UNIVERSITY SYSTEM OFFICE CURRICULUM …shared.cas.gsu.edu/files/2014/03/John-Murphy-CV.doc · Web viewMonique Pooni, English for Punjabi: An Examination of Differences in English

CURRICULUM VITAE(updated January 1, 2015)

Name: John M. Murphy, AL/ESLRank: Professor Department: Applied Linguistics and English as a Second LanguageInstitution: Georgia State University

EDUCATION Ed.D. Teachers College of Columbia University, Teaching of English to Speakers of Other Languages (TESOL)M.Ed. Teachers College of Columbia University (TESOL)M. A. Teachers College of Columbia University (TESOL)B.A. Saint Joseph's University, Philadelphia, Pa., English (inc. K-12 certification to teach English and Spanish)

PROFESSIONAL CREDENTIALSProfessor, 2005-present, GSU Associate Professor, 1994-2004, GSUAssistant Professor, 1988-1994, GSUAssistant Professor, 3 years, Brooklyn College, CUNYLecturer, 6 years, Brooklyn College, CUNYLecturer, 3 years, Pontificia Universidad Católica Madre y Maestra, Santiago, Dominican Republic

COURSES COMMONLY TAUGHT (in order of frequency)AL 8450: Approaches to Teaching ESL/EFL to Adolescents and AdultsAL 8320: Sound System of English: Teaching the Pronunciation of ESL/EFLAL 8480: Classroom Practices in ESL/EFL AL 8990: Research/Theory of Second Language Teacher DevelopmentAL 8900: Practicum in ESL/EFL Teaching AL 8610: Supervision in Second Language TeachingAL 9370: Seminar in Language, Cognition, Communication (Advanced Topics in Research/Theory of Second Language Teacher Development)AL 4161: Practicum in Teaching ESL/EFL (BA program)AL 4160: Methods of EFL Teaching (BA program) AL 4011: Phonetics/Phonology (BA program)AL 8600: Practical Observation (Introduction to Classroom Centered Research for Language Teachers)

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CV Highlights for Post Tenure Review (January 2010 - December 2014)

Professional Development (2010-2014) Published one (50 page) book as sole author; Three refereed journal articles (1 as sole author; 2 co-authored with grad

students); Four theory-focused book chapters (2 in press; 3 as sole author; 1 with a grad

student); One edited book (under contract), University of Michigan Press; One co-edited book (under contract), Routledge Publishing; Two pedagogy-focused book chapters; Editorial board member for 3 journals and occasional reader for 5 other journals; Three invited plenaries/keynote addresses (Peru & Mexico); Eight refereed papers at international conferences.

Teaching (2010-2014) Overall average of ‘excellent’ on item #17 for 24 course sections taught (3 PhD

course sections; 20 MA course sections; and 1 undergrad course); Chaired 5 (completed) PhD dissertation committees (1 as co-chair); Member of 8 additional (completed) PhD dissertation committees; Member (reader for) 10 PhD comprehensive exam committees; Member (sponsor for) 3 PhD qualifying paper committees; 1st reader for 32 MA papers; 2nd reader for 7 MA papers; Mentor & consultant for 3 IEP/ESL lecturers and 1 adjunct faculty who taught 5

iterations of 3 MA courses (AL 8450, AL 8480, & 8900).

Service (2010-2014) AL/ESL Executive Committee, Member (2009-2015); Chair of Triennial Review of Department Chair Committee (2013-2014); Chair of search committee for new Department Chair (2014); Member of the Intensive English Program Director Search Committee (2014); Member of one faculty search committee in the College of Ed; Chair of Promotion & Tenure (& Post-Tenure) Committee, College of Arts &

Sciences, Social and Behavioral Sciences Area (2010-2013); Member of College P&T (& Post Tenure) Committee (2005-2014); Member of the GSU P&T Document Review Committee (2012); Member of the national screening committee for the Fulbright English Teaching

Fellows Program (2013); Member of the Educational Testing Service TOEFL Grants and Awards

Committee (2006-2014); Outgoing chair of TESOL’s Book Publications Committee (2009-2010); 8 external evaluations of faculty cases for promotion to (full) professor.

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TEACHING EXPERIENCE (major)

1988-Present, Georgia State University, Department of Applied Linguistics and ESLPhD, MA, and undergraduate programs in Applied Linguistics/ESL

1979-1988, Brooklyn College of the City University of New York

1977-1988, Public School Teacher of English to Speakers of Other Languages, Pemberton Township Junior High School; Pemberton, New Jersey

1974-1977, Lecturer, Pontificia Universidad Católica Madre y Maestra, Department of English as a Second Language (ESL), Santiago, the Dominican Republic

Short Term Teaching Experience:

Classroom Practices for EFL Teachers in Mexico, Universidad Pedagogica Nacional (UPN) in Mexico City (a 10 day short course) from June 8-19, 2009. Part of a USAID grant secured by Dr. Gayle L. Nelson, titled, Strengthening English Language Education in Mexico.

1996 summer Escuela de Administracion de Empresas, (Visiting Professor, Mediterranean Summer Institute), MATESOL Teacher Development Courses, Barcelona, Spain

Summer 1996, Academy for Educational Development Invited Consultancy In collaboration with Fulbright Commission Short-term professional consultancy; two plenary addresses as professional symposia, Cairo, Egypt

Classroom Management, Working with large classes of mixed ability learners. Teacher training initiative for Egyptian EFL teacher educators, funded under the Development Training 2 Project as managed by the Institute for International Development, and financed by the United States Agency for International Development, January 25-February, 2000.

Classroom Management in English Language Teaching. Academy for Educational Development’s Integrated English Language Project as awarded to the AL/ESL Department of Georgia State University. Two 17 Short Courses, Fall, 1999.

Second Language Acquisition. Academy for Educational Development’s Integrated English Language Project as awarded to the AL/ESL Department of Georgia State University. 12 hours, Fall, 1998.

Second Language Acquisition. Academy for Educational Development’s Integrated English Language Project as awarded to the AL/ESL Department of Georgia State

University. A series of 2 separate 12 hour short courses. Spring, 1999.

INTELLECTUAL CONTRIBUTIONS

Books

Murphy, J. (2013). Teaching pronunciation. [English language teacher development series]. (50 pages). Alexandria, VA. Teachers of English to Speakers of Other Languages.

Murphy, J. M. (under contract-a). Teaching the Pronunciation of English as a Second Language: Focus on Whole Courses. University of Michigan Press. Ann Arbor, Michigan. (2 chapters to be authored by J. Murphy))

Kang, O., Thomson, R., & Murphy, J. (under contract-b). The Routledge Handbook of Second Language Pronunciation. Routledge: United Kingdom. (1 chapter to be authored by J. Murphy)

Murphy, J. M. (2005). Essentials in teaching academic oral communication. Houghton Mifflin: Boston, MA.

Murphy, J. M., and Byrd, H. P. (Eds.). (2001). Understanding the courses we teach: Local perspectives on English language teaching. Ann Arbor, Michigan: University of Michigan Press.

For reviews of Murphy & Byrd (2001) see: Scovel, T. (2002). Book review of “Understanding the courses we teach:

Local perspectives on English language teaching” by John Murphy and Patricia Byrd (eds.), TESOL Quarterly, 36(4), 635-636.

Gomes de Matos, F. (Nov./Dec., 2001). Personal stories in English language teaching: A review of " Understanding the courses we teach: Local perspectives on English language teaching. Ann Arbor, Michigan: ESL Magazine, p. 20. Bridge Press: Annapolis, MD.

Refereed Journal Articles

Murphy, J. M. (2014). Intelligible, comprehensible, nonnative models in ESL/EFL pronunciation teaching. System: An International Journal of Educational Technology and Applied Linguistic, 42, pp, 258-269.

Payant, C., & Murphy, J. (2012). Cooperating Teachers’ Roles and Responsibilities in an MATESOL Practicum. TESL Canada Journal, 29, 1-23.

Baker, A., & Murphy, J. (2011). Knowledge Base of Pronunciation Teaching: Identifying a Research Agenda. TESL Canada Journal, 28, 29-50.

Murphy, J. M. (2004). Attending to word-stress while learning new vocabulary. English for Specific Purposes Journal, 23(1), 67-83.

Murphy, J. M., & Kandil, M. (2004). Word-level stress patterns in the academic word list. System: An International Journal of Educational Technology and Applied Linguistics, 32(1), 61-74.

Okim Kang, 07/09/14,

Handbook of L2 pronunciaiton We are acknowledge English as a tool. But it can be applied to every language

Weigle, S. C., & Murphy, J. M. (2003). Mentoring and support for GTAs in ESL programs: An exploratory study of current practices. Journal of Graduate Teaching Assistant Development, 9(3), 121-134.

Murphy, J. M., and Stoller, F. L. (2001). Sustained content language teaching: An emerging definition. TESOL Journal, 10(2/3), 3-7. (invited).

Murphy, J. M. (1997). Phonology courses offered by MATESOL programs in the United States. TESOL Quarterly, 31(4), pp. 741-764.

Murphy, J. M. (1996). Integrating listening and reading instruction in English for academic purposes (EAP) programs. English for Specific Purposes, 15(2), 105-120.

Murphy, J. M. (1994). Principles of second language teacher education: Integrating multiple perspectives. Prospect: A Journal of Australian TESOL, 9(1), 7-28.

