Gabriella Bedoyan

Biography

Biography and Teaching Philosophy

As a higher education instructor since 2006, I have encouraged my students to use their academic careers to be as curious as possible, not only about their institutional education but also the world around them. We do this together by examining intercultural value dimensions. Meaning, what are the historical, traditional, spiritual, and cultural practices that make us who we are? How do global dynamics shape our actions, identities, allegiances, interests, and resistance? I challenge my students to examine how and why material positions shape our knowledge about the world around us. Often we begin with a simple question about why we don’t know more about the world. I assist my students in discovering their passions in relationship to social justice movements. We uncover why some participate in social change and why others are unwilling to do so. In my classes, we critically question the broad transformations in which we participate, willingly or unwillingly, consciously or unconsciously, as a necessary condition for informed and engaged citizenship. I encourage them to think creatively outside the box about future possibilities, and effectively communicate ideas in diverse contexts.

Culture is learned. Communication is learned. This learning process can often result in conflict when engaged in intercultural scenarios. Individuals with different values often struggle to communicate the historical roots associated with injustice, inequality, prejudice, etc. Culture is all about the tribe you belong to, where your identity is formed, and where your loyalties abide. We must be willing and curious participants, taking risks and humbling ourselves in order to be meaningful global citizens.

My passion for making global connections and expanding my own global awareness comes from my life experiences. I am the first person in my family born in the United States. My family’s history is one of conflict and struggle. For many generations, my family experienced genocide and civil war. Starting in Armenia where the Turks and the Ottoman Empire killed over 1 million Armenians and forced my family to seek refuge in Lebanon. From there conflict in Lebanon lead to civil war creating an additional need for safety and stability. I understand the generational prejudice held by those who perpetrated hate and discrimination. I understand how fear can lead to continued denial of rights, the unwillingness to build bridges and combat ignorance. Often these kinds of experiences lead to a reluctance to break bread with “the other”.

Multi-generational struggle can weigh heavy and I was tired of carrying it. I created opportunities for engagement and education in my own life. I studied religion and middle-eastern history. I learned French while studying abroad in France. I earned my TEFL certificate and learned a great deal about humility and empathy while teaching English in the Czech Republic. I earned my Master’s degree in Northern England and delved into the political eligibility and governmental organization of the European Union. I interned at the World Health Organization in Geneva, Switzerland and learned about NGO communication and global commitment. I then found myself in a classroom, teaching 18-22 year-olds about the world around them. My teaching style is a collaborative and an experiential one, involving hands on and application based learning. Engagement with fellow students and community members allows for a more participative learning experience.

I want my students to know more about the world around them, but to also examine their own identities, beliefs, and values. I want to empower my students to be curious, ask questions, and also challenge the status quo. We give too much of our power away and let others make decisions on our behalf. I would like my students to take that power back, and be more of a participant in their lives and as global citizens. I want my students to take pause when stereotyping. I want my students to take a pause when looking at news on social media and ask questions about the sources and reliability of what they’re viewing. I want my students to become more engaged with their own participation in their communities and to challenge themselves to be more engaged when interacting with others. If I can create a space where students can examine these and make small incremental changes in their lives, I believe I have made an impact.

Education

• MA, International Relations & Cross-Cultural Communication, University of Newcastle upon Tyne
• BA, Intercultural Communication, Washington State University
• AA, Bellevue Community College
• TEFL Certificate, TEFL Worldwide (Prague, Czech Republic)

Classes Taught

• COM 100 – Grammar and Editing for Communication
• COM 101 – Media and Society
• COM 102 – Public Speaking in the Digital Age-TA
• COM 105 – Communication in Global Contexts
• COM 138 – Introduction to Communication
• COM 321 – Intercultural Communication
• COM 324 – Reasoning and Writing
• COM 421 – Intercultural Communication and Globalization
• COMSTRAT 475 – Strategic Communication
• COM 479 – Youth and the Media

Presentations

• Annual Conference Presenter – Teachers, Students, and Critical Thinking, WSCSS (Washington State Council for Social Studies), 2024
  
• 45^th Murrow Symposium: Power of Voice – Courageous Conversations Panelist, Washington State University, 2021
• Workshop lead for engineering students – Communicating Science, Washington State University, 2015
• Delta Sigma Pi Fraternity – The Basics of Public Speaking, Carson College of Business, 2014
• Higher Education Conference Presentations – Diversity: Faculty, Students And The Path to Inclusive Excellence, National Education Association (NEA): Boston, Massachusetts,  2011
• Higher Education Conference Presentations – Contingent/Adjunct Faculty and Full-Time Faculty Partnerships: Building Solidarity Together, National Education Association (NEA): Boston, Massachusetts,  2011
• Created and Lead Staff Development Workshop – Teambuilding, Bastyr University: Kenmore, Washington, 2011
• Created and Lead Staff Development Workshop – Cultural Competence, Bastyr University: Kenmore, Washington, 2011
• Presentation for Faculty Development – Intercultural Communication in the Classroom; Teacher/Student Dynamics, Bellevue College: Bellevue, Washington, 2009

Contributions

• Endowment: Gabriella Bedoyan Study Abroad Scholarship, Edward R. Murrow College of Communication, Washington State University