Section I: Proposal Cover Page Date of submission: ___________________________
Proposed project title: _The Legacy of Frederick Douglass’s Words
Name: John R. Kaufman-McKivigan
Title: Mary O’Brien Gibson Professor
Phone number: (317) 274-5834
School: Liberal Arts
Name: Jonathan Rossing
Title: Assistant professor
Phone number: (317) 278-5192
School: Liberal Arts
Name: Jeffery Duvall
Title: Assistant editor -- Douglass Papers
Phone number: (317) 274-7255
School: Liberal Arts
Please note that preference will be given to projects that include faculty mentors from multiple disciplines.
Section II: Student Request Page Total number of students requested: ____5__________
(Note: The total number of students must exceed by two the number of mentors)
Total Number of freshmen and/or sophomores to be recruited: _______3______________
(Note: Preference will be given to projects that include at least one freshman and/or sophomore)
Disciplines or majors of students (preference will be given to projects that include at least two disciplines or majors): ____History, Communications, Africana Studies, American Studies____________________
Skills expected from students: Research skills in locating documents online and in historical sources; analytical skills to assess the underlying motivation of authors and speakers; communication skills to
disseminate the products of the research and analysis. Skills in web design are desirable but not
Names of students you request to work on this project.
(Mentors are invited to recommend students that they would prefer to work on the proposed project. Please provide an email address and a rationale; for example, a student may have an essential skill, may already be working on a similar project, or may be intending to apply to graduate school to pursue the same area of research.)
The Center for Research and Learning will consider the students requested below, but cannot guarantee placement of specific students on teams.
Name of Student: Student’s Email: Rationale: 1) Lynette Taylor___ firstname.lastname@example.orgFamiliarity with Douglass and webdesign
2)_Cory Hunt______ email@example.comFamiliarity with Douglass
3)_ Aundrey Asbury__ firstname.lastname@example.org Familiarity with Douglass
(A maximum of 5 pages is allowed for answers to questions 1-13.)
What are the research objectives for the proposed project?
The goal of this research project is to use the different research methodologies employed by two different disciplines, History and Communication Studies, to identify and analyze the legacy of the large body of speeches, editorials, and autobiographical writings left by Frederick Douglass, a runaway Maryland slave who rose to become the most influential African American of the nineteenth century.
What specific research question(s) will your proposed project address?
The project aims to explore: (1) why the words of Frederick Douglass remain so frequently quoted more than one hundred years after his death? (2) what types of individuals and organizations continue to find the legacy of Douglass’s words relevant? (3) have latter day users of Douglass’s rhetorical legacy quoted Douglass accurately? (4) has Douglass been quoted to support ideas or causes in line with the thrust of his long career as an abolitionist, civil rights and women rights activist, and advocate of education and economic advancement? (5) how well have Douglass’s words and ideas adapted to new circumstances and forms of media that emerged in the years since his 1895 death; and (6) why has Douglass’s rhetorical legacy remained relevant to so many persons in the 21st century?
What is the significance of this research?
More than a century after his death, Frederick Douglass remains an iconic figure quoted by a wide range of modern politicians, educators, editorial writers, community activists, poets, hip hop artists, comedians, etc. in both this country and internationally. An exploration into the enduring legacy will help identify what in Douglass’s words and ideas continue to inspire people today and help demonstrate the need for continued analysis and dissemination of his thinking.
Why does this proposal offer a good opportunity for undergraduate researchers to gain substantive research skills?
Students will be introduced to reading both nineteenth century historical and literary sources and conducting searches through 20th and 21st century media. They will be instructed in techniques for efficiently verifying the accuracy of quotations purporting to be from Douglass’s works. Students will be guided in researching and writing concise biographical identifications of individuals quoting Douglass. Students will be trained to discern the underlying significance in the adaptation of Douglass’s nineteenth century words and ideas to more modern forms of media and audience expectations in subsequent centuries. Student will be assisted in designing a website that displays and analyzes the legacy of Frederick Douglass’s words.
What research methodology and specific tasks will students and mentors undertake?
