Pamela Payne Lewis
Teaching Professor Pamela Lewis has taught in Heinz College since 1980 and in 1987 established Strategic Presentation Skills (SPS) as a required course for Heinz College policy students. The curriculum for SPS integrates traditional principles of rhetoric with three practices analyzed by Daniel Coyle in The Talent Code (2009): “ignition,” “deep practice,” and “master coaching.” She has received three Heinz College awards for excellence in teaching.
Her work in Strategic Presentation Skills has been featured at national meetings for the National Association of Schools of Public Affairs and Administration (NASPAA), the Association for Public Policy Analysis and Management (APPAM), the 16th International Conference on Learning in Barcelona, and the 5th International Conference on New Directions in the Humanities in Paris. Articles based on the Strategic Presentation Skills curriculum have been published in the Journal of Public Affairs Education (JPAE), The International Journal of the Humanities, The International Journal of Learning, and ICMA’s IQ Report.
Professor Lewis is also internationally recognized for her work in the Alexander Technique and has given numerous presentations at national and international meetings on the Technique's effectiveness. Audiences include The International Congress of the Alexander Technique, Hebrew University; the Department of Physical Therapy, Forbes Metropolitan Hospital; the Center for Sports Medicine and Rehabilitation, University of Pittsburgh; and the School of Music, Carnegie Mellon.
Professor Lewis has examined the correlation between students’ participation in Strategic Presentation Skills and their development of leadership skills and is currently working on a book on how to develop successful briefings. Earlier research has focused on the Alexander Technique and its effectiveness in improving psychophysical efficiency in daily activity.
She earned her Bachelor of Arts at Middlebury College, a Master of Arts at Stanford, and a Master of Fine Arts and a Doctor of Arts at Carnegie Mellon.
“Selecting and Training Graduate Teaching Assistants: Empowering Potential Colleagues in the Classroom,” accepted for publication in The International Journal of Learning, as of summer, 2009. Co-authored with Ryan Menefee, MSPPM ’09.
“Developing Leadership Skills in Schools of Public Policy & Administration.” Summer, 2008. The Journal of Public Affairs Education (JPAE). Volume 14, No. 2.
“The Power of Dialogue.” Summer, 2007. IQ Report, Volume 39/Number 4: ICMA Press. (Assisted by Eric Meyer, MSPPM ’08.)
“Metaphor and Mission: Using the Language of Literature to Articulate Visions for Positive Social Change.” Summer, 2007. The International Journal of the Humanities. Vol. 5, No. 4.
"Changes in Self-Perception: The Use of Self-Portraits in Academic Courses on the Alexander Technique," Back to Basics, ed. by Schmuel Nelkin. The Congress Papers, Fifth International Congress of the Alexander Technique, 1996.
"Sticking to Principle: A Perspective on Working with Musicians," NASTAT News (Issue #27, Winter, 1995).
"Reflections on Teaching," Reflections: Essays by Award-Winning Carnegie Mellon University Educators, edited by Susan Ambrose and Rea Freeland. Carnegie Mellon University Teaching Center, 1994.
"Teaching the Alexander Technique for Academic Credit," NASTAT News (Issue #12, Summer, 1991).
"The Alexander Influence: A Comparative Study," Journal of Research in Singing (VII, 2, June 1984).
Bachelor of Arts, Middlebury College
Master of Arts, Stanford
Master of Fine Arts, Carnegie Mellon University
Doctor of Arts, Carnegie Mellon University