Communication Studies
College of Humanities & Social Sciences
Teaching:
Dr. Palmer has taught graduate and undergraduate courses in Communication and Power,
Communication and Social Activism, Music as Social Commentary, Rhetorical Theory,
Communication Theory, Communication Education, Persuasion, Organizational and Small
Group Dynamics, Communication and Leadership, Nonverbal Communication, and Intercultural
Communication.
School of Communication: Basic Course Director 2002-2010
Education Theory and Critical Education, Activism Pedagogy
Books:
Frey, L. R., & Palmer, D. L. (Eds.). (2014). Teaching communication activism: Communication education for social justice. New York, NY: Hampton Press. *Awarded the 2015 Edited Book of the Year Award by the Applied Division of the National Communication Association.
Notable Scholarship:
Palmer, D.L. (2024, November). And Justice For All: Weighing the Costs and Benefits of Ideological Diversity in Communication Activism Education. National Communication Association Conference; New Orleans, LA.
Palmer, D. (2021). Student activist mentor letters as a form of social movement-building in communication activism pedagogy (pp 133-162). In K. Blinne (Ed.) Grading justice: Teacher-activist approaches to assessment. Lanham, MD: Lexington Books.
Palmer, D. L. (2019, February). Navigating the Civic Volunteer—Activist Pluralism in Communication Activism Pedagogy. Western States Communication Association Conference, Seattle, WA.
Palmer, D., Artz, L., McConnell, K., & Russel, V. (2018, November). Current Dilemmas in Communication Activism Pedagogy. Presented at the National Communication Association Convention; Salt Lake City, Utah.
Palmer, D. L. (2017). Exploring how communication is central to social activism. In C. K. Rudick, K. B. Golsan, & K. Cheesewright (Eds.), Teaching from the Heart: Critical Communication Pedagogy in the Communication Classroom (pp.125-131). San Diego, CA: Cognella.
Frey, L. R. & Palmer, D. L. (2017). Communication activism pedagogy and research: communication education scholarship to promote social justice. Communication Education 66, 3, 362-367.
Frey, L. R. & Palmer, D. L. (2017). Turning communication activism pedagogy teaching into communication activism pedagogy research. Communication Education 66, 3, 380-382.
Palmer. D. L. (2016). Advocacy and the perils of group membership. In A. Kurylo (Ed.), Negotiating Group Identity in the Research Process: Are You In or Are You Out? (pp. 169-186). Lanham, MD: Lexington Books.
Palmer, D. L., Del Gandio, J., and Huffman, T. (2016, November). National Communication Association Preconference Workshop: Teaching Communication Activism for Social Justice. Philadelphia, PA.
Palmer, D. L., & Frey, L. R. (2015). Fostering civic resilience and hope through communication activism education. In G. Beck & T. Socha (Eds.), Communicating Hope and Resilience Across the Lifespan (pp. 235-257). New York, NY: Peter Lang Publishers.
Palmer, D. L. (2014). Communication education as vocational training and the marginalization of activist pedagogies. In L. R. Frey & D. L. Palmer (Eds.), Teaching communication activism: Communication education for social justice (pp. 45–76). New York, NY: Hampton Press.
Frey, L. R., & Palmer, D. L. (2014). Introduction: Teaching communication activism. In L. R. Frey & D. L. Palmer (Eds.), Teaching communication activism: Communication education for social justice (pp. 1–42). New York, NY: Hampton Press.
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