Shana Woodward
Dr. Shana V. Hartman
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|Gardner-Webb University |135 Creekside Dr. |
|P.O. Box 997 |Shelby, NC 28152 |
|Boiling Springs, NC 28017 |704.281.0850 |
|704.406.4482 |svw0111@ |
|swoodward@gardner-webb.edu | |
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EDUCATION:
Ph.D. Curriculum and Instruction: English, Literacy, and Urban Education
August 2007, University of North Carolina at Charlotte, Charlotte, North
Carolina.
M.A. Master of Arts in Rhetoric and Composition
May 2002, University of North Carolina at Charlotte, Charlotte, North Carolina.
B.S. Bachelor of Science in English Education
May 2000, East Carolina University, Greenville, North Carolina.
DISSERTATION: Conceptualizing and Enacting Writing: How Teachers of Writing Construct
Identity and Practice Within a Complex Figured World of School
(Under the direction of Dr. Lil Brannon)
PROFESSIONAL EXPERIENCE:
Gardner-Webb University, Boiling Springs, North Carolina
2007-present: Assistant Professor and Program Coordinator of English Education Responsibilities include supervising, advising, and teaching all undergraduate and graduate Secondary English Education majors and respective courses associated with these programs. Using social constructionist, critical, and multimodal pedagogical approaches, the candidate has experience teaching the following courses:
English Teacher as Researcher (ENED 690/691/692): This six-hour, three course series provides graduate English education students, who are also inservice teachers, the opportunity to conduct a research study within the context of their classrooms. With a focus on qualitative methodology, teachers examine their classroom through a critical lens and are challenged to develop research questions and a research study that will inform their work as English educators and the field in general.
Methods of Teaching English (ENED 681/ENGL 481): The undergraduate methods course focuses on developing students’ philosophical and pedagogical foundations for their future classroom experiences. The graduate course continues this development while also problematizing current issues in their own teaching as well as the field of English education in general through research assignments. Both courses explore teaching in the 21st Century and strongly emphasize technology, composing through digital media, and multimodal literacies.
Teaching of Writing (ENGL 483/683): The purpose of this course is to give undergraduate and graduate students from many diverse academic programs an overview of the most highly regarded theories of and research on the teaching of writing—including information about writing processes and rhetorical considerations resulting from variations in audience, purpose, and modality—and to see how those theories work in practice by applying them in their own writing and examining their own composing processes. There is a heavy emphasis on social epistemic composition theories and the effects of 21st Century literacies and technologies on the teaching of writing.
Young Adult Literature (ENGL 475): This course is designed to provide opportunities for undergraduate and graduate students to engage in a thorough and critical examination of the continuously evolving field of young adult literature. Opportunities are provided to examine practical and creative applications of the course content in order to enhance the presentation and engagement of literature to young adult students in the classroom.
Introduction to Linguistics (ENGL 362): A required course for multiple academic programs (ex. English, English education, TESOL, and Foreign Language Education), the course introduces students to the study of human language from the perspective of modern linguistics, with primary focus on contemporary English, sociocultural linguistic perspectives, and critical discourse analysis.
Structure of Language (ENGL 363): For preservice teachers, it is important for them to be able to teach the finer elements of language practice in the context of their future students literacy development. This course is designed to engage students in an in-depth examination of language and its teaching. Some of the key objectives for the course involve understanding and thinking critically about: the basic principles, structures, and theories of modern English grammar; the use of language for different purposes, audiences, and contexts; how to help students develop a sophisticated understanding and control of communication through oral language, written language, and other media and technology; and the complexities connected to the many varieties of English (dialects, usage, etc.).
First-Year Composition (ENGL 101/102): A requirement for all students within the General Education Curriculum, this course provides students the opportunity to develop and engage in: writing for multiple rhetorical situations, their personal writing processes, critical thinking, reading, and writing skills, knowledge of conventions in writing, and 21st Century literacies.
University of North Carolina at Charlotte, Charlotte, North Carolina.
2005-2007: Assistant to the Director of UNC Charlotte Writing Project
As a teacher consultant and the Assistant to the Director, a K-College professional development program for the teaching of writing, the candidate was responsible for various managerial tasks and general program development such as: directing communication with local schools, developing and planning conferences and professional development programs, and maintaining the chapter’s website.
