A+H ANNUAL REPORT CHSS UNIVERSITY OF HOUSTON-DOWNTOWN
2013
TABLE OF CONTENTS
Arts & Humanities Department Annual Report Summary — P. 3 Full Time & Part Time Faculty Highlights — P.4 Staff Highlights — P. 44 Student Highlights — P. 46 Summary of Faculty Research, Teaching and Service Productivity — P.52 Majors & Student Credit Hours — P. 74 Assessment Report — P. 76 Summary of High Impact Practices — P. 96 Summary of Outreach & Fundraising Activities — P. 106 Summary of Budgets & Accounts — P. 110 Scholarship Awards — P. 116 Department Goals & Department Needs — P. 122
A+H DEPARTMENT ANNUAL REPORT SUMMARY By Edmund Cueva
The Arts and Humanities Department has been quite active in all areas of teaching, service, and research and creative activity. For example, in the area of teaching the department’s student credit hours have increased steadily since the Fall of 2009 (total SCHs/semester: F09: 10694; S10: 10426; F10: 11904; S11: 11595; F11: 11933; S12: 12544; F12: 13968; S13: 13026; F13: 14980). SCHs have increased 40.1% since the Fall of 2009 and grew 7.1% between Fall 2012 and Fall 2013. These increases are due to a wide variety of initiatives and causes: excellence in teaching, scheduling the department’s course offerings more strategically, new courses, greater enrollment and retention outreach to the student body, STRIVE (the department’s student retention plan), adjustments to enrollment caps, consolidation of courses, and more online courses. The SCH totals for the last three fiscal years are as follows: FY 11: 9,525, FY 12: 10,712, FY13: 9,942. It should be pointed out that for the first time ever in FY 13 A&H moved into positive territory in its income/ expense ratio. The department faculty has also been very engaged in modifying their current courses and creating new ones in order for the department to keep its promise of academic excellence and high-quality instruction to our students. The department is fully committed to including High Impact Practices into its courses. As Dr. William Nowak notes in his HIP summary:
“Our faculty’s creative and exciting approaches
to teaching course materials and to achieving program learning outcomes more effectively are evident in the large number of our courses that emphasize collaborative learning, diversity and global perspectives, intensive writing practices and research, as well as community engagement.”
The faculty members are cognizant of the fact that all of the courses must align and comply with the assessment policies in place. The department faculty has been extremely productive in the area of research and creative activity. The total for books (1), chapters (2), articles (7), book reviews (2), conference or panel presentations (28), and creative activity (39) for FY 2013 is 79, which is an increase over FY 2011 (chapters [1], articles [7], book reviews [5], conference or panel presentations [21], and creative activity [26] = 60) and FY 2102 (books [2], articles [9], book reviews [4], conference or panel presentations [38], and creative activity [25] = 78). Research projects and creative activities are wide in scope, ranging from art work being included in the permanent collection of the Smithsonian’s new National Museum of African American History and Culture, to lighting design for NCAA Final Four, to peer-reviewed regional, national, and international scholarly conference presentations and publications. There is no doubt that the A&H faculty is a productive faculty. Service to the department, college, university and profession is of vital importance to the department faculty. Each full-time faculty member serves on the average of six committees, task forces, or projects per year (this number ranges from a high of twenty to a low of six). Additionally, several faculty members are board members or officers in their professional organizations. Lastly, among the many department goals for FY 2104 the department faculty included the following: hiring six new full-time people in Communication Studies and one new faculty member in Arts Administration, creation of plans for the new O’Kane Gallery, further development of the Translation Minor, a request to renovate the O’Kane Theatre, and an application for an NEH grant.
FULL TIME & PART TIME FACULTY HIGHLIGHTS
P5
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
SUSAN BAKER ASSOCIATE PROFESSOR
Dr. Baker created a new online course out of her face-to-face contemporary art class and is considering “flipping” her art 1302 course to focus more on discussion in class with the goal of developing critical thinking skills. She developed and was awarded a Houston Arts Alliance Grant to support the Z. Vanessa Helder exhibit at the O’Kane Gallery. Susan and the gallery staff worked with the Tacoma Museum of Art in Washington to bring in the work of this important northwest female artist whose work became known in the 1940s when it was seen at the “Realist and Magic Realist” exhibition at the MOMA in New York City. Susan will be chairing a peer-reviewed session at the Southeast College Art Association’s annual meeting on the 100th anniversary of the creation of Duchamp’s Ready-mades, completely unaltered everyday objects selected by Duchamp and designated as art, and Cambridge Press is interested in publishing the proceedings from this session. Susan also plans to publish an article on art and politics presented at this year’s HERA conference and hopes to submit an article on the work of George Tooker. Susan served as Chair for Academic Policy during Spring 2013 and continues to serve as a member. While she was Chair, the committee was able to revise six policies, all approved by Academic Affairs and the Provost. Susan served as college representative on Academic Affairs, the University Rank and Tenure Committee, the Creative Core Component committee, and was Co-Chair of the Freshman Reader and Convocation. She hopes to acquire the Big Read Grant for this year’s Freshman Convocation and Freshman Reader activities.
MARK CERVENKA ASSOCIATE PROFESSOR
Mr. Cervenka plans to continue to teach the only course in figure drawing; Figure I and Figure II Drawing are bundled together so as to provide more fully for BAFA majors and others who want to continue to develop their drawing skills.Mark also plans to step out of the studio in Fall 2014 to teach Introduction to Visual Arts in a trial, large-class setting (using more auditorium style classrooms that seat up to 90). This will serve to diversify his teaching load but, more importantly, it is an attempt to address the Provost’s requests for larger classes. He hopes that making such an introductory, freshman-level course available to larger groups, as is done at many four-year universities, will enable upper level class sizes to remain at smaller, more reasonable levels.
P6
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Mark was one of seven artists from the United States and abroad invited by LSU Associate Professor of Art, Kelli Scott Kelley, to exhibit in “Enigma” at The Gallery at Manship Theatre, Shaw Center for the Arts, in downtown Baton Rouge, LA. One His involvement with of Mark’s especially ambitious exhibitions involved working with the University of Nebraska, Lincoln, to the Open the Door bring a survey of ceramics from the last three decades project stands out as to the O’Kane Gallery. The exhibit coincided with a national ceramic educators’ conference held in Houston an important service that brought a great deal of outside arts traffic from around the country to UHD. component as he
designed a door and painted one side with the assistance of a student.
Mark also had an article accepted for publication in Journalism History (forthcoming in Fall 2014): Lawrence, W., Bates, B. R., & Cervenka, M. “Politics drawn in black and white: Henry J. Lewis’s visual rhetoric in late 1800s black editorial cartoons.” His personal art work was exhibited in Houston (HCC Art Gallery) in an invited exhibition called “Shadows and Dirt.” The exhibit included several artists who reflected on the effects of war and violence on society. The curator, Lisa Qualls, is in the process of discussions to offer the exhibition to venues outside of the Houston area and has requested additional works to be completed by each artist for the next phase of the project. The gallery’s schedule is heavy with research for the Fall of 2014. An exhibition exploring the early explosion of modernist tendencies in both theatre and visual art in Houston in the 1930s will be followed by an exhibit of Jim Seigler’s circus design drawings from 1956-1959. Both exhibits are being curated and researched in-house. In the first, Mark will work with several local collectors who have shared their collections for the exhibition. For the second exhibition, Mark has come in contact with several very important photographers who took pictures of the circus during the time period covered by the exhibit. Mark continues his research as he attempts to find context and process for Seigler’s drawings. His involvement with the Open the Door project stands out as an important service component as he designed a door and painted one side with the assistance of a student. Mark invited the Texan/French Art Alliance to come to UHD and speak to our students about submitting proposals for this project; as a result, three students, two of whom worked as a team, submitted proposals and were accepted, and their doors were then exhibited throughout the City of Houston during most of 2013 [images in next page]. Additionally, Mark organized a 2013 spring break workshop by the Philadelphia atelier, Studio Incomminati. With 20 slots open to the public for each of the five days of spring break from 9:00am-4:00pm each day, the workshop sold out and brought community arts individuals to UHD. Mark also proposed scholarships for three UHD students to attend the workshop (with one additional free slot in exchange for UHD hosting the event). Each of these four UHD students, who spent their entire spring break painting
P7
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Spread from UHD magazine (Summer 2013), featuring an article about Mark Cervenka and his students’ participation in the Open the Door project.
P8
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
TOP
Relocation Bureau, by Mark Cervenka BOTTOM
The Observers, by Mark Cervenka
P9
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
in the realist manner, reflected on the impact it has had on their artistic outlooks. Mark has already hosted a second Studio Incomminati workshop during spring break 2014. He worked with a group of artists during Citizenship Month to create a mural that hangs in City Hall and helped create the mural’s designed signage that was present at the kick-off Citizenship event at the Ideson Library, hosted by Houston Mayor Annise Parker and UHD’s Noel Bezette-Flores. In support of various university initiatives, Mark will be putting together adjunct exhibitions for the gallery. The first, an exhibit of Taiwanese photography, is a travelling exhibit brought to us by teco (Taiwanese Economic and Cultural Office). The exhibit supports the now-lengthy connections the university has with Taiwan; in support of this relationship, Taiwan has given a substantial grant to the university. The second, currently being researched, is a two-week exhibition that will take place at the beginning of Spring 2015. This exhibit is in response to the University’s 40th anniversary and will offer a historical overview and context for the university and its structures.
MARYBELLE CHANEY LECTURER
Ms. Chaney plans to continue to motivate and inspire her students and to expand their understanding of the discipline and craft involved in all aspects of the theater experience. In her lecture and studio classes, her students attend plays and are required to observe and evaluate the productions by submitting an evaluation that includes comments and observations on all the theatrical elements of directing, acting, scenery, costumes, and sound. A particular focus in her classes is to investigate and study the current trends of theater in performance and production. Marybelle is sensitive to her students’ potential and nurtures that potential by choosing acting assignments in her studio classes that are going to challenge and reinforce their strengths as well as create an appreciation of theater as an art form. Marybelle has also been involved in private coaching, training, and workshops in acting, singing, dancing, and presentational skills. She has been a director, choreographer, and performer for Houston Performs, a production company that produced two shows in 2013 that showcased Houston talent. Marybelle plans to continue to perform as an Equity actress to enhance her teaching skills and reinforce to her students that she is active as a performer. She constantly shows her students that actors, regardless of their age, must constantly evolve and challenge their potential. Marybelle has been involved in UHD’s Freshman Summer Success Program and the
P10
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Drama Scholarship Committee at UHD; she has also served as a judge for UHD’s Got Talent Show and was a faculty advisor for the College of Humanities and Social Sciences.
EDMUND CUEVA PROFESSOR
Dr. Cueva taught ten courses during 2013; these courses included the following sections: HUM 3301 Foundations of Western Culture I (online) HUM 3302 Foundations of Western Culture II (online) HUM 3336 /ART 3336 Greek Art & Archaeology (online) HUM 4316 The Early Christian Church (online) HUM 4317 World Mythology (online) While serving as Chair of the Department of Arts and Humanities and as Interim Director of the Religious Studies Minor, he also served on the following committees: Academic Affairs Committee, College of Humanities and Social Sciences Dean’s Council, College of Humanities and Social Sciences Dean’s Planning Committee, Common Reading and Freshmen Convocation Committee, Conflict of Interest Committee, Faculty Affairs Committee, Film Studies Minor Committee, UHD Leadership Group & Leadership Steering Committee, Strategic Planning Committee, Honors Council, and University Curriculum Committee. In addition, he was Curriculum Committee Chair. He is also the Book Review Editor for the Journal of Interdisciplinary Humanities; he coordinated and hosted HERA (March 2013), is coordinating and will host ICAN V (Fall 2015), and is a mentor in the American Philological Association Minority Scholarship Committee Mentoring Initiative. His 2013 scholarly activities include the following: • Peer-reviewed article: “The Classics and Countee Cullen,” Journal of Interdisciplinary Humanities 30.2 (2013): 24–36. • Peer-reviewed encyclopedia entry: “Greek Tragedy and/in the Ancient Novel” in The Encyclopedia of Greek Tragedy, ed. Hanna Roisman (John Wiley & Sons, 2013). 617–620. • Peer-reviewed chapter: “The Literary Myth in the Novel” in Intende, Lector – Echoes of Myth, Religion and Ritual in the Ancient Novel, eds. Marília P. Futre Pinheiro, Anton Bierl, and Roger Beck (Berlin/ Boston: De Gruyter, 2013): 24–28. • Peer-reviewed book review of Greek Literature in the Roman Empire by Jason König, Ancient History Bulletin 23 (2010) 142–144. • Peer-reviewed book review of Rome and Religion: A Cross-Disciplinary Dialogue on the Imperial Cult in Society of Biblical Literature 2 (2013) http://www.bookreviews.org/pdf/8384_9181.pdf.
P11
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
He is currently working on these forthcoming projects: ARTICLES
“Dissembling in the Ancient Novel” in Fakes, Forgeries & Issues of Authenticity in Classical Literature, ed. Javier Martínez, Filología Clásica (Facultad de Filosofía y Letras), Universidad de Oviedo. “Why Doesn’t Habrocomes Run Away from Aegialeus and His Mummified Wife?: Horror and the Ancient Novel,” in ICAN IV Acta: Modern Critical Theory. BOOK REVIEWS
Angels, Devils: The Supernatural and Its Visual Representation by Gerhard Jaritz (ed.) in The Bryn Mawr Medieval Review. Greek Myth and Western Art: The Presence of the Past by Karl Kilinski in The Classical Journal. The Medieval Romance of Alexander: The Deeds and Conquests of Alexander the Great by Nigel Bryant (ed.) in The Bryn Mawr Medieval Review. Dr. Cueva also presented two conference papers that had gone through a peer-reviewed abstract selection process: “Alien and Exile: Countee Cullen,” Inaugural European Conference on Arts and Humanities (ECAH), 2013, Brighton, UK, July 19, 2013; and “The Use, Misuse, and Abuse of Myth,” Humanities Education Research Association 2013 Conference, March 23, 2013, Houston. He is also working on the following research projects: The Classics and Catholic Pedagogy (this project is a monograph on the interrelation between the Classics discipline and the history of the Catholic educational system); “Educated Cultures: Ancient Narratives and the Graphic Novel” submitted for consideration to the special Works and Days “Comics, Graphic Novels, Education, and Culture” issue; Horror in Antiquity (a book proposal has been solicited by The Ohio State University Press); ICAN IV Acta: Frontiers of Genre, co-editor with Drs. Marília P. Futre Pinheiro (Universidade de Lisboa, Portugal) and Gareth Schmeling (University of Florida, Gainesville, Florida); Lessons in World Mythology, co-editor with Dr. Deborah Shelley (Summer 2014; this collection will include eight essays by CHSS colleagues). His A Companion to the Ancient Novel, co-editor with Shannon N. Byrne (Wiley-Blackwell, 2014) is also forthcoming.
P12
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
JEAN DEWITT
ASSOCIATE PROFESSOR Dr. DeWitt developed online courses with guidelines from the QM professional organization, created interactive, engaging online courses, and helped others develop online instruction. Jean is editing a book of interviews from the Pangea Network of their work in Israel. She will continue to transcribe interviews with women (through the Pangea Network) in Kenya who are given loans to develop business models and plans to write an interpersonal textbook for practitioners in the health care industry. In addition, Jean continues her volunteer activities in pastoral care at St. Luke’s, along with hospice work.
LUCAS FEDELL LECTURER
Mr. Fedell has focused on instructional excellence; he developed the new freshman seminar theatre course and helped develop the new transfer seminar theatre course. Additionally, he added a group project in dramaturgy to the Introduction to Theatre course to help students use empirical research and data, identify and apply strategies to manage time and resources effectively, reduce anxiety, and take personal responsibility for learning (including methods of self- and peer-assessment). Luke also received training in how to teach and develop an online class. He had formal training in his field and taught classes at the Texas Intensive Theatrical Violence workshop. Classes were adjudicated by Adam Noble, full-time theatre faculty member at University of Houston. Luke plans to continue to work on the new freshman seminar course here at UHD, as well as work with his colleagues on developing an Introduction to Theatre course that can be suitable for 50+ students. He also kept quite busy in his professional stage work: Actor/Crane Operator, Das Rheingold, Houston Grand Opera; Frid, A Little Night Music, Houston Grand Opera; Soldier, The Passenger (American Premiere), Houston Grand Opera; Soldier/Palace Guard, Aida, Houston Grand Opera; Marc Antony, Julius Caesar, U of H-Downtown; Gypsy Swordsman, Il Trovatore, Houston Grand Opera; Buddy, Kimberly Akimbo, Mildred’s Umbrella; Fight Director, Hamlet Classical Theatre Company Fight Director, The Pine Catastrophic Theatre Fight Director, and Dangerous Liaisons Obsidian Art Space. Next year he is scheduled for the following: Actor/Crane Operator, Die Walkure, Houston Grand Opera; Marc Antony, Julius Caesar, Edinburgh
P13
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Fringe Festival; and Soldier, The Passenger, Park Avenue Armory, NYC. Mr. Fedell has performed a great amount of service to the university: Much Ado About Nothing: scenery construction, lighting, movement and vocal coaching; Student-Directed One Act Plays: scenery construction, lighting, stage manager, and movement coaching; Fences: scenery construction, fight director, lighting, and movement coaching; The Chairs: director, scenery design and construction, lighting design, costume design, movement and vocal coaching; UHD Drama Trip: helped organize educational activities for the Las Vegas Drama trip including a Back Stage tour and Q & A with a professional stage manager at “Michael Jackson’s ONE” and “O”; Julius Caesar, OP: helped organize and raise funds for the UHD production of Julius Caesar, OP to be taken to the Edinburgh Fringe Festival in Scotland.
TOP LEFT
Mr. Fedell performing in The Passenger (second soldier from right). TOP RIGHT
During a practice session of Hamlet, with his students (extreme right of image). BOTTOM LEFT
Mr. Fedell performing in A Little Night Music.
P14
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
GABY HERNANDEZ ASSISTANT PROFESSOR
Ms. Hernandez joined the UHD community as a new Assistant Professor of Graphic Design in the Fall 2013 semester and has taught ART1307 and ART 3305 since then. Gaby started to polish some of the contents and objectives of these classes, as well as developing new ones, in order to improve the learning processes of students so that they can have a better grasp of Graphic Design as a profession that can produce a high impact. Therefore, she has paid special attention to integrating high impact practices into her classes and into projects developed by her students. For her ART 3305 class, she created The Branding Project, an assignment based on Social Design and Branding, intended to introduce students to the activities and benefits of these design branches and how their work as authors of content can benefit them and others in their community. Additionally, she started working on curriculum development for a BFA in Graphic Design degree for the Arts and Humanities Department. This initiative was approved by the Department Chair and faculty colleagues in December 2013, and, since then, she has researched curriculum development opportunities, as well as structuring new courses for such a degree. Gaby is proposing new names for her classes (ART1307 will be named Introduction to Graphic Design, and ART3305 will be Intermediate Graphic Design) in order to create the opportunity to integrate a third design class into the BAFA curriculum, such as Advanced Graphic Design. She is developing The Branding Project by establishing alliances with local entities, such as chambers of commerce and small entrepreneurs, for funding and to provide real clients with whom her students can work. She plans to coordinate the contents covered in ART1307 with adjunct professor Jim Tiebout so that students from all sections will receive the same kind of knowledge in Graphic Design principles; this should aid in working towards the implementation of a new BFA in Graphic Design. One priority for her is to develop more diverse materials that help students have a better understanding of topics related to the history of typography and type anatomy that she has found to be two of the most challenging topics covered in her classes. She wants to instill in her students an interest in Graphic Design Research in order to motivate them, not only to develop projects on this subject, but also to explore ways to share their work by participating in student conferences and exhibitions. Moreover, Gaby is working on the collaborative development of the visual identity of Kanan Honey, the new honey brand of Integradora Apícola Kanan (cooperative of beekeepers from Yucatán, México). This Design for Development project started in the summer of 2012 with the implementation of an international audience analysis plan that included visits to potential points of purchase, online surveys with 100+ replies, and field work at the cooperative in Yucatán. With her design colleague from the University of Florida, Maria Rogal, and a $5000 grant received from the Fundación
P15
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
México-Estados Unidos para la Ciencia in December of 2013, she is currently coordinating the production of the branding materials for exporting the product to specific markets in the United States. Gaby has worked on the development of the visual identity and collateral materials (including a brochure/poster) for the Tropical Conservation and Development program at the University of Florida. These materials are intended to expand their academic visibility locally and nationally; improve their communication media with current students, faculty, and alumni; and increase their student enrollment, while attracting new donations. In June 2013, Gaby completed her participation in an international multidisciplinary team that organized an annual conference celebrating the 50th anniversary of the Association of Tropical Biology and Conservation with the Organization for Tropical Studies. Her main obligations consisted of the development of promotional materials for this international biology event, as well as the book documenting the contents presented in this week-long event in San Jose, Costa Rica. Along with Professor Guillermo Kaiser from the Universidad Marista de San Luis Potosí, Gaby designed the board game “Releyendo Mexico,” intended to support the education of the history of Mexico among high school students in this country; this game is currently under production.
(Gaby) wants to instill in her students an interest in Graphic Design Research in order to motivate them, not only to develop projects on this subject, but also to explore ways to share their work by participating in student conferences and exhibitions.
In the area of scholarship, Gaby is currently developing a paper/case study where she explains the details of her participation, her design activities, and the process of developing the branding and international identity of Kanan Honey. This paper will also present an analysis of how the concept of time from one locality/country/region to another influences graphic design dynamics. She has noticed that the “American” way to use time and produce results differs enormously from other countries where she has worked, such as México or Costa Rica. These cultural differences and the way people assign different values to time have taught her the relevance of mental flexibility and how to reconsider budgets, timetables, research, and design activities depending on the context, without sacrificing the quality and accuracy of the final products. The abstract of this paper was submitted and has been approved for presentation at the AIGA Design Educators Conference: New Ventures: Intersections in Design Education, in the panel Global Communities, in September 2014. She also expects to conclude several projects next year. She will finish the Kanan Honey project (design of visual identity of the project for exportation to the USA) and will also complete the content development and design of a book based on storytelling of the Open the Doors project, created by the Texan/French Alliance for the Arts (this project includes the active participation of three of her current students as co-designers) and finish the development of a self-initiated illustration project based on everyday scenes of Costa Rica, exploring a minimalist style of illustration and creating a series of these illustrations for posterior exhibition.
P16
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
TOP
Front of new BAFA brochure. BOTTOM
Back of new BAFA brochure.
P17
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Her service and volunteer activities include: • Volunteered in the UHD Open House and Gator Connect, repre senting the BAFA degree. • Member of the Arts Administration Professor Search Committee. • Member of the Fine Arts Festival Committee. • Member of the College Art Association. • Member of the American Institute of Graphic Arts—AIGA (as well as in its Houston chapter, allowing her to participate in the Design Week, organized by AIGA Houston). • Co-chaired the 7th Gender Conference Organization Committee • Redesign of the BAFA degree brochure [images on previous page]. • Guest-speaker in Bill Pogue’s Advertising as Communication class. Gaby was also invited to design the event banner for Citizenship Month, organized by the City of Houston and Mayor Annise D. Parker. On September, she attended the International AIGA Design Conference, “Head, Heart, Hand,” in Minneapolis, MN; and was interviewed last December by journalist Roberta Kwok, from Nature—the International Weekly Journal of Science. In the interview, she discussed good design practices in science visualization and communication and was asked for advice on how to achieve a successful web design for scientists interested in sharing their research results to specific target audiences online. The article was published in the journal in February 2014. Lastly, Gaby plans to develop a website that showcases the work of UHD design students in order to exhibit their creativity and to increase the enrollment of students in these courses. She is working in establishing the Graphic Design Research Initiative, a design center project that supports her creative and design activity, based on the active inclusion and participation of design students in a multidisciplinary and research-based environment. She foresees to continue collaborating with her department, college, and institution on projects with broad social or educational impact.
