazareth College Sociology and Anthropology speakers series, Rochester, NY.
2007 - Modeling and Visually Representing Geo-historical Context. Presentation given at Fondazione Bruno Kessler, Center for Scientific and Technological Research, Povo, Italy.
2005 - Building a career in Geography and GIS. Presentation made to Penn State underDOGS club.
GUEST JOURNAL EDITORSHIPS
Future Internet –Special Issue on Geovisual Analytics, (2012), http://www.mdpi.com/journal/futureinternet/special_issues/geovisual_analytics/
PUBLIC SCHOLARSHIP
Rwanda research featured in Rochester City Paper (2013), http://www.rochestercitynewspaper.com/rochester/mapping-rwanda/Content?oid=2284953
Appeared on 13WHAM ABC TV discussing seizure of a 'Deep Web' site known as The Silk Road (2013), https://www.youtube.com/watch?v=o5aRtqwJQho
Appeared on WHAM 1180 AM radio discussing Rwanda project (2013)
Quoted in Popular Science article discussing the 2010 Nicaragua/Costa Rica Google Maps issue (2010), http://www.popsci.com/technology/article/2010-12/you-are-here-finding-cartographys- place-new-digital-ladscape
Visual Analytics research featured in iVac – Integrated Visualization and Analytics Community Newsletter (2010), http://www.theivac.org/content/context-discovery-application
GRADUATE STUDENT SUPERVISION AND ADVISEMENT
Ahmed Alnabhan- INSAR: Indoor Navigation System using Augmented Reality, prototype Android app, MS Capstone Committee Member, Rochester Institute of Technology (Completed - 2013).
Minh Quang Vo - Visually Representing Vietnam’s Geographic Statistical Data, MS Capstone Chair, Rochester Institute of Technology (Completed - 2013).
Ben Kaiser - An Interactive Approach to Registration and Refinement of GPS Coordinates within a Navigation System, MS Thesis Observer, Rochester Institute of Technology (Completed - 2013).
Mandvika Rathore - CareerViz: An Infographics Project, MS Capstone Committee Member, Rochester Institute of Technology ( Completed - 2012).
Talha Khopekar - Context Aware Emergency Weather Alert System, MS Capstone Chair, Rochester Institute of Technology (Completed - 2012).
Pan Wang, Real-Time Data Visualisation in Collaborative Virtual Environment for Emergency Management, Ph.D. Examiner, University of Melbourne (2011).
Kunal Shah - eInvertebrates: A research tool for macro invertebrates, MS Capstone Chair, Rochester Institute of Technology (Completed - 2012).
RESEARCH GRANTS AND CONTRACTS
Needs Assessment and Prototype Software Development-Mobile Medical Education in Rwanda (contract negotiations pending); $30,000; Grand Challenges Canada Stars in Global Health Round 6 Phase 1
NSF-sponsored Workshop on Robust Socio-technical Architectures in Support of Displaced Persons - DPEW ’13, Cape Town, South Africa (NSF Award #1343520); Funded participant
International Partnership Development Grant (2013); $9,875; RIT Office of the Vice President for Research and Associate Provost
Freedom Trail Web Site Development (2013); $3000; sub-award from National Endowment for the Humanities grant, Richard Newman, PI
Scholarship Seed Grant (2013); $6000; B. Thomas Golisano College of Computing and Information Sciences, RIT
Rwanda Innovation Endowment Fund (RIEF) (2013); $474,780; “Promoting spatial thinking in natural resource management through community mapping: the case of urban and rural secondary schools of Rwanda”, co- Principal Investigator; Anthony Vodacek, Principal Investigator.
Faculty Evaluation and Development (FEAD) Grant (2012); $3103; B. Thomas Golisano College of Computing and Information Sciences, RIT
Faculty Evaluation and Development (FEAD) Grant (2011); $2678; B. Thomas Golisano College of Computing and Information Sciences, RIT
Oculus Corporation, Geo-Temporal Visual Analytics Prior Art Research (2011), $7700
Department of Defense (DOD), Visual Analytics Advisory Board Membership (2010), $1800
United Nations Global Pulse Initiative, Rapid Impact and Vulnerability Analysis Fund (RIVAF), “A Visual Analytics Approach to Understanding Poverty Assessment through Disaster Impacts in Africa” (2010); $45,000; Principal Investigator.
“Web Visualization Expert/Programmer” (2010); $3,000; Special Consultant to the United Nations Office for Outer Space Affairs (UNOOSA), United Nations Platform for Space-based Information for Disaster Management and Emergency Response (UN-SPIDER); Functions performed – software development and technical consulting onsite in Bonn, Germany.
Faculty Evaluation and Development (FEAD) Grant (2010); $2075; College of Applied Science and Technology (CAST), RIT
Faculty Evaluation and Development (FEAD) Grant (2009); $2100; College of Applied Science and Technology (CAST), RIT
Scholarship Incentive Grant (SIG) (2009); $5000; College of Applied Science and Technology (CAST), RIT
US Department of Energy, Context Discovery Application Software Development and Advisement (2009); $15,693; Principal Investigator to provide guidance on geovisual analytic software refinement and extension.
“Web GIS Mapping Expert/Programmer” (2008); $20,000; Special Consultant to the United Nation Office for the Coordination of Humanitarian Affairs (UN-OCHA), ReliefWeb Map Centre; Functions performed – software development and technical consulting.
AWARDS
th 2009 - Young scholar travel award to attend the 24 annual meeting of the International Cartographic Conference (ICC) in Santiago, Chile. Grant provided by the United States National Committee of the ICA.
2008 - Miller Graduate Student Fellowship, Department of Geography, Penn State.
