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KATHLEEN J. RYAN

Associate Professor of English

Director of Composition

The University of Montana

Department of English (MAS 100)

32 Campus Drive #6120

Missoula, MT  59812-6120

(406) 243-4410 (office)

kathleen.ryan@mso.umt.edu



ACADEMIC APPOINTMENTS

Associate Professor and Director of Composition. Department of English. The University of Montana. 2009-present.


Assistant Professor and Director of Composition. Department of English. The University of Montana. 2005-2009.
Assistant Professor and Undergraduate Writing Coordinator. Center for Writing Excellence. Department of English. West Virginia University. 2001- 2005.
Graduate Teaching Instructor. University of North Carolina Greensboro. 1997-2001.
High School English Teacher. The Derryfield School, Manchester, NH. 1995-1997.

EDUCATION

PhD University of North Carolina at Greensboro. 1997-2001. GPA 4.0

Specialization: Rhetoric and Composition

Dissertation: “Rememoried Knowing: A Feminist Interpretation of the Canon of Memory”

Director: Elizabeth Chiseri-Strater

Graduate Certificate: Women’s Studies

MA West Virginia University. English. 1992-1994. GPA 4.0
BA University of Vermont. English. 1986-1990.
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RESEARCH AND TEACHING INTERESTS

Rhetoric and Composition: Feminist Rhetorical Studies and Writing Program Administration


GRANTS
GRANTS AWARDED AT WVU

“Reinterpreting the Canon of Memory in the Twenty-First Century.” WVU Senate Research Grant. Funded for $6661. Summer 2001.


English 102 Curriculum Revision. Summer Course Grant. Funded for $3000. Summer 2001.
Art 105 and English 101. Linked Course Grant. Funded for $3000 (with Janet Snyder, Coordinator of Art History). Spring 2001.
HONORS AND AWARDS
HONORS AND AWARDS AT THE UNIVERSITY OF MONTANA

2007 Faculty Prize for Outstanding Research in Women and Gender. “Recasting Recovery and Gender Critique as Inventive Arts.” Rhetoric Review. 25.1 (Winter 2006): 22-40.


Merit Award for 2005-2006 review period.
HONORS AND AWARDS PRIOR TO THE UNIVERSITY OF MONTANA

Eberly College Outstanding Teacher Award Nomination. West Virginia University. September 2004.


Mellon Seminar Fellowship. UNC Greensboro. Summer 2000.

Oleta Norman Scholarship. UNC Greensboro. 1999-2000.


English Department Award for Outstanding Graduate Student Essay. UNC Greensboro. Spring 2000.
English Department Award for Outstanding Graduate Teaching. UNC Greensboro. Spring 1999.
Amy Charles Scholarship, UNC Greensboro. 1997-1998.
RESEARCH AND SCHOLARSHIP
PUBLISHED EDITED COLLECTION

Walking and Talking Feminist Rhetorics: Landmark Essays and Controversies. Co-edited with Lindal Buchanan. Lauer Series in Rhetoric and Composition. West Lafayette, IN: Parlor Press, 2009.
BOOK UNDER CONTRACT

GenAdmin: Theorizing WPA Identities in the 21st Century. Co-authored with Colin Charlton, Jonikka Charlton, Tarez Samra Graban, Amy Ferdinandt Stolley. West Lafayette, IN: Parlor Press. Series in Writing Program Administration. Date of publication: Winter 2010.
PUBLISHED ARTICLES AND ESSAYS

“Making a Pathway, or Inventing Textual Research Methods for Feminist Rhetoricians.” Rhetorica in Motion: Feminist Rhetorical Methods and Methodologies, eds. Kelly Rawson and Eileen Schell. Pittsburgh: U of Pittsburgh Press, 2009. 89-103.


