CV

EDUCATION

Ph.D. English, University of South Florida, Tampa, FL, expected June 2013

  • Primary area: Rhetoric and Composition
  • Specializations: Professional and Technical Writing; Online and Digital Education; Writing Program Administration
  • Dissertation: Dead Man’s Switch: Rhetoric and Risk in a Posthuman Age
  • Committee: Carl Herndl, director; Joseph Moxley; Marc Santos; Meredith Zoetewey

M.A. English, University of Windsor, Windsor, ON (Canada), June 2009

  • Primary area: Rhetoric and Composition
  • Secondary area: Eighteenth-Century British Literature
  • Director: Dale Jacobs

B.A. English, University of Windsor, Windsor, ON (Canada), June 2007

ACADEMIC APPOINTMENTS

Graduate Teaching Associate, University of South Florida, 2009 – present
Graduate Assistant, University of Windsor, 2007 – 2009

PUBLICATIONS

Peer-Reviewed Articles and Book Chapters

“The (Re)Naturalization of Margaret Cavendish.” Spectacle, Sex, and Property in Eighteenth-Century Literature and Culture. Eds. Julie Chappell and Kamille Stone Stanton. New York: AMS Press, Inc. Forthcoming Spring 2013.

“Dwelling in the ‘Ruins’: Metaphors of Consumerism in the Writing Classroom.” (Revise and resubmit). Writing on the Edge.

Digitizing Dewey: Blogging an Ethic of Community.” Computers and Composition Online. Special Issue: Ethics in a Digital Age. Fall 2011. Web. 26pp.

Reviews

“Review of Stalinist Genetics: The Constitutional Rhetoric of T.D. Lysenko, Dmitri Stanchevici.” Technical Communication Quarterly (2013). Forthcoming.

“Review of Rhetorically Rethinking Usability: Theories, Practices, and Methodologies, Eds. Susan Miller-Cochran and Rochelle L. Rodrigo.” Computers and Composition 28.2 (2011): 175-9.

HONORS, AWARDS, AND GRANTS

Certificate of Recognition for Outstanding Teaching, Office of the Provost, USF, 2012

Alma Bryant Award for Outstanding Graduate Student, Department of English, USF, 2012

Travel Grants ($1600), Department of English / Graduate School, USF, 2010-13

Research Grant ($17, 500), Social Science and Humanities Research Council of Canada, 2008. Received in support of Master’s-level research in ecocomposition theory at Windsor.

TEACHING EXPERIENCE

Undergraduate Upper-Level

Professional Writing, USF (2 sections)

  • Emphasizes rhetorical principles and practices of professional and technical writing.
  • Project-based course focusing on planning and designing primary and secondary research reports; engaging with digital writing tools (specifically blogs); creating employment packages (including cover letters, résumés, and professional social media profiles); and applying principles of document design.

Professional Writing Online, USF (4 sections)

  • Emphasizes rhetorical principles and practices of professional and technical writing.
  • Module-based course focusing on planning and designing research-based reports on industry-specific use of social media; engaging with digital writing tools (specifically blogs and infographics); creating employment packages (including online résumé software and professional social media profiles); and applying principles of document design.
  • Uses publisher content management system for weekly homework assignments.

Digital Ethics in Professional Writing (Online), USF (1 section)

  • Emphasizes rhetorical principles and practices of professional and technical writing in digital contexts, with a focus on theorizing identity and cultivating professional ethos.
  • Project-based course that engages students in online research; requires active participation in online professional spaces; and culminates in the creation of a personal website and/or blog for the purpose of industry-specific professionalization.

Social Media in Professional Writing, USF (1 section)

  • Emphasizes rhetorical principles and practices of professional and technical writing in both face-to-face and digitally-mediated spaces.
  • Service-based course aimed at facilitating critical engagement with online writing tools, primarily social media and blogging software.
  • Students are challenged to think beyond the self-centered exigencies of social media and utilize blogging software as a form of “public” community service for a local non-profit organization of their choice.

First-Year Composition

Writing and Inquiry, USF (2 sections)

  • Introduces conventions and styles associated with academic and non-academic discourses, with a heavy emphasis on research, inquiry, and historiography.
  • Co-developed along with four instructors as part of a larger institutional effort to promote inquiry as a significant mode of learning rhetoric and writing.
  • Part of an IRB-approved qualitative and quantitative research study comparing student levels of critical thinking in inquiry-based versus traditional models of learning.