2007 - United States Geospatial Intelligence Foundation (USGIF) Scholarship, $5000
rd 2007 - Young scholar travel award to attend the 23 annual meeting of the International Cartographic Conference (ICC) in Moscow, Russia. Grant provided by the United States National Committee of the ICA. $1800
2007 - Travel award to attend the 4th annual Information Systems for Crisis Response and Management (ISCRAM) conference in Delft, the Netherlands. €250
2007 - Academic Enrichment Award, Department of Geography, Penn State. $600
2007 - Travel grant to attend the First Annual DHS University Network Summit on Research and Education in Washington, D.C. Grant provided by the United States Department of Homeland Security (DHS).
2006 - E. Willard Miller Award (PhD level) paper competition in the Department of Geography at Penn State. $1000
2005 - Student Research Award (MS level) sponsored by the American Association of Geographers Historical Geography Specialty Group. $200
2005 - Publication Award provided by Today’s Cacher for participation in their premiere issue. $100
2004 - Thesis Research Grant (MS level) sponsored by the American Association of Geographers Cartography Specialty Group. $190
RESEARCH PROJECT EXPERIENCE
“Science Master’s Program: Decision Support Technologies for Environmental Forecasting and Disaster Response” (2010 – 2013); National Science Foundation; Dr. Stefi Baum, Principal Investigator; Rochester Institute of Technology; Functions performed – participant/advisor to develop Spatial Modeling and Visualization class for NSF-funded degree program.
“Geocollabrative Crisis Management (GCCM)” (2005 - 2008); National Science Foundation Grant No. EIA-0306845; Dr, Alan M. MacEachren, Principal Investigator; GeoVISTA Center; Penn State University; Functions performed - researcher and software developer.
“Rebuilding After Katrina Using Local Resources” (2006); Anonymous Foundation; Dr. Michael Rios, Co-Principal Investigator; Penn State University; Functions performed – researcher, developer, field work in East Biloxi, Mississippi.
North-East Visualization and Analytics Center (NEVAC), (2006 - 2008); Dr, Alan M. MacEachren, Principal Investigator; GeoVISTA Center; Penn State University; Functions performed – researcher and software developer.
The Information Systems for Crisis Response and Management (ISCRAM) and The International Emergency Management Society (TIEMS) Community Summer School (2006); Course- Blended Crisis Response Teams: linking on-site teams and on-line communities; Peer-selected school on the use of information systems and technology to support collaboration and decision making among on-site crisis response teams and virtual or on-line experts; Tilburg University, The Netherlands.
“A Content-based Image Retrieval for Man Made Objects” (2004); Dr. Ling Bian, Principal Investigator; National Center for Geographic Information and Analysis (NCGIA), University at Buffalo; Function performed – software developer.
“Urbanization and Empire at the Aztec-Period site of Calixtlahuaca.” (2004 - 2006); National Science Foundation Grant No. #0618462; Dr. Michael E. Smith, Principal Investigator, Arizona State University; Functions performed – NSF grant proposal development assistance; fieldwork and GIS coordination in Mexico for 2006 field season.
“Excavation of Aztec Urban Houses, Town of Yautepec, State of Morelos, Mexico.” (1993- 1994); Dr. Michael E. Smith, Principal Investigator, SUNY Albany; Functions performed – Field crew and laboratory assistant for archeological excavations of Aztec site.
REVIEWER FOR
Information Visualization
GeoForum
Computers and Graphics
Autonomous Province of Bolzano (Northern Italy)– Research Proposal Reviewer
International Conference on Information Systems for Crisis Response and Management (ISCRAM)
Advances in MIS Monograph on Emergency Management Information Systems
IEEE Symposium on Visual Analytics Science and Technology (VAST)
Computers and Geosciences
Semantic Web – Interoperability, Usability, Applicability
International Journal of Digital Earth
ACM Transactions on Computer-Human Interaction
Kigali Institute of Science and Technology Journal of Science and Technology
Future Internet
International Journal of Business Continuity and Risk Management
Eurographics Conference on Visualization (EuroVis 2013)
DISCIPLINE, COMMUNITY SERVICE AND OUTREACH
2013 – Spatial Thinking Game research featured in RIT Athenaeum Magazine (http://www.rit.edu/news/athenaeum_story.php?id=50444 )
2013 – Rwanda research featured in RIT University News (http://www.rit.edu/news/story.php?id=50292)
2013 – Spatial Thinking Game research featured in Government Computer News (CGN) (http://gcn.com/articles/2013/07/09/serious-game-tests-disaster-response-skills.aspx)
2013 – Spatial Thinking Game research in RIT Athenaeum Magazine (http://www.rit.edu/news/athenaeum_story.php?id=50444 )
2012 – IST graduate student advisee featured in RIT News Student Spotlight - (http://www.rit.edu/news/story.php?id=49647)
2012 – IST Graduate Students from my Geographic Information Science and Technology class featured for Hurricane Sandy Social Media application they developed (http://www.rit.edu/news/story.php?id=49508&source=enewsletter)
2012 - Facilitated Geographic Information Science and Technology Exhibit for ImagineRIT (http://www.rit.edu/imagine/)
2012 – Organized visit of guest speaker from International Crisis Mappers Community (http://www.rit.edu/news/story.php?id=49090)
2011 - United Nations research outreach featured in Research at RIT Magazine (http://www.rit.edu/research/imaging_story.php?id=70)
2011 – GIS assistance with flood recovery efforts featured in Rochester Democrat and Chronicle (http://www.democratandchronicle.com/article/20111005/NEWS01/111004027/Livonia-students- assist-flood-recovery-Owego)
2011 – Invited field trip with SUNY Geneseo featured in RIT University News (http://www.rit.edu/news/story.php?id=48412)
2011 – United Nations research outreach featured in RIT University News (http://www.rit.edu/news/story.php?id=48139)
2010 – Juggler and banjo player for Geneseo School District Children’s Night, Geneseo, NY
2010 – United Nations research outreach featured in RIT University News (http://www.rit.edu/news/?v=47674)
2009 - Provided interview for RIT Reporter Magazine article titled Geocaching: Using multi- million-dollar satellites to find Tupperware in the woods (http://reportermag.com/article/12-04- 2009/geocaching)
2009 - Facilitated GIS outreach event for High School students – “Livonia Students Learn to Map Disasters with Geographic and Imaging Systems” (http://www.rit.edu/news/?v=47126)
2009 - Developed Google Earth KML Layer for the United Nations using an automated map created procedure and hosted on the website of the United Nations System Chief Executives Board for Coordination (http://www.unsceb.org/ceb/stats/hr/ge/2008.kml)
2009 - “Vexillology – the study of flags, or flags are cool!” Presentation for Cub Scout Pack 105 annual Blue and Gold banquet , Mendon NY
2007 to 2008 - Elected graduate representative for the Geography Department, Penn State
2007 - Serve on graduate program curriculum committee, Geography Department, Penn State
2007 - Developed and facilitated geocaching workshop for the Pennsylvania Governor's Institute for Social Studies Educators, Penn State
2007 - Developed educational materials for Supporting Women In Geography (SWIG) - Supporting Young Women in Geography Day
2005 to present - The Folk Show, WPSU, State College, PA – Volunteer radio D.J. for radio program showcasing folk music
1998 to 2000 - Genesee Valley Rotary Camp, Pike NY - volunteered at a summer camp for children with disabilities. I was the instructor of the “adventure” class that allowed the campers to participate in creative and “off-the-beaten-path” activities.