Student researchers will locate quotations of Douglass’s works in the speeches and writings of individuals in the 120 years since his death. This research will be conducted through careful examination of both print and online sources. Students will then locate the source of each quotation in Douglass’ vast body of speeches, editorials, autobiographies and verify its accuracy. Next the students will identify the 20th or 21st century individual or organization that quoted Douglass and assess how accurately the quotation's modern-day use reflects values that Douglass held. Finally students will assess the usage of Douglass’s words by modern commentators by employment of current scholarly lenses such as rhetorical criticism, cultural studies, and Critical Race Theory.
The project mentors’ specific responsibilities in guiding the research and writing of students researchers are: (1) Professor John Kaufman-McKivigan is the principal investigator at the Frederick Douglass Papers and will familiarize students with Douglass’s public career and introduce students to the project’s collected materials that have preserved Douglass words and thoughts; (2) Dr. Jeffery Duvall would have special responsibility in guiding students in identifying the sources in Douglass’s works where the quotations originated and in assisting students with identifying the background of the later-day individuals and organizations that quoted Douglass; and (3) Professor Jonathan Rossing will introduce students to new forms of modern media and textual analysis grounded in theories of rhetoric and cultural studies that examine the adaptation, fragmentation, and circulation of older texts to more modern political and social settings.
What plan has been designed to ensure effective communication with all co-mentors and undergraduate researchers on the MURI team?
Students will have research facilities made available in the offices of the Frederick Douglass Papers (ES0020) located in the Institute for American Thought. This will facilitate their contact at all stages of research with McKivigan and Duvall who conduct their scholarly work editing the Papers of Frederick Douglass at that site. All three mentors will hold bi-weekly research team meetings along with the students where progress can be assessed and problems encountered in the research can be discussed. The mentors also will regularly review the progress of individual student researchers and meet with them personally to provide more guidance as required.
What measureable outcomes and benefits will this research provide to the students, you and your co-mentor(s), your department, and your school?
This project will have two major measurable outcomes: (1) students will prepare and present a poster at the 2016 Campus Research Day; (2) the findings of student research will be presented at the two-day October 2016 Public Symposium at IUPUI of “Frederick Douglass and the Role of Oratory of African American Leadership” (3) the findings of the MURI students also will be hosted on the website maintained by the Frederick Douglass Papers; and (4) students will be encouraged to present their findings in papers at various Communications Studies, History, and African American Studies conferences featuring student presentations such as the Butler Undergraduate Research Conference in April 2016. Student benefits will derive from close contact and professional guidance from scholars of History and Communications. Not only will they learn modern research techniques but will also be exposed to the entire scholarly process of locating, verifying, and analyzing the words and ideas of key figures in American society from the nineteenth century to today. The Frederick Douglass Papers and the School of Liberal Arts will benefit by the addition of important new internet features that will call attention to the relevancy of research being conducted at the campus’s Institute for American Thought.
What is the timeline for the major tasks associated with this proposal?
In October 2015, new MURI student researchers will familiarize themselves with the legacy of Frederick Douglass through reading about his career and working alongside staff of the Frederick Douglass Papers in editing the various types of documents that Douglass produced. From November 2015 to January 2016, students will conduct research to locate quotations from Douglass in as wide as possible sources such as websites, newspapers, speeches, books, etc. produced in the years since Douglass’s death in 1895. In the same period students will begin work on the design of a website to display their final research product. In January students will present a prospectus for a research paper or comparable project summarizing their year’s work. In February students will verify that the quoted passage actually was by Douglass and was quoted accurately by searching through his collected works gathered by the Frederick Douglass Papers, and research the identity of the persons and organizations quoting Douglass. In March and April the students will write analysis of the quoted passages by attempting to ascertain the author’s motives for employing the words by Douglass and then judge whether this usage was consistent with the values of Douglass’s long public career as a reformer. Students will also analyze the modern means as well as ends that Douglass’s words have been put to use in areas of social justice, political controversy, and constructions of racial knowledge. Students will present preliminary drafts of their research projects or comparable projects to their mentors by April 11th. After receiving critiques from mentors, final drafts are due on April 30th.
