Introductory and Intermediate Courses
Effective Writing (Critical Thinking & Literature focus)
University Writing (Research Writing focus)
University Writing *for Non-Native English Speakers
Introduction to Human Communication
Introduction to Communication Studies Theories
Interpersonal and Small Group Communication
Advanced Undergraduate Courses
Writing in U.S. Academic Culture
Public Discourse: Environmental Rhetoric
Rhetorics of Riot, Protest, and Social Movement
Scientific and Technical Presentations
Senior Project Advising
Feminist Film Studies
Blood, Bodies and Science
Sustainable People, Sustainable Planet
Graduate School Writing
Two recent sets of student evaluations show that 100% of students (a total of 52) would recommend me as an instructor and the course they’d taken with me. 99.7% of students “strongly agreed” that I :
- “presented the subject matter clearly”
- “provided feedback intended to improve course performance.”
- “was approachable,”
- “treat students with respect,”
- “makes effective use of course readings,
- creates worthwhile assignments,
- and has a reasonable grading system.”
NOTEWORTHY SPRING 2017 student comments
"This class was easily one of the most worthwhile classes I have taken at Macalester. I was challenged, exposed to new and extremely useful information, and asked to think seriously and critically about my role in social change. I also have a lot of respect for the way that you, Jacqueline, ran this class. I think it takes a lot of integrity for a professor to respect student input and voices the way that you do, and your syllabus was truly phenomenal. I will absolutely carry what I have learned in this class with me for the rest of my life." - Student from Rhetorics of Riot, Protest, and Social Movement course.
"“I’m seriously going to miss our class. Never has a classroom setting been so inviting yet academically challenging at the same time.” - Student from Rhetorics of Riot, Protest, and Social Movement course.
“The way you structured the class, with first a quick introduction into how the study of social movements has evolved over time then moving into more specific movements, provided a strong foundation in terms of theory and revealing the complexities of this type of course content. This latter characteristic, the complexities of studying riots, protests and social movements, was something that always kept the class interesting and challenging. Further, you encouraged us to embrace these complexities and delve into them. This made discussions dynamic, difficult, and overall enjoyable! My favorite class sessions tended to be the times when we were deep in conversation with not only the readings, but with each other, pushing towards unpacking the readings and trying to understand how these movements and actions exist in the world.” - Student from Rhetorics of Riot, Protest, and Social Movement course.
"Riot, Protest, Social Movement has been one of the most topically relevant classes I have ever taken. I’ve found the history and theories we cover in class significantly inform my understanding of contemporary events. With nearly every topic we discussed I was able get practice relating specific historical protest movements to their parallels in the country today. Weekly group discussions really helped me improve my ability argue a point based on historical precedence. It gave me the information to draw on and practice exercising this rhetorical strategy." - Student from Rhetorics of Riot, Protest, and Social Movement course.
MORE STUDENT COMMENTS
Sample activity: SPEAKING ON PAPER
In my "Introduction to Public Speaking" courses I've attempted various out-of-the-box activities, but this one has been the most rewarding and interesting to jumpstart the semester. I call it the "Speaking on Paper Activity". This connects well with recent generations of students who are increasingly exposed to images of written text, like hashtag campaigns, and the growing public visibility of minority experiences.
For the activity, I introduce a history of 'speaking on paper' using the Memphis Sanitation "I am a Man!" strike as an example (link). Sometimes we discuss how online spaces change these campaigns' strategies/effectiveness. Then I show them some recent examples like Dread Scott's "I Am Not a Man" (link) and the #iTooAmHarvard microaggression project (linked here, here, and here).
Students create their signs, I instruct that they are not obligated to disclose any personal information but must express a thoughtful, earnest public statement... then they find a place to stand in public on campus for 20 minutes. Sometimes strangers engage them, or ignore them completely, some people stop and read every sign carefully, some high-five, snap, or applaud. Finally, we return to class and they free-write about what the experience felt like, if they felt it was useless or empowering, how people reacted to them, why they wrote what they did, etc. I ask their permission to take and use their photo, with the option of including their face.