Presentations, Workshops, Invited Talks

Over the years I have given a variety of professional development and scholarly talks. Some representative examples include:

In 2014, I presented at the Center for Teaching and Learning at University of the Pacific on using technology to better foster and support synchronous and asynchronous collaboration among faculty across campuses.

In 2013, I was invited by the Faculty Development Center at the University of Maryland Baltimore County to present on “Teaching and Writing as Reflective Practice.”

In 2012, I was an invited panelist and presenter at the University of Chicago’s Graduate Student Development Conference, hosted by the Center for Teaching and Learning. I spoke on “Adjuncting, Research, and Long-term Career Success.”

I was one of three speakers invited to present at the Faculty Forum on Student Retention at Roosevelt University in 2011. My talk was titled, “Bridging the Gap: Thinking about Student ‘Success’ Programmatically.”

In 2010, I participated on a featured panel at the The Conference on College Composition and Communication in Louisville, where my talk — “WPA 2.0: New Directions in Writing Programs and Administration” — focused on how social media is changing the landscape of program administration.

I organized and chaired several panels at the 2009 Council of Writing Program Administrators Conference in Minneapolis as part of my work on the WPA Mentoring Project, including:

  • “WPA Listens: A Mentoring Forum for New and Untenured WPAs”
  • “Being Geniuses Together: The Collaborative Nature of Textbook Publishing”
  • “Mentoring and Collaboration in WPA Work”

At the 2008 Conference on College Composition and Communication in San Francisco I delivered a paper titled, “Error as Radical Productivity: Composition and Writing in a Post-Pedagogic Age.”

Based on my success with the NCAT redesign process, I was invited in 2008 by the provost of the Mississippi University for Women to  organize a panel on “Re-imagining First-Year Writing at the MUW” for faculty, students, and staff.

In 2007, I was invited by Pearson Publishing to participate in a Composition Forum and Research Retreat at its headquarters in San Francisco, where I presented on “The Efficacy of Self-Reflection in Course Evaluation.”

I presented on some of the preliminary findings of my dissertation research at the 2005 Conference on College Composition and Communication in San Francisco. My paper was titled, “What We Talk About When We Talk About Error (And What We Mean by it When We Don’t.”

In 2005, I was invited by faculty in the Department of Psychology at the University of Utah to act as a curriculum consultant as part of their efforts to redesign PSYCH 3010, “Research Methods in Psychology.” As part of these efforts, I delivered a talk at the Graduate Student Colloquium titled, “Re-visioning Writing: A Socio-Cognitive Approach to Student Learning.”

I was also an invited speaker for PSYCH 6100, where I gave a talk on “Multimodal Approaches to Writing Instruction” as part of the Department of Psychology Graduate Student Orientation.

In 2004 I was asked by the Center for Teaching and Learning Excellence at the University of Utah to provide an overview at New Graduate Student Orientation on “New Approaches in the Teaching and Research of Writing.” I also presented on “Evaluating Student Writing” at CTLE’s 2003 orientation.

I presented a paper titled “How Progressive? – Internal Discourse Practices at an Alternative Newsweekly”  at the 2003 Conference on College Composition and Communication in New York City.

In 2002, I was asked by the dean of the College of Social Work at the University of Utah to present, “Academic and Professional Writing in Graduate School” as part of Graduate Student Orientation for students entering the Masters Program of Social Work.

 

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