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About Me for Preparing Future Faculty

Photo of Daniel HocuttI’m Daniel Hocutt. I’m a part-time distance student in the English PhD program at Old Dominion University, where I’m entering my second year of study. My focus areas in the program are technology and media studies and writing, rhetoric, and discourse studies. My research interests broadly include professional and technical writing — the use of technology, and especially Google Drive, in transparent pedagogy and collaborative composing; the use of Google Drive in developing a community of inquiry; the use of collaborative composition to solve social problem — along with the relationship between game design and instructional design in composition pedagogy.

I work full time as the web manager on a four-person marketing and communications team for the School of Professional and Continuing Studies at the University of Richmond. My responsibilities include managing web content on the school’s website; managing social media strategy and posts on our Facebook, Twitter, and LinkedIn platforms; writing, editing, and proofreading web and print copy; managing production schedules for several online course schedules and the school’s academic catalog; and sharing communications best practices with colleagues and staff of the school.

I am an adjunct professor of liberal arts for the School of Professional and Continuing Studies as well. I teach undergraduate English, generally composition or writing-intensive classes. Our student body is made up of working professionals, so I am keenly interested in the intersection of academic and professional composing. I was trained as a high school English teacher, and I have taught English in public high school in addition to my experience as an adjunct. I’ve also directed a summer residential governor’s school for gifted high school juniors and seniors focused on the humanities and visual & performing arts.

I grew up in Montana (10 years), Alabama (2 years), and Israel (5 years), and I’m now a Virginian. I earned my undergraduate and graduate degrees in English here at the University of Richmond. I’m married; my wife and I have two daughters, both adopted (at different times and from different provinces) from China. My favorite pastime, aside from academic study and scholarship, is international travel.

At this point, I have not decided for sure that I’m seeking a full-time professorship. I am content, but not always satisfied, in my current position. However, I remain open to the prospect of full-time scholarship, as long as there are clear and specific ways that my scholarship results in some kind of common good.

Case Study: Scaffolding Outline

OoS: Google Analytics

  • Activities addressed in my OoS: Collection, Collation, Processing, Reporting
  • GA Data Model: User (Visitor), Session (Visit), Interaction (Hits)
  • Data Model Collections and Reports: Dimensions (“descriptive attribute or characteristic of an object”) and Metrics (“Individual elements of a dimension that can be measured as a sum or ratio”) (Google, 2014).

Theories & Selection Rationale

  • Ecosystem Ecology (Bateson, 1972/1987; Gibson, 1972/1986; Guattari, 1989/2012; Spellman, 2007)
    • Boundaries are difficult to define: Mirrors struggle to define GA boundaries
    • Inter-relatedness to neighboring ecosystems: GA connects and measures incoming & outgoing links
    • Limits analysis to groups of (rather than individual) living and/or nonliving things: GA only reports aggregated behaviors, even though it collects user data
  • Neurobiology (Annenberg Learner, 2013)
    • Demonstrates interconnectedness of various nodes and frameworks: GA data model reports metrics interconnected with dimensions to reflect user behaviors; GA also enables both SPCS account and UR roll-up account
    • Uses hippocampus as server metaphor: Google data center as input/output hub for GA data collation and processing
    • Affirms difference between input and output: GA collects data via data model (input) and reports results via aggregated data tables and visualizations (output)
  • Network Society  (Castells, 2010)
    • Limits analysis to groups rather than individuals: GA only reports aggregated behaviors, even though it collects user data (cf. Ecosystem Ecology, above)
    • Addresses movement of data through the network: GA focuses on movement of data from website server (collection) to Google data centers (collation & processing) to administrative accounts (reporting), although this movement is entirely serial rather than parallel
    • Provides hierarchy of nodes: GA endows administrators with creative, destructive, and manipulative authority in relation to data; other nodes have far less agency
  • Social Network (Deleuze & Guattari, 1980/1987; Scott, 2000; Rainie & Wellman, 2012)
    • Recognizes value of social capital in network growth: GA enables measurement of increased or decreased engagement and provides help to increase engagement (social capital)
    • Reveals rhizomatic (and unpredictable) character of network connections: GA visualizes network connectivity in myriad visualizations, tables, and downloadable files (which can also be visualized)
    • Values growth and sustenance of weaker ties: GA sets up goals that seek to measure and value increased engagement on less-engaging content

Similarities

  • Focus on flattened network
  • Emphasis on rhizomatic rather than hierarchical connections
  • Address difficulties of establishing boundaries
  • Recognize value of grouping in discussing large-scale network systems
  • Focus on nodal groupings rather that individual nodal identities
  • Define network as mediator rather than intermediate (Latour, 2005)

Minding the Gaps

  • Localization: Neurobiology and Network Society affirm the value and influence of local conditions on global networks that Ecosystem Ecology and Social Network either undervalue or do not address.
  • Activity and Flow: Ecosystem Ecology, Neurobiology, and Network Society address movement of data and value across or through the network that Social Network does not directly address.
  • Agency: Social Network and Neurobiology ascribe local agency to nodes that Ecosystem Ecology (focused on instinct) and Network Society (focused on hierarchical relationships among managerial elites) do not accept or address.

