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Professor Abram joined the faculty in 1995. He earned his MFA from Tyler School of Art of Temple University and received his BFA from the University of Central Florida. His recent work combines the traditional mediums of drawing and printmaking with other forms of artistic endeavor. As an artist and curator, he addresses the relationship of popular culture, community and personal expression in many of these ventures. He has exhibited his work in numerous solo/group exhibitions, here and abroad.
My research interests include environmental education and education for sustainable development (particularly with under-represented groups), environmental attitudes and behavior, environmental justice, multi-cultural education, theories of learning, and science education reform. I received my PhD in Natural Resources at Cornell University in 2009 studying environmental and science education. I obtained my BS and MS in Horticulture from Texas A&M where I studied the effects of a Junior Master Gardener Program on the environmental attitudes of children. I teach ENVS 101: People and the Environment, ENVS 102: Science and the Environment, ENVS 301: Junior Practicum, ENVS 280: Approaches to Environmental Education, and FYS 102: Science and the Community.
"If the misery of the poor be caused not by the laws of nature, but by our institutions, great is our sin" - Charles Darwin
Assistant Professor Hanada Al-Masri joined the department in 2012 and teaches Arabic. She earned her B.A. and M.A. from the University of Jordan, Jordan and her Ph.D. degree from Purdue University, Indiana.
Her research interests include linguistics, pragmatics and translation studies (with a focus on literary translation).
I have taught courses on transnational sexualities, Asian American women, Asian American history, women of color politics in response to 9/11, and women in the arts. At Denison, I teach the introductory class "Issues in Feminism" and a class called "Gender and Sexuality in American Orientalism" (Spring 2014). I currently serve as a board member of the Arab American arts organization, Mizna. In my free time I enjoy gardening, cooking, and creative writing. I am originally from Louisville, Kentucky.
My current research traces the anxieties surrounding Arab American migrant peddlers and their economic networks at the turn of the twentieth century and argues that this profession, which employed large number of men and women, constituted Arab immigrants as racial and sexual ‘others.’ My research shows that the transience of male Syrian peddlers and the gender and sexual transgressions of female Syrian peddlers posed a threat to claims of Syrian whiteness. Using theoretical frameworks from women of color feminist theory, post-colonial history, queer theory, and cultural studies, I read for both the presences and absences of the Syrian peddler in archives of popular culture, social welfare, and the early Arab American community.
I am also beginning a project that puts Arab American studies in conversation with studies of U.S. settler colonialism. Thus far, I am examining how Syrian migrant peddlers in the late 19th century were facilitators of settler colonialism in newly-acquired Native lands.
When I reflect on what I enjoy most about teaching my answer comes immediately: I am in the business of thinking. I view teaching as a multidirectional learning process especially successful at the liberal arts college, where we connect all fields of knowledge to establish intellectual foundations for life-long learning. Teaching at Denison University has given me a renewed desire to learn as I feel inspired by my colleagues’ examples and the students’ demands for excellence.
There are three goals that animate my teaching: I put students at the center of the learning process, I help them develop their self-awareness and intrinsic motivation (which I think are indispensable for life-long learning), and I provide collaborative learning environments as I see them critical to educating responsible citizens.
Specific themes that I incorporate into my classes are:
- Critical thought, active intellectual and social engagement, collaborative learning.
- Global and local identities: migration movements, nationalism.
- Gender identity. Representation and power of religious groups. Ethnic/race identification.
- Service learning pedagogy.
My teaching at Denison University is enhanced by my specialization in contemporary literatures and cultures of Spain. These are some topics I examine in my research, and that we analyze in most of my classes:
- 20th Century Peninsular literature, especially novel, with a cultural studies approach.
- Spanish peninsular film and women studies.
- Literature and cultures of Equatorial Guinea.
- Africa-Spain and Trans-Atlantic connections in history of thought.
- Service learning philosophies.
Belinda Andrews-Smith is the Coordinator of Vocal Studies for the Denison Music Department. She is an accomplished soprano who maintains a busy singing and academic career.
Belinda is a working performer. She has been a featured soloist in numerous performances of oratorios and cantatas and has appeared with the Vivaldi Travelling Circus, the Trinity Episcopal Chamber series, the Denison Concert Choir, the Kenyon College Chamber Singers, and the Welsh Hills Symphony. Belinda has also sung numerous opera roles including; The Queen of the Night (The Magic Flute), Margot (The Desert Song), Alice Ford (Falstaff ), Adina (The Elixir of Love), Clorinda (La Cenerentola), Dama (Macbeth), Dame Carruthers (Yeomen of the Guard), Anna (Nabucco), The Queen of the Fairies (Iolanthe), and Mabel (The Pirates of Penzance). She is a frequent performer with Opera Columbus and Columbus Light Opera, and has appeared most recently in the 2004 Opera Columbus production of Iolanthe.
"Dr. Lauren Araiza joined the faculty at Denison in the spring of 2007. She teaches survey courses in African-American history and the U.S. since 1865. She also offers seminars on the Civil Rights Movement, the intellectual history of Black Power, the American West, and comparative social movements. Her other teaching interests include labor history, comparative race and ethnicity, and oral history.
Dr. Araiza's first book, To March for Others: The Black Freedom Struggle and the United Farm Workers, was published in the fall of 2013 by the University of Pennsylvania Press. Her book examines the complexities of multiracial coalition building in Amerian social movements by examining the relationships between the major organizations of the black freedom struggle and the UFW, a union of primarily Mexican American farm workers. Dr. Araiza has also published in the Journal of African American History and has contributed an essay to the edited collection, The Struggle in Black and Brown: African American and Mexican American Relations During the Civil Rights Era (University of Nebraska Press, 2011).
Dr. Araiza received her BA from Williams College and her MA and PhD from the University of California, Berkeley."
