Elizabeth Dickinson, Ph.D.

University of North Carolina at Chapel Hill

Assistant Professor of Communication, Kenan-Flagler Business School

Adjunct Faculty, Curriculum for the Environment and Ecology (CEE)

 

Nova Southeastern University

Adjunct Faculty, Environmental Education and Oceanography

 

Home††††† |††††† Research††††† |††††† CV††††|††††† teaching††††† |††††† AWARDS††††† |††††† Misc

 

 

CONTACT INFORMATION

 

Dr. Elizabeth Dickinson

Assistant Professor

Communication Area

Kenan-Flagler Business School

4719 McColl Building
UNC-Chapel Hill

Chapel Hill, NC 27599 USA

 

Adjunct Faculty Member

Curriculum for the Environment

and Ecology (CEE)

UNC-Chapel Hill

 

Adjunct Faculty Member

Fischler School of Education

Oceanographic Center

Nova Southeastern University

Virtual

 

eadickins@gmail.com

www.unc.edu/~dickins/

 

Classes Taught|Teaching Awards|Student Comments|Teaching Philosophy|Previous Classes

 

 

CLASSES TAUGHT

 

Undergraduate (Stand Alone)

Fundamentals of Communication

Public Speaking/Oral Communication

Communication & Culture

Persuasive Communication

Intercultural Communication

Nonverbal Communication

Interpersonal Communication

Communication and Conflict

Gender and Communication

Business and Professional Communication

Gender and the Workplace

 

Graduate (Stand Alone)

Teaching the Basic Communication Course

Reasons for Environmental Hope (Course Developer)

Teaching Environmental Concepts (Course Developer)

Environment & Society (Course Developer)

 

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TEACHING & MENTORING AWARDS

 

The Graduate Student Mentor Award (2010). The Office of Graduate Studies, University of New Mexico. One campus-wide award given; honors a graduate student who has provided excellence in mentoring other graduate students

 

Susan Deese-Roberts Outstanding University Teaching Assistant Award (2008). University of New Mexico. Campus-wide teaching award granted by the Faculty Senate and the Center for the Advancement of Scholarship in Teaching and Learning. One of seven awards granted.

 

The Outstanding Graduate Teaching Assistant Award (2008). Department of Communication and Journalism, University of New Mexico, Albuquerque, NM

 

Jean Civikly-Powell New Teaching Assistant Teaching Award (2007). Department of Communication and Journalism, University of New Mexico, Albuquerque, NM

 

ICA Outstanding Graduate Teaching Award (1998). Department of Communication Studies, New Mexico State University, Albuquerque, NM

 

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STUDENT COMMENTS

 

One of the most valuable classes I have taken at Carolina. Easily the most entertaining and captivating class I have every week. I have made many new connections with my peers and have greatly increased my communications skill set. The class has pinpointed my areas of weakness and has provided me with way to address those weaknesses.

UNC Chapel Hill, Business Communication, Spring 2013, as reported on official University Evaluations

 

Dr. Dickinson is by far one of the most effective professors I have had. She had an ability to create a strong dialogue in class that made it not feel like lectures, but almost seminars. I greatly appreciated the extent to which she prepared for class sessions and clearly laid out the course. Feedback was always fair, timely, and extremely detailed to let me know how to improve.

UNC Chapel Hill, Business Communication, Spring 2013, as reported on official University Evaluations

 

Professor Dickinson was absolutely phenomenal.

UNC Chapel Hill, Business Communication, Spring 2013, as reported on official University Evaluations

 

Dr. Dickinson was an amazing professor! She strived to make a personal connection with me though discussions and assignment feedback. In addition, she always assisted with questions and replied back to e-mails in a timely manner. The class was a great way to end my program. Thanks for a fabulous learning experience!

Nova Southeastern University, Reasons for Hope (Environmental Education), Summer 2010, as reported on official University Evaluations

 

I really enjoyed Dr. Dickinson's comments and points of view. She did a great job keeping discussions and track. I really appreciate her thoughtful comments on assignments and her quick responses on emails.

Nova Southeastern University, Reasons for Hope (Environmental Education), Summer 2010, as reported on official University Evaluations

 

I feel she did an incredible job providing an exceptional learning environment. Her teaching style helped to provide information in a manner that will stay with me for years to come.

University of New Mexico, Intercultural Communication, Fall 2008, as reported on official University Evaluations

 

I love how interesting you make the class. It is such a fun class to come to. I appreciate teachers who really plan for their class well and have a good balance of ways to teach from lectures, activities, movie clips, etc. I enjoy our group project because itís different from any other Iíve done.