Please provide a rationale for your budget request. (NOTE: The maximum budget allowance is $2,000 for equipment and/or supplies needed for the research team. Generally speaking, expenditures for computers and/or travel are not approved by the review committee at this time due to financial constraints.)
Student Stipends 5 students @$1,200 $6,000
Mentor Stipends 3 mentors $500 $1,500
Office supplies, e.g. loose leaf paper, manila folders, etc. $200
Printing costs for leaflets to be distributed and posters
to be displayed on this project’s preliminary
research findings at the Butler Undergraduate
Research Conference and the IUPUI Research Day $500
Please describe your plan for sustaining your research beyond the funding that MURI is able to provide. (For example, please list other external grants that have been or will be submitted as a follow-up to your MURI funding.)
The Frederick Douglass Papers is an on-going research project supported by the National Historical Publications and Records Commission (NHPRC) since 1973. In 2013, the NHPRC expanded its mandate beyond supporting collecting, editing, and publishing historical documents in traditional scholarly editions to encourage established projects such as the Douglass Papers to find ways to make the products of its decades’ long research more assessable to the general public through modern technology such as the internet. The proposed project aptly fits the modern mission of the NHPRC by giving the Douglass Papers the means of demonstrating the modern-day relevancy that is still found in Douglass’s commentary and opinions.
Please identify any areas relevant to risk management.
All university policies with respect to research must be followed. The usual risk management assurances must be provided where appropriate (animal use, radiation safety, DNA, human subjects protocols) in accordance with the university policies. No funds may be released without
risk-management assurances, where needed. Project proposals without required compliance approvals will be reviewed but the funds will not be released until approval is given by the university.
Further information on risk management is available from http://researchadmin.iu.edu/cs.html
Please check any risk assurances that apply to this proposal:
Animals (IACUC Study #): _________________
Human Subjects (IRB Study #): ____________________
r-DNA (IBC Study #): _____________________
Human Pathogens, Blood, Fluids, or Tissues must be identified if used: ______
Radiation : ______
Other : ______
The Center for Research and Learning generally shares the text of funded proposals on the web so that prospective students can learn about available MURI projects. Please let us know if it is OK with you to post your proposal on the CRL MURI webpage by checking one of the following answers:
X YES NO
NOTE: If you indicated that it is not OK to share your full proposal via the web, you will be asked to send us a few short summary paragraphs that can be used to describe your project to potential undergraduate scholars. These will be posted on the MURI website and attached to the application for the students to review.
Please indicate any large blocks of time (two or more weeks) that mentors will not be available for students during AY 2015-2016.
Section IV: References/Bibliography (insert 1-2 pages as needed)
Andrews, William L. “Frederick Douglass, Preacher.” American Literature 54 (December 1982): 592-97.
Bacon, Jacqueline. The Humblest May Stand Forth: Rhetoric, Empowerment, Abolition. Columbia: South Carolina Press, 2002.
Ibid, “Taking Liberty, Taking Literacy: Signifying in the Rhetoric of African American Abolitionists.” Southern Communications Journal 64 (1999) 128-84.
Baxter, Terry. Frederick Douglass’s Curious Audiences: Ethos in the Age of the Consumable Subject. New York: Routledge, 2004.
Bizzell, Patricia. “The 4th of July and the 22nd of December: the Function of Cultural Archives in persuasion, as Shown by Frederick Douglass and William Apess.” CCC 48:1 (February 1997): 44-59.
Cheeseborough, David B. Frederick Douglass: Oratory from Slavery. Westport, Conn.: Greenwood Publishers, 1998.
Deacon, Andrea. “Navigating ‘The Storm, the Whirlwind, and the Earthquake’: Re-assessing Frederick Douglass, the Orator.” Rocky Mountain Review (Spring 2003): 65-80.
Fanuzzi, Robert. Abolition’s Public Sphere. (Minneapolis: University of Minnesota Press, 2003.