Murphy, J. M. (1993). An ESL oral communication lesson: One teacher's techniques and principles. Basic Communication Course Annual, 5, pp. 157-181.

Murphy, J. M. (1993). Using modern technological resources for communicative purposes. TESOL Journal, 2(4), 11-14.

Nelson, G., & Murphy, J. M. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27(1), 135-141.

Nelson, G., & Murphy, J. M. (1993, Winter). Writing groups and the less proficient ESL student. TESOL Journal, 2(2), 23-26.

Nelson, G., & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1(3), 171-193. [Lead article].

Murphy, J. M. (1992). An Etiquette for the non-supervisory observation of L2 classrooms. Foreign Language Annals, 25(3), 215-225.

Murphy, J. M. (1992). From caterpillar to butterfly: Using modern technology within the current paradigm of ESL instruction. TESL Canada Journal, 9(2), 80-98.

Murphy, J. M. (1992). Preparing ESL students for the basic speech course: Approach, design & procedure. English for Specific Purposes, 11(1), 51-70.

Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening & pronunciation. TESOL Quarterly, 25(1), 51-75.

Murphy, J. M. (1989). Listening in a second language: Hermeneutics & inner speech. TESL Canada Journal, 6(2), 27-44. [Lead article].

Murphy, J. M. (1987). The listening strategies of English as a second language college students. Research & Teaching in Developmental Education, 4(1), 27-47.

Editorship for Journal PublicationsMurphy, J. M., & Stoller, F. L. (Eds.) (2001). Sustained-content language teaching. [Special Issue]. TESOL Journal, 10(2/3), (invited).

Chapters in Books: Theory or Research Focused

Murphy, J. M., & Baker, A. A. (in press for 2015). History of ESL pronunciation teaching. In John Levis and Marnie Reed (Eds), Wiley-Blackwell Handbook of English Pronunciation (pp. 36-65). Blackwell Handbooks in Linguistics Series.

Murphy, J. (in press for 2015). Pronunciation, thought grouping, & general listening skills (6,000 words). In T. Jones (Ed.), Integrating pronunciation with other skills areas. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).

Murphy, J. M. (2014). Teacher preparation programs provide adequate preparation in how to teach pronunciation (pp. 188-223). In L. Grant (Ed.), Pronunciation myths. Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M. (2014). Reflective teaching: Principles and practices. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th edition) (pp. 613-629). Boston, MA: Heinle Cengage.

Murphy, J. M. (2001). A time for local perspectives (chapter one). In J. M. Murphy and H. P. Byrd (Eds), Understanding the courses we teach: Local perspectives on English language teaching (pp. 3-10). Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M. (2001). Background and general principles (chapter two). In J. M. Murphy and H. P. Byrd (Eds), Understanding the courses we teach: Local perspectives on English language teaching (pp. 11-26). Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M. (2001). Precursors to the Understanding collection (chapter three). In J. M. Murphy and H. P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 27-32). Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M., and Byrd, H. P. (2001). A framework for discussion, part one (chapter four), In J. M. Murphy and H. P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 33-51). Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M., and Byrd, H. P. (2001). A framework for discussion, part two (chapter five), In J. M. Murphy and H. P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 52-68). Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M., and Byrd, H. P. (2001). Looking forward: connectivity through the internet (chapter twenty-four), In J. M. Murphy and H. P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language Teaching (pp. 446-452). Ann Arbor, Michigan: University of Michigan Press.

Murphy, J. M. (2001). "Reflective teaching in English language teaching". In M. Celce-Murcia, (Ed.), Teaching English as a second or foreign language (3rd edition) (pp. 499-515). Heinle & Heinle, Boston, MA.

Chapters in Books: Pedagogy Focused and Professional Development Chapters

Murphy, J. (2014). Learning word stress along with new vocabulary. A. Coxhead (Ed.), New Ways in Teaching Vocabulary, Revised (pp. 21-24). Alexandria, VA: Teachers of English to Speakers of Other Languages.

Murphy, J. (in press for 2015). Clearer speech through the process of thought grouping. In M. Lewis and H. Reinders (Eds.), New ways in teaching adults (pp. xxx-xxx). Alexandria, VA: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (2003). A roller coaster ride well worth the risk: First time editing a book. In P. Byrd and G. Nelson (Eds). Sustaining professionalism: Professional development in language education series (pp. 43-50). Alexandria, VA: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (2003). Pronunciation. In D. Nunan (Ed.) Practical English language teaching (pp. 111-128). New York: McGraw-Hill.

Murphy, J. M. (1998). "Dealing with problems in an L2 teacher education course." In J. C. Richards (Ed.), Teaching in action: Case studies from second language classrooms (pp. 10-16). Alexandria, VA: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1996). Teaching pronunciation dramatically: Using excerpts from plays. In V. Whiteson (Ed.), New ways of using drama and literature in language teaching (pp. 119-122).Alexandria, VA: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1995). Directed listening thinking activity. In D. Nunan (Ed.), New ways in teaching listening (pp. 106-110) Washington, DC: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1994). Considering the job market. In Kathleen M. Bailey (Ed.), New ways in teaching speaking (pp. 282-285). Washington, DC: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1994). Introducing vowel symbols through information-gap procedures. In Kathleen M. Bailey (Ed.), New ways in teaching speaking (pp. 233-240). Washington, DC: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1994). Personalities from around the world. In Kathleen M. Bailey (Ed.), New ways in teaching speaking (pp. 298-300). Washington, DC: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1993). Facilitating seminar discussions with a 'designated reader.' In D. Freeman & S. Cornwell (Eds.), New ways in teacher education (pp. 105-107). Washington, DC: Teachers of English to Speakers of Other Languages.

Murphy, J. M. (1993). Introducing trainees to the topic of lesson planning. In D. Freeman & S. Cornwell (Eds.), New ways in teacher education (pp. 108-111). Washington, DC: Teachers of English to Speakers of Other Languages.

Additional Contributions to Professional Development Books

Murphy, J. M. (1998). Specialist comments on a case study titled, "Peer Reviews with the instructor: Seeking alternatives in writing". In J. C. Richards (Ed.), Teaching in action: Case studies from second language classrooms (pp. 239-240). Alexandria, VA: TESOL.

Murphy, J. M. (1998). Specialist comments on a case study titled, "Giving effective written feedback to ESL global writing errors". In J. C. Richards (Ed.), Teaching in action: Case studies from second language classrooms (264-266). Alexandria, VA: TESOL.

Murphy, J. M. (1998). Specialist comments on a case study titled, "Building confidence in spoken English". In J. C. Richards (Ed.), Teaching in action: Case studies from second language classrooms (pp 319-320). Alexandria, VA: TESOL.

Murphy, J. M. (1998). Specialist comments on a case study titled, "Teaching English Pronunciation". In J. C. Richards (Ed.), Teaching in action: Case studies from second language classrooms (346-347). Alexandria, VA: TESOL.

Book Reviews

Murphy, J. M. (2007). Review of B. Kumaravadivelu’s “Understanding language teaching: From method to postmethod ”. Language Teaching Research, 11(2).

Murphy, J. M. (1996). Book review of “Pronunciation” by Clement Laroy, Modern Language Journal, 80(2), 255-256.

Murphy, J. M. (1995). Book review of “ Pronunciation pedagogy and theory: New Views , New Directions” by J. Morley (ed.), Language Learning, 45(2), pp. 345-353.

Other Significant Publications

Murphy, J. M. (2004). Word-level stress in EAP oral communication. Houghton Mifflin Academic Success Newsletter, 1(2), 1-5 [Lead article].

Murphy, J. M. (1993). Comments on N. S. Prabhu's "The dynamics of the language lesson: A reader reacts." TESOL Quarterly, 27(2), 310-315.

Murphy, J. M. (1991). Strategies used by successful SEEK/ESL college students while listening to content-area/academic lectures. Practical research III: studies in ESL for underprepared college students. Vol. 3. A regional journal of the City University of New York (CUNY).

Murphy, J. M. (1988). Listening in a second language for academic purposes. Practical research 2: studies in ESL for underprepared college students, Vol. 2. (CUNY).

Murphy, J. M. (1985). Examining ESL listening as an interpretive language process. TESOL Newsletter. 19(6).

Additional Publications (Non-Peer Refereed)

Murphy, J. M. (1993). A note from the chair of the teacher education interest section of international TESOL: Proposal of a theoretical basis of L2 teaching education. Teacher Education Interest Section Newsletter, 8(3), pp. 2, 8.

Murphy, J. M. (1992). A note from the chair of the teacher education interest section of international TESOL: The adjudication process for the TESOL '93 convention. Teacher Education Interest Section Newsletter, 8(1), pp. 2, 8.

ReprintsMurphy, J. M. (1994). An Etiquette for the Non-Supervisory Observation

of L2 Classrooms. The Association of Teachers of English of the Czech Republic (ATECR) Newsletter, 5(3), pp. 36-47. First appeared as: Murphy, J. M. (1992). An Etiquette for the Non- Supervisory Observation of L2 Classrooms. Foreign Language Annals, 25(3), 215-225.

Other Professional Consultancies: Consultant & in-house book reviewer for the 4th edition revision of: Brown, H. D.

(forthcoming). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice-Hall Regents: Englewood Cliffs, N.J. (June 2914)

Consultant & in-house book chapter reviewer for Grant, L. (in press). Students would make better progress in pronunciation if they just practiced more, in L. Grant (Ed.). Pronunciation myths. University of Michigan Press: Ann Arbor, MI. (April 2014).

