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The project is expected to be completed in fall 2018, and the footbridge will be closed from late May to late August in both 2017 and 2018.More information
This program has the benefit of a core faculty and a campus-wide affiliate faculty in an array of disciplines —the result is a tremendous collection of experts whose knowledge and expertise is matched by their passion. Women's Studies faculty share interests in and commitments to diverse women's issues, as well as feminist scholarship and pedagogies. Please feel free to contact faculty to discuss a course, program or topic of interest to you.
Faculty and staff can find descriptions of committee work at Blugold Insider.
Current WMNS majorThe faculty of the women's studies department have been wonderful in helping me engage with complex material for class. I can tell that the faculty really enjoy teaching due to the passion and the willingness to help they bring to the classroom everyday.
In my research, I focus primarily on women in the developing world, especially Nicaragua. I have written articles on gender issues in the developing world, more specifically on economic restructuring, the empowerment of Nicaraguan women, free-trade zones, female entrepreneurs in Vietnam and the role of international organizations in economic development. I enjoy conducting research with our students. To that end, I received two grants from the International Fellowship Program (IFP) to conduct research abroad with our undergraduates. I travelled to Nicaragua with one student to conduct research on the women working in the free trade zone. For the second grant, I travelled to Vietnam with 2 students to conduct research on female entrepreneurs.
I have the honor to have been the recipient of two Fulbright-Hays Seminars Abroad Awards: one to Brazil in 2000 and the second one to India in 2005. Although I have conducted research and led many study abroad programs in developing countries, the countries that I have studied in more depth include Argentina, Nicaragua and Vietnam.
After earning my BFA in photography I could have become a commercial photographer, who created images for others. Instead I remained committed to fine art photography, and supplemented my income by with jobs in sales, photo assisting, freelance, and darkroom work. Graduate school at the Visual Studies Workshop expanded my photographic repertoire to include the written word, giving me new tools with which to create and preserve stories, including my artist's book, Nothing Was Ever Said. I also developed my skills as a graphic designer, which enabled me to enter the ad agency world, as both a print production manager and advertising director.
Through my avocation, Shotokan Karate, where I led self defense, I entered academic teaching with an array of real world experiences to share. Before landing at the University of Wisconsin–Eau Claire, I taught at Rochester Institute of Technology, the University of Nevada, Reno, and South Lake Tahoe Community College.
My passion for teaching derives from my interest in preserving stories. I assist my students in using multimedia technologies to share people's stories. Some of their work is available at CJ 184.002 video projects, This Is Women's Studies, which was created as part of the university's centennial celebration.
I have had the pleasure of attending and/or co-coordinating the Something New domestic intercultural immersion program, on which UWEC staff and faculty travel to Clarkston, Georgia and Selma, Alabama to focus on community service, refugee issues, and civil rights history and engagement affiliated with the CJ/WMNS 111: Gender, Race, Class, & Communication course. I have also been actively engaged in collaborative activist and integrative learning endeavors with students and colleagues in the College of Arts and Sciences surrounding issues of homelessness and mental illness with which community members live. In addition, I have been involved in the not-for-profit Clear Vision Poverty Summit in the Chippewa Valley.
I serve as an Editorial Review Board member for the Western Journal of Communication, Communication Studies, Communication Teacher, and Speaker and Gavel. In addition, I regularly serve the discipline as a Reviewer for the Feminist and Women's Studies, Instructional Development, Basic Course, and Master's Education divisions of the National Communication Association. When I'm not working, I enjoy my neighborhood, collaborating with local not-for-profit organization initiatives, listening to oldies, grilling out, campfires, playing cards, thrifting, local arts in the Chippewa Valley, and playing members of my animal far including Kima La Pooch the Pomerianian, Facha the Ferret, and Whimzy the Budgie Perrot!
As a Distinguished Student Services Coordinator in the Academic Skills
Center (my main job on campus), I run tutoring programs and teach GEN courses
for first year students or students in academic difficulty. Each summer I
teach in the Upward Bound Program for local high school students.
In Women's Studies, I am a Senior Lecturer. I created and regularly
teach two courses, WMNS 210: Culture of Third Wave Feminism, and the umbrella
course WMNS 260: Masculinities Studies and Feminist Theories (as "Boy to
Man: Males in Contemporary American Film"). These two classes are
not only great fun to teach, but I know that the material—on contemporary
gender justice or on the effects of hyper masculinity—offers concepts that
students have sometimes never discussed much less even considered. I love
being a part of that "awakening" with students. I was a long-time member
of the Steering Committee, and I currently serve on the Liaison Committee which
plans our annual Women's History Month Awards and the spring newsletter.
