Teaching Experience - USC Dana and David Dornsife College ...



8/27/2021Dr. Michael BunnAssociate Professor (Teaching) of Writing Education _Ph.D., Joint Program in English & Education University of Michigan, Ann Arbor, MI (2010) M.F.A., Creative Writing, University of Pittsburgh, PA (2003) Degree includes graduate minor in Composition StudiesB.A., English, Option in Writing, Santa Clara University, CA (1997) Graduated Cum Laude with a minor in historyAwards, Fellowships, & Grants__________________________________ USC Sustainability Across the Curriculum Initiative Grant, 2021USC Dornsife Faculty Development Funding, 2021, 2020, 2019, 2018, 2017USC Dornsife Larger Faculty Development Grant, 2016, 2015, 2014, 2013 USC General Education Course Development Grant 2014USC Dornsife Faculty Development Grant, 2012, 2011David and Linda Moscow Prize for Excellence in Teaching Composition, 2009Rackham Humanities Research Fellowship, 2008Rackham Graduate Student Research Grant, 2008Gayle Morris Sweetland Writing Center Junior Fellowship, 2007-2008Faculty Honor Roll, University of Pittsburgh, Spring 2001Presidential Scholarship, Santa Clara University, 1996-97Nominee for Santa Clara University Valedictorian, 1997Multi-Year Research Project____________________________________ Principal Investigator, 2015-CurrentDesigned an IRB-approved study at the University of Southern California titled, “Research on Undergraduate Student Reading and Writing Practices.” The study examines the effects of explicit reading instruction within advanced composition courses and tracks students self-reported experiences of adopting a Reading Like a Writer (RLW) approach in all of their collegiate courses. Publications _“Fostering Purposeful Reading: A Topography of Four Reading Approaches.” Forthcoming in Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy.“A Problem of Reading(s): Undervaluing Student Writing in Composition Courses.” Forthcoming in Inventing the Discipline: Student Work in Composition Studies. Parlor Press Working and Writing for?Change?Series. Editors: Peter Wayne Moe & Stacey Waite.?“Re-imagining Workshop: Recognizing and Expanding the Role of Reading.” Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 16:1 (January 2016): 53-71. “Response to Darryl J.M. Balacanao.” College Composition and Communication 65:4 (June 2014): 675-678. “Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom.” College Composition and Communication 64:3 (February 2013): 496-516. “Reading Visual Rhetoric in Composition Courses: Adopting an Approach that Helps Students Produce Their Own Visual Discourse.” Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy 61 (Spring 2011): 87-103.“How to Read Like a Writer.” Writing Spaces: Readings on Writing, Volume 2. Ed. Charles Lowe & Pavel Zemliansky. Anderson, South Carolina: Parlor Press, 2011. 71-86. “A Review of Discourse Analysis in Literacy Research: Equitable Access.” Co-authors: Rex, L., Bunn, M., Davila, B., Dickinson, H., Ford, A. C., Gerben, C.; McBee Orzulak, M.; & Thomson, H. Reading Research Quarterly 45: 1 (2010): 94-115.Conference Papers & Presentations _“‘Reading as Conversation’: Talking about Theory, Beliefs, and Practices of Reading Instruction via a Common Metaphor.” Conference on College Composition and Communication Regional Conference held virtually /April 2021. “Fostering Community with Graduate Student Instructors.” Conference on College Composition and Communication Regional Conference in Los Angeles, CA / December 2020. “Comp Goes Pop!—Analyzing Popular Culture in the Writing Classroom.” Far West Pop Culture Association Annual Conference (FWPCA/ACA) in Las Vegas, NV / February 2020. “Non-Tenure Track Faculty and Writing Studies: Where Does Research Fit In?” Conference on College Composition and Communication Regional Conference in Denver, CO / July 2018.“Modeling Reading Practices across the Disciplines.” Conference on College Composition and Communication in Kansas City, MO / March 2018.“Reconciling the Border Between Reading and Writing.” Western States Rhetoric and Literacy Conference in San Diego, CA / October 2016“Revising the Story of Transfer: Teaching Students to Read Like a Writer.” International Society for the Scholarship of Teaching & Learning Conference in Los Angeles, CA / October 2016“Beyond Just Citing Sources: Teaching Students to Integrate Research into Their Writing.” Pepperdine University Pedagogy Series in Malibu, CA / September 2016.“Connecting Reading & Writing in the College Composition.” The Puente Project Community College Regional Training in Claremont, CA / September 2016.