DAVID S DEREZOTES

Curriculum Vitae

DAVID S DEREZOTES portrait
  • Professor, College Of Social Work
  • CTLE Fellow, Project Director, Transforming classrooms into inclusive communities (TCIC) project, Ctle Ctr Teach & Learning Ed
  • Director Peace and Conflict Studies Program College of Humanities
  • Professor in MUSE, MUSE

Research

Research Statement

Research and Scholarship

Using the more inclusive term "scholarship" (as opposed to the more narrow term "research") my scholarship has included both model building and training projects over the past years, especially since I was promoted to the rank of Full Professor.

One area of my scholarship is building models of social work practice from an ecobiopsychosocialspiritual perspectice This perspective views people as "body-mind-spirit" organisms and views the well being of the individual as interrelated to the well being of all of humanity, all living things, and the ecosystems that support all life. I also honor and study the "artistic" aspects of practice as much as the "scientific"; these artistic aspects incldue relationship-building, loving-kindness and compassion towards others, presence, and genuinness, I continue to publish articles, chapters, and books that provide these integrative models.

A second interrelated area involves building approaches to dialogue facilitation that can help people peacefully bridge the differences that often divide us in our personal relationships and local and global communities. This work is very "community-based" in the sense that I  "re-search" the best approaches to intergroup dialogue through my practice.with people. In the past year, I have been involved in a number of community-based scholarly intitatives, including:

1. As Director of the Transforming classrooms into inclusive communities" (TCIC) project through the University Center for Teaching and Learning Excellence, I was given a two year grant to develop and deliver trainings for instructors across campus. This year, I have created a core group of about 20 dedicated faculty who have already started to provide trainings to programs and departments on campus on such topics as how to facilitate post-election classroom conversation, transforming difficult conversations about race, gender, sexual orientation, and uncovering hidden biases and micro-aggressions in the classroom. I have conducted a number of related trainings on campus this year.

2. As Co-facilitator, I have continued to help facilitate a number of dialogues in different settings on campus and in the local community on such issues as race and gender, white male privilege, religious diversity, and political differences (see vita).

3. I have been facilitating a Spirituality faculty learning Community through the University Center for Teaching and Learning Excellence. In these dialogues we talk about religious and spiritual diversity on campus, and look for ways to include the spiritual dimension in teachign and learning.