Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper argues that the war on terror is understood on both sides as an idea war, an event that signifies the triumph of Constructivist theories over strictly Realist interpretations of international politics. It further argues that this is a watershed event, in which information operations have finally taken a primary role in military strategy. Finally, it argues that this is most visible in cyberspace.

Publication Type: Invited Paper
Abstract: Public speaking instructors constantly struggle in search of new methods in helping students manage communication apprehension and other challenges faced in the process of becoming an experienced speaker. Just as there is benefit to research that reaches across disciplines, so is true of teaching methods. Through autoethnography, I recount the process of integrating ideals taught in my yoga class to pedagogy in the basic public speaking course. Patterns that inform management of speech apprehension, class structure, ethics, and self (student) awareness emerge. This new teaching paradigm, called Introspective Speech Planning, provides a worthy alternative to existing methods.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Students at Madison East High School engaged with Edwin Abbott's novel Flatland from a variety of perspectives during 2005-2006 and 2006-2007. Geometry students reviewed the mathematics, examined and debated the relevance of socio-historic context and themes, and created their own original episodes in many different media. Concurrently, several older students began work on a theatrical adaptation—including student-written music and lyrics--which was ultimately produced (and filmed) for a combined school and community audience. As the text, score, and staging were developed, students identified key mathematical and dramatic features of the story, and decided how to convey these orally, musically, and visually. Advanced mathematics students who began the project put their varied artistic talents to work. Several students who did not consider themselves talented in mathematics were attracted to the project's theatrical aspects; for them, declaiming or singing about number, form, and the problem of proof was a (nearly) painless route of entry to these topics. Students and faculty from a variety of departments—mathematics, music, drama, science, art, even the high school prom committee—collaborated on the logistics of this production. Audience members responded appreciatively to the dramatic arc of the tale. They also found themselves invited (as were Abbott’s original readers) to consider parallels between the experiences of the frustrated “Apostle of the Third Dimension”, attempting to prove a newly-discovered mathematical truth, and the difficulties encountered by anyone seeking to establish new scientific or social norms.