Dr. John Arthos teaches rhetorical studies courses such as rhetoric of film, argumentation & debate, rhetorical criticism, public speaking, and propaganda. He also teaches courses in hermeneutics, narrative theory, and new media. His research focuses on the relationship between rhetoric and hermeneutics as the foundation of a liberal education. Dr. Arthos has also been honored with the title of John & Christine Warner Chair. He has written over 30 peer-reviewed journal articles and several books, including Gadamer's Poetics: A Critique of Modern Aesthetics, Speaking Hermeneutically: The Art of Understanding in the Conduct of a Life, and The Inner Word in Gadamer’s Hermeneutics
David Baker is Professor of English and holds the Thomas B. Fordham Chair of Creative Writing. He is the author of ten books of poetry, most recently Never-Ending Birds (2009, W. W. Norton), which won the Theodore Roethke Memorial Poetry Prize. His five prose books are Show Me Your Environment: Essays on Poetry, Poets, and Poems (forthcoming 2014), Talk Poetry: Poems and Interviews with Nine American Poets (2012), Radiant Lyre: Essays on Lyric Poetry (2007, with Ann Townsend), Heresy and the Ideal: On Contemporary Poetry (2000) and Meter in English: A Critical Engagement (1996). Dr. Baker's poems and essays have appeared widely in such magazines as American Poetry Review, The Atlantic Monthly, The Nation, The New Republic, The New Yorker, The Paris Review, Poetry, Slate, The Yale Review, and more than a hundred others. For his work he has received fellowships and awards from the John Simon Guggenheim Memorial Foundation, the National Endowment for the Arts, the Poetry Society of America, the Ohio Arts Council, and the Society of Midland Authors.
At Denison Dr. Baker teaches classes in creative writing, poetry writing, American and modern literature, poetic theory, and others. He has taught previously at Kenyon College, the University of Michigan, and The Ohio State University, and occasionally serves on the faculty of the MFA program for writers at Warren Wilson College. Dr. Baker also is Poetry Editor of The Kenyon Review. In 2012, 2006 and 2001 he served on the faculty of the Bread Loaf Writers' Conference.
Suzanne Baker, Adjunct Instructor and Field Experience Coordinator, has been at Denison since 1998. She holds a B. Mu.Ed. from St. Norbert College in DePere, WI, an MM in Vocal Performance from the University of Minnesota, and an M.Ed in Elementary Education from The Ohio State University. Before working at Denison in the Department of Education she taught music K-8. She has taught all ages, preschool through adulthood, through teaching in the classroom, private music lessons, directing children's choirs, and tutoring.
Wendy Barrie-Wilson has performed in over 100 plays, and worked with dozen's of new writers helping develop their latest projects. Wendy was recently seen in I Capture the Castle (Mrs. Cotton) and The Grapes Of Wrath (Ma Joad) for the Shakespeare Theatre of NJ. She played Sister Aloysius in the European premiere of Doubt in Vienna. Wendy has received a SALT Award and a DayTony award for other productions of Doubt. Variety hailed her Amanda Wingfield in The Glass Menagerie as one of the best Amanda Wingfields ever. Wendy was last seen on Broadway in OUR TOWN starring Paul Newman; also on Broadway she performed in the Tony Award winning production of Arthur Miller's ALL MY SONS.
Wendy has performed in over 100 productions, including Yelena (opposite Hal Holbrook) in Uncle Vanya, Lady Croom in Arcadia, May in Fool For Love, Masha in Three Sisters, Andromache in The Greeks, Tourvel in Les Liaisons Dangereuses; Mags in Painting Churches, Maud/Lin in Cloud Nine, , Nadya Lenin in Travesties, Anna in Old Times, Mrs. Gibbs in Our Town, Sasha in Wild Honey, Olivia in Twelfth Night, Mariana in Measure for Measure, and several times in her two favorite's; Roxane in Rostand's Cyrano De Bergerac, and Stella in Tennessee William's A Streetcar Named Desire. Wendy has performed all over the country, at the Actor's Theatre of Louisville, Great Lakes Theatre Festival, Alabama Shakespeare Festival, Huntington Theatre, Asolo Theatre, Virginia Stage, Portland Stage, New Jersey Shakespeare Festival, River Arts Repertory, Indiana Repertory, Alliance Theatre, Playmaker's Repertory, and Denver Center Theatre Company, Princeton University Guest artist, among many others. She has worked with such wonderful writer's as J.P. Donleavy, Derek Walcott, Soviet writer Sasha Galin, The Red Clay Rambler's, Theresa Rebeck, and Arthur Miller.
Just before coming to Denison Wendy was playing Mrs. Chitwood on The Guiding Light. She can be seen on reruns of Law & Order/SVU and C.I. Recently she was on PBS in "Novel Reflections". Commercials: Wendy was for several years on Japanese TV as the Mom for General Foods “Blendy” Coffee. Others: for Adidas (Europe) starring Anna Kornikova; Wendy also won an Addy award for Z94's Morning Zoo for her voiceover work. Wendy coaches actors and has taught Master Acting classes and the "Business of the Biz", at Denison University, UNC-Chapel Hill; The ArtSchool, NC; Northeastern University, Baltimore's School for the Performing Arts, Denver Center Conservatory; Asolo Theatre; Alabama Shakespeare Festival, Shakespeare Theatre of New Jersey; among others. Wendy's Great-Great Aunt Elizabeth Risdon and Uncle Brandon Evans were members of the Theatre Guild and worked with Lunt and Fontanne, Helen Hayes, J.B. Shaw, among many other famous actors/writers. Wendy is also a potter; she taught pottery in NYC for 5 years prior to coming to teach theatre at Denison. Her pottery studio in now in Ohio and she sells her pottery locally.
Dr. Eliza Young Barstow is a scholar of American religious history, with particular interests in gender construction and evangelical culture. In the past, she has taught introductory courses such as Introduction to Religion and World Religions, as well as upper-level courses focused on topics such as American evangelical history, gender norms within theologically conservative religious traditions, and the relationship between American religion and social movements.
Her book project, titled “These Teen-Agers Are Not Delinquent”: The Rhetoric of Maturity for Evangelical Young Adults, 1945-1965, investigates the advice theologically conservative Protestants offered to young adults during years following WWII. This time period was characterized by profound apprehension about juvenile delinquency, and evangelicals shared this concern. Drawing upon evangelical novels, advice manuals, and magazines, the project explores the ways in which evangelicals conceived of maturity and urged young adults to conduct themselves in the rapidly changing social culture of postwar America.
Dr. Barstow received her B.A. at Penn State, where she was part of the Schreyer Honors College, a program that allowed her to take small courses and live in a focused residential community for four years – in short, a program that functioned much like a liberal arts college such as Denison. Following her time at Penn State, Dr. Barstow received an MPhil at the University of Cambridge and then returned to the United States to study in Cambridge, Massachusetts, where she ultimately received a PhD in American Studies from Harvard University. Prior to teaching at Denison, she served as a Visiting Assistant Professor of Religion at Wofford College in Spartanburg, South Carolina.