INSTITUTIONAL SERVICE
2013 – present – GIS minor coordinator
2013 – present – member, GCCIS Visibility Committee
2013 – present – chair, IST Department Curriculum Committee
2013 – present – founder and chair, Center for Geographic Information Science and Technology (CGIST)
2012 – present – RIT representative for Esri Educational Development Center
2012 – Member of Dean’s Ad-Hoc Scholarship Committee, B. Thomas Golisano College of Computing and Information Sciences, Rochester Institute of Technology
2011 – present – Student Scholarship Committee, B. Thomas Golisano College of Computing and Information Sciences, Rochester Institute of Technology
PROFESSIONAL ORGANIZATION ACTIVITY
Geographic Information Sharing/Special Interest Group (GIS/SIG)
• 2011 – present – Board member
United Nations Geographic Information Working Group (UNGIWG)
• 2009 – participated in UNGIWG meeting at Google headquarters in Mountain View, CA to discuss various geographic information technology issues
University Consortium for Geographic Information Science (UCGIS)
• 2009 – present - RIT UCGIS Delegate, initiated, facilitated, and secured RIT membership in UCGIS
• 2009 - Attended UCGIS summer assembly meeting, Santa Fe, NM
• 2012 - Attended UCGIS summer assembly meeting, Washington, D.C.
American Association of Geographers (AAG) • 2012 – Chair for special paper session “The United Nations and Ways to Address Climate Vulnerability” at the annual meeting in New York, NY. • Member of GIS, Cartography, Historical, Canadian Studies, and Hazards specialty groups. • 2007 - Participated in "Spatial Technology Gallery" at the annual meeting in San Francisco, CA. • 2007 - Organized "Geocollaboration" Special Paper Session for the annual meeting in Boston, MA. • 2006 - Designed and co-led "Sweet Home Chicago: The Geography of the Blues" field trip for the annual meeting in Chicago, IL.
International Association For The Study Of Information Systems For Crisis Response And Management (ISCRAM) • 2014 - Scientific Committee member for the 11th International Conference, State College, USA • 2013 - Co-organizer for "Geographic Information Science and Technology and Crisis Management" Special Paper Session for the 10th International Conference, Baden- Baden, Germany • 2012 - Co-organizer for "Geographic Information Science and Technology and Crisis Management" Special Paper Session for the 9th International Conference, Vancouver, Canada • 2011 - Co-organizer for "Geographic Information Science and Technology and Crisis Management" Special Paper Session for the 8th International Conference, Lisbon, Portugal • 2010 - Co-program chair for the 7th International Conference, Seattle, Washington. • 2009 - Co-organizer for "Geo-Information Support" Paper Track for the 6th International Conference, Gothenburg, Sweden. • 2008 - Co-organizer for "Geographic Information Science" Special Paper Session for the 5th International Conference, Washington, D.C.. • 2007 - Co-organizer for "Geographic Information Science and Crisis Management" Special Paper Session for the 4th International Conference in Delft, the Netherlands.