Consultant & in-house book chapter reviewer for a teaching methods chapter to appear in The Routledge Encyclopedia of Second Language Teaching. Routledge. (September 2014).

Manuscript reviewer for a teaching methods chapter to appear in The Routledge Encyclopedia of Second Language Teaching. Routledge. (September 2014).

Manuscript reviewer for a journal article planned as the lead article for a special topics issue on the topic of pronunciation teaching submitted to the international journal “Language Teaching” which is a serial publication of Cambridge University Press. (April-May 2014).

Chair of PhD Committees, Completed (1 in 2014)

Nancy Yanez-Pinto, “Personal Practical Knowledge of Graduate Spanish Teaching Assistants: An Issue of Experience,” completed 2014.

Lijuan Ye (co-chair), “Teaching and Learning Chinese as a Foreign Language in North America: To Delay or Not to Delay the Introduction of Characters,” completed 2011.

Joseph Lee, “Developing Teachers’ Professional Identity in Language Teacher Education,” completed 2011.

Amanda Baker, “Teacher Cognition and Pronunciation Teaching,” completed 2011.

Cheongmin Yook. “Korean teachers’ beliefs about English language education and their impacts upon Ministry of Education-initiated reforms,” completed 2010.

Weimin Zhang. “In Search of English as a Foreign Language Teachers’ Knowledge of Vocabulary Instruction,” completed 2008.

PhD Committee Member, Completed (2 in 2014)

Luciana Junqueira, Luciana. Title: Academic Literacy Experiences of Undergraduate Students: Comparing Generation 1.5, International, and Native-Speaking Populations, completed summer 2014.

Polat, Brittany. Title: Words of experiences: Semantic Content Analysis and Individual Differences, completed spring 2014.

Bunting, John. Title: An Investigation of the Integration of Corpus-Based Methodologies into Teacher Practices and Teacher Beliefs about Language Learning, completed 2013.

Litzenberg, Jason. Title: An investigation of pre-service English language teacher attitudes towards varieties of English in interaction, completed 2013.

Lukkarila, Lauren. Title: Theory to Practice, Practice to Theory: Developing a Critical and Feminist Pedagogy for and ESL Academic Writing Classroom, completed 2012.

Payant, Caroline. Title: Learner-Learner Interaction: Exploring the Mediating Functions Learners’ L1, and L2 Serve in L3 Development, completed 2012.

Yigitoglu, Nur. Title: Exploring Second Language Writing Teacher Cognition, completed Spring 2011.

Eudes Aoulous. Title: Exploring ESOL Reading Teachers’ Developments, completed, College of Education, Summer 2011.

Comprehensive Exam Committees

Sarah Goodwin, “Research and Teaching in L2 Listening” January 2015, successful (member).

Merideth Hoagland, “Teacher Development in Asian Contexts” (Q2), Sept 2014, successful, (member).

Luciana Junqueira, “Exploring L2 Writing Teacher Cognition: The Current State of the Field and What We Need to Move it Forward,” approved, Spring 2013 (member).

Eman Ghanem, “Teacher Cognition and the teaching of Arabic in North America”, not approved, Fall 2011 (member).

Caroline Payant, “Reflection, Reflective Teaching, & L2 Teacher Development,” Approved, 2010.

Amanda Lanier, “Standards for teaching culture in conjunction with second language (L2) teaching,” approved 2010. (member).

Joseph Lee, “Teachers’ Professional Identity,”approved, 2010. (sponsor).

Jason Litzenberg, Fall 2010.” Role for English language educators to as advocates for social and moral justice (member).”

Nancy Yanez-Pinto, “Pragmatic Knowledge and Processes of L2 Teacher Development,” approved, Fall 2009 (sponsor)

Marie Bruner, “Cognate Area Question: Teacher preparation for second language teachers”, approved, Fall 2009 (College of Ed), (member).

Amanda Baker, “To what extent has pronunciation instruction been explored in L2 teacher cognition research? “approved, 2008. (sponsor).

Cheongmin Yook. “Conceptual and practical understandings of knowledge about grammar (KAG) and knowledge about grammar teaching (KAGT) in MA AL/ESL Programs”, approved, spring 2007 (member).

Eliana Hirano, “Critical Pedagogy in Second Language Teacher Education Programs,” approved, 2008

Weimin Zhang, “Understanding teacher knowledge in second language teacher education”, approved, 2005 (sponsor).

PhD Qualifying Papers:

Ziyi Geng, Adapting to the North American Teaching Environment through Peer Coaching, approved, Fall 2014 (sponsor).

Nancy Yanez-Pinto, “Personal Practical Knowledge and Processes of L2 Teacher Development” fall, 2009 (sponsor).

Ghanem, Eman, “Teaching second language listening: Situating a pedagogical model”, approved, Fall 2008 (sponsor).

Baker, Amanda, “Reported teacher cognition and pronunciation instruction in the ESL classroom”, approved, Fall 2007 (sponsor).

Lee, Joseph J., “Japanese Learners’ Perceptions of English Language Teachers: A Survey Study”, approved, Spring 2007 (sponsor).

Yook Cheongmin, “The knowledge base of grammar instruction in ESL/EFL,” approved, Fall 2007 (member).

Yanez-Pinto, Nancy, “What We Think Language Teachers Know and Need to Know, and the Case of the Non-Native Teacher: A Literature Review”. Approved, 2007.

Hirano, Eliana, “Teacher Effectiveness: A comparison between teachers' and students' perspectives". approved, Fall, 2006.

Weimin Zhang, “Understanding teacher knowledge in second language teacher education”. approved, spring 2005 (sponsor).

MA Thesis

Sponsor, Wijetunge, W. Nishamani (Sumudu), “The Stigman of “Not Pot English in Sri Lanka: A Study of Production of / / and / / and Implications for Instruction”, approved, Spring 2008 (sponsor)

MA Papers 2000 to Present (Number, Year, and Role as 1st or 2nd Reader)

1st Reader 2nd Reader2015 (May) 2 52014 5 22013 8 12012 5 12011 9 12010 5 02009 0 22008 2 32007 1 12006 6 12005 8 22004 7 02003 9 4

2002 4 12001 5 02000 7 3

MA Papers (completed in 2014)

Sharon (Seongshin) Kim, “Pronunciation Pedagogy in Context: Two Case Study Analyses,” spring 2014, (1st reader).

Abi Yoder, “Teacher Supervision Case Studies: Past Experiences of an IEP Director,” Spring 2014, (1st reader).

Jenniver Marlee McCampbell, “Designing a Beginner's ESL Course for Adult Students in a Community English School,” Spring 2014, (First Reader).

Kenny Randolph, “Writing Research Articles in an EFL setting,” Spring, 2014, (1st reader).

Maggie Bullock, Using Corpus-Based Materials to Inform and Enhance EAP Vocabulary Instruction, 2nd reader, spring 2014, (2nd reader).

Caroline Machado, “Developing an ESP Curriculum: Aviation English for Brazilian Pilots," Fall 2014, (2nd reader).

Evan Tokar, (in process) Success is Motivating; Failure is Demoralizing: a Student-Centered Approach to Vocabulary and Grammar Teaching (scheduled for spring 2015).

MA Papers (completed in 2013)

Elizabeth Shaver, Teaching ESL in Deaf Education, Fall 2013, first reader.

Kendall Nelson, Designing speaking tasks for face-to-face tutoring in the academic context, fall 2013, first reader.

Yasmin Zaki, The Power of Support: A Person's Journey into a New Culture, fall 2013, second reader

Kaitlyn Aigner, A Dramatic Pursuit of Pronunciation: Teaching Speaking Skills through Drama, spring 2013

Meghan Strom, An ESL Course for Victims of Domestic Violence, spring 2013.

Camille Williams, Teaching Pronunciation: Isabel Allende as a Non-native Speech Model, spring 2013.

Jan J. Ferrara, State of the Art in Second Language Teaching, spring 2013

Monique Pooni, English for Punjabi: An Examination of Differences in English and Punjabi Phonology and Suggestions for the ESL Classroom, spring 2013

Jacqueline Moore, Pronunciation Strategies for an ESL Class Tackling Different Needs in a Multi-Ethnic Classroom, spring 2013.

Mentoring & Supervision of PhD student as classroom teachers:

Observed and composed observation report for on PhD student Kris Kyle in the TEFL I Methods course, twice, spring 2014.

Mentoring on students’ publications:

Cindy Murphy’s review for TESOL Quarterly of “Exploring Language Pedagogy through Second Language Acquisition Research” Rod Ellis and Natsuko Shintani. London: Routledge

Presentations at Professional Meetings / Invited Plenary & Keynote Addresses

Foci for teaching pronunciation: Thought grouping, prominence, word stress, & rhythm. June 27th, 2013. Instituto Cultural Peruano Norteamericano (ICPNA), Lima – Peru (invited plenary).

Changing models in ESL/EFL pronunciation teaching. June 28th, 2013. Instituto Cultural Peruano Norteamericano (ICPNA), Lima – Peru (invited keynote address).

Principles and Practices of Pronunciation Teaching. October, 2010. Plenary presented at the 37th National & 6th International MEXTESOL Convention, Cancun, Mexico.

Finding (and using) Your Rhythm in Pronunciation Teaching. July 5th, 2006. Plenary presented at the San Jose ACPI (Association to Costa Rican Teaching of English) Conference. San Jose, Costa Rica. Sponsored through United States Department of State, the English Language Specialist Program.

