DENNIS P.
PARSONS, PH. D
PO Box 5457
Oswego, New York 13126
Work (315) 312-2655
PERSONAL PHILOSOPHY
OF EDUCATION
Negotiating the Curriculum: students as active participants in their learning, emphasizing critically reflective theory and practice and self-assessment as situated in the ongoing professional conversation. Examining and critiquing texts in the social, cultural experiential and political contexts in which they are constructed. Teaching for social justice.
EDUCATION
Bachelor
of Arts in Philosophy
College
of Staten Island Staten Island, NY
Spring, 1988
Master
of Arts in English
Fall, 1990
Study
Abroad Program
Summer, 1991
Oxford University Oxford, Great Britain
Doctor
of Philosophy in English Education
January, 1999
New York University New York, NY
Dissertation Title: Writing down the Body: The body as a Site of Resistance, Parody and Compliance in the Lives of two ‘Basic Writers’
GRADUATE TEACHER EDUCATION EXPERIENCE
Oswego
State University School of Education
(C & I)
Fall, 1999-present
Oswego,
NY
Position: Assistant
Professor
RED 530 Seminar in Literacy Research
EDU 505 Schools and Urban
Society
Adelphi University School of Education Garden City, LI
Fall, 1999-Spring, 2000
Graduate Program in Literacy
Position: Visiting Assistant Professor
Ed. 650 Teaching Reading to the Exceptional Learner
Ed. 752 Seminar in Research: Reading
Ed. 637 Reading and Literacy N-6
Brooklyn
College School of Education Brooklyn, NY
Fall, 1996-Spring, 1999
Position: Visiting Assistant Professor
Ed. 700.12 Teacher Function
& Analysis of Teacher/Learner Behavioral
Interactions in Schools I
Ed. 701.12 Teacher
Function & Analysis of Teacher/Learner Behavioral Interactions in Schools II
Ed 716.12 Problems in Learning Environment and Reading
Ed 702.12 Seminar in Applied Theory and Research I
College
of Staten Island Educational Studies SI,
NY
Fall, 1993
Position: Adjunct Lecturer
Ed. 743 Advanced Study in Reading
UNDERGRADUATE
TEACHER EDUCATION EXPERIENCE
Oswego
State University School of Education
(C & I)
Fall, 1999-present
EED 395 Literacy Instruction
in the Elementary Schools
EDU305 School and Urban
Society
Adelphi University School of Education Garden City, LI
Fall, 1999-Spring, 2000
Position: Visiting Assistant Professor
Ed. 343 Teaching
Reading and Writing in the Elementary School
Elementary Education Program and Secondary Division
Positions: Adjunct Lecturer and Visiting Assistant Professor
Ed. 24 Studio 2: Culture and the Politics of Teaching
Ed. 37 Education and Literacy
Ed. 40 Integrating Methods: Elementary Education
Ed. 62.01 Curriculum and Teaching: English, Modern Languages and Speech
Ed. 63.1 Teaching in Middle Schools
Ed 64.1 Language and Literacy in Secondary Schools
ENGLISH COMPOSITION & LITERATURE TEACHING EXPERIENCE
New
York University, Arts & Sciences NY, NY
Fall, 1990-Spring, 1993
Expository Writing Program
Position: Instructor
College
of Staten Island, SI, NY
Fall, 1993-Spring, 1996
English, Speech and World Literature Department
Position: Adjunct Lecturer
ENG 111 Composition & Communication
ENG 001 Developmental English
ENG 151 College Writing
ENG 210 Modes of Fiction
Queensborough
College Bayside, NY
Fall, 1996
Basic Education Skills Department
Position: Adjunct Lecturer
BE-112 Composition Workshop
(See attachment for complete description of courses and responsibilities)
CONSULTING
New
York University NY, NY
Summer, 1992
Project M.U.S.T.
Position: Teacher Consultant
Co-teach, design and plan curriculum as mentors of urban high school students/ prospective teachers. Focus on helping students with the transition from high school to college through support services experiences in a university setting. Responsible for working with fellow colleague facilitating discussions, negotiating readings and writings, and emphasizing critical readings of school and home culture. Liaison between university administration, youth services organizations. Board of Ed. grant writing for continuous funding.