TONI HOANG
ASSISTANT PROFESSOR In response to students’ expressions regarding timeliness of grading particular assignments in COMM 3314 (Research in Communication Studies) during 2012, Dr. Hoang made modifications to due dates and set more appropriate time intervals between assignments to optimize learning and continuous applicability of concepts; this change seems to have improved students’ responsiveness. Similar changes have been made to COMM 2301 (Health Communication) and COMM 3323 (Communication in Health Organizations), both taught online, to improve grading timeliness, and a comparative analysis of course evaluation reports and comments reveal students are, overall, more satisfied with the courses. 2013 mean scores for
P18
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
CE5-20 are slightly higher than mean scores for the same courses during the Spring/Fall of 2012. Moreover, students’ comments continue to demonstrate favor from a qualitative perspective.
Toni has incorporated video diaries into her classes to foster more meaningful student-teacher engagement.
In COMM 4380 Field Experience, past student-intern David Melendez was invited to speak to current student-interns about his experience as an intern and a UHD Communication Studies graduate (different UHD COMM alumni are invited every semester to speak to students). David’s presentation brought the interesting perspective of a traditional student who was a recent UHD graduate (BA COMM, Spring 2013). After completing two field experience internships, David was hired full-time as the Assistant Director of Admission at the Art Institute of Houston. He shared important information for students transitioning from college to a career and provided do’s and don’ts for job searching, interviewing, and professional development obtained through his real-life experiences.
In an effort to generate interpersonal interaction with her fully online students (COMM 3321 Patient-Provider Communication), Toni has incorporated video diaries into her classes to foster more meaningful student-teacher engagement. In addition to her videos on the topic of the month, each student was required to submit his/her own video via BB. Videos were not shared among students to encourage them to engage in more self-disclosure of their health beliefs and experiences. Videos were required to follow a particular format (introduction with thesis, body, and conclusion), as well as respond to a set of guided questions. Overall, it seemed students were receptive to the video diaries and enjoyed the assignment. The students’ videos created an instant connection with the class and truly left lasting impressions on them. This assignment will be incorporated into all of her future online classes. Toni’s goals are to improve organization and student engagement in her courses. Although her course evaluations and peer evaluations are high, she recognizes areas that require attention in order to remain relevant and engaged with students. Toni collected and analyzed data for a research study which examines response and self-efficacy during an active shooter event. Her findings were presented at the Humanities Education and Research Association conference (April, 2013), and manuscript on this research (to be submitted to the Journal of Applied Communication) is in progress. Her work has been submitted and is pending acceptance for presentation at the CDC National Conference on Health Communication, Marketing, and Media (August, 2014). Toni’s service activities include: • Coordinator of the Communication Studies Degree. • Coordinator of the Communication Studies Internship Program. • COMM 1306 Course Director and Core Course Proposal Co-writer/Facilitator. • Served on the Faculty Search Committee. • Served on the Faculty Annual Review Committee (A&H). • Served on the Faculty Development Committee (A&H). • Served on the Organized Research and Creative Activities Department Committee (A&H).
P19
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
• Served on the Department of Arts and Humanities Leadership Group and Organized Research and Creative Activities (university committee). • Served on the Core Curriculum Committee (university committee, communication component).
Toni is also excited to have been invited as a contributor for the planning and development of a new health and behavioral sciences degree program.
THOMAS LYTTLE PROFESSOR
Dr. Lyttle has had another busy year teaching Stage Directing, taking students to see plays, and producing and directing Fences. He also produced Much Ado about Nothing, 17 student-directed One Act plays, and “Next” for our Lunch Time Theatre Program. Next year, among many other things, he will be directing a major production, teaching stage directing, introducing students to our theatre program, and developing a new course in “Teaching Theatre.” Additionally, he will create and lead the UHD Drama Trip to Greece just as he did for the upcoming UHD Drama Trip to Las Vegas.
PAUL MANDELL ASSISTANT PROFESSOR
Dr. Mandell’s teaching during the 2013 calendar year was in two areas: Beginning Spanish for Non-native Speakers and Spanish Linguistics. The first area encompassed the first year Spanish courses (i.e., SPAN 1401 and 1402); beginning on the second day of each semester, he conducts class entirely in Spanish in an effort to make the language comprehensible to students. This practice is supported by current research in second language acquisition that has determined that second language students must be recipients of comprehensible input in order for language acquisition to occur. His teaching approach also falls within the rubrics of High Impact practices in that in every class session, students participate in collaborative learning through information exchange activities. In these activities, students work together in pairs or larger groups to gather, organize, and synthesize information (entirely in Spanish) to address questions related to lesson themes. A second High Impact practice in these classes involves diversity and
P20
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
global learning. In every class session, students read about and discuss topics relevant to communities in which Spanish is the lingua franca and then compare their findings to how the topics manifest themselves here at UHD, in Houston, and in Texas. The second area of his teaching was in Spanish Linguistics. Once a year he teaches a course in Spanish Grammar (SPAN 3360) and a course in the Teaching of Spanish (SPAN 4365), incorporating High Impact practices into both. In the Spanish Grammar course, students take part in hands-on research projects in which they gather their own speech sample data by conducting interviews with speakers of Spanish. They transcribe and analyze the data, using them as the building blocks studied in class (e.g., noun phrases, verb phrases, adjectival phrases). At the end of the semester, students present their findings in PowerPoint format with descriptive overviews that include comparisons between their data and standard and/or dialectical variants. The High Impact practices in the Teaching of Spanish course include visiting a number of actual Spanish classes in which students observe and document practices related to topics of study in the course (e.g., the use of Spanish and/or English in the classroom, techniques in which grammar points are presented, and the types of activities students do in classes).
(Paul’s) students take part in hands-on research projects in which they gather their own speech sample data
During the 2014 calendar year, Paul will continue to coordinate and teach in the Beginning Spanish Course Program for Non-native Speakers (e.g., SPAN 1401, 1402, 2301, and 2302). As the Program Coordinator, he will provide BB templates, course syllabi and course calendars to all instructors (t/tt, adjuncts, and lecturers) teaching in the Beginning Spanish series, and he will provide and collect summary statistics from all the unit tests and final exams for those classes throughout each semester. He will offer the Spanish Grammar Course (SPAN 3360) in the Fall and the Teaching of Spanish course (SPAN 4365) in the Spring. In addition to these classes, Paul will launch and teach our first on-line SPAN 1401 in Fall 2014, to be followed by additional sections in the Spring. He plans to oversee and guide instructors as they teach classes in this format as well. Paul has a book in progress: Ballman, T. L. and Mandell, P. B. The Development of Spanish as a Second Language: A Guide for Teachers. Second Language Professional Series. New York: McGraw-Hill (print; peer-reviewed). Additionally, he published Mandell, P. B. (2013). “Do L2 Learners of Spanish attend to verb morphology?” The Tennessee Foreign Language Teaching Association, 20-28 (on-line peer-reviewed journal) http://www.tflta.org/uploads/1/0/6/9/10696220/tflta_journal_spring_13.pdf Paul presented: • “Null Subjects: Where They Appear and Where They Don’t” at the American Association of Teachers of Spanish & Portuguese Conference, San Antonio, TX, July 10, 2013. • “Revisiting Teacher Expectations in the L2 Classroom” with Terry L. Ballman, American Association of Teachers of Spanish
P21
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
& Portuguese Conference, San Antonio, TX, July 10, 2013 • “On Null Subject Argument Assignment: The First Noun Principle vs. Verb Morphology,” American Association for Applied Linguistics Conference, Dallas, TX, March 19, 2013.
He also was part of a non-peer-reviewed seminar: “Current Research Understanding of Second Language Learning and Teaching or ‘Why is it that I have taken three years of Spanish, and all I can say is ¿Cómo estás?’” Delphians (Fall 2013). Paul’s service activities include: • Spanish Program Coordinator, Beginning Spanish Program for Non-native Learners. • Served on the Advisory Board for Arts & Humanities (organizing the Board & Department Gathering on March 2, 2013) and the Organized Research Committee. • Chaired the ORC (Fall 2013). • Organized a Department/Board outing to MECA in observance of the Día de los muertos (November 2, 2013) • Served as Faculty Senate senator. • Served on the College of Humanities & Social Sciences Planning and Budget Committee (Fall, 2013). • Served on the Faculty Senate Executive Committee (Spring, 2013). Lastly, he attended a workshop by invitation at California State University, Channel Islands (Summer, 2013).
ZEENAT MITHA LECTURER
Almost all of Ms. Mitha’s courses were High Impact or Service Learning Initiative courses in which she encourages students to take what they learn in class, apply it to projects outside the classroom (either via High Impact and/or Service Learning), and then share their work with their peers and the instructor. Zeenat also had her COMM 1302 Mass Media students keep a weekly media log and share what they learned through their current use of various forms of mass media. By implementing at least one practical application into her classes, such as the Media Logs, Zeenat strives to enrich her students’
P22
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
experiences, encouraging their creativity and challenging them beyond what they learn from textbooks and lectures by providing “new” methods of learning that incorporate sharing and evaluating what they have learned. In addition to the text for COMM 2311 Introduction to Public Relations, she created guidelines and her own personal handbook for learning to enhance Public Relations skills for her students. The students take what they learn from this course and assist Crime Stoppers by making community awareness presentations and then share what they have learned with their peers and instructor. Zeenat aims to empower students with projects that challenge them at their own pace. Each course offering has a challenge: a service learning project, a high impact initiative, a media log journal, a media personality interview, a report, or some other project of their choice that gives them an opportunity to utilize some creative method to showcase what they have learned in her course and to share that with others. Zeenat plans to have her COMM 3311 class work with the Literacy Council of Fort Bend County to come up with major opportunities to enhance various areas in their community. The Literacy Council is a non-profit organization that is looking for volunteer retention assistance, social media knowledge, financial literacy guidance, grants and development assistance, and new initiatives to assist current adult students in several areas. While teaching five courses each semester, all of which were either Service Learning Courses or High Impact Courses, she also served on a Search Committee to hire a tenure-track faculty member in the Communication Studies program.
BRIDGET MULLER LECTURER
Ms. Mueller taught 15 classes during the calendar year, reaching over 440 students by using both hybrid and online class delivery modes. Bridget would like to continue to emphasize the application of theory to real-world practice in the classroom and beyond and to integrate more technology and pull from wider sources of knowledge. In May 2013 Bridget delivered a presentation titled “Action through Effective Listening” to the Rice University Facilities Department. She wants to establish herself as a regular speaker again with the Society of Petroleum Engineers, Gulf Coast Section and to continue her relationship with Crime Stoppers and the Community Service Learning project with her COMM 3306 students.
P23
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
CRESHEMA MURRAY ASSISTANT PROFESSOR
As a new assistant professor in the Department of Arts & Humanities, Dr. Murray hit the ground running with her teaching load. Dr. Murray taught COMM 1304, COMM 3315, COMM 4310, and COMM 4330 in face to face and hybrid course formats. During her first year, she engaged in multiple high impact practices in each class, but the most important activity that she would like to highlight would be the work accomplished in her COMM 3315, Small Group Communication course. Students in this course participated in a service learning project with the Women’s Home of Houston. Throughout the semester students volunteered with the Women’s Home, participated in fundraisers, and created public service announcements to highlight the work of the organization. Not only was this a fulfilling activity for her students, but this teaching endeavor provided her with the opportunity to engage in service to her new Houston, Texas home. In addition to these courses, she proposed two courses for the Fall 2014 semester. One course will add to the University Freshman Seminar list and one course will add to the University Transfer Seminar course list. For the 2014 school year her goal is to connect with more students and serve as a mentor for Communication Studies majors. In addition, she would like to actively add to the department’s current course offerings and reputation for having outstanding, approachable, and dedicated faculty. Creshema had one paper accepted for publication, three manuscripts currently under review, one paper accepted for presentation at a regional conference, and three papers under conference review at a national conference. ACCEPTED, NOT IN PRINT
Murray, C. (2014). “Relationships as Sites for Advancement: How African American Female Leaders Successfully Navigate Mentoring in the Workplace. In Brown-Givins, S. (Ed.) Critical examinations of women of color navigating mentoring relationships. SUNY Publishing. UNDER REVIEW
Murray, C. (2014). “Understanding the Family Dynamics of Relational Dialectic Theory: Modern Family and the case of Strangers on a Train. Communication Teacher. Murray, C. & Brown, K. (2014). “The Devil Wears Prada and Gap: Hazing as Destructive Organizational Communication.” International Journal of Conflict Management. Long, M. & Murray, C. (2014). “‘Mom, why am I fat?’ Consumer reaction to the Strong4Life anti-childhood obesity campaign.” Journal of Advertising. CONFERENCE PAPER
Murray, C. (2014, April). “Changing Spaces: Making Room for the LGBT Community.” Competitive paper presented at the 84th Annual Southern States Communication Association Convention in New Orleans, LA.
P24
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
For 2014, she is working on four projects for publication: a book review for a peer-reviewed journal, an organizational communication case study manuscript, a peer-reviewed book chapter on destructive organizational communication, and a manuscript focused on mentoring in the workplace. Once she finds out if her manuscripts have been accepted for presentation at the National Communication Association, she will move forward during the next academic year preparing the articles for publication. In addition, she plans to submit an abstract for presentation at an Organizational Communication Mentoring Conference. Creshema believes that her role as a Fellow for the Center for Critical Race Studies has been an important service activity. Her role in this capacity has afforded her the opportunity to meet and interact with multiple colleagues. In addition, she has been able to provide the university with a University Freshman Seminar course in the Fall of 2014, under the umbrella of the Center for Critical Race Studies. Her work on the Health Communication Search Committee was also an integral role to her service during 2014. Having the opportunity to help the department and our future through the selection of a new colleague was very important.
Spring 2014 COMM 3315, Small Group Communication Students posing with Dr. Murray (extreme right) and Chau Nguyen, Director of Commuity Relations for The Women's Home
P25
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
FLOYD NEWSUM PROFESSOR
Prof. Newsum’s most important teaching activities of 2013 were creating several new projects in his painting class that increased students’ success in their quest to complete each assigned project. Students were given one less project which allowed them more time to concentrate on the success and completion of their other projects while giving Floyd more time to help them. Even though student enrollments have increased in his classes, decreasing the number of projects has allowed Floyd to continue to give his students hands-on instructions. In his ART 1310 lecture class, students were given more quizzes to prepare them for their exams. He also created study groups that proved very effective in the success of his students. Floyd wants to concentrate more on the studio courses by also teaching the design classes; this will help him to keep better control over students are taught. As usual, Floyd has had a very busy year in his creative activities. His work is now in the Smithsonian National Museum of African American History and Culture with two pieces in their permanent collection. Floyd was also exhibited in “Outside the Lines” in the Contemporary Arts Museum of Houston, and a catalogue of that show is forthcoming. He had a one-man exhibit at Wade Wilson, Santa Fe, New Mexico, and a sculpture of him will be installed for the Houston Metro Light Rail, Palm Center Station at Griggs MLK. [Images of Floyd’s artwork currently in the Smithsonian National Museum of African American History and Culture can be found on next pages]
Floyd also worked on the University System Wide Arts Acquisition Committee, University and Department Core Curriculum Committees, Rank and Tenure Committee, University Facilities and Planning Committee, Fine Arts Festival Committee, Department Faculty Development Committee, and the Search Committee for a Graphic Design faculty member.
WILLIAM NOWAK ASSOCIATE PROFESSOR
Dr. Nowak was immersed in curriculum development and redesign to help the Spanish program. He helped design the new UHD transfer seminar in Hispanic Culture Studies and revised SPAN 2301 and SPAN 2302 so that they can be included in the new core. He took a QM seminar on improving his online courses in December and a training course on court interpretation in March to enhance his ability to support the Translation Minor (General Translation and Legal Spanish). Bill will revise SPAN 3322
P26
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Floyd Newsum, Ghost Series Sirigu. Janie’s Apron oil, acrylics and mixed medium on paper 86x56 2009, collection of The Smithsonian National Museum of African American History and Culture, DC
P27
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Floyd Newsum, AfterThe Storm. CNN 82x52 oil and acrylic on paper 2006 collection of the Smithsonian National Museum of African American of History and Culture Washington DC gift of Allen Van Fle
P28
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
(Translation) and SPAN 3380 (online Culture and Civilization of Spain) using knowledge obtained through trainings and student feedback. He will also make SPAN 3322 course more high impact with a new unit on court and medical interpretation. Bill submitted and had accepted (with revisions) a book chapter titled “Mythmaking in the Franco Regime” for Lessons in World Mythology, edited by Edmund Cueva for Cambridge Scholar’s Press, Cambridge, England (forthcoming in 2014). He delivered two scholarly papers: “Historical Memory and the Haunted Space of Spanish National Identity in ‘El orfanato’ (2007).” Humanities Education and Research Association Conference in Houston (March, 2013) and “Horror, Modernity, and Abortion Rights in Ibáñez Serrador’s ‘La culpa’ (2006),” presented at the XXIX Biennial Louisiana Conference on Hispanic Languages and Literatures in Baton Rouge, Louisiana (February, 2014). Bill will submit a revised version of the paper “Historical Memory and the Haunted Space of Spanish National Identity in ‘El orfanato’ (2007)” for publication in a peer-reviewed journal. In terms of service, Bill was Administrative Assistant Chair, Department of Arts & Humanities, and Degree Coordinator for the Spanish BA program. Bill also participated in the Freshmen common reading and orientation activity, was a member of the University High Impact Practices committee, and helped organize and run the HIPs Showcase in Spring, 2013. He will serve as Director of the UHD Summer Abroad and Spanish Immersion program in Heredia, Costa Rica, May 31-June 28, 2014.
BILL POGUE LECTURER
In COMM 3309 Advertising, Mr. Pogue utilized guest speakers and integrated increased supplemental readings from trade publications into the curriculum to heighten the relevance of the course content. He completed introductory online teaching training from Quality Matters and is preparing an online offering of COMM 3309 with the assistance of TTLC and Dr. Jean Dewitt. Bill also wants to find ways of altering assignments and activities in COMM 1304 Introduction to Communication to face the challenge of teaching a greatly increased class size using a common syllabus approach that was designed for smaller classes. Bill has heightened awareness of the department’s student retention program (newly named “STRIVE”) in effort to increase faculty participation and encourage student acceptance. He coached student speakers in the
P29
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
delivery of their commencement messages for both semesters’ ceremonies, served during Spring 2013 on the search committee for a new COMM media faculty position, and was given a course release to serve as an advisor in the CHSS advising program during Spring semester. With a course release offered for the Fall semester, he plans to increase the scope of A&H’s STRIVE program to serve selected additional courses and departments. He also plans to encourage the declaration of A&H majors to STRIVE’s mission, utilizing the same concepts of peer-to-peer contact and indirect interviewing techniques. Bill will work in conjunction with Drs. Preuss and Roubicek on the oral history project as part of UHD’s 40th anniversary celebration and will supervise 2-4 student interns in planning, recording, and indexing interviews done with former and current University faculty, staff, and students. Bill will continue to serve (if needed) as delivery coach for student commencement speakers.
KATE POGUE LECTURER
Ms. Pogue’s revision of her Blackboard materials for COMM 1306 Beginning Public Speaking and experimenting with new exercises for COMM 1301 Voice and Diction were her most important developments in teaching. Kate wants to revise her curriculum for DRA 1201 Introduction to the Theatre to make it more interactive, as well as to update materials for COMM 1306. Directing UHD’s major Fall production of Shakespeare’s As You Like It and adapting and directing Shakespeare’s Julius Caesar were her most important artistic activities for 2013. She remounted Julius Caesar in May, 2014 and hosted an expert British linguist to help her actors with exploring Shakespeare’s original pronunciation; she will then take the remounted play to the Edinburgh Fringe Festival in July. Her most important service activities include the Julius Caesar project, volunteering on the Religion and the Arts Council at Christ Church Cathedral, and helping with Fine Arts Week for the Arts and Humanities Department.
P30
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
AZAR REJAIE
ASSOCIATE PROFESSOR Dr. Rejaie taught six courses at the lower and upper levels, including three online courses, with a total of 141 students. Azar earned a Quality Matters Certificate for the course, “Improve Your Online Class” and has used the knowledge gained from it to improve her online courses. She created two online education apps for use by her students at the MFAH to help demystify and improve their museum experience. Azar will teach a new course that she developed to fulfill the requirements of the new Texas Core: ART 1308 Introduction to World Art, a survey of non-western art for UHD students. This class increases the diversity of courses offered for UHD students, and, in concentrating on art beyond the west, will help increase an understanding of global art styles and diverse cultures. Azar co-chaired a panel entitled “Rethinking Watershed Exhibitions” for the South East College Art Conference (SECAC) in Greensboro, North Carolina in October with Dr. Cindy Persinger from California University of Pennsylvania. This was a well-attended panel selected for the conference by a peer-review process. Azar received a UHD Organized Research grant to pay for a course release in 2014 to support the completion of an article in progress, “The Perugian from Città della Pieve: Mutable Identity in the Signatures of Pietro Perugino.” She will submit an article for publication entitled “Re-examining Embedded Self-Portraiture in Andrea Orcagna’s The Dormition of the Virgin” to a peer-reviewed journal. Additionally, she served as Coordinator for the Art Area and BAFA degree; helped create and revise six course proposals written for the New Texas Core in 2014; participated and co-coordinated the Summer III UK Study Abroad Trip, which involves planning and promoting this study-abroad experience for UHD students; and served as an active member of several committees including A&H Rank and Tenure, CHSS Planning Committee, and CHSS Curriculum Support Committee. Azar also participated in student recruitment for the A&H Department and BAFA program at several events, including the Spring Open House and 2013 BAFA Rally.
P31
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
REY ROMERO
ASSISTANT PROFESSOR Dr. Romero has had great success in teaching two Spanish for the Profession courses (SPAN 4320 Medical Spanish and SPAN 4321 Legal Spanish) in addition to his regular course load. UHD is one of the few universities in the area that provides these courses, and they were well received by students. Rey plans to continue strengthening the translation program at UHD and would like to design an interpreting course, similar to SPAN 3322, but more focused on oral communication. He will continue to make his Spanish courses more interdisciplinary by bringing in experts in several fields, including medicine, law, and forensic linguistics. Rey has also had a productive year in scholarship. He published “Palatal east meets velar west: Dialect contact and phonological accommodation in Judeo-Spanish” in Studies in Hispanic and Lusophone Linguistics 6:2 (Fall 2013). He directed undergraduate research in Spanish linguistics; submitted two articles in the “pipelines,” plus an encyclopedia article; and is preparing a manuscript to submit for publication at the end of August. Additionally, Rey is chair-elect of the CPHS (Committee for the Protection of Human Subjects). He directs the Translation minor plus a Continuing Education course on court interpreting, and continues reaching out to the community with continuing education courses for translators and interpreters. He is now preparing a course on community interpreters, especially for those working in schools.