Finding (and using) Your Rhythm in Pronunciation Teaching. July 14th, 2006. Plenary presented at the El Salvador Association of Teachers of English Conference. San Salvador, El Salvador. Sponsored through United States Department of State, the English Language Specialist Program.

Classroom Management: Teachers’ Ever Present Concern. Oct., 22nd, 2005. Plenary presented at the 32nd National & 1st International MEXTESOL Convention, Zacatecas, Mexico.

Teaching Pronunciation in ELT: Living up to the Challenge. Oct 21st, 2005. Keynote address presented at the 32nd National & 1st International MEXTESOL Convention, Zacatecas, Mexico.

Classroom Management: Teachers’ Ever Present Concern. June 20th & 23rd, 2005. Plenary presented at the Annual Conference of Teachers of English in the Dominican Republic. Santiago & Santo Domingo, the Dominican Republic.

Reflective Teaching in English Language Teaching: The Theory Base. June 7, 2004. Annual Conference of Teachers of English in the Dominican Republic. Santiago, the Dominican Republic.

Reflective Teaching in Action. June 10, 2004. Annual Conference of Teachers of English in the Dominican Republic. Santo Domingo, the Dominican Republic.

The “Speaking Component” (in the integration of speaking, listening, and pronunciation) in second language instruction. October 16-17, 1998. Carolina TESOL Fall Conference. North Carolina State University, Raleigh, NC.

Nonsupervisory (peer) observation of EFL classrooms. June 15, 1996. American Academy for Educational Development in Collaboration with the Fulbright Commission. Cairo, Egypt.

Supervisory observation of EFL classrooms.. June 17, 1996. American Academy for Educational Development in Collaboration with the Fulbright Commission. Cairo, Egypt.

Principles and Practices of L2 Teacher Education, June, 1994. Mediterranean Institute in Barcelona, Spain. Jointly sponsored by: Institute of Education, University of London; Teachers College, Columbia University; University of Barcelona; and ESADE, Escuela de Idiomas, Barcelona, Spain. Other plenary speakers included Dr. Henry Widdowson and Dr. Guy Cook, both of the University of London.

"Making a Difference in the ESL Classroom." January, 1994. Alabama-Mississippi TESOL: University of Alabama at Tuscaloosa

Refereed Papers Presented at International, Regional, and State/Local Conferences

History of ESL Pronunciation Teaching. Academic Session of the Speaking, pronunciation, & Listening Interest Section of TESOL International, Portland,

OR, March 26th, 2014.

Where we’ve been and where we’re going (in the teaching of pronunciation): 1850-2014 and beyond. Pronunciation in Second Language Learning and Teaching Conference, Santa Barbara, CA. September 5th, 2014

Myth: ESL teachers are ready to teach pronunciation. Refereed paper presented at the TESOL International convention, Dallas, TX, March 12, 2013.

ESL teacher development: An ongoing process (focus on pronunciation teaching). Member of a panel presentation at the TESOL International convention, Dallas, TX, March 11, 2013.

Models of pronunciation teaching: Accented, intelligible, comprehensible ESL speakers. Academic Session of the Speech, Pronunciation, and Listening Interest Section of TESOL International. Philadelphia, PA. March, 2012.

Teacher Development: An Ongoing Process. Sponsored by the TESOL Book Publications Committee. Panel. New Orleans, March, 2011.

Clarifying pronunciation priorities in ESL curriculum. (2011, March). TESOL International Convention. New Orleans. Refereed Paper.

Wearing the Second Hat: Language Teachers Becoming Observer-Supervisors. (2009, March). (With Debra Snell). TESOL International Convention. Denver, CO. Refereed Paper.

Teachers’ perceptions of an effective IEP teacher. (2007, March 22nd). TESOL International Convention. Seattle, WA. Refereed Paper.

Speaking in English for Academic Purposes. (2006, March 15th). TESOL International Convention. Tampa, Florida. Refereed Paper.

Teaching Pronunciation in ELT: Living up to the Challenge. June 21st & 24th, 2005. Annual Conference of Teachers of English in the Dominican Republic. Santiago & Santo Domingo, the Dominican Republic. Refereed Paper.

Murphy, J., & Weigle, S. C. Survey of the MATESOL methods course. (March, 2005). TESOL International Convention. San Antonio, TX. Refereed Paper.

Understanding the courses we teach. June 8 (Santiago) and June 11 (Santo Domingo), 2004. Annual Conference of Teachers of English in the Dominican Republic (delivered in both Santo Domingo and Santiago).

http://psllt.org/

http://psllt.org/

Teaching speaking by principles in EFL. June 9 (Santiago) and June 12 (Santo Domingo), 2004. Annual Conference of Teachers of English in the Dominican Republic (delivered in both Santo Domingo and Santiago).

Word-Stress in teaching/learning academic vocabulary. March, 2004. TESOL International, Long Beach, March, 2004. With Magdi Kandil. Refereed Paper.

Examining entire language courses. March, 2003, TESOL International. Baltimore, MD. Refereed Paper.

Teaching spoken language for academic purposes. March, 2003, TESOL International. Baltimore, MD. Refereed Paper.

Defining parameters of sustained content language teaching. TESOL International. Salt Lake City. March, 2002. (with F. Stoller) Refereed Paper.

Internet-based ESL/EFL teacher preparation activities [incorporating threaded e-mail discussions in teacher education courses]. TESOL International. New York. March, 1999. Refereed Paper.

Working with ESL Classroom Activity Recipe Texts in L2 Teacher Education Courses: Theory and Practice. March, 1997. TESOL International. Orlando, FL. Refereed Paper.

Integrating listening and reading instruction in English for academic purposes (EAP) programs. March 30th, 1996. TESOL International. Chicago, IL. Refereed Paper.

Writing for Publication in Refereed Journals. South East TESOL. New Orleans, Louisiana. September 29th, 1994. Refereed Paper.

Workshop on ESL Classroom Observation Techniques. Alabama-Mississippi TESOL. January 29th, 1994

Writing for Publication in Refereed Journals. TESOL International. Baltimore, MD. March 9th, 1994. Refereed Paper.

Preparing ESL Students for Oral Communication in Mainstream Academic Courses. Georgia TESOL Spring Conference. Athens, GA. April 22nd, 1994. Refereed Paper.

Principles of Second Language Teacher Education: Integrating Multiple Perspectives. Southeast TESOL, Fort Lauderdale, FL, October 1, 1993. - A "Specially Featured" Presentation. Refereed Paper.

Preparing ESL University Students for Oral Communication Courses. Southeast TESOL, Fort Lauderdale, FL, October 2, 1993. Refereed Paper.

Gaining Classroom Experience: TESL Graduate Students as Teacher's Aides. TESOL International: Atlanta, GA, April, 14, 1993. Refereed Paper.

Introducing the topics of Realia and (i + 1) to Pre-service teachers. TESOL International, Atlanta, GA, April, 15, 1993. Refereed Paper.

A First-Time Teacher Becomes an Exploratory Teacher. TESOL International, Atlanta, GA, April, 16, 1993. Refereed Paper.

Writing Groups and the Less Proficient ESL Student. (W/ Gayle Nelson). Conference on College Composition and Communication (CCCC): San Diego, CA, March 12, 1993. Refereed Paper.

Teaching ESL Speech Communication as a Discovery Process: Techniques and Principles. International Speech Communication Association (SCA): Chicago, IL., October 31, 1992. Refereed Paper.

The Introductory Communication Course and Students of English as a Second Language. International Speech Communication Association (SCA): Chicago, IL., November 1, 1992. Refereed Paper.

Introducing ESL Students to the Sound System of English. A Pre-Conference Workshop, Southeast TESOL: Biloxi, Mississippi, October 8, 1992.

Illustrating Uses of Realia: The Tennis Balls Activity. Southeast TESOL: Biloxi, Mississippi, October 9, 1992. Refereed Paper.

Preparing ESL Students for the Basic Speech Course: Approach, Design, and Procedures. International Speech Communication Association (SCA): Atlanta, GA, November 1, 1991. Refereed Paper.

Introducing ESOL Students to the Sound System of English. Southeast TESOL: Atlanta, GA, October 10, 1991.

Etiquette Guidelines for the Non-Supervisory Observation of L2 Classrooms. International Conference on L2 Teacher Education: Hong Kong, China, April, 1991. Refereed Paper.

Working with the Sound System of English. Georgia TESOL: Atlanta, GA, April, 1991. Refereed Paper.

Saving the Earth through Project in ESL. TESOL International: New York City, March 25, 1991. Refereed Paper.

Teaching ESL Speech Communication in Community Colleges. International Speech Communication Association (SCA): Chicago, IL, November 1, 1990. Refereed Paper.

Teaching ESL Speech Communication as a Discovery Process. Georgia State University TESOL Conference, Atlanta, GA, December 18, 1990. Refereed Paper.

The Oral Communication Classroom: Casting a Wide Net. Georgia State University TESOL Conference, Atlanta, GA, December 18, 1990.

Oral Communication in TESOL: Speaking, Listening & Pronunciation. Southeast Regional TESOL: Louisville, KY, October 18, 1990. Refereed Paper.

An Etiquette for Visiting/Observing L2 Classrooms In Non-Supervisory Relationships. Southeast Regional TESOL: Louisville, KY, October 19th, 1990. Refereed Paper.

