J. Scott Baker

Assistant Professor
Educational Studies
Office hours

Specialty area(s)

  • Multicultural Education
  • Arts-Based Undergraduate Research
  • Poetic Inquiry
  • Teacher Education
  • Educational Foundations
  • Curriculum Development
  • Speech & Debate Education/Interscholastic Contests

Current courses at UWL

Spring 2018: Multicultural Education, EDS 206; Introduction to Curriculum & Pedagogy, EDS 311

Fall 2017: School, Society & Teachers, EDS 203; Multicultural Education, EDS 206

Spring 2017:  Multicultural Education, EDS 206

Fall 2016: School, Society & Teachers, EDS 203; Multicultural Education, EDS 206; Student Teacher Seminar, EDS 492

Spring 2016: School & Society, EDS 203; Multicultural Education, EDS 206

Fall 2015: School & Society, EDS 203; Multicultural Education, EDS 206

Teaching history

University of Wisconsin-La Crosse, La Crosse, WI (2016-present)

      Department of Educational Studies (DES), Assistant Professor

  • Multicultural Education, EDS 206; School, Society, and Teachers, EDS 203; Student Teacher Seminar, EDS 492
  • Coordinate Foundations PLC
  • Coordinate Logan Middle School-UWL Tutoring program
  • Coordinate YMCA-UWL Afterschool and Youth Engagement Tutors
  • Serve on Search & Screen Committee

Harvard Debate Council, Cambridge, MA (2015-present)

     Summer Workshop Senior Faculty

  • Coordinate lessons for diverse student populations, including ELL
  • Teach interview and presentation skills to Public Speaking & Argumentation students
  • Facilitate small group and individual learning activities

University of Wisconsin-La Crosse, La Crosse, WI (2015-2016)

      Department of Educational Studies, Lecturer

  • Developed and taught new course, Multicultural Education, EDS 206, and School & Society, EDS 203
  • Coordinated Understanding Human Differences, EFN 205
  • Coordinated Department of Educational Studies (DES) Foundations Committee
  • Served on Standing DES Assessment Committee
  • Served on Ugetconnected Community Service Committee

Cypress Fairbanks Independent School District (CFISD), Houston, Texas. (2000-2015)

Cypress Creek High School: Teacher of Debate; Professional Communication (2010-2015)

  • Revived dormant interscholastic Speech & Debate program
  • Developed Debate I-IV curriculum, with cross discipline focus on core curriculum
  • Mentored first year and student teachers
  • Implemented diversity initiatives with focus on student-driven social change

Cypress Ridge High School: Teacher of English II; English III; Debate (2002-2010)

  • Originated Speech & Debate program; English II and III TAKS activities with opening of new school
  • Created framework for test-taking strategies in English Language Arts, focusing on ELL and retake students
  • Served as the school’s UIL Academic Coordinator

Jersey Village High School: Teacher of Communication Applications; Speech Coach (2000-2002)

  • Developed original group and interpersonal curriculum and activities for Communication Applications course
  • Coached numerous students to qualification and placing at TFA State, UIL State, and NSDA

Birdville Independent School District, Fort Worth, Texas (1997-2000)

Haltom High School: Teacher of Communication Applications; Speech & Debate Coach

  • Created Speech & Debate program
  • Developed original business-based activities and projects for Communication Applications course
  • Coordinated UIL Speech & Debate competition; coached multiple UIL honors, including state qualification

Professional history

“A/R/T-C fartsy: Why are you doing all that art?” A paper presented at the Curriculum & Pedagogy Conference. New Orleans, LA, October, 18-19, 2017.

“Choice in Advocacy Discourse (ChAD): Teacher Candidates get candid about their art.”  A paper presented at the Curriculum & Pedagogy Conference. New Orleans, LA, October 18-19, 2017.

“Choice in advocacy discourse (ChAD): Teaching undergraduates to advocate through arts-based research.” A paper presented at the International Congress of Qualitative Inquiry. Urbana, IL, May 17-20, 2017.

“What is ____?: Teacher candidates (TCs) and understanding the other through narrative inquiry.” A paper presented at the International Congress of Qualitative Inquiry. Urbana, IL, May 17-20, 2017.

“Choice in advocacy discourse (ChAD): Art project II.” A visual arts presentation at the University of Wisconsin-La Crosse Celebration of Undergraduate Research and Creativity. La Crosse, WI. April 20, 2017.

“Choice in advocacy discourse (ChAD): Intersectionality and advocacy” A presentation at the University of Wisconsin-La Crosse Social Justice Week.  La Crosse, WI. April 6, 2017.

“Choice in advocacy discourse (ChAD): Art project 1.” An art instillation at the University of Wisconsin-La Crosse Creative Imperatives Conference. La Crosse, WI. February 27-28, 2017.

“Workshopping an educational play: the lives of speech & debate coaches.”  A performance at the Texas Speech Communication Association (TSCA) Annual Conference. San Antonio, TX. October 7, 2016.

‘Where do we go from here?” A presentation at the National Federation of State High School’s Performing Arts Conference.  Indianapolis, IN. September 19-20, 2016.

 “An educational play: The lives of speech & debate coaches.” A paper presented at the International Congress of Qualitative Inquiry. Urbana, IL, May 18-21, 2016.

“The three elements of forensic competition: The coach, content, and students.” A research proposal presented at the National Federation of State High School’s Performing Arts Conference. Indianapolis, IN. September 22, 2015.

Research and publishing

Baker, J. S. (2017). Speech and debate coaches: Let's talk. Principal Leadership, 18(4), 46-49.

Baker, J. S. (2017). There, I said it: An out educator hopes to spark a conversation.  Rostrum, 92(1), 36-38.

Baker, J. S., Vinson, M., Krings, J., Dalton, C., Ragsdale, D., Korthals, G., Farber, M., & Bucolt, V. (2017). Poetic inquiries of the 2016 election: Teacher candidates in multicultural education. Cultural Studies <=> Critical Methodologies. DOI:10.1177/1532708617727758

Baker, J. S. (2017). Interpreting poetic inquiry: Authenticity realized from alumni performers' narratives, Journal of Curriculum and Pedagogy, DOI: 10.1080/15505170.2017.1348311

Baker, J. S. (2017). Alphabet soup: Regardless of event preference, alumni make connections.  Rostrum, 91(3), 75-79.

Baker, J. S. (2017). Teaching soft skills:  Helping youth transition with strength.  Rostrum, 91(4), 46-51.

Baker, J. S. (2016). Confidently speaking about experiences (survey details how speech and debate bolsters students’ confidence).  UIL Leaguer. September 2016.  http://www.uiltexas.org/leaguer/article/suvey-details-how-speech-and-debate-bolsters-students-confidence.

Baker, J. S. (2016). Why are our best advocates not fully advocating for us?  Rostrum. 91(2), 48-51.

Baker, J. S. (2015).  POI: The stock issues of interpretation.  Rostrum. (90)1, 36-37.

Baker, J. S. & Jacobi, A. J. (2015). Teaching to the trophy.  Rostrum. (89)3, 26-29.

Education

PhD in Curriculum & Instruction, Texas A&M University 2016
MEd in Curriculum & Instruction (Urban Education), Texas A&M University 2011
BA in Speech Communication and English, Texas State University 1997.