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

College of Staten Island Staten Island, NY

 

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

 

Brooklyn College School of Education Brooklyn, NY             Fall, 1993–Spring 1999

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

Writing Workshop I & II

 

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.

               

                Graduate Reading Curriculum Committee                                Fall, 2000-present

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

Conversations among teachers-as-researchers with mutual interest in raising and exploring critical questions and issues in the field of educational research, its import on children, schools, educational reform and social justice. Reflective conversations open up a much needed place for encouragement, support and critical feedback to our research interests and build a sense of community and support among faculty.

 

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.

 

Teaching Writing Collaborative                                       Fall, 1997-Spring 1999

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.

 

Arts Council                                                                 Fall, 1997-Spring 1999

Interdepartmental, multidisciplinary committee working on bringing the arts to public school, designing curriculum., special events and mentoring and coordinating teacher/artist education and collaboration.

 

Brooklyn Community Outreach Partnership Center

Fall, 1997-Spring 1999

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.

 

Portfolio Pilot Project                                                    Fall, 1995-Spring-1996

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.

 

CONFERENCE WORKSHOP AND PAPERS

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      

 

Eastern Educational Research Association

 Hilton Head, South Carolina                                       February, 2001

Panel Presentation: Teaching for Social Justice

Personal Paper: Mining Autobiographical/ Autoethnographic Texts: A Transactive Dialogue

on Social Justice

 

Qualitative Research Conference (QUIG) Atlanta, Georgia                                                                                                                     January, 2001

Paper: The Power Mask: Explorations of Race, Class and Gender

 

The Internationalization of Curriculum Studies Baton Rouge, Louisiana

                                                                              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’”

 
EERA Eastern Educational Research Association Tampa, Fl

                                                                                                                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.”

 

NCTE Conference of College Composition and Communication

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

RED R30 Seminar in Literacy Research

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.

 

Brooklyn College                                                                 Fall, 1996-Spring, 1999

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.

 

College of Staten Island

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

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.

 

EDU305 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

Educational Studies Department                                       Fall, 1999

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.

 

Brooklyn College

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

College of Arts & Sciences

Writing Workshop I & II

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.

 

College of Staten Island

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,

 

ENG 210 Modes of Fiction (Special Topics)“The Contemporary Realist Novel”

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.

 

Queensborough Community College

Basic Education Skills Department                          Fall, 1996

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.

 

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