{"id":201,"date":"2012-03-29T11:46:27","date_gmt":"2012-03-29T16:46:27","guid":{"rendered":"http:\/\/blogs.acu.edu\/dicksonk\/?page_id=201"},"modified":"2012-03-31T01:04:08","modified_gmt":"2012-03-31T06:04:08","slug":"scholarship","status":"publish","type":"page","link":"https:\/\/blogs.acu.edu\/dicksonk\/portfolio\/scholarship\/","title":{"rendered":"Scholarship"},"content":{"rendered":"

\u2013> Service<\/a><\/strong><\/p>\n

Scholarship most broadly defined is evidence of a life committed to learning, and so goes hand-in-hand with the life of teaching, critical enquiry, and investigation. Chaucer famously describes his Oxford Scholar as a master of both: \u201cSounding in moral vertu was his speeche, \/ And gladly wolde he lerne, and gladly teche.\u201d As I entered graduate school at Baylor, English departments across the country were beginning to champion not only graduate teaching but graduate scholarship, presenting at conferences on authors you were just introduced to the previous semester. Now after a decade in the classroom, I\u2019ve come to understand that teaching and learning are not separate and distinct states but parts of an ongoing\u2014sometimes recursive\u2014process, requiring equal parts attention and humility. Scholarship then is better understood as a path or a journey than as a list of achievements but the following sections from my vita offer a quick survey of scholarly work \u201cavailable for review, inspection, and criticism.\u201d<\/p>\n

 <\/p>\n

\n

PUBLICATIONS<\/h2>\n<\/div>\n

\u201cThis I Believe<\/em> College Writing Curriculum.\u201d<\/a> With Cole Bennett. This I Believe.org. <\/em>2007.<\/p>\n

\u201cOld Wine in New Wineskins? Hybrid Teaching and the Humanities.\u201d<\/a> Proceedings of Society for Information Technology and Teacher Education International Conference 200<\/em>7. Ed. C. Crawford. Chesapeake, VA: AACE, 286-90.<\/p>\n

\u201cA Thousand Years in Thirty Virtual Days: Summer Online Courses and the Sophomore Survey.\u201d The Texas Journal of Distance Learning<\/em> 2.2 (2005): 36-43.<\/p>\n

\u201cA Thousand Years in Thirty Virtual Days: Summer Online Courses and the Sophomore Survey.\u201d<\/a> Proceedings of Society for Information Technology and Teacher Education International Conference 2005<\/em>. Ed. C. Crawford. Chesapeake, VA: AACE, 351-7.<\/p>\n

Tucker, G., R. Ashlock and K. Dickson. \u201cUsing a Brain Research Based Learning Cycle Model to Engage the Online Learner.\u201d Proceedings of Society for Information Technology and Teacher Education International Conference 2005<\/em>. Chesapeake, VA: AACE, 635-38.<\/p>\n

\n

 <\/p>\n

CONFERENCES<\/h2>\n<\/div>\n

\u00a0\u00a0\u00a0\u00a0\u00a0 National and international juried papers designated with an *asterisk.<\/em><\/p>\n

*Conference of College Composition and Communication, New Orleans\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 April 2008
\n\u201cTeaching the Audio Essay: Podcasting and Praxis in the This I\u00a0<\/em>Believe<\/em> Curriculum\u201d<\/p>\n

*Conference of College Composition and Communication, New York\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 March 2007
\n\u201cFraming the Other: Satirical Analysis from Swift to Colbert\u201d<\/p>\n

*Society for Information Technology and Teacher Education, San Antonio\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 March 2007
\n\u201cOld Wine in New Wineskins? Hybrid Teaching and the Humanities\u201d<\/p>\n

Southwest Conference on Christianity and Literature, Abilene\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 September 2006
\nChair, \u201cThe Future of Literature and Composition Online\u201d<\/p>\n

South Central Modern Language Association, Houston\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 October 2005
\n\u201cBetween the Garden and the City: Pope\u2019s \u2018Ode on Solitude\u2019\u201d<\/p>\n

*Society for Information Technology and Teacher Education, Phoenix\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 March 2005
\n\u201cA Thousand Years in Thirty Virtual Days: Summer Online Courses\u00a0and the Sophomore Survey\u201d<\/p>\n

Southwest Conference on Christianity and Literature, Oklahoma City\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 October 2004
\n\u201c\u2018To Eclipse the Phoenix\u2019: Christian Pedagogy in Online Courses\u201d<\/p>\n