Educational
Testing Services (ETS) Princeton, NJ
Spring, 1994-present
Design and collaborate test questions and practices for assessing graduate business candidates (GMAT). Involved in planning and making transition to computerized testing.
OSWEGO STATE UNIVERSITY
COMMITTEE
WORK &
PROJECTS
Goals 2000
Fall, 2000-present
Grant work to implement an
extensive preservice teacher education model to improve
preservice
teacher preparation in instructional technology and the New York State
Learning
Standards. Some specific goals include revision of education courses,
and
help
provide numerous opportunities for preservice teachers to experience a variety
of
technologies in the instruction of their education courses, and an urban
education link
between JH56 Corlears Jr HS in Manhattan and Curricular Foundations of
Education
and Elementary Math Foundations courses
Curriculum & Instruction Committees
Graduate Curriculum Committee
Fall, 2000-present
Committee to revise existing graduate programs and assist graduate committees on revisions,
insuring adherence to State guidelines and regulations and speaking as a voice for Curriculum
and Instruction faculty.
Revise current program to comply with State regulations and to align program with current theory and practice. Personal responsibilities include needs assessment, national and international search of current programs, revising as well as creating new courses.
Culminating Exam Committee
Fall, 2000-present
Committee
to insure quality control of Graduate Literacy exit exams. Design
writing prompts,
Proctor and grade exams and field student inquiries.
Advisory Committee to the Chair
Fall, 2000-present
Liaison for
individual faculty issues and concerns to be brought to the Chairperson.
Graduate Reading Search
Committee
Fall, 2000-present
Review candidate dossiers, escort and interview candidates.
Personal responsibilities include
crafting advertisement to attract diverse candidates with compatible
teaching philosophy and
commitment to social justice, and liaison with human resources.
School of
Education Committees
Urban/ High
Needs Field Experience Committee
Fall, 2000-present
Assess, strategize and develop plans for implementing State Education requirements for teacher
education in urban and high need settings. Committee work includes needs assessment,
developing state-wide as well as international alliances, pooling campus and community
resources. Personal responsibilities include developing relations in NYC schools and Board of
Education as well as private colleges and other institutions to insure proper placements and
acquire student housing.
Campus Committees
Rice
Creek Field Station Advisory Committee
Fall, 2000-present
Advisory committee to University biological field station. Recent achievements and ongoing
projects include: Biological Inventory, Grants in Support of Research at Rice Creek Field
Station, Curriculum and Development and Implementation, Development and Implementation of
Capstone Components for Biology majors, Development of Strategic Plans, Assessment Plans
and Community Outreach.
ADELPHI UNIVERSITY COMMITTEE
WORK &
PROJECTS
Literacy
Redesign Committee
Fall, 1999
Responsibilities include restructuring
course and course requirements, including re-sequencing methods, tools and
research courses, updating required literacy courses. Personal contributions
include nation-wide research of literacy programs, needs assessment based
Redesign program structure and coursework for Graduate Program in Literacy. on
informal interviews with students, creating courses in Multiple Literacies, Reading – Writing Connections, Aesthetics &
Enhancing Literacy, as well as co-authoring the design of courses in Sociolinguistics
and Language & Culture.
Academic
Initiative
Spring 2000
College wide committee to create an institutional identity for the university though the following strands: Multidisciplinary Curricula, Service Learning through community partnerships, Technology as a Pedagogical Tool, Commitment to Diversity/Internationalism and Portfolio as a tool to help students create a professional identity. Personal responsibilities include subcommittee work in the development of a pilot program that offers support for students in the area of writing, and for helping teachers using portfolio assessment in their classes.
Gear
Up Grant
Spring 2000
Mentoring graduate students in extensive federally funded grant to provide guidance for seventh grade public school children in literacy. Design and plan curriculum as mentors of graduate and undergraduate tutors across content areas.
Manhattan Center Advisory Board
Spring 2000
Faculty and
administration working to strengthen the urban center through interdisciplinary
teaching, new technology and support for full- and part-time faculty. Long term
goals include strengthening ties to the community, creating new degree programs
and establishing the center as a branch of university.
