The 2010 K. Patricia Cross Future Leaders Award Winners
Presented at AAC&U's 2010 Annual Meeting
The Wit, the Will ... and the Wallet
Supporting Educational Innovation, Shaping Our Global Futures
January 20-23, 2010 / Washington, DC
AAC&U is pleased to announce the recipients of the 2010 K. Patricia Cross Future Leaders Award:
Netta Avineri, Applied Linguistics, University of California, Los Angeles
Shauna K.Carlisle, Social Welfare, University of Washington
Judith Flores Carmona, Sociology of Education, University of Utah
Elizabeth Hoover, Anthropology, Brown University
Ilana Kramer, Clinical Psychology, Long Island University
Jonathan P. Rossing, Rhetoric and Public Culture, Indiana University
Jentery Sayers, English, University of Washington
Wendy Wagner, College Student Personnel Administration, University of Maryland
Holly F. West, Higher and Postsecondary Education, New York University
The Cross Scholars will be introduced to the AAC&U audience at the Opening Plenary at AAC&U's 2010 Annual Meeting. We invite you to attend the following session, 10:30-11:45 am, for an in-depth discussion with the Cross Scholars, introduced by K. Patricia Cross, on " Faculty of the Future: Voices from the Next Generation."
We are pleased to provide (below) more information about these outstanding individuals, and we hope you will have a chance to speak with them at the Annual Meeting.
BA, Anthropology, French minor, University of California, Los Angeles
MA, Applied Linguistics/TESL, University of California, Los Angeles
PhD, Applied Linguistics, University of California, Los Angeles
Netta Avineri is in her third year as a doctoral student in the Department of Applied Linguistics at the University of California, Los Angeles and is a recipient of the Eugene V. Cota Robles Graduate Division Fellowship. Netta has presented her research at regional, national, and international conferences in a number of different fields. Her dissertation research focuses on heritage language socialization, language ideologies, and classroom discourse analysis within the current U.S. Yiddish language revitalization movement. She has contributed a chapter entitled "The Interactive Organization of 'Insight': Clinical Interviews with Frontotemporal Dementia Patients" to the forthcoming book Language, Interaction and Frontotemporal Dementia: Reverse Engineering the Social Mind published by Equinox Publishing.
Interested in processes of teaching and learning at both the undergraduate and graduate levels, Netta currently serves as the Graduate Students Association Vice President of Academic Affairs; teaches Anthropology, Applied Linguistics, ESL, and Sociology classes; works as a consultant at the Graduate Writing Center; and is the UCLA Center for Jewish Studies' Civic Engagement Program Coordinator. In previous years, she served as chair of the ASUCLA Board of Directors; coordinator of the campus-wide New Graduate Student Orientation; chair of the Center for Language, Interaction, and Culture Graduate Students Association; and coordinator of the Office of Instructional Development's Test of Oral Proficiency Program.
BA, Psychology, University of Manitoba
MSW, Social Work, University of Washington
PhD, Social Welfare, University of Washington
Shauna Carlisle is a 2009-2010 Initiative for Community Based Learning and Scholarship fellow and a past Project for Interdisciplinary Pedagogy teaching fellow at the University of Washington, Bothell. While teaching at the UW Bothell, Ms. Carlisle is completing her doctorate in Social Welfare in the School of Social Work at the University of Washington, Seattle.
Ms. Carlisle teaches a range of graduate and undergraduate courses in the Community Psychology, Masters in Policy Studies, and Society, Ethics, and Human Behavior programs at the UW Bothell. Her pedagogical interests include finding new and innovative ways of teaching research methods that help students draw linkages between course content and real world application. It is her goal that students leave her classroom socially conscious and socially responsible citizens who use their methodological skills to make a difference in their community and nation.
Ms. Carlisle's dissertation research examines race and ethnicity, immigration and health outcomes. She investigates the social contexts and linkages that explain how and why race, ethnicity, and nativity are associated with chronic cardiovascular, respiratory, and pain conditions. Ms. Carlisle has held a fully funded 2-year fellowship from the Center for Studies in Demography and Ecology and has presented her work at a number of conferences including the Federation of Canadian Demographers, Population Association of America, and the Society for Epidemiologic Research.