Learning to Observe One's Own Classroom Practices. Georgia TESOL: Atlanta, GA, April 21, 1990. Refereed Paper.

Implementing a Framework for the Analysis of Methods. Georgia TESOL: Atlanta, GA, April 21, 1990. Refereed Paper.

Applying a Framework for the Analysis of Methods: Approach, Design & Procedure. TESOL International: San Francisco, CA, March 8, 1990. Refereed Paper.

Oral Communication in TESOL. USIA Workshop for International Visitors: TESOL Specialists April, 1989.

Listening in a Second Language: Hermeneutics & Inner Speech. International Speech Communication Association (SCA): San Francisco, CA, November, 1989. Refereed Paper.

Conducting Inservice Workshops in ESL for Mainstream Classroom Teachers. TESOL International: San Antonio, TX, March, 1989. Refereed Paper.

Listening in a Second Language: Hermeneutics & Inner Speech. Georgia State University TESOL Conference: Atlanta, GA, December 2, 1988. Refereed Paper.

Speaking and Listening in the ESL Classroom. Hudson Valley Region Conference on Testing and Evaluation. April, 1987. Refereed Paper.

The Teacher in the Classroom: Learning to Listen to Students' Needs. Mellon Core Faculty Development Seminars. The City University of New York. June, 1985.

Report on an Investigation into the Listening Strategies of ESL College Students. TESOL International: New York City, March, 1985.

The Teacher in the Classroom: The Art of Learning to Listen. Mellon Core Faculty Development Seminars. The City University of New York. June, 1985.

The ESL Student in the Mainstream Classroom: The Art of Learning to Listen. Mellon Core Faculty Development Seminars. The City University of New York. November, 1983.

An Introduction to ESL Listening Process. LaGuardia Community College Conference on Issues in ESL. April, 1983.

Teaching ESL Pronunciation with the Aid of a Color-Coded Phonemic Chart. TESOL International Conference. Detroit, MI. March, 1983

Teaching Pronunciation to ESL College Students. 40th Annual Convention of the New York State Speech Communication Association. Syracuse, NY. October, 1982.

Other Invited Professional Presentations

Contemporary approaches to English language instruction. January 13th, 2014, International Teacher Training Institute Global Foundation (a designated foundation of the Georgia Department of Education), Atlanta, GA. Attending to Word-Stress While Learning Academic Vocabulary. April 25, 2003. Department of Communication, University of Georgia, Athens, GA.

Vocabulary instruction and speech-pronunciation. April 19, 2002. Conference celebrating Applied Linguistics and English as a second language at Georgia State University.

Speech intelligibility in the teaching of English for academic purposes. March, 1998. Academic session sponsored by the Speech-Pronunciation Interest Section of TESOL International Convention. Topic: Seattle, WA.

Faculty development in teaching English for academic purposes. March, 1997. DeKalb College, Georgia.

Teaching ESL by Principles: State-of-the-Art. September 3rd, 1996. First day of local conference workshops designed for ESL teachers who work in Colombia,

S.A. Location: Bradenton, Florida for the New World Language Institute. ICETEX ESL-Teacher Training.

Contemporary theory and practices in the teaching of ESL through task-based approaches. . September 4th, 1996. Second day of local conference workshops designed for ESL teachers who work in Colombia, S.A. Location: Bradenton, Florida for the New World Language Institute. ICETEX ESL-Teacher Training.

Participation on Panels

Incorporating attention to speech intelligibility within task-based curricula in the teaching of English for academic purposes. March 1999. Academic session sponsored by the Speech-Pronunciation Interest Section of TESOL International Convention, New York.

Basic Classroom Practices in Teaching Pronunciation. TESOL International Convention. Long Beach, CA. April 1st, 1995. [One of five presenters].

Exploring Perceptions of the Teaching Process. Contribution to an Academic Session on Second Language Teacher Education. TESOL International Convention, Atlanta, GA, April, 15, 1993.

Considering Non-Native Speakers of English. Part of a Short Course on Directing the Basic Communication Course. International Speech Communication Association (SCA): Chicago, IL., October 30, 1992

An Etiquette for the Non-Supervisory Observation of L2 Classrooms. Contribution to an Academic Session on Second Language Teacher Education. TESOL International: Vancouver, Canada. March 4, 1992. * I was also the co-organizer, along with Donald Freeman, of this Academic Session.].

Colloquium Presentations

Survival Kit for teaching EFL. March, 2004. TESOL International, Long Beach, CA. March, 2004.

Colloquium on "Teacher Preparation" in TESOL: ESL Directors Talk with Teacher Educators." TESOL International Convention. Long Beach, CA. March, 29th, 1995.

Workshops

Essentials in Teaching Pronunciation in ESL. TESOL International Convention. Preconvention Institute. [One of 6 presenters. Saint Louis, MO, March 2001.

Teaching Speaking by Principles. July 21-23, 2000. TESOL Academy 2000 sponsored by the international TESOL, University of Chicago, Chicago, Il,

Teaching the stress and rhythm component of pronunciation in ESL. March, 2000. Preconvention Institute of TESOL International Convention. Vancouver, Canada. March 2000.

Teaching Speaking by Principles. June 11-13, 1999. TESOL Academy 1999. Sponsored by the international TESOL professional organization in collaboration with the University of Texas at San Antonio.

The vowel sound component in the teaching of pronunciation in ESL. March, 1999. Preconvention Institute of the TESOL International Convention. [One of 6 presenters. New York.

Teaching segmentals in the pronunciation classroom. Preconvention Institute. March 1998. TESOL International Convention. [One of 6 presenters. Seattle, WA.

Teaching stress and rhythm in pronunciation classrooms. Preconvention Institute. March 12th, 1997. TESOL International Convention. [One of 4 presenters. Orlando, FL.

Contemporary theory and practices in the teaching of ESL through task-based approaches. June, 1996. American Academy for Educational Development in Collaboration with the Fullbright Commission. A three hour workshop attended by 20 Egyptian teacher educators.

Teaching by Principles: State-of-the-Art . June, 1996. American Academy for Educational Development in Collaboration with the Fullbright Commission. A three hour workshop attended by 36 American ESL teachers and teacher educators working for the Fullbright Commission in Egypt.

Classroom Practices in the teaching of L2 Pronunciation. March, 1996. (Organizer) Postconvention institute/ International TESOL Convention in Chicago.

"Pronunciation Teaching: Basic Strategies." May 13, 1995. Georgia TESOL Convention.

ADMINISTRATIVE EXPERIENCE

Director of Graduate Studies, AL/ESL (Spring 2000-2004)

Co-Director (with Dr. H. Dangle) of GSU's Center for Teaching and Learning (1995-1998)

Departmental Service

Executive Committee, Member, (1997-2000; 2002-2009, 2010-2014)

Triennial Review of Department Chair, Chair (2013-2014, 2005-2006, 2002-2003)

Search Committee for a new AL/ESL Departmental Chair Spring/summer 2014, Chair

Annual review of Grad Faculty committee, Chair

Member of IEP director search committee

Member of MA program committee

Lecturer Review Committee, Chair (2013)

Assistant Professor 3rd year review committee (YouJin Kim) (2012)

Lecturer 5th year review committee (Amanda Starrick) (2012)

Supervisory observation of GTAs teaching in the undergraduate AL/ESL program (TEFL Mehdods I & II)

Program Review Committee, Chair (2008-2009)

Chair of search committee for tenure-track Assistant Professor to begin fall 2011.

Chair of search committee for Visiting Lecturer Position for the 2008/2009 academic year. This is a non-tenure track position to teach undergraduate and graduate courses.

Executive AL/ESL Committee, Member, (2002-2014; 1997-2000)

MA Program Committee, Member (2006-2009)

Reappointment Committee for Tenure-track Associate Professor(s) for 2003-2009, Member

Proposal to initiate AL/ESL Master’s International Program in collaboration with the Peace Corps, sole committee member (successful) (1999-2000)

Acting Chair, several times each year, for brief periods of time (1996-present)

Search Committee, Associate Professor, Member (2003)

Search Committee, tenure-track Lecturer, member (2009-2010)

Search Committee, three tenure-track assistant professor positions (resulted in the hire of one position), Chair (2002)

Search Committee for Visiting Assistant Professor to teach in the graduate program (2002)

Search Committee, tenure-track assistant professor position, (successful, resulted in the hire of one assistant professor), Chair (2001)

Search Committee, Temporary ESL Faculty Position, Chair (1995)

Graduate Assistantships Appointment Committee, Chair (2000-2004)

Graduate Assistantships Appointment Committee, Member (1996-1999)

Annual Review of Lecturers, Chair (2003)

Annual Review of Lecturers, Member (1998-2009)

PhD Admissions Committee, Member (2002, 2003)

Committee on planning and implementing orientation session for new graduate students, chair (2000-2004), member (2005-present)

Committee to revise MA program brochure, Member (2003, 2004)

Committee to revise MA poster, Member (2003)

3rd year review of Dr. Sara Weigle, Member (2000)

Committee on faculty governance, AL/ESL Bylaws (2000)

Reappointment reviews of AL/ESL Lecturers, Chair (2000-2003)

Annual Evaluation committee for faculty colleagues as Assistant Professors, Chair (2003)

Annual Review committee for Dr. Sara Weigle as Assistant Professor, Chair (2003)

Continuing appointment review of Dr. Nan Jiang as Assistant Professor, Chair, (2003)