KAREN SCHLAG LECTURER
In both her COMM 3315 Small Group Communication classes and COMM 1304 Introduction to Communication classes, Ms. Schlag has an assignment where students work together in groups to volunteer in the community, attend a cultural event, or research a company or field of employment (often visiting the chosen company). Students are instructed not only to attend the event but also to gather research regarding a chosen topic and present that information, discussing their experiences in a formal presentation in class. The details for each class vary, but in both classes, students gain experience working together outside of class and in the community. In addition, students develop critical thinking skills as they build a persuasive argument related to their chosen topic. Many students often put other presentation skills to practice, creating videos or similar visual aids of their experiences. Another activity in Karen’s COMM 3315 class requires students to work on creative projects such as inventing a game or other
P32
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
product, including all necessary details to justify it and make it work (and deciding on and justifying a price when necessary). This activity allows students to use creative approaches to critical thinking and problem solving.
Karen is eager to involve herself with the Faculty Senate once positions for lecturers are approved.
In her COMM 2309 Interpersonal Communication classes, Karen often has students get involved in activities outside of class (such as committing random acts of kindness) and apply their experiences to discussions related to empowerment. Students also engage in self-reflection activities involving topics such as lying, conversational behaviors, and nonverbal communication that add depth to textbook concepts discussed in class. Karen plans to continue to develop assignments that incorporate a creative aspect and get students involved in activities outside of the classroom. This year she would also like to develop a film course that explores cultural notions of the socially approved hero.
Creatively during 2013 she has continued to direct and perform with the theatre Mildred’s Umbrella Co. Much of her work with them occurs during the summers or during May or December. This work in theatre gives her a fresh perspective when teaching in the classroom. Additionally, Karen served on the Arts and Humanities Curriculum committee, assisting in the proposal of COMM 2307 Intercultural Communication as a core course), the A&H Fine Arts Festival Committee, and on the search committee for the COMM media full-time position. Karen is eager to involve herself with the Faculty Senate once positions for lecturers are approved.
DEBORAH SHELLEY ASSOCIATE PROFESSOR
Dr. Shelley excelled in her class discussion groups. Students tell her repeatedly how meaningful this format is and how much they have gotten from the discussions with their classmates. Deborah would like to develop new interpersonal courses such as Parenting or The Dark Side of Family Life, in addition to possible Freshmen seminars dealing with communication apprehension or one based on how we are affected by language. Deborah wrote a chapter called “Why is Evil so Sexy’’ about how attractiveness can disguise an evil personality, for the book Comparative World Mythology to be published this year. She is also co-editing the book with Ed Cueva. Her most important service activities include: • Assistant Chair of the Department of Arts & Humanities. • Area Coordinator for the Communication Studies program. • Chair of the A&H Curriculum Committee. • Acting President of the A&H Advisory Board.
P33
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
• Member of the A&H Leadership Group. • Member of the University Grievance Committee. • Planned and organized the 2013 A&H Fall Workshop.
One of Deborah’s goals for this year has already been accomplished; she served as Chair of the Search Committee to hire an Assistant Professor of COMM in Media Studies. The search was a success, and our first choice accepted the position. She is completing her ninth year of offering monthly “Movie Night” at Northwoods Presbyterian Church where she presents an analysis/commentary on the evening’s film.
FRANK VELA
ASSISTANT PROFESSOR In his Stagecraft 1305 class, Mr. Vela built and painted the set for our production of Fences by August Wilson. His High Impact activities included bringing in as a guest speaker Michael Mullins, technical Director for Houston Grand Opera, and taking students on a backstage tour of Houston Grand Opera’s production of Das Rheingold. Frank also developed and adjusted the current Introduction to Theatre class to accommodate up to 75 students. He is working on creating a concentration within the BAFA degree with a technical/design theatre track. His creative activity included: NCAA Men’s Final Four Bracket, Lighting; Panto Goldilocks, Lighting Design (Stages Repertory Theatre); Best Christmas Pageant Ever, Sound Design (Main St. Theatre); Almost Maine, Sound Design (Unity Theatre); Fences, Set, Lighting, Audio Design, Scenic Painter, Master Carpenter, Technical Director (UHD). Frank also serves on the Parking and Transportation Committee.
DELORIS WANGURI PROFESSOR
During 2013 Dr. Wanguri taught a course that is required for the Communication Studies major (COMM 3320/Communication Theory) and courses that support the Corporate Communication concentration (COMM 3306 Business and Professional Communication and COMM 3340
P34
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Communication and Leadership). Deloris also taught face-to-face and fully online courses. Her teaching goal for the 2014 calendar year is to continue to improve her face-to-face and online teaching strategies. During 2013 Deloris had two papers that were accepted for presentation and one co-authored paper that was published: • Wanguri, D. M. “A review, integration, and critique of communicationspecific research on performance appraisals, evaluations, and feedback: 2000-2010.” Paper presented at the annual meeting of the National Communication Association, Washington, DC, 2013. • “Transforming the core curriculum in higher education: An examination of regional, state, and institutional connections.” Paper presented at the annual meeting of the National Communication Association, Washington, DC, 2013 • Ashe, C. & Wanguri, D. M. “Workplace confidentiality: Is there any such thing?” Texas Business and Technology Educators Association Journal 2013, 12(1), 1-11. Her scholarly/creative activity goal for the 2014 calendar year is to transform the preceding presentations into publications. During 2013 Deloris served as faculty advisor for the Pi Mu Chapter of Lambda Pi Eta, chaired a search committee that led to the hiring of an assistant professor to support the Corporate Communication concentration, and served as a member of an onsite SACS reaffirmation committee for Daytona State College.
MARIA VICTORIA ABAD RABAT ADJUNCT FACULTY
As an adjunct lecturer for Spanish, Victoria’s goal is to cooperate with the faculty in the constant renewal and improvement of the curriculum. She always looks for innovative applications of ICTs to our first year Spanish courses and for new ways to empower students. In her constant effort to continue to improve her teaching skills and to diversify her knowledge, she enrolled in an online training on the Teaching of Spanish for Specific Purposes: Business and Corporate Spanish. This 4 month training, given by two recognized institutions from Spain, can be used to create new courses that would focus on the application of Spanish to the corporate and professional field. As the Coordinator of the Foreign Language Lab, Victoria works to consolidate our tutoring services by training a second tutor assistant who was hired for the Spring Semester 2014. Her future plans include working on creating an updated version of our placement exam for non-native students
P35
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
and supervising the replacement and updating of the computers and other equipment in the Language Lab. During the summer 2014, Victoria will also work on implementing TutorTrac for our Language Lab. TutorTrac is a web-based tool that is already used by UHD’s Academic Support Center and was included in UHD’s High Impact Showcase this April 2014. This will enable her to keep a more accurate record of our tutoring services and to run reports on the tutoring program that we can link to students’ performance so that we can improve our tutoring services. Victoria will also assist Dr. Edwin Padilla in a project to create a database of recurrent linguistic difficulties of native speakers of Spanish that will allow instructors to create more targeted activities.
REBECKA BLACK ADJUNCT FACULTY
Ms. Black worked on incorporating smartphone technology into her art history pedagogy courses and plans to continue her research of integrating technology and art and putting this research into practice in her UHD classes. Her 2014 HERA presentation demonstrated her successful implementation of smart technology within the O’Kane Gallery during the Eric Telfort exhibit. Becky formalized the O’Kane Gallery Talks program and served on the senior thesis project board for a UHD CMS student interested in applications of Bluetooth technology in art museums. She has been accepted into the PhD program for art and visual culture education at the University of Arizona.
JEFFREY BOWEN ADJUNCT FACULTY
Mr. Bowen was very engaged in the redesign of his courses. Every week there was at least one online assignment (in addition to readings and quizzes), and interactive assignments were implemented and seemed to be best-received. These assignments included a frottage activity and a drawing activity. His four sections of ART 1310 (2 per semester) had a 90% retention rate. Jeffery hosted an art-making activity for the UH-Clear Lake Art Gallery at the Bayou City Art Festival; 3,000 prints were made by participants, so he plans to participate in both the Fall and Spring Bayou City Art Festivals.
P36
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
DAVID BRENNER ADJUNCT FACULTY
David taught several online courses in Humanities (Old Testament, Literature in Translation, etc.). He did peer-reviewed translations of these two books: Luhmann, Niklas. A Systems Theory of Religion, Stanford University Press, 2013, 320 pages (translated with assistance of Adrian Hermann) and Bronfen, Elizabeth. Night Passages: Philosophy, Literature, and Film, Columbia University Press, 2013, 496 pages (translated with the author). He plans to complete one monograph and several additional translations. David was elected as a member of PEN American Center.
JAMES CAMPBELL ADJUNCT FACULTY
James had a very busy year. He implemented a collaborative round table art museum critique for his first year students; expanded the “art box collage” with critical assessments of the UHD, UHCL, and UH art collections. He has a forthcoming article, “Shaman Iconography in Kwakiutl & Haida First Nations People of British Columbia” (June 2014).
LILY ANN CUNNINGHAM ADJUNCT FACULTY
Ms. Cunningham redesigned her PowerPoint presentations for ART 1301, ART 1302, and Art & Religion: Developments. Each slide now presents key images integrated into a support context using maps, photographs, relevant art works, explanatory text, and enhanced background colors. She plans to redesign her slide presentations for Art & Religion: Origins and to continue a project she and her husband (a professional photographer) began in 2012 to integrate his photographs of religious art in the Museum of Fine Arts into her class presentations. Lily Ann was chief editor of a work of historical fiction, Maude Brown’s Baby by Richard Cunningham, set in Houston and Galveston in the early 1900’s, and has begun editing the second novel in the series.
P37
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
ANNE ENGERRAND ADJUNCT FACULTY
Ms. Engerrand focused on art and architecture in her classes in connection with the growth of Houston from the early 19th century to date and enhanced her lectures on the art and architecture of Houston to include ongoing projects of the Buffalo Bayou Partnership and Houston Preservation Alliance. Her research included photographic documentation of buildings from the 19th century to date, a continuation of research and documentation of Houston architectural sites, and writing on the law of salvage and finds in connection with pre-20th century shipwrecks. Anne is also on the President’s Advisory Board and has engaged in conversations and activities for the improvement of UHD.
CHARLES FRENCH ADJUNCT FACULTY
Mr. French worked on developing small group presentations in his classes that looked for solutions to local Houston issues. He also sought more opportunities to incorporate local issues and needs into assignments. His group activities were aimed at getting students to analyze a specific subculture they belong to and express it to the rest of the class. His students had an optional assignment that involved community service. They would do several hours of community service, write a speech about their activities and the organization, and post it to YouTube.com in an effort to advertise for the organization and get more volunteers.
ELIZABETH HATFIELD ADJUNCT FACULTY
Ms. Hatfield taught courses related to communications, media, and gender. Elizabeth is focused on online student success and is improving her teaching and syllabi to include assignments that suit the online environment and improve communication with her students. She has the following publications in progress: • “Valuing Family, Valuing Work: A Comparison of ‘Balance’ Discourse Targeting Mothers and Fathers.” In A. Martinez and L. Miller (Eds.)
P38
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Challenging Social Norms & Gender Marginalization in a Transitional Era, accepted for publication with Lexington Press (expected late in 2014) • “Mental Health and Unintended Pregnancy: Exploring Carrie Mathison’s Homeland Pregnancy.” In S. Hayden and H. Huntley (Eds.), Media’s Misguided Mothers: The Unmet Expectations of Mothering (forthcoming 2015). She has also presented the following papers: • “It’s Not Me, It’s Cycling: Lance Armstrong’s Rhetorical Narrative Paradigm.” National Communication Association’s 98th Annual Conference, Washington, D.C. November 21-24, 2013 • “The Joy of Celebrity Parenthood: Mediated Family Life and its Idealization in Celebrity Gossip Magazines.” National Communication Association’s 98th Annual Conference, Washington, D.C. November 21-24, 2013 Elizabeth will be a panelist for “Understanding Working Fathers in the 21st Century.” Work Family Researchers Network Conference, New York, NY, June 18-21, 2014 and “Exploring emotions and work family conflict.” Work Family Researchers Network Conference. New York, NY, June 18-21, 2014.
ABIGAIL KOENIG ADJUNCT FACULTY
Ms. Koenig used Quality Matters guidelines for her online teaching in order to incorporate more QM assessments of the material to ensure that the text is accurately being understood. Abigail also wrote/performed a one-woman autobiographical show that was presented by Fresh Arts Gallery. She was accepted into Texas Tech’s Technical Communication and Rhetoric PhD program which she will begin in Fall 2014 [see sample slides of her lectures on next page]. Abigail joined the board of arts organization BooTown, in addition to currently serving on the board of Horse Head Theatre Co.
LUCY MILLER ADJUNCT FACULTY
Dr. Miller taught: COMM 3317/ART 3315 Film Analysis: Gender & Sexuality in Film. COMM 3317/ART 3315 Film Analysis: Animated Film. COMM 3314 Research in Comm Studies.
P39
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
Sample teaching slides for an online course, by Abby Koenig. She always utilizes videos, links to websites, blogs and online quizzes that enhance her Powerpoints.
P40
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
COMM 3310 Women, Men and Communication. COMM 2307 Intercultural Communication. COMM 2305/ART 2305 Film Appreciation. In addition to such a heavy teaching load, Lucy was very productive in her scholarship endeavors:
• Martinez, A.R. and Miller, L.J. (Eds.) (Under Contract). Challenging social norms & gender marginalization in a transitional era. • “Disciplining the transgender body: Transgender micro aggressions in a transitional era” in Challenging social norms & gender marginalization in a transitional era. • “Becoming one of the girls/guys: Distancing transgender representations in popular film comedies” in Transgender communication studies: Histories, trends, and trajectories. J. Capuzza & L. G. Spencer (Eds.). Lexington Books. Edited collection under contract. Lucy also presented at the 2013 National Communication Association conference.
SUSAN OSTERBERG ADJUNCT FACULTY
Dr. Osterberg has been engaged in Small Group and Team Work assignments, interviewing around campus to collect data on attitudes and viewpoints on communication and individual informative speaking. She gave her students extra credit assignments that used the city of Houston as a classroom. Susan is working on completing a research study and the revision of a play. She is actively involved in furthering the arts through the Houston Symphony, the River Oaks Chamber Orchestra, and chairing Global Connections.
MASON RANKIN ADJUNCT FACULTY
Mr. Rankin began teaching the first photography courses at UHD this past year. The course provides a strong introduction to photography and has encouraged further interest of photography sections at UHD. Mason is developing new studio work for an exhibition and is expanding his exhibition range from local to regional. He has volunteered with the American Red Cross as a Public Affairs Photographer, locally and in response to superstorm Sandy in New York and New Jersey.
P41
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
BETH SECOR ADJUNCT FACULTY
In Spring 2013 Ms. Secor taught an online Writing for the Arts class at UHD that was designed, not only to help Visual Arts majors to become better writers but also to give them marketable skills in their chosen field. In this class they learned how to write artist statements and bios and press releases, as well as the basics of grant writing and critical reviews. 2014 will be her first year as a lecturer at UHD. With that in mind, one of her goals is to mentor more students in the department, something she has done on a more informal basis in the past. This includes helping more students find internships and giving them advice on how to advance their careers as artists. Since she is teaching three introductory classes in the arts, primarily to freshman (two Introduction to Visual Arts and one Freshman Seminar), she would also like to place an emphasis on helping these students improve their critical thinking, observation, and writing skills while, at the same time, introducing them to the many wonderful galleries and museums the city has to offer. Regarding the lecture classes previously mentioned, Beth wants to continue to improve her ability to present information to students in ways that compel them to really want to learn. Beth has had a very productive year: SOLO EXHIBITIONS, 2013
• Trees, Inman Gallery, Houston, TX. • Importance of Material, Project Space, Lawndale Art Center, Houston, TX.
SELECTED GROUP EXHIBITIONS, 2013
• Texas Contemporary Art Fair, Inman Gallery, Houston, Texas.
GRANTS/AWARDS, 2013
Beth was one of two artists selected to create a print for Print Houston 2013. PUBLICATIONS, 2013
Beth was cited as a source in A. Rives, “Hanaa Mallalah & the 1980’s generation of artists on Iraq’s Violent Demise,” Near East Quarterly, March 29, 2013. BIBLIOGRAPHY, 2013
• J. Fisher, “‘Twofer’ Sederick Huckaby and Beth Secor,” Glasstire.com, Dec.18, 2013 • M. Glentzer, “Intimate Art Projects Hit Close to Home,” Houston Chronicle, Dec. 6, 2013 • J. Carothers and D. Harvey, “Twenty Questions,” video interview, Glasstire. com, April 10, 2013
P42
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
• K. Klaasmeyer, “Reaching Critical Mass,” Houston Press, March 6, 2013 • J. Carothers and D. Harvey, “Trees” video interview, Glasstire.com, March 4, 2013 • Luks, “Your Weekly Guide to Houston, Five (plus) don’t-miss-events.” Culture Map, March 2, 2013 • “Must See Painting Shows,” Newamericanpainting.wordpress.com, March 2, 2013 • R. Boyd, “Pan Recommends for the week of February 21- February 27,” The Great God Pan is Dead, February 21, 2013 • R. Boyd, Review, The Great God Pan is Dead, February 25, 2013 • D. Tennant “Editor’s Pick,” Visual Art Source, www.visualartsource.com/index.php?page=editorial&pcID=17&aID=1612
• North American Idol, www.northamericanidol.com/latest/video/lVrPOG7xVXE&feature=youtube_gdata_player
Her goals for 2014 are to create a new body of work (her work is very detailed and painstakingly slow to produce) and begin to submit this work for inclusion in exhibitions outside of the Houston area, as well as for 2015 summer residencies. Beth wants to be a mentor for one of the UHD student organization, The Creative Collective.
Various artworks by Beth Secor
P43
A+H ANNUAL REPORT2013 FULL TIME & PART TIME FACULTY HIGHLIGHTS
JAY STAILEY ADJUNCT FACULTY
Mr. Stailey taught COMM 1303 Storytelling. A group of his students appeared at the opening of the Texan/French Alliance for the Arts outdoor art exhibit, “Open the Doors,” on the plaza of the Houston Public Library downtown branch. Other students were guests on the local radio program “What’s Your Story” on KPFT. Jay hopes to continue to have students branch out into the local arts and storytelling community. Jay also worked with the Rothko Chapel as a Guild member, serving as a greeter/guard in the chapel, assisting with programs, and providing leadership coaching to staff members. With a group of mixed age local pilgrims, he is leading the construction of a 50’ diameter Chartes hybrid labyrinth at the Mt. Carmel Prayer Garden site in the historic Freemen’s Town of Houston’s Fourth Ward. The labyrinth should be completed by June 1, 2014.
JAMES TIEBOUT ADJUNCT FACULTY
Mr. Tiebout planned his curriculum to help his students understand the principles of design and apply them to a variety of projects, from simple to complex. His goals are to introduce basic design concepts and typography to his students and show them how to implement them using Adobe Illustrator software. His High Impact activities include museum trips to the Menil and the MFAH. James wants to continue to expose his students to different kinds of art. He serves on the board of directors of the Margaret Austin Center, a retreat center in Chappell Hill Texas, and is a docent on the Rice Design Alliance Home Tour Cook for Meditation retreats at Margaret Austin Center.
STAFF HIGHLIGHTS
P45
A+H ANNUAL REPORT2013 FULL TIME & PART TIME STAFF HIGHLIGHTS
LOLA WASHINGTON Mrs. Washington joined the Society of Research Administration and attended a workshop. Additionally, she successfully completed a department audit, completed all mandatory trainings, attended trainings on new contract procedures, and PeopleSoft TRAM Absence Reporting and TRAM Time Reporting training. Mrs. Washington’s goal is to become involved in Research Administration.
ISABEL GRIMALDO Ms. Isabel Grimaldo completed training for travel vouchers, purchase vouchers, and an on-line training course for banner. Ms. Grimaldo successfully completed seven courses towards her degree; six of these with a grade average of an “A.” She completed a Spanish course to strengthen and improve her Spanish language skills. Her goal in 2013 was to prepare herself to declare her major in summer of 2014 to be admitted in to the Teacher Education Program at the University of HoustonDowntown. Another goal she also achieved in 2013 was to earn the love and respect from all of her co-workers in the Department of Arts and Humanities. She also worked hard throughout the year to fulfill all of her work-duties. Ms. Grimaldo thanks Mrs. Lola Washington and Dr. Edmund Cueva for giving her the opportunity to work for the department. This has been a delightful experience she will cherish forever.
STUDENT HIGHLIGHTS
P47
A+H ANNUAL REPORT2013 FULL TIME & PART TIME STUDENT HIGHLIGHTS
While no official tally is kept of all of the wonderful and diverse student initiatives and accomplishments, the department faculty does include stories of student success in the yearly reports. Below is a sampling of such activities for 2013.
MARK CERVENKA “Perhaps having a hand in my service activities as well as creative output,
I also submitted a proposal to paint a side of a door for the ‘Open the Door’ project, organized by the Texas-French Art Alliance. The project invited two artists to each paint one side of a large outdoor metal door held in an open frame. Many of the artists were from France, others from Houston. Proposals were also encouraged from educational institutions. I brought this to the attention of the students, three of which were accepted in addition to a student who worked with me. I invited one of my advanced students to work with me on the door I proposed. I have to believe this to be very positive real world high impact experience for the students. With the assistance of the student working with me, I painted one side of the door while a French artist responded and painted the other. The completed the door was installed and continued to be displayed throughout 2013 in Memorial Park here in Houston along several other doors from the project. Before installation, the door was displayed at the Open the Door inaugural celebration at the mid-town studios where many were painted and then my door was brought to Willow Street Pump Station for the kick-off celebration for Citizenship Month.”
“Spring Studio Incamminati Workshop: I coordinated a workshop with
the Philadelphia Atelier, Studio Incamminati, a figure painting five day course over spring break that brought in approximately 15 community members. For our efforts, one of UHD’s students was allowed to attend free. The art faculty agreed to fund three other UHD students through scholarship funds for this high impact experience.”
TONI HOANG Dr. Hoang hosts a yearly recruiting event for the COMM majors. This past year she recruited representatives from Allied-THA, Big Brothers Big Sisters, CBS Radio, Cox Radio, ESPN Radio, Harris County Office of Homeland Security & Emergency Management, Harris County Sheriff’s Office, Harris County Tax Assessor (Mike Sullivan), The Heritage Society,
P48
A+H ANNUAL REPORT2013 FULL TIME & PART TIME STUDENT HIGHLIGHTS
On Point Events, City of Houston’s Mayor’s Office of Communication, CROSSROADS-Harris County Juvenile Probation Department, Univision Radio, Univision TV, and the Women’s Business Association (WBA) to recruit and hire UHD COMM majors as interns.