“Theorizing Feminist Pragmatic Rhetoric as A Communicative Art for the Composition Practicum.” Co-authored with Tarez Graban. College Composition and Communication. 61.1 (September 2009): W277-299.
“Places of Possibility, Sites of Action: Reseeing the Gaps between High School and College Writing Instruction.” Co-authored with Hephzibah Roskelly. Closing the Gap: English Educators Address the Tensions Between Teacher Prep and Teaching at Secondary Schools. Language, Literacy, and Learning Series. Eds. Karen Keaton Jackson and Sandra Vavra. Charlotte, NC: Information Age Publishing, 2007. 43-58.
“Course Design: Women, Writing, and Rhetoric.” Composition Studies 34.2 (Fall 2006): 85-106.
“Subjectivity Matters: Using Gerda Lerner’s Writing and Rhetoric to Claim an Alternative Epistemology for the Feminist Writing Classroom.” Feminist Teacher 17.1 (2006): 36-51.
“Recasting Recovery and Gender Critique as Inventive Arts: Constructing Edited Collections in Feminist Rhetorical Studies.” Rhetoric Review 25.1 (Winter 2006): 22-40.
“From ‘What Is’ to ‘What Is Possible’: Theorizing Curricular Document Revision as In(ter)vention and Reform.” Co-authored with Tarez Graban. WPA: Journal of the Council of Writing Program Administrators 28.3 (Spring 2005): 89-112.
“Memory, History, and Invention: Reimagining the Canon of Memory for the Writing Classroom.” Composition Studies 32.1(May 2004): 35-47.
“Teaching The House on Mango Street: Engaging Race, Class, and Gender in a White Classroom.” Academic Exchange Quarterly 6.4 (Winter 2002): 187-192.
“Fusing Horizons: Standpoint Hermeneutics and Invitational Rhetoric.” Co-authored with Elizabeth J. Natalle. Rhetoric Society Quarterly 31.2 (Spring 2001): 69-90.
PUBLISHED BOOK REVIEW ESSAYS

Book Review of The Majority Finds Its Past: Placing Women in History. Feminist Teacher. 19.2 (2009). 153-55.


Book Review. Girls, Feminism, and Grassroots Literacy. WPA: Writing Program Administration. Volume 32.1-2 (Fall-Winter 2008). 147-152.
Book Review. Preparing College Teachers of Writing: Histories, Theories, Programs, Practices. Composition Studies 32.2 (Fall 2004): 154-57.

PUBLISHED INSTRUCTIONAL MATERIALS

Editor and author (with Cathy Corr and Mark Medvetz). The Everyday Writer: The University of Montana Edition. Andrea Lunsford. 4th ed. Boston: Bedford/St. Martin Custom P, 2009.


Editor (with Amy Ratto Parks). The Curious Writer: Custom Edition for The University of Montana. Bruce Ballenger. 2nd edition. New York: Pearson Custom P, 2007, 2008, 2009.
Editor. Entering Academic Conversations: Research and Argumentation in English 102 at West Virginia University. Littleton, MA: Tapestry Press, 2004-2005.
Editor (with Laura Brady and Margot Racin). Work in Progress: English 101 at West Virginia University, 2004-2005. Littleton, MA: Tapestry Press, 2002.
“Fieldworking Book Club.” Fieldworking: Reading and Writing Research. Elizabeth Chiseri-Strater and Bonnie Sunstein. Boston: Bedford/St. Martin’s, 1997, 142-44.

CONFERENCE PRESENTATIONS



CONFERENCE PRESENTATIONS AT THE UNIVERSITY OF MONTANA

Ecological Location and Bioregionalism: Contributing to Feminist Agency for Ecocomposition. (Minneapolis, MN) May 2010.