Courses normally taught: Intermediate Macroeconomics, Women in Labor Force, Forensic Economics, Introduction to Queer Studies
Research Interests: Executive Compensation, Earnings Differentials, Pedagogy, Clubs
Courses normally taught: Introduction to Microeconomics, Introduction to Microeconomics, History of Economic Thought, International Finance
Research Interests: International finance and trade, history of economic thought, Middle Eastern economies
International finance and trade, history of economic thought, Middle Eastern economies
STAFFORD C. BERRY, JR. is the Associate Artistic Director of the African American Dance Ensemble where he toured for 12 years, Managing Director of the Berry & Nance Dance Project, and is on the faculty of the American Dance Festival. He has taught, choreographed, and performed African rooted dance and theatre throughout the United States and the Caribbean. An advocate for the advancement of the arts, he has served on Dance Panels for the North Carolina Arts Council & the Durham Arts Council, and he's served on the Board of Directors for the North Carolina Dance Alliance. Mr. Berry has been a Master Teacher for the National Foundation for the Arts Competition in Miami, Florida. He has performed in works by (Dance) Melvin Purnell, Dennis Wayne, David Dorfman, Assane Konte, Dr. Kariamu Welsh Asante, Dr. Bill Banfield, Penny Bridgers, and Dr. Chuck Davis; (Theatre) Ed Shockley, Zadia Ife and August Wilson.
Originally from Chester, Pennsylvania, Mr. Berry received his formal education in theatre, dance, and music from Temple University & North Carolina Central University, and received his MFA from Hollins University/ADF. He is eternally grateful for the knowledge imparted to him from several masters in the US and in Africa, including Les Ballet Africaines, the National Dance Company of Guinea, West Africa. In 1996, Mr. Berry was certified as a teacher of the Umfundalai Technique and in 1997 was Assistant to the Choreographer for Kariamu & Company, with whom he'd also been a principal dancer for 5 years. In 1992 he co-founded the Seventh Principle Performance Company and in 1997 he co-founded the Berry and Nance Dance Project.
Mr. Berry's choreographer's awards and grants have been numerous. He was awarded the Neumann Cultural Enrichment Grant to create a new work (1994). He received a North Carolina Arts Council Choreographers Fellowship (2000), a Cooper Foundation Grant (2002), two Five County Arts Grants from the Greater Philadelphia Cultural Alliance in PA (2003, 2004), a Ford Foundation Grant to create a new ballet in collaboration with Dr. Chuck Davis (2004) and most recently, an Emerging Artist grant from the Durham Arts Council which will allow him to create new music for a ballet (2008). His work, a combination of dance, theatre and music, can be seen in the archives of the New York Public Library for the Performing Arts.
Dr. Bikmen graduated from Bogazici University, Turkey and earned her Ph.D. at City University of New York. She is a social/personality psychologist interested in studying issues of diversity and intergroup relations. Her research aims at identifying conditions that facilitate endorsement of diversity and multicultural groups and that prevent interpersonal and intergroup conflict. Specifically, she is interested in group identities and their consequences in terms of academic outcomes, representations of group history, intergroup attitudes, and collective action.
At Denison, Dr. Bikmen conducts research on attitudes toward immigration and multiculturalism, and on the process of social identity negotiation among minority students. Dr. Bikmen teaches courses in introductory psychology, social psychology, and the psychology of diversity.
Don Bonar was born in Murraysville, WV (Jackson County) on July 7, 1938, the son of Nelson Edward Bonar II and Ada Polk Bonar. He graduated from Ravenswood High School and was awarded a four-year Board of Governors Scholarship to West Virginia University where he received the B.S. in Chemical Engineering in 1960. While at WVU, he was a member of the physics, chemistry, and chemical engineering honoraries, and served as President of Tau Beta Pi, the engineering honorary. Two National Science Foundation Fellowships supported his graduate work in mathematics. He received the M.S. from WVU in 1961 with a major in mathematics and a minor in physics and the Ph.D. from Ohio State University in 1968. His Ph.D. work was in complex analysis. In 1965 Don joined the faculty of Denison University in Granville, OH where he has been teaching mathematics, statistics and computer science.
Awards received include the Richard King Mellon Foundation Award for excellence in teaching and scholarship in 1973 and the Sears-Roebuck Teaching Excellence and Community Leadership Award in 1991. In 1995 he was selected to fill the new fully endowed George R. Stibitz Distinguished Professorship in Mathematics and Computer Science. In 1999 Don was inducted into the Academy of Chemical Engineers at West Virginia University. He is the author of the book entitled On Annular Functions, a co-author of the book Real Infinite Series, and a co-author on several research papers. He has published joint work with the internationally acclaimed Hungarian mathematician Paul Erdos. Community service includes membership on the Granville Foundation, the Granville Development Commission, the Licking County (OH) Joint Vocational School Board (facility recently renamed C-TEC, Career and Technology Education Center of Licking County), and serving as President of the Granville Exempted Village School Board.
Don and his wife Martha Baker Bonar are the parents of Mary Martha, a resident in emergency medicine at the Penn State University Medical Centers in Hershey, PA. Forever Mountaineers, the Bonars enjoy time at their farm, family owned since 1869, in West Virginia.
- Real Infinite Series (with Michael J. Khoury '03) in Mathematical Association of America (MAA). 2006.
- On Annular Functions Daniel D. Bonar, 1971.
Courses normally taught: Intermediate Microeconomics, Industrial Organization, Mathematical Economics
Research Interests: Applied Microeconomics
Courses normally taught: Introduction to & Intermediate Microeconomics, Econometrics, Labor Economics, Applied Econometrics
Research Interests: Economics of education, earnings equations, economics of sports
As a member of the English faculty and Director of the Writing Center, Brenda Boyle is interested in American literature of the twentieth and twenty-first centuries, with a special focus on issues of rhetoric, race, gender, sexuality, and disability. Her research and publications extend from the study of American masculinity's formations in war, especially the Vietnam War, to representations of gender and sexuality through disability, to gender in The Gilmore Girls. She teaches classes in composition and rhetoric, British and American modernism, the contemporary novel, fiction and non-fiction war narratives, and academic writing.
Michael joined the political science department at Denison in the fall of 2009. His dissertation focuses on the role of parties and partisanship in conference committee negotiations between the House and Senate. More broadly, his research and teaching centers around the study of political institutions, campaigns and elections, and political parties in the United States.
- Pushing the virtual envelope: Internet suspend/resume over HTTP(S) (with M. Kozuch and P. Nath) in Proceedings of IASTED Conference on Web Technologies, Applications, and Services. p. 69-76. 2005.
- OpenCAS: A flexible architecture for content addressable storage (with M. Kozuch, C. Helfrich and M. Satyanarayanan) in ISCA International Conference on Parallel and Distributed Computing Systems. p. 580-587. 2004.