BROOKLYN COLLEGE COMMITTEE
WORK &
PROJECTS
Race,
Ethnicity and Equity Committee
Spring, 1998-Spring 1999
Committee to raise awareness, concern and create a dialogue around race and ethnicity among Brooklyn College faculty. Helped plan and coordinate a series of faculty retreats and special events on race and ethnicity. Personal responsibilities include chairing a subcommittee on curriculum and work on additional subcommittee that conducted qualitative research on the needs and concerns of faculty, students and community members.
Reading
Program Web Page
Spring, 1998
Designed and created a Web page for the reading program that can be accessed through the School of Education Web site. The web page includes a mission statement and program information such as application requirements and procedures, lists of courses and faculty, contacts for further information including e-mail link, course descriptions and outlines, and to other Web sites that serve the needs and interests of teachers of reading.
Secondary
Education Curriculum
Spring, 1999
Work on graduate admission standards and applicant evaluations. Specific planning to reshape the secondary education curriculum with the insertion of Ed. 62 and alliances forming wit Lincoln Center Institute for the Arts. Integrate new courses to the program without overlap, negotiating the needs and interests of education majors and faculty, and using technology, e-mail and discussion groups to create a cross-disciplined, cross-course conversation. Redesign program to meet new State requirements for pre- and in-service teacher education.
Lincoln
Center Institute for the Arts
Spring, 1998-Spring, 1999
Involved with Lincoln Center, artists-in-residence and Brooklyn College faculty in helping teachers find ways to bring the arts into their classrooms, plan for and critique the relationship between theory and practice, between the arts and curriculum.
Nourishing
Inquiry
Spring, 1998-Spring, 1999
Committee
on Graduate Student Support
Spring, 1998-Spring-1999
Committee formed with dual objectives of preparing graduate students for teacher State certification exams and promoting a School of Education community of writers among students and faculty. Envisioning a “Collaborative for Teaching & Writing” as an institute where students and teachers share, work on writing and celebrate their work together. Explore alternative and innovative ways in which faculty and students can be involved, including peer and mentored tutoring, team-teaching courses for all School of Education programs with a shared research and methods agenda. Personal responsibilities include designing and planning workshops, seminars and courses for students and faculty to address the needs of teaching and learning writing across the curriculum.
Partnership to help teachers and students in the teaching and learning of writing. Plans and goals include designing curricula and courses that emphasize and infuse writing across the curriculum, organizing special events that lend support and celebrate writers and writing.
Interdepartmental, multidisciplinary committee working on bringing the arts to public school, designing curriculum., special events and mentoring and coordinating teacher/artist education and collaboration.
Involving Brooklyn College faculty and Brooklyn community members committed to helping create positive change in schools and communities through special grants, raising public consciousness of environment and health issues, and generally working together to stimulate dialogue with the community in ways that help foster college-community access and create ways in which we can all live healthier lives. Personal contributions include coordinating tutoring and mentoring with middle school students in District 17 through a pre-service Brooklyn College education course requiring field placements. Responsibilities also include establishing and sustaining a dialogue with Brooklyn College faculty members., middle school administrators, teachers, parents and students.
Reading
Program Revision
Fall, 1996-Spring 1999
Restructuring courses and course requirements, including sequencing of methods, tools and research courses, updating required reading courses and forming subcommittees to propose new courses and revise present catalogue. Personal contributions include designing and proposing a Masters strand for teachers of reading in secondary schools. Such courses include reading and writing across the curriculum and a course on the use of computers and other technologies.
Help coordinate portfolio project to guide education majors towards naming, illustrating and critically reflecting on ways of thinking and talking about their work and ways of presenting a professional identity to the teaching community. Personal responsibilities include collaborating with faculty and administrators on structuring activities and curricula, facilitating special events, and supporting students as a mentor and guide for their professional development.
