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J. Scott Baker

Specialty area(s)

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

Current courses at UWL

Fall 2018; Introduction to Curriculum & Pedagogy, EDS 311; School, Society & Teachers, EDS 203

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

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.

Teaching history

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

      Department of Educational Studies (DES), Assistant Professor

  • Introduction to Curriculum & Pedagogy, EDS 311; 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

"Interacting with Art: How Teacher Candidates make meaning." A paper presented at the AERA (American Educational Research Association) Annual Meeting. New York, NY, April 16, 2018.

“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. (2018). Dear fairy gayfather… You saved my life: Becoming an authentically out-educator. In Valerie Hill-Jackson (Ed.), Teacher confidential: Personal stories of stress, self-care, and resilience. (96-110). Bloomington, IN: iUniverse.

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.