Staking Out the Field: Editing Feminist Rhetorics: Landmark Essays and Controversies. (Louisville, KY) March 2010.  
Disabling Constraints: Hope for Women Academics’ Rhetorical Agency. Feminism(s) and Rhetoric(s) Conference (Lansing, MI) October 2009.
“Shaping Edited Collections and Anthologies: Arrangement as Textual and Disciplinary Invention.” International Society for the History of Rhetoric (Montreal, Canada) July 2009.
“Research Program Administrators: Convergences and Collisions Among Writing Programs and Libraries.” Council of Writing Program Administrators’ Summer Conference (Minneapolis, MN) July 2009.
“jWPA Ethos: What Do We Mean by Responsibility?” Conference on College Composition and Communication (San Francisco, CA) March 2009. 
“ ‘Stupid Knowledge’: Discourses of Rural Life, Two Year Campuses, and Women's Ways of Knowing.” Western States Rhetoric and Literacy Conference (Bozeman, MT) October 2008.
“Undergraduate Research and the Challenges of Innovation in First Year Composition.” Council of Writing Program Administrators Summer Conference (Denver, CO) July 2008.
“ ‘Do We Have to?’ Changing Resistance Through Feminist Pragmatic Rhetoric Communication.” Conference on College Composition and Communication (New Orleans, LA) March 2008.
“Sustainability and the Climbing Community: A Rhetorical Study of the Access Fund.” Western States Rhetoric and Literacy Conference (Tempe, AZ) October 2007.
“‘Outed’ as a Feminist in Academic Administration.” Feminism(s) and Rhetoric(s) Conference: Civic Discourse (Little Rock, AK) October 2007.
“The Role of the WPA in Creating and Sustaining Disciplinarity – Or, a Polylogue on the Pursuit of Disciplinary Happiness.” Council of Writing Program Administrators’ Summer Conference (Tempe, AZ) July 2007.

“Presenting and Re-presenting Our WPA Identities: A Critique and a Manifesto.” JWPA SIG. Conference on College Composition and Communication (New York, NY) March 2007.


“Composition/Rhetoric Studies and Writing Program Administration: Contending with Questions of Disciplinarity and Charges of Placelessness.” Western States Rhetoric and Literacy Conference (Salt Lake City, Utah) October 2006.
“Feminist Pragmatism and Humane Writing Program Administration.” Council of Writing Program Administrators’ 21st Summer Conference (Chattanooga, TN) July 2006.
“GTAs as WPAs: Bridging the Gap between Scholarship and Service, or Learning (in) the Field.” JWPA SIG. Conference on College Composition and Communication (Chicago, IL) March 2006.
“Seeking the “Available Means” to Collaborate and Mediate in Feminist Writing Program Administration.” Feminism(s) and Rhetoric(s) Conference (Houghton, MI) October 2005.
“Writing Program Administration as Rhetorical Performance.” Western States Rhetoric and Literacy Conference (San Francisco, CA) October 2005.
LOCAL CONFERENCE PRESENTATIONS

Panel Chair, Presenter. “Rhetoric across the Curriculum.” Graduate Student and Faculty Research Conference. April 2006.


CONFERENCE PRESENTATIONS PRIOR TO THE UNIVERSITY OF MONTANA

“Claiming Authority, Delimiting Responsibility: Crafting Public Personas.” JWPA SIG. Conference on College Composition and Communication (San Francisco, CA) March 2005.


“Why Rhetoric Matters: Gerda Lerner as Rhetor and Rhetorical Historian.” Conference on College Composition and Communication (San Francisco, CA) March 2005.
“Teaching Teachers Gloria Anzaldua's ‘How to Tame a Wild Tongue’: Exploring Issues in Language, Diversity, and Identity.” Composing Cultures: Diversity and the Teaching of Writing (University of New Hampshire, Durham, NH) October 2004.
“Reading Gerda Lerner: Linking Subjectivity to Civic Engagement.” Conference of the Rhetoric Society of America (Austin, TX) May 2004.
“Curricular Reform: Revising a Course Guide as an Art of Intervention and Invention.” Conference on College Composition and Communication (San Antonio, TX) March 2004.
“Re-envisioning the Art of Memory: Gerda Lerner and History as Memory.” Feminism(s) and Rhetoric(s) Conference: Intersections (Columbus, OH) October 2003.
“Multidisciplinary Communities: Blending Art and Writing.” Conference on College Composition and Communication (New York, NY) March 2003.
“Developing an Existing Program: Turning the Composition Practicum into an Academic Course.” WPA 2003 Summer Conference (Grand Rapids, MI) July 2002.
“Reinterpreting the Canon of Memory: ‘Rememoried Knowing’ and Knowledge-Making.” Tenth Biennial Conference of the Rhetoric Society of America (Las Vegas, NV) May 2002.
“Crossing the Street: From TA to WPA.” Conference on College Composition and Communication (Chicago, IL) March 2002.
“Rhetorical Memory and Composition Studies.” The Eberly College of Arts and Sciences Research Horizons Poster Session. January 2002.
“Rememoried Knowing: A Reinterpretation of the Canon of Memory.” Feminism(s) and Rhetoric(s) Conference: Feminist Literacies: Resisting Disciplines (Decatur, Illinois) October 2001.
“Enacting Feminist Pedagogy: A Reflection on Teaching Sandra Cisneros.” Conference on College Composition and Communication (Denver, CO) March 2001.
“Co-Teaching as Mentoring.” National Council of Teachers of English Annual Conference (Milwaukee, WI) November 2000.
“Re-Imagining the Canon of Memory.” The Research Network Forum. Conference on College Composition and Communication (Minneapolis, MN) April 2000.
“Feminism in the Composition Classroom.” Southeastern Women’s Studies Association