Ibid. “The Trouble with Douglass’ Body.” American Transcendental Quarterly 13:1 (March 1999): 1-17.
Ganter, Granville. “He Made Us Laugh Some: Frederick Douglass’s Humor.” African American Review, 37, 4 (Winter 2003), 535-52.
Harrell, Willie J. Jr., The Origins of the African American Jeremiad: The Rhetorical Strategies of Social Protest and Activism, 1760-1861. Jefferson, N.C. McFarland & Company, 2011.
Holland, Frederic May. Frederick Douglass: The Colored Orator. New York: Haskell House Publishers, 1891.
Jasinski, James. “Rearticulating History in Epideictic Discourse: Frederick Douglass’ ‘The Meaning of the Fourth of July to the Negro.” In Rhetoric and Political Culture in Nineteenth Century America, Ed. Thomas W. Benson. East Lansing: Michigan State University Press, 1997. Pp. 71-97.
Lampe, Gregory P. Frederick Douglass: Freedom’s Voice, 1818-1845. East Lansing: Michigan State University Press, 1998.
Leeman, Richard W. “Fighting for Freedom Again: African American Reform Rhetoric in the Late Nineteenth Century.” In The Rhetoric of Nineteenth Century Reform, Ed. Martin S. Watson and Thomas R. Burkholder. East Lansing: Michigan State University Press, 2000.
Leff, Michael. “Lincoln Among the Nineteenth Century Orators.” In Rhetoric and Political Culture in Nineteenth Century America, Ed. Thomas W. Benson. East Lansing: Michigan State University Press, 1997.
Lucaites, John Louis. “The Irony of ‘Equality’ in Black Abolitionist Discourse: The Case of Frederick Douglass’ ‘The Meaning of the Fourth of July to the Negro?” In Rhetoric and Political Culture in Nineteenth Century America, Ed. Thomas W. Benson. East Lansing: Michigan State University Press, 1997. Pp. 47-71.
Mcclish, Glen. “Frederick Douglass and the Consequences of Rhetoric of Framing: The Interpretive Framing and Publication History of the 2 January 1893 Haiti Speeches.” Rhetorica: A Journal of the History of Rhetoric 30, 1 (Winter 2012): 37-73.
Ibid., “The Instrumental and Constitutive Rhetoric of Martin Luther King Jr. and Frederick Douglass,” Rhetorica: A Journal of the History of Rhetoric 33, 1 (2015): 34-70.
Pitney, David Howard. The Afro-American Jeremiad: Appeals for Justice in America, Philadelphia: Temple University Press, 1990.
Wilson, Ivy G. Specters of Democracy: Blackness and the Aesthetics of Politics in the Antebellum U.S. New York: Oxford University Press, 2011.
Section V: CVs/Resumes (insert 2 pages per mentor for a maximum of 6 pages) JOHN R. KAUFMAN-MCKIVIGAN Department of History 347 N. Audubon Road
Indiana University-Purdue Indianapolis, IN 46219
University at Indianapolis (317) 414-5686
Cavanaugh Hall, Room 531 email@example.com
Indianapolis, IN 46202 FAX 317-278-7800
Ph. D. The Ohio State University (December 1977)
M.A. The Ohio State University (June 1973)
B.A. Indiana University of Pennsylvania (June 1971)
MARY O’BRIEN GIBSON PROFESSOR OF UNITED STATES HISTORY, Indiana University-Purdue University at Indianapolis. (July 1998-Present). Teach introductory and upper-level undergraduate courses on various topics in United States history. Also adjunct professor in the American Studies and African-American Studies programs.
EDITOR OF THE FREDERICK DOUGLASS PAPERS, Indiana University-Purdue University at Indianapolis. (June 1994-Present). FEDERAL GRANTS:
National Historical Records and Publications Commission, Grants for the Editing of the Frederick Douglass Papers: (1) 1994-1995, $26,500: (2) 1995-96, $22,500; (3) 1996-97, $29,121; (4) 1997-98, $31,500; (5) 1998-99, $45,524; (6) 1999-2000, $55,837; (7) 2000-01, $55,156; (8) 2001-02, $58,571; (9) 2002-03, $60,746; (10) 2003-04, $63,107; (11) 2004-05, $67,111; (12) 2005-06, $59,468; (13) 2006-08, $63,866.; (14) 2008-09, $158,564.88; (15) 2009-12, 376,668; (16) 2012-15, $172,764.