University of New Mexico, Persuasive Communication, Spring 2008, as reported on official University Evaluations

 

She is one of the most amazing professors I have ever had.

University of New Mexico, Persuasive Communication, Spring 2008, as reported on official University Evaluations

 

I enjoy the interaction among my colleagues. This allows for an open communication environment and helps us become more familiar with nonverbal communication. Because of this class I will be more aware of nonverbal cues and how/why they convey a message. I will take into consideration my decoding style to try to get the correct picture in a given context. I have become more aware of my decoding/encoding styles. This class has also helped to build a decoding style that will be useful in all aspects of life. Can apply this in many aspects of life and relationships.

University of New Mexico, Nonverbal Communication, Spring 2007, as reported on official University Evaluations

 

I like the energy you bring to class and how you try to get all students involved. I have always been a people watcher so now I can have insight into why people might do what they do. The class also helps me be more cognizant of my nonverbal behavior.

University of New Mexico, Nonverbal Communication, Spring 2007, as reported on instructorís administered midterm evaluations

 

I enjoy the interaction among my colleagues. This allows for an open communication environment.

University of New Mexico, Nonverbal Communication, Spring 2007, as reported on instructorís administered midterm evaluations

 

I really enjoy the discussions. Itís very interesting to me to see/hear other peopleís ideas and interpretations about nonverbal communication because sometimes itís something Iíd never thought about or it helps me to have a better understanding of the topic. All of this stuff just really fascinates me.Ě

University of New Mexico, Nonverbal Communication, Fall 2006, as reported on official University Evaluations

 

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TEACHING PHILOSOPHY

 

Understanding. Challenge. Collaboration. Respect. My largest goal is to establish a space where students can venture to learn while feeling challenged, respected, appreciated, safe, and enlightened. I do not believe in education by shame or strictly rote learning; a classroom is not just a physical place and learning should not center on acquiring facts. Classrooms and knowledge are mental, psychological, emotional, and spiritual sites where students can challenge themselves through scholarship and application with and through their peers and instructor. Learning can be rewarding and enjoyable and developing a constructive learning environment is integral to achieving this objective.

 

Second, I strive for students to achieve higher levels of communication literacy, a concept most students enter the course not realizing is necessary or possible. My job is to challenge students to identify and examine the practical, theoretical, and philosophical underpinnings of communication that lie at the heart of the human experience. I do not believe in education in the arcane. Communication is both skill and philosophically based and can be achievable and enjoyable. To aid students in increasing their communication literacy, I facilitate the class in a hands-on, laboratory style format. Students take notes and I present information, but it is framed in the context of doing and acting. This enables students to appreciate the application of the material and learn by numerous methods, including hearing, speaking, acting, writing, and reflecting. Knowledge, comprehension, application, analysis, synthesis, and evaluation are daily goals.

 

Third, I set the bar high and call on students to challenge themselves and take responsibility for their own learning. I do not believe in education by sabotage or torture. Setting the bar too high can cause frustration, anger, and fatigue; setting it too low can result in lethargy and stunted motivation and application. My objective is to challenge students while providing them a format to succeed. If they do not, I understand it may be part of their learning process and they may be negotiating their positionality in higher education and in the classroom. I encourage students to engage in their own learning process while not offering handouts or freebies. Earning a grade (versus being given one) is central to my teaching philosophy. While understanding my place of power in the classroom, I call on students to earn their grade but focus on learning.

 

Last, I do not believe in education by inaccessibility and loneliness. Striving for students to take responsibility for their own learning often means they need and deserve my assistance. I believe in students being accountable for themselves but I am also accountable to them. Without babying students, I try to keep open lines of communication (both face-to-face and via e-mail) and frequently encourage students to contact me.

 

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CLASSES TAUGHT

 

Fall 2013

UNC-CH: Business and Professional Communication (3 classes)

UNC-CH: Gender and the Workplace (1 class, undergraduate)

UNC-CH: Gender and the Workplace (1 class, graduate)

Nova:

 

Summer 2013

Nova: Effective Environmental Communication (oceanography) (1 class, online)

 

Spring 2013

UNC-CH: Business and Professional Communication (3 classes)

Nova: Environment and Society (environmental education) (1 class)

Nova: Reasons for Hope (environmental education) (1 class)

Nova: Coastal Zone Interpretation (oceanography) (1 class)

 

Fall 2012

UNC-CH: Business and Professional Communication (3 classes)

Nova: Environment and Society (environmental education) (1 class)