South Central Society for Eighteenth-Century Studies, Santa Fe\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 February 2004
\n\u201cFiddlers, Bricklayers, and Poets: Scriblerian Patronage in the\u00a0Shadow of Burlington House\u201d<\/p>\n

*Literary London: Representations of London in Literature, London\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 July 2002
\n\u201cHousing the Poet: Gay\u2019s Trivia<\/em> and the Topography of Patronage\u201d<\/p>\n

*American Society for Eighteenth-Century Studies, New Orleans\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 April 2001
\n\u201cApproaching the Metropolis: Immigration in the Development\u00a0of Post-Fire London\u201d<\/p>\n

South Central Society for Eighteenth-Century Studies, Shreveport\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 February 1999
\n\u201cGay\u2019s Descent into the City: The Epic Journey of Walking across\u00a0the Street\u201d 24th Annual<\/p>\n

Southwest Conference on Christianity and Literature, Dallas\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 October 1998
\n\u201cSir Epicure Mammon: Classical and Christian Satire in The Alchemist<\/em>\u201d<\/p>\n

South Central Renaissance Conference, Waco\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 April 1998
\n\u201cCommodifying Eden: The Intrusion of Colonial Commerce into\u00a0Marvell\u2019s \u2018Bermudas\u2019\u201d<\/p>\n

South Central Society for Eighteenth-Century Studies, San Antonio\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 February 1998
\n\u201cHypocrisy Unmasked: Cosmetic Layers in The Man of Mode<\/em>\u201d 23rd Annual<\/p>\n

Midwest Modern Language Association, Chicago\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 November 1997
\n\u201cMountebanks of the Market and Brokers of the Stage: Men of\u00a0Business in Volpone<\/em>\u201d<\/p>\n

 <\/p>\n

\n

PRESENTATIONS\u00a0<\/span><\/h2>\n<\/div>\n

Adams Center, \u201cExploring Podcasting at ACU\u201d\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 August 2007<\/p>\n

Adams Center Podcast, \u201cPotential in Podcasting Pedagogy,\u201d iTunes U\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 May 2007<\/p>\n

Adams Center, Summer Stipend Report\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 February 2007
\n\u201cBeyond the Hype of Hybrid Teaching\u201d<\/p>\n

Adams Center, Podcasting Pilot\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 December 2006
\n\u201cThis I Believe: Podcasting Belief\u201d<\/p>\n

English Department, TechTeaching Lunch\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 November 2005
\n\u201cPalm PDA Training for English Faculty\u201d<\/p>\n

University Faculty Meeting, with Carol Williams\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 October 2004
\n\u201cDistance Learning at ACU\u201d<\/p>\n

Adams Center, Distance Education panel, with Rodney Ashlock\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 October 2004
\n\u201cCreating an ACU Summer Online Course\u201d<\/p>\n

Adams Center, Summer Stipend Report\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 March 2004
\n\u201cTeaching Abroad: Instructor\u2019s Notebook for Humanities in Oxford\u201d<\/p>\n

English Department, TechTeaching Lunch\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 October 2003
\n\u201cLife after the Lab Upgrade\u201d<\/p>\n

English Department, TechTeaching Lunch\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 December 2002
\n\u201cPlagiarism and the Challenge of Digital Integrity\u201d<\/p>\n

English Department, TechTeaching Lunch\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 April 2002
\n\u201cTeaching Comp and Lit in a Smart Classroom\u201d<\/p>\n

 <\/p>\n

Conferences Overview<\/em><\/strong><\/p>\n

One part of my own scholarly pilgrimage then lies in a series of promising beginnings. During my time here at ACU, I\u2019ve presented regularly at regional, national, and international conferences on topics ranging from eighteenth-century poetry to online pedagogy. Not surprisingly, my early work upon arriving ABD has followed the final stages of research and writing for my dissertation on the satirist John Gay, but more recently has followed my reading and study of distance education.<\/p>\n

Presenting papers at conferences, both on literary and pedagogical research, has provided one stimulus to develop my thinking and expertise through interaction with other scholars. I\u2019ve received both encouragement to further work and publication as well as public challenges of claims or assumptions in these venues. Presentations in my dissertation area have put me in touch with leading scholars in the field. Lunch conversations with colleagues that had previously been only names in a bibliography provide a more immediate sense of contributing to a larger discussion within the discipline.<\/p>\n