As a freelance writer, I often give voice to women's experiences. My
stories, poems, and essays have appeared in Salon Magazine, Women's
Studies Quarterly, Journal of Developmental Education, The
Wisconsin Academy Review, The Southwest Review, HipMama, Inside
HigherEd, as well as many other magazines and anthologies. I am the
co-editor (with Bruce Taylor) of a first-year experience textbook, Higher
Learning: Reading and Writing About College, 3rd edition
(Pearson/Prentice Hall, 2011), and a poetry collection, Love's Bluff
(Plainview Press, 2006). I wrote the blog "Our Long Goodbye: One
Family's Experiences with Alzheimer's" (https://ourlonggoodbye.wordpress.com/)
which has been read in over 90 countries. In addition, I'm a frequent
contributor to "Wisconsin Life" on Wisconsin Public Radio (https://www.wisconsinlife.org/staff/patti-see).
In 2011 I moved into a small cabin on Lake Hallie with my husband, and I
started writing about getting to know my neighbors as well as the strangers who
fish the lake. Recently I mentored two public history students, and we
collected the oral histories of people who have lived on Lake Hallie the
longest. An ORSP grant funded a project to create the documentary "Lake
Hallie Lives: An Architectural and Oral History Project," which included these
voices along with old and new still photos. This is the first of its kind
to document the history of Lake Hallie and its few lakeside residents. (https://www.youtube.com/watch?v=5rugpsV92bY)
My projects often grow out of my own experiences
as a woman: whether caring for a dying parent, mentoring students, or sitting
on my dock with a Mojito. All appear in my writing.
I am a Professor of English and Honors Education at the University of Wisconsin at Eau Claire. I also serve as the Director of Graduate Studies for the English Department at UWEC. In the past, I have had leadership roles for the UWEC Honors Program, the Liberal Studies Program, and several diversity initiatives. It is a lifelong goal to help improve how public institutions serve our whole communities equitably.
As a professor, my primary field is African American literature. My faculty peers in English would probably describe my approach to teaching as "New Historicism" or "Cultural Studies." For me, historical and cultural contexts are just as important as literary expression, and in a typical class of mine, nonfiction readings supplement works of poetry, fiction, and drama. Some of the courses I teach have conventional titles such as "Making Sense of the Movies," "Survey of American Literature," etc., but you can get a stronger sense of my teaching interests from more specialized courses I have taught:
Whenever I get the chance to write for publication, I greatly enjoy the opportunity. My publications tend to examine U.S. cultural history in relation to social movements, group identities, and popular trends in literature, film, and public politics. Recently, I've published a book chapter on the film 12 Years a Slave (published in 2014 in the collection, Movies in the Age of Obama) and a book chapter in 2016 on strategies for improving diversity and equity in Honors programs. Going further back, there are two book projects that I am proud to have completed: a book on the Black Arts Movement (A New Breed of Black Consciousness) and a collection of essays that I co-edited with Dr. JoAnne Juett (Coming Out to the Mainstream: New Queer Cinema in the 21st Century).
I am also a professional musician (a vocalist, guitarist, and songwriter) who performs under the names Davey J & Friends and Davey J and the Jones Tones. Music is definitely a passion, as I have published five original music CDs with my own independent label, B Major Productions (the most recent CD is called Chippewa Love). In music industry language, our style would probably be "Americana" or "Roots," but there are elements of rock, blues, reggae, indie, folk, and even jazz in my music. You can hear some of my music and see my live show calendar at www.chippewalove.com.
In my past creative work, I also produced and hosted two radio programs on popular music and Wisconsin culture for Wisconsin Public Radio: Jazz, Blues, and Beyond and Wisconsin Wealth. I really enjoy maintaining a flexible and relevant range of academic interests, and I'm so thankful that innovation is welcome in our English Department!
Theresa D. Kemp joined UWEC's English department in 1999 after having taught at the University of Alabama at Birmingham. After serving for several years as UWEC's Director of Undergraduate Studies, she served as Director for Women's Studies (2010-2013).
Since 1993, Dr. Kemp has been a member of the Editorial Collective for Feminist Teacher (University of Illinois Press), and helped co-edit The Feminist Teacher Anthology: Pedagogies and Classroom Strategies (Teachers College Press, 1998).
She has been the recipient of several university as well as state and national awards, including a Newberry Library fellowship, a Wisconsin Humanities Council grant, and a NEH faculty grant to the Folger Shakespeare Library. In 2008, she was the UWEC nominee for UW-System Regents Teaching Excellence Award.
Marty Wood joined the English Department in 1986, and served as its chair from 1998-2007. His service in this position was a source of great pleasure to him, since no chair anywhere is lucky enough to work for a better department or a more dedicated group of colleagues. Today, in addition to service as Chair of the University Senate, he teaches a variety of literature courses, especially in the areas of eighteenth-century British studies, Shakespeare, and different genres of popular literature. He is a native of Michigan, and except for a brief and eventful period in Colorado, has spent most of his time in the upper Midwest. The early years of his education in English were traditionally literary, concentrating on British studies, but post-structuralist challenges to traditional approaches appear to have left their mark. To make matters worse, he became increasingly interested in the serious study of rhetorical and aesthetic forms that, back in the day, did not receive much academic study. For example, his favorite genres for recreational reading, both in books and on film, were science fiction and horror, areas that he now visits professionally both in the classroom and in his gestures toward research. Indeed he feels very lucky that his cognitive, professional, and geographic location is right here, right now. Like the whole University, the English Department is moving into an unknowable future with a healthy blend of enthusiasm, conflict, tolerance, and skepticism: and he wants to share this trip with his colleagues. And, as much as anything, he is delighted to live in a place with enough winter to keep him patient, enough spring to give him hope, enough summer to let him fish, and enough autumn to make him weep.