- Seamless mobile computing on fixed infrastructure (with M. Kozuch, M. Satyanarayanan, C. Helfrich and S. Sinnamohideen) in IEEE Computer 37(7). p. 65-72. 2004.
- Engineering fault-tolerant TCP/IP servers using FT-TCP (with D. Zagorodnov, K. Marzullo and L. Alvisi) in Proceedings of the International Conference on Dependable Systems and Networks. p. 393-402. 2003.
- Opportunistic use of content addressable storage for distributed file systems (with N. Tolia, M. Kozuch, M. Satyanarayanan, B. Karp and T. Perrig) in Proceedings of the USENIX Annual Technical Conference, General Track. p. 127-140. 2003.
- Optimal configuration for BGP route selection (with R. Rastogi and M. Smith) in Proceedings of INFOCOM. 2003.
Dr. Brooks came to Denison in 2000 and teaches courses in learning and conditioning, animal cognition, and related topics. His research interests focus on the basic learning and memory processes that influence treatment (e.g., of anxiety or substance abuse disorders) and the relapse of unwanted behaviors after treatment. He is interested in understanding those processes that can change behaviors motivated by emotions and/or biological need. He and his students have developed techniques for reducing and even eliminating some instances of relapse modeled in the laboratory. Some of Dr. Brooks' other interests include addiction, the history of psychology, and the role of diet and thought in mental health.
Pavlovian Conditioning, Memory, Emotion, and Relapse
My research program involves basic research on the learning and memory processes that modulate emotionally- and motivationally- significant experiences, and the behaviors that accompany those experiences. I am especially interested in the use of animal models to better understand the learning and memory processes that underlie instances of human relapse of problematic behaviors with emotional components (e.g., substance abuse, anxiety, depression). Believe it or not, the methods of Pavlovian conditioning are uniquely suited to the study of these and any emotion-based behaviors.
Since Ivan P. Pavlov's time in Russia (circa 1890-1925), psychologists and other scientists have come to realize the fundamental importance of Pavlovian (classical) conditioning for the development of and change in many involuntary ("non-conscious" and other) responses experienced by humans and other animals. These responses are the result of Pavlovian conditioning, and include heart rate, blood pressure, respiratory, and perspiration changes; emotional reactions like anxiety, fear, excitement, frustration; drug tolerance, withdrawal and craving; and motivational influences on many voluntary behaviors such as feeding, competition, reproduction, and pleasure-seeking activities, to name just a few.
An increasingly popular idea about Pavlovian conditioning is that it results in the formation of memories involving the events that are present in an organism's environment when they have emotionally-significant experiences. My research focuses on what the content of those memories is, and what happens to those memories (e.g., how memorable they become) usually at some time after they have formed. Sometimes various different memories can interact, and in some cases, the memory of a particular experience can be retrieved more or less well compared to other memories. This disparity in the ability to retrieve certain memories can produce dramatic changes in behavior.
My research is directed at three interrelated fronts:
- The study of animal models of relapse in humans. One of the more interesting implications of our research here is that clinical relapses (of substance abuse, anxiety-disorders, depression, and so on) occur in part because crucial information learned during the treatment of a disorder is forgotten rather readily after the formal course of treatment ends (i.e., relapse is likely when a period of time has passed, or the setting changes, following treatment). Using a model involving rats as subjects, my research has shown that laboratory instances of relapse can be reduced or eliminated by straightforward memory retrieval techniques. (The implications of this research for human treatment are rather important. Psychology has developed fairly good technologies for the treatment of common psychological disorders like anxiety and depression, but unfortunately, relapse rates post-treatment are disturbingly high. More information is needed about why relapses occur, and how they can be minimized or completely prevented.) My students and I have found that the memory processes that underlie relapse and its reduction are similar in both aversive and appetitive motivational systems, i.e., when animals form initial memories about either "positive" or "negative" experiences. One objective of our research is to continue to study the basic memory mechanisms that contribute to various types of relapse, and those that may contribute to reducing relapses.
- Our research has implications for a basic understanding of conditioning and memory involving important emotional events. Some contemporary theories of conditioning and memory can explain the instances of relapse and their reduction that we have been studying intensively (e.g., hierarchical associative learning theories about occasion setting and contextual control). Other theories cannot. The theories that suggest explanations are relatively straightforward neural network models that can simulate many conditioning effects. My students and I conduct ongoing tests of these theories using experimental designs that we hope will advance our understanding of not only the clinically-relevant relapse phenomena, but of the general memory processes involved in motivation & emotions.
- Recently, I have begun a project to study alcohol tolerance, withdrawal, and relapse, with the intention of influencing the probability or magnitude of craving-related responses and relapses that motivate an individual to resume alcohol use/abuse. I believe this work has direct relevance to human substance abuse patterns. There is always interest in determining whether learning and memory processes shown with nonhuman animals also apply to human experience, behavior, and memory. I am beginning to investigate drug-use related relapse-like effects in human memory, with particular interest in discovering whether relapses might be reduced by reminder treatments analogous to those I've established with other methods.
I would be happy to talk with students about any aspect of these intriguing and challenging areas of research, and related topics. Please contact me for questions or comments about my research program.
- Brooks, D. C., Karamanlian, B. R., & Foster, V.. 2001. Extinction and spontaneous recovery of conditioned ethanol tolerance. Psychopharmacology. v. 153 p. 491-496
- Brooks, D. C.. 2000. Recent and remote extinction cues reduce spontaneous recovery.. Quarterly Journal of Experimental Psychology. v. 53B( p. 25-58
- Brooks, D. C., Palmatier, M. I., Garcia, E. O., & Johnson, J. L.. 1999. A retrieval cue for extinction reduces spontaneous recovery of a conditioned taste aversion. Animal Learning & Behavior. v. 27 p. 77-88
- Wilson, A., Brooks, D. C., & Bouton, M. E.. 1995. The role of the rat hippocampal system in several effects of context in extinction. Behavioral Neuroscience. v. 109( p. 828-836.
- Brooks, D. C., Hale, B., Nelson, J. B., & Bouton, M. E.. 1995. Reinstatement after counterconditioning. Animal Learning & Behavior. v. 23(4 p. 383-390
- Brooks, D. C. & Bouton, M. E.. 1994. A retrieval cue for extinction attenuates response recovery (renewal) caused by a return to the conditioning context. Journal of Experimental Psychology: Animal Behavior Processes. no. 20 p. 366-379
- Bouton, M. E. & Brooks, D. C.. 1993. Time and context effects in a Pavlovian discrimination reversal. Journal of Experimental Psychology: Animal Behavior Processes. v. 19 p. 165-179
- Brooks, D. C. & Bouton, M. E.. 1993. A retrieval cue for extinction attenuates spontaneous recovery. Journal of Experimental Psychology: Animal Behavior Processes. v. 19 p. 77-89
- Brooks, D. C., & Bowker, J. L.. Further Evidence that Conditioned Inhibition is Not the Mechanism of an Extinction Cueâs Effect: A Reinforced Cue Prevents Spontaneous Recovery.. Animal Learning & Behavior.