“Promoting Transfer: Teaching Students to Read Like a Writer.” Conference on College Composition and Communication in Houston, TX / April 2016.“Transitioning from ‘Training’ to ‘Mentoring’: Fostering Collaboration with Graduate Student Instructors.” Conference on College Composition and Communication in Tampa, FL / March 2015.“Reading, Stealing & Modeling: Teaching Students to Read Like Writers.” Conference on the Teaching of Writing in Storrs, CT /April 2014.“Top Tactics for Training Teaching Assistants.” TeamUP Fall English Composition Conference in San Antonio, TX/ November 2013.“Reading Like a Writer in the Composition Classroom.” Conference on College Composition and Communication in Las Vegas, NV / March 2013.“The Transition to Parentheses: New Boundaries for a Non-Tenure-Track Writing Program.” Conference on College Composition and Communication in St. Louis, MO / March 2012.“Remixing Published Texts: Four Classroom Techniques to Initiate Students’ Rethinking, Re-imagining, and Revising Published Writing.” Conference on College Composition and Communication / Louisville, KY March 2010.“Restoring a Balance: Approaches to Teaching Reading in Collegiate Writing Courses.” Eastern Michigan University SOTL Academy / Ypsilanti, MI, May 2009.“Lost in the Current: The Role of Reading in the First-Year Writing Course.” Conference on College Composition and Communication / San Francisco, March 2009. “Making Authority Visible.” Conference on College Composition and Communication / Chicago, March 2006.“Working Through Stereotypes.” Associated Writing Programs Conference (Pedagogy Forum) / New Orleans, March 2002. Professional Service____________________________________________ Member, CCCC Task Force on Reading, 2018-2021Appointed by the Chair of CCCC, Asao Inoue, to serve on an eight-person, multiyear task force charged with producing the official CCCC position statement on the Role of Reading in College Writing Classrooms. One of two members tasked with revising the statement for final approval.Co-Founder, CCCC Special Interest Group “The Role of Reading in Composition Studies”Created and co-facilitate a yearly Special Interest Group exploring the place of reading within writing classrooms and composition scholarship. This group meets annually at the Conference on College Composition and Communication.Editorial Board Member, Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy. (Housed at Lafayette College, PA.) 2013- Current Peer review submissions in areas such as literature, reading research, gender studies, rhetoric, composition, visual representation, and cultural studies for a semiannual publication that generates discussion on reader-response theory, criticism, and composition pedagogy.Dissertation Committee MemberCarolyne King, PhD in English, University of Delaware; 2017-2019Stage 1 Reviewer, Conference on College Composition and Communication, 2013-2021Read and evaluated presentation proposals for the Conferences on College Composition and Communication held in Spokane, WA; Milwaukee, WI (later cancelled); Las Vegas, NV; Indianapolis, IN; Tampa Bay, FL; Houston, TX; Portland, OR; Kansas City, MO; Pittsburgh, PA and Milwaukee, WI.Peer Reviewer – Reader (2021)Peer Reviewer – Composition Forum (2017)Peer Reviewer – Composition Studies (2015)Textbook Reviewer – Bedford / St. Martin’s Press (2014)University Service_____________ _Chair, Faculty Support Committee, 2020-2021Created and chaired a committee to provide resources for faculty colleagues adjusting to online teaching and challenges associated with the Covid-19 pandemic.Writing Program Personnel Committee, 2019–2020, 2016–2017Elected by colleagues to serve on the Writing Program Director’s advisory board dealing with issues such as committee assignments, hiring, funding requests, and program policy.Joint Provost /Academic Senate Committee: Teaching & Academic Programs, 2018—2019Invited to serve on committee responsible for advising the provost on multi-school curricula and on undergraduate curricular issues and policies.Instructional Advisor, New Assistant Lecturer Orientation /Professional Development Summers 2019, 2018, 2015, 2014, 2012, 2011Planned and co-facilitated a two-week orientation for new USC graduate writing instructors and newly-hired faculty covering topics such as assignment design, classroom management, assessment and grading of student writing, and discussion facilitation. Faculty Advisor, Project 32 at USC, Fall 2016 – Spring 2019Served as an advisor and institutional liaison for undergraduate students running a weekly tutoring program that works with middle school and high school