Sue Doe

CURRICULUM VITAE

CV SECTION 1: Employment History/Awards

NAME Sue Doe

ADDRESS 5839 Big Canyon Dr. PHONE (970) 282-7575 HouseFort Collins, CO 80528 (970) 222-3728 Cell

EDUCATION

2001 Ph.D. Educational Leadership, Colorado State University1981 M.A. English/Creative Writing, University of New Hampshire1979 B.A. English/Writing, Knox College1988 Language Arts and Literature Teaching Credential, California Community

Colleges Board of Governors, valid for life.

ACADEMIC POSITIONS

June 2013 Associate Professor of English, Colorado State University2007-2012 Assistant Professor of English, Colorado State University2005-2007 Special Appointment Instructor and Associate Director of the Writing Center and

Writing-Across-the-Curriculum, Department of English, Colorado State

University2003-2005 Special Appointment Instructor and Associate Director of Writing-Across-the

Curriculum, Department of English, Colorado State University2001-2003 Special Appointment Administrative Lecturer, GTA Supervisor/Mentor,

Department of English, Colorado State University1997-2001 Instructor, English Department, Colorado State University1994-1996 Associate Director of the Reading and Study Skills Program, Center for

Enhanced Performance, United States Military Academy, West Point1993-1996 Instructor of Reading and Study Skills, Center for Enhanced Performance, United

States Military Academy, West Point1989-1992 Instructor of English, Front Range Community College, Fort Collins, CO1987-1989 Instructor of English, Oxnard College, Oxnard, CA1984-1986 Instructor of English, Mount Saint Mary College, Newburgh, NY1981-1983 Instructor of English, Cedar Crest College, Allentown, PA1979-1981 GTA and Instructor of English, University of New Hampshire

CURRENT and IMEDIATELY PREVIOUS JOB DESCRIPTIONS

Associate Professor of English, Director of the Graduate Specialization in Rhetoric and Composition and Director of the Undergraduate English Major with a concentration in Writing

Assistant Professor of English, gtPathways Writing Integration Director

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Position 2007-2012 combined teaching/advising/mentoring, scholarship, as well as service/administration of the gtPathways requirement for AUCC core courses in the humanities and social sciences: helped gtPathways faculty and GTAs efficaciously design and derive 25% of the course grade from writing. Workload distribution:

HONORS AND AWARDS

2011-12 Excellence in Teaching Award--Tenure Track, College of Liberal Arts, CSU2011-12 Nominated for College of Liberal Arts Excellence in Service Award

2009-10 Named among most influential teachers by a graduating senior2002, 2004, 2005 Nominated for Excellence in Teaching Award, College of Liberal Arts,

Colorado State University. Special Appointment Category2004 Nominated for Best Teacher Award, Colorado State University1996 Meritorious Service Award United States Military Academy, West Point1992 Teaching Excellence Award—Front Range Community College

CV SECTION 2: Publications/Scholarly Record

PUBLISHED WORKS

Books:

Doe, Sue (co-edited with Lisa Langstraat), Generation Vet: Composition, Veterans, and the Post-9/11 University.  Under contract with Utah State University Press (an imprint of University of Colorado P).  (I co-authored the introduction and the essay, “More Than ‘Yes, Sir, No,, Sir: Genre and Agency in Student-Veteran Writing..”  IN PRESS. New projected publication date:  April 2014.

Timpson, William M. and Sue Doe. 2008. Concepts and Choices: Meeting the Challenges in Higher Education, 2nd edition. Madison, WI: Atwood Press.365 pages.

Refereed Journal Articles:

Doe, Sue and William W., Doe, III. “Residence Time and Military Literacies.” Composition Forum, 28 (Fall 2013) Special Issue on Veterans and Writing.

Doe, Sue and Mike Palmquist. “An Evolving Discourse: The Shifting Uses of Position Statements on Contingent Faculty.” Under review for a special joint issue of the ADE/ADFL Bulletins: Non-Tenure-Track Faculty in the Modern Languages: Issues and Directions” a publication of the Modern Language Association, December 2013.

Doe, Sue R., Karla J. Gingerich and Tracy L. Richards. “An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology.” Teaching of Psychology.40.4 (October 2013). 274-280.

Cavdar, Gamze and Sue Doe. 2012. “Learning through Writing: Teaching Critical Thinking

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Skills in Writing Assignments.” PS: Political Science and Politics 45.2. 1-9.

Doe, Sue. 2011 “Response to ‘A Symposium on Fostering Teacher Quality.’” Writing Program Administration 34.2. 115-118.

Doe, Sue, Natalie Barnes, David Bowen, David Gilkey, Ginger Guardiola Smoak, Sarah Ryan, Kirk Sarell, Laura H. Thomas, Lucy J. Troup, and Mike Palmquist. 2011. “Discourse of the Firetenders: Considering Contingent Faculty Through the Lens of Activity Theory.” College English 73.4. 428-449.

Palmquist, Mike, Sue Doe, James McDonald, Beatrice Mendez Newman, Robert Samuels, and Eileen Schell. 2011. “Statement on the Status and Working Conditions of Contingent Faculty.” College English 73.4. 356-359.

Doe, Sue. 2010. “A Hot Mess or a Cool Opportunity: Revising the Aspiration Agenda via New Collective Effort.” FORUM. College Composition and Communication 62.1. A7-12.

Refereed Chapters in Books:

Doe, Sue. “Opportunity and Respect: Keys to Contingent Faculty Success.” In Rewriting Success: Constructing Careers and Institutional Change in Rhetoric and Composition. Donna LeCourt, Amy Goodburn, and Carrie Leverenz, Eds. Anderson, SC: Parlor Press. 51-68.

Doe, Sue. 2011. “Towards a Visible Alliance between Writing Centers and Contingent Faculty: A Social Materialist Approach.” In Before and After the Tutorial: Writing Centers and Institutional Relationships Edited by Nicholas Mauriello, William J. Macauley, Jr., & Robert T. Koch Jr. New York: Hampton Press. 29-52.

Non-Refereed Journal Articles/Chapters/Proceedings/Transactions:

Barnes, Natalie Selden and Sue Doe. 2011. “Integration Is Not a Four-Letter Word.” Collage (Publication of the Colorado Art Education Association.).

Other (e.g. lab texts, book reviews, technical reports, in-house reports):

Doe, Sue with Megan Lemming 2013. Teaching with Joining the Conversation: Writing in College and Beyond. 2nd edition. Boston: Bedford St. Martin’s. (An Instructor’s Manual to accompany Mike Palmquist’s textbook Joining the Conversation.) This is a significant revision. The first edition provided materials for six chapters while this edition provides advice and materials for all 26 chapters of the new edition, which includes a new section on grammar and mechanics. I integrated rhetorically based grammar exercises and activities into every chapter. The new edition also features many new readings, several of which are online sources only. Rhet/Comp graduate student Megan Lemming helped me to develop discussion questions for many of the new online readings, leading to her inclusion as co-author.

Doe, Sue. 2010. Teaching with Joining the Conversation: Writing in College and Beyond.Boston: Bedford St. Martin’s. (An Instructor’s Manual to accompany Mike Palmquist’s textbook Joining the Conversation.) 130 pages.

Armstrong, Donnie, Gabriel Bedingfield, Peter Bleich, William W. Doe, III, Sue R. Doe, Neil S. Grigg, Ann M. Ingala, Heather Scheumann Landers, Troy Lepper, Jenny Pickett, Benjamn

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Schrader. 2010. “Report of the Student Veterans Task Force.” A publication of TILT.

Doe, Sue, Tobi Jacobi, and Laura Thomas. 2009. “Report of the WAC Working Group 2008-09).” A publication of TILT.