National Endowment for the Humanities, Grants for the Editing of the Frederick Douglass Papers: (1)1994-1996, $224,000; (2) 1997-1998, $105,532; (3) 1998-1999, $146,230; (4) 1999-2002, $213,259; and (5) 2003-2005, $270,987.
BOOKS: AUTHORED AND CO-AUTHORED:
1. The War against Proslavery Religion: Abolitionism and the Northern Churches. Ithaca, N.Y.: Cornell University Press, 1984
2. On Strike for Respect: A History of the Yale Clerical and Technical Workers' Strike, 1984-85. Revised edition; Urbana, Ill.: University of Illinois Press, 1994. Original edition; Chicago: Charles H. Kerr Publishing Company, 1988. With Toni Gilpin, Gary Isaac, and Dan Letwin.
3. Forgotten Firebrand: James Redpath and the Making of Nineteenth-Century America. Ithaca, N.Y.: Cornell University Press, 2008.
BOOKS: EDITED VOLUMES OF HISTORICAL DOCUMENTS:
1. The Frederick Douglass Papers, Series I: Speeches, Debates, and Interviews, Volume II: 1847-1854. New Haven: Yale University Press, 1982. With John W. Blassingame, et al.
2. The Frederick Douglass Papers, Series I: Speeches, Debates, and Interviews, Volume III: 1855-1863. New Haven: Yale University Press, 1985. With John W. Blassingame, et al.
3. The Frederick Douglass Papers, Series I: Speeches, Debates, and Interviews, Volume IV: 1864-1880. New Haven: Yale University Press, 1991. With John W. Blassingame et al.
4. The Frederick Douglass Papers, Series I: Speeches, Debates, and Interviews, Volume V: 1881-1895. New Haven: Yale University Press, 1992. With John W. Blassingame.
5. James Redpath, The Roving Editor; or, Talks with Slaves in the Southern States. Edited by John R. McKivigan. University Park, Pa.: Pennsylvania State University Press, 1996.
6. The Frederick Douglass Papers, Series II: Autobiographical Writings, Volume I: Narrative of the Life of Frederick Douglass. New Haven: Yale University Press, 1999. With John W. Blassingame and Peter P. Hinks.
7. History of the American Abolitionist Movement: A Bibliography of Scholarly Articles. 5 vols. New York: Garland Publishing Company, 2000.
8. Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave. Edited by John W. Blassingame, John R. McKivigan, and Peter P. Hinks. New Haven: Yale University Press, 2001.
9. The Frederick Douglass Papers, Series II: Autobiographical Writings, Volume II: My Bondage and My Freedom. New Haven: Yale University Press, 2003. With John W. Blassingame and Peter P. Hinks.
10. The Frederick Douglass Papers, Series III: Correspondence, Volume I: 1841-1852. New Haven: Yale University Press, 2008.
11. The Frederick Douglass Papers, Series II: Autobiographical Writings, Volume III: Life and Times of Frederick Douglass. New Haven: Yale University Press, 2012.
12. In the Words of Frederick Douglass. Ithaca, N.Y.: Cornell University Press, 2012. With Heather L. Kaufman.
13. Frederick Douglass, The Heroic Slave. Edited by Robert J. Levine, John W. Stauffer, and John R. McKivigan. New Haven, Conn.: Yale University Press, 2015.
BOOKS: EDITED VOLUMES OF ORIGINAL HISTORICAL ESSAYS:
1. The Moment of Decision: Essays on American Character and Regional Identity. Westport, Conn.: Greenwood Press, 1994. Co-edited with Randall M. Miller.
2. Religion and the Antebellum Debate over Slavery. Athens: University of Georgia Press, 1998. Co-edited with Mitchell Snay.