ZEENAT MITHA “The organizations I have teamed up with for my students benefit are:
CrimeStoppers, Pangea Network, and Literacy Council of Fort Bend. Working with CrimeStoppers allowed my students to display and enhance their public speaking skills,public relations knowledge, communications and technology expertise while educating themselves and the community-atlarge about the immense value of CrimeStoppers and the UHD partnership. Pangea Network allowed my students to work with a startup organization and assist them with everything from grant research, social media, public relations promotions, and proposal letters to organizations for funding. It broadened their horizon beyond local or national assistance as Pangea Network funds women in business in Kenya, Uganda and the Middle East. The Founder and Director, Nicole Minor, is an American, who saw the need in those countries and wanted to reach out. The students in this course also had the opportunity to sell some of the items made by the women in Kenya and showcase and sell it to UHD students. The Literacy Council of Fort Bend is an organization that works with ESL students and GED students from all over Houston. The Literacy Council of Fort Bend had my students obtain Service Learning credit by working on the Literacy Council social media and website, grant writing and research, fundraising development, and volunteering development.”
BILL POGUE “Throughout the year I continued to serve as unofficial ‘Retention Officer’
for Arts & Humanities. Through this informal but by now largely recognized and successful program, I supervise student intern-assistants who receive internship course credit through the COMM 4390 program directed by Dr. Toni Hoang. In both spring and fall semesters there were two assistants. In selecting assistants for the past three years I have drawn almost entirely on former students, particularly from the COMM 3309 course (Theory and Practice of Interviewing). From that course’s assignments and activities, they are trained in non-directive interview technique and adapt well to our department’s concern for student success.
P49
A+H ANNUAL REPORT2013 FULL TIME & PART TIME STUDENT HIGHLIGHTS
The program now goes under the name of STRIVE and we no longer even use the word retention as it describes a most legitimate administrative concern but means nothing positive to a student. Although we work exclusively with students whom faculty members have identified as ‘in jeopardy,’ we seek a nuanced interactive approach that does not seek only to convey a ‘You’re in trouble!’ message, but emphasizes agreement on specific actions students can take to begin getting back in good standing, and right away!”
REY ROMERO “In 2013 I presented three papers at two international conferences. In addition,
I was a guest speaker in three occasions at the University of Montana (via Skype) and at Texas A&M University, where I presented my research on Judeo-Spanish. I published one article in one peer-reviewed journal, Studies in Hispanic and Lusophone Linguistics (Vol. 6:2), and my book Spanish in the Bosphorus (2012) was favorably reviewed in the International Journal of the Linguistic Association of the Southwest. I traveled to NY and NJ thanks to ORCA grant and conducted sociolinguistic interviews on Judeo-Spanish. I have coauthored a paper and submitted it for its publication. Furthermore, my two independent study courses have allowed my students to present their research. One presented at UHD’s undergraduate research conference, and the other has been accepted to present at a Judeo-Spanish conference at UCLA.”
HENRY ROUBICEK “I continued to ripen the new assignment on dyadic narratives (telling
stories in conversational tones) that I added to Storytelling (1303) last year. The popularity of this course cannot be denied. With the help of Jay Stailey, we plan to propose an upper level course that focuses on oral history. In fact, a representative from Houston’s Clayton Library, the premiere institution for ancestry research, has met with Jay and myself about ways to incorporate ancestry exploration techniques in the new course in order for students to gain optimal benefit from their narrative discoveries. The monthly “Story Slams” for students held at the Willow Street Pump Station, planned and facilitated by Jay and me during last spring semester, introduced the urgency of oral history to students who chose to participate by using appropriate story prompts (e.g. something you regret, describe
P50
A+H ANNUAL REPORT2013 FULL TIME & PART TIME STUDENT HIGHLIGHTS
your grandfather’s voice, your mother’s best childhood friend, etc.) to stimulate interest.”
“Because of the volunteer work I do at KPFT, I was able to secure intern-
ships for five of our students and supervise each of them. The work I do at 90.1 has continued to provide our students and faculty a venue for their creative efforts. Students learned (and will continue to learn) to produce, co-host, write scripts, interview, raise funds, and perform, to name a few. One intern in particular learned to address, and indeed overcome, her once paralyzing level of speech apprehension. Furthermore, in my quest to give students in the Houston public schools the opportunity to share their original stories with our community, I reached out to several schools and, with support from dedicated teachers; scheduled many of their students to tell their stories on my show. I would like to underscore the indescribable help from Ms. Vinne Edwards, Broadcast Journalism teacher at Johnston Middle School, whose students gave riveting (not a word I use often) performances. She, in turn, has given UHD important publicity.”
DELORIS WANGURI “During 2013, I was also unusually productive in service. Institutionally
I continued as faculty advisor for the UHD chapter of Lambda Pi Eta, the national honor society for Communication Studies. In 2013, the chapter hosted its fifth induction ceremony since 2010, having inducted approximately 60 communication majors and minors since that time. As an honor society that is registered at UHD and at the national level, Lambda Pi Eta recognizes student achievement and provides students with an opportunity to develop leadership skills and to interact with faculty and other students in the field.”
ROBERT WILSON “In addition to my teaching, I am also asked to present music performances at a number of different venues in and around Harris County. Over the years these performances have presented UHD to many Houstonians. I have two concert jazz orchestras at UHD, the Young Sounds of Houston Youth Jazz Orchestra and the Civic Jazz Orchestra. Though the personnel sometime changes yearly, I am pleased that both Orchestras have been together for more 20 years. The Young Sounds is a youth orchestra which is open by audition to any musician in the County who is between the ages of 13-18 years. This program has provided musical fun and training
P51
A+H ANNUAL REPORT2013 FULL TIME & PART TIME STUDENT HIGHLIGHTS
for several hundred Harris County teenage musicians. Many of them have gone on to prestigious music schools such as The Julliard School, Manhattan School of Music and the Dave Brubeck School of Jazz Studies, just to mention a few. Brandon Lee, one of the previous Young Sounds members, is now teaching as a member of the jazz faculty at the Julliard School in New York City.”
“The Civic Jazz Orchestra is an adult orchestra made up of musicians from
Houston. Many of these musicians have “day jobs” but still love to play music and perform, while others play music professionally but don’t have the opportunity perform in a large music ensemble. This orchestra provides them with that opportunity.”
“These ensembles perform at various venues and for a wide range of events
in Harris County. Each year we perform two concerts in the auditorium at UHD, sometimes we play at Ovations, and for numerous special events within the city. During 2012 we performed for a private party at the home of Houston’s Mayor, Denise Parker, at numerous churches, and the Kemah Boardwalk Jazz Festival. Young Sounds recently performed at the French Quarter Jazz Festival in New Orleans, and I took nine of my top performers to Bordeaux, France for nine days as part of musician exchange which I created with Dean Ahern. I also often provide music for The Texan French Alliance for the Arts for some of their special events. 2012 was a good year for such events. For the past four years, I also provide the music for French Consul’s Office for their July 14th Bastille Day Celebration at the Houston Fine Arts Museum.”
SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE PRODUCTIVITY 2011-2013
P53
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
OVERVIEW OF A+H RESEARCH PRODUCTIVITY BOOKS
CHAPTERS
ARTICLES
BOOK REVIEWS
PRESENTATIONS
CREATIVE ACTIVITY
2011 2012 2013 0
20
40
60
80
OVERVIEW OF A+H STUDENT CREDIT HOURS
2011 2012 2013 11000
13000
15000
17000
P54
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
SUMMARY OF RESEARCH, TEACHING AND SERVICE PRODUCTIVITY BY FACULTY MEMBER All Service activities correspond to 2013 only. Lecturers are not required to report Research and Service activities.
SUSAN BAKER ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
1 Presentation
ART 1301, 1302, 3301, 3302 HUM 3312, 3324, 4000, 4380 294 Students 879 Student Credit Hours
2012
1 Article 1 Presentation
ART 1301, 1302, 3304, 3322 HUM 3322, 3324, 4380 297 Students 891 Student Credit Hours
2013
SERVICE
ART 1302, 3301, 3302, 3304, 3322, HUM 3312, 3322, 3324, 3328, 4380 258 Students 774 Student Credit Hours • • • • • • • • • • • •
Chair, Academic Policy during Spring 2013 and continues to serve as a member. Chair, Arts Administration Search Committee. Co-Chair, Freshman Reader and Convocation. College Education Committee. Creative Core Component Committee. Department Curriculum Committee. Graphic Design Search Committee. Hosted a group attending the HERA conference here in Houston to the Menil. Peer reviewed Drs. Mandell, Jackson, Worley, and Ms. Cunningham and Ms.Hernandez. Rank and Tenure: prepared a review of Frank Vela’s service for his second year review. Representative, Academic Affairs. University Rank and Tenure Committee.
DIANA BOWEN ASSISTANT PROFESSOR
2011
RESEARCH
TEACHING
2 Presentations
COMM 1304, 3302, 3325, 3399, 4325, 4390 155 Students 465 Student Credit Hours
P55
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
2012
1 Article 1 Presentation
2013
COMM 3302, 3325, 4325, 4390 149 Students 447 Student Credit Hours COMM 1304, 3313, 3325, 4325 220 Students 660 Student Credit Hours
MARK CERVENKA ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
1 Article 4 Creative Activities
ART 1310, 2301, 2308, 4390 HUM 4380 56 Students 168 Student Credit Hours
2012
2 Articles 5 Creative Activities
ART 1310, 2301, 2308, 4390 HUM 4380 63 Students 189 Student Credit Hours
2013
5 Creative Activities
ART 1310, 2301, 2308, 4390 63 Students 189 Student Credit Hours
SERVICE
• • • • • • • • • • • • • • • • • •
Artcrawl. Arts & Humanities Advisory Board, member. Citizenship Month. College of Humanities and Social Sciences Planning Committee. Arts & Humanities Department Review Committee, member. Department of Arts & Humanities Organized Research Committee, member. Department of Arts & Humanities Rank and Tenure Committee. High Art. Library Art–Curation of O’Kane Gallery Posters. Maintain membership for the O’Kane Gallery in American Federation for the Arts. Member, Advisory Board for FotoFest. Member, Board of Directors of Writers in the Schools (WITS). Member, College Art Association. Open the Door Project. Search Committee, Arts Administration Assistant Professor, Committee member. Search Committee, Assistant Professor of Graphic Design, Chair. Spring Studio Incamminati Workshop. System Wide Art Acquisition Committee.
P56
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
MARYBELLE CHANEY LECTURER
RESEARCH
TEACHING
2012
DRA 1301, 1303, 1304 110 Students 330 Student Credit Hours
2013
DRA 1301, 1303, 1304 229 Students 687 Student Credit Hours
RAQUEL CHIQUILLO ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
3 Presentations
SPAN 1401, 1402, 2301, 3324, 4343 101 Students 364 Student Credit Hours
2012
3 Presentations
SPAN 1401, 2301, 2302, 3310, 3324, 4343 101 Students 324 Student Credit Hours
2013
2 Presentations
SPAN 1401, 1402, 2301, 3340, 4343, 4390 137 Students 498 Student Credit Hours
SERVICE
• College of Humanities and Social Sciences Curriculum Support Committee. • Co-organizer, Discussing the Dream Act: Different Perspectives from the Community, Center for • Public Deliberation and a Department of Arts & Humanities Hispanic Heritage Month Event, UHD, October 15, 2013. • Co-sponsor, Psi Chi Chapter of Sigma Delta Pi, the Spanish National Collegiate Honor Society. • Curriculum Committee, Arts & Hunanities Department. • Departmental Rank and Tenure Committee. • Enrichment Center and the Office of Student Activities, Robertson Auditorium, UHD, October 3, 2013. • Faculty Awards Committee. • Grievance Committee. • Heritage Month Event in collaboration with the Department of Arts & Humanities, the Cultural • International Education Week Committee. • Organizer, A Musical Theatre Presentation by The Core Ensemble: Los Valientes, a Hispanic • Organizer, Department of Arts & Humanities Faculty Tea Series.
P57
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
EDMUND CUEVA PROFESSOR
RESEARCH
TEACHING
2011
1 Article 4 Book Reviews 2 Presentations
HUM 3301, 3302, 4350, 4390 150 Students 450 Student Credit Hours
2012
2 Articles 3 Book Reviews 2 Presentations
HUM 3301, 3302, 3320, 3327, 4316, 4317 184 Students 552 Student Credit Hours
2013
1 Chapter 2 Articles 2 Book Reviews 2 Presentations
ART 3336 HUM 3301, 3302, 3336, 4316, 4317 210 Students 630 Student Credit Hours
SERVICE
• • • • • • • • • • • • • • • • • •
Book Review Editor, Journal of Interdisciplinary Humanities. Chair, Department of Arts and Humanities. CHSS Awards Reviewer. Conference Coordinator and Host, HERA, March 2013. Conference Coordinator and Host, ICAN V, Fall 2015. Interim Director, Religious Studies Minor. Member and Curriculum Committee Chair, Honors Council. Member, Academic Affairs Committee. Member, College of Humanities and Social Sciences Dean’s Council. Member, College of Humanities and Social Sciences Dean’s Planning Committee. Member, Common Reading and Freshmen Convocation Committee. Member, Conflict of Interest Committee. Member, Faculty Affairs Committee. Member, Film Studies Minor Committee. Member, Leadership Group & Leadership Steering Committee. Member, Strategic Planning Committee. Member, University Curriculum Committee. Mentor, American Philological Association Minority Scholarship Committee Mentoring Initiative.
JEAN DEWITT
ASSOCIATE PROFESSOR RESEARCH
2011
TEACHING COMM 2309, 4098 102 Students 306 Student Credit Hours
P58
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
2012
2 Presentations
2013 SERVICE
COMM 2309, 3310, 4098 147 Students 255 Student Credit Hours COMM 2309, 3314, 4098 247 Students 435 Student Credit Hours
• Arts and Humanities Annual Evaluation Advisory Committee. • Assessment coordinator for The Pangea Network’s young women’s leadership program (www.thepangeanetwork). • Curriculum Committee, Arts & Humanities. • Department Advisory Board Committee. • Designed and submitted core proposal for Interpersonal Communication (written communication). • Mentor for Dr. Bowen. • Rank and Tenure Committee. • Reviewer, 2012 IARSLEC Conference. • TXCEL (Texas Certification in Engagement, Leadership & Service) Certification through 3C Texas— designed curriculum, objectives, and administered six-week online course to 23 students in Texas, October 8–November 23(extended deadline). • University Library Committee.
RACHEL DICKSON LECTURER
RESEARCH
TEACHING
2012
DRA 1301, 1303, 3309 HUM 3319 99 Students 297 Student Credit Hours
2013
DRA 1301, 1303, 3309 HUM 3319 194 Students 582 Student Credit Hours
LUCAS FEDELL LECTURER
RESEARCH
2013
TEACHING ART 1301, 1303 96 Students 288 Student Credit Hours
P59
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
LEWIS HAGEN PROFESSOR
RESEARCH
TEACHING
2011
2 Presentations
FREN 1401 HUM 3302, 3310, 3320, 3330 144 Students 476 Student Credit Hours
2012
1 Article 1 Presentation
FREN 1401, 1402 HUM 3302, 3310, 3320, 4098, 4318, 4371 208 Students 712 Student Credit Hours
2013
1 Article
FREN 1401, 1402 HUM 3302, 3310, 4098, 4318, 4380 228 Students 744 Student Credit Hours
SERVICE
• • • • • • • •
Arts and Humanities Rank and Tenure Committee (chair). Coordinator and presenter Academic Awards for Humanities (annual). Degree Coordinator, B.A. Humanities. Discussant, Center for Public Deliberation. Faculty Senate Handbook Committee. Reviewer for Interaction Studies. University Grievance Committee (two terms, including chair of two grievance hearings). University Rank and Tenure Committee.
GABY HERNANDEZ ASSISTANT PROFESSOR
2013 SERVICE
• • • • • • • •
RESEARCH
TEACHING
7 Creative Activities
ART 1307, 3305 32 Students 96 Student Credit Hours
Assistant Professor of Arts Administration Search Committee. Fine Arts Festival Committee. Citizenship Month, organized by the City of Houston and Mayor Annise D. Parker. Development and design of a website that showcases work and information about the Graphic Design courses. Gator Connect, the UHD Open House. Houston Design Week, organized by AIGA Houston. Interviewed by journalist Roberta Kwok, from Nature. Redesigned the main informational brochure for the BAFA major.
P60
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
TONI HOANG
ASSISTANT PROFESSOR
2011
RESEARCH
TEACHING
1 Article 1 Presentation
COMM 2301, 3314, 3321, 3323, 4380 149 Students 447 Student Credit Hours
2012
COMM 2301, 3314, 3321, 3323, 4380 237 Students 711 Student Credit Hours
2013 SERVICE
1 Presentation
• • • • • • •
COMM 2301, 3314, 3321, 3323, 4380 183 Students 549 Student Credit Hours
Beginning Public Speaking Basic Course Director. Communication Studies Degree Coordinator. Core Course Proposal Co-Writer. Core Curriculum Committee Member. Faculty Development Committee Member. Faculty Search Committee Member. Internship Program Director, UHD Department of Arts and Humanities.
LARISA JACKSON LECTURER
RESEARCH
TEACHING
2012
1 Article 1 Presentation
MUS 1303, 1304, 2302, 3305 87 Students 261 Student Credit Hours
2013
2 Presentations
MUS 1303, 1304, 2302, 3305 235 Students 705 Student Credit Hours
P61
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
GUSTAVIA KENDALL PROFESSOR
RESEARCH
TEACHING
2011
2 Presentations 2 Creative Activities
HUM 3333 MUS 1303, 2301, 2302, 3302, 3305, 3333 94 Students 282 Student Credit Hours
2012
1 Article
HUM 3333 MUS 1303, 2301, 3302, 3305, 3333 55 Students 165 Student Credit Hours
2013
1 Book 1 Presentation
MUS 2301, 3302 75 Students 225 Student Credit Hours
SERVICE
• • • • • • •
Beginning Public Speaking Basic Course Director. Communication Studies Degree Coordinator. Core Course Proposal Co-Writer. Core Curriculum Committee Member. Faculty Development Committee Member. Faculty Search Committee Member. Internship Program Director, UHD Department of Arts and Humanities.
WINDY LAWRENCE ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
1 Presentation
COMM 1306, 3304, 3318 64 Students 192 Student Credit Hours
2012
6 Presentations
COMM 1304, 1306, 3304, 3318 171 Students 513 Student Credit Hours
2013
1 Article 4 Presentations
COMM 1304, 3304, 3318 76 Students 228 Student Credit Hours
SERVICE
• Curriculum Committee, Arts & Humanities, Chair. • Department Rank and Tenure Committee, Arts & Humanities, Chair. • Fine Arts Committee, member.
P62
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
• Founder & Director, UHD Center for Public Deliberation. • Invited to partner with American Commonwealth Partnership. We helped produce national video on higher education and held year-long community forums on Shaping Our Future: How Should Higher Education Help Us Create the Society We Want. • University Awarded Faculty Leave Committee
THOMAS LYTTLE PROFESSOR
RESEARCH
TEACHING
2011
3 Creative Activities
DRA 1301, 1303, 3332 HUM 4380 88 Students 264 Student Credit Hours
2012
2 Creative Activities
DRA 1303, 3332 64 Students 192 Student Credit Hours
2013
3 Creative Activities
DRA 1303, 3332 57 Students 171 Student Credit Hours
SERVICE
Service to the Department Drama area coordinator. Music area coordinator. Mentored Assistant Professor of Design/Technical Theatre, Frank J. Vela. Member, Department Rank and Tenure Committee. Submitted materials for a proposed search for a full-time Arts Administration faculty member. (Spring semester) • Helped create and organize and then attended meetings of an Advisory Board for our department. • • • • •
Service to the Drama area • Finalized plans for and then led a ten-day drama trip to Athens, Greece in May; 26 people participated. • Began plans and arrangements for the May 2014 drama trip to Las Vegas. Tasks include working with an agent to make flight and hotel reservations, arrange for ground transportation services, and develop a daily itinerary. • Organized and arranged for the annual Drama Awards banquet that was held in the UHD Special Events Room on the third floor; 92 people attended. (Spring semester). • With the assistance of the drama scholarship committee, administered the Rockwell, Stokes, Saunders and newly-established Maddocks Family drama scholarships; Spring and Fall semester; 10-12 students receive a scholarship each semester. • Held our annual campus-wide Drama Interest Meeting for all interested students (Fall semester). • Developed a comprehensive 2013-2014 University Theatre Production and Activities Schedule for each semester. • Continued to check out scenery and prop items to various theatres in Houston that borrow from us (UH; Ensemble; Main Street Theatre; Alvin High School, Houston Community College; etc.). This entails checking things back in and re-stocking them. (spring and fall semesters).
P63
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
• Throughout the year, worked in our numerous theatre storage areas to keep our stock clean and well-organized. • Arranged for the Phillips/Quebodeaux wedding and reception that was held in O’Kane Theatre (A first!) (Spring semester). • Held a theatre work party for students in order to clean, rearrange, and re-organize O’Kane Theatre and its storage areas. (Fall semester). • Hosted the Vagabond Theatre Project at which drama students from UH presented 3 original One Act plays in O’Kane Theatre ((Spring semester). • Conceived and established the University Theatre Drama Scholarship Endowment Fund, using gift monies and box office income from previous productions. (Spring semester). • Held a Halloween Costume/Old Clothes sale to raise money for our Julius Caesar production that is headed for Scotland. Over $700 was raised. (Fall semester). • Proposed and arranged for 2 student theatre skills workshops to be offered in the Fall of 2013 and Spring of 2014. One is in Stage Makeup and the other in Stage Combat. Service to the University • Worked the Saturday UHD community open-house event. Greeted people in the theatre and gave them a tour of our facilities. (Spring and Fall semester). Service to the Community • Assisted with the preparation, delivery, installation and return of background flats used at the annual Delphian Assembly scholarship gala. (Spring semester). • Held a special reception in the theatre lobby for members of the Delphian Assembly after they • had attended a matinee performance of The Crucible (Spring semester) and Much Ado about Nothing (Fall semester). • Preparation of grant proposals/acquisition of external funds. • Submitted a grant request for $1,000.00 to the Delphian Assembly of Houston for the purchase of various production items for O’Kane Theatre. The grant was awarded (Spring semester). • Received a $2,000 gift to add to The Maddocks Family Drama Scholarship Fund. Fall semester. (This is not an endowment fund….yet!) • Submitted a $10,000 grant request to the Charles and Betti Saunders Foundation to help fund the Julius Caesar Project that plans to take our Julius Caesar OP production to Scotland in August. We are awaiting word of their decision (Fall semester).
PAUL MANDELL ASSISTANT PROFESSOR RESEARCH
TEACHING
2011
1 Presentation
SPAN 1401, 1402, 3360, 4365 123 Students 451 Student Credit Hours
2012
3 Presentations
SPAN 1401, 1402, 2301, 3360 124 Students 458 Student Credit Hours
2013
1 Article 4 Presentations
SPAN 1401, 1402, 3360, 4365 82 Students 301 Student Credit Hours
P64
SERVICE
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
• Chaired and served on the Faculty Development Committee at the Departmental level. • Coordinator of the First- and Second-Year Elementary Spanish. • Facilitated a general meeting of the Advisory Board to the Department with the Faculty at Biraporretti’s which was underwritten by Swift Energy. • Mentor by invitation to a University of Texas, Arlington recipient of Scholarship Grant from the Holyoke Foundation (local). • Mentor to a UHD senior class-person, recipient of a Krewe of Olympus scholarship. • Organized and facilitated an outing of the Advisory Board, students and faculty of the department to MECA to observe their Day of the Dead altars and presentations. • Served as one of the Department Senators to the Faculty Senate which met twice a month (every other Tuesday afternoon). • Served on the Faculty Senate Executive Committee (FSEC) which met twice a month (every Tuesday afternoon that Senate did not meet) and every Friday morning with the Provost and, at times the President, of the University. • Was invited by the Provost to serve as one of the Humanities and Social Sciences College representatives to the University Planning and Budget Committee.