Collaborative Writing, USF (1 section)

  • Introduces conventions and styles associated with academic and non-academic discourses, with a heavy emphasis on collaboration and group work.
  • Piloted course as part of larger programmatic initiative to restructure a percentage of courses in terms of class time spent in favor of one-on-one and group conferences.
  • Project-based course focusing on analyzing writing situations, conducting and evaluating primary and secondary research, composing effective arguments, and engaging in visual rhetorics.

Composition I, USF (4 sections)

  • Introduces conventions and styles associated with academic and non-academic discourses.
  • Project-based course focusing on analyzing writing situations, conducting and evaluating primary and secondary research, composing effective arguments, and engaging in visual rhetorics.

Composition II, USF (6 sections)

  • Introduces classical and contemporary methods of argumentation.
  • Project-based course that introduces the field of rhetoric and provides opportunities to analyze, research, and compose arguments in textual, visual, and digital modes.

First-Year Writing, University of Windsor (4 sections)

  • Emphasizes a rhetorical genre theory approach to writing.
  • Portfolio-based course focusing in personal, academic, and multimodal genres of writing.

WRITING PROGRAM ADMINISTRATION

Positions

Community Manager (Webmaster), FYC Program, USF, 2010 – present

  • Oversee the primary programmatic website (5000+ hits per week) developed in SharePoint.
  • Upload and maintain curricular content and resources for all 6 course models, including online and pilot versions.
  • Facilitate collaboration between all composition instructors.
  • Conduct, aggregate, and analyze student and instructor curricular surveys.
  • Create monthly First-Year Composition programmatic newsletter.
  • Maintain and update instructor and student program listservs.
  • Conduct technology help sessions for new and existing staff.
  • Develop and distribute curricular videos for all course models and respective projects.
  • Conduct formal usability testing sessions for main website.
  • Create custom instruction manuals for My Reviewers, an online peer review tool.

Curriculum Collaborator, FYC Program, USF, 2010 – present

  • Assist with orientation for incoming first-year composition teachers.
  • Develop and revise FYC curriculum, creating new teaching materials for instructors.
  • Design and develop course syllabi for face-to-face and online composition courses.
  • Assist in and contribute to the development of custom textbooks.

Mentor, FYC Program, USF, 2010 – 2011

  • Acted as mentor for four incoming graduate students teaching first-year composition.
  • Responsible for the sustained pedagogical development of the graduate students over the course of an entire academic year.
  • Conducted class observations, weekly meetings, and grade norming sessions.

Textbook Editor, FYC Program, USF, 2010

  • Given partial course release for Spring 2010 semester to co-edit custom textbook for the FYC program.
  • Position entailed synthesizing original work from graduate students and adjuncts with existing pieces in previous custom and publisher textbooks.
  • Contributed substantially to the original content tailored to the USF’s specific projects.
  • Worked closely with publisher to work within deadlines and through the copyediting process.

Textbook and Newsletter Publications

Weblog for a Small Non-Profit Organization.” ATTW Bulletin Blog. Association of Teachers of Technical Writing. Spring 2012. Web.

Copyright and Writing.” Co-authored with Kyle D. Stedman. Writing Commons: The Home for Writers. 2012. Web. Peer-reviewed.

In-Class Peer Review.” Writing Commons: The Home for Writers. 2012. Web. Peer-reviewed.

College Composition: Making the Transition. Co-edited with Kendra Gayle Lee. Plymouth, MI: Hayden-McNeil, 2010. Print. Custom textbook.

“Metaphor, Apathy, and the Pedagogical Framework of Ecocomposition.” Power to the Pen: Pedagogical Approaches in Composition. Ed. Erin Trauth. Boston, MA: Bedford/St. Martins, 2009. Print. Custom textbook.

PRESENTATIONS

National and International

“Unfolding from Within: An Inverted Model of Public Pedagogy.” Panel: Composing the Public (and it Problems): John Dewey and the Public Work of Rhetoric and Composition. Conference on College Composition and Communication, Las Vegas, March 2013.