Amsterdam
July, 2000
Paper: (Proposed) Re-encountering the 'contact zone': Dialogue, narrative and response in the life and work of pre-service student teachers in an urban school
The 12th European Conference on Reading Dublin, Ireland
July, 2000
Workshop: (Proposed) It’s Elementary: Exploring Contact Zones through Children’s Literature and Art
Hilton
Head, South Carolina
February, 2001
Personal
Paper: Mining Autobiographical/ Autoethnographic Texts: A
Transactive Dialogue
on
Social Justice
Qualitative
Research Conference (QUIG) Atlanta,
Georgia
January, 2001
April, 2000
Paper: Forbidden texts, forbidden
literacies: Reading "Nappy Hair"and creating safe spaces for a
dialogue on race
Journal
of Curriculum Theorizing: Dayton, Ohio
October, 1999
Paper: “The mask behind the mask:
The problematics of self-disclosure at a faculty retreat on race”
AERA American Educational Research Association Montreal, Canada
April, 1999
Panel: Unpacking in public: Exploring social/racial identities in an urban university
Paper: “Learning to wear the mask: Retreating from race and the problematics of self-disclosure”
EERA: Eastern Educational Research Association Hilton Head, NC
February, 1999
Paper: “Reading race in the classroom: An in-depth interview with a small group struggling to be heard”
NCTE
The Third International Conference for Global Conversations on Language and
Literacy Bordeaux, France
August, 1998
Panel Discussion: “‘Image – Music – Text’ in the Contact Zone: The literacy of unread text and re-reading of teacher text”
NYU
Alumni Conference: Models and Metaphors of Teaching and Research in English
for the 21st Century” NY, NY
August, 1998
Panel: New Directions in Pre- and In-Service Teacher Education
Workshop: “Teaching Education in the ‘Contact Zone’”
Brooklyn
College Faculty Day Brooklyn, NY
June, 1998
Panel: The Laboratory of Brooklyn: Research and learning
Paper: “Going to other places: Exploring teachers’ perceptions of race and class through tutoring ‘others’”
January, 1998
Paper: “Reading writing between the lines: Exploring teachers’ reader response of student texts through race, class, ethnicity and group membership”
NCTE/IFTE
Conference: Restructuring language and Learning for the 21st Century
NY, NY
July, 1995
Workshop: “‘Image – Music – Text’: The literacy of unread texts”
Applying Pratt’s idea of the contact zones to relations with the contemporary writing student, specifically naming and questioning cultural forces which shape students’ responses to popular culture texts, academic culture texts, and the media(tion) between them.
CUNY Writing Centers Association Conference Brooklyn, NY
April, 1995
Workshop: “‘Image – Music – Text’ in the Contact Zones”
Reading student texts in relation to Pratt’s idea of the classroom as a contact zone “where cultures meet, clash and grapple with each other often in contexts of highly asymmetrical relations of power” with Miller’s response to Pratt in “Queers, Bums and Magic, “in terms of some of the ways that the issues of the contact zone arise in our responses to teachers.”
Nashville, TN
March, 1994
Panelist Chair: “That All Matter of Things Shall be Well: Teaching Writing
as an Act of Faith”
WORKS IN PROGRESS
Book Contract: Student as Regularized Subject: A Foucauldian analysis of the storied lives of ‘basic’ writers Peter Lang Publications
Research: “Preparing
for the Real World: Teacher Reflections on their Fears, Concerns with work in
public schools and Teacher Education Preparation” This research will be a
longitudinal study of the concerns of new teachers in the field of education and
their response to how well programs in education have prepared them.
Research Paper: “Among Schoolteachers: New Teachers’ Reader Response of Louise Glück’s ‘The School Children’” This paper will examine teachers’ response to poetry through the lenses of class, race, ethnicity, gender and group membership.
Research Paper: “Where you don’t go can’t Change you: Explorations of Teacher - Students work in an Urban Middle School” This paper will use the experience of a field-based methods course to raise questions about service learning, working in the communities and establishing college-community partnerships.
