The UCO campus is closed Friday, July 3, in observance of the Fourth of July. Operations will resume Monday, July 6.
Campus buildings reopened to the public effective July 1. Services are available virtually or by appointment only. Visitors should reach out to individual departments regarding appointments. Masks and social distancing are required while on campus. To learn more about current operations, view the university's summer reopening plan.
Jody Horn, Ph.D.
She is the director of the 21st Century Pedagogy Institute (21CPI), which is part of the Center for Excellence in Transformative Teaching and Learning (CETTL). Her responsibilities include the 21st Century Pedagogy Institute (CPI), the Annual Fall Collegium on College Teaching Practice, and she is the associate director of the Annual Transformative Learning Conference. The mission of the 21CPI is to help faculty help students learn and to demonstrate faculty teaching effectiveness. After spending 16 years at a private university as a full-time faculty member and department chair, Horn decided to pursue her passion of student learning.
- Advanced Research
- Conflict Analysis and Transformation
- Domestic Violence
- Gender, Race, Class and Crime
- Global and Economic Justice
- Juvenile Delinquency
- Literacy and Critical Inquiry
- Restorative Justice
- Peacebuilding Strategies
- Social Science Research
- Social Justice
- Theories of Justice
- Women, Law, and Social Control
- Minorities and the Law
- Peace, Justice, and Sustainability
Education and Certifications
B.S., Arizona State University, 1983 – Criminal Justice
Concentration, Arizona State University, 1983 - Women’s Studies
M.S., Arizona State University, 1985 – Justice Studies
Ph.D., Arizona State University, 1994 - Justice Studies
2013 - Present - University of Central Oklahoma
Director of the 21st Century Pedagogy Institute
Assoc. Director of the Transformative Learning Conference
1997 - 2013 - Oklahoma City University
Professor and Department Chair - Sociology & Justice Studies
2014- Reviewer, Journal of Educational Development
2014- Reviewer, Journal of Excellence in College Teaching
2014- Editorial Board, Journal of Transformative Dialogue
2013- Reviewer, Teaching & Learning Inquiry
2013- Reviewer, Journal of the Scholarship of Teaching & Learning
2013 - 2016 Managing Editor, Journal of Transformative Learning
1988 - 1990 Managing Editor, Policy Studies Review
1985 - 1990 Asst. Editor, Women & Politics: A Journal of Research & Policy Studies
Honors and Awards
- Senior Fellow, CETL - Faculty Teaching Academy, OCU 2012
- Carnegie Scholar, Carnegie Institute for the Scholarship of Teaching and Learning, Creighton University, Omaha, NE. 2010
- Faculty Honoree - Student Government Association, OCU - 2009
- Mini-Grant Award Recipient, American Association of Colleges & Universities (AAC&U) - Bringing Theory to Practice Program - 2009
- Priddy Fellow, Priddy Foundation (Arts Integration Fellowship), OCU - 2006-2007
- Southern Poverty Law Center Teaching Tolerance Grant - 2006
In my free time, I enjoy reading, listening to Blues and Jazz, visiting with my children, playing with my two dogs, and being in nature.
I work in the Center for Transformative Learning Building Room 201. I work from 9 a.m.-5 p.m. I am frequently at workshops so please email me if you plan on coming by.
Professional and Community Involvement
Professional Organizational Developers (POD). Reviewer, Conference Committee - 2013
Member, 21CPI Advisory Board, UCO 2013
Mentor, Teaching Portfolio Retreat, Roman Nose. CETL, OCU 2012
Member, External Rev. Justice Studies Program- James Madison Univ.- VA. 2011
Advisory Board, CETL, OCU 2008- 2011
External Peer Reviewer. Dr. C. Garrett 2010
Member, Retention Task Force, OCU 2008-2009
Faculty Scholarship Committee, OCU 2008-2011
Member, College of Arts & Sciences, Promotion & Tenure Committee, OCU 2006 -2009
Chair, College of Arts & Sciences, Promotion & Tenure Committee, OCU 2006 -2009
Member ISSOTL Interest Group: Student Engagement 2008
Member ISSOTL Interest Group: Sociology 2002
Research, Published Work, and Scholarly Activities
- Bennett, D., Knight, E., Divan, A., Kuchel, L. Horn, J., van Reyk, D., & da Silva, K. “How do research intensive universities portray employability strategies? A review of their websites.” Australian Journal of Career Development 1-10, 2017.
- Horn, J. Embedding threshold concepts in a student learning community. In NAIRTL, Threshold Concepts: Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference.Dublin, Ireland, 2008.
- Horn, J. “Uncovering my Whiteness and Unlearning Racism.” Transformative Dialogues 2(2), 2008.
- N.F. Russo, Horn, J., & Tromp, S. “Childspacing Intervals and Abortion Among Blacks and Whites: A Brief Report.” Women and Health 20(3): 43-52, 1993.
- N.F. Russo, Horn, J., & R. Schwartz. “U.S. Abortion in Context: Selected Characteristics and Motivations of Women Seeking Abortions.” Journal of Social Issues 8(3): 182-202, 1993.
- N.F. Russo & Horn, J. “Psychological Perspectives on Abortion and Its Alternatives: Research and Policy.” Journal of Social Issues 48(3), 1992.
- R.M. Kelly, Saint-Germain, M., & Horn, J. “Female Public Officials: A Different Voice? THE ANNALS of The American Academy of Political and Social Science 515(1): May 77-87, 1991.
- N.F. Russo & Horn, J. “Unwanted Pregnancy and its Resolution: Options, Implications,” in Women: A Feminist Perspective (5th ed.) Mayfield Pub. Chapter 3 pp. 47-64 (ed. Jo Freeman).
- Horn, J. “Women’s Rights: Restricting or Liberating? An Analysis of the “U.S. Congressional Hearings on The Convention on the Elimination of All Forms of Discrimination Against Women.” Unpublished Dissertation, 1994.
Her teaching philosophy is informed by evidence-based research on meaningful learning that shows students learn best through active engagement. Research suggests that the best pedagogy for long-term retention and integration of material is through “doing” or working with the material. As a consequence, classrooms that she facilitates involve active learning structures such as team-based learning, group work, collaborative learning, and cooperative learning.
The views expressed by UCO faculty and staff on their personal websites and social media pages do not necessarily reflect the positions of the University of Central Oklahoma. UCO faculty and staff are advised to follow the university’s social media guidelines and are expected to conduct themselves in accordance with policies outlined in UCO’s Employee Handbook and/or Faculty Handbook.