BA, Human Communication, California State University, Monterey Bay
MA, Multicultural Education, California State University, Monterey Bay
PhD (expected 2010), Sociology of Education, University of Utah
Judith Flores Carmona is a doctoral candidate at the University of Utah in the Department of Education, Culture, and Society. She is cofounder of the Latinas Telling Testimonios/Mujeres Activas en Letras y Cambio Social (MALCS) group at the University of Utah. She earned her BA in American Multicultural Studies and MA in Multicultural Education from California State University, Monterey Bay.
Judith's research interests and dissertation include Latina mothers' pedagogies of the home, testimonio as method and communal-reciprocal methodology, and Chicana/Latina feminist and mothering practices of cultural citizenship. Judith was born in Veracruz, Mexico, raised in Los Angeles, and is a first-generation college student. Her academic and community work is guided by a sense of responsibility and commitment to social change.
BA, Anthropology/Psychology, Williams College
MA, Anthropology, Brown University
PhD (expected 2010), Anthropology, Brown University
Dissertation: Local Food Production and Community Illness Narratives: Responses to Environmental Contamination in the Mohawk Community of Akwesasne
Elizabeth Hoover is in the final year of her PhD, currently writing her dissertation while teaching Native American Studies and Environmental Anthropology in the Sociology/Anthropology department at Elizabethtown College in Elizabethtown PA. Additionally, she has taught for the Ethnic Studies program at Brown University, where she worked with the student group Native Americans at Brown (NAB). Elizabeth also strove to connect the university to the local Native community, through cultural events like the annual intertribal pow-wow, and through creating volunteer opportunities for Brown students at the local Native charter school, and with an urban Native afterschool program. Her research interests center around environmental health and food production issues in Native American communities, and she plans to teach Native American Studies, Anthropology, and Environmental Studies.
BS, Human Development, Cornell University
MA, Social Thought & Humanities, New York University
PhD (expected 2012), Clinical Psychology, Long Island University
Ilana Kramer is in her third year as a doctoral student in the Clinical Psychology Program at Long Island University- Brooklyn Campus. Ilana approaches research, clinical work, and teaching from a human rights perspective. Her research is focused in gender, trauma, and international mental health issues.
In the summer of 2007 and 2008, she worked on the Burma border with Burmese refugee women, conducting trainings on working with trauma victims. In the summer of 2009, she travelled to Kenya as a faculty research assistant, working with vulnerable youth and orphan populations. She is currently working on her dissertation, examining the relationship between exposure to violence among ethnic minority youth and subsequent self-injury behaviors. In addition to her commitment towards researching gender and ethnic inequalities, she chooses a strength-based model in her research and teaching, assessing what protective factors aid vulnerable individuals who are resilient in the face of trauma.
BA, French, The University of Texas at Austin
BS, Zoology, The University of Texas at Austin
MS Ed, Higher Education and Student Affairs Administration, Indiana University
PhD (expected 2010), Rhetoric and Public Culture, Critical Pedagogy (minor), Indiana University
Dissertation: Just Joking: Critical Racial Comedy and Democratic Education
Jonathan Rossing is a PhD candidate and Associate Instructor in the Department of Communication and Culture at Indiana University. Throughout his academic career Jonathan has focused on diversity and social justice education and this work led him to his current PhD program where he has integrated rhetorical theory to social justice work. Last year, he participated in an interdisciplinary research project on graduate student pedagogy, the Teagle Foundation Collegium on Inquiry in Action at Indiana University.
His dissertation emerged from experiences in the classroom and educational programming. Frequently educators encounter strained and fearful conversations on race and racial injustice. Yet, many people readily engage these important racial conversations through comedy. Jonathan's dissertation argues for serious engagement of critical comedy on race. This comic discourse offers an important public education on race. He was fortunate to have the opportunity to adapt his dissertation for two advanced undergraduate seminars.