I have been involved with the Women's Studies program in some capacity since 1990 when I joined the faculty of the McIntyre Library. I have been an 'Affiliate' since the beginning of that designation. I have served on various committees in Women's Studies over the years, most recently several times on the Curriculum Committee, and as a judge for Women's Studies Awards at least four times and received a Faculty award and certificates from the program. I enjoy teaching and working with students on their women's studies research. I've also taught and either designed or assisted in design of Women's Studies 100, 200, 250, 396, 496, on such topics as Introduction to Feminist Theory, Women and Chinese culture, Women and Literature, and Research Methods, served on MA committees on feminist topics for English, and supervised a number of independent-studies students.
I teach three courses for our campus: Introduction to Psychology (Psyc 100), Human Development (Psyc 230), and Psychology of Women (Psyc/Wmns 336/536). I am delighted to have my fall semester sections of Introduction to Psychology included in UW-Eau Claire's First Year Experience program. I am also very fortunate to teach multiple sections of Human Development as components of Liberal Education Bundles. Bundled classes afford the opportunity for me to collaborate closely with faculty from Biology, English, and Nursing as we team teach students co-enrolled in our courses. My connection to the Women's Studies Program is the Psychology of Women course---a class shared by the Psychology Department and the Women's Studies Program that serves as an elective for the Certificate in LGBTQ Studies .
I enjoy working with a diverse team of undergraduate student research collaborators. The majority of students on the team have chosen to continue working with me on projects that often span several years. I view these long-term, highly individualized learning experiences as extremely important components of both my scholarship and my teaching. As a faculty research mentor, my goal is to advance students' understanding of the fundamentals of research design: conducting a literature search;forming hypotheses;submitting IRB proposals;collecting, entering, and analyzing data;conforming to APA-style;and preparing results for conference presentation and/or publication. In addition to recruiting student researchers for projects in my own areas of expertise, I work with many students on research projects rooted in their own interests. For example, students in Psychology of Women are required to write a proposal for a research proposal. As the semester ends, I invite them all to follow up on this proposal as a collaborative research project with me, aiming at presenting their findings at a professional conference.
One of my favorite things about this university is the priority given to high-quality teaching and student learning. I endeavor to foster a classroom environment that is respectful of all students and is genuine and interactive. I hope that my passion for Psychological Science is apparent and that students are inspired to make connections between course content and their own lives.
In most semesters, I teach one of more sections of Introduction to Psychology and Social Psychology. I typically teach Stigma, Prejudice, and Intergroup Relations once a year, and have recently taught several sections of the Big Issues capstone.
My primary area of research focuses on the social psychology of stigma (and the related topics of stereotypes, prejudice, and discrimination) which cuts across ethnic/racial, sexual orientation, social status, ability, and religious stigmas. One particular question I am interested in is, "Should, and if so when, should a person mention a potentially stigmatizing aspect of one's identity?" I am also interested in the study of small group processes, especially those pertaining to minority and majority influence ("Under which situational constraints might the typical top-down pattern of social influence break down?"). Additionally, I am involved in several areas of research into attitudinal and behavioral implications of holding religious and political beliefs ("What are the relationships between religious beliefs and attitudes toward others?"). Most recently, I have taken an interest in regional personality differences and implications such differences may have for social interactions.
In addition to basic research in social psychology, I frequently conduct program analysis and evaluation research on the effectiveness of educational programs (such as those intended to improve K-12 Math and Science Teachers knowledge and pedagogical expertise). Furthermore, I am a Methodological and Statistical Consultant for fellow faculty and staff.
B.S., University of Wisconsin-Eau Claire (Political Science)
B.A.. University of Wisconsin - Eau Claire (Women's Studies and English Literature)
Jorgenson provides resources and referrals for women as well as members of the LGBTQ community on campus. In addition, he plans and implements events consistent not only with national observances that promote equality through diversity and education (National Coming Out Day, Love Your Body Day, National Day of Silence, Women's History Month, etc.) but also with UW-Eau Claire's equity, diversity, and inclusion initiatives. He is a member of UW-Eau Claire's LGBTQA Advisory Board, serves on the Commission on the Status of Women, is a Women's Studies Affiliate as well as a member of the Collaboration-Inclusion and Intercultural Relations committee, and coordinates Peer Haven, UW-Eau Claire's premier LGBTQ peer mentoring program.
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