VOLUNTEER WORK
American Heart Association
New York Public Interest Research Group
NYU Mentor of Student-Teachers
PROFESSIONAL ORGANIZATIONS
Phi Delta Kappa: Post-doctoral Education Honors Society
National Council of Teachers of English
Conference of College Composition and Communication
International Reading Association
Brooklyn Reading Association
American Educational Research Association
Eastern Educational Research Association
REFERENCES
Prof. Phyllis Gold Gluck, Brooklyn College (718) 951-5069
E-Mail: PGluck@Brooklyn.CUNY.edu
Prof. Joe L. Kincheloe, Penn. State University (814) 865-2233
E-Mail: JLK14@PSU.edu
Prof. Nancy Romer, Brooklyn College (718) 951-5015
E-Mail: NRomer@Brooklyn.CUNY.edu
Prof. Alan Sadovnik Adelphi University (516) 877-4067
E-mail: Sadovnik@Adelphi.edu
Prof. Peter Taubman, Brooklyn College (718) 951-5205
E-mail: PTaubman@Brooklyn.CUNY.edu
Prof. Margaret M. Waters Brooklyn College (718) 951-5447
E-Mail: MWaters@Brooklyn.CUNY.edu
COURSES TAUGHT
GRADUATE LEVEL TEACHER EDUCATION EXPERIENCE
Oswego
State University
Curriculum
& Instruction
Fall, 1999-present
Helping teachers see themselves, their life and work, as active agents in the professional conversation. Course foci includes creating a research agenda, using various research tools and technologies, including ERIC and the Internet. Students design and implement grounded theory, classroom-0based action research project for social justice.
EDU505 School and Urban Society
Guides students in critical inquiry regarding schooling within the social context of an urban setting. Through a combination of study and practical experience in an urban school setting students will gain an understanding of contextual, personal, and pedagogical issues related to teaching in an urban setting.
Adelphi University Fall 1999-present
Ed.
627 Reading and Literacy N-6
An introduction to curriculum and instruction in the teaching of reading. Through an integrated approach that exams the connections between reading and writing, students are prepared to teach literacy. An introduction to a wide range of perspectives, including traditional, whole language and critical theory.
Ed.
650 Teaching Reading to the
Exceptional Learner
Practices in the teaching of reading include those in need of specialized instruction related to developmental and/or psychological processes. Topics include: assessment procedures; adapting methods and materials; identifying and utilizing specialized approaches and programs; integrating all of the language arts.
Ed.
752 Seminar in Research: Reading
Seminar in current topics in reading. Dual focus on becoming critical readers as well as designers of research. Teaching the spectrum of research designs, methodologies, tools and measurements of quantitative and qualitative research. Helping teachers as researchers create a research agenda, use various research tools and technologies, including ERIC and the Internet. Help students design a well crafted research proposal.
Ed.
700.12 Teacher Function & Analysis
of Teacher/ Learner Behavioral Interactions in School I
Explore teaching stances with regard to current theories in education from sociological and psychological perspectives. Examines the culture and politics of schools from a range of theories: functionalism to critical theory. Readings and writings on assumptions and practices in relationship to these theories, and in transaction with own experiences in school.
Ed. 701.12 Teacher Function & Analysis of Teacher/ Learner Behavioral Interactions in School II
Mentoring student research interests for Masters projects. Teaching the spectrum of research designs, methodologies, tools and measurements of quantitative and qualitative research. Helping students to understand current research trends and critique published research.
Ed
716.12 Problems in Learning
Environment and Reading
Developing research and planning curricula. This course helps to carve out a place to examine issues such as the Phonics-Whole Language debate, explore and critique theories such as reader-response and miscue analysis in the presence of a wide range of readers and identities. Case study and curriculum designing.
Ed
702.12 Seminar in Applied Theory and
Research I
Intensive one-on-one and small group mentoring and guidance of students who are in the process of writing their research proposals and designing and implementing a final project of study. Overseeing graduate research from initial idea to final completions, offering support in writing and critique of related research and helping students get through the many drafts and stages of writing research.
Educational
Studies Department
Fall, 1993
Ed. 743 Advanced Study in Reading
Plan graduate level teacher education course. Seminar approach to teaching elementary reading looking at our experiences as readers reflecting on principles behind our teaching practice. Focus on integrating language across the curriculum, promoting student-centered learning through negotiation and collaborative learning.
UNDERGRADUATE LEVEL OF TEACHER EDUCATION EXPERIENCE
Oswego
State University
Curriculum
& Instruction
Fall, 1999-present
EED 395 Literacy
Instruction in the Elementary Schools
Guides students in critical inquiry regarding schooling within the social context of an urban setting. Through a combination of study and practical experience in an urban school setting students will gain an understanding of contextual, personal, and pedagogical issues related to teaching in an urban setting.
