The annual NCA Institute for Faculty Development, also known as the “Hope Conference,” is designed for undergraduate Communication faculty who want to build collaborative research and pedagogical relationships, learn about new directions in theory and pedagogy, and develop new course area expertise.
The 2022 Hope Conference will be held virtually via Zoom July 18-21. It will be hosted by University of Nevada at Reno.
The 2022 conference will include six sections, of which participations may choose two. Sections and section leaders are as follows:
(Re)theorizing Communication Studies from African Perspectives: Godfried Asante (San Diego State University)
The purpose of this seminar is to reflect on, develop further and incorporate African perspectives, values, beliefs, experiences and philosophical thought in the ways we teach and conduct research in communication studies. We will particularly focus on how to engage both undergraduate and graduate students in such discussions. The seminar will cover topics such as Africana communication theory and philosophy, African queer/feminist perspectives, African perspectives on health and African feminist organizing.
Godfried Asante is Assistant Professor of Communication, Difference and Disparities at San Diego State University. His research focuses on using participatory action research methodologies to investigate a range of social issues caused by the criminalization of same-sex sexual relations in West Africa. The goal of his research is to identify ways to build individual and organizational capacity of LGBT focused human rights NGOs and activists and to develop culturally relevant ways to do human rights advocacy work in international settings.
Using Art and Narrative in Teaching and Research: Sandra Faulkner (Bowling Green State University)
In this seminar, we will discuss how using narrative and poetic inquiry as arts based research (ABR) and pedagogy can strengthen our research and teaching. The use of ABR focuses on the aesthetic qualities of art forms such as personal narrative, poetry, fiction, and visual arts to illuminate often unseen/unspoken situations and experiences, things that we can’t easily talk about in other forms. Seminar readings and discussion will highlight how ABR as a pedagogical and research tool is useful for the study of many of the concepts and experiences in the relational communication classroom and research: identity, subjugated perspectives, difficult experiences not easily talked about, multiple meanings and dialogue, and how power and cultural discourses about relationships influence their relating.
Sandra L. Faulkner is Professor of Media and Communication at Bowling Green State University where she writes, teaches, and researches about close relationships. Faulkner’s interests include qualitative methodology, poetic inquiry, inclusive pedagogy, and critical perspectives on interpersonal and family communication. She often uses poetry, creative nonfiction, and autoethnography to explore her own negotiation of identity as a parent, partner, and professor.
Deterritorializing Frontiers: Expanding our notion of physical, emotional, and geopolitical borders: Ana C. Gomez Parga (Nazareth College)
Inspired by bell hooks’ assertion that “sexism has no gender,” Gómez-Parga argues that “racism has no language, it has an international grammar police.” This seminar has been designed with two main purposes: 1) to engage and expand our notion of ethnocentrism, and 2) to discuss its impact on how we develop and design our research, courses, and academic conferences. As an international communication scholar who has been training faculty for years, Gómez Parga believes that we must build a 21st Century Communication discipline that is grounded in anti-colonialism, anti-racism, interdisciplinary dialogue, and transfeminism. This seminar will be divided into four sessions: 1) Liberation, 2) Embodiment and Affect, 3) Monolingualism, and 4) Empathy and Dialogue.
I am a communication scholar who analyzes various forms of interpersonal and mediated communication. I collect and analyze data mostly from online interactions and identify patterns that highlight conversations about identity, political mobilization, and social relations. I believe that by looking at social media engagement, we can learn and identify important elements about culture, human motivations, social inequalities, and even hope for prosocial resistance and disruption. In my work, whether that is through my research or in my classrooms, I often discuss issues of racism, sexism, violence, homophobia, immigration, ageism, ableism, and more.
Advocacy for the Common Good: Teaching Persuasion in a Post-Truth World and an Era of Divisive Politics: Stephen Hunt (Illinois State University)
The primary goal of this seminar is to provide participants with a solid grounding in theories, principles, and strategies of persuasion as they apply to everyday contexts in which influence attempts take place. The seminar will also highlight important implications of persuasion in a post-truth era characterized by civil unrest and political polarization, apply persuasion research and theory to online interaction, and discuss how to prepare students for meaningful participation in our democracy.
