Mark Congdon Jr. comes to UNT from the University of Maine as a Ph.D. Candidate in the Department of Communication and Journalism. He holds a M.A. (2013) in Communication Studies from the University of North Carolina at Greensboro. Mark is also a former special education teacher in Raleigh, North Carolina, and is a Teach for America alumnus. Outside of teaching and research, Mark is a huge Buffalo Bills fan, loves to cook, perform karaoke, and travel, especially to the beach.
Mark's scholarship and pedagogy explore innovative teaching and learning practices that increase the civic engagement and career readiness of students by using a social entrepreneurship education model with a critical communication pedagogy.
Communication Pedagogy & Educational Leadership: Experiential learning; service-learning; civic engagement; utilizing innovative practices of teaching, leadership, & mentoring; critical & interpretive approaches to leadership & student development; critical pedagogues; project-based learning; social entrepreneurship; social innovation; data-driven instruction; relationship-based pedagogy
Culture & Organizational Communication: Critical & interpretive theories of culture & organizational communication; how cultural ideologies are produced, consumed, performed, hidden, & resisted through communication & in/within education and organizations; intersections of class, race, disability, gender, &/or sexual orientation with student learning, success, & leadership
Research Approaches and Methods: Qualitative: ethnography & textual analysis; Critical/cultural; Mixed methodological approaches
Herakova, L. & Congdon Jr, M. (in-press). Let Your Self in: Mentoring from/on the Margins of
Academia in the Millennial Context. In. A. Atay & M.Z. Ashlock (Eds.), Millennial
Culture & Communication Pedagogies: Narratives from the Classroom & Higher Education. Lexington Books.
Congdon Jr, M., Herakova, L., & Bishop, J. (2017). Calling-in the Family: Dialogic
Performances of Family Conflict. [Special issue: Critical Communication Pedagogy and Social Justice]. Communication Teacher. Retrieved from http://www.tandfonline.com/loi/rcmt20.
Herakova, L. & Congdon Jr, M. (2017). Calling-in Identities and Communication in the College
Classroom: What do you say to students?. In S. Chen, J. Chen, & N. Allaire (Eds.), What Do You Say? Narrative Constructions for Various Populations Surrounding Donald Trump's Presidential Victory. Lexington Books.
Russell, V. & Congdon Jr, M. (2017). Long-term impacts of Communication Activism
Pedagogy: Guiding principles for future research. Communication Education, 66(3), 373-
376. doi: 10.1080/03634523.2017.1291982
Congdon Jr, M., Mette, I., Mercado, A., Lindenfeld, L., & Tupper, E. (2016). ELL teachers'
attitudes of Google Earth for inquiry-based instruction on ELL students' language
development in a rural New England state. Diversity, Social Justice and the Educational
Leader, 1(2), 6. Retrieved from http://www.uttyler.edu/elps/dsjel/.
Herakova, L., Bonnet, J., & Congdon Jr, M. (2017). Centering information literacy (as) skills
and civic engagement in the basic course: An integrated course-library collaboration. BasicCommunication Course Annual, 29(1), 109-120. Retrieved from http://ecommons.udayton.edu/bcca/.
Jovanovic, S., Congdon Jr, M., Miller, C., & Richardson, G. (2015). Rooting the study of
communication activism in an attempted book ban. Partnerships: A Journal of Service-Learning and Civic Engagement, 6(1), 115-135. Retrieved from http://libjournal.uncg.edu/prt.
Congdon Jr, M. (2014). What's wrong with me?: An autoethnographic investigation of the co
cultural communicative practices of living with Tourette syndrome during adolescence. The Qualitative Report, 19(50), 1. Retrieved from http://nsuworks.nova.edu/tqr/.
COMM 3120: Nonverbal Communication
COMM 3010: Communication Perspectives
COMM 3320: Communication & Conflict Management
COMM 3420: Communication & New Technologies
COMM 3922: Organizational Communication