My Position as Scholar

These theories align with the following statements of my theories of scholarship and pedagogy:

  • I embrace the flattened, rhizomatic character of the 21st-century classroom as a (possibly the most) valid model for preparing students for the world of the 21st-century networked workplace.
  • I embrace composition as social and situated within a larger global context, and I embrace and value local and global aspects of the composing experience as preparation for both academic scholarship and professional management.
  • I embrace scholarship as collaborative and networked, and revel in the breakthroughs made more likely and/or possible through collaborative, rather than individual, scholarship.
  • I embrace pedagogy as joining with a group of students in a flattened community of learners in which, to the extent possible, hierarchical teacher-student relationships are replaced by flattened learner-learner relationships.
  • I embrace and seek connections between scholarship and utility, between theory and praxis, and between academic and alt-academic pursuits and theorizing.
  • I embrace Yagelski’s (2006) “troublemaking collectivity” as a mantra for the disruptive role of my own and my collaborative scholarship and pedagogy in institutions entrenched in antiquated, outdated theoretical paradigms.
  • I embrace as vital the role of network activity in learning activities.
Satellite image - night

U.S Atlantic Seaboard at Night: May 23, 2011. Original image from NASA Earth Observatory.

My Biases and Background

These theories align with my own biases and background in the following ways:

  • I am now, and have been since 2000, employed in an alt-academic role as a full-time marketing web manager and part-time adjunct professor of liberal arts and scholar of English studies. This role influences the value I place on connections between theory and praxis, between research and application.
  • As former director of a summer residential governor’s school for gifted and talented high school students, I value pedagogical theory and praxis that views standards-based education as little more than a starting point for true academic excellence. This experience influences my preference for network activity in learning activities, especially over standardized assessment tools and products.
  • As a professional writer and marketer, I use academic skills like research and collaborative composing in non-academic settings. This experience influences my preference for collaborative, team-based solutions to professional challenges, including audience research.
  • As a third culture kid who grew up outside of the U.S., I embrace the global nature of communications, commerce, development, employment, and growth. This experience influences my desire to place local activities and culture within global networks.
  • As a web developer, I value and prefer platform- and system-agnostic open-source software solutions over commercial, and especially proprietary, software solutions. This influences my desire to flatten hierarchical structures, especially of proprietary commercial interests, in favor of open-source and open-access models wherever feasible.
  • I am a social media marketer. As a result, I value social networks beyond their community-building application; I value them for monetization via targeted advertising. My role as a social media marketer influences my willingness to find value in globally-accessible (but not open-access or open-source) products like Google Analytics while pushing for greater openness and access to these social networking products (see the troublemaking collectivity statement, above).
  • I measure web visit data, and my job as web manager exists because I can demonstrate value through higher visit rates, greater visibility across networks, and ultimately higher admissions and enrollment figures. In a professional and continuing studies unit, the value of individual admissions and enrollments is taken very seriously. This experience forces me to work with Google Analytics, which directly influenced by choice of Google Analytics as my object of study. I enter this study with an eye towards providing my team and my administration critical theoretical approaches to data measurement that result in better, clearer communication with prospective and current students.

References

Annenberg Learner. (2013). Neurobiology. Rediscovering biology: Molecular to global perspectives [Online textbook]. Retrieved from http://www.learner.org/courses/biology/units/neuro/index.html

Bateson, G. (1987). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Northvale, NJ: Jason Aronson, Inc. Originally published in 1972

Castells, M. (2010). The rise of the network society [2nd edition with a new preface]. Chichester, UK: Wiley-Blackwell.

Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. (B. Massumi, Trans.) Minneapolis, MN: University of Minnesota Press. (Original work published 1980)

Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum Associates. Originally published in 1979

Google. (2014). Dimensions and metrics. Google Analytics Help. Retrieved from https://support.google.com/analytics/answer/1033861?hl=en

Guattari, F. (2012). The three ecologies. Trans. Ian Pindar & Paul Sutton. London, UK: Continuum International Publishing Group. Originally published in 1989

Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford, UK: Oxford University Press. Clarendon Lectures in Management Studies

Rainie, L., & Wellman, B. (2012). Networked: The new social operating system. Cambridge, MA: MIT Press.

