B.A.: English, 1969, Southern Illinois University
Ph.D.: Cultural and Psychological Studies in Education, 1982, University of Nebraska Lincoln
Office: UW1 332
Phone: 425.352.5415
Email: dianegil@u.washington.edu
Mailing: Box 358530, 18115 Campus Way NE, Bothell, WA 98011-8246
I love teaching in an interdisciplinary program because I can examine, with my students, interesting social and psychological phenomena from multiple perspectives. Shared explorations of such topics create a dynamic learning environment for me and I hope for my students. When possible, I use pedagogies that engage students personally with subject matter. I want the ideas they study to matter deeply to them and to transform how they think about and act in the world. I try to get to know my students through learning their names, listening and attending to what they say in class, and responding fully to what they write. I also believe that the most significant learning often occurs in collaboration with one's peers. Genuine exchanges of ideas encourage reflective practice and intellectual growth, and so I frequently use small groups where students test out their ideas and get feedback about their understanding of the course materials.
BPOLST 592 Qualitative Research
BIS 435 Interactive Learning: Theory and Practice
BIS 490 Senior Seminar: Adult Learning in Small Groups
My recent research interests have included examining the power of conceptual metaphor in faculty narratives. I explore the ways in which analyzing stories and their predominant metaphors can yield insights and new perspectives that transform classroom practices. I have also been involved, through The Washington Center for Improving the Quality of Undergraduate Education, in a state-wide cultural diversity project called Critical Moments. It is designed to increase critical thinking and cognitive functioning in nontraditional college students when diversity is what is at issue in a student's experience. Most recently, I have been involved in conducting an undergraduate research project on small groups in our interdisciplinary program. Small groups are frequently used, and preliminary findings show that this intensity and frequency have complicated students' experiences in them.
"Misreading Charlie: Interpreting a Teaching Story Using Metaphor Analysis," McGill Journal of Education, 40(1). 2005.
"Research Circles: Providing an Organizational Structure for Junior Faculty to Write" (with Nives Dolsak, Bruce Kochis, Ron Krabill, Kari Lerum, Anne Peterson, and Elizabeth Thomas) Innovative Higher Education, Winter 2005.
"Critical Moments: Using College Students' Border Narratives as Sites for Cultural Dialogue" (with Gillies Malnarich and George Woods). In M. Lee (Ed.), Ethnicity Matters: Rethinking How Black, Hispanic and Indian Students Prepare for and Succeed in College. New York NY: Peter Lang. Forthcoming.
"Critical Moments: A Case-Based Diversity Project that Engages and Enlivens Campus-Wide Efforts to Teach Inclusively" (with Gillies Malnarich and Tina Young). In M. Oulett (Ed.), Teaching Inclusively. Stillwater OK: New Forums Press. Fall 2005.
"Grouped Out?: Undergraduate Default Strategies for Participating in Multiple Small Groups" (with Sally Rosamond and Elizabeth Thomas) (submitted).