ZEENAT MITHA LECTURER
RESEARCH
TEACHING
2011
COMM 1302, 1304, 2311, 4390 106 Students 318 Student Credit Hours
2012
COMM 1302, 1304, 4390 214 Students 642 Student Credit Hours
2013
COMM 1302, 2311, 3301, 3311 316 Students 948 Student Credit Hours
BRIDGET MULLER LECTURER
RESEARCH
2011
TEACHING COMM 1304, 3306, 4310 185 Students 555 Student Credit Hours
P65
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
2012
COMM 1304, 3306, 4310 128 Students 384 Student Credit Hours
2013
1 Presentation
COMM 1304, 3306, 4310 411 Students 1233 Student Credit Hours
CRESHEMA MURRAY ASSISTANT PROFESSOR RESEARCH
2013 SERVICE
TEACHING COMM1304, 4330 70 Students 210 Student Credit Hours
• • • • • • •
Completed the National Center for Faculty Development & Diversity course on successfully navigating the tenure process. Represented the College at the Children at Risk Accolades Luncheon on October 18, 2013. Served as a manuscript reviewer for the Journal of Management Communication Quarterly. Served as a member of the Faculty Development Committee. Served as a member of the Health Communication Search Committee. Served as the Keynote speaker for the fall induction ceremony for Lambda Pi Eta on December 9, 2013.
FLOYD NEWSUM PROFESSOR
RESEARCH
TEACHING
2011
3 Creative Activities
ART 1310, 2303, 2304 68 Students 204 Student Credit Hours
2012
4 Creative Activities
ART 1310, 2303, 2304 148 Students 444 Student Credit Hours
2013
6 Creative Activities
ART 1310, 2303, 2304 131 Students 393 Student Credit Hours
P66
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
WILLIAM NOWAK ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
1 Presentation
HUM 4380 SPAN 1401, 2301, 3340, 3385, 3399, 4098, 4340, 4380 121 Students 331 Student Credit Hours
2012
1 Presentation
SPAN 1401, 1402, 3340, 3380, 3385, 4098, 4380 132 Students 380 Student Credit Hours
2013
1 Presentation
SPAN 1401, 2301, 3322, 3380, 4098, 4340, 4380 134 Students 379 Student Credit Hours
SERVICE
• • • • • • • • • • • •
Administrative Assistant Chair. Continued mentorship of (now former) colleague Montse Feu-López. Co-sponsor, Psi Chi Chapter of Sigma Delta Pi, the Spanish National Collegiate Honor Society. Director, UHD Study Abroad Program in Costa Rica. Member, Departmental Rank & Tenure Committee. Member, UHD Faculty Senate. Member, University-wide High Impact Practices Committee. Outside reader for doctoral thesis proposal of Javier Marchán, Department of Hispanic Studies, University of Houston. Peer Teaching Observation. Spanish Degree Coordinator. Spanish Internship Coordinator. Two-hour workshop in conjunction with traveling Prado art exhibit, delivered for local primary and secondary teacher’s continuing education credits, organized by the Museum of Fine Arts Houston, January 12, 2013. Honorarium received.
EDWIN PADILLA ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
1 Presentation
SPAN 2311, 2312, 3301, 3302 122 Students 366 Student Credit Hours
2012
2 Presentations
SPAN 2311, 2312, 3301, 3302, 4342 141 Students 423 Student Credit Hours
P67
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
2013 SERVICE
SPAN 2311, 2312, 3301, 3302, 3342 147 Students 441 Student Credit Hours • • • • • • • • • •
Committee for LaRose Scholarship. Curriculum Committee, Arts & Humanities. Department Advisory board. Editor, EXADEP. Exit interviewer, Spanish Major. Faculty Development Projects Committee. Grader, Placement Exams. Presenter, Spanish Academic Awards. Spanish Coordinator. University Rank and Tenure Committee.
BILL POGUE LECTURER
RESEARCH
TEACHING
2011
COMM 1304, 3303, 3309 319 Students 957 Student Credit Hours
2012
COMM 1304, 3303, 3309 240 Students 720 Student Credit Hours
2013
COMM 1304, 3303, 3309 256 Students 768 Student Credit Hours
KATHERINE POGUE LECTURER
RESEARCH
TEACHING
2012
COMM 1301, 1306 DRA 1301 82 Students 246 Student Credit Hours
2013
COMM 1301, 1306 DRA 1301 237 Students 711 Student Credit Hours
P68
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
AZAR REJAIE
ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
2 Articles 1 Book Review
ART 1301, 1302, 3303, 3311 HUM 3308, 3311 153 Students 459 Student Credit Hours
2012
1 Presentation 1 Book Review
ART 1301, 1302, 3303, 3311 HUM 3308, 3311, 4098, 4380 150 Students 432 Student Credit Hours
2013
1 Presentation
ART 1301, 1302, 3303, 3311 HUM 3308, 3311, 4098, 4380 185 Students 501 Student Credit Hours
SERVICE
• • • • • • • • •
AH Rank and Tenure Committee. Coordinator for the Art Area and BAFA degree. Course Proposals Writer. Faculty Advisor to the UHD Manga Club. Member of the CHSS Curriculum Support Committee. Member of the CHSS Planning Committee. Nominated to join the Italian Art Society Awards Committee. Participation/Co-coordination of the Summer III UK Study Abroad trip. UHD Open House Recruiting.
REYNALDO ROMERO ASSISTANT PROFESSOR RESEARCH
TEACHING
2011
1 Chapter 2 Articles 4 Presentations
HUM 4399 SPAN 2311, 2312, 3301, 3322, 4380, 4390 154 Students 462 Student Credit Hours
2012
1 Book 6 Presentations
SPAN 2311, 2312, 3301, 3322, 4380, 4390 163 Students 489 Student Credit Hours
2013
1 Article 6 Presentations
SPAN 2311, 2312, 3301, 3322, 3399, 4310, 4320, 4380 169 Students 507 Student Credit Hours
P69
SERVICE
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
• • • • • • • • • • • • • • •
Abstract reviewer, 2013 14th Texas Linguistics Society Conference, Austin, TX. Arts and Humanities Annual Evaluations Advisory Committee. Arts and Humanities Assessment Committee. Committee for the Protection of Human Subjects, chair-elect. Continuing Education-Introduction to Court Interpreting. Faculty Awards Committee Member. Fine Arts Festival Committee Member. Hispanic Heritage Month Event. Manuscript reviewer for the linguistics journal Verba on Spanish dialectology. Member, editorial board of the Linguistic Association of the Southwest. Moderator at the SUS/SICOL conference (March 2013) for Section 7 titled “Phonology” and also for LASSO 42 (September 2013) for the session “Teaching Spanish for Special Purposes in the 21st Century”. Organized Research and Creative Activity (ORCA), Member. Screening Committee for Assistant Dean, College of Humanities & Social Science. Student Publications Advisory Committee. Translation Minor and Internship Coordinator.
HENRY ROUBICEK PROFESSOR
RESEARCH
2011
TEACHING COMM 1303, 1305, 1306, 3309, 3320, 4330 199 Students 597 Student Credit Hours
2012
1 Presentation
COMM 1303, 1305, 1385, 3320 94 Students 282 Student Credit Hours
2013
1 Presentation
COMM 1303, 1305, 3309, 3320, 4315 175 Students 525 Student Credit Hours
SERVICE
• • • • • • • • • • • • •
Board Member, CONTEXT Chamber Music. Chair, Communication Studies Search Committee. Co-Facilitated (with Jay Stailey) a monthly story swap held at Willow Street Pump Station. Consultant: Council on Sex Offenders and Treatment Counselors. Consultant: LEMIT (Law Enforcement Management Institute of Texas). Consultant: The Houston Police Academy. Docent, Holocaust Museum Houston. Facilitated interview simulations in Bill Pogue’s fundamental’s course. Host and Creator: Open Journal Segment, Story Time on KPFT. Interim Assistant Chair and Communication Studies Coordinator. Lead Fundraiser for Open Journal segment for KPFT Pacifica. Liaison with Houston Public Schools for KPFT/UHD merger. Member, “J Street” Houston chapter.
P70
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
• • • • • • •
Member, Communication Studies Search Committee. Member, Department Curriculum Committee. Member, Department Rank and Tenure Committee. Member, University-wide Committee of Full Professors. Open Community workshop on storytelling held at St. Andrews House. President, Houston Storyteller’s Guild. Teaching mentor assigned to Dr. Toni Hoang.
KAREN SCHLAG LECTURER
RESEARCH
TEACHING
2011
2 Creative Activities
ART 2305 COMM 1304, 1306, 2305, 2307, 3310 208 Students 624 Student Credit Hours
2012
4 Creative Activities
ART 2305 COMM 1304, 2305, 2307, 3315 86 Students 258 Student Credit Hours
2013
3 Creative Activities
ART 2305 COMM 1304, 2305, 2309, 3315 305 Students 915 Student Credit Hours
DEBORAH SHELLEY ASSOCIATE PROFESSOR RESEARCH
TEACHING
2011
8 Creative Activities
ART 3315 COMM 3308, 3316, 3317, 3328 176 Students 528 Student Credit Hours
2012
6 Presentation 5 Creative Activities
COMM 3308, 3316, 3328 123 Students 369 Student Credit Hours
2013
3 Creative Activities
COMM 3308, 3316 59 Students 177 Student Credit Hours
P71
SERVICE
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
• Area Coordinator for Communication Studies Program. • Assistant Chair, Dept. of Arts & Humanities. • Assisted with continued development of objectives and outcomes for BA in COMM Studies and for individual COMM courses. • Assisted with Unit Plan. • Chair, Art & Humanities Curriculum Committee. • Chair, Search Committee to hire an Assistant Professor in Media Studies. • Coached students on their speeches for NCFCA tournament. • Leader of Communication Studies Faculty Committee. • Member, Art & Humanities Leadership Group. • Member, Art & Humanities Rank & Tenure Committee. • Member, Chair’s Advisory Committee. • Mentor for Dr. Toni Hoang. • Worked on design of new COMM lab.
FRANK VELA
ASSISTANT PROFESSOR RESEARCH
TEACHING
2011
4 Creative Activities
DRA 1301, 1305 92 Students 276 Student Credit Hours
2012
5 Creative Activities
DRA 1305, 2390 42 Students 126 Student Credit Hours
2013
10 Creative Activities
DRA 1301, 1305 97 Students 291 Student Credit Hours
SERVICE
• • • • • • • • • • • •
Co-leader, UHD Drama trip to Athens, Greece. Faculty advisor, Beta Gama Chi (BGC). Faculty advisor, Creative Collective. Lighting advisor, Stages Repertory Theatre. Set, Lighting, and Sound Designer for UHD Theatre’s major production of The Crucible. Set, Lighting, and Sound Designer for UHD’s Lunch-Time Theatre’s production of Next. State Employee Charitable Campaign. Technical Director for “Los Valientes”. Technical Director for UHD student director Michael Barrick’s “Student Initiated Project” (SIP). Technical Director for UHD’s 16 student-directed One-Act plays. Technical Director for UHD’s major production of Much Ado About Nothing. University Parking and Transportation Committee.
P72
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
DELORIS WANGURI ASSISTANT PROFESSOR RESEARCH
2011
TEACHING COMM 1304, 3306, 3320, 3340, 4310 163 Students 489 Student Credit Hours
2012
1 Presentation
COMM 1304, 3306, 3320, 3340, 4310 203 Students 609 Student Credit Hours
2013
1 Chapter 1 Article 2 Presentations
COMM 3306, 3320, 3340 225 Students 675 Student Credit Hours
SERVICE
• BSIS program assessment. • Chair, COMM search for three Assistant Professors of Communication in corporate, health, and interpersonal communication. • Department Review Committee. • Department Faculty Development Leave Committee. • Department Organized Research Committee. • Department Rank & Tenure Committee. • eIntelligence Academic Performance Training. • eIntelligence Basic Training. • Faculty advisor, Pi Mu Chapter of Lambda Pi Eta. • Faculty Development Projects Committee. • Freshman Convocation Committee. • Integrity Tool Pilot Test at the TTLC. • Member, Annual Evaluations Advisory Committee. • Observed Dr. Creshema Murray’s face-to-face class (COMM 1304/Introduction to Speech Communication) on Monday, November 11, 2013, at 2:30 pm. Completed Peer Teaching Observation Report and discussed it with Dr. Murray on Wednesday, December 04, 2013. • Observed Dr. Windy Lawrence’s hybrid class (COMM 3304/Advanced Public Speaking). Completed Peer Teaching Observation Report and discussed it with Dr. Lawrence on May 15, 2013. • Served on onsite reaffirmation committee for SACS (Southern Association of Colleges and Schools) at Daytona State College, Daytona Beach, Florida, Monday, September 23-Thursday, September 26, 2013. • Service Learning Committee.
P73
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF FACULTY RESEARCH, TEACHING AND SERVICE, 2011-2013
ROBERT WILSON LECTURER
RESEARCH
TEACHING
2011
HUM 3317, 3318 MUS 3303, 3304 111 Students 333 Student Credit Hours
2012
HUM 3317, 3318 MUS 3303, 3304 85 Students 255 Student Credit Hours
2013
HUM 3317, 3318, 4301 MUS 1303, 3303, 3304, 4301 124 Students 372 Student Credit Hours
MAJORS AND CREDIT HOURS
P75
A+H ANNUAL REPORT2013 FULL TIME & PART TIME MAJORS & STUDENT CREDIT HOURS
A+H DEPARTMENT, MAJORS
400
300
200
100
401
349
460
0 SPRING
2012
SPRING
2013
SPRING
2014
A+H DEPARTMENT, STUDENT CREDIT HOURS
9000
6000
3000
9525
10712
9942
0 FULL TERM
2011
FULL TERM
2012
FULL TERM
2013
ASSESSMENT REPORT
P77
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
BACHELOR OF ARTS IN FINE ARTS DEGREE 2010/11 - 2017/18 LEARNING OUTCOME 1
STUDENT CAN DESCRIBE THE HISTORICAL AND STYLISTIC DEVELOPMENT OF EACH OF THE FINE ARTS
ASSESSMENT
Portfolio Included in each Portfolio will be a writing sample from each of the fine arts areas (totaling 3 writing samples) that describes at least one historical or stylistic development in that area. Exit Survey Three questions on our Exit Survey for BAFA graduates will ask students to grade their opinion of their ability to describe the historical and stylistic development of each of the fine arts on a 1-5 scale.
SUCCESS CRITERIA
Portfolio The 3 writing samples (1 from each fine arts area) will be reviewed and ranked on a scale of 1-3. The rank of 1 will be assigned to work that providing basic, accurate description of historical and stylistic developments. A rank of 2 will be assigned to writing samples that provide accurate and detailed description of historical and stylistic developments. A rank of 3 will be assigned to writing samples that provide an exceptional level of description of the historical and stylistic developments in that fine art area. Total possible points is 9. A total of 4 points will be considered evidence of a successful learning outcome. Exit Survey Students will be asked to grade their perceived ability to describe the historical and stylistic developments in each area on a 1-5 scale, with 1 meaning the student is unable to achieve the LO and with 5 meaning complete mastery of the LO. A score of 3 will be considered evidence of success.
YEARS DATA COLLECTED
Annually beginning 2012-2013.
YEARS EVALUATED & REPORTED
2012-2013 2015-2016 2017-2018
LEARNING OUTCOME 2
STUDENT CAN EFFECTIVELY WRITE ABOUT THE SIGNIFICANCE OF HUMANITIES AND FINE ARTS PRODUCTS AND PERFORMANCES
ASSESSMENT
Portfolio Included in each student’s portfolio will be at least one writing sample in which the student has written about the significance of humanities and fine arts products and performances.
P78
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
Exit Survey Student will be asked to rate their perception of their ability to effectively write about the significance of humanities and fine arts products and performances. SUCCESS CRITERIA
Portfolio Portfolio writing sample will be evaluated using a rubric. Exit Survey On a 1-5 scale, students will self-evaluate their mastery of this LO with 1 meaning the student is unable to achieve the LO and with 5 meaning complete mastery of the LO. A score of 3 will be considered evidence of success.
YEARS DATA COLLECTED
Annually.
YEARS EVALUATED & REPORTED
2010-2011 2013-2014 2016-2017
LEARNING OUTCOME 3
STUDENT WILL BE ABLE TO EXPRESS IDEAS THROUGH ONE OR MORE NON-WRITTEN MEDIA OR PERFORMANCE
ASSESSMENT
Fine Arts Evaluation UHD productions, performances and exhibitions from the fine [Annual Student Art Exhibition, Student-Directed One Acts, Brown Bag Concerts, Student Initiated Projects and other events] arts will be evaluated on a rotating basis. These will be evaluated using a standard rubric to assess student’s ability to express ideas through dramatic or musical performance or the visual arts. Portfolio Included in each student’s portfolio will be best samples of graphic design work. Samples will demonstrate that students can express ideas through non-written media.
SUCCESS CRITERIA
Fine Arts Evaluation Students will be evaluated only in their area of concentration. Art concentration students will be evaluated on the work they submit to the annual Student Art show or by a taped oral presentation on a researched topic. Theatre concentration students will be evaluated on either their technical or performance work or by a taped oral presentation on a researched topic. Music concentration students will be evaluated on their performance work or by a taped oral presentation on a researched topic. Each of these areas will be evaluated on a scale of 1-3 with a 1 indicating the student was unable to express ideas, a 2 indicating the student was competent at expressing ideas, and a 3 indicating the student was exceptional. A score of 2 will be considered evidence of success.
P79
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
Portfolio Graphic design work will be evaluated on a 1-3 scale, with a 1 indicating the student was unable to express ideas, a 2 indicating the student was competent at expressing ideas, and a 3 indicating the student was exceptional. A score of 2 will be considered evidence of success. YEARS DATA COLLECTED
Annually. Starting in 2011-2012.
YEARS EVALUATED & REPORTED
2011-2012 2014-2015 2017-2018
LEARNING OUTCOME 4
STUDENT WILL BE ABLE TO EXPRESS IDEAS THROUGH ONE OR MORE NON-WRITTEN MEDIA OR PERFORMANCE
ASSESSMENT
Portfolio Included in each student’s portfolio will be best samples of graphic design work. Samples will demonstrate that students can generate work using graphic design software. Exit Survey Student will self-evaluate their mastery of the design software introduced in the graphic design courses.
SUCCESS CRITERIA
Portfolio Graphic design work will be evaluated on a 1-3 scale, with a 1 indicating the student did not demonstrate ability to use basic design and graphic software, a 2 indicating the student demonstrated competency in using basic design and graphic software, and a 3 indicating the student demonstrated exceptional mastery of the software in the sample products. A score of 2 will be considered evidence of success. Exit Survey On a 1-5 scale, students will self-evaluate their mastery of this LO with 1 meaning the student is unable to achieve the LO and with 5 meaning complete mastery of the LO. A score of 3 will be considered evidence of success.
YEARS EVALUATED & REPORTED
2011-2012 2014-2015 2017-2018
P80
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
COMMUNICATION STUDIES LEARNING OUTCOME 1
GRADUATES WILL BE ABLE TO EXPLAIN THE ELEMENTS COMMON TO ALL COMMUNICATION CONTEXTS
ASSESSMENT
AM#1 Short essay, final examination. method 2 Mini case study (embedded final examination question).
SUCCESS CRITERIA
AM#1 80% of students will correctly identify the elements of communication and explain the impact of the context. method 2 80% of students will correctly answers a series of multiple choice questions pertaining to a mini case study.
SUMMARY OF FINDINGS
AM#1 1.N=43 2. Essays from final examinations (COMM 3320) fall, 2012 and spring, 2013 were assessed with a rubric to rate: summation of theory, communication context, and application/explanation of elements on a scale of 3 (excellent), 2 (average), and 1 (below average). 3. Twenty-five of 43 (58%) students explained the elements common to all communication contexts. 4. Scores were computed for context and application. Forty-two percent did not meet the expectation for average on this learning objective. These results are much lower than FY11. That assessment used essays from COMM 4310. The prompt for the short essay (3320) could have skewed the results, thus rendering invalid data. 5. Faculty expectations were not met using this assessment measure. AM#2 1. N=9 (COMM 4310, fall 2012) 2. A mini case study was embedded in a final examination consisting of objective questions. 3. Q1=100% Q2=78% Q3=78% Q4=89% 4. The findings suggest that students can recognize the elements common to all communication contexts. 5. Faculty expectations were met.
P81
USE OF FINDINGS
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
Strategies for Improving Learning • All required classes for communication majors will include direct instruction in communication context and the variables common to all contexts. • In-class essays will use prompts to aid students’ analysis of communication contexts. • A rubric will be developed for student use to assess a partner’s essay. Strategies for Improving Assessment • Communication faculty will examine Learning Outcome #1 in order to propose a reliable, valid measurement. • Communication faculty will review LO #1 in light of the recent concentrations approved for a B.A. in Communication Studies.
LEARNING OUTCOME 4
GRADUATES WILL ACCESS, INTERPRET, AND CONDUCT RESEARCH IN COMMUNICATION STUDIES
ASSESSMENT
AM#1 Find scholarly articles and evaluate communication research in essay format. AM#2 Conduct original research and prepare a term paper.
SUCCESS CRITERIA
AM#1 Students will correctly use vocabulary specific to research to evaluate the findings. AM#2 Using a standard rubric, 35% will be judged as acceptable for submission to student research conferences.
SUMMARY OF FINDINGS
AM#1 1. N = 30 2. The review of literature from research papers in COMM 3314 (one hybrid class, fall, working in groups, and two hybrid classes, spring) were evaluated using a standard rubric. 3. Evidence from the literature review indicates that students can access a scholarly article. However, only one-third (N=10) were rated as acceptable in the criteria of coverage of content/evaluation and clarity of writing/ essay format. Although vocabulary specific to communication research may be used, many students chose to quote difficult concepts or terminology from the articles. 4. Although all of the students can access a scholarly article using a database or Google Scholar, few can evaluate research reports or studies. As this assessment states, “in essay format,” it is assumed that students’ writing is clear and succinct, with few (3) spelling, grammar, or punctuation errors. It is not. 5. Faculty expectations were not met.
P82
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
AM#2 1. N = 31 2. Students enrolled in 3314 (fall, 2012) worked in groups to conduct research. In spring, 2013, both classes gathered data in groups, but submitted an individual paper to include: introduction, literature review, methodology, results, analysis, and conclusion. If the literature review received 12 or more points (N=7), it was analyzed using standards for acceptance in the category of student submission for a communication conference. 3. Six papers were judged to be of high quality, suitable for submission to a student conference or a conference with student representation. 4. With one course in methodology, students are not prepared to conduct original research. 5. Thirty-five percent was the projected success rate; 20% was the reality. Expectations were not met. USE OF FINDINGS
Strategies for Improving Learning • Students will be able to access scholarly articles by direct instruction beginning at the 1000 level. • Students will write a summary of a research article in 2000 level courses. • Students will compare findings on a research topic in order to evaluate communication research in 3000 level courses. • Instructors will post two examples of an essay that evaluates research: quantitative and qualitative in 2000 level courses. Strategies for Improving Assessment • Instructors will share sample essays. • Instructors may be asked to double code an essay assignment to assure the same rigor.
update on 11/12 assessment activities LEARNING OUTCOME 2
GRADUATES WILL USE THEORIES, PRINCIPLES, AND CONCEPTS TO ANALYZE COMMUNICATION INTERACTIONS
Improvements Proposed in the 11/12 Assessment Report Review self-report questionnaire as assessment method 2 (COMM 3320). —UPDATE
Faculty will discuss recommendations for assessment method 2. The concern is that a self-report questionnaire at the end of the semester may be perceived as redundant by the student who has recently completes a course evaluation. The measure also lacks a sizable response rate since it requires students to perform additional action to submit questionnaires to the degree coordinator. Faculty will make modifications to assessment method 2 before the next assessment cycle for learning outcome 2 (2014-2015).