2005-2007: Teaching Assistant
Using critical, multimodal, and write-to-learn pedagogical approaches, the candidate has experience teaching the following courses:
Secondary Schools (SECD 3141): This course provides an overview of secondary education with emphasis on the foundational components and instructional programs appropriate for contemporary adolescents in American society. This course meets and coordinates field experience at a local urban high school.
Teaching Diverse Learners (EDUC 5100): As part of the Masters of Arts in Teaching (MAT) and Lateral Entry Teacher Initiative (LETI) programs, this course assists teachers in developing strategies for adapting instruction to meet the learning needs of all members of middle or secondary classrooms, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted learners and special needs populations.
Writing in the Academic Community (ENGL 1102): Part of the First Year Writing Program, this course introduces students to the argumentative and researched-based writing expected in upper level courses within all majors.
English Composition (ENGL 1101): Part of the First Year Writing Program, this course offers extensive practice in and discussion of composition in various forms, for different purposes, and for various audiences in order to develop students’ personal growth, intellectual development, and communication as academic writers.
2002-2003: Adjunct Faculty
First Year Writing Program (Lecturer ENGL 1101 and 1102): The candidate developed and taught courses in the first year writing program using critical pedagogy and learner-centered approaches to composition
2000-2002: Teaching Assistantship
Graduate Teaching Assistant: The candidate developed and taught First Year Writing Courses; Writing Consultant in Writing Resources Center- The candidate tutored undergraduate, graduate, and second language students in developing and improving their writing
Stanly County Schools, Oakboro, North Carolina.
2003-2005: Secondary English Education
Using critical and write-to-learn pedagogical approaches, the candidate has experience in the following secondary English Language Arts classes and settings:
World Literature, British Literature and Composition- the candidate developed and taught World Literature (10th Grade) and British Literature (12th Grade); heavy emphasis on the teaching of writing in preparation for N.C. 10th Grade Writing Test and SAT; developed and conducted workshops in preparation for N.C. Writing Test; coached boys’ and girls’ Varsity soccer teams
PROFESSIONAL PUBLICATIONS:
Brannon, Lilian, et al. “The Five-Paragraph Essay and the Deficit Model of Education: A UNC
Charlotte Writing Project Collaboration.” English Journal 98.2 (2008): 16-21.
Brannon, Lilian, et al. Thinking Out Loud on Paper: The Student Daybook as a Tool to
Foster Learning. Portsmouth, NH: Heinemann, 2008.
Woodward, Shana, Jennifer P. Courtney, and Melissa Morrison. “Running with Words Part II:
Voices from a Middle School Marathon.” North Carolina English Teacher 64.1 (2008).
Woodward, Shana, and Jeanie Reynolds. “Do the D.E.W.: Discover and Empower Through
Writing.” North Carolina English Teacher 62.1 (2006) : 28-33.
Woodward, Shana. “The Social Class of Literacy: A Review of Patrick Finn’s Literacy with an
Attitude: Educating Class Children in Their Own Self-interest.” UNC Charlotte Writing
Project Resources: Book Reviews. (Aug. 2005). .
WORKS IN PROGRESS:
Hartman, Shana. “Conceptualizing Writing Instruction from Inservice to Preservice: A
Discourse Analysis of Identity and Practice from the ELA Classroom to the English Education Program and Back Again.” Article in progress.
Woodward, Shana and Jeanie Reynolds. Teacher Identity in English Education. Book in progress.
PRESENTATIONS AT NATIONAL CONFERENCES:
Woodward, Shana. “Conceptualizing and Enacting Writing: How Teachers of Writing Construct
Identity and Practice.” National Council of Teachers of English Conference. Philadelphia, Pennsylvania. Nov. 2009.
Woodward, Shana, Jennifer Buckner, and Todd Finley. “Playing Chess Without a Board:
Positioning Teachers and Students Within Web 2.0 Ubiquity.” Panel discussion to be presented at Computers & Writing Conference. San Francisco, California, 2009.
Woodward, Shana, et al. “Daybooks as the Center of Reading, Writing, and Thinking.” Conference
on College Composition and Communication. New Orleans, Louisiana, Apr. 2008.