3. Antislavery Violence in Antebellum America: Essays on Sectional, Racial, and Cultural Conflict. Knoxville: University of Tennessee Press, 1999. Co-edited with Stanley Harrold.
4. Frederick Douglass: People Who Made History Series. San Diego, CA: Greenhaven Press, 2004.
5. Encyclopedia of Antislavery and Abolition. 2 vols. Westport, Conn.: Greenwood Publishers, 2006. With Peter P. Hinks.
6. Encyclopedia of American Reform Movements. 2 vols. New York, N.Y. Facts on File, forthcoming 2015. With Heather L. Kaufman.
PUBLICATIONS: ARTICLES, ESSAYS, ENTRIES, AND BOOK REVIEWS:
McKivigan also has published 70 articles, essays, or entries in 41 different publications, delivered papers or comments at sessions of 53 different scholarly meetings, and published reviews of 27 books in scholarly journals.
Jeffery A. Duvall
Frederick Douglass Papers
Institute for American Thought
Indiana University-Purdue University at Indianapolis
ES 0020, 902 New York Street
Indianapolis, IN 46202-5157
Purdue University, West Lafayette, Indiana. Doctor of Philosophy, 2007. U.S. History major field area. Tudor-Stuart and Medieval French History, minor field areas. Special concentration in Public History. Doctoral dissertation, “’Burley Paid the Bills’: Twentieth Century Tobacco Culture in the Central Ohio River Valley.”
Indiana University, Indianapolis, Indiana. Masters of Arts, 1995. U.S. History major, European History minor. Master’s thesis, “Ethnicity in a Rural Midwestern Community: Switzerland County, Indiana in the Twentieth Century.”
Earlham College, Richmond, Indiana. Bachelor of Arts, 1982. English and Japanese History dual major, Asian Studies, minor.
Institute for American Thought, Indianapolis University-Purdue University, Indianapolis, IN.
Research Associate/Asst. Editor Frederick Douglass Papers (2013 –)
University Library, Indiana University-Purdue University, Indianapolis, IN.
Reference Assistant (2000 – 2013)
The Polis Center, Indiana University-Purdue University, Indianapolis, IN.
Research Associate (1997 – 2000)
Publications and Presentations:
1. The Frederick Douglass Papers, Series III: Correspondence, Volume II: 1853-1865, Associate Editor, forthcoming (New Haven: Yale University Press, 2016)
2. “’Save Our Tobacco’: The End of an Era in the Central Ohio River Valley,” Register of the Kentucky Historical Society, forthcoming (2016)
3. “Cole Porter (1891-1964),” the “Efroymson Family” and “James F.D. Lanier (1800-1881),” entries, Indiana’s 200: The People Who Shaped the Character of the Hoosier State, forthcoming (Bloomington: Indiana University Press, 2015)
4. “Tobacco,” entry, Alcohol and Drugs in North America: A Historical Encyclopedia (Santa Barbara: ABC-Clio, 2013)
5. “The 1950s – Evangelism: Telling the Story,” Faith in the City: The Church Federation of Greater Indianapolis, 1912-2012 (Indianapolis: IBJ Book Publishing, 2012)
6. “Knowing about the Tobacco: Women, Burley, and Farming in the Central Ohio River Valley” Register of the Kentucky Historical Society 108, no. 4 (Fall 2010)
7. “Searching for Online Government Documents: One Graduate Student’s Experience,” Indiana Libraries 29, no. 1 (2010)
8. “David Wallace, 1837-1840,” and “Albert G. Porter, 1881-1885,” entries, The Governors of Indiana (Bloomington: Indiana University Press, 2006)
9. “Murders, Mistresses and More: Further Thoughts on the Ancestry of Frances (Baldwin) Townshend-Jones-Williams,” The Virginia Genealogist 50, no. 2 (April-June 2006)
10. “Religion and the Performing Arts in Indianapolis in the 20th Century,” Prologue:Religion in the Shaping of 20th Century America (an occasional series) 1, no. 2. The Polis Center’s Project on Religion and Urban Culture. [http://thepoliscenter.iupui.edu/index.php/resources/publications-2/] (2001).