(Boone, NC) April 2000.


“Reading Self-Help Books: Invitational Rhetoric and The Artist’s Way.” Feminism(s) and Rhetoric(s) Conference: Cross-Disciplinary Sites of Feminist Discourse (Minneapolis, MN) October 1999.
“Teaching The House on Mango Street: Engaging Race, Class and Gender in a White Classroom.” Northeastern Modern Language Association (Pittsburgh, PA) Spring 1999.
“Coming From Behind the Desk: Responses to Student Journals.” Conference on College Composition and Communication (Atlanta, GA) March 1999.
“Using Journals to Reevaluate the Teacher’s Role as Reader.” National Council of Teachers of English Annual Conference (Nashville, TN) November 1998.
TEACHING
UNDERGRADUATE COLLEGE TEACHING

ART OF THE ESSAY. Lower division writing course in rhetoric and argumentation.


COMPOSITION AND RHETORIC. Required first year composition course in rhetoric and writing.
COMPOSITION AND RHETORIC. Required sophomore composition course in argument and research.
ADVANCED COMPOSITION. Required advanced course in rhetoric and writing for a range of majors, including English Education, Professional Writing and Editing, and Journalism.
APPROACHES TO TEACHING COMPOSITION. An upper-level course introducing English Education students to theories and practices of using writing in language arts classrooms and studying literacy in and beyond the classroom. 
AMERICAN ETHNIC AND WORKING CLASS WOMEN WRITERS. An upper-level special topics course for English majors and Women’s Studies students to explore issues of difference in nineteenth- and twentieth-century American women’s prose and poetry. (co-taught with Karen Kilcup).
INTRODUCTION TO NARRATIVE. A general education course for non-majors with a focus on memoir.
GRADUATE COLLEGE TEACHING

WOMEN, WRITING, AND RHETORIC. An upper-level course for advanced undergraduates and graduate students, introducing students to the study of rhetoric in the context of women’s writing, with a focus on nineteenth- and twentieth-century American women’s prose.


WOMEN’S RHETORIC AND FEMINIST PEDAGOGY. A special topics course to introduce students in English and Women’s Studies to intersections among rhetoric, feminism, and pedagogy (co-taught with Hephzibah Roskelly).
THEORIES AND PEDAGOGIES OF RHETORIC AND COMPOSITION. A course to introduce the discipline of rhetoric and composition to middle school and high school teachers.
COLLEGE COMPOSITION PEDAGOGY. A course to introduce GTAs to theories and practices of teaching composition.

FIRST-YEAR GTA ORIENTATION. An intensive summer workshop course to prepare new GTAs for their first teaching assignments.


TEACHING PRACTICUM. A series of meetings and workshops to provide ongoing support to GTAs in their teaching assignments.
THEORY AND PRACTICE OF TEACHING COLLEGE ENGLISH. A course to introduce GTAs to theories and practices of teaching writing (co-taught with Elizabeth Chiseri-Strater).
INVOLVEMENT IN UNDERGRADUATE AND GRADUATE RESEARCH

Dissertation in Medieval Literature: Marisa Klages, 2003 - 2008.