CONTRACTS & GRANTS

Externally-Funded Projects as CoPI

2009 “The Role of Direct Instruction and Assessment Criteria in the Development ofWriting Skills and Efficiencies of Grading for a Psychology Course.” CoPI with Dr. Karla Gingerich, Department of Psychology, CSU. Writing Program Administrators (WPA).Amount: $1800.

Internally-Funded Awards

2013 Faculty Development Fund, College of Liberal Arts. Competitively awarded summerfunding shared with colleague Lisa Langstraat to support our work with student-veterans, researching veterans’ community-based writing groups in Denver and throughout Northern Colorado.

2012 Departmental Faculty Development Fund (English). Award used to support paper presentation at the Conference on College Composition and Communication, March 2013.

2012 Professional Development Program (PDP). Award to support paper presentation at the annual MLA Conference, Boston, January 2013.

2011 Center for Research on Communication and Technology (CRCT) Mini-Grant tosupport the analysis and discussion of findings from an IRB-approved research projectassociated with student-veterans entitled “Longitudinal Study of Student Veterans andtheir Literacy Practices.” Co-PI: Dr. Lisa Langstraat. Center for Research onCommunication and Technology (CRCT). $2000

2011 Professional Development Program (PDP) Award to support paper presentation at theConference on College Composition and Communication (4C’s) in March 2012. College of Liberal Arts. $984

2011 Faculty Development Fund (English). Award to support paper presentation at theWriting Program Administrators (WPA) Conference July 2011. EnglishDepartment. $750

2010 Center for Research on Communication and Technology (CRCT) Mini-Grantassociated with the development of instructional approaches for student-veterans in writing classrooms. Co-PI: Dr. Lisa Langstraat. Center for Research on Communication and Technology (CRCT). $1800

2010 Professional Development Program (PDP) Award to support paper presentation at the Modern Language Association (MLA) annual convention. College of Liberal Arts. $960

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2010 Faculty Development Fund (English). Award to support paper presentation at the Writing Program Administrators (WPA) Conference. English Department. Amount: $750

2009 Professional Development Program (PDP) Award to support MLA paper presentation. College of Liberal Arts. $950

2009 Faculty Development Fund (English). Award to support paper presentation at the Writing Program Administrators (WPA) Conference July 2009. EnglishDepartment. $750

2008 Professional Development Program (PDP) Award to support paper presentation at Conference on College Composition and Communication (4C’s). College of Liberal Arts.$940

2008 Faculty Development Fund (English). Award to support paper presentation to Writing Program Administrators (WPA) Conference. English Department. $750

2007 Professional Development Program (PDP) Award to support purchase of a digital recorder for interview research. College of Liberal Arts. $920

2007 Faculty Development Fund (English). Award to support travel to Writing ProgramAdministrators (WPA) and Writing Across the Curriculum Conferences. EnglishDepartment. $750

PAPERS PRESENTED/SYMPOSIA/INVITED LECTURES/PROFESSIONAL MEETINGS/WORKSHOPS

2014, January MLA—“ Advocacy through the Arts: Organic Theatre as Fourth-Stage Advocacy.” MLA panel presentation for the Part-Time Discussion Group’s panel “Defining the Moment, Defining the Momentum: Perspectives on the Language of Employment Status,” Chicago.

2013, March—“The Student-Veteran Effect: Reanimating the Arts of the Contact Zone.” Presentation for a Panel on "Productive Tensions: Ideological Conflict and the Next Generation of Support for Student-Veterans.” Conference on College Composition and Communication, Las Vegas.

2013, January.--MLA panel chair for the Part-Time Discussion Group

2013, January—MLA panel presentation: “Injury, Disease, and the Construction of Veteran (Un) Health in Literature and Society: Ideas For a First-Year Seminar.” Paper presented as part of the MLA panel on student-veterans in the literature classroom.

2012, July—“Under Water and On Hiatus: WAC Rhetoric Meets Budget Rhetoric and Lives to See Another Day.” Panel: “WAC in a Time of Budgetary Crisis.” International Writing Across the Curriculum Conference (IWAC). Savannah, Georgia. International conference. Referee-selected paper.

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2012, March—“Moving With and Moving On: The ‘Service Difference’ in the 50-50 Writing Classroom.” Panel: “20 Million Vets and Counting.” Conference on College Composition and Communication (4C’s). St. Louis, Missouri, March 2012. National conference. Referee-selected paper.

2012, March— “Demographics and Pragmatics: Who are Student-Veterans, and Why Are So Many Enrolling in Colleges and Universities Now?” Workshop: “Veterans in Writing-Intensive Courses: Higher Education as a Gateway or Gatekeeper? A Workshop for Composition Teachers, Scholars, and WPAs.” Conference on College Composition and Communication (4C’s). St. Louis, Missouri. National conference. Referee-selected paper.

2011, July-- “Writing Protocols (and Protocol Interpretation) for Veteran Success and Faculty Development.” Panel: “Veteran Friendly Writing Programs: Strategies for Contributing to Student-Veterans’ Success.” Writing Program Administrators Annual Conference. Baton Rouge, LA. National Conference. Referee-selected paper.

2011, April—"Rhetorics of Economic Crisis: Lacking Tenure, Dare We Interrogate the Message?" This paper was part of a panel called "Post-September 2008: Nontraditional Trajectories." Conference on College Composition and Communication (4Cs). Atlanta. National Conference. Referee-selected paper.

2011, January— Paper #1: “NTT Participation in Faculty Governance in Colorado: An Effort to Change Culture.” Panel: “Improving Non-Tenure-Track Appointments: Current Models from California, Colorado, and Missouri.” Modern Language Association (MLA). Paper #2: “Contingent Voices in Conversation: The College English Special Issue on Contingency.” Panel: “Vision Neglect: Revealing Contingent Faculty Identities.” Modern Language Association (MLA). International conference. #1 Referee-selected paper. #2 Part of a guaranteed panel hosted by the Executive Committee of the Part-Time Discussion Group of the MLA, a standing committee.

2010, September— “The Student-Veterans Are Coming! Resurgence and Reintegration on Campus in the Post-9/11 World.” CSU Diversity Conference. With William W. Doe, III.

2010, July—“What Do Negative Results Tell Us? A Report on Direct Instruction, Transparent Grading Criteria, and the Challenges of Cross-Disciplinary Research.” Panel: “Innovations in Writing from the WPA Grant Award Winners” Panel Chair. Writing Program Administrators Annual Conference (WPA), Philadelphia, PA. National Conference. Referee-selected paper.

2010, May—TILT Critical Thinking Workshop--Served as invited co-leader, along with Jay Phelan of UCLA, for the two-day TILT Critical Thinking Workshop, May 2010, including full-day workshop leadership. Also served as Panel Chair for an interdisciplinary presentation, “Using Writing to Support Critical Thinking,” with Karla Gingerich, Psychology, Gamze Cavdar, Political Science, and Barbara Hooper, Occupational Therapy.

2010, March—“Investigating the Role of Direct Instruction and Transparent Assessment Criteria in a General Psychology Course’s Writing Integration.” Panel: “The Writing Program Administrator Grant Award Recipients Report on Innovative Solutions to Class Size Dilemmas, WPA Identity, and Writing Integration in Lower-Division Psychology.” Panel Chair. College Conference on College Composition and Communication (4C’s). Louisville, KY. National Conference. Referee-selected paper.

2010, February —Master Teacher Luncheon Presentation, College of Natural Sciences. Presented the results of research undertaken with Karla Gingerich, Psychology, regarding writing integration in the disciplines

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2010, February—Cognitive Psychology Research Presentation.Presented the findings of a mixed methods research project on writing integration in the Introductory Psychology classroom. With Karla Gingerich, Psychology.

2009, December—“Coping with Contingency During Budgetary Crisis: What We Did, What We Tried to Do, and What We Wish We Had Done in 2009.” Modern Language Association (MLA). Philadelphia. International conference. Part of a guaranteed panel hosted by the Executive Committee of the Part-Time Discussion Group of the MLA, a standing committee.

