(click course titles for syllabi)
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Other Classes Taught
AFA 3930 -- African Americans in Paris
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Fall 2008, Spring 2008, Spring 2007
Spring 2008 *Graduate & undergraduate mixed course (Creator of course)
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Spring 2008 (CSL), Spring 2007 (CSL)
Spring 2009 (CSL),
Spring 2006 (CSL),
Spring 2005 (CSL) (Creator of course)
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WST 4935
Women's Studies Capstone Seminar
WST 3015
Interdisciplinary
Perspectives of
Women
Fall 2006, Spring 2006 (CSL), Spring 2005 (CSL),
Summer 2004, Spring 2004
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AFA 3930
Research Methods in
African American History
Fall 2004, Fall 2003 (Creator of course)
Black History and the Jazz Age (Research Methods) --- *Focus: jazz historiography flyer
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McNAIR
SCHOLARS PROGRAM-- Practical
Research Methods
Summer 2007, 2006, 2005, 2004
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AFA 2000
Introduction to
African American Studies
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UNIVERSITY OF MASSACHUSETTS, AMHERST
FACULTY EXCHANGE
DAR ES SALAAM & UF
GENDER AND DEVELOPMENT
Dr. Rosemarie Mwaipopo, Assistant
Professor, University of Dar es Salaam, Tanzania in
"Interdisciplinary Perspectives of Women" Spring
2006, University of Florida
I am
fortunate to have team-taught a course with
Dr. Rose Mwaipopo, of the University of Dar es Salaam
("Interdisciplinary Perspectives of Women,"
spring 2006). Thanks to a faculty grant from the UF Center for Women's
Studies and Gender Research and the UF Center for African
Studies, I participated in a Gender and
Development Faculty Exchange Program that
will greatly influence my future teaching and
research.
Having Dr. Rose in the class
helped me "think globally" in a much more
immediate manner and after visiting with her in Tanzania I
grew to respect her and her work immensely. Her and
her colleagues at UDSM are very connected with local
agencies and they have mastered the best of
scholarship-activism in Tanzania that I strive for in
Gainesville.
Salaam Dr. Rose! |
GRADUATE COMMITTEES
| Student |
Home Dept. |
| Kendra
Vincent (Chair) |
Women's Studies (Graduated MA 2006) |
| Dr. Sybil Rosado |
Anthropology (Graduated PhD 2007) |
|
Dr. JeffriAnne Wilder |
Sociology (Graduated PhD 2008) |
|
Courtney Moore |
History (Graduated PhD 2010) |
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Dr. Marlon
Moore |
English (Graduated PhD 2009 |
|
Dr. Marlo
David |
English (Graduated PhD 2009) |
| Dr. Rosa West |
Counselor Education (Graduated PhD 2008) |
| Rachel Yff, ABD |
Political Science |
| Steven Spina, ABD |
Political Science |
| Dr. Flemming Daugaard |
Anthropology (Graduated PhD 2009) |
| Lola Bovell (Chair) |
Women's Studies (Graduated MA 2009) |
| Telisha Martin, ABD |
Sociology |
| Agnel Barron |
English |
| Tenicia Bradley |
Education |
| Robin Brooks |
English |
| Danielle King |
Political Science |
| Elaine Sponholtz |
Digital Worlds Institute (Graduated, MA 2010) |
| Liv Newman |
Sociology |
| Megan Teague Tucker ABD |
Anthroplogy |
| Rania Wiliams Frederick |
Public Relations/Journalism |
| Renee Dowbina |
English |
| Toni Williams |
Women's Studies (Chair) |
I AM NOT ACCEPTING GRADUATE STUDENTS AT THE MOMENT (2010)
I have also worked informally on prgrams with the Black Graduate Student
Organization.
GRADUATE FACULTY & PROMOTION STATUS
Appointed to Graduate Faculty, letter dated November 6,
2003.Promoted to Associate Professor May 18, 2009 effective August 16, 2009.
NEW COURSES CREATED AT UF
In addition to teaching foundation courses, I have created two new
courses in African American Studies: Research Methods in African
American History and Mentoring Local/At-Risk Youth.