Undergraduate student publication: Mitchell, Anna Rae. “Black Women's Voices in the Women's Movement for Equal Rights: Pauli Murray and Patricia Williams.” Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric 5(Spring 2008): 7-15.
Undergraduate Honors Project and UMCUR presentation: Anna Rae Mitchell, 2007.
MAT Professional Paper: Tiffany Rehbein, 2006.
MA Thesis: Darcy Feder, 2006.
INDEPENDENT STUDIES

RHETORICAL STUDIES IN THE WOMEN’S MOVEMENT FOR EQUAL RIGHTS. Spring 2007

(3 cr. with Anna Rae Mitchell).
TEACHING COMPOSITION IN A DIGITAL AGE. Fall 2006 (2 cr. with Lauren Goodwin Slaughter).
PAIR STUDY: COMPUTERS AND COMPOSITION. Fall 2006 (1 cr. with Jill Beauschesne and Kim Henderson)
READINGS IN COLLABORATION. Spring 2006. (1 cr. with Kim Henderson).
MENTORING OF COMPOSITION TEACHERS

Mentor for TAs and adjuncts. University of Montana. 2005-present, including:



  • Observe, supervise, and evaluate the work of teaching assistants and adjuncts in fall and spring semesters.

  • Develop mentoring opportunities for first year graduate teaching assistants.

  • Advise graduate students and adjuncts preparing for different job markets, applying to graduate school, and presenting at professional conferences.

Mentor for TAs and adjuncts. West Virginia University. 2001-2005, including:



  • Observed, supervised, and evaluated the work of teaching assistants and adjuncts in fall and spring semesters.

  • Designed and implemented a peer mentoring program for first year graduate teaching assistants teaching first year composition.

  • Designed and implemented a teaching support group for graduate teaching assistants, adjuncts and faculty teaching a required sophomore writing course in argumentation and research.

  • Advised graduate students and adjuncts preparing for the job market, applying to graduate school, and presenting at professional conferences.


CONTRIBUTIONS TO COURSE AND CURRICULAR DEVELOPMENT AT UM

2008-2009



  • Redesigned first year composition curriculum to focus on sustainability following Green Thread workshop.

  • Redesigned first year composition curriculum for AY 2008-2009 to connect to the National Conversation on Writing and to more fully commit to composing in electronic environments. See http://ncow.org/site/spotlight/index.htm.

2007-2008



  • Designed and taught two sections of “Teaching College Composition,” the new 3-credit graduate course required of all WRIT 101 TAs.

  • Developed custom textbook for first year composition and handbook in collaboration with Cathy Corr, Department of Applied Arts and Sciences.

  • Created opportunity for TAs to class-test new textbooks.

2006-2007



  • Redesigned basic writing course to change it from 2-3 credits and emphasize academic literacy learning.

  • Developed advanced composition as a regular course offering.

  • Redesigned graduate teaching practicum from 1-credit, pass/fail course to 3-credit, graded course.

2005-2006



  • Designed course outcomes for basic writing and advanced composition.

  • Designed course outcomes, assignments, and common syllabus for first year composition.

  • Designed and taught graduate teaching assistant practicum in college composition teaching.

  • Designed and taught special topic course in rhetoric and composition: “Women, Writing, Rhetoric.”


CONTRIBUTIONS TO COURSE AND CURRICULAR DEVELOPMENT PRIOR TO UM

West Virginia University, 2001-2005



  • Designed course outcomes for advanced composition.

  • Designed course outcomes, assignments, and common syllabus for first year composition.

  • Designed and taught graduate teaching assistant practicum in college composition.

  • Designed and taught required composition pedagogy course for graduate teaching assistants.


FACULTY DEVELOPMENT WORKSHOPS

UM GREEN THREAD WORKSHOP. Participant in two-day workshop on integrating sustainability into curricula. Lead by Jean MacGregor, Evergreen State College. May 2008.

TEACHING PRACTICUM. Participant in semester-long collaborative discussions of teaching with English department faculty. Lead by Heather Bruce. Fall 2007.
COMPOSITION PEDAGOGY ORIENTATION. Lead annual week-long August workshop for first year composition teachers at The University of Montana. August 2005-present.
COMPOSITION PEDAGOGY ORIENTATION. Lead annual two-week long August workshop for first year composition teachers at West Virginia University. August 2001-2004.
ENGLISH 102 SPRING WORKSHOP. Lead annual workshop for instructors of the sophomore level required writing course. Spring 2001-2005.
FACULTY DEVELOPMENT SESSION. Co-taught a workshop on teaching writing intensive courses at WVU. April 2002. (with Julie Vedder)
GUEST LECTURES

Guest Speaker. “Introducing Proposed Changes to Required WID Courses at UM.” ASCRC. Spring 2007.