Formative classroom observation and post observation mentoring of graduate teaching assistants, (1998-present)

AL/ESL Program Review Committee, Member (1999)

Program Review Committee for section on quality of the curriculum, Chair (1999)

PhD Manual Committee, Member (2003)

PhD Proposal Committee, Member (2001)

Program Review Committee, Member (2001)

Program Review Committee for section on graduate program, Chair (2001)

Curriculum Consultant, oral communication courses, intensive English program (1997-2000)

Committee on graduate student exchange program with Bogazici University, Turkey, Chair, (1998-1999)

AL/ESL Promotion and Tenure Committee (1996-1997)

Interim Associate Department Chair (April-June 1995)

University Service (highlights)

Chair of Promotion & Tenure (inc. Post-Tenure review) Committee, College of Arts & Sciences, Social and Behavioral Sciences Area (2010-2013);

Member of Promotion & Tenure (inc. Post-Tenure review) Committee, College of Arts & Sciences, Social and Behavioral Sciences Area (2005-2014);

Member of the GSU Promotion and Tenure Document Review Committee (2012);

Search Committee, Clinical Position in ESOL, MSIT Department of the College of Education (2009-2010) member;

Professional Education Curriculum Committee, College of Education (2008-2013) member;

Organizer , Invited Lecture Series of the College of Arts and Sciences (2004)

Speaker: Professor Clifford Hill of Teachers College, Columbia University; Topic: Educational Assessment in a Digital Age;

Chair , Center for Teaching and Learning Committee on Campus Conversations about Teaching at GSU, Associates from Fine

Arts/Communications, Applied Linguistics, and Humanities departments (1999);

Proposal Writer (with Harry Dangle), additional funding for the Center through New Funding Plan of the office of the Provost, successful, $50,000 (1998)

Other GSU Committee Memberships

Standards and Accreditation Committee (preparing for NCATE review), 2005-2006

Diversity Committee, 2004-2005 Advisory Board of the Center for Teaching and Learning (1998-2005) Scholarship of Teaching Grant Review Committee, Center for

Teaching and Learning (1995-2000)

Faculty Award for Excellence in Teaching Committee, Center for Teaching and Learning (1995-2000)

University Senate (1999-2001) Bylaws committee of College of Arts & Sciences (2000-2001) Teacher Education Advisory Council (1996-1997) Arts and Sciences Learning Support Council (1996-1997) Teaching, Learning, and Technology Roundtable (1997) SACC Committee (1996) Interim Classroom Group (1996) Geoscience Education Faculty Search Committee (1996-1997) Arts and Sciences Curriculum Committee (1996-1997) CPUA Promotion and Tenure Committee (1995-1997) Senate Library Advisory Committee (1995-1996)

External Services--reviewer TESOL Quarterly, Editorial Board Member, 2010-2013; System: An International Journal of Educational Technology and

Applied Linguistics. Occasional Reader, 2001-present; Journal of Second Language Pronunciation (new), Editorial Board

Member 2013-present; TESOL Journal, Editorial Board Member, 1993-2003, 2009-2010; Guest Co-Editor, Special Issue on “Sustained Content Language

Teaching, TESOL Journal, 10(2/3); Argos (Revista de la Division de Ciencias Socials y Humanidades), La

Universidad Simon Bolivar, Caracas, Venezuela, Editorial Board Member, 2002-2013;

TESOL Quarterly, Occasional Reader, 1991-2009; English for Specific Purposes, Occasional Reader, 1994-present; Journal of Second Language Writing, Occasional Reader, 1992-2001; TESL Canada Journal, Occasional Reader, 1992-1998;

Basic Communication Course Annual, Editorial Board Member, 1991-1995.

External Services—other

Educational Testing Service TOEFL Grants and Awards Committee (twice yearly our committee adjudicates grant applications submitted to ETS from all over the world), member, 2006-present;

National screening committee for the Fulbright U.S.’s English Teaching Fellows Program (over 80 cases adjudicated), member, 2013.

Reviewer for Research Grant Application

Qatar National Research Fund (QNRF), for a proposed project investigation “The Impact of Learning English as a Second Language on Culture and Values Education in Qatar” (amount requested $125.000) (completed December 28, 2014).

Social Sciences and Humanities Research Council of Canada, For a proposed project titled, "An investigation of ESL/EFL teachers' professional development needs”, (amount requested $145,000) (completed January 28, 2008).

Social Sciences and Humanities Research Council of Canada, For a proposed project titled, “Investigating the improvement of English oral language ability in engineers and computer specialists, (amount requested $115,000) (completed Feb 25, 2005).

External Reviewer for Academic Programs

Program Reviewer: University of Massachusetts, Boston, Department of Applied Linguistics, February-March, 2004 Primary author of final report (submitted June 1, 2004)

Referee for Book Publishers:

Reviewer and consultant for a full text revision in preparation for the 4th edition of: Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. (Third Edition). Prentice_Hall Regents: Englewood Cliffs, N.J. (summer 2013)

Book prospectus for Lawrence Erlbaum Associates. A professional development book titled, “Researching second language classrooms.” (2004)

Two book prospectuses for Cambridge University Press. ESL classroom textbooks focused on the teaching of pronunciation. (1999)

Other Significant Professional Service:

Outside recommendation for application for The Ohio State University Presidential Fellowship, for the project titled, Academic Oral Communication Needs of East Asian International Graduate Students in Disciplinary Classrooms. Applicant is a Ph. D. Candidate in Foreign and Second Language Education, College of Education, The Ohio State University.

External consultant on Practicum course structure for the University of Central Oklahoma’s English Department (program in TESOL). (2013-present)

External Evaluator for Faculty Promotion and Tenure (1 in 2014)

Candidate’s promotion to full professor, Department of World Languages, Literatures, and Cultures University of North Texas, July 2014.

Candidate’s promotion to (full) professor, Ohio State University, completed July, 2013.

Candidate’s promotion to (full) professor, Qassim University Saudi Arabia, completed June, 2013.

Candidate’s promotion to (full) professor, University of Qatar, completed June, 2012.

Candidate’s promotion to (full) professor, American University, completed July, 2012.

Candidate’s promotion to (full) professor, Department of English Literature, Faculty of Humanities, Universiti Putra Malaysia (UPM), completed June, 2011.

Candidate’s promotion to (full) professor, Early Childhood Master's Programs, Department of Curriculum & Teaching, Hunter College, New York, completed May 2009.

Candidate’s promotion to (full) professor, Department of English Literature, Faculty of Humanities & Social Sciences, United Arab Emirates, completed May, 2008.

Candidate’s promotion to (full) professor, Department of English, Brooklyn College of the City University of New York, completed May, 2007.

Candidate’s award of tenure and promotion to associate professor, Department of Linguistics, American University of Sharjah (AUS), Sharjah, United Arab Emirates, completed spring, 2007

Candidate’s award of tenure and promotion to associate professor, Department of Linguistics, Ohio University, completed fall, 2006

Candidate’s award of tenure and promotion to associate professor, Kent State University, completed fall, 2005.

Candidate’s award of tenure and promotion to associate professor, University of Minnesota, completed fall, 2003.

Candidate’s promotion to (full) professor, San Francisco State University, completed fall, 2000.

Candidate’s award of tenure and promotion to associate professor, York University, Toronto, Canada, completed fall, 2000.

Candidate’s award of tenure and promotion to associate professor, Brooklyn College of the City University of New York, completed fall, 1997.

Candidate’s award of tenure and promotion to associate professor, Brigham Young University, Hawaii, completed fall, 1996

Grant Submissions and Awards

2007. External, Spencer Foundation. Middle School Teachers’ Perceptions of Effectiveness in Teaching English to Speakers of Other Languages. Amount requested: $214,213 (not funded)

1998. Internal, GSU. Office of the Provost’s New Funding Plan, request for additional funding for GSU’s Center for Teaching and Learning, composed and submitted with Dr. Harry Dangle Amount Awarded: $50,000

1997 (not awarded). The Comprehensive Program Fund for the Improvement of Postsecondary Education (FIPSE). “Enhancing Teaching through Coaching.” Proposal submitted in collaboration with Dr. Edith Guyton and Dr. Ann Kruger of GSU’s College of Education.

1996 (not awarded). The Comprehensive Program Fund for the Improvement of Postsecondary Education (FIPSE). “The Scholarship-of-Teaching Project: Providing Faculty Incentives and Support.” Proposal submitted in collaboration with Dr. Harry Dangel of GSU’s College of Education and co-director of the Center for Teaching and Learning.

1996 (not awarded). Faculty Mentoring Grant Application. “Investigating process of second language teacher-learning and teacher cognition.”