 

SUMMER 2012

Nova: Effective Environmental Communication (oceanography), (1 class, online)

Nova: Costal Zone Interpretation (oceanography), (1 class, online)

 

FALL 2011

Salem: Gender and Communication (1 class) Syllabus (PDF)

Salem: Intercultural Communication (2 classes) Syllabus (PDF)

Nova: Teaching Environmental Concepts (education) (1 class, online)

Nova: Reasons for Hope (education), (1 class, online)

 

SUMMER 2011

Nova: Reasons for Hope (education) (1 class, online)

 

SPRING 2011

Salem: Oral Communication (2 classes)

Salem: Intercultural Communication (1 class)

Nova: Teaching Environmental Concepts (education) (1 class, online)

Nova: Reasons for Hope (education) (1 class, online)

 

FALL 2010

Nova: Teaching Environmental Concepts (education) (1 class, online)

Nova: Environment & Society (education) (1 class, online)

MDC: Fundamentals of Communication (3 classes, online)

FIU: Business & Professional Communication (1 class, online)

 

SUMMER 2010

MDC: Fundamentals of Communication (3 classes, online)

Nova: Reasons for Hope (education) (1 class, online)

 

SPRING 2010

MDC: Fundamentals of Communication (3 classes, online)

FIU: Business & Professional Communication (1 class, online)

 

FALL 2009

MDC: Fundamentals of Communication (3 classes, online)

 

SUMMER 2009

MDC: Fundamentals of Communication (2 classes, online)

 

SPRING 2009

UNM: Persuasion (1 class)

UNM: Teaching the Basic Course (1 class)

MDC: Fundamentals of Communication (3 classes, online)

 

FALL 2008

UNM: Intercultural Communication (with service learning) (1 class)

UNM: Teaching the Basic Course (1 class)

MDC: Fundamentals of Communication (3 classes, online)

 

SPRING 2008

UNM: Persuasion (2 classes)

 

FALL 2007

UNM: Persuasion (2 classes)

 

SUMMER 2007

MDC: Fundamentals of Communication (2 classes)

MDC: Fundamentals of Communication (2 classes, online)

 

SPRING 2007

UNM: Nonverbal Communication (2 classes)

 

FALL 2006

UNM: Nonverbal Communication (2 classes)

 

SUMMER B 2006

MDC: Fundamentals of Communication (1 class)

 

SUMMER A 2006

MDC: Fundamentals of Communication (2 classes)

FIU: Intercultural Communication (2 classes)

Kaplan: Interpersonal Communication (1 class)

 

SPRING 2006

FIU: Intercultural Communication (2 classes)

FIU: Business and Professional Communication (2 classes)

Kaplan: Conflict (2 classes)

 

FALL 2005

FIU: Intercultural Communication (2 classes)

FIU: Business and Professional Communication (2 classes)

Kaplan: Interpersonal Com (2 classes)

 

SUMMER B 2005

MDC: Fundamentals of Communication (1 class)

 

SUMMER A 2005

MDC: Fundamentals of Communication (2 classes)

FIU: Intercultural Communication (2 classes)

 

SPRING 2005

FIU: Business and Professional Communication (2 classes)

FIU: Intercultural Communication (2 classes)

 

FALL 2004

FIU: Business and Professional Communication (2 classes)

FIU: Intercultural Communication (2 classes)

 

SUMMER A 2004

FIU: Business and Professional Communication (2 classes)

MDC: Fundamentals of Communication (2 classes)

 

SPRING 2004

FIU: Business and Professional Communication (2 classes)

MDC: Fundamentals of Communication (3 classes)

 

FALL 2004

FIU: Business and Professional Communication (1 class)

MDC: Fundamentals of Communication (4 classes)

 

FALL 2001

ICB (Beijing, China): Fundamentals (2 classes)

 

SPRING 2001

ICB (Beijing, China): Public Speaking (1 class)

ICB (Beijing, China): Fundamentals of Communication (2 classes)

 

SPRING 1998

NMSU: Principles of Human Communication (2 classes)

 

FALL 1997

NMSU: Principles of Human Communication (2 classes)

 

SUMMER 1997

NMSU: Principles of Human Communication (1 class)

 

SPRING 1997

NMSU: Principles of Human Communication (2 classes)

 

FALL 1996

NMSU: Principles of Human Communication (2 classes)

 

SECTIONS OF CLASSES TAUGHT SO FAR: 120

 

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Website developed and maintained by Elizabeth Dickinson

Send e-mail to: eadickins@gmail.com

 

 

 

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