Sylvia A.Brown earned her Ph.D. from Emory University, having specialized in Restoration and 18th-Century British Literature. She teaches and writes about 18th- and 19th-Century Literature, her specific interests including the origins of the novel, criminal narrative, Jane Austen, Disability Studies, and science fiction. She is currently working on a project exploring epistemology, the emergence of realist narrative, and conjuring in 18th- and 19th-century texts. Her recent essay, "Scripting Wholeness in Lucy Grealy's Autobiography of a Face," appeared in the spring of 2008 in Criticism (Vol. 48).
Christopher Bruhn is Assistant Professor of Music History at Denison University. He holds the PhD in musicology from the Graduate Center of the City University of New York, where he also received a certificate in American Studies. He has a Master of Arts degree in piano performance from Hunter College, CUNY, and a Bachelor of Arts degree in English literature from the University of Wisconsin, Madison. Dr. Bruhn’s current research interests include 20th-century music in the United States and the intersections between music, literature, and philosophy, with particular focus on the music of Charles Ives and the philosophy of William James. In addition to music history survey courses, Dr. Bruhn teaches Music and Spirituality, Music and Sexuality, Globalization and Music, and The Aesthetics of Silence. Dr. Bruhn is also beginning research into aspects of musical life in Mexico.
- “The Transitive Multiverse of Charles Ives’s ‘Concord’ Sonata.” The Journal of Musicology 28, no. 2 (2011): 166-94.
- “Signifyin(g) on the South: Interpreting Creamer and Layton’s ‘Dear Old Southland.’” In Music, American Made: Essays in Honor of John Graziano, ed. by John Koegel, 581-602. Detroit Monographs in Musicology/Studies in Music, no. 58. Sterling Heights, MI: Harmonie Park Press, 2011.
- “Between the Old World and the New: William Steinway and the New York Liederkranz.” In European Music and Musicians in New York City, 1840-90, ed. by John Graziano, 135-48. Eastman Studies in Music. Rochester: University of Rochester Press, 2006.
- “Taking the Private Public: Amateur Music Making and the Musical Audience in 1860s New York.” American Music 21, no. 3 (2003): 260-290.
Mark Evans Bryan is a playwright and historian of theatre and culture in the U.S. eighteenth and nineteenth centuries. His scholarly work includes “‘Slideing into Monarchical extravagance’: Cato at Valley Forge and the Testimony of William Bradford, Jr.,” William and Mary Quarterly, 3rd Series, 67.1; “A Femme Fatale of Eighteenth-Century American Theatre Research: Reading William Bradford’s Cato Letter,” Performing Arts Resources 28; “‘Crusade of Conquest’: Orientalist Surrogations in Manifest-Destinarian Theatre,” Journal of American Drama and Theatre 21.1; “The Rhetoric of Race and Slavery in an American Patriot Drama, John Leacock’s The Fall of British Tyranny,” JADT 12.3; “Yeoman and Barbarians: Popular Outland Caricature and American Identity,” Journal of Popular Culture 46.3; “Performing ‘Amerikee’: Rural Caricature and the George Washingtons of Percy MacKaye and Jacques Copeau,” “To Have and Have Not”: New Essays on Commerce and Capital in Modernist Theatre (McFarland 2011); and “American Drama, 1900-1915,” Companion to Twentieth-Century American Drama (Blackwell 2005). “Middle True,” the first part of Dr. Bryan’s play cycle, Mercury Seven with Signs Following, was published in the Kenyon Review 26.1; the cycle has been performed in the U.S., Europe, and Asia. His recent work includes a new stand-alone adaptation of the second part of the M7 cycle, Mud Nostalgia, which premiered at the Prague Fringe Festival in Prague, Czech Republic, in May 2011, under the direction of Bruce Hermann and performed by Sue Ott Rowlands (and subsequently toured Hungary and was performed in Sri Lanka and the U.S.) and his one-woman play, fig. 1, which premiered at the 2010 Prague Fringe Festival with designs by the celebrated Czech “action designer” and artist, Jaroslav Malina. The Prague Post called fig. 1 “a play of romance and resignation, disillusionment and infatuation … intimate, gutsy, and ornately detailed”; Radmila Hrdinová was “enchanted” by the play, awarding it a rating of 9/10 in Právo. As an actor, Dr. Bryan is most proud of his work with his long-time collaborator, filmmaker Andrew M. Hulse, including his performance in Hulse’s awarding-winning short film, Gasoline (2008). Dr. Bryan is currently at work on a book project—on the Bradford family of eighteenth-century Philadelphia and popular culture in the U.S. middle colonies between 1755 and 1795—as well as on a new play, The Remotest Indies of This Living Earth, a not-especially-narrative piece set in mid-century Mexico City, Nixon-era southern Illinois, and in the present at the edge of the solar system. He is also very proud to serve on the board of the for/word company.
At Denison, Dr. Bryan teaches FYS 102 (“Humbug! Nineteenth-Century American Popular Entertainment”); THTR 100 (“Introduction to Theatre Studies”); THTR 170 (performance practicum); THTR 290 & 430 (playwriting); THTR 371-372-373-374 (the sequence in the history, literature, and theory of the theatre); and multiple versions of THTR 400 (junior/senior seminars on dramatic literature, theory of the theatre, and the history of theatre and culture), including “Theatre and the Early Republic, 1760-1860,” “Representing the Muslim World in British and American Drama,” “Modernism, Modernity, Theatre,” and seminars on vaudeville, minstrelsy, and popular theatre in the United States before the mid-twentieth century. Dr. Bryan is both an alumnus company member and the faculty advisor of Denison’s Burpee’s Seedy Theatrical Company, an improvisational performance group founded in 1979, purportedly the oldest of its kind on American university campuses; B.S.T.C. counts among its alumnae/i numerous theatre, television and film artists, including Steve Carell.
Dr. Bryan earned his Ph.D. in Theatre (history, literature and criticism) at the Ohio State University; his A.M. from the University of Chicago (the interdisciplinary Master of Arts Program in the Humanities); and his B.A. from Denison.