Stephen Hunt serves as University Professor of Communication and Director of the School of Communication at Illinois State University. As an American Association of State Colleges and Universities (AASCU) Civic Fellow for Political Engagement, he helps lead national efforts to sharpen the political and civic leadership skills of today’s college students. Hunt is the author of over 50 scholarly articles, many focused on civic and political engagement, and is co-author of public speaking and persuasion textbooks focused on critical thinking, prosocial communication, and civic engagement.
From Transaction to Transformation: Using the Lenses of Intimacy, Mindfulness, and Relational Justice to Transform Ourselves, Our Relationships, and How We Manage Personal and Relational Struggles: Douglas Kelley (Arizona State University)
In this seminar, the common IPC exchange-based metaphor, transaction, is reconsidered as we examine the growth-based metaphor, transformation (both personal and relational transformation). We begin our time by exploring the importance of metaphors and how they drive our teaching and research. Then, throughout the remaining seminar sessions, we consider the lenses of mindfulness, relational justice, and intimacy as transformative frameworks to guide our students’ learning and our own writing/research experiences. Central topics within these relational frameworks include metaphor, presence, awareness, nonjudgment, morality, justice, love, interpersonal advocacy, discovery, connection, relational struggle/tension, and forgiveness, all examined as a means of rehumanizing ourselves and others.
Douglas Kelley is Professor of Communication and Lincoln Professor of Applied Ethics at Arizona State University. His research and teaching focus on how relational partners can treat one another humanely through their responses to hurt and struggle, and experience of intimacy and love. Kelley is recipient of NCA’s 2017 Bernard J. Brommel Award for Outstanding Scholarship or Distinguished Service in Family Communication and has authored seven books, including Just Relationships: Living Out Social Justice as Mentor, Family, Friend, and Lover and Intimate Spaces: A Conversation about Discovery and Connection.
Pedagogy of the Oppressed in the Contemporary Communication Classroom: Sandy Pensoneau-Conway (Southern Illinois University – Carbondale)
Seminar participants will read Paulo Freire's foundational Pedagogy of the Oppressed, partnered with a short list of current readings in communication studies, in order to examine the implications of Freire's work on the contemporary communication classroom. The goal is to develop a greater understanding of both the contributions and shortcomings of Pedagogy of the Oppressed, and how they impact the ways we think about and embody critical communication pedagogy.
Sandy Pensoneau-Conway is Associate Professor and Director of the School of Communication Studies, and the Coordinator of the Women, Gender, and Sexuality Studies program, at Southern Illinois University Carbondale. Her research involves communication and the construction of identity, particularly in pedagogical contexts. She is a long-time member of both NCA and CSCA, and has held a variety of leadership positions in both.
The Scholar-in-Residence will be Scott Myers (West Virginia University).
Scott A. Myers is a Professor and Peggy Rardin McConnell Endowed Teaching Chair in the Department of Communication Studies at West Virginia University. He is an instructional communication researcher whose projects focus primarily on the role communication plays in the instructor-student relationship, both in and out of the classroom, using experimental, survey, and content analytic research methods. Dr. Myers also is a family communication researcher, with a focus on how adult siblings maintain their relationships. At WVU, Scott was recognized by the Eberly College of Arts and Sciences as a Woodburn Professor from 2005-2007 and as an Outstanding Teacher in both 2010 and 2020. He also received the WVU Foundation Outstanding Teacher award in 2020. Scott is a past President of the Central States Communication Association, where he also served as the Executive Director from 2004-2006. He is a past editor of Communication Teacher, a past director of the National Communication Association’s Teaching and Learning Council, a past (and founding) editor of Journal of Communication Pedagogy, and the current editor of Journal of Family Communication. Scott is the coauthor of several textbooks, including The Fundamentals of Small Group Communication, The Communication Age: Connecting and Engaging, and Communication and Relationship Maintenance.
Registration is $150 for both NCA members and non-members.
Seminar participation is limited, so register by July 5 to participate!
Please reach out to Jimmie Manning, Chair and Professor, University of Nevada, Reno, with any questions.