Speaker. “Introducing the Composition Program.” ASCRC Subcommittee on Writing. Spring 2006.
Guest Speaker. “Introduction to the Center for Writing Excellence.” English 199: Introduction to the English Major. September 2004.
Guest Speaker. “Presenting at Conferences.” English Graduate Student Organization Session. Fall 2002.
Guest Speaker. “Creating Confidence: How Women’s Studies Changes Lives.” Friends of Women’s Studies. UNC Greensboro. September 2000.
Guest Speaker. “Re-Imagining the Canon of Memory: A Feminist Art of Memory.” Women’s Studies Colloquium. UNC Greensboro. May 2000.
Guest Speaker. “Teaching James McBride’s The Color of Water.” The All-Freshman Read Alumni Discussion. UNC Greensboro. October 1999.
HIGH SCHOOL TEACHING EXPERIENCE

COMPOSITION. A required writing course for juniors.


NINETEENTH-CENTURY AMERICAN LITERATURE. An elective course for juniors and seniors.
NINETEENTH-CENTURY BRITISH LITERATURE. An elective course for juniors and seniors.
TWENTIETH-CENTURY AMERICAN WOMEN WRITERS. An elective special topics course for juniors and seniors.

ADOLESCENT LITERATURE AND PSYCHOLOGY. An elective special topics course for juniors and seniors (co-taught with Nancy Boettiger).

SOPHOMORE ENGLISH. A required language arts course.
WRITING PROGRAM ADMINISTRATION
OVERALL RESPONSIBILITIES

The Director of Composition has a primary responsibility and authority for program supervision, curricular development, faculty development, and program articulation for the Composition Program.


Program Supervision

  • Oversee and mentor Composition Coordinator and Composition Staff Person;

  • Oversee and mentor approximately 40 instructors (TAs and adjuncts);

  • Administer approximately 80 sections of first year composition and advanced composition annually;

  • Administer composition placement.

Curriculum Development



  • Review and revise curricula for composition courses;

  • Develop and maintain course and program outcomes;

  • Oversee course text adoptions;

  • Lead assessment of composition program and document results;

  • Implement curricular changes based on program assessment.

Faculty Development



  • Work with the Chair, Adjunct Hiring Committee, and Composition Committee to hire adjuncts;

  • Administer evaluation of writing program instructors;

  • Design and teach TA Orientation;

  • Oversee and initiate teaching workshops and mentoring of instructors;

  • Lead and implement instructor assessment.

Program Articulation



  • Articulate program policies and procedures and facilitate instructor and staff compliance;

  • Chair the Composition Committee;

  • Serve as ex officio member of the Writing Committee;

  • Advocate for composition at college and university levels;

  • Collaborate with stakeholders on campus to support writing instruction at UM;

  • Collaborate with stakeholders across the MUS system on writing-related initiatives;

  • Address student, instructor, faculty, and administrator concerns.


UM LEADERSHIP PROJECTS 2005-2009.

  • Placement Assessment

  • TA SEI Evaluation Assessment

  • First Year Composition Retention Intervention Project

  • Integrate technology into first year composition curriculum (ongoing)

  • Developed implementation materials for new MUS placement policy.

  • Regularly revised TA orientation and year-long practica to reflect curricular and programmatic consistency and current theories and practices

  • Created procedure for conducting teaching observations in basic writing and first year composition

  • Developed procedure for the reappointment of teaching assistants and program leaders in composition

  • Chaired Composition Committee

  • Chaired Rhetoric and Composition Collective


UM ADMINISTRATIVE DOCUMENTS CREATED 2005-2009

  • Composition Program operating plan

  • Staff position job description and monthly responsibilities

  • Position description for Composition Coordinator

  • Position description for Summer Writing Placement Coordinator

  • Updated policy, procedure, and information documents

  • Composition Course Complaints

  • Composition Program Mission Statement

  • Composition Program Information Sheet

  • ENEX 101 Summer Teaching Guidelines

  • General Policies and Procedures for ENEX Instructors

  • Process for Final Grade Appeals in ENEX Courses

  • Responsibilities for Graduate Teaching Assistants


WRITING PROGRAM ADMINISTRATION PRIOR TO UM

UNDERGRADUATE WRITING COORDINATOR. WEST VIRGINIA UNIVERSITY. 2001-2005.