2009, March--“Gaining Support and Structuring Research on Adjuncts.” Workshop: “Adjuncts and Allies Workshop.” College Conference on College Composition and Communication (4C’s). San Francisco. National Conference. Referee-selected workshop.

2008, October--“The Converging Paths of Writing Centers and Contingent Faculty: Towards a Shared Vision.” International Writing Center Conference, Las Vegas, Nevada. International Conference. Referee-selected paper.

2008, July--“Building the CV, Strengthening the Program.” Panel: “WAC Faculty ‘Buy-In’ Reconsidered: Competing Economies and Therapeutic Rhetorics.” Writing Program Administrators Annual Conference (WPA). Denver. National Conference. Referee-selected paper.

2008, February--“Reciprocal Deprivatization and the Building of Alliances.” Colorado and Wyoming Writing Center Tutors Conference. University of Wyoming, Laramie. Regional conference.

2007, October--“Dialogue-in-Action: A Strategy for Collegial Discourse Among Tenure Track and Non Tenure Track Faculty.” Feminisms and Rhetorics Conference, Little Rock, Arkansas. National Conference. Referee-selected paper.

2007--College English Association, April 2007. “Building Shared Empathy Among Contingent and Tenure-Track Faculty: Confronting Labor Policies to Restore and Restory Relationships,” New Orleans. National Conference. Referee-selected paper.

2007, March--“Women in the Basement No More: A Short History of Adjuncts in the American University (for Women’s History Month).” Women at Noon Series, a program of the Women’s Studies Program, Colorado State University.

2006, October--“Breaking the Code of Silence: Adjunct Faculty and Their Stories of Loss and Hope.” A conference paper given on a panel entitled “Beyond the Healing Metaphor: “Restorying” Injustice through Narrative Action.” Thomas Watson Conference, October 2006, University of Louisville. National conference. Referee-selected paper.

COLLABORATIVE & INTEGRATIVE INTERDISCIPLINARY SCHOLARSHIP

gtPathways Writing Integration Scholarship and Research—2008-2011

I have been involved in several interdisciplinary scholarship and research efforts as part of the gtPathways writing integration initiative. These efforts have involved coordinated and collaborative research, rhetorical analysis of interdisciplinary publication venues, and co-authorship across disciplinary difference.

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1) Since 2008, with the Department of Psychology and Dr. Karla Gingerich, Course Director for PSY100, I have undertaken three substantial collaboratively studies. These include:

“The Role of Direct Instruction and Rubric Discussion on Student Writing.” Through the national offices of the Writing Program Administrators Conference, I was able to identify and secure funding for this project. In this study, we compared the effectiveness of differing direct instruction strategies for teaching students about the writing efforts they were undertaking.

In the second study, “The Role of Training in the Development of Accuracy and Effectiveness Among GTA Graders,” we investigated GTA accuracy of scoring and effectiveness with responding to student writing. That work was funded by a grant from the College of Natural Sciences and culminated in an article that we are currently revising (post peer review as “resubmit with revisions) for publication in Teaching of Psychology. The article is titled “An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology.”

The third project, undertaken in 2011-12 “Examining the Effects of Informal Writing” involves a Collaborative effort with a researcher at Washington University in St. Louis, in which we are examining the effectiveness of in-class writing on examination performance and the retention of information examined six weeks after the semester is over. Data analysis is ongoing. Dr. Gingerich and I have reported our collaborative interdisciplinary research at Master Teacher Initiative luncheons, local research colloquia, and at several national conferences.

2) With the Department of Political Science, I have worked with Dr. Gamze Cavdar with whom I have a co-authored article placed in PS: Political Science and Politics entitled “Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments.” This article reports our research into a feedback and revision approach to writing integration in a lower-division political science course. Dr. Cavdar and I have reported our interdisciplinary work at the Professional Development Institute (PDI) at CSU.

3) With the Department of Art and particularly Instructor Natalie Barnes, I have engaged in interdisciplinary scholarship supporting the gtPathways writing instruction. Focusing on in-class writing initiatives in the Introductory Art classroom, we have presented this work at the CSU at the Master Teacher Initiative (MTI) Luncheon (2011), at the CSU Professional Development Institute (PDI) and in the regional journal Collage, The Colorado Journal of the Teaching of Art.

gtPathways/WAC Writing Research Competition and Writing Fellows—2011-12

As an outgrowth of the gtPathways cross-disciplinary writing integration and funded by monies from the Provost and TILT, I am in the midst of administering a series of competitively-awarded WAC projects focusing on innovative uses of writing in gtPathways courses. I selected five projects, four from the College of Liberal Arts and one from the College of Natural Sciences. These projects will take place in the 2012-13 academic year and will provide new opportunities and incentives for gtPathways faculty to inquire into best practices for writing integration and itsassessment. I will be working with Faculty from the Departments of Art, Economics, Music, Political Science, and Psychology.

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CV SECTION 3: EVIDENCE OF TEACHING AND ADVISING EFFECTIVENESS

TEACHING:

Since joining the tenure-track faculty in 2007, I have taught 20 sections of the gtPathways preparation course, E608/E680 (Integrating Writing into the Core), two sections of CO301C (Writing in the Disciplines—Social Sciences), two sections of E633 (Autoethnography), one section of CO300 for a student-veteran cohort, and two sections of a special section of CO150 comprised of 50% student-veterans and 50% traditional students in order to address the so-called “military-civilian divide” at a time when the new GI Bill is taking root. I have also taught the nine-hour pre-service course for gtPathways GTAs five times, with an average of 80 students each year or over 300 GTAs. Additionally, I have led writing workshops in the spring of each year as follow-on support for gtpathways, developing workshops alongside GTAs who desire the professional development opportunity and averaging 6-8 workshops each spring and roughly 50 participants each year. I have served as undergraduate advisor for approximately 20 writing majors each year, have supervised six theses, 11 internships, and two independent studies. I have been outside committee member for 40 masters or doctoral committees.

Year Semester Course No./Title Cr. Hrs. Enrollment

2013 Fall E600b Research Methods 3 4E465 Workplace Literacies 3 22

2013 Spring E633 Autoethnography 3 18CO300—Veterans Section 3 12E692 Composition Colloq 1 11

2012 Fall E600 Research Methods 3 62012 Spring CO150 Citizens’ Section 3 21 2012 Spring E699 Thesis 6 1 (Hadlock)

2012 Spring E687 Internship Credit 3/1 2 (Hadlock/Austin) (FREESTONE editors)

2012 Spring E487 Internship 1 1 (Kerber)(gtPathways Newsletter editor)

2012 Spring gtPathways Workshops 0 50 (approximate)

1. “International Student Writers in the CSU Context” with Nancy Berry (IEP Faculty) and Jenny Levin (English Department Faculty)

2. “Helping Students with the In-Class Essay by Teaching Thesis Statements and Paragraph Coherence” with Jenika Howe & Beth Austin (History GTAs)

3. “Improving Student Writing through Pre-Writing Strategies”with Jonathan Fisk and Morgann Means (Political Science GTAs)

4. “Using Writing Assignments to Engage Students and Enhance Critical Thinking” with Mike Palmquist (Director of TILT and

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Vice Provost) 5. “Sometimes Bad, Occasionally Ugly, but Mostly Good—a Top

10 List of Discoveries about Writing in the Disciplines and Interdisciplinary Research on Writing” with Karla Gingerich (Psychology Department Faculty)

6. “Engaging Student Writers through Multi-Media” with Jonathan Fisk and Morgann Means (Political Science GTAs)

7. “An International GTA Meets U.S. and International Undergraduate Writers: A Personal Story” with Aude Chesnais (Sociology GTA)

2011 Fall E608 (four sections) 1 71 interdisciplinary*2011 Fall gtPathways Orientation (9 hrs) 0 80 interdisciplinary*2011 Fall E695 Independent Study 3 1 (Duncan) 2011 Fall E687 Internship: 1 1 (O’Neill)2011 Fall E487 Internship 3 1 (Kerber)

(gtPathways Newsletter editor)

[*Both E608 (formerly E680) and the nine-hour gtPathways pre-service orientation are highlyinterdisciplinary, involving approximately 75-80 graduate students (GTAs) each year. GTAs

from Psychology, Anthropology, Economics, Philosophy, Sociology, Political Science, History, and Music come together in this class to discuss the varied writing and learning expectations of the disciplines .Since the first semester of this writing initiative (Fall 2007) I served as the director of the GTA preparation program, developing the course, pre-service orientation, and spring workshops.]