Woodward, Shana, et al. “Mapping Difficult Texts in the Summer Institute.” National Writing
Project Conference. New York, New York, Nov. 2007.
Woodward, Shana et al. “Relevancy Through Multimodality: Urban and Rural High
School English Teachers Bridge the Gap.” National Council of Teachers of English Conference. Nashville, Tennessee, Nov. 2006.
Woodward, Shana et al. “Multimodality for Developing and Liberating Students’ Writing and
Thinking.” Whole Language Umbrella Summer Institute. Charlotte, North Carolina, July 2006.
Brannon, Lilian, Shana Woodward, and Sally Griffin. “Merging Teacher Research,
Technology, and Presenters’ Development.” National Writing Project Conference. Pittsburgh, Pennsylvania, Nov. 2005.
PRESENTATIONS AT REGIONAL AND STATE CONFERENCES:
Sippy, Carrie and Hartman, Shana. “Playing School: The Teachers Struggle for
Identity and Practice in the Classroom.” Life of the Scholar Annual Conference. Boiling
Springs, North Carolina. Feb. 2010.
Woodward, Shana, et al. “Developing Teacher Identity and Practice in the 21st Century
Classroom.” Presentation facilitator for panel of graduate and undergraduate students at North Carolina English Teachers Association. Winston Salem, North Carolina, Nov. 2008.
Woodward, Shana, Tony Iannone, and Cindy Urbanski. “The Daybook: A Basic Tool for Writing
and Thinking.” North Carolina English Teachers Association Conference. Charlotte, North Carolina, Nov. 2007.
Woodward, Shana and Jennifer P. Courtney. “Conceptualizing Writing Instruction Discourse in
First-Year Writing Programs.” Carolina Writing Program Administrators Conference. Little Switzerland, North Carolina, Sept. 2007.
Woodward, Shana. “Why Johnny Still Can’t Write.” North Carolina English Teachers Association
Conference. Durham, North Carolina, Nov. 2006.
Brannon, Lilian, Shana Woodward, and Jeanie Reynolds. “Publication Made Easy: Planning and
Writing your NCET Article.” North Carolina English Teachers Association Conference. Durham, North Carolina, Nov. 2006.
Woodward, Shana and Jennifer P. Courtney. “What Does Writing Look Like in Your
Classroom?” UNC Charlotte Writing Project Fall Conference. Charlotte,
North Carolina, Oct. 2006.
Woodward, Shana. “Integrating Technology into the English Language Arts Classroom. UNC
Charlotte Technology Institute. Charlotte, North Carolina, July 2006.
Woodward, Shana. “The Reality of Daybooks: Assessment and Significance.”
UNC Charlotte Spring Conference. Charlotte, North Carolina, Apr. 2006.
Woodward, Shana and Jeanie Reynolds. “Teaching Literacy with Technology in the English
Language Arts Classroom: A Multimodal Approach.” College of Education Research Forum. University of North Carolina at Charlotte, Charlotte, North Carolina, Feb. 2005.
Woodward, Shana and Jeanie Reynolds. “Just D.E.W It: Discovery and Empowerment Through
Writing.” UNC Charlotte Writing Project Fall Conference. Charlotte, North Carolina, Oct. 2005.
Woodward, Shana and Jeanie Reynolds. “The Next American Icon: A Multi-Genre, Multimedia
Research Paper.” North Carolina English Teachers Association. High Point, North Carolina, Nov. 2005.
PRESENTATIONS AT REGIONAL AND STATE WORKSHOPS AND EVENTS:
Hartman, Shana and Stuart, LaShea. “Casting a New Light on Your Classroom Through
Podcasting.” Center for Excellence in Teaching and Learning Workshop and Summer Institute. Boiling Springs, North Carolina. Mar. and May 2010.
Woodward, Shana, Kissel, Brian, and Mach, Karen. “Introducing the Daybook: A Tool to Foster
Reading, Writing, and Thinking.” Charlotte-Mecklenburg Schools Summer Institute.
Charlotte, North Carolina. June 2009.
Woodward, Shana. “Multimedia Writing in First-Year Writing Courses.” UNC-Charlotte Seminar
for First-Year Writing. Charlotte, North Carolina. June 2009.