students at the 32nd Street USC Magnet School. Faculty Fellow, Parkside Residential College, Fall 2018Served as a writing resource and mentor for the residents Parkside Residential College while simultaneously teaching two sections of WRIT 150 housed within the college. Writing Program Merit Review Committee, Fall 2018, Fall 2015 Elected to serve on a committee formed to review the teaching and service of USC Writing Program faculty members and assign an accompanying performance-based designation.Served as a member of Faculty Evaluation Committee (FEC) for the following colleagues:Dr. Rochelle Gold 2020-2021Dr. James Clements 2019-2020Dr. Ashley Karlin 2019-2020Dr. Jennifer Bankard 2018-2019Dr. Rochelle Gold 2017-2018Dr. Sarah Mesle 2017-2018Dissertation Committee MemberRick Gonzalez, EdD in Organizational Change and Leadership, Rossier School of Education, University of Southern California; 2016-2018.Chair, Faculty Development Committee, Fall 2015 – Spring 2016Tasked with appointing committee members, planning speaking events, organizing teaching demonstrations, and producing materials that highlight exemplary pedagogical practices associated with the USC Writing Program.Master of Liberal Studies Writing Coordinator, Fall 2013-Spring 2016Provided individual writing and research support at every level of the USC MLS program by meeting with students in individual and small group sessions and by coordinating with course faculty to determine the best ways to enhance the specific writing objectives of each course.Faculty Advisor, AB Spring Break Service Learning Trip to Orcas Island, Spring 2016Supervised a service-learning trip for students who spent a week working hands-on to restore the environment within Moran State Park through trail restoration and camp beautification projects. Instructor Training Committee, Fall 2015 – Spring 2016Tasked with evaluating New Assistant Lecturer Orientation and WRIT:501a to determine best pedagogical practices, identify potential overlap with the Thematic Coordinating groups, and suggest ways to better mesh IAL and IFAC training. Designed Thematic Materials for “WRIT 150: Education & Intellectual Development”Created the course description, assignment sequence, reading list, conceptual glossary, & chart of potential “Topics and Issues” for a new thematic first-year writing course.Professional Development Committee, 2011-2014Tasked with developing innovative ways for USC Writing Program faculty to share best teaching practices and to establish their place nationally within the field of Composition & Rhetoric.Curriculum & Pedagogy Committee, 2011-2012Tasked with assessing and proposing changes for the USC Writing Program student learning outcomes and the curriculum for both lower and upper-division writing courses.Graduate Teaching Consultant, 2008-2010Worked one-on-one for the University of Michigan’s Center for Research on Learning and Teaching to provide Graduate Student Instructor (GSIs) across the university support in their roles as instructors. This included meeting with GSIs to discuss their teaching, observing classes, facilitating midterm student feedback sessions with students, and consulting with GSIs on their professional documents such as teaching philosophies. Practice Teaching Session Instructor, 2007-2010Facilitated various types of teacher-training workshops through the Center for Research on Learning and Teaching at the University of Michigan in order to assist new GSIs in developing lesson plans and better classroom management skills.Engineering GSI Teacher Training (EGSITT), 2007-2010Facilitated office hour simulations and other workshops at the University of Michigan intended to help new GSIs in the field of engineering develop their classroom management skills and rapport with students.English Department Writing Program Textbook Committee, 2008-2009Served on inter-departmental committee at the University of Michigan to consult with publishers and examine textbooks in order to formulate a list of recommended textbooks for use in courses throughout the writing program.Consultant, English Language Institute—GSI Course 994, Winter 2009 Assisted in two-credit intensive language course for graduate students preparing to teach at the University of Michigan whose undergraduate education was not English-medium. Worked with instructors both in groups and one-on-one to develop linguistic and pedagogical strategies to communicate effectively with students.Writing Graduate Student Mentor, Fall 2007 Supported 70+ Graduate Student Instructors (GSIs) at the University of Michigan by holding office hours, coordinating