I have substituted for years in grades K5 - 12 as well as served as teaching assistant in English and in speech communication. After obtaining my PhD, I have taught undergraduate and graduate students in English, ESL, communication courses, and research methods (qualitative and quantitative--statistics). Additionally, I have directed M.A. theses. Yet I prefer the introductory college level and even K5 - 12th grade. I know what colleges expect from graduating high school seniors.
I started out teaching at a large university, but I quickly found my "home" at a community college where I could be more effective teaching my students rather than relying on a teaching assistant or lab instructor to do it. I also am the mother of a severely ADHD student and another child has autism. I am extremely patient and equipped to use all kinds of instruction strategies to reach different types of learners.
JACQUELINE BARNETT, Ph.D.
101 Fox Run Drive, York, PA 17403
(concealed information) (Home) (concealed information) (Cell)
Email: (concealed information)
***2006: Ph.D. The Pennsylvania State University, University Park, PA. Program emphasis in communication arts and sciences, specifically in health communication. Successfully passed oral defense August 7, 2006.
M.A., English, Millersville University, Millersville, PA.
B.A., English, York College, York, PA. (Minor: Speech Communication).
Summa cum laude (GPA: 3.97).
January 2012 – Present: I have been a paid interpersonal communication/relationship counselor. With 4 years of experience, I am set to get my certification credentials this coming year.
Diverse Teaching Experience
2012 - Present: Associate Professor, Baltimore City Community College, Baltimore, MD. I was hired to teach public speaking as well as work on the data collection and quantitative analysis for the self-study as part of the Middle States Accreditation review. Since then I have also been teaching English 101 and English 102.
2008-2012: Assistant Professor, Towson University, Towson, MD. I was hired to focus on the senior-level communication research (methods) course. I have taught a variety of courses in addition to the research methods course including introduction to communication theory, public speaking, organizational communication, interpersonal communication. I have sat on theses committees and have directed at least 20 independent studies to date.
2004-2007: Adjunct Professor, The Pennsylvania State University, York, PA. I taught the business communication course and a senior-level course in in health communication that I developed. I also taught another senior-level course, gender roles in addition to small group communication and business communication.
2002- 2004: Instructor, Sam Houston State University, Huntsville, TX. I taught several public speaking courses, business communications courses, and interpersonal communication. Also, I supervised mentors who assisted me in various courses by giving mini lectures, leading discussion groups and helping with preparation of tests and quizzes. Finally, I worked with undergraduate research assistants in training them in qualitative data analysis coding and in quantitative data entry as well as writing the curriculum for two graduate courses including a graduate business communication course and a graduate health communication course.
Peer Reviewed Publications: Journal Articles and Book Reviews
Barnett, J. M. (2002). Review Note: Benjamin Crabtree & William Miller (Eds.) (1999). Doing Qualitative Research (2nd ed.). Forum: Qualitative Social Research [on-line journal],3(1). Available at: (concealed information) [Date of access: Month, Day, Year]
Barnett, J. M. (2002, November). Review Note: Michael Bloor, Jane Frankland, Michelle Thomas, & Kate Robson (2001). Focus Groups in Social Research [21 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 3(4). Available at (concealed information) [Date of access: Month, Day, Year]
Barnett, J. M., & Miller, M. (2001). Adolescents’ reported motivations to use or not use alcohol or other drugs. The Social Studies, 92(5), 209-212.
Miller, M. A., & Barnett, J. M. (2004). “I’m not a druggie”: Adolescents’ ethnicity, identity, and normative beliefs about drug use. Health Communication, 16(2), 207-228.
Other Academic Publications
Barnett, J. M. (2002). Focus groups: Tips for beginners. Texas A&M University, T-Call (Texas Center for Adult Literacy and Learning Web site: (concealed information)
2010: Paper accepted to the Eastern Communication Association 2011 Meeting, Health Communication Division (Washington D.C.), Physician injunctive norms and patient excuses: a new model of doctor-patient talk.
2010: Paper accept
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