2011 Summer E695 Independent Study 3 1 (Hadlock)

2011 Spring CO150 Citizens’ Section 3 24This experimental 50-50 split (hybrid) combined a cohort group of

student-veterans from the OEF/OIF wars who took the course alongside

traditional CO150 students.

2011 Spring E687 Internship Credit 2 1 (O’Neill)2011 Spring E687 Internship Credit 3/1 2 (Hadlock/Robinson)

(FREESTONE editors)2011 Spring E699 Thesis 6 2 (Schicke, Robinson)

2011 Spring gtPathways Workshops 0 50 (approximate)

1. “One-to-One Conferencing with Student Writers” with Rachel Marsh, Danielle Mohr, Angela Bowen (Psychology GTAs)

2. “Commenting on Student Writing” with Jonathan Fisk (Political Science GTA)

3. “The Staged Writing Assignment” with Andrew Ogle, Rachel Marsh, Danielle Dickins (Psychology GTAs)

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4. “Helping Students with the In-Class Essay by Teaching Thesis Statements and Paragraph Coherence” with Jenika Howe & Beth Ridenoure (History GTAs)

5. “Connecting Course Goals to Writing Assignments” with Jerry Lorenson and Scarlett Eisenhauer (Anthropology GTAs)

6. “Addressing Student Resistance (to Writing)” with Kyle Pape (Ethnic Studies GTA)

7. “Graphic Organizers: A Pre-Writing and Post-Writing Review Strategy” with Jonathan Fisk and Caitlin Wall (Political Science GTAs)

2010 Fall E608 (Four Sections) 1 X 4 68 interdisciplinary2010 Fall gtPathways Orientation (9 hrs) 0 80 interdisciplinary2010 Fall E487 Internship 3 1 (Heller-Blair)

(gtPathways Newsletter editor)

2010 Spring E633 Autoethnography 3 142010 Spring E687 Internship

(FREESTONE editors) 3/1 2 (Billings/Dobson)2010 Spring E699 (Thesis) 6 1 (Church)2010 Spring gtPathways Workshops 0 50 (approximate)

These 5 workshops were done collaboratively with GTAs from variousdisciplines who were interested in developing their resumes through professional presentation. The final workshop queried the GTAs themselves about their experiences in the first year of grading and responding to student writing.

1) “Connectivity—Conveying Connections Between Writing Assignment and Course Goals” – with GTA Nina Ehrlich (History)

2) “Reasonable Responses to Error Workshop”—with GTA Josh Edler (Psychology)

3) “Staged Writing Assignments Workshop”—with GTA Dave Shutz (Anthopology)

4) “Revision Processes in a Political Science Course”—with GTA Matt Luizza (Poli Sci)

5) “GTA Feedback Workshop”—GTAs report on their first year2009 Fall E608: (4 sections) 1 X 4 73 interdisciplinary

2009 Fall gtPathways Orientation (9 hrs) 0 80 interdisciplinary

2009 Fall E487 Internship 3/1 1/1 (Shields, Joon)(gtPathways Newsletter editor)

2009 Spring CO301C Writing in the 3 21Disciplines

2009 Spring E699 6 1 (Adsit)

2009 Spring E687 Internship(FREESTONE editorship) 3/1 1/1 (Doran/Billings)

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2009 Spring gtPathways Writing Workshop Series:

--High-Tech Writing, --Conferencing Techniques--Writing to Engage & Critical Thinking--Challenge and Opportunity with International Student Writing, --How To Use/Not Use Rubrics --Commenting on Psychology Papers

0 100 (Approximate)

2008 Fall E680 gtPathways (4 sections) 1X 4 72 interdisciplinary2008 Fall gtPathways Orientation (9 hrs) 0 80 interdisciplinary

2008 Fall E487 Internship 3 1(gtPathways Newsletter editor)

2008 Spring CO301C Writing in the Disciplines 3 21

2008 Spring E699 Thesis 6 1 (Jory)

2008 Spring E687 Internship(FREESTONE editors) 3/1 2 (Adsit & Burns)

2007 Fall E680 gtPathways (3 sections) 1 30 interdisciplinary2007 Fall gtPathways Orientation (9 hrs) 0 80 interdisciplinary2007 Fall gtPathways Workshops (8)

Each offered twice 0 1002007 Fall E687 Internship 3 1 (Roller)

(gtPathways Newsletter editor)

Examples of Course Improvements

Fall 2013-Spring 2014 E692. In an effort to engage our rhetoric and composition graduate students more fully in currents of the field, I made a course revision which provided for more collaboration between first-year and second-year graduate students in the fall semester. While E692 is a spring course, we meet a few times in the fall to create community, especially for the new graduate students. In the Fall of 2013 we undertook a real-world class project in which students in E692 became reviewers for a “Best Of Rhet/Comp” collection. Students reviewed nominated articles from 15 journals in the field. They then made recommendations for the top three that they believed should be included among the “best of” selections. Contributing to an authentic publication review process, they gained understanding of how to evaluate professional articles and also got the opportunity to read widely on current topics in the field, thus exposing them to new ideas. Because the first-year students also engaged in this process in E600 Research Methods, prior to being involved with the project in E692, they were able to provide leadership to the first-year graduate students, which in turn began to build mentoring opportunities across levels of experience.

Spring 2013 CO300 Writing Arguments. I revised this course for the Student-Veteran

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Section to meet the needs of a cohort group of student-veterans, most of whom had not taken CO150 at CSU. Emphasizing standard course goals relating to gtPathways competencies and to the multimodal course redesign for CO300 that took place a few years ago, I customized the course for student-veterans, focusing the topic on employment, jobs, and career. Student-veterans learned how to use various employment sites, how to locate and interpret Bureau of Labor Statistics, how to examine the arguments of graphic representations of employment trends, and how to obtain information about professions and careers. They also learned how to critically analyze popular claims about “skills gaps” in the workforce by examining varying perspectives on the topic. We drafted a military workplace narrative to identify and describe skills that had been developed in the military and how these might translate into civilian contexts.

Spring 2013 E633 Autoethnography. I revised this course for its second and final offer as a special topics graduate class. A very popular course, drawing students from not only every concentration in English but from other departments and colleges as well as faculty and staff, I endeavored to make the course increasingly relevant to student interests. For instance, I identified and featured through course material particular areas of interest such as the strong interest among so-called “foodies” to develop autoethnographic practices around their approaches, which often include blogs. Second, I developed a more transnational approach to the course, acknowledging student interest in autoethnographic practices that extend beyond U.S borders and reflect differing perspectives. This new emphasis led to one thesis project that will be both transnational and autoethnographic. Third, I developed classroom activities that provided more opportunities for performance since autoethnography is widely understood to be a study in identity performance. As such, I increased the amount of student opportunity for classtime performance, which suited this group of students who are eager to not only theorize their identities within culture but to enact them. This approach led to a very vibrant and more deeply engaging course that drew heavily on literature but did not restrict class time to its discussion, as I had done the previous time the course was offered. The success of this course has led me to think that we might propose a standing course on autoethnography since I believe it would have wide interest both inside and outside the department.

