Curriculum Vitae
Content
COURTNEY
ELIZABETH
KING
courtneyelizabethking.com
[email protected]
EDUCATION
M.A.
TESOL
(in
progress)
M.A.
in
English
Literature
Central
Michigan
University
2014-‐2016
Washington
State
University
2011-‐2013
Thesis
title:
“Manufacturing
a
Woman’s
Sentence:
Uncovering
écriture
féminine
mécanique
in
Virginia
Woolf’s
Work”
Truman
State
University
2007-‐2011
Minor
in
Women
and
Gender
Studies
Basic
French
proficiency
Intermediate
Latin
proficiency
B.A.
in
English
Literary
Criticism
TEACHING
EXPERIENCE
Central
Michigan
University
Instructor
for
the
English
Language
Institute
(Fall
2013-‐present)
• Taught
six
sections
of
Graduate-‐Level
Research
Writing
using
Success
with
Graduate
and
Scholarly
Writing
o Worked
with
my
colleagues
to
redesign
the
course
to
suit
the
students’
needs.
o Built
the
class
to
support
an
in-‐depth
semester-‐long
exploration
of
the
standard
Introduction,
Methods,
Results,
Discussion
(IMRD)
research
paper.
o Taught
basic
data
analysis
as
well
as
the
skills
necessary
to
describe
those
results
in
writing.
o Used
error
logs
to
help
students
identify
and
correct
their
own
errors.
• Taught
one
section
of
Public
Speaking
for
International
Students
using
Speech
Communication
Made
Simple
1
o Developed
a
speech
course
in
which
students
could
practice
both
academic
and
business
speech
genres.
o Taught
seven
distinct
presentation
styles
including
introductory,
informative,
debate,
and
impromptu.
o Designed
a
unit
to
help
students
create
simple,
readable
Powerpoints
to
support
their
presentations.
o Added
a
professionalism
unit
in
which
students
created
resumes,
attended
mock
interviews
at
the
career
center,
and
then
reported
on
their
experiences.
• Taught
two
sections
of
Level
IV
Writing
using
Longman
Academic
Writing
Series
5
o Taught
expository,
summary
and
response,
cause
and
effect,
and
argumentative
papers.
o Required
APA
formatting
after
teaching
students
through
games,
group
work,
and
other
activities
that
lightened
the
often
dull
task
of
following
a
style
guide.
o Provided
detailed
comments
on
two
drafts
of
each
essay.
o Developed
a
blended
unit
on
Academic
Integrity
that
students
completed
at
home.
•
Taught
two
sections
of
Level
IV
Reading
using
Q:
Skills
for
Success
4,
and
Reading
for
Today
5
o Used
college-‐level
materials
to
prepare
students
to
read
and
evaluate
texts
in
their
university
courses.
o Introduced
students
to
scientific
articles
and
some
basic
vocabulary
and
jargon
that
come
with
university
reading.
o Implemented
daily
article
discussions
in
which
students
were
expected
to
have
thoughtful
questions
prepared
to
guide
our
talk
about
the
readings.
o Assessed
students
using
authentic
texts
and
comprehension
questions.
•
Taught
two
sections
of
Level
III
Reading
and
Writing
using
Q:
Skills
for
Success,
From
Reading
to
Writing
4,
and
Longman
Academic
Writing
Series
4:
Essays
o Emphasized
preparing
students
for
university
level
writing
and
reading.
o Required
frequent
in-‐class
writing,
reading
and
vocabulary
blogs,
as
well
as
longer
written
assignments
to
assess
students
writing
ability.
o Taught
APA
format
in
order
to
prepare
students
for
later
university
writing.
o Assigned
multiple
articles
per
week
as
well
as
four
major
tests
to
evaluate
students’
reading
ability.
o Administered
daily
speed-‐reading
activities
to
improve
students’
reading
fluency.
o Assigned
an
extensive
reading
book
(Tuck
Everlasting)
and
organized
literature
circles
to
help
students
to
appreciate
reading
outside
of
class.
o Used
Socrative
web
app
exit
tickets
daily
to
gauge
student
comprehension
and
the
effectiveness
of
my
teaching
methods,
and
then
make
changes
from
class
to
class.
o Utilized
Nearpod
to
get
students
invested
in
the
concepts
of
the
class
•
Taught
one
section
of
Level
III
Grammar
using
Randi
Reppen’s
Grammar
and
Beyond
3
o Organized
the
class
such
that
students
could
practice
not
only
using
the
grammatical
structures
in
sentences,
but
in
conversation
and
in
longer
written
assignments.