Scott, J. (2000). Social network analysis: A handbook (2nd ed.). Los Angeles, CA: Sage.

Spellman, F. R. (2007). Ecology for nonecologists. Lanham, MD: Government Institutes, 3-23; 61-84.

Yagelski, R. P. (2006). English education. In B. McComiskey (Ed.), English Studies: An Introduction to the Discipline(s) (pp. 275-319). Urbana, IL: NCTE.

[ Feature image: Bamboo Scaffolding, Cambodia. CC licensed image from Flickr user Lorna ]

Reflections on the First Semester

The time lag between this post and the previous post is roughly proportional to my level of stress and busy-ness over that same period. As long as the time was between posts, so was I stressed and busy. The first semester of my PhD studies has drawn to a close—I submitted my two exam question responses last night—and the last meeting of the research process class I team teach starts in less than an hour. We’re simply returning final, graded papers to the students tonight. As a result, I have time to post and reflect on what the first semester has taught me.

First and foremost, I can do this! I am capable of doctoral level scholarship. That’s a relief. I doubted myself from time to time this semester (and I’m sure I will do so again in future semesters), but I pulled myself through my doubt and found ways to succeed. Now that the semester is finished, I’m wondering what I’m going to read next, and how I can keep up with scholarship over the Christmas break. I really enjoyed reading scholarship these past three months, and I don’t want to stop just because a class is finished. I think that’s probably a good thing for a scholar.

Second, I’ve discovered that scholarship is a way of life. After the first week or so of reading shock, I’ve enjoyed, even relished, the opportunity to read meaningful scholarship. To be honest, I had kind of quit on reading any literature, so I think I was seeking something more. Not that literature is “less”—I just wasn’t into it anymore. When it comes to recreational reading, I’m a binge and fast kind of reader. I’ll read several books in a row, quickly, voraciously, then fast from reading for months at a time. Reading scholarship, on the other hand, has been a challenge, but it’s also been “filling,” to extend the eating metaphor. What recreational reading had not been doing for me, scholarly reading has done. I’m eager to read journal articles (and I can’t believe I just wrote that sentence), and I’m not intimidated by ridiculous sounding titles that are written for keyword searches, not for creativity. I love literature and won’t stop reading recreationally—but I understand that, at this moment, I need and want to focus on reading a steady diet of scholarship. I’m probably still in the honeymoon stage with hundreds of thousands of pages to read in the future, but for now, I’m enjoying the sense that scholarship means something more than boredom and drudgery.

Third, I’ve learned more about teaching composition than at any other time in my teaching career. I’ve found reasons for my frustration with our research process class, and I’ve discovered why we’ve shifted out of an isolated research writing class in our new curriculum. I’ve learned to appreciate those texts with titles like Everything’s An Argument and They Say, I Say that teach writing from a genre and context/audience perspective rather than using EDNA or models of exposition. I’ve recognized that I’ve been trapped in outmoded theoretical positions, and I’ve found what those (not so new anymore) updated theories recommend about how writing should be taught. I’ve come to understand the value of multi-modal, multimedia composition and design as a way of extending the composition classroom into the professional world. And I’ve finally figured out the real goal of the composition class—to teach students to write in response to a composition assignment within a specific context to a particular audience using the proper medium, mode, or genre. I’ve been a decent writing teacher, but I believe I am going to become a stellar writing teacher if I can develop pedagogical strategies to complement my theoretical discoveries.

Fourth, I’ve discovered that the English department and discipline that I imagined was exactly that—imaginary. The real department is a mess, and the real discipline is in crisis. It’s taken me the second half of the semester to come to terms with those realities, but the end result for me is a sense of peace. I’m no longer mourning the loss of the English department and discipline of my dreams; it never really existed anywhere outside my head. English studies is in disarray as a perfectly natural function of the evolution of a 19th century discipline entering into the 21st century. What counts is my own perspective and place in this discipline; ironically, it’s the death of that imagined discipline that has freed me to start exploring a space outside literature and cultural studies. I believe that I will focus in technology and new media studies, and I think that I will have a secondary focus in rhetoric and composition studies. I will give up literature, literary studies, cultural studies, and critical theory in favor of technology and new media studies. I will base my study in a strong theoretical foundation, but I will ultimately develop a research project that connects my professional and academic interests. I’m not sure how to do that, but I confess that I could not see a way toward any such connection at the start of this term. I can now see ways to make this connection.

[Creative Commons licensed image by flickr user Peter Shanks]