Christopher Scott Wyatt

Universities Attended

programs and degrees

Master of Fine Arts,
Film and Digital Technology

Chatham University, Pittsburgh; Aug. 30, 2017
Department of Arts, Design and Communication

Specialty Areas: Digital Design and Diversity in Media Technology

Studied the techniques of digital cinema production including filming, editing, and distributing content. Worked with a variety of hardware and software to create short films. Researched the nature of typography in digital media.

Researched the need for greater diversity within the media, especially in decision making positions. Proposed a pedagogical framework to bring more diversity to filmmaking through mentoring.

  • 4.0 GPA (40 semester units)
  • Thesis Project and Film: Movie Types: The Role of Typography in Cinema
    • Advisors: Donald Gabany (film), prajna paramita parasher (paper)
    • Research Categories: Cinema, Film Studies, Design, Typography
    • Submitted August 16, 2017; Defense August 23, 2017
  • Research Project: Being an Ally: Advocacy and Privilege in Narrative Cinema Arts Instruction
    Courses inclided: Media Production Industry; Advanced Digital Video Production (Final Cut Pro X, Avid Media Composer, Adobe Premier Pro); Advanced Sound Production; Advanced Sound Design and Audio Post-Production; Visual Effects and Animation; Advanced Cinematography and Lighting

Doctor of Philosophy,
Rhetoric, Scientific and Technical Communication

University of Minnesota, Twin Cities; May 28, 2010
Deptartments of Rhetoric and Writing Studies
Specialty Area: Technology and Writing Pedagogy

Studied the intersections of philosophy and rhetoric when science and law try to understand notions of “disability” and “accommodation” of difference. Narratives of disability presented by various stakeholders often shape policy, with parental anecdotes given greater weight than experts or the disabled individuals. Public policy implications are of interest, as the law both shapes and is shaped by rhetorical choices.

Researched user interface design and user experience practices (UI/UX) to determine how students and adults with autism spectrum disorders (ASDs) and cognitive challenges interact within virtual spaces. This research sought to improve language arts instruction and promote neurodiversity in higher education.  Projects drew upon my technical skills and my interest in writing instruction.

  • 3.93 overall G.P.A.; 4.0 department G.P.A. (63 semester units)
  • Dissertation: Online Pedagogy: Designing Writing Courses for Students with Autism Spectrum Disorders
    • Advisor: Laura J. Gurak; 2008 – May 2010
    • Additional Committee: Lee-Ann Kastman Breuch, Mary Lay Schuster, Aaron H. Doering, Cassandra Scharber
    • Research Categories: Speech and Rhetorical Studies; Educational / Instructional Media Design; Special Education; English Education
    • Submitted December 22, 2009; Defense May 11, 2010
  • Oral Preliminary Examinations passed Apr. 2009
    • Committee: Laura J. Gurak, Lee-Ann Kastman Breuch, Richard Graff, Richard Beach
  • College of Liberal Arts, Diversity of Views and Experiences (DOVE) Summer Research Fellowship; 2009
    • Different by Design: Online Spaces for Individuals with Autism Spectrum Disorders
  • College of Liberal Arts, Diversity of Views and Experiences (DOVE) Summer Research Fellowship; 2007
    • Virtually Different: Rhetorical Strategies of Autistic Students in Virtual Spaces
  • University Diversity of Views and Experiences (DOVE) Fellowship; 2006 – 2007
  • Academic Advisor: Lee-Ann Kastman Breuch
  • Courses included: Rhetoric and Ethics; Major Figures in Rhetorical Tradition; Research Methods; Quantitative Statistics; Visual Rhetoric; Information Design; Technology and Culture; Digital Composition

Master of Arts with Distinction,
English Composition Theory and Rhetoric

California State University, Fresno; May 20,2006
Department of English

Studied narrative structures and traditions within theater and cinema. Interests included disruptive theatrical movements that promoted social critiques. Sought to bring more complete audio and video experiences to online settings.

Researched on interactions between instructors and students in online course settings. Online spaces convey “narratives” through their designs; these designs welcome some students while creating cultural barriers for others by devaluing their knowledge and experiences.