Courses normally taught: Introduction to Macroeconomics, Economic Justice, Intermediate Macroeconomics, Monetary Theory, History of Economic Thought II
Guitarist Brett Burleson has performed and recorded in a diverse array of musical circumstances. He has played with jazz groups that range from big band to bebop to avant-garde free improvisation as well as rock, pop and blues bands. Standout performance experiences include over a dozen shows in 2008 and 2009 with Grammy nominated singer/songwriter Michelle Shocked and nightly performances for 6 months with an R&B group in Tenerife, Spain in 1999. He has performed in jazz clubs and festivals throughout the United States and continues to be an active member of the Central Ohio music community.
As an educator, Mr. Burleson is on the faculties of Capital University Conservatory of Music (since 2002), Ohio Wesleyan University (since 2003), Denison University (since 2009) and The Ohio State University (since 2009). He was also on faculty at Kenyon College from 2002-2008 where he taught guitar as well as directed the Kenyon College Jazz Ensemble. At Capital University he has directed the Fusion Band, Classical Guitar Ensemble and Guitar Workshop.
Jason Busic studies medieval and early modern Iberia with a focus on cultural studies. His principal area of investigation focuses on intellectual and ideological engagement between Christians and Muslims. Professor Busic especially enjoys exploring themes of identity and culture in class with his students and the connections between the pre-modern and contemporary worlds.
David Bussan, Associate Professor of Cinema, began teaching at the college in 1987 and served as Chair of the department from 1998 to 2011. He teaches a range of production courses in 16mm film and digital video. He holds a Master of Fine Arts in Film/Video from the California Institute of the Arts and a Bachelor of Arts in Cinema from Denison University.
Professor Bussan's portfolio of creative film includes works in documentary, memoir, narrative, and experimental films. He recently completed a short documentary entitled Future Visions of Over the Rhine, which explores the economic revival and gentrification of this poverty-stricken downtown Cincinnati neighborhood. His current work-in-progress is Art Bomb!, a documentary concerning Ohio artist Charles Van Ness and his uniquely stylized sculptures.
Michael Caravana has been the head men’s lacrosse coach at Denison on two separate occasions. He began at Denison in 1990 and coached the team until 2005. He would return three years later and resume his post. Under Caravana’s direction Denison men’s lacrosse has become one of the elite programs in all of NCAA Division III. A 1983 graduate of the University of Virginia, Caravana was a four-time All-American attackman for the Cavaliers. He earned a bachelor's degree in education and was a captain during his senior season. Caravana led Virginia in scoring three times and in assists all four seasons.
Following graduation, Caravana spent two seasons as an assistant coach at Brown University, then returned to Virgina., where he served as assistant head coach under Jim "Ace" Adams before accepting the head coaching position at Denison in the fall of 1990. In 1998, Caravana earned his master's degree in sport management from the United States Sports Academy. Caravana ranks second in all-time victories at Denison, trailing only his predecessor, Ferris "Tommy" Thomsen, Jr., who guided DU to 255 wins over the course of 25 seasons (1966-1990). In 1994 he was named the United States Intercollegiate Lacrosse Association’s Division III Coach of the Year. He has also been the recipient of the NCAC Coach of the Year award on multiple occasions. In 2003 he began a four-year commitment as the assistant coach for the United States lacrosse national team which earned a silver medal at the 2006 International Lacrosse Federation World Championships.
He is a member of the Charlottesville Chapter Lacrosse Hall of Fame, the Ohio Lacrosse Foundation Hall of Fame and the Long Island Metro Chapter Lacrosse Hall of Fame.
Andrew Carlson has performed as a soloist and as a chamber musician throughout the United States. Of his 1998 Merkin Hall performance the New York Times wrote "Mr. Carlson is a demon fiddler and his performance here was serious and concentrated." He has earned both a MM and BMUS from the University of Georgia and a DMA in Performance and Pedagogy from the University of Iowa. While earning his DMA, he was the recipient of the Iowa Performance Fellowship and the Pelzer Competition Fellowship. Dedicated to the performance of new music, Mr. Carlson was a regular performer with the Iowa Center for New Music and the University of Georgia Contemporary Chamber Ensemble. He is featured on the Contemporary Chamber Ensemble's ACA Digital CD "The Voice and the Virtuoso" (includes Pierrot Lunaire). As a soloist he has performed with orchestras including The Columbus Symphony Orchestra, The Huntington West Virginia Symphony, The Welsh Hills Symphony, The Land of Legend Philharmonic, and The University of Iowa Symphony. Andrew has studied with Leopold La Fosse and Thomas Joiner.
An active teacher, Andrew has served as a faculty member at Morehead State University and the Preucil School of Music. He has served as a faculty member at Suzuki institutes including Ithaca, NY, The University of Memphis, Capital University (Columbus, OH), and South Carolina (Furman University). Currently an Associate Professor at Denison University in Granville, Ohio, he teaches violin, conducts the chamber orchestra and directs the bluegrass ensemble.
In addition to his experience as a classical violinist, Andy began learning traditional fiddle music from his grandfather at age 5. He has won numerous fiddle contests and has twice been named the Georgia State Champion Fiddler and was named the 2000 Ohio Grand Champion fiddler. His book entitled A Guide to American Fiddling has recently been released by Mel Bay Publishers. As a studio musician and string arranger he has recorded for Warner Bros., Atlantic, Elektra, Geffen, Polydor, and Capricorn and with artists including R.E.M., Nanci Griffith, Billy Bragg, and the Cowboy Junkies.
Nan Carney-DeBord has served as the Director of Athletics, Physical Education and Recreation and the faculty chair of the Department of Physical Education since 2011-12. A 1980 graduate of Denison University and a member of the college's Athletic Hall of Fame, she returned to her alma mater in 2011 after spending 25 years as the head women's basketball coach and faculty member at Ohio Wesleyan University.
Prior to accepting the post to guide Denison's athletic department, Carney-DeBord was one of the winningest coaches in Division III women's basketball history, posting a career record of 433-227 while guiding Ohio Wesleyan to six NCAA Division III Tournament berths. The Battling Bishops captured five NCAC championships and she was a seven-time conference Coach of the Year. In 2001, she guided her team to the national semifinals of the NCAA Division III Tournament and was named the Women's Basketball Coaches Association Division III National Coach of the Year.
In 2009, Carney-DeBord became only the 33rd coach in Division III history to reach the 400-win mark. In addition to her time as the head women's basketball coach at Ohio Wesleyan, she spent six seasons (1985-1990) as the head field hockey coach at OWU where her teams posted a .714 winning percentage and began a streak of seven straight NCAA Tournament appearances that would eventually conclude in 1993. At Ohio Wesleyan, she also served as assistant athletics director from 1987 to 1993 and associate athletics director from 1993 through 2003.