monthly colloquia on pedagogy topics, facilitating bi-weekly “Teaching Circles” for GSIs, conducting Midterm Student Feedback sessions and classroom observations, and maintaining online wiki resource for instructors.Teaching Experience _ University of Southern California, Writing Program Writing in Practical Contexts—Writing Comedy as Social CommentarySpring 2021, Spring 2020, Spring 2019, Fall 2017, Spring 2017Created and taught an entirely new upper-level course focused on understanding how humor allows authors and comics to tackle subjects that might otherwise seem taboo, and how this freedom provides a unique opportunity for social commentary and critique. Students produced their own comedic critiques in a range of genres and mediums.Advanced Writing—Writing and the Environment: Spring 2021, Spring 2020, Spring 2019, Fall 2017, Spring 2017, Spring 2016, Fall 2015, Spring 2015, Fall 2014, Fall 2013, Spring 2013, Fall 2012Created and taught an entirely new upper-level writing course exploring ways in which writing can be a public, political act. Assignments focused on how rhetorical factors such as purpose and audience shape presentations of the environment in writing, and explored research as an important interface between academia and broader civic discourse. Theory and Practice in Teaching Expository Writing: Fall 2019, Fall 2018, Fall 2015, Fall 2014, Fall 2012, Fall 2011Collaboratively designed and co-taught a graduate-level course for new graduate writing instructors on the pedagogical application of composition and rhetorical theory to teaching college-level writing. Writing and Critical Reasoning—Thematic ApproachesEducation and Intellectual Development: Fall 2018 (two sections as a Faculty Fellow for Parkside Residential College), Fall 2016 (two sections), Fall 2014Created and taught an entirely new first-year writing course focused on education and intellectual development. Focusing specifically on college, the course assignments challenged students to identify key aspects of the American higher education system while simultaneously advocating for potential reforms.Writing and Critical Reasoning—Thematic ApproachesHuman Values & Belief Systems: Fall 2019 (two sections), Fall 2015Designed and taught a first-year writing course focused on the social nature of individual and cultural beliefs. Students were challenged to interrogate the origins of their own beliefs and to explore the nature of human values in their writing. Advanced Writing for Arts and Humanities: Summer 2021, Fall 2020, Spring 2015, Spring 2013 (two sections), Spring 2012, Fall 2011, Fall 2010 (two sections)Designed and taught an upper-level writing course introducing students to specific issues and research techniques central to humanities disciplines. Special attention was devoted to understanding ethical issues relevant to specific majors and professions within the humanities. Writing assignments required extensive individual research, and culminated in oral presentations and a comprehensive research paper. Writing and Critical Reasoning: Fall 2012, Fall 2011 (two sections), Spring 2011 (two sections)Designed and taught a first-year writing course in close conjunction with an affiliated Social Issues General Education course. Writing assignments enhanced comprehension of the Social Issues content and provided numerous opportunities for students to practice composing academic arguments.Advanced Writing for Social Science: Spring 2012 (two sections)Designed and taught an upper-level writing course introducing students to specific issues and research techniques central to the social sciences. A primary emphasis for the course was teaching students to use qualitative research methods as a means for exploring the writing skills necessary to succeed in various social science-related professions. Advanced Writing for Pre-Law Students: Fall 2010 Designed and taught an upper-level writing course for students considering a career in law that introduced them to specific issues and research techniques central to the legal profession. Goals for the course included gaining familiarity with various genres of legal writing, as well as developing a deeper understanding of legal ethics. University of Southern California, Master of Liberal Studies Master’s Project: Spring 2016; Spring 2015, Fall 2014, Fall 2013Taught a graduate-level course working closely with students in their final semester to apply interdisciplinary research frameworks to a subject of intense personal interest in order to produce a summative master’s project.?Contemporary Fiction in Social Context: Summer 2014 Created