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- Assistant Professor
- Listening and Dialogue, Diversity and Difference, Language and Discourse, Health and Well-Being
- Communication Studies
- Ph.D., Communication, University of Washington
- M.A., Communication, University of Washington
- M.A., Deaf Studies: Cultural Studies, Gallaudet University
Dr. Elizabeth S. Parks is an Assistant Professor of Communication Studies, Dialogue and Diversity Specialist with the Center for Public Deliberation, and Adjunct Assistant Professor for the Colorado School of Public Health. Her research and teaching blends mixed method social scientific approaches and inquiry grounded in the humanities to better understand how we can improve listening across diversity and difference through both face-to-face and digital engagement in the pursuit of individual and community well-being. Her scholarship is grounded in the belief that our individual, relational, and organizational lives are enriched by bravely pursuing spacious listening from our own intersectional standpoints while attuning closely to the cultural identities of others. Her first book, "The Ethics of Listening: Creating Space for Sustainable Dialogue," was published in 2019.
Parks is committed to creating academic environments that are not just spaces for deep thinking, but also places where ideas impact individual lives and theories change community processes. As a pragmatist, she strives to lean into paradoxical questions to better understand the values, attitudes, and skills that can make intercultural dialogue a challenging but constructive practice for everyone. When not at work, you'll likely find her hiking or skiing in the mountains, playing around with a stringed instrument, on an international adventure, reading continental philosophy, or playing strategic board games with friends over a strong brew.
Parks, E.S. and Aoki, E. 2022. "Listening across the United States: Diverse cognitive constructs and regional codes." In Wang, C. and Chao, L, (Eds.) Communicating across Difference: Negotiating Identity, Privilege, & Marginalization in the 21st Century. Cognella Press.
Harvey, J., Faw, M.H., and Parks, E.S. 2022. "Care-giver/Care-receiver Supports." Thompson, T. and Harrington, N. (Eds.), Routledge Handbook of Health Communication, 3rd Edition. Routledge.
Parks, E.S. and Calderón, J. 2021. "Bimodal multilingual education: Recognizing the linguistic resources of a diverse deaf world." International Journal of Bilingual Education and Bilingualism, 24, DOI: 10.1080/13670050.2021.1964432
Parks, E.S. and Faw, M.H. 2021. "Tasks and evaluations: Improving listening styles and construct measurement through the LSP-R, LSP-R8, and LCI-R Listening Scales." Communication Quarterly, 69(4), DOI: 10.1080/01463373.2021.1951791
Tansey, J.F. and Parks, E.S. 2021. "Privileged professionalisms: Using co-cultural communication to strengthen inclusivity in professionalism education and community formation." Ethics & Behavior, 7(1), 1-18. DOI: 10.1080/10508422.2021.1925118.
Ojeda-Hecht, E. and Parks, E.S. 2021. "A bridge for communication: Negotiating intergenerational listening expectations in face-to-face interactions and digital platforms." In Robinson, R. (Ed.), Communication Instruction and the Gen Z Classroom: Educational Explorations. Lexington Press.
Jones, O.E. and Parks, E.S. 2021. “Don’t give up when communication is difficult”: Online well-being advice for caregivers of people with Alzheimer’s and Dementia." Home Health Care Services Quarterly, 40(2), 1-12. DOI: 10.1080/01621424.2021.1907266.
Parks, E.S. and Robles, J.S. 2021. “Surviving ableist complaints about the ‘real world’ and new communication technologies.” Language & Dialogue, 11(1), 36-60. DOI: 10.1075/ld
Parks, E.S. 2021. “The hybrid I/eye: A critical autoethnography of intersecting race and disability identity.” Journal of Autoethnography, 2(1), 26-38. DOI: 10.1525/joae.2021.2.1.26
Parks, E.S. 2020. "Listening across the ages: Measuring generational listening differences with the LCI-R." International Journal of Listening,
Parks, E.S. 2019. The ethics of listening: Creating space for sustainable dialogue. Lexington Books.
Robles, J.S. and Parks, E.S. 2019. Complaints about technology as a resource for identity-work. Language in Society, 48(2). DOI: 10.1017/S0047404518001379.
Parks, E.S. and Foot, K. 2019. “Conceptualizing listening as voice and its affordances for collaboration scholarship” in P. Moy and D. Matheson (Eds.). Voices: ICA International Communication Association Annual Conference Theme Book Series. New York: Peter Lang Publishing.
Parks, E.S. 2019. “Listening to hybrid identities in medical contexts.” International Journal of Listening, 33(3), 163-167. DOI: 10.1080/10904018.2019.1626730.
100-200 LEVEL SPCM COURSES – 180A2: Dialogue and Difference; 278E: Communication Skills: Intercultural Competence; 278A1: Communication Skills: Listening
300 LEVEL SPCM COURSES – 332: Interpersonal Communication Skills; 334: Co-Cultural Communication
For SPCM 334, please see these Open Educational Resources published through CSU’s Mountain Scholar website linked/found here: https://mountainscholar.org/handle/10217/207984
400 LEVEL SPCM COURSES: 480A1 Listening Across Difference
INTERDISCIPLINARY COURSES – LB 393 Storytelling, Listening, and Ethical Community Engagement; LB 393 Principles and Practices for Listening, Witnessing, and Telling
GRADUATE LEVEL COURSES – 634 Communication and Cultural Diversity; 639 Communication Theory; 792B Graduate Seminar: Relational/Organizational Communication (Listening and Difference); 793: Advanced Research Methods (Quantitative and Qualitative Analysis of Discourse)