PROFESSIONAL DEVELOPMENT
Project Evaluation and Assessment, Sponsored Research Services, Rochester Institute of Technology, 2012
Planning a Successful Proposal, Center for Professional Development, Rochester Institute of Technology, 2009
Essential of Online Teaching, Rochester Institute of Technology, 2009
IS-00800: National Response Plan (NRP), an Introduction Emergency Management Institute, FEMA Independent Study Program; 2006
IS-00700: National Incident Management System (NIMS) an Introduction Emergency Management Institute, FEMA Independent Study Program; 2006
IS-00100: Introduction to the Incident Command System, (ICS 100) Emergency Management Institute, FEMA Independent Study Program; 2006
Qualitative Social Science Grant Writing Workshop Office of the Dean, The Graduate School; Penn State University, University Park, PA; 2005
Teaching Assistant Workshop Center for Teaching and Learning Resources; University at Buffalo, Buffalo NY; 2005
Global Positioning Systems Internship New York State Department of Environmental Conservation; Avon, NY; 1999 – 2000
INTERESTS
Music • Volunteer for local acoustic concert series • Play five string banjo, guitar, Dobro™, bottleneck blues slide guitar, and tin whistle (https://www.facebook.com/briantmusic)
Circus Arts • Semi-professional circus arts performer, skills include juggling, unicycling, stiltwalking, balloon sculpture, street performing and physical comedy
Outdoors • 2001 to 2005 - Led trips for the Genesee Valley chapter of the Adirondack Mountain Club • Summer 1997 - worked on the Long Trail for the Green Mountain Club in Waterbury VT • Geocaching enthusiast, codename Bangeo
FOREIGN LANGUAGES
Speak/write conversational Spanish
Speak rudimentary German
DHSS Academic Program Proposal
Appendix G DRAFT For Internal Use Only
ROCHESTER INSTITUTE OF TECHNOLOGY FIVE YEAR PROJECTION OF REVENUE AND COSTS - FULL SHARED COSTS & ESTIMATED MARGINAL INDIRECT COSTS Digital Humanities
TABLE A
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 TOTAL REVENUE Tuition - BS Students 291,920 490,984 703,620 849,618 879,354 3,215,496 Unfunded Financial Aid - BS Students (101,880) (171,353) (245,563) (296,517) (306,895) (1,122,208)
Total Tuition Revenue 190,040 319,631 458,057 553,101 572,459 2,093,288
Donations & Gifts 0 0 0 0 0 0 Total Other Revenue 0 0 0 0 0 0
TOTAL REVENUE 190,040 319,631 458,057 553,101 572,459 2,093,288
EXPENSE
Shared Instruction Costs - if required FTE not loaded on Table B CIAS 0 0 0 0 0 0 GCCIS 0 0 0 0 0 0 COLA 25,367 28,971 36,828 44,100 45,234 180,500 COS 9,848 25,260 25,920 26,580 27,240 114,848 Subtotal Shared Costs 35,215 54,231 62,748 70,680 72,474 295,348
Incremental Costs Academic Programs 69,631 209,234 302,423 316,968 325,860 1,224,116 Indirect Costs on Incremental Instruction 13,407 22,182 44,349 47,872 50,408 178,218 Subtotal New Program Costs 83,038 231,416 346,772 364,840 376,268 1,402,334
TOTAL EXPENSE 118,253 285,647 409,520 435,520 448,742 1,697,682
Net Surplus/(Deficit) - Total Costs 71,787 33,984 48,536 117,581 123,718 395,606 % rev to costs 160.7% 111.9% 111.9% 127.0% 127.6% 123.3%
Credit Hours Consumed 240 390 540 630 630
Cost per Credit Hour - Full & Estimated Marginal Costs Only $493 $732 $758 $691 $712
Total Fall Enrollment FTE 8.00 13.00 18.00 21.00 21.00
Tuition rate full time per semester $18,245 $18,884 $19,545 $20,229 $20,937 Tuition rate per credit hour $1,303 $1,349 $1,396 $1,445 $1,496 Unfunded Financial Aid Discount 34.9% 34.9% 34.9% 34.9% 34.9%
Prepared by: Lisa Hermsen Jackie Taylor Date: 10/1/2014 Version: 1.00
New Program Financial Projection 10/1/2014 DRAFT For Internal Use Only
Assumptions Digital Humanities
Model Year = Reference 1 2 3 4 5 Fiscal Year = 2015 2015-16 2016-17 2017-18 2018-19 2019-20 Academic Year = AY2014-15 AY2015 AY2016 AY2017 AY2018 AY2019 Units Tuition Assumptions Tuition Growth Rate 3.50% 3.50% 3.50% 3.50% 3.50% 3.50% percent Undergrad Tuition per SCH $ 1,259 $ 1,303 $ 1,349 $ 1,396 $ 1,445 $ 1,495 $/SCH Undergrad Tuition per Semester $ 17,628 $ 18,245 $ 18,884 $ 19,544 $ 20,229 $ 20,937 $/Sem Graduate Tuition per SCH $ 1,612 $ 1,668 $ 1,727 $ 1,786 $ 1,849 $ 1,913 $/SCH Graduate Tuition per Semester $ 19,344 $ 20,021 $ 20,721 $ 21,446 $ 22,197 $ 22,974 $/Sem
Cost Inflation Assumptions Staff Wage/Salary Increase Rate 2.50% 2.50% 2.50% 2.50% 2.50% 2.50% percent Faculty Salary Increase Rate 3.00% 3.00% 3.00% 3.00% 3.00% 3.00% percent Benefits Increase Rate 2.00% 2.00% 2.00% 2.00% 2.00% 2.00% percent All Other Items Increase Rate 2.50% 2.50% 2.50% 2.50% 2.50% 2.50% percent
Enrollment Assumptions Incoming Cohort 4 4 4 4 4 F/T MS Students Full Time Enrollment (Fall) - 8 13 18 21 21 F/T MS Students Full Time Enrollment (TT) - - - - - F/T MS Students Full Time Enrollment (Spring) - 4 13 18 21 21 F/T MS Students Full Time Enrollment (Summer) - - - - - F/T MS Students