1995, Source: College of Public and Urban Affairs (CPUA) Graduate Research Assistantship Program. Title: “Analyzing Video Recordings of EAP Lessons: Tracking Teacher Development Over Time”Amount Awarded: $2,400

1995, GSU Quality Improvement Fund Award. Title: "Request for Lanier Transcribers and Omni-directional Microphones for Language Teacher Development" Amount Awarded: $4,480

1994 (not awarded). The Comprehensive Program Fund for the Improvement of Postsecondary Education (FIPSE). Teaching Faculty to Improve Teaching: Introducing Strategies of Reflective Teaching into the Teaching Agendas of Experienced and Novice Teachers

1991. GSU Quality Improvement Fund Award. Title: "Providing Video Feedback in the Teaching of ESL: Teachers in Training, Teaching Assistants, and ESL Students" Amount Awarded: $3,100

1990. Source: Corrections Program of the State of Georgia Department of Education Title: "Developing Curriculum Alternatives for Teachers of English as a Second Language Who Work in Correctional Institutions" Amount Awarded: $3,000

1988. Source: Research Office, Georgia State University. Title: "The Effect of Differences in a Speaker's Pausing Patterns on the Listening Performances of ESL College Students" Amount Awarded: $1,500

1988. Source: University Committee on Research of the City University of New York (a PSC-CUNY Research Grant). Title: "Developing Profiles of ESL/SEEK Students as Listeners Academic Lectures: When Are They Ready for the Mainstream?" [though awarded, I forfeited the award when I left CUNY to come to GSU].Amount Awarded: $15,000

1987. Source: Office of Special Programs of the City University of New York: SEEK-Retention Research Grant. Title: "An Investigation into the Strategies Used by Successful ESL College Students While Listening to Academic Lectures" Amount Awarded: $5,999

PROFESSIONAL AND HONOR ORGANIZATION ACTIVITIES

a. Memberships

International Association of Teachers of English to Speakers of Other Languages (TESOL)

American Association of Applied Linguists

b. Offices/Committees/Presentations

International TESOL

Member of the Editorial Review Board for TESOL Quarterly (a 3 year term beginning in March 2010).

Chair of the TESOL’s Book Publications Committee (2006-2009); incoming chair (2005), outgoing chair (2009-2010)

Referee for conference papers submitted to the Speech/Pronunciation Interest Section (1998-2008)

Referee for conference papers submitted to the Second Language Teacher Education Interest Section (1990-2007)

Steering committee to propose a new Speech/Pronunciation Interest Section, member (successful) (1997-1998)

Steering Committee Second Language Teacher Education Interest Section, member (1992-1993)

Chair of the Second Language Teacher Education Interest Section (1991-1992)

Associate Chair of the Second Language Teacher Education Interest Section (1990-1991)

Support for Other International Organizations

Academic Specialist, U. S. Department of State, English Language Specialist Program, in collaboration with the Dominico-Americano professional organization. Presented two plenary addresses at professional conferences in the Dominican Republic on the topic of reflective teaching, also offered a series of three workshops on related topics at the same conferences (June 2004).

Academic Specialist, Academy for Educational Development in collaboration with Fulbright Commission, Cairo, Egypt.

Presented two plenary addresses on the role of teacher observation in English language teaching, also taught four workshops on related topics to English language teachers in Cairo (June 1996).

HONORS, AWARDS AND RECOGNITION

College Faculty Achievement Award for Excellence in Teaching College of Urban and Public Affairs, 1995

John M. Murphy, Applied Linguistics & ESL, Arts & Sciences

Student Evaluation of Faculty Data

1995 -- 2014

(1988-1994 are unavailable, discarded by office staff)

Page 1 of 5

* Items for years 1995-1996 reflect an alternative system** 1st time to offer this course Item #17 in Bold