2012-2011 (Spring) CO150. For this special section of CO150 (called “The Citizens’ Section) I introduced the concept of the 50:50 split section populated by student-veterans (returning from the OEF and OIF war) and traditional, civilian students. The goal of the section was to facilitate student-veterans’ reintegration and transition while educating civilian students about civil discourse and national service. I followed the standard course syllabus so that students obtained the standard course, but I also went beyond that syllabus, developing conversational approaches for writing about hot-button topics. I introduced rhetorical strategies for writing in which students learned to negotiate differences in opinion, experience, age, gender, class, and politics—contextualizing these as forms of civil discourse. I began that process through a negotiation of course policies on classroom protocols, including tardiness, cell phone use, late assignments, etc. Improvements in the second year of the course focused on addressing the strengths and weaknesses of each group and providing opportunities for them to cross the experiential divide to help one another. I took advantage of findings from spring 2011, when I learned that traditional students gain from proximity to the maturity and responsibility of the student-veterans and in turn, student-veterans gain from the tolerance for ambiguity and willingness to entertain new ideas that are the hallmarks of the traditional, civilian student.

2012, 2011, 2010, 2009, 2008 (Spring) gtPathways Workshops I provided mentoring and leadership to a large group of GTAs who helped me develop spring workshops in support of the gtPathways program. This initiative involved an entirely novel approach to graduate student professional development, effectively extending my professional relationships with disciplinary

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gtPathways GTAs from the fall course, E608, and deepening their professional development, depending on their interest. I worked closely with these GTAs as they helped to design and deliver the workshops, which were attended by faculty and GTAs from across the campus. Workshops addressed issues such as Face-to-Face Conferencing, Commenting on Student Writing, The Staged Writing Assignment, Helping Students Focus In-Class Essays Via Thesis Statements and Paragraph Coherence, Connecting Course Goals to Writing Assignments, Addressing Student Resistance to Writing, Graphic Organizers as Non-Linear Writing for Pre and Post Exam Review. Taken together, these workshops not only contributed to campus understanding of how to integrate writing into college classrooms, but they provided graduate students with an opportunity for a professional presentation, with feedback on its effectiveness.

2011 (Fall)—E608 Please note that I worked to steadily improve E608 from 2007 forward. Efforts focused on increasing emphasis on discipline-specific commenting (response) to student writing as paper assignments and papers across the disciplines became available.. I also worked to provide increasing levels of hands-on practice for the GTAs in regard to calibration of grades and responding to sample essays from various gtPathways courses. I also, however, attempted to provide a balance between praxis and theory, since GTAs need to understand that there is substantial theory and research on grading and, especially, commenting on student writing. Continuing the approach of assigning and responding at length to the writing of the GTAs themselves, I asked GTAs to write for various audiences, and I provided feedback in various forms so that the GTA-students could assess the types of feedback that might work best for their contexts. I updated readings each year.

2011, 2010, 2009 (Fall)—GTA Response Workshops for the Department of Psychology. I was asked to provide additional training for Psychology GTAs who participated each fall in 4-5 additional professional development workshops beyond the one-credit E608. The workshops involved calibration of scoring on the essays assigned in PSY100 and practice with commenting. I also lead Psychology GTAs in a rigorous action research study on the writing integration in that department and helped Psychology enact a “Lead GTA” model, developing graduate writing leaders among the GTAs in that department.

2009 (Spring)-CO301 Revision involved a significant course improvement focusing on community outreach and service learning. Working with a local senior citizen center, I paired students with senior citizens to learn about communication, particularly in writing, that occurred in their work environments. I coordinated extensively with the senior center’s activity director and the senior citizens themselves and developed new classroom instruction on field research, particularly interviewing, document analysis, and oral history. I developed new assignments so that student writing about the seniors could be focused appropriately. Students wrote documents that were directed toward web, professional, and public audiences. Additionally, each student wrote a “giving back” document that was a surprise gift to their senior, reflecting an appreciation and understanding of each senior’s interests. Students also gave each senior a copy of the transcriptions of their three hours of interview, fully transcribed, in the hope that this document might become a family heirloom. The senior citizens included a retired English professor from CSU, the first bush pilot to fly from Denver to Anchorage, a Broadway actress, several school teachers, a former extension agent, an editor with a major New York publishing company, and, perhaps most excitingly, a lab rat breeder whose rats were central to the development of many important cancer drugs now in use by Pfizer an d other pharmaceuticals. Reflecting on this course improvement, I can say that I developed a renewed sense of optimism about the ability of our students to carry on both face to face conversations and technological forms of communication. To a person, each student demonstrated their respect for an older generation. Watching these students as they conversed with the seniors was one of the most gratifying teaching experiences

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of my life. The seniors, in addition to being generous with their time and ideas, were also gratified to have the opportunity to share some of their knowledge of the world. They were clear, bold, and emphatic with the students. Over and over they communicated a simple message to the students: Don’t let technology get in the way of your communication with people from other places and generations. I believe the students heard them.

Development of New Courses

2009 (Spring)—E633. I offered the Special Topics course on the topic of Autoethnography for the first time at CSU. Fourteen graduate students completed the course, which led to several papers, conference proposals, one published article and three theses featuring autoethnographic features. Students completed mini-autoethnographies on topics of their choosing and also conducted an autoethnography of “being a graduate student,” drawing on blogs they maintained throughout the course. I treated autoethnography as offering a combination of research method, theoretical approach, and political positionality in response to dominant practices and ideologies.

2007 (Fall)—E608. Explain course development I offered several sections of the one-credit,

five-week E608 emphasizing that there is literature, research, and theorization around responding to student writing. My approach was to combine practical opportunities for practicing response, in particular, while informing that practice through scholarly readings on the topic. Most GTAs were surprised to learn that “response theory” even exists, and most quickly took new levels of interest. My approach directly confronted

widespread views among the first generation of gtPathways GTAs that this assistantship was simply a matter of assigning grades on papers and perhaps being willing to justify those grades. My goal was to make this course a legitimate graduate-level course with an unequaled opportunity for professional development that would help GTAs become better graduate writers as well as more competitive candidates for follow-on graduate work, faculty careers, and other professional contexts that require giving feedback to colleagues and protégés.

Development of New Teaching Techniques

Spring 2009 CO301C revision required me to develop new teaching techniques related to oral history with senior citizens. I set about learning how to teach interviewing techniques and life story analysis. Since our class met more than once at the senior center with the seniors, I also developed new teaching techniques that integrated a cross-generational approach. I believe that the most tangible contribution this new teaching technique made was that it suggested to upper division students that face-to-face interview data can still be useful when developing texts for various locations, even those that are highly technology-dependent. The course took on a decidedly “antique” quality, in which students rediscovered the power of conversation, learned from their elders, and disclosed themselves in equal quantity to the seniors, who were delighted to serve as confidantes and advisers for the life ahead.

Spring 2009 E692 Rhet/Comp Colloquium. Assisting my graduate advisee, Janelle Adsit, who moved to New York City between her last two semesters of graduate school, we used SKYPE to make her participation in the colloquium possible. With help from my faculty colleagues, we were able to complete the class without incident and Janelle was able to function quite fully from 2,000 miles away. When she came (physically) to class to give her in-person presentation near the

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end of the course, it was almost as if she had been materially present for every class session; we were able to fold her into the normal processes of the traditional classroom quite comfortably. This experience demonstrated to our graduate students and professors alike that communication technology can seen as a way to surmount pedagogical obstacles, rather than a way to create them.

