Judith Hendry

Judith Hendry joined the faculty at UNM in 1998 as a Visiting Professor and joined the permanent faculty in the fall of 2001 in a Lecturer III position. The courses that she teaches include Research Methods, Senior Seminar, Environmental Communication, Rhetoric of Dissent, and Persuasion. She also co-directs the core course in Public Speaking. She is on the editorial board of the Environmental Communication Yearbook and is past president of the Environmental Communication Commission of the National Communication Association. Her research is in the area of environmental communication with an emphasis in environmental rhetoric.

2005 Student Choice Award

She was recognized by the 2005 UNM Student Choice Awards as one of the top 3 teachers at UNM.

• Hendry, J. (2010). Communication and the Natural World, Strata Publishing Inc.

• Hendry, J., & Cramer, J. (2005). "The Logic of Colonization in the 'What Would Jesus Drive?' Anti-SUV Campaign."   In S. L. Senecah (Ed.) Environmental Communication Yearbook, II (pp. 115-131). Mahwah, NJ: Lawrence Erlbaum.

• Hendry, J. (2004). "Decide, Announce, Defend: Turning the NEPA Process into an Advocacy Tool Rather Than a Decision-making Tool" (2004).   In J. W. Delicath, S. P. Depoe, & M. F. Aepli (Eds. ), Communication and Public Participation in Environmental Decision Making: Advances in Theory and Practice. SUNY Press.  

• Hendry, J. (2004). "The Prophets and the Pundits: The Role of the Environmental Communication Scholar in a Sustainable Southwest." Journal of the Arizona Communication Association, 1-8.

• Hendry, J. (2003). "Mining the Sacred Mountain: The Clash between Western Rationalization and Native American Religions." Multicultural Perspectives, 5 (1), 3-10.

• Hendry, J. (1994). "Managing Public Values in Environmental Risk Communication:   The Rhetoric of the Rocky Mountain Arsenal."   Speaker and Gavel , 31, 96-109.

Research Areas: Environmental rhetoric, public participation in environmental decision-making, nuclear clean-up, environmental communication perspectives.

Methods: Both quantitative and qualitative depending on the focus of inquiry. I especially enjoy rhetorical criticism and public discourse analysis.

Teaching Style: I endeavor to create substantive, challenging courses and a classroom environment that fosters student interaction and free expression. I strive to be fair and show genuine respect and concern for my students.