and taught a graduate-level literature course exploring how contemporary society and cultural identity constrain the actions of individuals. Students honed their close reading skills through the careful analysis of short stories and novels portraying the influence(s) of family, ethnicity, substance abuse, military conflict, illness, and death.Directed Research: Summer 2014 Met individually with graduate students each week to help them develop a customized plan for completing their summative master’s project, and to support their ongoing research. Topics for discussion included the formulation of research questions, learning to use qualitative research methods, and strategies for incorporating academic scholarship.University of Southern California, General Education ProgramCreating Art from Real Life: Spring 2021, Fall 2020, Spring 2020, Spring 2019, Fall 2017, Fall 2016, Spring 2016 Created and taught an entirely new first-year seminar course exploring the creative process through which authors draw upon real-life events to produce creative texts. In addition to producing a personal essay and short story based on a single event from their own life, students analyzed a range of texts (memoirs, novels, short stories, essays, films, comedy routines, songs, etc.) that blur the distinctions between fiction and nonfiction. University of Southern California, Summer ProgramsWriting About Media & Popular Culture: Summer 2012Created and taught a hybrid cultural studies and writing course that used rhetorical analysis as a basis for studying representations of gender, ethnicity, and relationships within popular culture and media coverage. Students performed rhetorical analyses of various texts and produced their own pop culture or media-related arguments. Contemporary Popular Culture: Summer 2011Designed and taught a cultural studies course that used critical reasoning as a basis for studying popular culture and the arguments surrounding it. Focusing on social networking, music, television & film, and comedy, students learned to analyze the ways in which authors, audiences, and texts interact. University of Michigan, English Department Writing ProgramIntroduction to Creative Writing: Winter 2010, Fall 2009, Winter 2006, Spring 2005Designed and taught a course introducing students to approaches and techniques used to write both fiction and poetry. Assignments allowed students to generate their own topics while honing their craft in the production of original poems and short stories. A major emphasis of the course was peer review of student writing and subsequent revision by the author. Professional Writing: Winter 2009Designed and taught a 200-level writing course exposing students to written and online documents in a range of professional contexts as students worked in teams to plan and stage a community event related to their career interests. Individually each student conducted a research project examining documents and interviewing individuals from their anticipated profession in order to understand writing common to that field. Argumentative Writing: Winter 2008, Fall 2006 Designed and taught a 200-level writing course directing students in the production of written, visual, and multi-modal arguments. Students worked to develop a rhetorical understanding of arguments as they appeared in a number of contexts, to “read” for argument in both published and student-produced texts in order to identify techniques they might utilize in their own writing, and to write both traditional “academic” arguments and to design non-traditional and multi-modal arguments using New Media.Intro to Short Story & Novel: Winter 2007Designed and taught a 200-level literature course that helped students to distinguish between the genres of short story and novel, and to identify the major formal characteristics of each. Course readings were stories and novels portraying how various fictional characters dealt with the dissatisfaction they felt in their lives and class discussions centered on whether fiction can teach readers anything about how to live their lives. A major focus of this course was recognition of the different demands that each genre places upon readers as they engage with the fictional text.Literature and College Writing: Fall 2005, Fall 2004Designed and taught a first-year writing course focused on the way “family” is represented in contemporary short fiction that challenged students to assess the potential relationship between reading literature and writing for the university. Writing assignments asked students to consider the expectations placed on individuals