My research turns on a central argument: citizens should be more actively involved in democratic life. I develop and explore this claim through three related lines of inquiry: the political philosophy of John Dewey, the study of contemporary civic practices and the public mission of higher education. Taken as a whole, my research agenda aims to develop a normative ideal of active citizenship and investigate the practices, methods and conditions for its realization. I put theoretical considerations of “what is a good citizen” into conversation with empirical research on ordinary actors’ lived experiences of citizenship. I contend that a combined theoretical and empirical approach offers a more nuanced and grounded understanding of the terrain of citizenship and civic involvement.
keywords
Democratic Theory, History of Political Thought, American Political Thought, International Relations Theory, Global Civil Society & Trans-national Activism, Youth Civic Engagement, Civic Education, Democratic Leadership, Higher Education and Public Engagement, Educational Theory, Community Partnerships, Social Movements, Qualitative/Action/Community-Based Research Methods
EDUC 2500 - Strategies for Social Change
Primary Instructor
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Spring 2019 / Spring 2020 / Spring 2023
Examines strategies for social change locally and internationally. Critically explores a range of social change case studies including: community organizations, social movements, social entrepreneurship, philanthropy, political and legal advocacy and technology. Students will develop their own proposal for a social change initiative.
EDUC 4150 - Introduction to Qualitative Research Methods
Secondary Instructor
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Spring 2020
Introduces students to qualitative research in education. Examines the foundations, design, methods and analysis of qualitative research methods. Readings include texts about the foundations and purposes of qualitative inquiry, and methodological readings about the application of research techniques. Students will complete a variety of small, hands-on projects that introduce major dimensions of qualitative research including observation, interviewing, and document analysis. Same as EDUC 5150.
EDUC 5150 - Introduction to Qualitative Research Methods
Secondary Instructor
-
Spring 2020
Introduces students to qualitative research in education. Examines the foundations, design, methods and analysis of qualitative research methods. Readings include texts about the foundations and purposes of qualitative inquiry, and methodological readings about the application of research techniques. Students will complete a variety of small, hands-on projects that introduce major dimensions of qualitative research including observation, interviewing, and document analysis. Same as EDUC 4150.
INVS 2005 - Puksta Scholars Practicum
Primary Instructor
-
Spring 2020
Integrates critical reflection and community-based experiences for undergraduates in the Puksta Scholars Program. This two-semester course will focus on the development of knowledge, attitudes and skills to productively engage the public realm. Examines topics includes ethical leadership, frameworks for social action, project design and participatory action research. May be repeated up to 8 total credit hours.
INVS 2919 - Renewing Democracy in Communities and Schools
Secondary Instructor
-
Fall 2018
Examines concepts of activism, citizenship, democracy, power, and diversity through classroom discussions and participation in a local K-12 school's Public Achievement project. Through community-based partnerships, students will develop leadership skills; dialogue with diverse groups of people; identify multiple perspectives around controversial issues; and learn to use research and writing to articulate public problems and advocate for their solutions. May be repeated up to 6 total credit hours. Same as EDUC 2919.
INVS 3100 - Social Justice, Leadership and Community Engagement Internships
Primary Instructor
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Fall 2024
Focuses on leadership theories and skills necessary for effectiveness in social justice settings. Students gain understanding of traditional and culturally diverse approaches to leadership and change. Community service required. Recommended prerequisite: ETHN 2001. Same as ETHN 3201.
INVS 3302 - Facilitating Peaceful Community Change
Secondary Instructor
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Fall 2018 / Fall 2019
Students gain knowledge and skills that enable them to become effective agents of community change. Focuses on understanding the processes of community building with a multicultural emphasis. Students are encouraged to apply their own life experiences and to examine themselves as potential change agents. Same as WGST 3302.
INVS 4402 - Nonviolent Social Movements
Primary Instructor
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Spring 2022
Explores theories of democracy and development in relation to movements for nonviolent social change. Focuses on means and ends, spirituality, leadership, decision-making, civil society, cooperative economics, ecology and decentralized powers.
LEAD 1000 - Becoming a Leader
Primary Instructor
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Spring 2018 / Fall 2018 / Fall 2019
The foundation course will prepare students to exercise leadership in business, government and community organizations. Introduces leadership skills useful in a variety of settings including community and civic activities. Helps students to improve self awareness, understand multiple theories, recognize moral courage, build analytic and critical thinking skills and adapt leadership practices to different people and contexts.
LEAD 1002 - Becoming a Leader: Leadership & Community Engagement
Primary Instructor
-
Fall 2021
Introduces students to the theories and practices of historical and contemporary leadership studies. Serves as the foundation course for the Leadership and Community Engagement Major. Students examine the relationships between leadership and social identities, ethics, democratic engagement, diversity and inclusion, and social practices. Degree credit not granted for this course and LEAD 1000.
LEAD 4501 - Leadership Capstone 1
Primary Instructor
-
Fall 2020 / Fall 2022 / Fall 2023
Apply skills and knowledge developed throughout the Leadership and Community Engagement Major to design and implement public action project. Critically examine local context, including organizations, agencies, firms, and movements. Identify partners and develop relationships based on reciprocity and mutually. Develop theory of change for project and design evaluation tools to measure impact. Recommended prerequisite: EDUC 4150.
LEAD 4502 - Leadership Capstone 2
Primary Instructor
-
Spring 2021 / Spring 2023 / Spring 2024
Apply skills and knowledge developed throughout the Leadership and Community Engagement Major to design and implement public action project. Manage complex project with team of students and multiple community partners. Evaluate public impact of project with partners.
WGST 3302 - Facilitating Peaceful Community Change
Secondary Instructor
-
Fall 2018 / Fall 2019
Students gain knowledge and skills that enable them to become effective agents of community change. Focuses on understanding the processes of community building with a multicultural emphasis. Students are encouraged to apply their own life experiences and to examine themselves as potential change agents. Same as INVS 3302.