Carney-DeBord was a four-year letter winner in basketball and field hockey at Denison. A wing and point guard in basketball, she was team captain and was named the team's Most Valuable Player as a senior. As a back on the Denison field hockey squad, she was a three-year captain and helped lead the 1979 team to a 12-3-1 record. In 1998, she was inducted in the Varsity D Association Athletics Hall of Fame at Denison. In addition to her bachelor's degree in physical education from Denison, Carney-DeBord earned a master's of arts in athletics administration from Kent State University.
Tom Carroll has been Instructor of Guitar at Denison University since 1980. Since 2000 he has also been Coordinator of Jazz Studies.
Besides leading his own trio, featuring organist Hank Marr, he has played with a wide variety of artists in the world of jazz and the entertainment world. Some of the jazz artists he has performed with are Louis Bellson, Jack McDuff, Rusty Bryant, Hank Marr, Bobby Pierce, Jimmy Heath, Ernie Watts, Frank Foster, Cal Collins, Gene Bertoncini and Howard Alden. He has performed at the Spoleto Festival in Charleston,S.C. with Violinist Ola Hanson, Mansfield Jazz Festival with the RUSTY BRYANT/HANK MARR QUARTET, the Columbus Jazz and Ribs Fest and JAZZ-ON -THE GREEN in Parkersburg, W.V. as well as several I.A.J.E. Conventions with Hank Marr.
As a teacher he has also serves on the faculties of The Ohio State University and Capital University.
His first recording as a leader is, "CITY LIGHTS", featuring Hank Marr, Gary Carney and Jim Rupp. A live disc will be released in spring 2002. Both discs are available on the COJAZZ label. Tom is also an affiliate artist with the JAZZ ARTS GROUP of Columbus.
Dr. Wei Cheng, Director of Choral Activities and Assistant Professor of Music joined the faculty at Denison University in 2008 from Earlham College, where she served as Earlham's Interim Director of Choral Activities after having served two years as Earlham's Assistant Choral Director.
Originally from Beijing, China, Dr. Cheng earned her Batchelor’s Degree in Choral Conducting from Beijing’s Central Conservatory of Music and recently finished her doctoral studies at College-Conservatory of Music, University of Cincinnati. During her graduate studies at CCM she was the music director of the University of Cincinnati Women's Chorus (2002-2004), and was a three-time winner of the annual CCM conducting competition.
During the 2001-02 season Dr. Cheng held an internship with the Chicago Symphony Chorus where she sang in the chorus under the direction of Daniel Barenboim, Zubin Metha, Pierre Boulez, and Duain Wolfe. In the summer of 2001, she was the assistant conductor of Handel's opera "Agrippina" in the Opera Theatre and Music Festival in Lucca, Italy. She was also a Conducting Fellow at the Chorus America Conducting Workshops in 2002 and 2003 where she studied under Dale Warland, Steven Cleobury, Fiora Contino, Gustav Meier, and other celebrated conductors.
Dr. Chin-Parker began teaching at Denison in the fall of 2004. He teaches Introduction to Psychology, Research Methods, Cognitive Psychology, Research in Cognitive Psychology, and a seminar titled “Creativity and Cognition”. When he is not in the classroom (or his lab), Dr. Chin-Parker enjoys spending time with his family, running on the trails of the Denison Biological Reserve, and attempting to play the guitar.
My research program focuses on the interplay between conceptual knowledge and experience: Conceptual knowledge plays a critical role in shaping the interactions we have with the world, and it is correspondingly shaped by those interactions. Reflecting this interplay, I have adopted two perspectives that frame my research:
- Access to relevant conceptual knowledge can change the processing associated with a given behavior, and so cognitive functions (e.g. category learning and explanation) that tap into conceptual knowledge should be studied in situations where relevant knowledge is available.
- The acquisition of conceptual knowledge, or category learning, should be studied in context. People learn about categories of items as they complete other tasks – the processing associated with these tasks, as well as the goals of the individual, affect what is learned about the categories to which the items belong.
By taking this stance, I am able to examine several important issues that have been overlooked by much of the research in the area. Because there is a tendency in experimental work to isolate cognitive functioning in order to get a “cleaner” view of the processes involved, we sometimes inadvertently change the nature of the processing by removing it from the context in which it typically occurs. This is especially a concern when studying cognitive processes that link up with conceptual knowledge.
Ultimately, my research interests stem from a desire to better appreciate what it means to “understand”. I consider our behaviors, especially cognitive processes, to be largely dedicated to meaning making – seen in the constant questions of a three year old and extending to the way that we reflect on our world and ourselves through art, literature, science. I have selected to study the cognitive processes and structures that underlie the acquisition and use of conceptual knowledge because they are so intimately tied to how we make sense of the world.
Student Research Collaborations
- Avraham Baranes, Summer 2010, Anderson Summer Research Assistantship
Title: Working memory and decision making: A look at the somatic marker hypothesis
- Amy Milewski, Summer 2010, Denison University Research Funded Assistantship
Title: The effects of use-relevant information and diagnosticity on conceptual organization
- Elizabeth Cummings, Summer 2008, Anderson Summer Research Assistantship
Title: Coherence effects in naturally occurring knowledge
- Julie Tucker, Summer 2008, Anderson Summer Research Assistantship
Title: Coherence in real world categories in natural groups
- Jessie Birdwhistell, Summer 2007 and Spring 2008, Anderson Summer Research Assistantship
Title: Beyond the solution: Learning about categories during problem solving
- Amber Hill, Summer 2006, Hughes Summer Research Assistantship
Title: The interaction of knowledge and learning with cross-classified items
- Robert Horn, Summer 2006, Denison University Research Funded Assistantship
Title: Constraints on explanations: Empirically testing philosophical theories of explanation
- Catherine Mehta, Summer 2006, Anderson Summer Research Assistantship
Title: Structural alignment across category learning paradigms
- Olivia Hernandez, Summer 2005, Hughes Summer Research Assistantship
Title: A process model of explanation-based learning
- Murray Matens, Summer 2005, Anderson Summer Research Assistantship
Title: A comparative study of category learning through classification and explanation
- Chin-Parker, S., & Bradner, A. (2010). Background shifts affect explanatory style: How a pragmatic theory of explanation accounts for background effects in the generation of explanations. Cognitive Processing, 11, 227-249.