Throughout the PhD and dissertation process, Jonathan has enjoyed training for marathons. He's run over 15 in the last six years including a gold medal winning race at the 2006 Gay Games in Chicago. Jonathan enjoys leading group exercise classes: step aerobics, cycling, strength training, and others. He also volunteers for a literacy organization in Indianapolis and conducts literacy classes at a city jail.
BA, English, Virginia Commonwealth University
BS, Criminal Justice, Virginia Commonwealth University
MA, English, University of Washington
PhD, English, University of Washington
Dissertation: Invisible Technologies? Media Ecology and its Cultural Histories
Jentery Sayers is currently a PhD Candidate in English at the University of Washington (UW), a research intern for KEXP radio, and a Society of Scholars Fellow at the UW's Simpson Center for the Humanities. His research and teaching interests focus on literary modernism, new media, and cultural histories of technology, and his dissertation is an exploration of magnetic recording technologies and their intersections with literature, art, and advertising from roughly 1860 to the present. In tandem with several reviews for the Resource Center for Cyberculture Studies, he has published "Geolocating Compositional Strategies" in issue 12.2 of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, and he has a chapter forthcoming in the book, Writing and the Digital Generation, edited by Heather Urbanski. He is actively involved in HASTAC (the Humanities, Arts, Science, and Technology Advanced Collaboratory), and in 2009 he received the UW's Undergraduate Research Mentor Award. Between Cornish College of the Arts and the UW's Seattle and Bothell campuses, he has designed and taught over ten of his own courses, most of them computer-integrated, on topics such as new media production, Anglo-American modernism, technoculture studies, electronic literature, service-learning, expository writing, and the digital humanities.
Listening to Repeating: A Portfolio by Jentery Sayers (website)
Article on Participatory Learning and Neogeography (article/website)
Democratizing Knowledge in the Digital Humanities (online forum)
Democracy and Diversity in Science (course/website)
BA, Communication Studies, University of Nebraska-Lincoln
MA, College Student Personnel, Bowling Green State University
PhD (expected 2010), College Student Personnel Administration, University of Maryland
Wendy Wagner is a faculty member in New Century College, George Mason University's school of integrative studies. She is also the Director of the Center for Leadership and Community Engagement.
Wendy co-edited and contributed to Leadership for a Better World: Understanding the Social Change Model of Leadership Development and Handbook for Student Leadership Programs. She served on the research team for the Multi-Institutional Study of Leadership. She has taught multiple service-learning courses, as well as undergraduate and graduate courses on student leadership development. Her dissertation research is a validation study of the leadership identity development model. Wendy lives in Washington, DC, with her husband and three children.
BS, Economics, United States Military Academy
MBA, University of Kentucky
PhD, Higher Education, New York University
Dissertation: Socialization of New Faculty into an Institutional Culture
Holly West is an active duty lieutenant colonel in the U.S. Army. In her military career, she has served as a platoon leader and a company commander and has received 5 Army commendation medals and 2 Meritorious service medal. While on active duty, she wasselected to teach at West Point in the Department of Systems Engineering. She taught Engineering Economy and Decision Support Systems and reached the rank of assistant professor.
Before returning to school for her PhD, she served as an operations analyst in the Army Accessions Command. In this position she was responsible for analyzing and recommending new programs that would encourage more people to join the Army. She was selected for a tenured position at West Point serving as the Assistant Dean for Plans and Personnel. Being selected for this position meant that she was also selected for a fully-funded PhD program. She is currently a full-time PhD student at New York University in the Steinhardt School for Education and her current research interests are in faculty development and new faculty socialization.She has published and presented papers on engineering and teaching.
Holly lives in Highland Falls, New York, with her husband, LTC Mark West who is an instructor in the Behavioral Science and Leadership department at West Point and her four children, Keegan, 13, Lexi, 11, Kyle, 5 and Daisy, 3.