The Government and Public Affairs program emphasizes the links between research, learning, and activism. Much of the research effort by both faculty and students focuses on issues such as international and domestic human rights and influencing political processes, often integrating the areas of law, politics, and organizational behavior.
Following a new paradigm that the issue of sustained attention observed among young deaf students is due to limited exposure to language, this study attempts to document quantitatively the attention behavior during a book-reading lesson in a preschool class where everyone has full access to communication.
Kuntze, M., & Schott, L. (2017, February). Analysis of eye gazes and attention maintenance in a preschool class. Paper presented at Association of Collegiate Educators of the Deaf and Hard of Hearing Conference, San Antonio, TX.
Across the globe, communities are grappling with the COVID-19 pandemic. The implications of this evolving public health crisis include responses from individuals as well as public and private institutions. While individual responses are imperative (i.e., social distancing), organizational level responses (i.e., closing office spaces, allowing remote work, etc.) are a fundamental part of allowing individuals to respond. In the current COVID-19 crisis, the organizational-level responses from anchor institutions of democracy, such as colleges and universities (Dexter and Blankenberg 2016; Holden and Tryhorn 2013), play an exceptionally pivotal role in supporting or preventing individuals and communities from being responsive. Research into how these institutions respond is imperative, both for immediate guidance and for developing best practices over the long term. This study seeks to analyze organizational responses through content analysis of institutional emails sent to faculty, staff, and students in higher education settings. This project will use emails as the primary form of data for analysis. Emails reflect a core artifact of organizational culture as established in public administration literature (Dolamore, 2019; Gooden, 2014; Testa and Sipe, 2013). Organizational culture encompasses the structural (i.e., space, policies, logos, etc.) and personal (i.e., leadership, socialization, learning) elements of an organization that influence individual behavior through the collective impact of each element (Chao and Moon 2005; Shafritz and Ott 1992). As a result, this project will explore the representations of various organizational culture domains (i.e., discourse, policies, leadership behavior) through the content of the email artifacts.
Dolamore, S., Lovell, D., Collins, H., and Kline, A. (2020). The Role of Empathy in Organizational Communication During Times of Crisis. Administrative Theory & Praxis. 10.1080/10841806.2020.1830661
Busette, C.M., Farrow-Chestnut, T., Reeves R.V., Frimpong, K &Sun, H. (2020.09.22), "Social Networks in Charlotte: Policy Choices, Policy Opportunities." The Brookings Institution Report
Koulidobrova, E., Kuntze, M., & Dostal, H. (2018). If you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy. Language 94(4).
O'Brien, C. Kroner, C., & Placier, P. (2015). Deaf culture and academic culture: Cultivating dialogue across cultural boundaries. Journal of Diversity in Higher Education, 8(2), 104-119.
O'Brien, C., & Brooks, J. (2015). Deaf culture and education: Toward a culturally relevant leadership. In A. Normore & K. Esposito (Eds.), Inclusive practices for special populations in urban settings: The moral imperative for social justice leadership. Charlotte, NC: Information Age Publishing.
O'Brien, C., & Placier, P. (2015). Deaf culture and school culture in a residential school for the Deaf: "Can do" versus "can't do". Journal of Equity and Excellence, 48(2), 320-338.