11. “Women and Religion,” Prologue: Religion in the Shaping of 20th Century America (an occasional series) 1, no. 4. The Polis Center’s Project on Religion and Urban Culture. [http://thepoliscenter.iupui.edu/index.php/resources/publications-2/] (2001).
12. “Art Association of Indianapolis,” “Easley Rutland Blackwood, Sr.,” “Walter C. Boetcher,” “Demarchus Clariton Brown,” “Ignatius Brown,” “William B. Burford,” “George Littrell Denny,” “Robert A. Efroymson,” “John Fehrenbatch,” “William Robeson Holloway,” “Thomas Carr Howe,” “Albert H. Losche,” “Merrill Moores,” “John Muir,” “Charles Coffin Perry,” and “Philip Rappaport,” entries, The Encyclopedia of Indianapolis (Bloomington and Indianapolis: Indiana University Press, 1994).
The Richard H. Collins Award, Kentucky Historical Society (2010)
Jonathan P. Rossing
425 University Blvd Communication Studies Department
Cavanaugh Hall 309 Indianapolis, IN 46202
firstname.lastname@example.org Office: (317) 278-5192
Indiana University, Bloomington 2010
PhD Rhetoric and Public Culture, Department of Communication and Culture
Minor Critical Pedagogy
Dissertation: Just Joking: Racial Comedy, Rhetorical Education, and Democratic Style
Indiana University, Bloomington 2004
MS Higher Education & Student Affairs Administration, School of Education
Thesis Interracial communication styles, strategies, and skills: “Conversations on Race” among college students
The University of Texas at Austin 2000
BA French Language & Literature
2011–present Assistant Professor with graduate faculty appointment, Communication Studies Department/University College, Indiana University Purdue University, Indianapolis
2013–present University College Faculty appointment, IUPUI
2010–2011 Lecturer with graduate faculty appointment, Communication Studies Department, Indiana University Purdue University, Indianapolis
FELLOWSHIPS & GRANTS
2015–2017 National Endowment for the Humanities, Enduring Questions Grant
Project Title: The Purpose and Value of Play
Award Amount: $22,000
2015–2016 Indiana University New Frontiers in the Humanities
Project Title: Humor, race, and rhetorical agency in post-apartheid South Africa
Project Title: “Yes, and…” Articulating Principles of Comic Improvisation with Rhetoric and Liberal Education
Award Amount: $14,910
2012 School of Liberal Arts Summer Research Grant, IUPUI
Project Title: In Defense of Humor as Civic, Rhetorical Education
Award Amount: $5096
2011–2012 Curriculum Enhancement Grant, Center for Teaching and Learning, IUPUI
Project Title: Learning-Centered Evaluation and Assessment: Framing and Implementing Evaluation Practices to Promote Deep Learning
Award Amount: $9885
2011 New Frontiers Exploration Traveling Fellowship, Indiana University
Project Title: Humor, Free Speech, and the Construction of Racial Truth
Award Amount: $2483
In Press “Emancipatory Racial Humor as Critical Public Pedagogy: Subverting Hegemonic Racism,” Communication, Culture, Critique.
In Press “Humor’s Role in Political Discourse: Examining Border Patrol in ‘Colbert Nation’,” in Crossing Borders/Drawing Boundaries: The Rhetoric of Lines across America, eds. Barbara Coutoure & Patti Wojahn, Utah State University Press.
2014 “The Mt. Oread Manifesto on Rhetorical Education,”* Rhetoric Society Quarterly, Volume 44, Issue 1, 2014 (*cited, in publication, as contributor)
2014 “Prudence and Racial Humor: Troubling Epithets,” Critical Studies in Media Communication.
2014 “Critical race humor in a postracial moment: Richard Pryor’s contemporary parrhesia,” Howard Journal of Communication, 25.1, pp. 16–33.