“Consubstantiality along the 49th Parallel: The Rhetorical History of Canadian (Anti-)Annexation Movements.” Rhetoric Society of America, Philadelphia, May 2012.

“Blogging Dewey: Pragmatism and the Creation of Social Action Online Communities.” Computers and Writing, Ann Arbor, May 2011.

“Dewey, Latour, and Why Ontology Matters to Teaching with Technology.” CCCC Research Network Forum, Atlanta, April 2011.

“Metaphor in Ruins: Consumerism in the Writing Classroom.” College English Association Conference, St. Petersburg, April 2011.

“Negotiating the Negating: Isocrates’ Civic Educational Program and the Fundamentally Religious Scholar.” Rhetoric Society of America, Minneapolis, May 2010.

“Accessing the Active Potential of Metaphor: Restoring Lakoff and Johnson’s Metaphors We Live By.” Conference on College Composition and Communication, Louisville, March 2010.

“Exploring the Negotiations between Fundamental Religious and Secular Academic Discourse in the Writing Classroom.” Expanding Literacy Studies, Columbus, OH, April 2009.

Regional and Local

“Taking Back Control: The Deconstruction and Reconstruction of Female Religious Self-Representation in Marjane Satrapi’s Persepolis.” English Graduate Student AssociationFall Colloquium, Tampa, FL, October 2009.

“The Food of Affliction: Analogizing Vapours and Text in Donne’s Devotions.” Early Modern Bodies and Souls Colloquium, Windsor, ON, July 2008.

“Self-Reflective Teaching: Building a Metaphorical Repertoire in the Classroom.” Society for Teaching and Learning in Higher Education, Windsor, ON, June 2008.

Workshops Led

“Incorporating Inquiry-Based Learning into Your Teaching.” Center for 21st Century Teaching Excellence, University of South Florida, Tampa, FL, November 2010.

SERVICE

Task Force, First-Year Composition Program, USF, 2010-present

  • Attend and participate in weekly meetings to discuss current direction of course content and address administrative concerns.

Policy Committee Member, First-Year Composition Program, USF, 2010-2012

  • Discussed and implemented responsibilities of all first-year writing instructors.

President, English Graduate Student Association, USF, 2010-2011

  • Elected by fellow members of the EGSA.
  • Coordinated two university-wide, double-blind peer-reviewed colloquia.
  • Acted as the graduate student representative at departmental faculty meetings.

PROFESSIONAL MEMBERSHIPS

National Council of Teachers of English (NCTE)
Modern Language Association (MLA)
Conference on College Composition and Communication (CCCC)
Rhetoric Society of America (RSA)

COMPUTER PROFICIENCIES

Word Processing and Presentation Software

  • Microsoft Office Suite
  • iWork
  • Prezi
  • Keynote

Digital Media Development and Editing

  • Adobe CS6 (Dreamweaver, Photoshop, InDesign)
  • Audacity
  • iMovie
  • MovieMaker
  • Camtasia

Learning and Content Management Systems

  • Blackboard
  • WordPress
  • SharePoint

REFERENCES

Dr. Carl Herndl
Director of the Graduate Program in Rhetoric and Composition
Department of English
University of South Florida
4202 East Fowler Ave, CPR 107
Tampa, FL 33620-5550
813-974-9557
cgh@usf.edu

Dr. Meredith Zoetewey
Director of Professional and Technical Writing
Department of English
University of South Florida
4202 East Fowler Ave, CPR 107
Tampa, FL 33620-5550
813-412-3304
zoetewey@usf.edu

Dr. Joseph Moxley
Director of First-Year Composition
Department of English
University of South Florida
4202 East Fowler Ave, CPR 107
Tampa, FL 33620-5550
813-974-9469
moxley@usf.edu

Dr. Marc Santos
Assistant Professor
Department of English
University of South Florida
4202 East Fowler Ave, CPR 107
Tampa, FL 33620-5550
617-435-1976
marcsantos@usf.edu

Dr. Dale Jacobs
Associate Professor
English Language, Literature and Creative Writing
University of Windsor
401 Sunset Avenue
Windsor, ON (Canada) N9B 3P4
519-253-3000 ext.2309
djacobs@uwindsor.ca

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