Kate Willink

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Kate Willink – OTL Faculty Director

Title: Faculty Director
Phone: 303-871-7885
Email:  kate.willink@du.edu

As the OTL Faculty Director, Dr. Kate Willink oversees Office of Teaching and Learning’s long-term vision and strategic plan, working closely with the OTL leadership team to provide strategic direction to improve student learning across the University by fostering innovation and strengthening practices in teaching, course design, curriculum development, and assessment. Additionally, she provides leadership to advance and support campus-wide and unit-based programs that amplify the educational mission of the University; initiate and sustain partnerships with academic units to foster engaged teaching and learning; use innovative strategies to deepen the pedagogical knowledge and teaching effectiveness of DU faculty; and create and facilitate a holistic faculty professional development plan.

My background: Kate is an Associate Professor in the Department of Communication Studies. She received her PhD in Communication Studies from the University of North Carolina, Chapel Hill. Her work centers on critical intercultural communication with a focus on cultural memory.  In particular, she examines how performances of cultural memory shape contemporary debates over public education.  In Bringing Desegregation Home (Palgrave Macmillan 2009), Kate addresses the extent to which the everyday experiences of desegregation are entangled with broad scholarly concerns such as pedagogy, social and cultural capital, the economy, cultural memory and racism. The topics of classes she teaches include: The Long Civil Rights Movement; Critical Pedagogy and Culture; Culture and Affect; Education and Social Change; Gender, Culture, and Communication; Between Memory and Imagination; and Food Culture: Foodies, Foragers, and Food Politics.

Related Article: Willink, K. G., & Jacobs, J. M. (2011). Teaching for Change: Articulating, Profiling, and Assessing Transformative Learning Through Communicative CapabilitiesJournal of Transformative Education9(3), 143–164.

 

 

 

 

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