2014 “The Communication Process,” “Audience-Centered Communication,” and “Persuasion.” In Fundamentals of Speech Communication, eds. Kristina Horn Sheeler and Stephen LeBeau. Plymouth, MI: Hayden-McNeil.
2013 “Dick Gregory and Activist Style: Identifying Attributes of Humor necessary for Activist Advocacy.” [Lead Essay]. Argumentation and Advocacy, 50.2, pp. 59–71.
2013 “Trumping Tropes with Joke(r)s: The Daily Show ‘Plays the Race Card’,” Western Journal of Communication 77.1, pp. 72–91. Co-author: Christopher Gilbert.
2012 “Deconstructing postracialism: Humor as a critical, cultural project,” Journal of Communication Inquiry 36.1, pp. 44–61.
2012 “iLearning: The future of higher education? Student perceptions on learning with mobile tablets,” Journal of the Scholarship of Teaching and Learning 12.2, pp. 1–26. Co-authors: Willie M. Miller, Amanda K. Cecil, Suzan E. Stamper.
2012 “Mobile Technology and Liberal Education,” Liberal Education, Association of American Colleges & Universities, 98.1, pp. 68–72.
2012 “‘People Tell Me I’m White…’: Parodies of Colorblindness,” in Race/Gender/Media: Considering Diversity across Audiences, Content, and Producers 3rd edition., Rebecca Ann Lind, ed. (Boston: Allyn & Bacon)
2011 “Comic Provocations in Racial Culture: Barack Obama and the ‘Politics of Fear,’” Communication Studies, 62.4, pp. 422–438.
2010 “Critical Intersections and Comic Possibilities: Extending Racialized Critical Rhetorical Scholarship,” Communication Law Review, 10.1, pp. 10–27.
Section VI: Support Letters (insert 1- 2 pages as needed) 24 April 2015
Ms. Elizabeth Rubens
Multidisciplinary Undergraduate Research Institute
Center for Research and Learning
It is with great pleasure that I am writing to you in support of two of my colleagues in the School of Liberal Arts and, more importantly, the students with whom they will work on a project that models cooperation and collaboration among History and Communication Studies and the Institute for American Thought (IAT).
Professor Kaufman-McKivigan is the leading scholar about the writings of Frederick Douglass and the project he directs, the Frederick Douglass Papers, is part of the Institute for American Thought. Professor Rossing in a relative new faculty member, who has brought to the school energy and interests in innovative teaching that have already made impact in the school and on campus. Together they make a formidable team that can model scholarship and its application over time and to the public in ways that promises to be inspiring and also path-breaking.
I am particularly pleased to support them and their project because, as director of the Institute for American Thought, we have resources—texts, materials, and intellectual expertise—that are truly special on campus and that deserve to become much better known to IUPUI’s undergraduate students. The IAT already has a number of graduate students with internships at the various editorial projects housed in the Institute and I am delighted to welcome undergraduate students, who will not only benefit greatly from the mentoring that comes with the project that Professors Kaufman-McKivigan and Rossing offer but also from getting to know graduate students who will model, formally as well as informally, what life after graduation can be like.
In short, Jack’s and Jonathan’s project is one that I can support whole-heartedly. If you have any questions that I can answer in this respect, please contact me directly (274.5820; email@example.com).
With best wishes,
Marianne S. Wokeck, Chancellor’s Professor of History and Director of the Institute for American Thought
Section VII: Appendix (Title of and information on the status and outcomes of the past Student Multidisciplinary Research Team projects received by the Principal Mentor and/or any of the Co-Mentors must be detailed here. Please insert 1-3-page summary per previous MURI project as needed according to template below.
Section VII: Appendix Neither the Principal Mentor or either of the co-mentors has received a past MURI grant.
Title of Past MURI Project:
Description of Project:
Mentors Involved in Project:
Students Involved in Project: Description of Basic Project-related Student Learning Outcomes:
Section VIII: Signature Name and Signature of the Principal Mentor:
(typing in the full name suffices as signature for electronic copies) _John R. Kaufman-McKivigan______________________________________04/22/2015______