within a family, to address the relationship between fiction and “real life,” and to collaboratively develop their own final assignment. College Writing: Fall 2004 (two sections)Designed and taught a first-year writing course focused on preparing students for reading and writing at the university level. Reading assignments focused on the development of rhetorical reading skills in an effort to help students analyze a wide range of texts (published pieces, online resources, films, student essays), while writing assignments challenged students to experiment with a number of different styles and forms, particularly when composing introductions and conclusions. University of Pittsburgh, Composition Program Seminar in Composition: Spring 2004, Fall 2003 Designed and taught a first-year writing course focused on the concept of “community.” Writing assignments asked students to revise their definition of community in light of several contemporary issues (gender roles, racial violence, the Palestinian/Israeli conflict) discussed in class. The assigned texts (essays, stories, films and a play) were used to help students recognize and comment on some of the individual communities they belong to.General Writing: Spring 2001, Fall 2000 Designed and taught a first-year writing course that introduced students to rhetorical reading and writing practices in preparation for the advanced writing courses they would take at the university. Students worked with a variety of texts (poems, essays, short stories, student essays) organized loosely around the topics of “identity” and “place” in order to start thinking critically about societal factors (media, peer groups, employment, family, location) that contributed to their own sense of identity.University of Pittsburgh, Creative Wring ProgramIntro to Creative Writing: Spring 2004, Spring 2003, Fall 2002Designed and taught a workshop course introducing students to the writing of both fiction and poetry. Assignments helped students work on particular craft elements (writing descriptively, utilizing imagery, creating metaphors) and culminated in the production of poems and a short story that were then workshoped in class and revised by the student. Intro to Fiction Writing: Summer 2002Designed and taught an introductory course addressing craft issues and techniques particularly relevant to writing fiction, as well as discussion of differences between the three main fictional genres (stories, novella, novel). Students also completed regular reader-response papers to identify a range of craft techniques. University of Pittsburgh, University Writing CenterGeneral Writing Intensive: Spring 2002, Fall 2001 Provided one-on-one tutoring for students enrolled in the General Writing Intensive Program who needed assistance in mastering the mechanics of writing on the sentence and paragraph level. Also worked daily with university students (ranging from doctoral candidates to freshman ESL students) on a drop-in basis. Point Park University, English DepartmentEnglish 151 (Composition II): Fall 2003 Designed and taught a writing course introducing students to the methods and theoretical approaches in three types of academic disciplines: natural sciences, social sciences, and humanities. Assignments covered diverse tasks such as formally responding to published essays, completing a scientific observation report, and delivering an oral presentation. The assignments were intended to prepare students for the range of tasks they’d be asked to do in their subsequent courses in various disciplines. Facilitation & Speaking Engagements _Speaker for USC Office of Religious Life series titled “What Matters to Me and Why” on November 6, 2019Speaker for McCarthy Honors College session titled “Narrative Influence: How Stories Shape Our Lives” on February 26, 2019.Facilitator and speaker for the USC Society 53 workshop titled “Make a Statement, By Getting Personal: Drafting Successful Personal Statements” on October 22, 2017. Facilitator for multiple USC Freshman Orientation Micro-Seminars: “Comedy that Makes a Difference” on August 22 & 23, 2019;“From Sketch to Standup” on August 17 & 18, 2017;“It’s So Funny it Hurts” on August 18 & 19, 2016; “It’s Funny Because It’s True: Comedy as Social Commentary” on December 8, 2014 & August 21 & 22, 2014; “Laughing Your Way to Change” on August 24, 2012; “Funny or Offensive?” on December 4, 2011; “You Can’t Say That, Can You?” on August 18 & 19, 2011Facilitator and speaker for the USC Writing Program workshop titled “Get Accepted, Then Get Promoted: Composing Successful Proposal for Composition Conferences” on