Woodward, Shana. “Making Meaning Through Qualitative Inquiry and Discourse Analysis.”
Presentation to graduate students at the Tar River Writing Project Summer Institute at East Carolina University. Greenville, North Carolina, July 2008.
Woodward, Shana. “Grammar in Context.” Presentation at University of North Carolina Writing
Project Saturday Seminar Series. Charlotte, North Carolina, Sept. 2007.
Woodward, Shana. “Conceptualizing and Enacting Writing: A Case Study of How Teachers of
Writing Construct Identity and Practice Within a Complex Figured World of School.” Guest speaker for graduate research course at the University of North Carolina at Charlotte. Charlotte, North Carolina, Oct. 2007.
Woodward, Shana and Sally Griffin. “Teaching Writing with the Tenth Grade Writing Test in the
Back of Your Mind.” Workshop presentation series for the Southwest Education Alliance. Charlotte, North Carolina, Sept. and Nov. 2007.
Woodward, Shana. Problem-posing and dialogue in the classroom: critical pedagogy in
practice. Presentation to graduate students at the National Writing Project Summer Institute at the University of North Carolina at Charlotte. Charlotte, North Carolina, July 2005.
PROFESSIONAL SERVICE:
2009-2010: Served as University Liaison for North Carolina Department of Instruction Standards
Writing Committee.
2008-present: Serve as Teacher Consultant for University of North Carolina at Charlotte Writing
Project.
2008-present: Serve as Teacher Liaison in Urban Grants Partnership with J.T. Williams Middle
School through University of North Carolina at Charlotte Writing Project, Charlotte,
North Carolina.
2007-present: Serve as English Education representative for the Gardner-Webb University Teachers
of Education Committee.
2005-present: Serve as Teacher Consultant for North Carolina Writing Project Partnership
(NCWPP).
2006-present: Reviewer for American Educational Research Association (AERA) annual
conference.
2005-present: Associate Editor for North Carolina English Teacher Journal (NCET)
March 2006: UNC Charlotte Writing Project representative at National Writing Project Annual
Spring Meeting on Capital Hill, Washington D.C.
2005-2006: Secretary and Charter member of Curriculum and Instruction Graduate Student
Association
2005-2009: Served as a coordinator and liaison to the UNC-Charlotte Writing Project
Technology Institute
2005-2006: Served on hiring committee for Department of Middle, Secondary and K-
12 Education for Urban Education Assistant Professor position
GRANTS:
2010-2011: Undergraduate Research Incentive Grant, Gardner-Webb University, Boiling Springs,
North Carolina.
2009-2010: Undergraduate Research Incentive Grant, Gardner-Webb University, Boiling Springs,
North Carolina.
2008-2009: Undergraduate Research Incentive Grant, Gardner-Webb University, Boiling Springs,
North Carolina.
LISCENSURE and CERTIFICATION:
Valid North Carolina Teaching License
A Level: English 9-12
G Level: English 9-12
Teacher Consultant for National Writing Project
PROFESSIONAL MEMBERSHIP:
National Council of Teachers of English (NCTE)
North Carolina English Teachers Association (NCETA)
ACADEMIC AWARDS:
2006-2007: Graduate Resident Tuition Award, University of North Carolina at Charlotte,
Charlotte, North Carolina.
2005-2006: Graduate Resident Tuition Award, University of North Carolina at Charlotte,
Charlotte, North Carolina.
2000-2002: Teaching Assistantship Award, University of North Carolina at Charlotte, Charlotte,
North Carolina.
2000-2002: Graduate Assistant Coach Scholarship for Women’s Soccer, University of North
Carolina at Charlotte, Charlotte, North Carolina.
1996-2000: Athletic-Academic Scholarship, East Carolina University, Greenville, North Carolina.
REFERENCES
Dr. Lil Brannon, Associate Dean of the College of Arts and Sciences and Professor of English,
UNC Charlotte, 704-687-3118, lbrannon@uncc.edu
Dr. Cy Knoblauch, Professor of English, UNC Charlotte, 704-687-4200, chknobla@uncc.edu
Dr. June Hobbs, Department Chair and Professor of English, Gardner-Webb University,
704-406-4412, jhobbs@gardner-webb.edu
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