Administered and developed the undergraduate writing curriculum – focused on the two required writing courses – in the English department; supported professional development of undergraduate writing instructors; created and revised related policy documents and curricular materials. The program included approximately 45 instructors (adjuncts and TAs) and served 2500 students annually.
RESEARCH AND PROGRAM ASSISTANT. WAC. UNC GREENSBORO. 2000-2001.
Assisted program director with program administration; planned curriculum and co-taught faculty development workshops for non-Arts and Sciences faculty; planned content and design of website; collaborated with Speaking across the Curriculum program; created electronic reading list.
CONFERENCE CHAIR. “FINDING OUR PLACES. STRONG BODIES, STRONG VOICES, STRONG SELVES: A CONFERENCE FOR YOUNG WOMEN. WOMEN’S STUDIES PROGRAM. UNC GREENSBORO. SEPTEMBER 2000.
Created and directed a conference for senior high school girls sponsored by the Women’s Studies Program in cooperation with community youth organizations.
ASSISTANT DIRECTOR. FIRST YEAR COMPOSITION PROGRAM. UNC GREENSBORO. 1998-1999.
Assisted Director of Composition with program administration, scheduling, and teacher training; coordinated orientation and textbook fair; mentored teaching assistants.

PROGRAM ADMINISTRATION DEVELOPMENT


Writing Program Administrators Renewal Workshop. Council of Writing Program Administrators’ Summer Conference (Minneapolis, MT) July 2008.
Banner Basics Training. Banner Support at the University of Montana (Missoula, MT) Spring 2008.
Strategic Grant Writing Proposal Workshop. Institute for Strategic Funding Development. (Missoula, MT) November 17-19, 2008.
Common Ground: Workshops on Teaching Composition in an Interdisciplinary Age. A Teaching Symposium (Denver, CO) September 2008.

Rhetoric Symposium. McGraw-Hill Higher Education (Austin, TX) February 2008.

Research Institute. Council of Writing Program Administrators Summer Conference (Tempe, AZ) July 2007.
CCCC Feminist Workshop: What is the state of Feminism at the CCCC? Conference on College Composition and Communication (New York, NY) March 2007.
Assistant Professor Administrators Mentoring Workshop. Council of Writing Program Administrators Summer Conference (Chattanooga, TN) July 2006.
CCCC Workshop on Developing TA Practica. Conference on College Composition and Communication (Chicago, IL) March 2006.
West Virginia University Conference on Quality Teacher Preparation. October 2004.
“Rhetorical Artifacts and Teaching Writing. Workshop. Conference on College Composition and Communication (San Antonio, TX) March 2004.
Mentoring Matters: A “Best Practices” Workshop for Mentors of Composition Instructors and Teaching Assistants. Conference on College Composition and Communication (San Antonio, TX) March 2004.
Writing Program Administration Summer Workshop. Council of Writing Program Administrators (Salt Lake City, UT) July 7-11, 2002.
“Composition Studies in the 21st Century.” Council of Writing Program Administrators Conference (Oxford, OH) October 2001.
SERVICE
SERVICE TO THE PROFESSION

Co-chair, High Mountain Affiliate of the Council of Writing Program Administrators. Spring 2010-present.


Conference Proposal Reviewer, Feminism(s) and Rhetoric(s) Conference. Spring 2008.
Manuscript Reviewer, Western Journal of Communication. 2006-present.

Textbook Reviewer, McGraw-Hill, 2007-present.


Textbook Reviewer, Brooks/Cole, Wadsworth, 2006-present.
Panel Presentation Review. “How Does Composition Matter? Attending (Again) to Student Writing.” CCCC 2004 in Review. Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing.