\"\"<\/a>In 2003 Nancy Shankle encouraged me to attend my first Conference of College Composition and Communication to hear sessions focused on writing and technology. The CCCC (or the 4 Cs) proved to be an innovative group of instructors at all levels eager to share approaches to teaching and reflect on the changing state of the discipline. Since this is also a conference typically attended by others in the department, it has also provided me the opportunity to travel with colleagues and reflect on our teaching sitting in sessions as well as over lunch or waiting for a plane. In September I received word that next spring I\u2019ll again be presenting at the CCCC with Cole Bennett on the curriculum we developed for the national This I Believe<\/em> website.<\/p>\n

Finally, I\u2019ve appreciated opportunities to attend and present at national and international conferences on technology and teaching like EDUCAUSE and SITE. My first involvement with the Society for Information Technology and Teacher Education came through Gary Tucker and the encouragement of the Adams Center after my first semester as Researcher in Residence. In addition to presenting papers, I have been able to attend energizing sessions on online gaming and literary instruction and hybrid teaching alongside less conventional ones promoting electronic textbook distribution for cell phones and the like. Looking back on so many of these conferences, I can identify large and small ways each has shaped my approach to teaching and scholarship. I have included successful proposals of recent work in both areas in Appendix M<\/span> chosen in open, peer-reviewed calls for papers and panels.<\/p>\n

 <\/p>\n

Literary Research <\/em><\/strong><\/p>\n

Highlights from my first eight years include the opportunity to participate with scholars in my primary research area at the first international Literary London Conference in Greenwich in 2002 and the previous year at the national conference for the American Society of Eighteenth-Century Studies (ASECS) in New Orleans. The first focused on \u201cinterdisciplinary studies in the representation of London\u201d across periods medieval to postmodern, while the annual ASECS meeting is equally interdisciplinary in approach within the bounds of the \u201clong eighteenth century,\u201d roughly 1650-1800. I\u2019ve also committed to longer-term involvement with regional conferences in my discipline, the South Central Society for Eighteenth-Century Studies (SCSECS) and the Southwest Conference on Christianity and Literature, acting as the Local Arrangements Co-Chair for the SWCCL in Abilene in the fall of 2006 (see sample conference paper in Appendix N<\/span>).<\/p>\n

One tension I\u2019ve noticed in my literary research is between my specialized disciplinary training in the work of an author or literary approach and the generalist focus of my teaching at ACU. As I finished my dissertation, reading John Gay\u2019s poetry against the explosion of urban development in London after 1666, I was part of a similar surge of interest mapping London\u2019s cultural and literary topographies. The conference in London revealed that much of the most exciting work in my area depended on significant travel allowances or proximity to archives in Britain. Teaching a single class in my area every two years didn\u2019t seem sufficient to continue contributing meaningfully in my dissertation area. The recent resurgence of our graduate program in English along with the emergence of digital archives of primary documents may resolve this tension in the near future.<\/p>\n

 <\/p>\n

Pedagogical Research<\/em><\/strong><\/p>\n

After completing my dissertation, I have pursued a secondary interest in pedagogical research on teaching with technology and distance education. My personal interest in technology led me to investigate Blackboard its first semester at ACU in 2000 and experiment with moving reading journals and response essays online in 2001. However, it wasn\u2019t until my work with Summer Online in 2004 that I began to see the scholarship of teaching as a viable direction for future research. At a school the size of ACU, I would be able to share research with the campus and a growing audience of wired educators rather than writing articles for a couple dozen specialists worldwide.<\/p>\n

\"\"<\/a>Institutional support for this scholarship has been available by way of the Researcher in Residence position with the Adams Center in 2004 and a Summer Stipend in 2006. In my role with the Adams Center, I presented research on the function of time in the online environment at the national Society for Information Technology and Teacher Education that then appeared in the conference proceedings. Following our second summer teaching 221 Online, I updated this article and it appeared in 2005 in the Texas Journal of Distance Learning<\/em>, a peer-reviewed publication sponsored by the Association for the Advancement of Computing in Education (AACE) (see article in Appendix O<\/span>). My 2007 presentation at SITE on research into hybrid teaching has been expanded and sent to TJDL<\/em> and is currently under review (see manuscript in Appendix O<\/span>).<\/p>\n

My on-campus presentations also center on teaching and technology. In a series of departmental round-tables beginning in 2002, I\u2019ve presented to the English faculty and our graduate students on the explosion of full-text resources available for literary and pedagogical research as well as technology topics more directly related to teaching, including training in Blackboard and teaching in our smart classrooms and labs. Over the same period, my research into distance learning theory has led to a number of presentations for the university faculty and second-generation course designers in the Summer Online program (see slides from hybrid presentation in Appendix Q<\/span>).<\/p>\n