Incremental Staffing Assumptions Incremental T/TT (Faculty FTE) - 0.50 0.50 0.50 0.50 Incremental Lecturer (Faculty FTE) - - - - - Adjunct 0.20 - - - - GCCIS 0.20 0.50 0.50 0.50 0.50 FTE Incremental T/TT (Faculty FTE) - 0.50 1.00 1.00 1.00 Incremental Lecturer (Faculty FTE) - - - - - Adjunct 0.20 - - - - COLA 0.20 0.50 1.00 1.00 1.00 FTE Incremental T/TT (Faculty FTE) - - - - - Incremental Lecturer (Faculty FTE) - - - - - Adjunct 0.20 0.20 0.20 0.20 0.20 CIAS 0.20 0.20 0.20 0.20 0.20 FTE
Teaching Portfolios Annual Credit Hours-GCCIS 48 78 108 126 126 Cohort Class Size 25 25 25 25 25 Avg Annual Teaching Portfolio - Lecturer/TT/Adjunct 10.0 5.0 5.0 5.0 5.0 GCCIS Faculty Required 0.10 0.20 0.30 0.30 0.30 Staffing Assumptions above 0.20 0.50 0.50 0.50 0.50 GCCIS variance of required vs. loaded 0.10 0.30 0.20 0.20 0.20 FTE
Annual Credit Hours-COLA (Primary, Not Gen Ed) 72 126 216 270 270 Cohort Class Size 25 25 25 25 25 Avg Annual Teaching Portfolio - Lecturer/TT/Adjunct 10.0 5.0 5.0 5.0 5.0 COLA Faculty Required 0.10 0.30 0.60 0.70 0.70 Staffing Assumptions above 0.20 0.50 1.00 1.00 1.00 COLA variance of required vs. loaded 0.10 0.20 0.40 0.30 0.30 FTE
Annual Credit Hours-CIAS 18 39 48 48 48 Cohort Class Size 20 20 20 20 20 Avg Annual Teaching Portfolio - Lecturer/TT/Adjunct 10.0 10.0 10.0 10.0 10.0 CIAS Faculty Required - 0.10 0.10 0.10 0.10 Staffing Assumptions above 0.20 0.20 0.20 0.20 0.20 CIAS variance of required vs. loaded 0.20 0.10 0.10 0.10 0.10 FTE
Prepared by: Lisa Hermsen Jackie Taylor Date: 10/1/2014 Version: 1.00
New Program Financial Projection 10/1/2014 For Internal RIT Use Only DRAFT ROCHESTER INSTITUTE OF TECHNOLOGY AGGREGATE INCREMENTAL COSTS Digital Humanities
TABLE B
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 TOTAL Incremental Costs: FTE FTE FTE FTE FTE New Full Time Positions: Associate Professor-GCCIS O - 0.50 50,393 0.50 51,905 0.50 53,462 0.50 55,066 210,826 Associate Professor-CIAS O ------Associate Professor-COLA O - 0.50 40,314 1.00 83,047 1.00 85,539 1.00 88,105 297,005 Lecturer - GCCIS O - - - - - Lecturer-Interdisciplinary-CIAS O ------Lecturer-Interdisciplinary-COLA O ------Administrative Support Staff = 25% FTE O ------Advisor-25% O ------Technical Staff O ------Program Director Stipend-COLA O 7,500 7,688 7,880 8,077 8,279 39,424 Course Release (2)- COLA O 7,600 7,790 7,985 8,185 8,390 39,950 Course Release- O - O New Part Time Positions: O GCCIS Adjunct Faculty O 0.20 9,051 - - - - 9,051 CIAS Adjunct Faculty O 0.20 9,051 0.20 9,277 0.20 9,509 0.20 9,747 0.20 9,990 47,574 COLA Adjunct Faculty O 0.20 9,051 - - - - 9,051 Summer Salary-CIAS O - - - PT Support Staff (1 FTE = 35+hrs/week) ------
New Student Positions: Student Wages- 7 hr/wk for 32 wks/ $10.5 per hr-GCCIS 1.00 2,411 1.00 2,533 1.00 2,596 1.00 2,661 1.00 2,728 12,929 Student Wages- 9 hr/wk for 32 wks/ 15 per hr-CIAS ------Student Wages- 10 hr/wk for 32 wks/ 12 per hr-COLA ------
Total Salaries 44,664 117,995 162,922 167,671 172,558 665,810 Benefits - Full Time O 0.00 5,853 1.00 41,157 1.50 58,457 1.50 60,180 1.50 61,954 227,601 Benefits - Part Time O 0.60 2,216 0.20 772 0.20 807 0.20 844 0.20 882 5,521
Total Salaries & Benefits 52,733 159,924 222,186 228,695 235,394 898,932
Honoraria ------Computer Supplies ------General Supplies O 0.00 - 1.00 735 1.50 1,131 1.50 1,159 1.50 1,188 4,213 Travel - Faculty O 0.00 - 1.00 1,576 1.50 2,423 1.50 2,484 1.50 2,546 9,029 Lab Supplies/Software O 0.00 - 0.00 - 0.00 - 0.00 - 0.00 - - Library - new resources-none required O - - - - - Retention/Student Initiatives/Program Development O 1,230 2,049 2,908 3,477 3,564 13,227 Computers expensed below <$1,500 O 0.00 - 0.00 - 0.00 - 0.00 - 0.00 - - Start up Package-GCCIS O 0.00 - - 0.00 - 0.00 - - - Start up Package-COLA O ------Start up Package-CIAS O ------Recruitment - Brochures, conferences O - 0.00 - - - - - H1B Visa / Legal O 0.00 - 0.00 - 0.00 - 0.00 - 0.00 - - Equipment < $1,500 - - - - - Equipment Maintenance 1,000 1,025 1,051 1,077 1,104 6,360 Faculty Recruitment & Moving O 0.00 - 2.0 15,759 0.0 - 0.0 - 0.0 - 15,759 ITS Charge - Students O 8.00 10,209 13.00 17,004 18.00 24,133 21.00 28,859 21.00 29,581 109,786 ITS Charge - faculty & staff O 0.60 919 1.20 1,884 1.70 2,735 1.70 2,803 1.70 2,874 11,215 Space Costs - Office O - 2,578 36,697 37,614 38,559 115,448 Equipment Depreciation (calculated from below) O - 800 800 800 800 3,200 Building Depreciation - 45 years O ------Operational Expense to operate building O ------O . - Computers capitalized/Equipment 4,000 - - Cost of New Equipment Purchased/Start Up Packages: - - LAB/BLDG Requirements Student Services - based on new CH -FULL ------Library - based on new CH -FULL ------
TOTAL-FULL 66,091 203,334 294,063 306,968 315,610 #Check Error!!
