Hendricks, C. (2008). Foucault’s Kantian critique: Philosophy and the present. Philosophy and Social Criticism, 34(4), 357-382. A pre-publication version of this paper can be found here.
Hendricks, C. (2012). Prophecy and parrêsia: Foucauldian critique and the political role of intellectuals. In R. Sonderegger and K. de Boer (Eds.), Conceptions of Critique in Modern and Contemporary Philosophy (pp. 212-230). Basingstoke, UK: Palgrave Macmillan.
Hendricks, C. (2015). Teaching and learning philosophy in the open. American Association of Philosophy Teachers, Studies in Pedagogy, 1, 17-32. DOI: 10.5840/aaptstudies20159162
Ozdemir, O. and Hendricks, C. (2017). Instructor and student experiences with open textbooks, from the California Open Online Library for Education. The Journal of Computing in Higher Education, 29(1), 98-113. DOI 10.1007/s12528-017-9138-0 (Open access)
Hendricks, C., Reinsberg, S. and Rieger. G. (2017). The adoption of an open textbook in a large physics course: An analysis of cost, outcomes, use, and perceptions. The International Review of Open and Distributed Learning, 18(4). DOI: http://dx.doi.org/10.19173/irrodl.v18i4.3006 (Open access)
After focusing in graduate school on evaluating the views of Julia Kristeva and Michel Foucault on the political role of intellectuals, I moved to do mostly research on the work of Michel Foucault, largely in the area of the political role of intellectuals.
Of late, however, I have focused my research more on the area of teaching and learning, and especially on the Scholarship of Teaching and Learning (SoTL). I am particularly interested in research on how to help students improve their writing (including how best to organize and implement peer feedback activities, what sort of feedback from the professor tends to be most effective, how to ensure that that feedback is actually used in later work, and the efficacy of scaffolding writing assignments), and possible causes and remedies for the gender imbalance in philosophy in North America. I have also collected data and published on the perceived quality and efficacy of open textbooks (textbooks that are free of cost and licensed to allow revision/adaptation to particular courses). I write posts on these and other topics in my blog on teaching philosophy, You’re the Teacher.
My position: focused on undergraduate teaching
The Professor of Teaching role is the third level in what is sometimes called the “teaching stream” of faculty at UBC (though all faculty engage in teaching in various ways!). At UBC there are faculty who focus on teaching and research (Assistant, Associate, Full Professors) and those who focus on teaching and educational leadership (Instructor, Sr. Instructor, Professor of Teaching). As a faculty member in the latter stream, I do not teach graduate courses and I do not supervise graduate students, though on occasion I do serve as a member on graduate committees.
Recent and Upcoming Presentations
Co-presenter, with Will Engle, Cindy Underhill and Lucas Wright, “The Medium and The Message: cMOOC as Open Professional Development,” about an open, online course we are running in June 2015 on Teaching with Word Press: http://blogs.ubc.ca/teachwordpress
Co-presenter, with Rajiv Jhangiani and Colin Madland, “Experiences, Perceptions and Outcomes of Using Open Textbooks: Perspectives from the BC OER Research Fellows,” BCcampus Festival of Learning, Vancouver, BC, June 6-9, 2016. Slides from this presentation can be seen here
“Tracking a Dose-Response Curve in Peer Feedback on Writing: A Pilot Study,” International Society for the Scholarship of Teaching and Learning (ISSOTL) 2016 conference, Los Angeles, CA, October 12-15, 2016. Slides from this presentation can be seen here
Co-presenter, with Ozgur Ozdemir, “Instructor and Student Experiences with Open Textbooks, from the California Open Online Library for Education (Cool4Ed),” Open Education Conference, Richmond, Virginia, November 2-4, 2016. We presented on a research project studying faculty experiences with using open textbooks in California. We were part of a larger group of presenters discussing research on open textbooks; this presentation was about 12 minutes long (out of the 50 minutes for the whole group). Slides can be seen here
“Transforming Assessments with Backwards Course Design and Renewable Assignments.” American Association of Philosophy Teachers’ Biannual Conference, Saginaw, MI, July 27-30, 2016. Slides from this presentation can be found here
Co-presenter, with Michael Dabrowski, Marianne Gianocopoulos and Jennifer Mansour, “Open Pedagogy Case Studies and Examples from Langara, UBC, Athabasca.” BCcampus Open Textbook Summit, May 2017. Slides from this presentation can be seen here
Co-presenter, with Will Engle, “Intro to Wikipedia Edit-a-thon,” ETUG (Educational Technology Users Group, BC) Spring meeting, June 2017. Slides from this presentation can be seen here