April 4, 2017. Speaker for the USC Master of Liberal Studies discussion session titled “Completing Your Degree on Time” on March 23, 2015.Facilitator for sexual assault awareness discussions at fraternity chapter houses co-sponsored by USC IFC and The Center for Women and Men. Multiple evenings throughout the Fall 2014 semester. Speaker for USC Summer Orientation Faculty Showcase session titled “Living the (Required) Writer’s Life at USC” on June 19, 2014.Speaker for USC Summer Orientation Faculty Showcase session titled “The Transition from High School to College-Level Writing” on June 27, 2013.Moderator and Judge for the USC Undergraduate Writer’s Conference student discussion panel. March 2021, March 2020, March 2015; April 2013; March 2012.Facilitator for the USC Writing Program New Assistant Lecturer Orientation plenary session titled “Leading Discussions” on August 15, 2011. Instructor for a series of three writing workshops for the USC Annenberg Summer Scholars Program on July 6, 13, & 20, 2011. Speaker for the University of Michigan Writing Program Spring Workshop session titled “Introduction to Teaching Creative Writing” on April 26, 2010.Facilitator for the University of Michigan Center for Research on Learning and Teaching GSI training session titled “Leading Discussions in the Humanities & Social Sciences” on January 4, 2010.Presenter for a University of Michigan Writing Program Colloquium titled “Writing Assignments” on October 2, 2009.Facilitator for the University of Michigan Center for Research on Learning and Teaching new GSI training session titled “Leading Discussions in the Humanities” on September 1, 2009.Facilitator for the University of Michigan Center for Research on Learning and Teaching new GSI training session titled “Getting Started” on August 31, 2009.Presenter for a University of Michigan Writing Program Colloquium titled “Writing Workshop Strategies” on March 25, 2009.Facilitator for the University of Michigan Writing Program Brown Bag Lunch session titled “A Microteaching Demonstration” on October 7, 2008.Speaker for the University of Michigan Writing Program Spring Workshop session titled “Designing and Writing Essay Assignments” on April 23, 2008.Speaker for the University of Michigan Writing Program Spring Workshop session titled “Teaching Creative Writing” on April 25, 2007.Presenter for a University of Michigan Writing Program Colloquium titled "Grading and Revising" on December 1, 2006.Assessment Experience _External Reader for Assessment of Written Communication, Pepperdine University, Fall 2019 Invited to serve as an external reader for Pepperdine’s assessment of the Written Communication component of the General Education curriculum. Used a rubric to assess student essays and submitted scores via Portfolium.Chief Reader for FYW Final Portfolios, University of Southern California, Spring 2011 One of three chief readers to set program-wide norms and assess end-of-term student portfolios submitted for the required first-year writing course. Assessment was done using a rubric to determine the extent to which students’ portfolios reflected six specific aspects of successful writing. Directed Self Placement Essay Reader, University of Michigan, Summer 2009Assessed online placement essays written by incoming students and made recommendations regarding their placement into either first-year writing or the introductory Sweetland 100 course. Assessment was done using a rubric to determine students’ ability with such issues as using evidence, organization, and diction. Composition Placement Essay Reader, University of Pittsburgh, Summers 2001-2003Assessed placement essays written by incoming students and made recommendations regarding their placement into a suitable composition course. Recommendations were based on a series of criteria ranging from students’ abilities to develop ideas to sentence-level issues. Additional Teaching Experience _The Young Writers Institute, Western Pennsylvania Writing Project, Summer 2010 Taught creative writing to talented 6th, 7th, and 8th grade students in a daily writing program as part of the National Writing Project. Also organized and facilitated student readings. Worked with students one-on-one to develop their writing skills. Global Young Leaders Summit, China, Summer 2006 & Australia, Summer 2007 Facilitated discussion groups and led workshops for international college students recognized for their outstanding leadership potential. Coordinated academic and cultural activities with Chinese and Australian national guides. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download