Admin and Other Costs-Full 15,592 49,170 72,888 77,989 82,189 297,828
TOTAL COSTS FULL 81,683 252,504 366,951 384,957 397,799 #VALUE!
Library - -EST. MARGINAL O 1,970 3,280 4,650 5,560 5,700 21,160 Student Services - CH -EST. MARGINAL O 1,570 2,620 3,710 4,440 4,550 16,890 TOTAL ESTIMATED MARGINAL 69,631 209,234 302,423 316,968 325,860 1,225,219
Admin and Other Costs-DIRECT O 13,407 22,182 44,349 47,872 50,408 178,218
TOTAL COSTS DIRECT/ESTIMATED 83,038 231,416 346,772 364,840 376,268 1,403,437
Date: 10/1/2014 Version: 1
New Program Financial Projection DRAFT For Internal Use Only
Assumptions/Change Log
1 Assume Summer co-op 2 NEH grant will cover space if awarded/required 3 No H1B 4 Recruitment for 2 FTE in year 2 5 Library confirmation that no additional resources are required 6 7 8 9 10 11 12 13 14
New Program Financial Projection 10/1/2014 DRAFT FOR INTERNAL USE ONLY
Input enrollment projections provided by EMCS ------ROCHESTER INSTITUTE OF TECHNOLOGY TABLE E SUMMARY PROJECTED ENROLLMENT Digital Humanities Full-time
yr/PROGYR FIRST SECOND THIRD FOURTH FIFTH TOTAL
2015-2016 F 4 2 2 0 8.00 TT - Sp 4 2 2 0 8.00 Sum -
2016-2017 F 4 5 3 1 13.00 TT - Sp 4 5 3 1 13.00 Sum -
2017-2018 F 4 5 6 3 18.00 TT - Sp 4 5 6 3 18.00 Sum -
2018-2019 F 4 5 6 6 21.00 TT - Sp 4 5 6 6 21.00 Sum -
2019-2020 F 4 5 6 6 21.00 TT - Sp 4 5 6 6 21.00 Sum -
Date: 10/01/14 Version: 1.00
New Program Financial Projection DRAFT For Internal RIT use only
------TABLE F CREDIT HOURS GENERATED PER PROGRAM YEAR BY COLLEGE Digital Humanities Full-time
SCB Gen CHST CIAS Gen GCCIS Gen COLA Gen PROGYR/c CAST CAST Gen Ed SCB Ed KGCOE CHST Gen Ed CIAS Ed CIS GCCIS Ed COLA Ed COS COS Gen Ed GIS TOTAL
First
FYS (LAS Foundation); COLA DH 101 Emerging Digital; ISTE-140 Web & Mobile I; Perspective 3 F 0 0 0 0 0 0 0 0 0 0 3 0 3 9 0 0 0 15 (Global); Perspective 2 (Artistic) TT 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
FY Writing; COLA; DH 102 Intro to DHSS; ISTE- 240 Web & Mobile II; Perspective 4 (Social); Sp 0 0 0 0 0 0 0 0 0 0 3 0 3 9 0 0 0 15 Perspective 1 (Ethics) Sum 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 0 0 0 6 0 6 18 0 0 0 30
Second
CIAS Design Survey 1; COLA DH 103 Digital Archeology; ISTE-120 Computational Problem Solving; Perspective 7a (Intro to Stats); F 0 0 0 0 0 0 0 3 0 0 3 0 3 0 0 6 0 15 Perspective (Natural Science) TT 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
CIAS Design Survey 2; COLA DH 103 Digital Ethics; ISTE-230 Intro to Database & Data Modeling; Perspective (Mathematical); Perspective Sp 0 0 0 0 0 0 0 3 0 0 3 0 3 0 0 6 0 15 (Scientific Principles) Sum 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 6 0 0 6 0 6 0 0 12 0 30
Third COLA-DH Core Survey; Immersion; Immersion; ISTE 382 Intro to Geospatial Tech; COLA DH F 0 0 0 0 0 0 0 0 0 0 6 0 9 0 0 0 0 15 Project Lab 1 TT 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
COLA DH Core Survey; ENGL Comp Media Writing; Sp 0 0 0 0 0 0 0 3 0 0 0 0 9 3 0 0 0 15 Immersion; Elective; COLA DH Project Lab II Sum 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 3 0 0 6 0 18 3 0 0 0 30
Fourth
COLA DH Core Survey; COLA DH Core Survey; F 0 0 0 0 0 0 0 0 0 0 6 0 9 0 0 0 0 15 Elective; Elective; Capstone TT 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 COLA DH Core Survey; COLA DH Core Survey; Sp 0 0 0 0 0 0 0 0 0 0 0 0 9 6 0 0 0 15 Elective; Elective; Capstone Sum 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 0 0 0 6 0 18 6 0 0 0 30
Fifth F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TT 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Sp 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Sum 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0 0 9 0 0 24 0 48 27 0 12 0 120 % of Total 8% 20% 40% 23% 0% 10% 100% Date: 10/01/14 Version: 1
New Program Financial Projection 10/1/2014 DRAFT RIT Internal Use Only