  • 4.0 GPA (45 semester units)
    • Phi Kappa Phi (ΦΚΦ) National Honors Society, Chapter 062
  • Thesis: The Blackboard Barrier: Student and Teacher Perceptions of Blackboard Online Learning
    • Advisor: Anthony Michel
    • Research Categories: Writing Instruction; Educational / Instructional Media Design; English Education
  • Courses in Pedagogy: Writing Workshop for Teachers; Teaching of Writing; Current Writing Theory; Writing Across the Curriculum; Writing and Assessment
  • Courses in Rhetoric: Form and Theory of Fiction; Plays in Performance; Film Theory and Criticism; Visual Rhetoric

Bachelor of Arts, Print Journalism
Bachelor of Arts, English Education

University of Southern California; Los Angeles; Dec. 21, 1990

  • 3.47 G.P.A.; 3.56 program G.P.A. (132 semester units)
  • Thematic Option Honors Program
    • Dean’s Hall Honors Student, Marks Hall; 1987 – 1988
    • Faculty in Residence, Kerckhoff Honors Housing; 1988 – 1989, 1989 – 1990, Fall 1990
  • Dean’s Scholar award recipient
    • Dean’s List; Fall 1989, Spring 1989
  • Courses Included: Symbols and Conceptual Systems, The Teaching of Reading and Writing, Learning and Evaluation, Teaching Methods, Use of Instructional Technology, Linguistics and Education

College of the Sequoias; Visalia, California; 2005

Bilingual Competency for CSU Graduate Programs

  • Courses: Spanish I, II, and III.

Chapman University; Orange, California; 1991

Coursework in Education

  • 4.0 G.P.A.
  • Courses: Curriculum Theory, Research and Evaluation

Teaching Certifications and Exams

Institutional Training

  • CITI Human Research, Social / Behavioral or Humanist Research Investigators Basic Certification; Sept. 2009
  • Institutional Data Security; 2007
    • Workstation Security
    • University Data Policies
    • Data Security in Your Job


  • California English Long-Term Single Subject Teaching Credential; Oct. 22, 1998 – Nov. 1, 1999
  • California English Long-Term Single Subject Teaching Credential; Aug. 16, 1991 – Jun. 30, 1992
  • California English Temporary Credential; Apr. 1, 1991 – Jan. 31, 1992
  • California Certificate of Clearance; Nov. 6, 1990
    • Clearance for Student Teaching; completed education coursework


  • Praxis / Multiple Subject Assessment (MSAT); Mar. 1999 Above Average
  • California Basic Educational Skills Test (CBEST); Dec. 1988 Above Average
  • National Teachers’ Examinations (NTE)
    • 95th Percentile, Professional Knowledge of Teaching
    • 94th Percentile, General Knowledge of Lower and Middle Grade Academic Subjects
    • 85th Percentile Biology and General Science for Grades 9 through 12
      Perfect score in Earth and Space Sciences

Academic Tests

  • Graduate Record Exams (GRE); 2004
    • 1310 scaled score
      • 93rd Percentile Verbal (660)
      • 84th Percentile Writing
  • Scholastic Aptitude Tests (SAT); 1986
    • 1300 total score
      • 97th Percentile Math (650)
      • 99th Percentile Verbal (650)
      • 92nd Percentile Written English
  • National Merit Tests (PSAT/NMSQT); 1984
    • 186 Selection Index; 97th Percentile
      • 97th Percentile Verbal
      • 90th Percentile Math

See Technical Certifications


A complete Acrobat PDF version of my academic curriculum vitae is available for viewing and printing.

On My Studies

I completed my doctorate at the University of Minnesota. My research focused on technology and literacy education for students with special needs.

My studies were supported by a few generous people and organizations. I am forever in debt to some incredible advocates for diversity.

At Fresno State, I was guided by a mentor who inspired me to pursue a doctoral degree. We all need mentors along the way.

The Thematic Option honors program at the University of Southern California provided a rigorous experience that prepared me for later academic success.