Fall 2007-12. I increasingly used the Electronic Portfolio function on Writing Studio (an interactive class management program with strong links to writing), which was developed by Mike Palmquist and the English Department quite some time ago). After the graduate students wrote five short texts, I responded fully and quickly online to their work, thanks to e-portfolio. Each student eventually wrote one short paper for each week of the course’s five-week duration. In addition to the ease of posting and commenting, a lesson not lost on the GTAs taking the course who have similar responsibility for undergraduates throughout the core curriculum, the e-Portfolio also provided a relatively safe “banking” mechanism for graduate students who wanted to leave their materials in a safe place, as was the case for many of the graduate students in E608 who were applying to doctoral programs, applying for jobs, or seeking the TILT Teaching Certificate. These graduate students gained knowledge of how the paper feedback loop can be accomplished quite effectively in an online environment.

Integration of Service Learning

Spring 2009 CO301C revision involved a significant service learning component with the engagement of the senior citizen participants. The contributions made by this service learning component included new awareness of work and workplace communication, both past and present, as well as enhanced intergenerational sensitivity and appreciation. For the senior citizens who were involved with this project, the contributions included renewed interest and valuing of their work and their insights, an opportunity to participate in intergenerational conversation, the chance to influence contemporary students’ approaches to work and communication, an audience for their experience and insights, and an oral history documentation of their lives, which having been produced by the students, the senior citizens can now share as a lasting memento with friends and family.

Professional Consultation Related to Teaching

TILT Short Courses on Student Veterans—2011 (Fall, Spring), 2012 (Fall, Spring) 2013 (Fall, Spring). With colleagues Lisa Langstraat, Jenny Pickett (ALVS), and Christina Sutton, I conducted a two afternoon workshop on working with student veterans.

Summer 2013--WAC assistance to LIFE 100. With my colleague Kate Kiefer, I provided assistance to faculty in the life sciences as they worked to create a meaningful writing integration into their large-lecture science course.

June 2012--King Faisal University: “Designing and Using Rubrics in Large Enrollment Classes.” This workshop assisted an international higher education leaders with strategies for improving grading and responding approaches through use of rubrics, especially when enrollments are high.

May 2012—TILT Integrative and Critical Thinking Workshop panel leadership/chair: “Writing Across the Curriculum as a Mode of Integrative Learning”— This workshop was delivered to CSU faculty and graduate students and represented the culmination of five years of work in critical thinking and connections to writing.

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April 2012, October 2011. TILT Short Course on Student-Veterans, CSU. Offered twice: “Working with Post 9/11 Student-Veterans: A Faculty Primer” was a short course addressing the dearth of teaching information related to new student-veterans who are entering college at a rate not seen since World War II and offering perplexing challenges to most faculty.

2010, May—TILT Critical Thinking Workshop--Served as invited co-leader, along with Jay Phelan of UCLA, for the two-day TILT Critical Thinking Workshop, May 2010, including full-day workshop leadership and service on panel regarding writing integration with Karla Gingerich, Psychology, Gamze Cavdar, Political Science, and Barbara Hooper, Occupational Therapy. Provided followup consultations to faculty in mathematics.

2010, February--Master Teacher Initiative Lunchtime Series—2 presentations: “Integrating Writing into the General Psychology Course” and “Writing Strategies for the Large Classroom.” CSU. These presentations offered CSU faculty and graduate students with information and data from two large-enrollment core courses that are integrating writing in efficient and effective ways.

2010, January— Professional Development Institutes (PDI), CSU--“21st Century Multi-modal Communication: A New Model for CSU?”

2010—Master Teacher Luncheon Presentation, February 15, 2010: presentation on the results and lessons of the research undertaken with Karla Gingerich, Psychology, regarding writingintegration in the disciplines

2010—Cognitive Psychology Research Presentation, February 19, 2010: presentation on the findings of the research project undertaken with Karla Gingerich, Psychology, regarding writing integration

ADVISING:

STUDENT ADVISING/GRADUATE SUPERVISION

UNDERGRADUATE STUDENTS:

# Current Undergraduate Advisees

Fall 2013, n = 15Fall 2012, n = 16Fall 2011, n = 19Fall 2010, n = 18Fall 2009, n = 18Fall 2008, n = 10Fall 2007, n = 4

GRADUATE STUDENTS:

Current Graduate Committee Memberships (excluding those chaired):__2_# Plan C

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# Plan B 2 # MS/MA 2 # PhD

Graduate Committee Memberships (for past 5 years, not including those above)__23___# Plan C 1 # Plan B 6 # MS/MA 3 # PhD

Graduate Degrees Completed Under Your Supervision (past 5 years):

Sarah Austin, 2013 (fall), MA. Thesis Title: “The Implications of Labor for First-Year Composition Curricula and Pedagogy: The ‘New’ Majority of Non-Tenurable Faculty and Calls to Action.”

Erin Hadlock, 2012, MA with Distinction. Thesis title: “The Role of Genre, Identity, and Rhetorical Agency in the Military Writing of Post-9/11 Student-

Veterans”Christine Robinson, 2011, MA with Distinction. Thesis title: “Posthumanist

(Auto)ethnography: Toward the Ethical Representation of [Alliances with] Other Animals”

Joe Schicke, 2011, MA with Distinction. Thesis title: “An Autoethnography of Local Music Culture in Northern Colorado”

Marty Church, 2010, MA. Thesis title: “Integrated Reading and Writing in Community Colleges: A Qualitative Study of Developmental Literacy Education”

Janelle Adsit, 2009, MA with Distinction. Thesis title:”Resisting the Last Word: U.S. Creative Writing Pedagogy and Feminist Aesthetics”

Justin Jory, 2008, MA. Thesis title: “At the Intersection: Initial Faculty Uses of

Technologies to Accomplish State-Mandated Writing Integration”

Descriptions of Mentoring Activities

2010-12 served as research mentor to Aron Marvel, a language major (Class of 2009, CSU) and now a doctoral student at SUNY-Buffalo in psycholinguistics. We engaged in the coding and analysis of linguistic data and then co-authored an article, submitted September 1, 2012.

2012 (and continuous from 2007) Faculty Advisor to the FREESTONE (the English Department newsletter for alumni and friends of the department). Mentored graduate student editors, graduate assistant editors, and graduate student staffs. Total # of graduate students who benefited: 12. Providing ongoing direction and support for these graduate students, I clarified the focus, development, design and production of the newsletter. For each of five years, the newsletter came out on time and under budget.

2011, 2010, 2009, 2008, 2007 Professionalizing Mentor to Contingent Faculty—Starting immediately upon appointment to the tenure-track, I directed a great deal of mentoring energy toward the improvement of climate and conditions for faculty working off the tenure track. I endeavored to assist with recognition and professionalization of the non tenure-track faculty ranks, helping, in particular, to develop governance opportunities for contingent faculty from the department through the college and onto the university level. I also

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mentored contingent colleagues on the development of the professional dossier for purposes of documenting annual evaluations of teaching. I further integrated non tenure-track colleagues into my research agenda, studying their experiences while also offering reciprocal benefit through cross-disciplinary discussion and eventual publication of research findings, a project for which they were made full partners in authorship of a major article published in College English. Throughout my tenure-track period, I attempted to serve as a constructive andcollegial intermediary between the non tenure-track, tenure-track, and administrative ranks.

2011, 2010, 2009, 2008, 2007 (Fall) Faculty mentor to publication interns—I supervised undergraduate and graduate publications interns who assisted with all levels of design, production, and distribution of the gtPathways Newsletter, which was produced, on average, three times annually.

2010 gtPathways GTA, Alexandra Duncan (M.A. Literature). I mentored Ms. Duncan’s development as a college classroom teacher to her exceptional record as a graduate student in the literature program, her career interest in college teaching and pursuing a doctorate, and her inability to obtain a GTA position. Features of her mentorship included Alex observing and assisting with one section of E608 (for internship credit), taking another section as a student, and then serving as TA for a third section. My mentoring of Alex involved twice weekly meetings in which we discussed her theoretical and applied understanding of grading and commenting strategies on student writing, leadership of classroom discussions, and development of classroom approaches that support course objectives.