Annual 2015- 2015- Annual 2015- 2015- Annual 2015- 2015- CIAS Portfolio 2016 % FTE 2016 FTE % GCCIS Portfolio 2016 % FTE 2016 FTE % COLA Portfolio 2016 % FTE 2016 FTE % Tenure Track Faculty 6.00 - 0.0% - 0.0% Tenure Track Faculty 5.00 - 0.0% - 0.0% Tenure Track Faculty 5.00 - 0.0% - 0.0% Lecturer 7.00 - 0.0% - 0.0% Lecturer 8.00 - 0.0% - 0.0% Lecturer 8.50 - 0.0% - 0.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Weighted Avg portfolio 0.20 10.00 0.20 10.00 Weighted Avg portfolio 0.20 10.00 0.20 10.00 Weighted Avg portfolio 0.20 10.00 0.20 10.00 Per Semester 5.00 Per Semester 5.00 Per Semester 5.00 Annual 2016- 2016- Annual 2016- 2016- Annual 2016- 2016- Portfolio 2017 % FTE 2017 FTE % Portfolio 2017 % FTE 2017 FTE % Portfolio 2017 % FTE 2017 FTE % Tenure Track Faculty 6.00 - 0.0% - 0.0% Tenure Track Faculty 5.00 0.50 100.0% 0.50 100.0% Tenure Track Faculty 5.00 0.50 100.0% 0.50 100.0% Lecturer 7.00 - 0.0% - 0.0% Lecturer 8.00 - 0.0% - 0.0% Lecturer 8.50 - 0.0% - 0.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Weighted Avg portfolio 0.20 10.00 0.20 10.00 Weighted Avg portfolio 0.50 5.00 0.50 5.00 Weighted Avg portfolio 0.50 5.00 0.50 5.00 Per Semester 5.00 Per Semester 2.50 Per Semester 2.50
Annual 2017- 2017- Annual 2017- 2017- Annual 2017- 2017- Portfolio 2018 % FTE 2018 FTE % Portfolio 2018 % FTE 2018 FTE % Portfolio 2018 % FTE 2018 FTE % Tenure Track Faculty 6.00 - 0.0% - 0.0% Tenure Track Faculty 5.00 0.50 100.0% 0.50 100.0% Tenure Track Faculty 5.00 1.00 100.0% 1.00 100.0% Lecturer 7.00 - 0.0% - 0.0% Lecturer 8.00 - 0.0% - 0.0% Lecturer 8.50 - 0.0% - 0.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Weighted Avg portfolio 0.20 10.00 0.20 10.00 Weighted Avg portfolio 0.50 5.00 0.50 5.00 Weighted Avg portfolio 1.00 5.00 1.00 5.00 Per Semester 5.00 Per Semester 2.50 Per Semester 2.50 Annual 2018- 2018- Annual 2018- 2018- Annual 2018- 2018- Portfolio 2019 % FTE 2019 FTE % Portfolio 2019 % FTE 2019 FTE % Portfolio 2019 % FTE 2019 FTE % Tenure Track Faculty 6.00 - 0.0% - 0.0% Tenure Track Faculty 5.00 0.50 100.0% 0.50 100.0% Tenure Track Faculty 5.00 1.00 100.0% 1.00 100.0% Lecturer 7.00 - 0.0% - 0.0% Lecturer 8.00 - 0.0% - 0.0% Lecturer 8.50 - 0.0% - 0.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Weighted Avg portfolio 0.20 10.00 0.20 10.00 Weighted Avg portfolio 0.50 5.00 0.50 5.00 Weighted Avg portfolio 1.00 5.00 1.00 5.00 Per Semester 5.00 Per Semester 2.50 Per Semester 2.50 Annual 2019- 2019- Annual 2019- 2019- Annual 2019- 2019- Portfolio 2020 % FTE 2020 FTE % Portfolio 2020 % FTE 2020 FTE % Portfolio 2020 % FTE 2020 FTE % Tenure Track Faculty 6.00 - 0.0% - 0.0% Tenure Track Faculty 5.00 0.50 100.0% 0.50 100.0% Tenure Track Faculty 5.00 1.00 100.0% 1.00 100.0% Lecturer 7.00 - 0.0% - 0.0% Lecturer 8.00 - 0.0% - 0.0% Lecturer 8.50 - 0.0% - 0.0% Adjunct Faculty 10.00 0.20 100.0% 0.20 100.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Adjunct Faculty 10.00 - 0.0% - 0.0% Weighted Avg portfolio 0.20 10.00 0.20 10.00 Weighted Avg portfolio 0.50 5.00 0.50 5.00 Weighted Avg portfolio 1.00 5.00 1.00 5.00 Per Semester 5.00 Per Semester 2.50 Per Semester 2.50 Date: 10/1/2014 Version: 1
Digital Humanities_1.xlsx portfolio analysis 10/1/2014 DRAFT For Internal RIT use only
TABLE D CREDIT HOURS GENERATED - BS PROGRAM Digital Humanities Class Size 25 25 25 26 25 25 25 20 20 25 25 25 25 25 25 25 25 25 Annual teaching load 9.00 9.00 6.50 6.50 6.50 10.00 10.00 10.00 7.00 6.50 10.00 10.00 10.00 10.00 10.00 10.00 6.50 6.50 Teaching Portfolio(converted to semesters) 4.50 4.50 3.25 3.25 3.25 5.00 5.00 5.00 3.50 3.25 5.00 5.00 5.00 5.00 5.00 5.00 3.25 3.25
CAST Gen SCB Gen CHST CIAS Gen GCCIS COLA Gen COS Gen Year/Qtr CAST Ed SCB Ed KGCOE CHST Gen Ed CIAS Ed CIS GCCIS Gen Ed COLA Ed COS Ed GIS New** TOTAL
2015-2016 F ------6.00 - - 30.00 - 36.00 36.00 - 12.00 - - 120.00 TT ------Sp ------12.00 - - 18.00 - 36.00 42.00 - 12.00 - - 120.00 Sum ------TOT ------18.00 - - 48.00 - 72.00 78.00 - 24.00 - - 240.00