P83
LEARNING OUTCOME 3
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
GRADUATES WILL PREPARE, EVALUATE, AND DELIVER EFFECTIVE ORAL MESSAGES USING TECHNOLOGY
Improvements Proposed in the 11/12 Assessment Report 1. Provide students with the rubric for assessment method 1 (COMM 4098). —UPDATE
After deliberating, faculty decided not to provide students with the rubric for assessment method 1. The purpose for reviewing COMM 4098 (Senior e-Portfolio) students’ presentations is for faculty to evaluate the development of communication skills demonstrated by the students before graduation. In addition, the evaluation of student presentations (without the guidance of a rubric) should indicate areas for teaching improvement. 2. Instructions for assessment method 2 might identify courses for which outline speeches may be sufficient for assessment. —UPDATE
Full sentence outline instructions were implemented in COMM 4098 (Senior-ePortfolio), for which is identified in assessment method 2. 3. Instructions for assessment method 2 might suggest outlines for specific type of speech (i.e. informative, persuasive, commemorative). —UPDATE
Faculty will discuss recommendations for type of speech outlines. Currently, generic instructions are provided for crafting full sentence outlines for assessment method 2. 4. assessment method 3 should be modified to allow students to provide feedback to oral messages, rather than essays. This would be more reflective of learning outcome 3. —UPDATE
assessment method 3 was rewritten as, “Evaluation rubric and power point used to provide feedback to classmate.” Thus, the success criterion was modified to remove “essays” and replace with “power point presentations.”
P84
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
HUMANITIES 2012-2013 LEARNING OUTCOME 1
STUDENT IDENTIFIES AND DISCUSSES MAJOR INTELLECTUAL TRENDS OF WESTERN AND WORLD CULTURES FROM ANTIQUITY TO THE PRESENT IN MANY DOMAINS, INCLUDING ARTS, MUSIC, LITERATURE, SCIENCE, PHILOSOPHY, THEOLOGY, AND POLITICS
ASSESSMENT
AM#1: Rubric-Based Analysis Of one essay from one 3000/4000 level course in the Humanities identified in the University catalog as meeting the criteria for a writing-intensive course. AM#2: Rubric Based Analysis Of one long writing sample, 10 page minimum, from one 3000/4000 level course in the Humanities identified in the University catalog as meeting the criteria for a writing-intensive course. AM#3: Comprehensive Multiple_choice Assessment Exam (Humanities General Assessment, or HGA) With embedded subtests, administered to students from one upper-level course. We use average scores from a subset of items measuring outcomes on each learning outcome.
SUCCESS CRITERIA
AIM#1 Mean score of 2.5 AIM#2 Mean score of 2.5 AIM#3 Mean score of 55. Those assessed must meet or exceed at least two of the three AIMs.
SUMMARY OF FINDINGS
AM#1 1. N = 14 2. We review writing samples from courses designated as “writing-intensive” on a Likert scale of 0 to 4 for each learning outcome, indicating the extent to which the rater agrees that a certain paper meets a certain outcome, as specified in our assessment plan. 3. Mean = 2.8 4. Up slightly from AY 2011-2012 (2.7) 5. Students meet expectations. AM#2 1. N = 21 2. The long writing sample – a term paper – is arguably the best indicator of learning success because it provides evidence of knowledge of Western and world cultures, the ability to form and express complex arguments, research skills, the ability to compose grammatically sophisticated sentences, cohesive paragraphs, and so forth. Below is a summary of
P85
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
the rubric-based analysis of these samples, using the same Likert scale described above in the section on text analyses. 3. Mean = 2.6 4. Down from AY 2011-2012 (3.2) 5. Students meet expectations. AM#3 1. N=20 2. Embedded scores are calculated automatically. 3. Mean = 72 4. Up from AY 2011-2012 (62) 5. Students meet expectations USE OF FINDINGS
Strategies for Improving Learning Students have demonstrated satisfactory outcomes. Strategies for Improving Assessment None at this time.
LEARNING OUTCOME 2
STUDENTS CAN IDENTIFY AND DISCUSS THE HISTORICAL AND CULTURAL CONTEXTS IN WHICH THE GREAT ARTISTIC AND LITERARY WORKS OF WESTERN AND NON-WESTERN TRADITIONS APPEARED
ASSESSMENT
AM#1: Rubric-Based Analysis of One Essay (See AM#1 of LO1 for details). AM#2: Rubric Based Analysis of one long writing sample (See AM#2 of LO1 for details). AM#3: Comprehensive Multiple_choice Assessment Exam (See AM#3 of LO1 for details).
SUCCESS CRITERIA
AIM#1 Mean score of 2.5 AIM#2 Mean score of 2.5 AIM#3 Mean score of 55. Those assessed must meet or exceed at least two of the three AIMs.
SUMMARY OF FINDINGS
AM#1 1. N = 14 2. See above. 3. Mean= 2.9 4. Slightly above AY 2011-2012 (2.8) 5. Students meet expectations. AM#2 1. N = 21 2. See above.
P86
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
3. Mean = 2.7 4. Down from AY 2011-2012 (3.3) 5. Students meet expectations. AM#3 1. N = 20 2. See above. 3. Mean = 59 4. Down from AY 2011-2012 (64) 5. Students meet expectations. USE OF FINDINGS
Strategies for Improving Learning Students have demonstrated satisfactory outcomes. Strategies for Improving Assessment None at this time.
LEARNING OUTCOME 3
STUDENT CAN IDENTIFY AND DISCUSS THE IMPORTANT WORKS OF WESTERN AND WORLD CULTURES THAT ARE STILL RELEVANT IN THE 21ST CENTURY
ASSESSMENT
AM#1: Rubric-Based Analysis of One Essay (See previous AMs for details). AM#2: Rubric Based Analysis of one long writing sample (See previous AMs for details). AM#3: Comprehensive Multiple_choice Assessment Exam (See previous AMs for details).
SUCCESS CRITERIA
AIM#1 Mean score of 2.5 AIM#2 Mean score of 2.5 AIM#3 Mean score of 55. Those assessed must meet or exceed at least two of the three AIMs.
SUMMARY OF FINDINGS
AM#1 1. N = 14 2. See above. 3. Mean= 2.6 4. Down slightly from AY 2011-2012 (2.7) 5. Students meet expectations. AM#2 1. N = 21 2. See above. 3. Mean = 2.5
P87
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
4. Down considerably from AY 2011-2012 (3.5) 5. Students meet expectations. AM#3 1. N = 20 2. See above. 3. Mean = 45 4. Down from AY 2011-2012 (52) 5. Students do not meet expectations. USE OF FINDINGS
Strategies for Improving Learning AREA OF CONCERN: We are on the margins of acceptability on this learning outcome. The Department Chair and the Degree Coordinator should conduct an audit of course syllabi in the humanities to see if there are ways to promote an understanding of the connection between historical intellectual on contemporary social issues. This will help make the Humanities curriculum more relevant to our students. This should be complete prior to the beginning of Fall 2014. Strategies For Improving Assessment None at this time.
LEARNING OUTCOME 4
STUDENTS CAN WRITE EFFECTIVELY TO INCLUDE APPROPRIATE USE OF ENGLISH SYNTAX AND SEMANTICS, COGENT REASONING AND REBUTTAL SKILLS, COHESIVENESS OF EXPRESSION AND EFFECTIVE ARGUMENT
ASSESSMENT
AM#1: Rubric-Based Analysis of One Essay (See previous AMs for details). AM#2: Rubric Based Analysis of one long writing sample (See previous AMs for details). AM#3: Comprehensive Multiple_choice Assessment Exam (See previous AMs for details).
SUCCESS CRITERIA
AIM#1 Mean score of 2.5 AIM#2 Mean score of 2.5 AIM#3 Mean score of 55. Those assessed must meet or exceed at least two of the three AIMs.
SUMMARY OF FINDINGS
AM#1 1. N = 14 2. See above. 3. Mean= 2.6 4. Up slightly from AY 2011-2012 (2.6) 5. Students meet expectations.
P88
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
AM#2 1. N = 21 2. See above. 3. Mean = 2.6 4. Down from AY 2011-2012 (3.0) 5. Students meet expectations. AM#3 1. N = 20 2. See above. 3. Mean = 47 4. Down from AY 2011-2012 (52) 5. Students do not meet expectations. USE OF FINDINGS
Strategies for Improving Learning AREA OF CONCERN : Students are only marginally above minimal thresholds on this learning outcome. Strategies for Improving Assessment None at this time.
LEARNING OUTCOME 5
STUDENTS CAN USE STANDARD COMPUTER OFFICE SUITES LIKE MS OFFICE OR OPENOFFICE TO PRODUCE PROFESSIONAL APPEARING DOCUMENTS. (TECHNOLOGY LO)
ASSESSMENT
AM#1: Rubric-Based Analysis of One Essay (See previous AMs for details). AM#2: Rubric Based Analysis of one long writing sample (See previous AMs for details).
SUCCESS CRITERIA
AIM#1 Mean score of 2.5 AIM#2 Mean score of 2.5
SUMMARY OF FINDINGS
AM#1 1. N = 14 2. See above. 3. Mean= 3.6 4. Up from AY 2011-2012 (3.3) 5. Students meet expectations. AM#2 1. N = 21 2. See above. 3. Mean = 2.8 4. Down from AY 2011-2012 (3.4) 5. Students meet expectations.
P89
USE OF FINDINGS
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
Strategies for Improving Learning Students have demonstrated satisfactory outcomes. Strategies for Improving Assessment None at this time.
LEARNING OUTCOME 6
STUDENTS CAN WRITE PAPERS THAT COMPLY WITH MLA, APA, OR CHICAGO STYLE GUIDELINES
ASSESSMENT
AM#1: Rubric Based Analysis of one long writing sample (See previous AMs for details). AM#2: Comprehensive Multiple_choice Assessment Exam (See previous AMs for details).
SUCCESS CRITERIA
AIM#1 Mean score of 2.5 AIM#2 Mean score of 55. Those assessed must meet or exceed at least two of the three AIMs.
SUMMARY OF FINDINGS
AM#1: Long writing sample) 1. N = 21 2. See above. 3. Mean = 2.9 4. Up considerably from AY 2011-2012 (2.2) 5. Students meet expectations. AM#2 AM#3: HGA 1. N = 21 2. See above. 3. Mean = 83 4. Up considerably from AY 2011-2012 (52) 5. Students do not meet expectations.
USE OF FINDINGS
Strategies for Improving Learning Students have demonstrated satisfactory outcomes. Strategies for Improving Assessment None at this time.
update on 11/12 assessment activities FOR LEARNING OUTCOME 1
Improvements Proposed in the 11/12 Assessment Report AIM#1: (short writing): 2.7 AIM#2: (long writing): 3.2
P90
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
AIM#3: (HGA): 62 —UPDATE
Satisfactory.
FOR LEARNING OUTCOME 2
Improvements Proposed in the 11/12 Assessment Report AIM#1: (short writing): 2.8 AIM#2: (long writing): 3.3 AIM#3: (HGA): 64 —UPDATE
Satisfactory.
FOR LEARNING OUTCOME 3
Improvements Proposed in the 11/12 Assessment Report AIM#1: (short writing): 2.7 AIM#2: (long writing): 3.5 AIM#3: (HGA): 68 —UPDATE
Satisfactory.
FOR LEARNING OUTCOME 4
Improvements Proposed in the 11/12 Assessment Report AIM#1: (short writing): 2.5 AIM#2: (long writing): 3.0 AIM#3: (HGA): 52 —UPDATE— AREA OF CONCERN: The assignment corrections students
now get back from me include fast access to pop-up dictionaries, style guidelines, and videos that help explain the mechanics of good sentence and paragraph structure. The process is almost entirely automated, so that instructors can add comments with point-and-click ease, and students and access them just as easily from their corrected papers. These are illustrated in the narrative accompanying this report.
FOR LEARNING OUTCOME 5
Improvements Proposed in the 11/12 Assessment Report AIM#1: (short writing): 3.3 AIM#2: (long writing): 3.4 —UPDATE
Satisfactory.
P91
FOR LEARNING OUTCOME 6
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
Improvements Proposed in the 11/12 Assessment Report AIM#2: (long writing): 2.2 AIM#3: (HGA): 5.2 —UPDATE— AREA REQUIRING REMEDIATION: Remedying the unsatis-
factory outcomes the use of style guidelines proved to be fairly straightforward. First, in the past the curriculum for a number of upper-level humanities courses included open-ended, short- answer tests covering materials on our reading list and our blog. An acceptable answer was normally two to four sentences long. Students were not required to cite any sources on these tests, though rigorous use of APA, MLA, and CMS style guidelines on term papers was required. During the past academic year, I changed test requirements slightly, so that students had to include a bibliography citing all sources they had used to complete their tests. This had the effect of giving students four opportunities to master style guidelines prior to the term paper. The result was a marked improvement in their scores on our AM review of long writing samples. Second, within the past year I have increased the visibility and availability of CMS guidelines on the corrected and annotated versions of tests and papers for my classes. The changes have come from updating my blog pages, which now serve as the focal point and principle content-repository, and form upgrading the software I use to correct papers. The changes are illustrated as screenshots in the narrative accompanying this report. There is evidence that these strategies may be having a positive impact on student learning. As noted in the 2012-13 assessment of this outcome, results from this outcome have both improved.
P92
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
BACHELOR OF ARTS IN SPANISH 2012-2013 LEARNING OUTCOME 3
STUDENTS WILL DELIVER CLEAR AND COMPREHENSIBLE ORAL PRESENTATIONS IN ACADEMIC SPANISH, USING POWERPOINT
ASSESSMENT
AM#1 Final Videotaped Presentation from SPAN 3320 AM#2 Student Survey
SUCCESS CRITERIA
75%
SUMMARY OF FINDINGS
AM#1 1. N = 8 2. Drs. Mandell and Romero reviewed videos of eight Spanish majors delivering c. 15-minute presentations with PowerPoint in SPAN 3320 and evaluated the performances using a rubric that rated content, organization, clarity of speech, grammar and vocabulary, as well as overall preparedness (see attached rubric with results). 3. Student results ranged from a high of 92.5% (18.5/20) to a low of 55% (11/20, with an average of 75.9% (15.18/20). However, half the students scored less than 15/20 (75%), which indicates there is room for improvement. 4. Students need more practice in giving formal presentations using Power Point in order to improve this learning outcome. Most of our students are relatively fluent in conversational Spanish, but exhibit some level of code-switching between English and Spanish as well as usage of dialectical items that is inappropriate to a formal academic setting. Many focus too much on the PowerPoint slides rather than on the information that they are sharing 5. Students assessed here statistically met program expectations for this learning outcome, but the number falling below the minimum is worrisome. AM#2 1. N = 26 2. Drs. Nowak and Padilla reviewed the results of two questions pertinent to oral presentations using PowerPoint from twenty-six Spanish Student Surveys, completed by graduating majors in SPAN 4098 (Portfolio): Question 11: “How would you rate your own ability to speak clearly and comprehensibly in academic Spanish on a topic about which you are familiar?.” 3. Student opinions regarding their mastery of this learning outcome show a remarkably high level of satisfaction with their own performance. The average score given to their own performance of speaking academic Spanish in public was 90.3% Nine out of twenty-six rated themselves as “Outstanding/ Native Ability: on a par with educated Spanish-speakers
P93
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
educated from the Spanish-Speaking world” (score = 100); ten out of twenty-six rated themselves as “Excellent/ Native or Near-Native Ability: on a par with excellent non-native Spanish speakers from other US universities” (score = 90); six out of twenty-six rated themselves as “Good/ Near-Native or Heritage Speaker ability: “approximately a ‘B’ student in public speaking” (score = 80); and only one out of the twenty-six considered their ability to rate as “Fair/ Non-native or heritage speaker ability on a par with intermediate students ( a ‘C’ in public speaking abilities) (score = 70). The categories that no students assigned to themselves included: “Poor: on a par with beginning intermediate students: unable to carry on conversations on most topics beyond the weather, basic information gathering; unable to express complex thoughts in Spanish” (score= 60) and “Unacceptable: still have trouble communicating the most basic ideas in spoken Spanish “(Score = 50). USE OF FINDINGS
Strategies for Improving Learning More upper-level Spanish courses will require oral presentations using PowerPoint, which will be evaluated using a rubric similar to the one used in this assessment so that students get more feedback about their presentation skills and linguistic register, beyond the instruction they already receive in SPAN 3320. Drs. Romero and Mandell will confer with the long-time instructor of SPAN 3320 (Dr. Sergio Reyna) about rubrics used in that course, and they will provide all Spanish instructors in the program with a suitable rubric for use in other upper-level Spanish courses by January, 2014. Strategies for Improving Assessment The answers on the Spanish exit survey question (AM#2) will be modified to take out references to native-speaker ability and the like; the options will be based on competencies and abilities.
LEARNING OUTCOME 6
STUDENTS WILL ANALYZE THE HISTORICAL AND LITERARY CONTEXT OF A KEY HISPANIC AUTHOR OR FILM DIRECTOR, PRODUCING A BRIEF WRITTEN EXPLANATION OF THAT AUTHOR’S OR DIRECTOR’S IMPORTANCE
ASSESSMENT
AM#1 Embedded Test Questions in upper-level literature courses. AM#2 Topic Addressed in Competence Interview.
SUCCESS CRITERIA
At least 80% of students will be able to analyze the chosen author’s work with reference to four or five of the following topics:
Country of origin. General time period. Literary or film genre(s) and/or literary or film movements exemplified by the author’s work. Major theme(s) or idea(s) addressed by the author’s work. Relevance of author’s work to general cultural or historical trends in the Hispanic world/country of origin.
P94
SUMMARY OF FINDINGS
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
AM#1 1. N= 30 2. Drs. Nowak, Chiquillo and Padilla reviewed the embedded questions from tests in two upper-level Spanish courses (SPAN 4343 and SPAN 4380) using a rubric devised for this learning outcome. All three results were then averaged to give a final score to each of the thirty students assessed. The rubric measured three main areas: student command of the historical or literary/ film studies context, the use of specific elements from a primary text (film or literary text), and the logical organization of the explanation of the film director or writer’s importance within the specified context. 3. Student results ranged from a high of 97.6% to a low of 42.3%, with an average score of 82.6%. Nineteen of the thirty students scored higher than 80%. 4. Since one of the two courses used for this assessment was face-to face and the other was an online course, allowing use of notes and books in one but not the other, there was a noticeable difference between the results. Only four of the twelve students in the face-to-face closed-book exam scored 80% or better; four also scored less than 70%. Nevertheless, the high average score indicates that no major revisions to our approach to this Learning Outcome are warranted at this time. 5. Students met the program expectations for this learning outcome. AM#2 1. N = 9 2. Dr. Padilla undertook exit interviews with nine graduating Spanish majors and assessed their ability to converse about the importance of a literary author or film director. 3. Rather than gauge student opinions about their ability to perform this learning outcome, Dr. Padilla rated their ability to discuss literary or film studies topics in a professional way. Therefore these data reflect his opinion of their abilities to recall and express knowledge about literary or film studies topics. Using a rubric he devised, he rated students between a low of 46% and a high of 94%, with an average score of 63.8%.
USE OF FINDINGS
Strategies for Improving Learning No special adjustments to the curriculum are warranted by these results. AM#2 results, while troubling, probably reflect misunderstandings about the scope of the Exit Interview as it related to this LO. Strategies for Improving Assessment The next time embedded questions are gathered for AM #1, a more standardized format for instructions should be used, and the testing environment (face-to-face or online) should be the same for all classes included in the assessment. The Exit Interview used for AM#2 will be modified to account for this LO and to be more of an indirect measure (of opinions) based on students’ estimation of their own abilities.
P95
A+H ANNUAL REPORT2013 FULL TIME & PART TIME ASSESSMENT REPORT
update on 11/12 assessment activities LEARNING OUTCOME 4
STUDENTS WILL RECOGNIZE AT LEAST THREE REGIONAL VARIANTS OF SPOKEN SPANISH
Improvements on Learning Proposed in the 11/12 Assessment Report The disparate results between the direct and indirect measures are due to the increased difficulty of recognizing spoken dialects, versus written example of dialectical variations in Spanish. Dr. Romero (linguist) will prepare handouts for all major dialects in Spanish for distribution to all Spanish faculty to be used in appropriate units in upper level Spanish courses to increase familiarity. However, both rates show that the program has come very close to achieving the stated learning outcome. Improvements on Assessment Proposed in the 11/12 Assessment Report The Spanish exit survey needs to be revised and reformatted for Blackboard Vista (the December 2011 migration did not work for this survey and so surveys were not completed in Spring 2012). To ensure quality control, these two non-subjective methods will be checked for accuracy by at least one other faculty member in future. —UPDATE
Dr. Romero has distributed the promised handouts on dialect recognition. Dr. Nowak has modified the Exit Survey with input from Dr. Romero.
LEARNING OUTCOME 5
STUDENTS WILL ENGAGE IN AND UNDERSTAND PROFESSIONAL-LEVEL CONVERSATIONS IN SPANISH
Improvements on Learning Proposed in the 11/12 Assessment Report Strong results for this learning outcome indicate that no major improvements to program pedagogical approaches to spoken Spanish are required at this time. Improvements on Assessment Proposed in the 11/12 Assessment Report The small sample that we had for the exit interviews is due to the fact that we only started it recently. We will undertake the face-to-face interviews from now on so that the samples will be more representative next time we assess this learning outcome. Also, now that this method has been established, at least one other professor will also analyze student conversational skills. We will change the supervisor evaluation form from a 5-point to a 10-point scale to see if we can elicit more accurate (or varied) assessment of student use of Spanish on the job. —UPDATE
Dr. Nowak has modified the Internship evaluation form used by supervisors to include a 10-point scale in order to elicit a more accurate assessment of student abilities.