2011 CO150 GTA, Tifarah O’Neill (M.A. Rhetoric and Composition). Ms. O’Neill worked alongside me for the entire 15 weeks of the Citizens’ Section of CO150. She graded papers, designed lectures, led discussions, reviewed discussion forum postings, assisted with peer reviews and group work, and consulted with individual students. All of these activities required mentoring and instruction so that Tifarah would leave her M.A. program with significant experience with teaching first-year composition, despite not having a funded GTA position.

2011, 2010, 2009. Grading Reviews PSYCHOLOGY GTAs. Provided individual mentoring Advice through Systematic grading reviews for first-year GTAs from the Department of Psychology. This work involved reading the graded and commented on sample papers selected by the GTAs, meeting with the GTAs, and providing feedback documentation on their areas of strength and weakness. This documentation was then passed to the GTA who could choose to use it for job applications or for their graduate personnel files.

2009: PIE –The Professional Institute in English. PIE involves twice monthly professional development workshops for English Department Graduate Students. I gave presentations to English graduate students on these topics:

o Teaching in the Community Collegeo Managing the Work-Life Balance in Academeo Stress Management for Graduate Studentso Measuring Student Growth in Writingo Government Positions for Writer, Teachers, Editors

2008: gtPathways Graduate Intern, Fall 2008. Mentored a new English Department graduate student, James Roller, literature, who wanted to learn about writing programs and their

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administration. Provided James with opportunities to develop classroom (E680) curriculum, to develop communication channels with GTAs, to design an interactive commenting feature that can be used on RAMCT, to understand writing pedagogy from the bottom up, and to design and write for the gtPathways newsletter audience.

2008: CO301C Graduate Intern. Mentored the work of graduate intern, Danny Millett, an MA student in EnglishEducation program as he developed curriculum ideas, coordinated arrangements with site partners, and worked on “vertical articulation” concepts for bridging high school and college English instruction.

[Please seen additional information in the appendix—specifically sample copies of The gtPathways Newsletter, 2007-2012, and the annual FREESTONE, 2007-2012 (English Department newsletter written and edited by English graduate students and distributed to department alumni and friends). I served as faculty advisor and mentor of student interns for both of these publications. ]

OTHER ACTIVITIES/ACCOMPLISHMENTS – TEACHING/ADVISING

Guest Lectures:

2011 GRAD 792 Graduate Seminar in College Teaching—“Responding to Writing” Mike Palmquist’s class

2011 E504 Situating Composition Studies—“Response to Moving a Mountain.” Lisa Langstraat’s class

2010 E501 Theories of Writing – “Legacies of Expressivism” Carrie Lamanna’s class

2010, ED608 (Models for Teaching) – “Using Peer Review in the College Classroom” William Timpson’s class.

2010, ED713 (Teaching, Learning, and Professional Growth)— “Professional Concerns and theJob Market in Higher Education” Karen Kaminski’s class.

2008, HI151 (World History—Ancient) “Thesis Statements” for Judy Gaughan’s class

2008 POLS 446 (Political Science Capstone) “Delaying the Thesis Statement for Deeper Critical Thinking” George Stetson’s class

2007-2010 Executive MBA Program—“Writing for Audience” for Kirk Sarell and Executive-MBA Program, Denver Center

Honors Thesis Project Committees Andrea Stevens, Directed by Kate Kiefer. Thesis presentation Spring 2009. Bekah Friesen, Directed by Lisa Langstraat, 2008Melva Seal, Directed by Sue Doe,2006

CV SECTION 4: Evidence of Outreach/Service

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COMMITTEES

National Policy Analyst for the Policy Analysis Initiative of CCCC, TYCA, and NCTE—Fall 2013-Spring 2015.NCTE Listening Tour Coordinator for CSU—I arranged for a survey of CO150 students regarding their early experiences in the college writing classroom. This effort was part of a larger project undertaken by NCTE for purposes of understanding the impact of Common Core curriculum and other educational reforms.

Coalition of the Academic Workforce (representing 13 professional associations). I am the NCTE representative, 2014, 2013,2012, 2011, 2010

Modern Language Association (MLA) Part-Time Discussion Group Executive Committee—2007-2012, CHAIR, 2012, CHAIR EMERITUS (outgoing chair), 2013

Conference on College Composition and Communication (4C’s) Committee on Part-time, Adjunct or Contingent Labor, 2011, 2012,2013 

Delphi Study Participant—one of 40 invited participants to an ongoingnational discussion

of contingency, led by the Pullias Center for the Study of Higher Education, University of Southern California, Adrianna Kezar, Principal Investigator. Participation involved extensive surveying followed by a whole-group meeting in Washington, D.C., May 2012

Consultant to the Bedford Bibliography for Teachers of Writing—identifying the most important books and articles in the area of Contingent Labor and

Working Conditions—Fall 2011National Council of Teachers of English (NCTE) College Steering Committee—Position

Statement Working Group yielding position statement on the standards for conditions of work of contingent faculty, 2009-11

University

Director and Co-Founder, Center for the Study of Academic Labor—Proposed the creation of this new center at CSU with co-directorship shared with Steven Shulman (Economics), Jennifer Aberle (Human Development and Family Services), Mike Palmquist (TILT), and Laura Thomas (English). Our proposal was approved by Faculty Council in December 2013 and is expected to be endorsed by the Board of Governors in early 2014. Our focused approach will be to serve as a scholarship home (research orientation with a journal, book collection, and regular conference schedule) to support scholarship on matters relating to academic labor and divided between “contingency studies” and “tenure studies.”

TILT Senior Teaching Fellow—Invited to serve as an advisor and resource to TILT on projects relating to teaching and learning. Worked on several projects relating to this new enterprise.

Honor Code Feasibility Task Force—Invited consultant to the Academic Integrity office (Elaine Green). We worked throughout Spring 2013 to determine a workable approach for introducing an Honor Code to campus.

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CSU Representative to the P20 Common Core project undertaken regionally within the state. Appointed as Northern Region coordinator, developing vertical and horizontal alignment articulation between the Common Core and CO1, 2, and 3.

WAC Advisory Board Member for NIH Project with STEM—with Kate Kiefer and Mike Palmquist 2013-14

CORSAF—Committee on Responsibilities and Standing of Academic Faculty, CLA, Representative, 2010-13

TILT Course Redesign Consultant—Writing and Critical Thinking 2007-13

VetNet—Cross-campus committee on student-veterans’ issues, 2011-12TILT Veteran-Student Task Force, 2009-10Bank’s Scholarship Committee (for Student Veterans), 2010-11TILT WAC Working Group, 2008-9, Co-Chair, Served as Interdisciplinary BridgeTILT Learning Advisory Board, 2009TILT Graduate Teaching Certificate Board, 2009TILT Mentor with the “Let’s Talk Teaching” Faculty Mentorship Program, 2009-12TILT Critical Thinking Working Group, 2009-10, Phi Beta Kappa—English Department Liaison, 2007-08Provost’s Task Force on Special and Temporary Faculty, 2006-10

CollegeCollege of Liberal Arts Adjunct Faculty Committee, 2006-2012 gtPathways Assessment Committee, 2008

DepartmentSearch Chair, Digital Rhetorics Position—Fall 2013Department Representative to Faculty Council, replacing Michael Lundblad, 2013-14GTA Selection Committee 2013, 2014Executive Committee, 2009-2011, 2012, 2013Undergraduate Committee, 2008-2013Composition Committee, 2007-2013Creative Writing Committee 2012-2013STF Evaluation Committee–2010-2012, Chair 2011-12Freestone Advisor, 2007-2012Ad Hoc Committee for Discussion of Senior Teaching Faculty Implementation, 2011Ad Hoc Budget Committee, 2009Ram Welcome Organizational and Planning Committee, 2008