< http://wac.colostate.edu/atd/reviews/cccc2004/cccc2004.cfm> April 6, 2004.
Textbook Reviewer, Prentice Hall, 2003-present.
Textbook Reviewer, Pearson, 2002-present.
Editorial Assistant, Dr. Karen Kilcup, Native American Women’s Writing: An Anthology, 1999.
SERVICE TO THE MONTANA UNIVERSITY SYSTEM

Montana University System Writing Transferability Council. Fall 2007-present.


Montana University System Writing Proficiency Steering Committee. Fall 2006-present.
Montana University System Writing Proficiency Placement Policy Workgroup. Fall 2006-2007.
SERVICE TO THE UNIVERSITY OF MONTANA

Women’s and Gender Studies Faculty Development and Student Scholarship Committee. Fall 2007 – Spring 2009.


Women’s and Gender Studies Executive Committee. 2008-present.
Reference for Professor Elizabeth J. Natalle’s nomination to editorship of Communication Education, a premier National Communication Association publication. July 2007.
Women’s and Gender Studies Hiring Committee for Program Coordinator. Spring 2007.
Implementation Work Group for Writing Remediation at UM. Spring 2007.
UM Retention Task Force. 2006 - 2007.
ASCRC Subcommittee on Writing. ex officio.
Women’s and Gender Studies Steering Committee. 2005-2008.
Chair, Composition/Rhetoric Studies Collective. 2005-2007.
Reference for NEH application for Professor Rebecca Jones. “Protesting American Pragmatism: Art, Belief, and Change.” October 2006.
Judge, First Year Reading Experience Essay Contest. Ordinary Wolves. Fall 2006.
Organizer, ENEX 101 and Collegiate Learning Assessment Project. University of Montana. Fall 2005.
Judge, First Year Reading Experience Essay Contest. The Lone Ranger and Tonto Fistfight in Heaven. Fall 2005-2006.
SERVICE TO THE ENGLISH DEPARTMENT

Faculty Evaluation Committee. 2008 – present


Undergraduate Curriculum Committee. Spring 2007.
Department Assessment Committee. 2006-2008.
Department Steering Committee. 2006-2007.
English Academic Advisor/Composition Staff Person Hiring Committee. Spring 2006.
English Education Adjunct Hiring Committee. Spring 2006.
Chair, Adjunct Hiring Committee. 2005-2007.
Department Handbook Committee. 2005-present.
SERVICE PRIOR TO THE UNIVERSITY OF MONTANA

“Introduction to Literary Research” Course Revision Committee. Fall 2004.


Outstanding GTA Award Committee. 2003-2005.
MA Admissions Committee. 2003-2005.
Professional Education Coordinating Council. 2003-2005.
Chair, James Paul Brawner Expository Writing Award Committee. Spring 2003.
Rebecca Mason Perry Outstanding First-Year Master’s Student Award Committee. 2002.
Chair, Jon Scott Nelson Freshman Writing Award Committee. 2002.
Organizer, Writing Discussion Series, West Virginia University. 2001-2005.
Center for Writing Excellence Advisory Board, West Virginia University. 2001- 2005.
Chair, Undergraduate Writing Committee, West Virginia University. 2001-2005.
PROGRAM ASSESSMENT EXPERIENCE

TA SEI Evaluation Assessment. 2008-present


English Composition Placement Assessment. Summer 2008-present.
First Year Composition Retention Intervention. 2007-2008.
Designer, Coordinator, and Participant. Assessment of Advanced Composition Curriculum at The University of Montana. Fall 2006-present.
Local Coordinator and Outside Reviewer. Assessment Program Review of Graduating English Majors at Utah Valley State College. Fall 2005, Fall 2006.

WVDE English Education Assessment Refiling. West Virginia University. Fall 2004-Spring 2005.


Portfolio Scorer, Fast Forward Program Assessment. UNC Greensboro. June 2000.
Assessment Guidelines Committee, Fast Forward Program. UNC Greensboro. June 1999.
Graduate Student Comprehensive Exams Assessment Committee. UNC Greensboro. 1998-99.
MEMBERSHIPS IN PROFESSIONAL ORGANIZATIONS

Association of Departments of English


Coalition of Women Scholars in the History of Rhetoric and Composition
Conference on College Composition and Communication
Council of Writing Program Administrators
Modern Language Association
National Council of Teachers of English
Rhetoric Society of America




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