SUMMARY OF HIGH IMPACT PRACTICES Prepared by William Novak
P97
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
NARRATIVE SUMMARY The Department of Arts & Humanities continued to provide students with a great variety of High Impact teaching practices in 2013, including many important service learning activities and the more than one hundred and ten internships that were completed by students earning degrees in Communication Studies, Fine Arts, Humanities and Spanish. Our faculty’s creative and exciting approaches to teaching course materials and to achieving program learning outcomes more effectively are evident in the large number of our courses that emphasize collaborative learning, diversity and global perspectives, intensive writing practices and research, as well as community engagement. For example, a number of our Communication Studies faculty teaching courses like COMM 1304, COMM 2311 and COMM 3306 have developed a working relationship with Houston’s Crime Stoppers or other charitable organizations so that students can learn from real-world situations in which excellent communication skills are needed. Our department’s faculty also sought to take full advantage of Houston’s impressive arts and theater venues by requiring students to visit art museums and galleries, to attend concerts or public speaking events, and to experience professional and student theatrical performances as an integral part of the course’s reality-based presentation of the subject matter. Another outstanding aspect of this department’s approach to teaching is the large number of students who benefited from in-class performance or critical practice in most of our academic fields (music, drama, communication studies and Spanish). For example, Spanish courses at the elementary level and above use Spanish-language instruction and extensive role-play and small-group work during class time to maximize students’ exposure to the language and to offer real-world applications of the subject they are studying. Whether learning to sight-read music, render the human form on a canvas or perform a persuasive speech, students often learn a specific kind of skill best by doing rather than by listening to lectures or reading about it. Our department has a wealth of instructors who employ this type of hands-on and deeply engaging teaching technique, which, in addition to achieving learning outcomes, also helps students appreciate better the relationship between their lived experience and the academic subjects they are studying. That link between the student’s life and academic growth is reinforced in our department by the common practice (shared by all four of our BA degree programs) of a senior portfolio of best and most illustrative work. Graduating seniors must compile, analyze and submit these portfolios before earning their degrees. Portfolios not only help students process and reflect upon their time spent mastering course materials in our programs but they also provide important assessable proof of student learning to help our programs improve their course offerings and pedagogical approaches. The following summary of High Impact Practices in the department is by no means complete, since we are just now learning how best to capture
P98
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
these diverse and innovative pedagogical techniques. Not all instructors complied with the requirement to present a complete report on their use of HIPs in the classroom, nor have all instructors yet understood what the term “HIPs” means. Still, the following numbers will indicate that the department is already fully engaged in High Impact Practices and stands ready to develop in an even more directed and effective manner this type of instruction, which is so vital to UHD’s mission.
type of HIP reported and number of students impacted in 2013 Collaborative learning (small group, group project, etc.) 2656 Diversity and global learning 1756 Writing intensive (multi-draft writing assignments, with revisions) 705 Community engagement/ Service learning 663 Performance/ in-class practice 611 Research component (final term papers with bibliographies, primary data, etc.) 406 Portfolios 135 Internships 116
breakdown of HIPs by CRN Courses with High Impact Practices (CRN(s); semester; instructor; number of students impacted): type of HIPs used in course. SPRING, 2013 ARAB 1401 (22943; S13; Eid; 19): diversity and global learning. ART 1301 (20910, 20871; S13; Rejaie; 55): diversity and global learning. ART 1302 (22014; S13; Engerrand; 23): diversity and global learning. ART 1302 (20870; S13; Cunningham; 15): diversity and global learning. ART 1302 (20305; S13; Engerrand; 29): diversity and global learning. ART 1305 (21149; S13; Secor; 18): students draw in class and receive
critiques to improve. ART 1306 (21150; S13; Secor; 2): students draw in class and receive critiques to improve. ART 1307 (21369; S13; Tiebout; 21): collaborative assignments and projects; diversity and global learning. ART 1310 (20862; S13; Engerrand; 31): diversity and global learning. ART 1310 (20866; S13; Worley; 28): diversity and global learning. ART 1310 (21111; S13; Bowen, Jeffrey; 16): diversity and global learning. ART 2306 (21153; S13; Secor; 16): students paint in class and receive critiques to improve.
P99
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
ART 2307 (21154; S13; Secor; 3): students paint in class and receive
critiques to improve. ART 3303 (20903; S13; Rejaie; 24): writing intensive (multiple drafts on papers); student research (final paper); diversity and global learning. ART 3305 (21370; S13; Tiebout; 20): collaborative assignments and projects; diversity and global learning. COMM 1302 (21167; S13; Mitha; 30): community-based learning (student interviews with local media professionals that are then presented to class in oral and written form); collaborative assignments and projects. COMM 1304 (21188; S13; Osterberg; 30): collaborative assignments and projects. COMM 1304 (201320; S13; Lorenz; 29): collaborative assignments and projects. COMM 1304 (21188; S13; Osterberg; 30): collaborative assignments and projects. COMM 1304 (21182, 21186, 21190; S13; Schlag; 90): collaborative learning and assignments; community-based learning (minimum two hours of volunteering with community organizations. COMM 1304 (22182; S13; Bowen; 21): diversity and global learning; collaborative assignments and projects. COMM 1304 (22022; S13; Pogue, Bill; 30): collaborative assignments and projects; community-based learning (with local charitable organizations). COMM 1304 (21187, 21189; S13; Mueller; 61): diversity and global learning; collaborative assignments and projects. COMM 1306 (21129, 22025, 22070; S13; Pogue, Kate; 75): students perform speeches in class and receive critiques to improve. COMM 2309 (21208; S13; Dewitt; 30): team projects online using emerging Web technologies like Prezi to create a group presentation and online individual speeches (using Collaborate). COMM 2311 (21206: S13; Mitha; 25): collaborative assignments and projects; community-based learning (service project with local CrimeStoppers group. COMM 3301 (22029; S13; Mitha; 25): collaborative assignments and projects; diversity and global learning. COMM 3303 (22124: S13; Pogue, Bill; 26): collaborative assignments and projects. COMM 3306 (21218; S13; Wanguri; 22): collaborative assignments and projects; community-based learning. COMM 3306 (21127; S13; Mueller; 30): community-based learning (with CrimeStoppers). COMM 3309 (21225; S13; Pogue, Bill; 27) community-based learning. COMM 3310 (21133, 21134: S13; Collins; 58): diversity and global learning; collaborative assignments and projects. COMM 3311 (21138; S13; Mitha; 25): community-based learning (service learning with Literacy Council of Fort Bend County); collaborative assignments and projects. COMM 3313 (21229; S13; Bowen; 31): diversity and global learning: writing intensive (process writing, several drafts of final paper); student research in academic journals. COMM 3314 (21231, 22032; S13; Dewitt; 56): collaborative assignments and projects; student research (original).
P100
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
COMM 3315 (21233; S13; Bailey; 14): collaborative assignments and projects. COMM 3315 (22033: S13; Lorenz; 26): collaborative assignments and projects. COMM 3319 (21236, 22036: S13; Bailey; 53): writing intensive course (vari-
ous drafts on major writing assignment); diversity and global learning. COMM 3320 (21238; S13; Wanguri; 27): writing intensive; collaborative assignments and projects. COMM 3325 (21241; S13; Bowen; 30): writing intensive (process writing, several drafts of final paper); student research (final paper); diversity and global learning. COMM 3328 (20453; S13; Bailey; 24): writing intensive course (various drafts on major writing assignment); collaborative assignments and projects. COMM 3340 (21244; S13; Wanguri; 26): collaborative assignments and projects; writing intensive since students write several papers, and receive feedback on writing as they progress. COMM 4098 (21246; S13; Dewitt; 40): graduating senior portfolios, used as a capstone for BA in Communication studies. COMM 4325 (21119; S13; Bowen; 28): diversity and global learning; collaborative assignments and projects (role-play as Supreme Court); writing intensive (multiple drafts on both papers assigned); student research. COMM 4380 (21120, 21121; S13; Siriko Hoang; 20): internship / communitybased learning in a variety of venues. DRA 1301 (21444; Dickson; 25): collaborative work on project. DRA 1301 (21449; S13; Pogue, Kate; 20): collaborative assignments and projects. DRA 1301 (21455; S13; Weiss; ??): collaborative assignments and projects; diversity and global learning. DRA 1303 (21463; S13; Lyttle; 16): students perform acting three times and improvise in class and receive critiques. DRA 1303 (21459; S13; Weiss; ??): students perform acting three times and improvise in class and receive critiques; collaborative assignments and projects. DRA 1301 (21450, 21451; S13; Switzer; 31): students perform acting three times and improvise in class and receive critiques; collaborative assignments and projects. DRA 1303 (21461; S13; Dickson; 25): students perform acting three times and improvise in class and receive critiques. DRA 4390 (21988; S13; Switzer; 26): student research. FREN 1402 (??; S13; Hagen; 50): diversity and global learning. HUM 3302 (?; S13; Hagen; 30): writing intensive; student research; collaborative learning; diversity and global learning. HUM 3320 (21936; S13; Feu-Lopez; 25): collaborative assignments and projects; diversity and global learning; writing intensive course. HUM 3321 (21935; S13; Feu-Lopez; 32): collaborative assignments and projects; diversity and global learning; writing intensive course; community-based service learning. HUM 4098 (21361; S13; Rejaie; 17): capstone project/portfolio course for Bachelor of Arts in Fine Arts. HUM 4318 (S13; Hagen; 20): writing intensive; student research; collaborative assignments and projects.
P101
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
HUM 4380 (21357; S13; Rejaie; 10): internship / community-based learning
in a variety of venues. MUS 1303 (21481; S13; Jackson; 25): daily sight reading of music and melodic dictation requires hands-on practice. MUS 2302 (21490, 21934; S13; Jackson; 43): diversity and global learning. MUS 3302 (21483; S13; Kendall): community-based learning (students interview a local musician and report back on interview). SPAN 1401 (21324; S13; Morin; 26): diversity and global learning; collaborative learning. SPAN 1401 (21310; S13; Chiquillo; 20): diversity and global learning; collaborative learning. SPAN 1401 (21316; S13; Gedutis; 14): diversity and global learning; collaborative learning. SPAN 1401 (21308; S13; Nowak; 24): diversity and global learning; collaborative learning. SPAN 1401 (21332; S13; Reyna; 26): diversity and global learning; collaborative learning. SPAN 1402 (21314; S13; Mandell; 28): diversity and global learning; collaborative learning. SPAN 1402 (21326; S13; Chiquillo; 23): diversity and global learning; collaborative learning. SPAN 1402 (21307; S13; Mosier; 28): diversity and global learning; collaborative learning. SPAN 2301 (21881; S13; Chiquillo; 15): diversity and global learning; collaborative learning. SPAN 3301 (21311; S13; Romero; 24): writing intensive (students develop several drafts and receive critiques on all three main writing assignments in class). SPAN 3301 (21328; S13; Parr贸n-Salas; 15): writing intensive (students develop several drafts and receive critiques on all three main writing assignments in class). SPAN 3301 (21878; S13; Rivera; 22): writing intensive (students develop several drafts and receive critiques on all three main writing assignments in class). SPAN 3302 (21325; S13; Padilla; 20): writing intensive (students develop several drafts and receive critiques on main writing assignments in class). SPAN 3320 (21330; S13; Reyna; 12): students perform 6 speeches using PowerPoint during the semester and participate in collaborative peer critiques. SPAN 3340 (21327; S13; Chiquillo; 12): diversity and global learning; student research; collaborative assignments. SPAN 3342 (21323; S13; Padilla; 26): diversity and global learning. SPAN 3380 (21313; S13; Nowak; 26): diversity and global learning; collaborative assignments and projects. SPAN 4098 (21343; S13; Nowak: 11): capstone project/ portfolio course. SPAN 4365 (21309; S13; Mandell; 12): collaborative assignments and projects; community-based learning (students shadow real teachers in the classroom and report back on findings).
P102
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
SPAN 4380 (21344; S13; Nowak; 7): internship / community-based learning
in a variety of venues. SPAN 4380 (22111; S13; Romero; 1): internship / community-based learning in a variety of venues. FA L L , 2 01 3 ART 1301 (10617; F13; Campbell; 29): collaborative assignments and projects. ART 1301 (10628, 10630; F13; Black; 50): Diversity and global learning,
collaborative assignments and projects; writing intensive project (several drafts required, revised for different audiences). ART 1301 (10610; F13; Rejaie; 28): diversity and global learning. ART 1302 (10611; F13; Rejaie; 19) diversity and global learning. ART 1307 (10635; F13; Tiebout; 18): collaborative assignments and projects; diversity and global learning. ART 1310 (10621, 10660, 10624; F13; Campbell; 62): collaborative assignments and projects. ART 1310 (10662, 10656; F13; Worley; 60): students design their own art museum and ‘curate’ an exhibit. ART 3311 (10632, 10633; F13; Rejaie; 30): diversity and global learning; writing intensive (students write a term paper with several drafts prior to the final version). COMM 1301 (10779; F13; Pogue, Kate; 30): collaborative assignments and projects. COMM 1302 (10825; F13; Mitha; 30): collaborative assignments and projects; diversity and global learning. COMM 1304 (10775, 10804, 10815, 10776, 10814; F13; Pogue, Bill: 150): community-based learning and collaborative group work to present a roleplay scenario in class about a community organization that the group has investigated and interviewed in the field. COMM 1304 (10794, 10796; F13; Murray; 59): diversity/ global learning; collaborative assignments and projects and community-based learning. COMM 1304 (10826; F13; Rowe; 30): diversity and global learning; collaborative assignments and projects. COMM 1304 (10870; F13; Koenig; 30): diversity and global learning; collaborative assignments and projects. COMM 1304 (10785, 10800; F13; Schlag; 60): collaborative learning and assignments; community-based learning (minimum two hours of volunteering with community organizations. COMM 1304 (11979, 10819; F13; Osterberg; 60): collaborative assignments and projects. COMM 1306 (10790, 10780; F13; Koenig; 60): diversity and global learning; collaborative assignments and projects. COMM 1306 (10786, 10801, 10837; F13; Pogue, Kate; 75): students give four speeches in class. COMM 2307 (10797; F13; Koenig; 30): diversity and global learning; collaborative assignments and projects. COMM 2309 (10754, 11915; F13; Dewitt; 60): team projects online using emerging Web technologies like Prezi to create a group presentation and online individual speeches (using Collaborate)
P103
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
COMM 2309 (10795; F13; Schlag; 30): student performances of communica-
tion acts in the community and in class. COMM 2311 (10835, 10768; F13; Mitha; 45): collaborative assignments and projects; diversity and global learning. COMM 3301 (11926; F13; Mitha; 30): collaborative assignments and projects; diversity and global learning. COMM 3303 (107780; F13; Pogue, Bill: 28): collaborative group work culminating in in-class role play scenario about a marketing campaign. COMM 3306 (10823; F13; Wanguri; 23): collaborative assignments and projects; community-based learning (students devise, undertake and write a report about a careful interview of a professional from the local business community). COMM 3308 (10824; F13; Shelley; 22): collaborative assignments and projects; community-based learning (with prisoner interactions via mail with Huntsville Prison inmates). COMM 3311 (11918; F13; Mitha; 30): collaborative assignments and projects; diversity and global learning. COMM 3314 (10841; F13; Dewitt; 20): writing intensive; student research (final paper). COMM 3315 (10782; F13; Schlag; 26): collaborative learning and assignments; community-based learning (minimum two hours of volunteering with community organizations. COMM 3316 (10828; F13; Shelley; 22): collaborative assignments and projects (producing a group PowerPoint presentation). COMM 3320 (10765; F13; Wanguri; 30): collaborative assignments and projects; writing intensive. COMM 3340 (10756, 10829; F13; Wanguri; 56): collaborative assignments and projects (group work online discussion boards). COMM 4098 (10754; F13; Dewitt; 50): graduating senior portfolios, used as a capstone for BA in Communication studies. COMM 4301 (10808; F13; Bean; 14): writing intensive course, multiple writing assignments and one paper with multiple drafts; collaborative group work in a persuasive context. COMM 4330 (10803; Murray; 15); collaborative assignments and projects; community-based learning. DRA 1301 (10282, 10290; F13; Dickson: 59): collaborative group work on a project. DRA 1301 (11909; F13; Pogue, Kate; 26): collaborative assignments and projects. DRA 1301 (10283; F13; Chaney; 30): collaborative assignments and projects. DRA 1301 (10289, 10291; F13; Weiss; 50): collaborative assignments and projects; diversity and global learning. DRA 1303 (10297; F13; Lyttle; 26): students perform acting three times and improvise in class and receive critiques. DRA 1303 (10294; F13; Chaney; 25): students perform acting three times and improvise in class and receive critiques; collaborative assignments and projects. DRA 1303 (10299; F13; Weiss; 25): students perform acting three times and improvise in class and receive critiques; collaborative assignments and projects.
P104
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
DRA 1304 (10300; F13; Chaney; 18): collaborative assignments and projects. DRA 3332 (10306; F13; Lyttle; 17): students produce a one-act play, includ-
ing casting rehearsals and presentation to a live audience. HUM 3320 (10713; F13; Brenner; 30): process writing used to produce an analytical term paper with various drafts (writing intensive and student research). HUM 4315 (10706; F13; Brenner; 30): process writing used to produce an analytical term paper with various drafts (writing intensive and student research). HUM 4380 (10638; F13; Rejaie; 4): internship / community-based learning in a variety of venues. HUM 4380 (10714, 10715; F13; Hagen; 28): internship / community-based learning in a variety of venues. HUM 4098 (10637; F13; Rejaie; 4): capstone project/ portfolio course for BAFA. HUM 4098 (10712; F13; Hagen; 2): capstone project/ portfolio course for HUM BA. MUS 1303 (10668; F13; Jackson; 25): daily sight reading of music and melodic dictation requires hands-on practice. MUS 1304 (10670; F13; Jackson; 7): daily sight reading of music and melodic dictation requires hands-on practice. MUS 3302 F13; Kendall; 20): students attend four concerts during semester and blog on them for course credit. SPAN 1401 (10728; F13; Chiquillo; 21): diversity and global learning; collaborative learning. SPAN 1401 (10747; F13; Reyna; 20): diversity and global learning; collaborative assignments and projects. SPAN 1401 (10730, 10735; F13; Mandell; 31): diversity and global learning; collaborative assignments and projects. SPAN 1401 (10723; F13; Garc铆a; 29): diversity and global learning; collaborative assignments and projects. SPAN 1401 (10741; F13; Parr贸n-Salas; 14): diversity and global learning; collaborative assignments and projects. SPAN 1402 (10731; F13; Chiquillo; 20); diversity and global learning; collaborative learning. SPAN 1402 (10728; F13; Gedutis; 21); diversity and global learning; collaborative assignments and projects. SPAN 1402 (10736; F13; Parr贸n-Salas; 19): diversity and global learning; collaborative assignments and projects. SPAN 2301 (10737; F13; Nowak; 18): diversity and global learning; collaborative assignments and projects . SPAN 2311 (10727; F13; Garc铆a; 16): collaborative learning (in-class group work); cultural diversity across ethnic and linguistic divisions is explored in readings, group work and class discussion. SPAN 3301 (10729; F13; Romero; 25): writing intensive (students develop several drafts and receive critiques on all three main writing assignments in class). SPAN 3301 (10732; F13; Rivera; 25): writing intensive (students develop several drafts and receive critiques on all three main writing assignments in class).
P105
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF HIGH IMPACT PRACTICES
SPAN 3302 (10748; F13; Padilla; 20): writing intensive (students develop
several drafts and receive critiques on main writing assignments in class). SPAN 3320 (10745; F13; Reyna; 18): students perform 6 speeches using PowerPoint during the semester and participate in collaborative peer critiques. SPAN 3365 (10735; F13; Mandell; 16): diversity and global learning; collaborative learning; undergraduate research (final project that demonstrates students’ investigation of topic). SPAN 4098 (10749; F13; Nowak: 11): capstone project/ portfolio course. SPAN 4343 (10739; F13; Chiquillo; 19): diversity and global learning; collaborative assignments and projects; undergraduate research (produce a 10-15 page research paper based on investigation). SPAN 4380 (10750; F13; Nowak; 11): internship / community-based learning in a variety of venues.
OUTREACH & FUNDRAISING
P107
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF OUTREACH & FUNDRAISING ACTIVITIES
SUMMARY OF OUTREACH & FUNDRAISING The Arts & Humanities Department is actively engaged with the Houston community. Our Spanish faculty has made numerous contacts with local organizations and institutions that serve the Spanish speaking population, For example, Dr. Mandell worked with Ms. Alice Valdez of MECA to bring UHD students to the MECA facility which was sponsoring and hosting the Dia De Los Muertos: Honoring our Past, Celebrating Our Future event. The Drama faculty is also quite involved in community outreach and fundraising. Dr. Lyttle submitted a grant request for $1,000.00 to the Delphian Assembly of Houston for the purchase of various production items for O’Kane Theatre. The grant was awarded. Additionally, he received a $2,000 gift to add to The Maddocks Family Drama Scholarship Fund. Fall semester and submitted a $10,000 grant request to the Charles and Betti Saunders Foundation to help fund the Julius Caesar Project that plans to take our Julius Caesar OP production to Scotland in August. The request has been funded. The Julius Caesar OP production has been the focus of the department’s outreach and fundraising activities. What follows is a summary of the project that was written by Ms. Katherine Pogue and submitted for a Texas Humanities Grant and Houston Arts Alliance Grant:
“In May, 2013, Kate Pogue of the theatre department of the University
of Houston-Downtown directed a production of Shakespeare’s Julius Caesar using Shakespeare’s original pronunciation. The performance was an experiment to discover how the sound of 16th century pronunciation (the sound in Shakespeare’s mind when he wrote his plays) affected the emotions and expressive capabilities of the actors, and gives insight into Shakespeare’s method of writing.
“The affect was pronounced. Actors experienced emotions stirred by producing the sounds of the language, a connection heretofore unknown to them. They discovered a feeling in the words more deeply grounded than is experienced by the more cerebrally placed English of the 20th and 21st century. “The success of the performance made the company eager to share what they had learned with a broader audience. The result is a determination to: 1. Remount the production with the help of Ben Crystal, English actor and linguist who with his father, David Crystal, has been at the forefront of the original pronunciation movement in England. Funded by the Cultural Enrichment program of UHD, Ben Crystal’s help will assure the authenticity of our cast’s accent work, and inform students and Houston citizens about current research in this growing field. 2. Take the production to a variety of venues in the Houston area to allow a broader audience to hear the play. A performance
P108
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF OUTREACH & FUNDRAISING ACTIVITIES
at Annunciation Orthodox school has been booked and others are being sought. 3. Videotape the performance in the studios of UHD to preserve and disseminate it on the internet. 4. Perform the play at the Fringe Festival in Edinburgh Scotland. The Edinburgh Fringe Festival, in its 67-year history, has become the largest arts festival in the world, hosting over 2,000 events every August. Participation in the Fringe Festival will bring our cast into contact with the most inventive creative minds in theatre today and put Houston and the University of Houston Downtown on the world stage. 5. Complete a book entitled Shakespeare Speaks about this project to act as a guide or text for other teachers and directors wanting to try a similar experiment.� The total budget for the project is approximately $40,000 and most of it has been raised from external UHD funding sources.
P109
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF OUTREACH & FUNDRAISING ACTIVITIES
After 2013, the efforts of UHD Theatre to continue their Julius Caesar OP project stay strong this year. Different efforts to raise funds are currently taking place in the UHD community.