Interdisciplinary Course Redesign Consultations—Invited by TILT: 2007-2013 I have served as

writing/critical thinking consultant for TILT and have worked directly with several course redesign projects. My participation and leadership on critical thinking has

involved meeting with faculty to understand and articulate their course objectives, developing classroom activities and assignments that support the course redesign through use of writing, and establishing assessment techniques that assist with evaluation of the writing and critical thinking integration. Faculty partners have included:

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Andrew Morton Agricultural Science/Economics Karla Gingerich, Psychology Jonathan Lupo, Communications Studies Melinda Laturi, Natural Resources, GR/WR 304 Farida Safadi-Chamberlain, Biological Sciences and LIFE 212

TILT Interdisciplinary Projects—Invited by TILT: 2007-2012 I have been involved with several interdisciplinary efforts undertaken by TILT, including the Professional Development Institute (PDI), the Master Teacher Initiative (MTI), the Let’s Talk Teaching faculty mentoring program, and the TILT Graduate Teaching Certificate Reviewer. Additionally, I was workshop co-leader for the second annual TILT Critical Thinking Workshop (2009), an interdisciplinary event and subsequently participated as a presenter at every year since.

2012-13--I developed and supervised the first WAC Grant Competition, which awarded project funding to four faculty—one in Psychology, one in Art, one in Political Science, and one in Music. These projects resulted in several publications for participating faculty.

PROFESSIONAL AFFILIATIONS AND ACTIVITIES

Memberships in professional societies:

Modern Language AssociationNational Council of Teachers of EnglishConference on College Composition and CommunicationWriting Program Administrators AAUP—American Association of University ProfessorsPhi Beta Kappa National Honor Society—since 1978Sigma Alpha Iota Honorary Music Fraternity—since 1977

Review/editorial boards:

Invited Co-Editor for College English special issue on non tenure-track faculty, published March 2011. With Mike Palmquist.Editorial Board of FORUM—a special insert publication especially for non tenure-track faculty audiences, within College Composition and Communication, 2010-2013 The WAC Clearinghouse Editorial Board, 2011-2013Reviewer for the TILT Teaching Certificate Program, 2010-2013 Reviewer for Adult Learner and Veterans’ Services Banks Scholarship, which awards monies to CSU student-veterans for the purchase of textbooks, 2011Reviewer for Feminisms and Rhetorics Conference proposals, 2010

Manuscript RefereeingParlor Press, 2011-2012—a book proposalHarlot: The Arts of Persuasion A digital journal published by The Ohio State University. Viewable at http://harlotofthearts.org/index.php/harlot/ 2011-2012

OTHER ACTIVITIES/ACCOMPLISHMENTS – SERVICE/OUTREACH

Special service to the state/community related to professional expertise

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2013, April —Invited Talk followed by a Full Day Faculty Development Workshop at the University of Colorado-Colorado Springs. Talk: “The Value of Professionalizing the College Classroom with Action Research. Workshop: Action (Teacher) Research: Ideas and Applications

2013, March—Invited presentation as part of a faculty development workshop series at FronRange Community College: "Evolving Careers: Be Purposeful and Be Responsible”

2012 Invited Participant in the “Delphi Project on The Changing Faculty and Student Success.” National Meeting in Baltimore on May 18. I served throughout 2011 and 2012 on this national working group, led by Professor Adrianna Kezar, University of Southern California. This is a project of the Pullias Center for Higher Education and is funded by the Spencer Foundation, the Teagle Foundation, and the Carnegie Foundation for the Advancement of Teaching. After participating through extensive surveying throughout 2011 and early 2012, the group of 40 convened on May 18, 2012, for a discussion of the issues of contingent faculty employment and strategic planning for an ethical future promoting the advancement of teaching and learning at the college level.

2012, January Invited Guest to the first ever New Faculty Majority National Summit, as part of the AAC&U (American Association of Colleges and Universities) annual meeting.

2011—Graduate Programs Presentation: “Submitting Proposals for Major Funded Research Grants.” I worked with Margi Cezh, then Director of Student Programs, Graduate Center for Diversity and Access, Graduate School, CSU. There were approximately 12 graduate students from STEM disciplines in attendance. Student feedback conveyed the following: “Dr. Doe is good at switching between big picture and details, and brings her listeners along”; “Great stuff, even at an overview level; getting me more comfortable with the notion that I can do this”; “Dr. Doe was great at getting students involved in the discussion.” Evaluation “value” was 4.8 out of a possible 5 on the workshop assessment.

2011—4C’s (Conference on College Composition and Communication) Research Network Forum Table Leader. I served as table leader for a discussion of ongoing research projects among mostly new scholars and graduate students attending the 4C’s conference in March. My table participants sent the following feedback: “I truly enjoyed our Research Network Forum work together.  Our productive and collegial table was one of the highlights of a great Cs.  Thank you, Sue, especially, for facilitating so well.” Another comment: “Greetings ‘Women of Table 32’--I echo everything said so far.  The energy of this group and the supportive feedback was inspiring.  The morning session left me a little unsure, even a bit discouraged, and I felt fortunate to find this group and get my enthusiasm back.” And a third comment: “Totally agreed. I told everyone I bumped into that RNF (specifically Table 32!) was the most productive and engaging experience at this year's Cs for me.” 

2010, 2009—Campus Equity Week Speakers and Events—Organized 2012 visit of speaker Maria Maisto, president and founder of The New Faculty Majority, the premier national research and advocacy group for contingent faculty. Organized 2010 official two-day visit of Professor Eileen Schell of Syracuse University for Campus Equity Week, including cross-campus fundraising. Organized 2009 Campus Equity Week activities, which included a roundtable with the Provost, Chair of Faculty Council, and Others, an Artistry and Research

Exhibit (contributors limited to contingent faculty), and featured speaker, Professor Gary Rhoades, Arizona State University and Secretary General of the AAUP.

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2011, 2010, 2009, 2008—August Graduate Student Orientation: Annual Invited Presentation on Responding to Student Writing for all interested graduate students, not just gtPathways GTAs.

2010—Invited consultant to the Occupational Therapy program as they worked to develop the writing requirements for their new Masters in OT.

2009-11--NCTE Invited Advisor to the National Steering Committee for Higher Education—Position Statement on Contingent Faculty, Fall 2008. Invited by the National Council of Teachers of English, to join a small committee in order to develop a position statement on non tenure-track faculty rights, appropriate working conditions, and professional opportunities. Draft approved by the Executive Committee and approved y general membership November 2009.

2009—Campus Equity Week Speaker and Event. Led organizing efforts for Campus Equity Week. Activities included a roundtable discussion with the Provost and the Chair of Faculty Council;

2009—Led the Provost’s Task Force “Survey of Contingent Faculty” on the CSU Campus. After coauthoring the 111-question survey with colleague Dr. Karla Gingerich (Psychology) and arranging for its dissemination via Student Voice, I served as primary author of the Survey Report, which was forwarded to the Provost’s office and included a two-page executive summary, the full report, appendices of aggregate data, disaggregated data by college, and analysis of the survey’s open-ended questions.

Expert Testimony

2012 Expert Testimony—Colorado Legislature. As the invitation of Representative Randy Fischer, District 52, I gave expert testimony on issues of contingent faculty in his argument for HP1144 which was signed into law by Governor John Hickenlooper on April 12, 2012. My testimony was recorded in written form and used in the House of Representatives, and I subsequently gave the same testimony in oral form before the Senate Committee on Education. This testimony can be read athttp://aaupcolorado.org/2012/02/15/testimony-regarding-fisher-legislation-as-provided-to-the-house-committee-on-state-veterans-and-military-affairs-colorado-general-assembly-on-february-15-2012/

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