(Sections) Based on Class Size ------0.30 - - 0.64 - 0.96 1.04 - 0.32 - - Faculty needed based on teaching portfolio ------0.03 - - 0.06 - 0.10 0.10 - 0.03 - - Incremental Faculty/Adjunct (adjunct FTE based on % of teaching load) - - 0.20 - 0.20 0.20 - - - Variance in teaching load sufficient faculty added/(not enough- add direct cost per credit hour to suppliment) ------0.20 - - 0.10 - 0.10 (0.10) ------Class Size 25 25 25 25 25 25 25 20 20 25 25 25 25 25 25 25 25 25 Annual teaching load 9.00 6.50 6.50 6.50 7.00 10.00 10.00 6.50 5.00 5.00 5.00 5.00 10.00 10.00 6.50 6.50 Teaching Portfolio(converted to semesters) 4.50 3.25 3.25 3.25 3.50 5.00 5.00 3.25 2.50 2.50 2.50 2.50 5.00 5.00 3.25 3.25 2016-2017 F ------15.00 - - 51.00 - 63.00 36.00 - 30.00 - - 195.00 TT - Sp ------24.00 - - 27.00 - 63.00 51.00 - 30.00 - - 195.00 Sum ------TOT ------39.00 - - 78.00 - 126.00 87.00 - 60.00 - - 390.00
(Sections) Based on Class Size ------0.65 - - 1.04 - 1.68 1.16 - 0.80 - - Faculty needed based on teaching portfolio ------0.07 - - 0.21 - 0.34 0.23 - 0.08 - - Incremental Faculty/Adjunct (adjunct FTE based on % of teaching load) - - - 0.20 0.50 0.50 - - Variance in teaching load sufficient faculty added/(not enough- add direct cost per credit hour to suppliment) ------0.10 - - 0.30 - 0.20 (0.20) - (0.10) ------Class Size 25 25 25 25 25 25 22 20 20 25 25 25 25 25 25 25 25 25 Annual teaching load 9.00 9.00 6.50 6.50 6.50 10.00 7.00 10.00 10.00 6.50 5.00 5.00 5.00 5.00 10.00 10.00 6.50 6.50 Teaching Portfolio(converted to semesters) 4.50 4.50 3.25 3.25 3.25 5.00 3.50 5.00 5.00 3.25 2.50 2.50 2.50 2.50 5.00 5.00 3.25 3.25 2017-2018 F ------15.00 - - 81.00 - 108.00 36.00 - 30.00 - - 270.00 TT - Sp ------33.00 - - 27.00 - 108.00 72.00 - 30.00 - - 270.00 Sum ------TOT ------48.00 - - 108.00 - 216.00 108.00 - 60.00 - - 540.00
(Sections) Based on Class Size ------0.80 - - 1.44 - 2.88 1.44 - 0.80 - - Faculty needed based on teaching portfolio ------0.08 - - 0.29 - 0.58 0.29 - 0.08 - - Incremental Faculty/Adjunct (adjunct FTE based on % of teaching load) - - - 0.20 - 0.50 1.00 - - Variance in teaching load sufficient faculty added/(not enough- add direct cost per credit hour to suppliment) ------0.10 - - 0.20 - 0.40 (0.30) - (0.10) ------Class Size 25 25 25 25 25 25 22 20 20 25 25 25 25 25 25 25 25 25 Annual teaching load 9.00 9.00 6.50 6.50 6.50 10.00 7.00 10.00 10.00 6.50 5.00 5.00 5.00 5.00 10.00 10.00 6.50 6.50 Teaching Portfolio(converted to semesters) 4.50 4.50 3.25 3.25 3.25 5.00 3.50 5.00 5.00 3.25 2.50 2.50 2.50 2.50 5.00 5.00 3.25 3.25 2018-2019 F ------15.00 - - 99.00 - 135.00 36.00 - 30.00 - - 315.00 TT - Sp ------33.00 - - 27.00 - 135.00 90.00 - 30.00 - - 315.00 Sum ------TOT ------48.00 - - 126.00 - 270.00 126.00 - 60.00 - - 630.00
(Sections) Based on Class Size ------0.80 - - 1.68 - 3.60 1.68 - 0.80 - - Faculty needed based on teaching portfolio ------0.08 - - 0.34 - 0.72 0.34 - 0.08 - - Incremental Faculty/Adjunct (adjunct FTE based on % of teaching load) - - - 0.20 - 0.50 1.00 - - Variance in teaching load sufficient faculty added/(not enough- add direct cost per credit hour to suppliment) ------0.10 - - 0.20 - 0.30 (0.30) - (0.10) ------Class Size 25 25 25 25 25 25 22 20 20 25 25 25 25 25 25 25 25 25 Annual teaching load 9.00 9.00 6.50 6.50 6.50 10.00 7.00 10.00 10.00 6.50 5.00 5.00 5.00 5.00 10.00 10.00 6.50 6.50 Teaching Portfolio(converted to semesters) 4.50 4.50 3.25 3.25 3.25 5.00 3.50 5.00 5.00 3.25 2.50 2.50 2.50 2.50 5.00 5.00 3.25 3.25 2019-2020 F ------15.00 - - 99.00 - 135.00 36.00 - 30.00 - - 315.00 TT - Sp ------33.00 - - 27.00 - 135.00 90.00 - 30.00 - - 315.00 Sum ------TOT ------48.00 - - 126.00 - 270.00 126.00 - 60.00 - - 630.00
(Sections) Based on Class Size ------0.80 - - 1.68 - 3.60 1.68 - 0.80 - - Faculty needed based on teaching portfolio ------0.08 - - 0.34 - 0.72 0.34 - 0.08 - - Incremental Faculty/Adjunct (adjunct FTE based on % of teaching load) - - - 0.20 - 0.50 1.00 - - Variance in teaching load sufficient faculty added/(not enough- add direct cost per credit hour to suppliment) ------0.10 - - 0.20 - 0.30 (0.30) - (0.10) ------
Date: 10/1/14 Version: 1.00
New Program Financial Projection 10/1/2014