Letter for 2014 2015 review committee.pdf Letter for 2014 2015 review committee.pdf
Size : 140.575 Kb
Type : pdf
Declaration of Weights Form I.doc Declaration of Weights Form I.doc
Size : 43.5 Kb
Type : doc

TEACHING       _______100____% (As a lecturer, my assignment is 100% teaching).

(Choose from 60 to 75%) 

Identify professional objectives serving as rationale for distributed weight:

 

Goals

1) To achieve a flipped classroom, comparable to my Online class, in face to face classes.

2) To discover and demonstrate a scheduling approach that is responsive to student learning in all courses.

3) To achieve greater interaction between reading and writing processes (than in my past courses).

4) To participate in the development of academic literacy tutoring support for my students and utilize tutoring support for my students.

 Further detail:

Goal 1

ENGL 1010 Face to Face modalities and the flipped classroom

Fall semester I am re-orienting to English 1010 face-to-face curriculum and delivery.  In my online courses I have an excellent methodology for creating active student participation. Every student is writing simultaneously and able to read and respond their peers. It is my goal to have a better facility with active learning –akin to what my online students experience-- when text is not the delivery method for participation.

Artifacts

Goal 2

ENGL 1010 Online

In this modality, I am working to develop a more paced course. I am rolling out the materials on a weekly basis instead of once per semester. My goal is to maintain flexibility in the schedule so that I can be more responsive to the student experience as it develops and to discourage students working past their preparedness within the course materials.

Artifacts

Goal 2

English 1200 F2F

1200 Face to Face has developed into a strong course with clear learning objectives. I will
be working with Kathleen Johnston to share my lessons learned about teaching the course for Spring.  Additionally, I would like to see the course re-imagined to include more responsiveness to students’ personal experience with language and to allow them to examine how descriptive grammars may help diminish the social stigma around language. This requires a more active participation from students to bring their everyday language to the classroom.

Artifacts

English 1200 Online

1200 Online is a fresh course and the change in modality is forcing a change in my teaching practice. I am developing the course as I go for Fall and will expect to implement the practical lessons learned in Spring. The course faces significant challenges for student interaction, as compares to 1010. The course is, on the other hand, quite possible to self-pace. I am investigating the benefits of each method (self-paced vs. instructor-paced).  By the end of the year, I hope to have sufficient feedback to implement effective pacing, best content delivery, and activities that will increase student interaction.

Artifacts

Goal 3

ENGL 1010 courses

 I would like to identify and implement additional materials to engage students in rigorous integration of reading and writing. The concepts of recursive reading (reading in drafts) and reading journals have been used already, but the quantity and rigor of the reading materials have not been significant. This is the area I expect to work the most for this year. The direction that makes the most sense is themed courses. I would be interested to explore one theme like: animal welfare, food security (I know this is being done), and linguistic diversity in the U.S.

Artifacts

Writing and Social Justice Conference Committee. As a pathway into this process, I have joined the WSJ Committee to gather ideas and develop a worthy process for themes. During this service, I secured participation in the conference activities from:

I also recommended and am implementing a social media campaign for the conference. Students will be able to interact with the conference via Facebook and Twitter #SLCCWSJ 

Goal 4

Tutoring support

 Students need a variety of support in academic literacy skills while attending my courses (and others). The tutors need to be able to address my students’ needs: reading efficiency, comprehension of a text, synthesis of texts, cultural conventions for use of texts, use of standard American English, comprehension of conversational English in the classroom and in informal texts, and more. 

By assisting to develop the tutor-training program (STEP) and to support the development/training of tutors in the Academic Literacy Center (ALC), I address pedagogical concerns within my own courses. Serving as a tutor myself, I maintain a connection to the student individually and can be more sensitive and responsive in my courses. See the three following details of my planned service.

1.   ALC Reflective Practice

The tutors will need to demonstrate effective reflective writing in their practice to track their interactions with each student in the classroom experience and to offer the students effective “next steps.” I will arrange for, plan, and conduct a tutor training on this subject.

      • The most important aspect of this training idea is to have credible, reliable research to support the use of reflection in practice. I gathered several readings to support the training but few really did the job I wanted them to do.
      • The training was intended to be conducted in Fall, but did not occur. Instead, I am planning for a training in March or April.
      • I met with Marlena Stanford to discuss her interest in developing the Academic Literacy Center and presented her with my prior work on its development
      • Folder presented to Marlena Stanford
      • Assist Stanford to write definition of the ALC. 

2.   Tutor Certification

In service to the department, I will spend the current semester transitioning the tutor training and certification programs into new leadership. In partnership with Allison Hewett in eLearning, the CRLA Tutor Certification team, and tutoring professionals, I will make sure that the new STEP/CRLA Tutor Certification program comes into fruition and has a successful launch by the start of Spring Semester. This will take 3-9 hours/week. 

3.   Tutoring

After the STEP/CRLA program has transitioned, I anticipate serving 3 hours per week in the SWC or ALC, as appropriate. 

      • While there was significantly more work necessary than 3 hours per week in the CRLA/STEP development, during Fall 2014, I also met twice a week with an ESL student for 1/2 hour each to tutor her in English and the linguistic elements of comprehending her Nursing texts.
      • In March, I moved over to work in the SWC tutoring online.
      • In April, I presented at the Utah College Reading and Learning Association State Conference with Allison Hewett from eLearning about the revised program. The presentation slides are here (link).

Additional Activities

Hiring committee for  North Region and South Region Learning Center Coordinators. In Fall 2014, I participated in a hiring committee with Ryan Hobbs (chair), Jennifer Fasy, and Clint Gardner to hire two full time staff for the replacement of my former position, newly titled North Region Learning Center Coordinator and the new full time position in the South Region Learning Centers. Duties of the committee included reading the candidate applications and resumes, collaborating to write the interview questions, interviewing six candidates, and narrowing the candidates for the final selection.

"Universal Access Self-Study" led by Melissa Helquist, Clint Gardner and Lynn Kilpatrick for 2014-2015. This requires self-assessment, training, and re-design of my courses to improve the accessibility of the course.  Activities thus far have included:

      • Survey 
      • Revising documents, including Canvas, to use Styles.
      • Continued efforts to create CCed videos and/or eliminate audio documents.
      • Recreating presentations to also be reader accessible (Jaws/Kurzwiel) 
      • Working to locate all images that require alt tags and place them.
      • DRC Student feedback

Southwest Association for Developmental Education Conference 2014, Q & A with Mike Rose. Notes from Back to School. 

How to Design a Teaching Portfolio. Attended workshop conducted by Lynn Kilpatrick and Andrea Malouf. Nov 2014.

Attended CCCC 2015 in Tampa, Florida. (Evernote)

Attended CRLA of Utah 2015 in SLC, UT.   (Evernote)

Newsletter Editor for Utah Dressage Society. I have served since December 2013 and will complete my service after December 2014.

Of course, as an instructor of writing, it is a necessary connection with my students to work on my own writing and seek to be published whenever possible. It is especially important, given my focus to allow my 1010 students to write about topics that engage and interest them, that I write about my own interests and share that with them.

As the newsletter editor, I have written several articles, edited, composed board communiques, designed advertisements, and compiled the newsletters (including the layout and graphic design) for each newsletter for a full year (12 issues). Archive of all issues.  The board and membership made positive comments like those that follow. In addition, the president requested my return for one more edition in January 2015 but I was unable to accommodate the request.