Course Semester Date #1#10

#2#11

#3#12

#4#13

#5#14

#6#15

#7#16

#8 #9#17

Sound SystemAL 8320

Spring 2014 4.94.9

4.84.9

4.95.0

5.05.0

5.04.9

4.94.9

5.04.9

4.8 4.94.9

Current issues prep sec lang: AL 8990

Spring 2014 5.05.0

5.04.9

5.05.0

4.94.9

5.05.0

5.04.9

5.04.8

4.5 5.04.8

ApproachesAL 8450

Summer 2014 5.05.0

4.35.0

5.05.0

4.75.0

5.05.0

5.05.0

5.05.0

4.7 5.94.9

Sound SystemAL 8320

Fall 2014 4.54.4

4.14.9

4.44.8

4.64.4

4.54.5

4.44.4

4.44.6

4.2 4.64.4

Approaches: AL 8450

Fall 2014 4.64.5

4.44.9

4.64.9

4.94.8

4.64.4

4.34.6

4.44.8

4.4 4.94.5

Sound SystemAL 8320

Spring 2013 4.95.0

4.85.0

4.95.0

5.04.9

5.04.9

5.04.9

5.04.9

4.9 4.94.9

SupervisionAL 8610

Spring 2013 4.94.9

4.84.9

4.94.9

4.94.9

4.94.9

4.94.9

4.94.9

4.8 4.94.9

Classroom Practices AL 8480

Summer 2013 5.05.0

4.35.0

5.05.0

4.75.0

5.05.0

5.05.0

5.05.0

4.7 5.95.0

Sound SystemAL 8320

Fall 2013 4.84.9

4.45.0

4.75.0

5.05.0

5.05.0

4.94.9

4.85.0

4.5 5.05.0

Approaches: AL 8450

Fall 2013 4.84.6

4.84.9

4.94.9

5.04.6

5.04.6

5.04.5

4.04.7

5.0 5.05.0

Practicum: AL 8900

Spring 2012 4.84.8

4.55.0

4.95.0

5.05.0

4.95.0

5.04.9

5.04.5

4.5 4.84.9

Current issues prep sec lang.: AL 8990

Spring 2012 4.85.0

4.25.0

4.05.0

5.04.7

4.54.8

4.84.7

5.04.3

4.2 4.84.5


Summer 2012 5.05.0

4.65.0

5.05.0

4.64.9

4.94.9

4.94.9

4.94.8

4.6 4.95.0

Sound SystemAL 8320

Fall 2012 4.94.8

4.94.9

4.75.0

4.94.8

4.84.6

4.84.7

4.74.9

4.5 4.64.6

Approaches: AL 8450

Fall 2012 4.84.6

4.74.9

4.74.9

4.94.6

4.84.6

4.64.5

4.64.7

4.6 4.54.7

Sound System Spring 2011 4.9 4.6 4.9 4.8 4.9 4.9 4.9 4.8 4.8

AL 8320 4.9 4.9 5.0 5.0 4.9 4.9 4.9 4.9Selected Topic: Supervision: 8270

Spring 2011 4.94.7

4.74.5

4.85.0

4.94.8

4.84.8

4.94.7

5.04.9

4.5 4.84.8

Sound SystemAL 8320

Fall 2011 4.84.8

4.54.8

4.74.8

4.64.8

4.74.8

4.84.7

4.94.7

4.4 4.74.9

Approaches: AL 8450

Fall 2011 4.74.6

4.64.9

4.84.9

4.94.6

4.84.6

4.74.4

4.74.4

4.4 4.64.7

Approaches: AL 8450

Fall 2010 4.74.5

4.44.5

4.64.9

4.94.7

4.64.5

4.54.4

4.64.6

4.5 4.64.6

Practicum: AL 8900

Fall 2010 4.94.7

4.54.7

4.85.0

5.04.6

4.84.6

4.84.4

4.64.8

4.5 4.84.6


Summer 2010 5.04.9

4.95.0

5.05.0

5.04.9

5.05.0

5.04.9

5.04.9

4.7 5.04.9

** Undergrad Practicum AL 4161

Spring 2010 4.94.8

4.64.9

4.84.9

4.94.8

4.74.7

4.94.7

4.94.8

4.8 4.94.8


Spring 2010 5.05.0

5.05.0

5.05.0

4.85.0

5.05.0

5.05.0

5.05.0

4.8 5.05.0

Approaches: AL 8450

Fall 2009 4.94.9

4.75.0

4.95.0

4.84.6

4.94.8

4.84.8

4.85.0

4.6 4.84.9

Sound SystemAL 8320

Fall 2009 5.05.0

4.84.7

5.05.0

5.05.0

5.05.0

5.05.0

4.95.0

5.0 5.05.0


Summer 2009 4.75.0

4.55.0

4.85.0

5.04.8

4.35.0

4.84.7

4.84.8

4.3 5.04.8

Undergrad Methods AL 3051

Spring 2009 4.74.8

4.54.7

4.64.8

4.84.8

4.64.4

4.64.4

4.94.8

4.3 4.94.5

Sound SystemAL 8320

Spring 2009 5.05.0

4.65.0

5.05.0

4.74.8

5.05.0

5.04.9

4.85.0

4.4 4.84.9


Spring 2008 4.74.7

4.94.9

4.94.9

4.65.0

4.94.9

4.95.0

4.94.9

4.6 4.94.9

** Selected Topic in Supervision: AL 8270

Spring 2008 5.04.9

4.95.0

4.95.0

5.05.0

5.05.0

5.05.0

5.05.0

5.0 5.05.0


Summer 2008 4.884.88

4.54.75

4.884.88

4.754.75

4.634.88

4.884.75

4.754.5

4.43 4.884.75

Approaches: AL 8450

Fall 2008 5.04.92

4.794.93

4.934.93

4.934.93

4.934.93

4.864.93

4.795.0

4.64 4.924.86

Sound SystemAL 8320

Fall 2008 5.04.7

4.74.7

5.05.0

4.94.9

4.94.9

4.85.0

4.94.9

4.7 5.04.8

Approaches: AL 8450

Spring 2007 5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.0 5.05.0

Practicum: AL 8900

Spring 2007 5.05.0

4.95.0

5.05.0

5.04.9

4.84.8

5.04.8

5.04.9

4.8 5.05.0

Classroom Practices: AL 8480

Summer 2007 4.85.0

4.55.0

5.04.8

5.05.0

5.05.0

5.05.0

5.05.0

5.0 4.75.0

Professional Leave Fall 2007

Sound System:AL 8320

Spring 2006 4.95.0

4.94.9

5.05.0

4.75.0

4.94.9

4.95.0

4.95.0

4.7 4.95.0

** PhD Seminar Spring 2006 4.6 4.6 4.4 4.6 4.3 4.6 4.8 4.6 5.0

AL 9370: 5.0 5.0 5.0 4.6 4.8 4.8 4.4 4.5Classroom Practices: AL 8480

Summer 2006 4.95.0

4.45.0

4.94.9

4.85.0

4.95.0

4.95.0

4.94.9

4.8 4.95.0


Fall 2006 5.04.8

4.54.6

4.95.0

4.84.9

5.04.8

5.04.9

4.94.9

4.4 4.84.9

** Academic Listening & speaking for Graduate studentsESL 7250

Fall 2006 4.84.7

4.24.8

4.64.6

4.44.6

4.84.7

4.94.6

4.84.5

4.5 4.54.7


Spring 2005 4.74.5

4.34.7

4.64.7

4.64.7

4.74.6

5.04.7

4.74.6

4.6 4.64.7

Practicum: AL 8900

Spring 2005 4.94.9

4.94.9

4.94.9

4.94.9

4.94.7

4.94.9

4.94.9

4.7 4.64.7


Summer 2005 5.05.0

4.85.0

5.05.0

5.05.0

5.05.0

5.05.0

4.85.0

5.0 5.05.0

Approaches: AL 8450

Fall 2005 4.84.9

4.54.9

4.85.0

4.85.0

4.84.6

4.64.9

4.64.9

4.7 4.74.9


Fall 2005 4.75.0

4.75.0

4.85.0

4.75.0

4.75.0

5.05.0

5.05.0

4.7 5.05.0


Spring 2004 4.84.3

4.34.6

4.54.9

4.84.6

4.84.4

4.44.6

4.14.6

4.1 4.34.5

Practicum: AL 8900

Spring 2004 4.74.6

4.04.8

4.84.9

5.04.9

4.94.5

4.84.5

4.85.0

4.7 4.94.7


Summer 2004 4.94.6

3.95.0

5.05.0

4.94.9

4.95.0

5.05.0

5.04.9

5.0 5.05.0

Approaches: AL 8450

Fall 2004 4.44.4

4.44.9

4.54.9

4.84.3

4.43.9

4.54.0

4.14.7

3.9 4.93.9


Fall 2004 5.04.8

4.65.0

4.65.0

5.04.6

4.84.8

5.04.4

4.64.6

5.0 5.04.4

Phonetics/Phonology:AL 4011

Spring 2003 4.64.6

4.64.4

4.64.8

4.84.6

4.74.0

4.64.3

4.64.3

4.2 4.54.6

Approaches: AL 8450

Summer 2003 4.54.6

4.44.6

4.74.9

4.84.7

4.74.4

4.64.5

4.54.8

4.5 4.84.6


Fall 2003 4.34.6

4.24.6

4.64.9

4.44.7

4.44.0

4.64.3

4.34.6

4.1 4.44.4


Fall 2003 5.05.0

5.04.5

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.0 5.05.0

Practicum: AL 8900

Spring 2002 4.64.8

4.64.8

4.64.9

4.74.6

4.74.8

4.74.7

4.84.6

4.4 5.04.7

Practicum: AL 8900

Summer 2002 5.04.6

5.05.0

5.05.0

5.05.0

5.04.8

5.04.8

5.05.0

5.0 5.04.6

** Current issues prep sec lang.: AL 9400

Fall 2002 5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.0 5.05.0

Approaches: AL 8450

Fall 2002 4.94.7

4.94.9

5.04.7

5.05.0

5.04.6

4.74.8

4.74.9

4.5 4.64.73

Practicum: AL 8900

Spring 2001 4.904.8

4.75.0

4.95.0

4.94.7

5.04.8

4.94.6

4.94.9

5.0 4.94.8

Sound System: AL 8320

Spring 2001 4.954.78

4.844.84

5.05.0

4.954.95

4.954.68

4.894.74

4.844.95

4.74 4.834.94

Practicum: AL 8900

Fall 2001 4.674.44

4.674.78

4.755.0

5.04.22

4.224.22

4.784.22

4.564.78

3.67 5.04.44

Approaches: AL 8450

Fall 2001 4.824.41

4.734.81

4.824.81

4.864.82

4.914.82

4.864.64

4.914.95

4.86 4.914.68


Spring 2000 4.914.9

4.914.82

4.915.0

4.915.0

5.04.91

5.04.8

4.825.0

4.55 5.04.82


Spring 2000 4.864.9

4.674.81

4.955.0

4.954.86

4.954.86

4.954.76

5.05.0

4.76 4.94.81

Approaches to teaching: AL 8450

Fall 2000 4.854.25

4.54.85

4.964.96

4.884.85

4.924.27

4.774.46

4.354.73

4.12 4.754.54

Practicum: AL 8900

Fall 2000 4.894.88

5.04.56

5.05.0

4.894.89

4.894.89

5.05.0

5.04.89

4.78 4.895.0


Spring 1999 5.04.8

4.85.0

4.95.0

4.94.8

5.04.9

4.94.7

5.04.9

4.7 4.84.8

Second Language Acqu.: AL 8250

Spring 1999 4.74.7

4.74.8

4.65.0

4.64.6

4.64.6

4.54.4

4.64.7

4.2 4.84.4

Practicum: AL 8900

Fall 1999 5.05.0

4.755.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.0 5.05.0


Fall 1999 4.94.86

4.774.91

5.05.0

4.954.95

5.04.55

4.914.81

4.954.9

4.59 5.05.0

Oral comm.: acad purposes: ESL 750

Fall 1999 5.04.93

4.885.0

4.944.94

4.884.87

5.04.94

5.04.87

5.05.0

4.94 4.884.93

Sound system of English: AL 8320

Spring 1998 4.54.0

3.14.8

4.54.9

4.44.5

4.84.4

4.54.4

4.64.6

3.7 4.34.3

Practicum: AL8900

Spring 1998 3.14.3

3.14.5

3.54.9

3.73.6

3.53.8

3.63.5

4.34.0

3.5 4.73.4

Oral comm.: acad purposes: ESL 750

Fall 1998 4.94.7

4.74.8

4.84.9

4.84.8

4.84.8

4.74.6

4.94.6

4.8 4.64.8

Practicum: AL8900

Fall 1998 5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

5.05.0

4.8 5.05.0


Fall 1998 4.74.4

4.74.9

4.84.9

4.94.7

4.84.5

4.74.6

4.84.8

4.5 4.94.7

Sound system of English: AL 8320

Spring 1997 4.74.7

4.44.7

4.74.7

4.44.7

4.74.6

4.64.6

4.74.7

4.4 4.84.7

Practicum: AL8900

Spring 1997 4.24.5

3.84.8

4.84.9

4.84.5

4.84.7

4.64.6

4.84.6

4.4 4.74.6


Fall 1997 4.14.7

4.25.0

4.55.0

4.84.4

4.74.5

4.44.4

4.74.4

3.7 4.64.2

Sound system: TSLP 8320

Winter *1996 4.5 4.5 4.64.6

4.7 4.7 4.74.6

Practicum: TSLP8900

Winter *1996 4.5 4.5 4.64.6

4.7 4.7 4.74.6

Approaches to teaching: TSLP 8450

Winter *1996 4.54.6

4.04.6

4.84.9

4.74.5

4.74.5

4.34.2

4.74.7

3.8 4.64.5

Sound system: TSLP 8320

Winter *1995 4.1 4.6 4.54.2

4.4 4.3 4.54.2

Classroom Practices: TSLP 8480

Spring *1995 4.2 4.9 4.74.4

4.7 4.8 4.64.5

Practical Observation Summer *1995 3.9 4.6 4.6 4.5 4.5 4.4

TSLP 8600 4.1 4.2Approaches to teaching: TSLP 8450

Fall *1995 4.5 4.8 4.64.5

4.7 4.7 4.44.6

** 1st time to offer this course

* Items for years 1995-1996 used an alternative system (see below)

Key (for 1997-Present)

1. Explained the goals of this course clearly. 2. Explained the grading system clearly.3. Gave assignments related to the goals of this course.4. Followed the plan for the course as established in the syllabus.5. Was well prepared.6. Spoke in a way that communicated the subject in an understandable manner.7. Responded constructively and thoughtfully to questions and comments.8. Used class time effectively. 9. Had designated office and student appointment hours and was available to students

during these times. 10. Assigned grades fairly.11. Returned test results and evaluation of student’s work in a reasonable period of time

(typically, 7-10 days or less is considered a reasonable college benchmark).12. Met the class according to the published schedule of classes.13. Stimulated my thinking and gave me new insights on the subject.14. Related well to students. 15. Motivated me to learn. 16. Assigned readings (including the text(s)) that contributed to what student’s learned.17. The overall teaching effectiveness of the instructor.

* Key (prior to 1997)

Items for which the wording is identical (or very close) to items of the newer (1997-present) key are included. These are items 2, 3, 4, 5, 6, 9, 13, and the summative item #17.

Documents

UNIVERSITY SYSTEM OFFICE CURRICULUM …shared.cas.gsu.edu/files/2014/03/John-Murphy-CV.doc · Web viewMonique Pooni, English for Punjabi: An Examination of Differences in English