Resources

Books

2025. Parks, E.S., Faw, M., and Lane, L. Listening: Key concepts. New York: Routledge.

2018. Parks, E.S. The ethics of listening: Creating space for sustainable dialogue. Lanham, MD: Lexington Books.

Chapters

2024. Nishime, L. and Parks, E.S. Reading a letter for Black Lives Matter: A cultural studies approach to Asian American intercultural communication. In Nakahama, T. and Halualani, R., Handbook of Critical Intercultural Communication, 2nd Edition. Wiley Press.

2023. Foot, K., Van der Watt, M., and Parks, E.S. Special Issue: Frontiers in organizing processes: Collaborating against human trafficking/modern slavery for impact and sustainability. Societies: MDPI Books.

2022. Parks, E.S. and Aoki, E. Listening across the United States: Diverse cognitive constructs and regional codes. In Wang, C. and Chao, L, Communicating across Differences: Negotiating Identity, Privilege, & Marginalization in the 21st Century. Cognella Press.

2022. Harvey, J., Faw, M.H., and Parks, E.S. Care-giver/Care-receiver Supports. In Thompson, T. and Harrington, N. (Eds.), Routledge Handbook of Health Communication, 3rd Edition. Routledge.

2021. Ojeda-Hecht, E. and Parks, E.S. 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.

2016. Parks, E.S. “Bringing together and setting apart: Christianity’s role in the formation of deaf cultural communities in Latin America and the Caribbean” in A. Hacker-Daniels (Ed.), Communication and the Global Landscape of Faith. Lexington Books.

2014. Parks, E. “National and international deaf cultural identity: Creating symbolic borders through perceived use of American Sign Language” in D. Watt and C. Llamas (Eds.), Language, Borders and Identity. Edinburgh University Press.

Free Resources

10 Habits of Spacious Listeners

Excerpted from Parks (2018) Book “The Ethics of Listening: Creating Space for Sustainable Dialogue”

I CARE FOR US

I - Invest in relationship. Invest in life-giving relationships by participating in dialogic reciprocity within your relational networks.

C - Care for the dialogue. Care for the Discourse as it both constitutes who you are and you constitute what it becomes through your listening.

A - (Be) Authentic. Practice authenticity by performing sameness of character that leads to change for better.

R - Remember the ongoing story. Remember and re-call into being the parts of shared and conflicting narratives that can co-create healthy discourse.

E - Engage in critical thinking. Critically engage others to solve problems about what hinders the realization of more flourishing intra- and inter-personal worlds.

F - Focus on what matters. Focus on the aspects of the individuals and their cultural narratives and physical environments that matter most.

O - (Be) Open. Actively open yourself to a continuous practice of learning.

R - Respond to the need. Be responsive to the dialogic interactions in timely and articulate ways that reflect the embodied needs of individuals, relationships, and communities.

U - (Cultivate) Understanding. Cultivate understanding about yourself, your dialogic partners, and the narratives you create.

S - Stay intentionally present. Be intentionally present to both the dialogic moment and eternal discourse, recognizing that both impact the

Listening Skills: Undergraduate Course Syllabus

This is a syllabus I have used for a listening skills course. If you are designing your own course, you may find it useful. The National Communication Association has included it in their resources to assist others in course development and design. To download click here.

Listening Across Difference: Undergraduate Course Syllabus

This is a syllabus I have used for a listening across difference course. If you are designing your own course, you may find it useful. The National Communication Association has included it in their resources to assist others in course development and design. To download click here.

Interpersonal Communication Skills: Undergraduate Course Syllabus

This is a syllabus I have used for an interpersonal communication skills course. If you are designing your own course, you may find it useful. The National Communication Association has included it in their resources to assist others in course development and design. To download click here.

Co-Cultural Communication: Open Access Course Materials

This published collected of materials is designed for the "Co-Cultural Communication" course at Colorado State University, but it can be generatively used and/or adapted for any course related to diversity and difference in the United States. As an overview of the course materials, Co-Cultural Communication equips students with the following learning objectives: 1. Recognize and describe one’s own cultural social-standing and cultural influences; 2. Describe, analyze, and compare the array of co-cultures in the United States; 3. Identify and examine cultural communication concepts, systems, processes, and issues; 4. Discuss and examine diversity discourse skills necessary to work through public forums and interpersonal conflicts as well as to communicate thoughtfully and effectively in cultural interactions; 5. Describe, discuss, and write one’s understanding of communication as connected to issues of cultural identity; 6. Analyze as critical consumers popular culture texts and (re)presentations; 7. Examine, describe and articulate the role of the United States as one prototype of many diverse global societies.

Parks, E.S., Combs, M., Calderón, J. 2021. “Co-Cultural Communication: Open Access Course Materials.” Colorado State University, Faculty Publications – Department of Communication Studies. Syllabus, schedule, and Module assignments available from: https://hdl.handle.net/10217/222424

• Engaging face-to-face co-cultural dialogue (Module X materials) https://hdl.handle.net/10217/222425

• Engaging text-based co-cultural dialogue (Module Y materials)  https://hdl.handle.net/10217/222426

• Engaging co-cultural dialogue through analytic autoethnography (Module Z materials) https://hdl.handle.net/10217/222427

Listening for Engagement: Public Deliberation Community Video Guide

In this video, Dialogue and Diversity Specialist for the Center for Public Deliberation, Dr. Elizabeth Parks talks through how to listen for engagement and provides tips and strategies for listening well during dialogue and deliberative processes. To watch click here.

Active Listening: Public Deliberation Community Video Guide

In this video, Dialogue and Diversity Specialist for the Center for Public Deliberation, Dr. Elizabeth Parks talks through active listening and provides tips and strategies for listening well during conversations. To watch click here.

Inclusive Pedagogy Online: Video for University Teaching

This video was created in collaboration with The Institute on Learning & Teaching (TILT), the Office of the Vice President for Diversity and the Students Empowered and Engaging in Dialogue (SEED) program at Colorado State University to share how faculty are successfully applying inclusive teaching strategies in on-line learning. In addition, we wanted to share resources and demonstrate a collective support system for faculty/instructors to maintain a focus on diversity, equity and inclusion. To watch click here:

Constructing Intercultural Dialogues: The Privilege of Listening First

The sixth issue of Constructing intercultural Dialogues, “The Privilege of Listening First” is part of a series designed to provide concrete examples of how actual people have managed to organize and hold intercultural dialogues, so that others may be inspired to do the same. To download click here.

40 Americas Area Signed Languages: Brief Video Summaries in American Sign Language

This is a set of 40 videos describing (in American Sign Language) highlights taken from Americas Area sign language survey reports, published in SIL-ESR, from 2008 to 2011. Each video's length is roughly one to seven minutes long, dependent on the amount of information available about each deaf community and/or location. To access click here.

It includes 1-7 minute summaries in ASL of the following countries: Antigua and Barbuda, Anguilla, Aruba, Barbados, Bermuda, Bahamas, Belize, Canada, Chile, Dominica, Dominican Republic, Ecuador, Falkland Islands, Grenada, French Guiana, Greenland, Guadeloupe, Guatemala, Guyana, Honduras, Haiti, Jamaica, Saint Kitts and Nevis, Cayman Islands, Saint Lucia, Martinique, Montserrat, Nicaragua, Panama, Peru, Saint Pierre and Miquelon, Puerto Rico, Paraguay, Suriname, Turks and Caicos Islands, Trinidad and Tobago, Uruguay, Saint Vincent and the Grenadines, Venezuela, British Virgin Islands, U.S. Virgin Islands