\"\"<\/a>One other curious beginning in my interest in online learning was a 2005 entry in the Blackboard Bbionic Course Contest. As the process of course development and revision for moving Major British Writers I<\/em> online took almost an entire calendar year, writing both the curriculum and designing accompanying learning objects, I was eager to assess how our efforts compared to best practices in the larger distance education community. In January of 2005, Blackboard, Inc. sponsored the Bbionic Course Contest \u201cto help cultivate innovations in e-learning and . . . recognize and reward faculty and instructional designers who create technologically rich and pedagogically sound online courses.\u201d Before leaving to teach in Oxford that spring, I prepared the contest application with the help of George Saltsman. In March, I was informed that after a review by a panel of \u201cexperts in the field of e-learning\u201d our course had been named a finalist (see abridged contest entry and Adrian Alleyne letter in Appendix R<\/span>).<\/p>\n

I don\u2019t want to press this too hard as \u201cscholarship\u201d; however, the peer review mechanism offers some external verification of the quality of our product. As the Adams Center\u2019s definition of the Scholarship of Teaching and Learning concludes, \u201cThe scholarship of teaching and learning opens the classroom door and creates a culture that values teaching. Like traditional research, it is made public, subjected to peer review and used by other members of the scholarly community.\u201d <\/em>As a result of the Bbionic contest, I was invited to the 2005 Blackboard Users Conference where our course would be honored at a reception as one of the finalists (I was unable to attend due to depleted travel funds). Then in 2006 and 2007, I have been asked to evaluate other exemplary courses and provide feedback on course design and overall effectiveness to participants.<\/p>\n

One other publication that may need some context is the This I Believe<\/em> College Writing Curriculum I co-wrote with Cole Bennett (see Appendix P<\/span>). In the fall of 2006, as I taught the essay for the first time, I contacted This I Believe, Inc.<\/em> to solicit permissions, if needed, for a series of podcasts based on the program. The Outreach Director was very encouraging in this project and early work with KACU on airing these essays locally. One out-growth of that first conversation was my offer to produce a college-level curriculum to complement assignments and materials already online for high school teachers. When Cole Bennett later asked about teaching the essay in the spring, I suggested he work with me on the curriculum as well, bring ing his background in composition theory to the project. The following spring we developed the curriculum and worked with TIB<\/em>, Inc. this past summer to prepare it for online publication, which should appear this fall <http:\/\/thisibelieve.org\/educationoutreach.html<\/em><\/a>>. The collaborations with Cole and Mary Jo Gediman, the outreach director, have been invaluable and the three of us are looking forward to formally launching this curriculum in a CCCC presentation in the spring (see Gediman letter in Appendix P<\/span>).<\/p>\n

 <\/p>\n

Ongoing Research and Support<\/em><\/strong><\/p>\n

\"\"<\/a>Finally, this academic year I will be serving again as Researcher in Residence in the Adams Center. I\u2019ll lead the Podcasting Support Team as I work with 10 colleagues to finalize projects and begin developing content to support teaching, training, and spiritual formation across campus. My broader focus will be to communicate research into best practices in learning object design to faculty interested in developing course content for distribution on iTunes U. This process began in May with an interview for the Adams Center podcast Potential in Podcasting Pedagogy<\/em> emphasizing my work on audio essay assignments. Over the next year, I will continue to meet with the iPhone advisory team led by Kevin Roberts to consider future implications of faculty research into podcasting and the iPhone.<\/p>\n

\u2013> Service<\/a><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

\u2013> Service Scholarship most broadly defined is evidence of a life committed to learning, and so goes hand-in-hand with the life of teaching, critical enquiry, and investigation. Chaucer famously describes his Oxford Scholar as a master of both: \u201cSounding in … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":12,"featured_media":0,"parent":164,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-201","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P3QBMz-3f","_links":{"self":[{"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/pages\/201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/comments?post=201"}],"version-history":[{"count":10,"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/pages\/201\/revisions"}],"predecessor-version":[{"id":205,"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/pages\/201\/revisions\/205"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/pages\/164"}],"wp:attachment":[{"href":"https:\/\/blogs.acu.edu\/dicksonk\/wp-json\/wp\/v2\/media?parent=201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}