- Chin-Parker, S. (2010). (Category) Learning by Doing: How Goal Directed Tasks Constrain Conceptual Acquisition. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
- Patalano, A. L., Chin-Parker, S., & Ross, B. H. (2006). The importance of being coherent: The role of category coherence in reasoning about cross-classified entities. Journal of Memory and Language, 54, 407-424.
- Chin-Parker, S., Hernandez, O., & Matens, M. (2006). Explanation in Category Learning. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
- Ross, B. H., Chin-Parker, S., & Diaz, M. (2005). Beyond classification learning: A broader view of category learning and category use. In W. Ahn, R. L. Goldstone, B. C. Love, A. B. Markman, & P. Wolff (Eds.), Categorization inside and outside the lab: Festschrift in honor of Douglas L. Medin. Washington, DC: APA.
- Erickson, J., Chin-Parker, S., & Ross, B. H. (2005). Inference and classification learning of abstract coherent categories. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 86-99.
- Chin-Parker, S., & Ross, B. H. (2004). Diagnosticity and prototypicality in category learning: A comparison of inference learning and classification learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 30, 216-226.
- Chin-Parker, S., & Ross, B. H. (2002). The effect of category learning on sensitivity to within-category correlations. Memory & Cognition, 30, 353-362.
- Anderson, A. L., Ross, B. H., & Chin-Parker, S. (2002). A further investigation of category learning by inference. Memory & Cognition, 30, 119-128.
- Chin-Parker, S. (July 2011). What Varying the Category Structure and Learning Task Reveal About Inference Learning. Poster presented at the 33rd Annual Conference of the Cognitive Science Society, Boston, MA.
- Chin-Parker, S. (August 2010). (Category) Learning by Doing: How Goal Directed Tasks Constrain Conceptual Acquisition. Poster presented at the 32nd Annual Conference of the Cognitive Science Society, Portland, OR.
- Chin-Parker, S. (May 2010). Use-Relevant Features Constrain Category Learning. Paper presented at the 80th Annual Meeting of the Midwest Psychological Association, Chicago, IL.
- Chin-Parker, S. & Bradner, A. (September 2009). A Philosopher and a Psychologist Walk Into a Lab…: An Interdisciplinary Study of Explanation. Talk presented to the Denison Scientific Association. Granville, OH.
- Birdwhistell, J. & Chin-Parker, S. (November 2008). Beyond the Solution: Problem Solving as Category Learning. Poster presented at the 49th Annual Meeting of the Psychonomics Society. Chicago, IL.
- Chin-Parker, S. & Bradner, A. (August 2008). The Pragmatics of Explanation. Paper presented at the 30th Annual Conference of the Cognitive Science Society, Washington, D.C.
- Bradner, A. & Chin-Parker, S. (July 2008). An Empirical Constraint on the Pragmatic Theory of Explanation. Poster presented at the 34th Annual Meeting of the Society for Philosophy and Psychology, Philadelphia, PA.
- Chin-Parker, S., Hernandez, O., & Matens, M. (November 2006). Explanation as Category Learning. Poster presented at the 47th Annual Meeting of the Psychonomics Society. Houston, TX.
- Chin-Parker, S., Hernandez, O., & Matens, M. (August 2006). Explanation in Category Learning. Poster presented at the 28th Annual Conference of the Cognitive Science Society, Vancouver, B.C., Canada.
- Chin-Parker, S. (October 2005). An Explanation (and Exploration) of Category Learning. Denison University Department of Psychology Colloquium. Granville, OH.
- Chin-Parker, S., & Ross, B. H. (May 2005). Category Learning (Not) Made Simple: The Effect of Learning Two Category Sets on Classification Performance. Paper presented at the 77th Annual Meeting of the Midwest Psychological Association, Chicago, IL.
- Effland, K. J., Lancaster, K., Polovick, M. A., Welker, K. G., & Chin-Parker, S. (May 2005). The Effect of Abstract Knowledge on a Category Construction Task. Paper presented at the 77th Annual Meeting of the Midwest Psychological Association, Chicago, IL.
Teaching and research interests:
Francophone literatures and cultures and New World Studies. Postcolonial discourses. Transnational studies. Modern and contemporary French literature and culture.
Time, space and self-definition. Past and memory. Identity and migration. Images of childhood and motherhood. Feminine voices. Language and Identity. Language courses.
- “Babel à Montréal : ces nomades qui ‘tropicalisent’ la planète”. Metropolitan Mosaics and Melting-pots: Paris and Montreal in francophone literatures. Ed by Pascale De Souza and Adlai Murdoch. Cambridge Scholars Press. Tentative date of publication: late 2012 (forthcoming)
- “Espace, temps et quête identitaire dans l’œuvre de Maryse Condé : l’Amérique du Nord dans Desirada” MaComère.12.1 (2010) : 30-44. http://www.macomerejournal.com/issues/012a.html
- “L'espace/temps de l'origine : reflets identitaires dans les récits d'enfance de Confiant, Chamoiseau (de Martinique), Laferrière et Ollivier (d'Haïti)” Canadian Review of Comparative Literature/Revue Canadienne de Littérature Comparée. 38.1. (2011) : 25-39.
- “Étude sociolinguistique d'un conflit entre les deux hôpitaux de Moncton comme révélateur de la place de la communauté francophone à Moncton.” L'Acadie plurielle : dynamiques identitaires collectives et développement au sein des réalités acadiennes. Magord, André. Moncton: Centre d'études acadiennes/Institut d'Études Acadiennes et Québécoises de l'Université de Poitiers, 2003.
Dr. Kristen Cole earned her PhD from the University of New Mexico with emphases in Rhetoric, Media and Cultural Studies. She is interested in constructions of identity and enactments of agency within marginalized communities and how these are represented in publicly mediated spaces. She utilizes feminist, queer, critical/cultural and rhetorical approaches to media texts in order to understand the ways power is exerted and negotiated and the ways change is enacted. Her research and teaching focus on how communication at interpersonal, social, and cultural levels restricts and promotes social justice.
Dr. Cole has researched topics such as citizenship and immigration, race and ethnicity, science and technology, and gender and sexuality. Her dissertation project focused on the ways that the Objectùm Sexuality community (a term that indicates identification with emotional and sexual ties or longings toward objects) communicates various feelings and experiences within an online forum in hopes of facilitating understanding and respect for their beliefs and desires. Other research projects include rhetorical analyses of mediated representations of identical twins in film and advertising and analyses of communicative conflict within feminist perspectives on pornography and public perspectives on plural marriage.
Dr. Cole teaches COMM 115: Race and Communication and COMM 320: Language, Culture, and Communication.