BUDGETS & ACCOUNTS
P111
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF BUDGETS & ACCOUNTS
EXPENSE DISTRIBUTION: FY 2013 JANUARY $4689.16 COST CENTER 2064-D0007-A0275-NA
Copiers: Registration fees: Postage: Telephone service: Contract services:
$778.90 $685 $12.07 $436.89 $700 (event performers)
$2612.86
COST CENTER 2063-D0007-A0428-NA
Student Worker: $458.82 Software: $942.48 Contract Services: $675 (model)
$2076.30
FEBRUARY $2613.91 COST CENTER 2064-D0007-A0275-NA
COST CENTER 2063-D0007-A0428-NA
Academic printing: $186 Postage: $0.44 Telephone service: $437.52 Copiers: $778.90 Research/Lab Supplies: $268.01
Student Worker: Contract Services:
$763.04 $180 (model)
$943.04
$1670.87
MARCH$7703.16 COST CENTER 2064-D0007-A0275-NA
COST CENTER 2063-D0007-A0428-NA
Postage: $0.92 Telephone service: $438.67 Copiers: $778.90 Travel: $443.23 Contract services: $3200 (houston ballet) HERA: $1000 (transportation) Software: $204 Parking: $20 Late Interest payment: $9.69
Student Worker: Contract Services: Research/Lab Supplies:
$532.12 $465 $610.63
$1607.65
$6095.41
P112
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF BUDGETS & ACCOUNTS
APRIL $4898.26 COST CENTER 2064-D0007-A0275-NA
Academic printing: Copiers: Postage: Telephone service: Registration fees: Travel: Office supplies: Parking:
$26 $778.90 $15.72 $442.30 $500 $611.10 $1090.14 $20
COST CENTER 2063-D0007-A0428-NA
Student Workers: Contract Services:
$401.60 $1012.50 (piano Accompanist
$1414.10
and models)
$3484.16
MAY $2549.28 COST CENTER 2064-D0007-A0275-NA
Telephone service: Student Events: Copiers: Office supplies: Travel:
$439.58 $470.69 $778.90 $318.01 $392.10
COST CENTER 2063-D0007-A0428-NA
Student Workers:
$150.60
$150.60
$2399.28
JUNE $3278.14 COST CENTER 2064-D0007-A0275-NA
Postage: Telephone service: Copiers: Office supplies:
$42.95 $439.26 $778.90 $1477.03
$2738.14
COST CENTER 2063-D0007-A0428-NA
Contract Services:
$540 (model)
$540
P113
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF BUDGETS & ACCOUNTS
JULY$3525.65 COST CENTER 2064-D0007-A0275-NA
COST CENTER 2063-D0007-A0428-NA
Postage: $16.91 Telephone service: $437.66 Data Services: $25 Copiers: $778.90 Student awards: $72.93 Travel: $1650.50 Office supplies: –$50
Contract Services:
$593.75 (piano accompanist)
$593.75
$2931.90
AUGUST $11512.98 COST CENTER 2064-D0007-A0275-NA
COST CENTER 2063-D0007-A0428-NA
Postage: $3.10 Telephone service: $487.85 Equipment Rental: –$250 Copiers: $778.90 Misc. Fees: $2050 Contract Services (other): $18.71 Equipment: $1711 Tools/Furnishing/Equip.: $3762.73 Registration fees: $175 Travel: $2775.69
$0
$11512.98
SEPTEMBER $3702.74 COST CENTER 2064-D0007-A0275-NA
Copiers: Office supplies: Moving Expenses: Parking: Postage: Salary/Wages Tools/Equip:
$778.90 $1134.48 $1500 $20 $24.31 $825.05 $52.50
$3510.19
COST CENTER 2063-D0007-A0428-NA
Software: $715.50 Teaching Supplies: –$522.95
$192.55
P114
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF BUDGETS & ACCOUNTS
OCTOBER$9319.30 COST CENTER 2064-D0007-A0275-NA
Salary/Wages: Lecturers/Artists: Moving expenses: Parking: Postage: Registration fees: Rental equipment: Student events: Telephone service: Travel:
$998.64 $700 $1500 $12 $15.13 $457.04 $2086.90 $36 $1026.87 $810
$6607.90
COST CENTER 2063-D0007-A0428-NA
Salary/wages: Contract services: Computing supplies: Tools/Equipment:
$652.60 $180 (models) $534.78 $1996.58
$2711.36
NOVEMBER$8028.77 COST CENTER 2064-D0007-A0275-NA
Salary/wages: Academic printing: Postage: Telephone service: Ad. Employee recruit: Student events: Rental equipment: Office supplies: Teaching supplies: Computer equipment: Tools/Equipment: Registration fees: Travel:
$939.38 $35 $8.10 $504.91 $595 $36 $436 $111.27 $98.76 $1755 $125.68 $400 $2734.17
$7779.27
COST CENTER 2063-D0007-A0428-NA
Contract services (other): $90 Tools/Equipment: $159.50
$249.50
P115
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SUMMARY OF BUDGETS & ACCOUNTS
DECEMBER $12612 COST CENTER 2064-D0007-A0275-NA
Academic printing: Postage: Telephone services: Ad Employee recruit: Student events: Rental equip: Contract services: Office supplies: Membership: Parking: Registration fees: Student awards: Travel:
$309 $0.92 $515.65 $4200 $226.26 $1579.31 $3200 $318.98 $205 $20 $550 –$2.65 $595.46
$11717.94
COST CENTER 2063-D0007-A0428-NA
Salary/wages: $652.60 Contract services (other): $133.75 Research/Lab supplies: $107.71
$894.06
SCHOLARSHIP AWARDS
P117
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SCHOLARSHIP AWARDS
ART AWARDS SHIPNES SCHOLARSHIP QUENTIN PACE Spring 2013 Incamminati Workshop scholarship — $600 MICHAEL MARTIN Spring 2013 Incamminati Workshop scholarship — $600 SHAWN HYDER Spring 2013 Incamminati Workshop scholarship — $600 YEN-PHUONG BUI Fall 2013 — $538
SIEGLER FUND SCHOLARSHIP SHAWN HYDER Spring 2013 Incamminati Workshop scholarship — $600 QUENTIN PACE Fall 2013 — $530
TRASK SCHOLARSHIP DANIEL JARAMILLO Spring 2013 Incamminati Workshop scholarship — $50 QUENTIN PACE Spring 2013 — $538
P118
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SCHOLARSHIP AWARDS
DRAMA AWARDS MADDOCKS FAMILY SCHOLARSHIP MICHAEL BARRICK Fall 2013 — $500 APRIL GAMBLE Fall 2013 — $500 PERLA RAMIREZ Spring 2013 — $500 ZACHARY TUBBS Spring 2013 — $500
ROCKWELL SCHOLARSHIP KELLIE FONDEL Fall 2013 — $1000 SHAWN HYDER Fall 2013 — $1000 LINDSEY BALL Spring 2013 — $1000 EVER DAVID FLOREZ Spring 2013 — $1000
SAUNDERS SCHOLARSHIP CHARLES HUTCHINSON Fall 2013 — $750 ASHLEY PETERS Fall 2013 — $750
P119
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SCHOLARSHIP AWARDS
APRIL GAMBLE Spring 2013 — $750 CHRISTOPHER STAFFORD Spring 2013 — $750
STOKES SCHOLARSHIP ADAM BLATTY Fall 2013 — $400 ALEX BOYD Fall 2013 — $400 PERLA RAMIREZ Fall 2013 — $400 MARCOS SANCHEZ Fall 2013 — $400 MAXIMOS WEIMMER Fall 2013 — $400 LAUREN ASHLEY MILLER Spring 2013 — $400 KELLIE FONDEL Spring 2013 — $400 MARCOS SANCHEZ Spring 2013 — $400 STEPHANIE MARTINEZ Spring 2013 — $400 MAXIMOS WEIMMER Spring 2013 — $400
P120
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SCHOLARSHIP AWARDS
HAROLD P. WEISS EVER DAVID FLOREZ Spring 2013 — $200
SPANISH AWARDS UHD IEF SCHOLARSHIP TAYLOR LUCKETT Summer 2013 (Study Abroad to Costa Rica) — $1825 CHRISTINE LEE Summer 2013 (Study Abroad to Costa Rica) — $1825 LINDSAY BELL Summer 2013 (Study Abroad to Costa Rica) — $1825 ANDREA QUIROZ Summer 2013 (Study Abroad to Costa Rica) — $1825 YANETH SANTANA Summer 2013 (Study Abroad to Costa Rica) — $1825 ALLISON CHANCELLOR Summer 2013 (Study Abroad to Costa Rica) — $1825
P121
A+H ANNUAL REPORT2013 FULL TIME & PART TIME SCHOLARSHIP AWARDS
TOP
Dr. Rachel Chiquillo with students in Costa Rica (Study Abroad 2013). BOTTOM
Students participate in the rescue activities of a sloth at Toucan Rescue Ranch, Costa Rica (Study Abroad 2013).
DEPARTMENT NEEDS & GOALS
P123
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
A+H DEPARTMENT NEEDS NON-HEAF TWO COMMUNICATION ASSISTANT PROFESSORS COMM needs at least one additional tenure-track Assistant Professor for each of our 4 concentrations: organizational, interpersonal, rhetorical/ public, and health. With close to 300 majors and another 140 or so pending, COMM is extremely understaffed to be able to adequately provide for the needs of so many students, especially if we go ahead with a Master’s program. In addition, there will be the courses for the New Core, as well as the Transfer Seminars, that need staffing. Currently, the majority of our classes are not being taught by full-time faculty. Instead, our introductory courses, from which many of our majors come, are being taught primarily by adjunct faculty so that students do not have an opportunity to get to know the full-time faculty from whom they would be taking courses if they majored in COMM. Data on the COMM major can be found in the DATA tab. — ESTIMATED COST: CUPA tbd
THEATRE ASSISTANT PROFESSOR A full-time, TT professor is needed to continue high-quality, specialized instruction in the area of theatre history. Courses in this area include: DRA 3303/HUM 3315: Theatre – Greek to Elizabethan; DRA 3304/HUM 3316:Theatre – Elizabethan to Modern, as well as DRA 3309/HUM 3319: African-American Theatre. All are offered as upper-level electives to both BAFA and Humanities majors. This position can/will also teach/develop other theatre courses, such as American Theatre History, Contemporary Theatre Styles, Theatre of the Southwest, Asian Theatre Development and Children’s Theatre. Because of the nature of these courses, this position will work to seek cross-listing of the classes with the history department. — ESTIMATED COST: CUPA tbd — COLLABORATION: HUM BA, history courses
MUSIC STUDIO AND HISTORY, LECTURER To create interest in performance. This area has been to date the smallest area within the BAFA degree with the fewest course offerings. The recent addition of a the Choir has sparked interest, but further studio offerings are needed to capitalize on this intrest and expand it. Music history courses will see improved enrollment if music studio courses are added to the music curriculum. — ESTIMATED COST: CUPA tbd
P124
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
PREPARATOR FOR GALLERY/THEATER/MUSIC SUPPORT (ESTIMATING GRADE 21, PLUS 30% BENEFITS X 1.00 FTE) Staffing this position will allow the continued enrichment of fine arts offerings (both curricular and co-curricular) and allow arts faculty to focus on professional/academic responsibilities. A preparator is someone with specialized training to unload valuable shipments and equipment, such as crates of artwork for exhibitions, music equipment, or stage sets. The person in this position will hang exhibits, pack shipments, assist in crafting, packing, and transporting sets for plays, move musical equipment, maintain supply areas for gallery and theater, and schedule other UHD groups needing use of theater facilities. — ESTIMATED COST: $42000 — COLLABORATION: O’Kane Gallery, O’Kane Theatre
FIVE COMMUNICATIONS LECTURERS COMM also needs at least 5 additional lecturers to help with the new core requirements and Transfer Seminars. At least two of these lecturers should be in New/Emerging/Digital/Social Media to assist with the growing demand for media studies and to help with a Master’s Program. — ESTIMATED COST: CUPA tbd
STUDIO ART, LECTURER We need more coverage for the 1000-level and 2000-level art studio courses. Full-time coverage in these areas is extremely low. The 2 full-time art studio faculty members, due to the increased number of hours spent in studio classes and duties in the O’Kane Gallery, teach 3 courses or 25% of the current 12 sections of ART 1303 (Design & Materials), ART 1304 (Design Color & Structure), ART 1305 (Drawing 1), ART 1306 (Drawing 2), ART 2301 (Figuring Drawing), ART 2304 & 2304 (Painting 1 and 2) and ART 2306 & 2307 (Watercolor Painting 1 and 2). — ESTIMATED COST: CUPA tbd
GRAPHIC DESIGN, LECTURER Additional faculty in Graphic Design would allow this area to expand its course offerings. With expanded course offerings, Graphic Design could become another concentration area in the BAFA degree and eventually its own degree plan. Currently, the 2 required courses in the BAFA degree mean that the new Graphic Design assistant professor will need to teach these on a regular basis to faciliate the graduation of BAFA majors. With added faculty, new courses could be developed to expand this area while maintaining the courses needed for graduation. — ESTIMATED COST: CUPA tbd
P125
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
ART HISTORY, LECTURER We need more coverage for ART 1310 (introduction to art) where enrollments have increased. More coverage is also needed for Art 1301 and Art 1302 (art history surveys). Total ART enrollment increased by 32% in Fall 2012. — ESTIMATED COST: CUPA tbd
HEAF SCENE CONSTRUCTION SHOP Money would come from accrued student lab fees, future lab fees, and the university’s building and classroom renovation funds. Viable space opportunities are currently being investigated and determined by the university administration. The original request for a theatre scene shop was made over ten years ago. The time now seems good for this much-needed classroom facility to materialize. Benefits to be gained include the following: 1. It will allow drama’s production program to build its own sets and scenery on location instead of having to farm it out and then truck it in. 2. Such a scene shop would give students registered in all DRA 1305: Stagecraft sections the appropriate classroom space and necessary construction tools needed for class. 3. The shop would greatly enhance a student’s high-impact learning experience. Instead of just reading about how a flat is built, or watching the instructor build one, they themselves will be able to build their own. Right now, limited space and tool access prevent this from happening. 4. Such a scene shop and equipment stock would be available to art students and art faculty who may need to build something in conjunction with an art project, or gallery showing. 5. In the not-to-distant future, having our own scene shop creates the possibility of offering DRA 1305: Stagecraft, and other technical theatre classes, to our evening students. I have always felt that they would welcome such an opportunity. 6. Art Professor Mark Cervenka feels that this shop facility would serve well as a classroom for teaching sculpture classes, something he has wanted to add to the art curriculum for some time. — ESTIMATED COST: $75000 — COLLABORATION: University space. Requesting cost covered by university.
MULTIPURPOSE LAB COMMUNICATIONS We desperately need a COMM lab. Students have been paying a lab fee for over 10 years for a lab that doesn’t exist. We have had student funds for such a lab for over 5 years and have even been promised HEAF money
P126
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
to fund the lab. Plans have been drawn up twice and equipment has been priced, but we have never been given a space for this lab. In order to continue to grow our program (and especially if we are to offer a Master’s program), we must have a space for our students to receive hands-on experience and training. This lab would be used to videotape the presentations that are a requirement for the senior portfolio for our majors, as well as for students who are videotaping speeches and interviews for class. They could practice their speeches and play them back to receive immediate feedback. Students could work on PowerPoint presentations, group presentations, and interviews. They could read/watch materials on reserve in the lab, study for exams, receive tutoring and help with papers and presentations, etc. We need a space large enough to have a soundproof area for videotaping, as well as space for several computers, TV/DVDs with headphones, separate study areas, and tables to work with assistants. The last time a list of equipment was compiled, the cost was around $50,000. In addition, there would be the cost of remodeling the area to suit our needs, but this amount would be determined by the work necessary to make the space we are given usable and practical. GRAPHIC DESIGN While a computer lab is the base classroom environment for graphic design, assessment and accepted graphic design pedagogy include areas for students to create hand-made art work as well as an area to assemble or mount computer printed work into portfolios and presentations. No such room exists in the current graphic desing computer classroom. SPANISH If N950 is taken away from the Department of Arts & Humanities and can no longer serve as a tutoring center for Spanish, a suitable new space for Spanish tutoring, placement exam administration and multimedia recording is needed. Tables suitable for collaborative work and tutoring, as well as computer access and multimedia recording devices will be needed. Increase student retention and graduation rates by offering tutoring in Spanish and other high-impact services important to the ongoing operations of the Spanish program (Goals 1 and 2). — COLLABORATION: Communications, BAFA and Spanish degree programs. — SUPPORT REQUIRED: Lab coordinator.
BUILD STORAGE FACILITIES FOR THE O’KANE GALLERY Currently shared with the theatre on floor two, the gallery’s storage area which houses all pedestals, vitrines, and various necessary items such as exhibit shelving and bubble wrap, is going to be dismantled when the former Gold Parking on two where storage exists is remodeled. This is a necessity as the gallery requires these items for any exhibition with three-dimensional/sculpture/ceramic objects. It is therefore important to identfiy and aquire other storage on campus.
P127
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
— COLLABORATION: Communications, BAFA and Spanish degree programs. — SUPPORT REQUIRED: Lab coordinator.
RENOVATION OF 1099-N (THE SPANISH PROGRAM REPEATS THE REQUEST MADE LAST YEAR BY ENGLISH, A&H, AND SOCIAL SCIENCES, TO RENOVATE THIS ROOM OR FIND SIMILAR SUITABLE SPACE TO ACCOMODATE FILM SCREENING AND MULTIMEDIA CAPACITY (NO WINDOWS, LARGE SCREEN, SOUND) FOR INTERDISCIPLINARY FILM STUDIES CLASSES LIKE SPAN 3385. EQUIP WITH ULTRA-HIGH QUALITY 3 CHIP DLP PROJECTOR (INCLUDES SOUND & SCREEN); REMOVE EXCESS COLUMN TO EXPAND VIEWING RANGE; DIMMABLE LIGHTS) Increase student retention and graduation rates by offering courses with high use of technology. Will accomodate larger film studies courses. Supports Goal 1-recruit, retain & educate increasing numbers of students; Goal 2-develop prominent academic programs that provide students with high impact experiences and opportunities to gain 21st-century skills; Obj. 6.3-employ technology to empower student learning and acquisition of information. — ESTIMATED COST: $150000
ART STUDIO SPACE EXPANSION While the faculty continues to reexamine the BAFA degree towards serving student interests and needs, a continued issue is studio space. The current studios on floors 11 and 10 provide basic if tight space for current classes. The increased enrollment and request by students for upper level classes compounds the space issue. And, as we are asked by upper administration not to offer Art or Drama 4390 more than once to each student, the need for dedicated upper level classes seems essential in order to fill the requirements of those students concentrating on studio or performance. Therefore, the request for more studio space (a plan previously existed to expand studio classrooms on floor 2) is a priority. We also request continued efforts to address the maintenance on the 11th floor both for safety and efficient use of space. The addition of faculty in graphic design allows that area to grow. And while plans for expanding graphic design into a minor or major are discussed, the addition of the graphic design lab and workspace are fully supportive of the current BAFA degree as is. RENOVATION OF O’KANE THEATRE — ESTIMATED COST: Permission is needed to approach Mr. McCall for
estimates on the cost.
P128
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
A+H DEPARTMENT GOALS BACHELOR OF ARTS IN FINE ARTS / ART AREA ADD STUDIO CONCENTRATION AREAS IN ART AND DRAMA TO THE BAFA DEGRE A reexamination of the BAFA degree plan to re-figuring the preparatory requirements would allow for students to pursue concentrations (upperlevel classes) in Art and Drama studio coursework. In Art, this would allow students to concentrate in areas such as painting or design, and in Drama, would allow a concentration in acting or perhaps in technical theater. RETENTION Even prior to the BAFA students have asked for many years to be able to concentrate in studio coursework. The BAFA degree allows students to major in the fine arts, but students are currently still quite limited by the number of upper level course offerings. They are able to take the 4390 series in both Art and Drama in studio coursework, but College administration has discouraged multiple Art and DRA 4390s in a student’s record. The reconfiguration of the BAFA degree to allow for different tracks will benefit students in their pursuit of careers in the arts. To date, we have lost numerous students to UH Main who pursue the visual arts and drama in traditional programs because we do not offer sufficient studio coursework. — SUPPORT REQUIRED: Lecturer in Studio Art
Expanded studio space in Art
ADD GRAPHIC DESIGN CONCENTRATION TO THE BAFA AS STEP TOWARD A DEGREE IN GRAPHIC DESIGN & VIDEO ARTS Graphic Design has the potential to become an important and attractive “niche” area at UHD. Graphic Design is a profession in high demand. Its graduates have the potential to work in an array of organizations where problem solving, visual communication, research and concept development are key including graphic, web and interactive design firms, print and audiovisual media, advertising companies, non-profit and governmental organizations, commerce and retail, publishing companies, and freelance design. A graphic design concentration in the BAFA would give students the tools and knowledge to be competitive, to think critically, and to respond to the changes and progress of culture and society. Student will develop mastery of idea development, sketching, research, aesthetics and style, typography, and design software. The courses offered will guide students in the production of high quality design products in order to establish a working portfolio. With the development of between 6-9 courses, this area could expand into web and interactive design, social design, design research, and a portfolio design course. New
P129
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
courses would have interdisciplinary and research components, either in terms of the theory covered in lectures or the projects developed for the class. A summer study-abroad component offered in an upper level anthropologically-based graphic design research course could combine service learning and co-design in underserved areas and disadvantaged communities, such as in Costa Rica. RETENTION Students at UHD frequently urge faculty to add more studio coursework to the art curriculum because they understand the need of being better prepared for more specialized professions. Many students interested in graphic design look continued training in other universities after the first or second year of BAFA coursework. GROWTH Graphic design is recognized as the most career-ready of the arts as the commercial arts gain success and recognition through widespread popular interest in digital media, graphic novels, book design, illustration, game and interactive technology, etc. Programs of this kind are more often associated with art institutes and technical schools, and are not readily found in traditional university settings. Students in this type of program, however, would benefit from the university setting, which would give a student’s design coursework the foundation and depth of study that a 4-year university degree can afford. — SUPPORT REQUIREMENTS: Lecturer in Graphic Design
Dedicated Graphic Design Lab Space
DEVELOP A MAJOR IN ART HISTORY INCREASE ENROLLMENT CAPS IN LOWER LEVEL ART 1310, 1301, AND 1302 TO 40 Increased enrollment caps in popular lowel-level lecture classes will increase number of SCHs in ART so as to allow art studio courses to remain capped at 20, which is considered necessary for reasons of pedagogy and logistics by art faculty.
SPANISH OVERALL PROGRAM GOALS a. Increase retention and recruitment of Spanish majors and minors, as well as Translation Studies minors. b. Seek collaboration with other UHD programs with which Spanish would be a natural complement, such as Criminal Justice, in order to create a wider student base for upper-level Spanish courses.
P130
A+H ANNUAL REPORT2013 FULL TIME & PART TIME A+H DEPARTMENT GOALS & NEEDS
c. Increase the profit margins of the program overall, following directives of UHD administration. d. Continue to offer Study Abroad programs for recruitment, retention and graduation rates of students in Spanish. INITIATIVES • Continued emphasis on recruitment and promotional activities that showcase the Spanish program, including study abroad programs. • Initiate contacts with Criminal Justice to discuss synergies between our two programs. • Increase enrollment caps on certain Spanish courses to 30: SPAN 2301, 2302, 2311, 2312, 3380, 3385. • Offer more upper-level Spanish courses online: SPAN 3340 (Spring 2014), SPAN 4390 (Central American Literature, Spring 2014), SPAN 3322 (201415), SPAN 4340 (2014-15) • Feasibility study for putting Elementary Spanish online is currently underway. • Continue to work with Sol Education Abroad to develop Costa Rica summer program.
The Arts & Humanities Department wants to thank our faculty and staff who kindly collaborated with us by providing information or images of their activities, many of them used in this report. DATA FOR THIS REPORT WAS COLLECTED AND WRITTEN BY
Edmund Cueva Rebecka Black Isabel Grimaldo William Nowak Lola Washington DESIGN AND LAYOUT BY
Gaby Hernandez