MARK A. HICKS Associate Professor of Educational Transformation College of Education and Human Development/Graduate School of Education George Mason University, Virginia (USA) 3401 N. Fairfax Drive, MS 2A6 Arlington, Virginia 22201 703-993-8135 mhicks@gmu.edu Education Ed.D., Teachers College, Columbia University, Philosophy and Education M.A., Teachers College, Columbia University, Higher and Adult Education B.A., Oklahoma City University, Liberal Arts/Communication Work Experience Angus MacLean Professor of Religious Education & Director, Sofia Fahs Center for Religious Education, Meadville Lombard Theological School, Chicago, Illinois (Fall 2009) Associate Professor of Educational Transformation, George Mason University, Arlington, Virginia Andrew Mellon Research Fellow, Princeton, New Jersey Assistant Dean, Columbia College, Columbia University, New York City, New York Graduate Assistant, Barnard College, Columbia University, New York City, New York Associate Director of Admission, Rice University, Houston, Texas Assistant Director of Admission, Trinity University, San Antonio, Texas Professional Interests Transformative thinking and practice, philosophy and education, democratic and collaborative communities of practice, professional development for practicing teachers, critical theory and pedagogy, arts integration, multicultural education, aesthetic education, gay/lesbian/queer theory, and “Otherness.” Honors, Awards, and Visiting Professorships • Included in the 50th Anniversary Special Edition, The Journal of College Counseling for “forward thinking research that stands the test of time;” 2006 • Martin Luther King, Jr. Guestship, Elmhurst College, Chicago, Illinois; February 2005 • John B. Muir Editor’s Award, National Association for College Admission Counseling for the “most significant contribution to the Journal of College Counseling”; 2004 • Libra Scholar [visiting university professor], University of Southern Maine; Fall 2004 • Finalist, University Teaching Excellence Award, George Mason University; 2004 • Researcher for the winning entry; Professional/Scholarly Publishing Division Annual Awards Competition for Sociology and Anthropology for the text, Stand and Prosper (Princeton University Press); 2001 • Andrew Mellon Research Fellow, Teachers College, Columbia University; 1995-1997 • Outstanding Associate, Jones College, Rice University • Edward K. Gaylord Scholar [full scholarship], Oklahoma City University Teaching, Curricular Innovation, and Leadership Institutional Leadership George Mason University, Virginia Assumed leadership in a teaching and research collaborative, creating and negotiating innovative curriculum strategies aimed at improving the intellectual and social justice capacities of public school teachers. Serve as team leader, faculty mentor, and acting director of the unit (fall 2007). . University of Southern Maine, Portland, Maine Visiting professor-in-residence on developing transformative teaching and learning practices. Columbia University, New York City Columbia College As assistant dean of Columbia College, co-created the residential college [house] system for undergraduate liberal arts students, including serving as Dean of McBain-River House for 300 students. Responsible for the re-design of the educational curriculum for resident advisers in undergraduate houses. Institute for Urban Education Funded by DeWitt Wallace-Readers Digest Fund, designed and implemented a co-curricular program that encouraged Ivy League college students to teach in urban middle schools. Intercollegiate Partnership Program Funded by the Howard Hughes Foundation, designed a co-curricular curriculum to support the participation of women and minorities in the physical sciences. National/Regional Curriculum Leadership Unitarian Universalist Association of Congregations Selected to develop and write a national curriculum to build anti-racist/anti-oppression, multi-racial, multicultural Unitarian Universalist congregations. National Association of College Admission Counseling Designed and piloted an award-winning graduate-level seminar to transform the paradigm of how admission officers approach the recruitment and selection of underrepresented students. Oklahoma Department of Health and Human Services Designed and presented keynotes and weekend courses that encouraged human service workers re-think their paradigm around delivery of services to minority elders throughout the state of Oklahoma. D.C. Voice Developed an action-research course for this non-profit organization that focuses on the professional development needs of District of Columbia teachers. Partnering with the Smithsonian’s Museum of African Art as a base, helped teachers develop alternative approaches to nagging problems. Institute for Intercultural Communication With L. Lee Knefelkamp, designed an intensive, holistic course for multicultural workers attempting to fuse multicultural theory and practice. The Riverside Church in the City of New York Facilitated the development of small-group courses to meet the spiritual needs of a justice - oriented, multi-denominational, multi-racial, multicultural Protestant cathedral. Selected Professional Presentations Hicks, M. (2008). Keynote: Teaching and Learning in a Multicultural World. Faculty Convocation, Mars Hill College, Asheville, Tennessee. Hicks, M. (2008). Keynote: Developing Multicultural Skills and Insights for a Multicultural World. University of Maine, Orono, Maine. Hicks, M. (2008). Sermon: National Conversation on Race. Hope United Church of Christ. Alexandria, Virginia. Hicks, M. (2008). Keynote: Making Room for Deep Change: The Hidden Rules of Race and Class. World Council of Churches/Church World Service Conference. Nashville, Tennessee. Hicks, M. (2007). Keynote: Building the World We Dream About. Now is the Time Conference. UUA Conference, Arlington, Virginia (also on DVD). Hicks, M. (2007). Sermon: Building the World We Dream About. First Unitarian Church, Lynchburg, Virginia. Hicks, M. (2006). The role of transformation in public schooling. School Talk. Rhode Island Public Broadcasting Service (PBS). Hicks, M. (2006). Bumping Against Myself: Aesthetic Pedagogy for Awakening Privileged Identities. Cross-Cultural Roundtable, University of Southern Georgia. Savannah, Georgia Hicks, M. (2005). A passport to crossing cultural boundaries. National MultiCultural Institute. Washington, D.C. Hicks, M. (2005). University lecture: Beyond the Dream: Working for Change in Communities of Difference. The Annual Martin Luther King, Jr. Guestship Lecture, Elmhurst College, Chicago, Illinois. Hicks, M. (2005). Keynote: Beyond School Reform: Leadership in a changing profession. Northern Virginia Chapter, Phi Delta Kappa, Fairfax, Virginia. Hicks, M. (2004). University lecture: The secret life of the self: Seeing multiplicity within. Libra Scholar Public Lecture Series. University of Southern Maine, Gorham, Maine. Hicks, M. (2004). University lecture: Illuminating shadows: Barriers to effective transformative collaboration. Libra Scholar Public Lecture Series. University of Southern Maine, Portland Maine. Hicks, M. (2003). Keynote: On mirrors and meaning: Paradoxes and contradictions of teaching and learning, Faculty Opening Forum, University of Connecticut at Stamford. Stamford, Connecticut. Hicks, M. (2001). We looked inside the room and the homophobic elephant was us! A JPD workshop on internalized homophobia, All Souls Church, Unitarian, Washington, D.C. Hicks, M. (1999). Educational approaches that limit influences of oppression, Sharing Strategies for Survival, Resistance, and Empowerment of Oppressed People from Belfast to Cape Town to New York and Beyond, New York, New York, 1999. Hicks, M. (1999). Keynote: Diversity as excellence: Making webs of connection, University of Miami Office of Academic Affairs Faculty and Staff Curriculum Development Series, funded by FIPSE, Coral Gables, Florida. Hicks, M. (1999). Keynote: There’s an elephant in the room: Grappling with multiple voices and multiple realities, Spring Arbor University’s Faculty Convocation, Spring Arbor, Michigan. Selected Research and Scholarship Hicks, M. & Generett, G.G. (2009). Barriers to transformation: Collaboration for justice within mixed educational communities. Handbook of Research on the Social Foundations of Education (S. Tozer, Ed.) Routledge: New York. Hicks, M, Smith, D., Winton, S, and Wood, D. (2008). SEEDs of Promise: Transformative Learning Communities for Diverse Schools. Multicultural Perspectives 10 (1), 30-34. Hicks, M., Berger, J.G., Generett, G.G. (2005). From hope to action: Creating spaces to sustain transformative habits of mind and heart. Journal of Transformative Education. 2005 (3). 57-75. Hicks, M. (2005). Lessons from rental cars: The struggle to create communities of reflection. Educational Studies. Special issue: The problem of colorblindness in US education: Historical trajectories and contemporary legacies. 38 (2). Generett, G.G. & Hicks, M. (2004). Beyond reflective competency: Teaching for audacious hope-in-action. The Journal of Transformative Education, 2(3). Samaras, A., Hicks, M., & Berger, J. (2003). Self-study through personal history. In J. Longhran, M.L. Hamilton, V.K. LaBoskey & T. Russell’s (Eds.) The international handbook of self study of teaching and teacher education practices. New York: Kluwer. Hicks, M. (2003). Missiles or music: Rethinking dichotomies of school funding. Proceedings of The Philosophy of Education Society. Hicks, M., & Shere, C. (2003). Toward reflective admissions work: Making the case for a transformative approach to admission practice. The Journal of College Admission, 178. Hicks, M. & Shere, C. (2003). Problems into possibilities: Fordham University explores new directions for thought and practice. The Journal of College Admission, 179. Wood, D. & Hicks, M. (2002). Loosening the bonds of conventionalism: Problems and possibilities of a transformative pedagogy. Teacher Development, 6 (1). Hicks, M. & Givens, G. (2002). Is there life after transformation? The struggle to remain hopeful in oppressive contexts. Dogwood Conference on Educational Policy. Atlanta: Emory University. Hicks, M. (2001). Culture Clash: Teacher and student identities and the procession toward freedom. In H. Sockett, E.K. DeMulder, P. LePage and D.Wood (Eds.), Transforming Teacher Education: Lessons in Professional Development. Bergin and Garvey: New York. Monograph Wood, D., Smith, D. HIcks, M., and Winton, S. (2004). Seeking educational equity and diversity in Elk Grove Schools: A retrospective look at the impact of S.E.E.D. University of Southern Gorham, Maine, Collaborative Inquiry and Development Group. Dissertation Hicks, M.A. (1998). The stranger at home: Toward a philosophy of a multicultural self. Level One (highest accomplishment). Department of Philosophy and Education, Teachers College, Columbia University, New York. National Research Projects National S.E.E.D. Project on Inclusive Curriculum Funded by Lucent Technologies Foundation, member of a three-person team to document the impact of the S.E.E.D. Project. The S.E.E.D. Project, which draws on the work of Peggy McIntosh and Emily Style, is an equity project for K-12 teachers, preparing them to lead yearlong seminars in their schools. These seminars focus on creating greater access to learning for all students through the development of cross-cultural understanding. Arts and Education Partnership Funded by the Ford Foundation and the U.S. Department of Education, explored the role of the arts in improving academic performance in impoverished schools. The project culminated in a book, Third Space: When Learning Matters (Arts and Education Partnership; 2006). mailto:mhicks@gmu.edushapeimage_2_link_0