Ed.
343 Teaching Reading and Writing in the Elementary School
An introduction to curriculum and instruction in the teaching of reading and writing. Through an integrated approach that examines the connections between reading and writing, students are prepared to teach children literacy. The course introduces students to a variety of theories of reading and writing instruction, including traditional, progressive and critical theory.
Elementary
Ed. & Secondary Division
Fall, 1993-Spring 1999
Ed. 24 Studio 2: Culture and the Politics of Teaching
Design and plan pre-service education course. Seminar approach looking at the implicit theories in the practice of everyday schooling. Using autobiography as a place to articulate a teaching stance vis a’ vis current literature in education.
Ed. 37 Education and Literacy
An interdisciplinary approach to language arts. Plan a course integrating the art of teaching with the humanities. Focus on literacy issues, role of narrative in children’s oral language, of narrative in children’s literature, and in the construction of meaning. Ongoing collaboration and planning for this course with a teacher teaching in an adjacent course in the humanities.
Ed.
40 Integrating Methods: Elementary
Education
Supervision of field placements and instruction on methods of teaching reading and language arts. Emphasis on whole language and integrated phonics, designing student centered, print, and visually rich learning environments for a diverse classroom. Ongoing collaboration and planning for this course with a teacher teaching in an adjacent course in creative arts, as well as working with site-based teachers and specialists in reading, language arts and creative arts.
Ed.
60.01 Curriculum and Methods: English,
Modern Languages, Speech
Emphasis on approaches to curricula and lesson plans, integrating aesthetics and multiple modes of representation with classroom practice and meeting the new curriculum standards as outlined by The Regents Task Force. Ongoing partnership and collaboration with Lincoln Center teaching artists and colleagues teaching other sections and courses, in order to stimulate dialogue and infuse the arts into the curriculum.
Ed.
63.3 Teaching Methods in Middle
Schools
Supervision of field placement and instruction on methods of teaching in middle schools. Emphasis on teaching middle school philosophy. Case study approach to engaging students as critical agents in this conversation; ongoing partnership and collaboration with Lincoln Center teaching artists, colleagues teaching other sections and courses, in order to infuse the arts into the curriculum and stimulate dialogue around reflective practice and school reform.
Ed.
64.1 Language and Literacy in
Secondary Schools
Emphasis on written language instruction and writing across the curriculum. Issues of dialect diversity, differences between written and spoken language and teaching language education in a changing world. Supervised students’ first forays with qualitative, case study method, curriculum designing and collaboration through special assignments and projects.
ENGLISH COMPOSITION & LITERATURE TEACHING EXPERIENCE
New York University
Fall, 1990-Spring, 1993
Plan sequential two-term writing workshop courses. Responsibilities include teaching two courses per term; office hours, curriculum design; integrating core texts with emphasis on the reading – writing connection, mentor facilitated professional support group. Student reading - writing conferences.
English, Speech, and World Literature
Fall, 1993-Spring, 1996
ENG
111 Composition & Communication
Design and plan computer for entry level writing workshop course. Focus on looking critically at the connections between our reading and writing. Teacher – student negotiation of curriculum; peer support and collaboration.
ENG
001 Developmental English
Design and plan computer facilitated course for “basic writers.” Focus in reading – writing connection, writing as process, peer support and collaboration, looking critically at reading, writing and the assessment criteria for the CUNY writing entrance exam.
ENG 151 College Writing (Special
Topics) “Reading Popular Culture:
Semiotics and Reader-Response Theory in the Presence of Popular Forms.”
zxDesign and plan curriculum for theme-centered writing course. Accessing and analyzing response to popular culture through the lenses of textual, experiential, social and cultural readings of a variety of texts as a process of making connections and questioning their significance,
Design and plan curriculum for theme-centered literature course. Emphasis on reader-response theory in the processing of both canonical and popular texts. Distanced learning used to help expand students’ constructions of these texts as well as to introduce them to new literacy technologies.
BE-112 Composition Workshop Design and plan a course for “basic writers.” Focus on reading – writing connection, writing as process, peer support and collaboration, looking critically at reading and writing and the assessment criteria for the CUNY writing exam. Grammar instruction in the context of students’ texts.