Research Methods Course Description
In this course students explore various ways that African
American history has been and can be researched. Students are
introduced to research topics, themes, and methods in the field of
African American history. They discuss this content and structure
in relation to collecting, preserving, and disseminating Black
cultural, political, and intellectual history. Lastly, students use
similar resources and methods to formulate a question relevant to
African American history, utilize primary and secondary sources to
answer that question, and develop an argument based on their
original research. In this course, students:
- Learn various qualitative and quantitative methods of
research by gaining familiarity with primary and secondary
sources
- Reinforce writing and critical thinking skills by
analyzing historians' evidence and evaluating strengths and
weaknesses of research techniques
- Produce and present a final research project in
preparation for future academic and professional
advancement
Course
Description
This community service-learning (CSL) course engages
students in collaborative relationships with local community
organizations for which students will be able to provide mentorship
for local at-risk youth. The course is a seminar-style practicum
course that integrates lectures, appropriate reading in the
humanities and social sciences, and community service assignments.
Students work through the UF Center for Leadership and Service and
become familiar with HIPAA protocol to ensure professional,
ethical, and enriching partnership with local agencies. In
this course, students will:
- Consider definitions of "at-risk" and theories
of mentoring presented in readings and course discussion, apply
these theories to UF students' work as mentors
- Analyze models of oppression, resistance, and social
justice and apply those models to their own life
experiences
- Analyze power, privilege, and socialization within the
models listed above, and apply these concepts to life
experiences of local Gainesville youth
- Analyze local youths' experiences in a national
context
- Consider the themes of identity and relationship
development in the lives of youth and record how the youth they
work with understand and express these themes
- Provide a final paper combining theories and critical
reflection to a local agency
In Fall of 2004 and 2006, I was recognized as an
Anderson/CLAS Scholar Faculty Honoree. I have also been highly
rated by the University Center for Excellence in Teaching (UCET).
The students completing teaching evaluations generally have rated
me an above average teacher, consistent with the evaluations from
prior teaching experiences at other institutions. However, I have
continued to work hard to improve my teaching by accessing campus
resources, specifically by incorporating suggested changes by
senior faculty and UCET evaluations, to improve my
pedagogy.
In Fall 2003, Dr. Terry Mills evaluated my Research Methods
in African American History course. Dr. Kendal Broad
conducted a evaluation of my Interdisciplinary Perspectives of
Women section in Spring 2004. In Spring 2006, Dr. Florence Babb,
the Vada Allen Yeomans Professor of Women's Studies in the
Center for Women's Studies and Gender Research, also evaluated
my Interdisciplinary Perspectives of Women section and provided
helpful feedback. All have helped me continue to sharpen my work.
Dr. David Bloomquist, Director of the UF University
Center for Excellence in Teaching (UCET) completed a two part
evaluation of Introduction to African American Studies in Fall
2004. First, he administered an anonymous mid-term student
evaluation; Second, he scheduled a classroom visit and conducted a
peer evaluation. Both results showed strong teaching methods and
discussed areas of potential improvement. In Fall 2005, I
participated in a UCET "Peer Review of Teaching Workshop"
featuring Nancy Chism from Purdue University. I look forward to
sharing these insights with my departments and improving teaching
on a departmental and college level. Additionally, I attended a
Fall 2005 workshop on community service-learning (CSL) featuring
Tim Stanton of Stanford and Michelle Dunlap of Connecticut College
to measure my CSL practice and share resources.
Overall, I have worked to maintain and improve excellent teaching
ratings and uphold rigorous standards in my classroom.
Unfortunately, I have had the displeasurable duty of turning
students in to the Dean of Students Office (DSO) for not adhering
to the UF
Student Academic Honor Code. I have participated in academic
honesty hearings at the DSO and have ensured my students that I
strive to provide excellence in my teaching, but also expect honest
and excellent efforts in their learning and scholarly activities.
Before attending college, I used to work as a night auditor at a
hotel. I was accountable for making sure all of the numbers from
various areas (breakfast buffets, lunch and dinner restaurant
sales, room rates, bar sales, banquets, etc.) added up. I had to
look closely at others' work and, in turn, "show my
work" to other auditors and managers to ensure accuracy and
accountability on my part as well. I carry the same principals of
accounting in my classes; I keep fair and accurate numbers for my
classes and expect that all student work will be honest reflections
of actual student effort. I expect and give fair evaluation. I do
not cheat in my preparation for my teaching, so I do not tolerate
cheating from my students.
My
colleagues have provided ample support for my teaching development.
By proposing new and general education courses and presenting my
work at a meeting of the CLAS curriculum committee (Fall 2005), I
have gained insight into the college and university requirements
for course development, implementation, and evaluation. I look
forward to continuing to grow as a teacher, in and out of the
classroom.
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