•
Taught
four
sections
of
Level
II
Listening
and
Speaking
using
the
National
Geographic
Pathways
2,
and
Interactions
2
o Focused
on
how
students
could
learn
from
an
appreciation
of
other
cultures.
o Supplemented
the
text’s
rich
activities
with
original
content
to
improve
presentation
and
note-‐taking
skills.
o Used
the
Color
Vowel
Chart
to
identify
vowel
sounds
in
each
unit’s
vocabulary
words.
o Recorded
frequent
impromptu
and
practiced
speeches
and
shared
videos
with
students
to
help
them
improve
their
skills.
o Used
Nearpod
presentations
to
practice
skills
in
class
and
evaluate
knowledge
gaps
in
real
time.
o Made
use
of
presentation
peer
review
in
which
students
evaluate
their
own
speeches
and
provide
meaningful
feedback
to
each
other.
•
Taught
one
section
of
Level
I
Grammar
using
Betty
Azar’s
Basic
English
Grammar
o Used
communicative
activities
to
engage
students
in
authentic
speaking
tasks
related
to
each
grammar
point
taught.
o Applied
each
grammar
point
to
a
writing
assignment
that
asked
the
students
to
apply
what
they
had
learned
to
a
written
genre.
o Made
use
of
comics
to
help
students
practice
using
the
verb
forms
in
conversation.
o Created
a
game
day
for
each
chapter
that
allowed
the
students
to
test
their
knowledge
through
various
activities
(board
games,
bingo,
races,
etc.)
•
Taught
one
section
of
Basic
Word
Studies
using
the
Oxford
Picture
Dictionary
o Used
communicative
activities
to
engage
students
with
new
vocabulary.
o Taught
study
skills
and
basic
survival
English.
Saginaw
Valley
State
University
Instructor
for
Thematic
Approaches
to
Literature:
Women
Writers
(Fall
2013)
• Created
a
course
that
helped
students
understand
the
value
of
the
humanities
through
diverse,
technocentric
exercises
in
reflection
and
creativity.
• Selected
texts
for
the
course
based
on
an
inclusive,
multiethnic
appreciation
of
non-‐canonical
texts
authored
by
women.
• Designed
a
Wordpress
course
management
site
complete
with
embedded
course
syllabus,
course
schedule,
and
links
to
valuable
resources.
Washington
State
University
Instructor
for
Introductory
Composition
Courses
(Spring
2012-‐Spring
2013)
• Designed
and
instructed
five
introductory
composition
courses
• Worked
in
the
CLASP
program
to
advance
otherwise
disadvantaged
students
in
the
university
setting.
Instructor
for
Introductory
Composition
for
ESL
Students
(Summer
2013)
• Designed
and
taught
composition
course
for
English
Language
Learners.
• Developed
a
course
management
site
to
help
students
access
course
materials.
• Used
technology
to
teach
the
basics
of
research
and
MLA
standards.
Shadow
for
Women
Writers
(Spring
2013)
• Worked
with
Dr.
Leeann
Hunter
to
design
a
course
to
meet
the
needs
of
our
students.
• Facilitated
discussion
and
worked
in
small
groups
with
students.
• Designed
a
multimodal
unit
on
Toni
Morrison’s
Sula.
Facilitator
for
English
Composition
Tutoring
Groups
(Fall
2011)
• Facilitated
group
tutoring
through
the
writing
center
for
struggling
composition
students.
Writing
Placement
Reader
and
Proctor
(Summer
2012)
• Proctored,
read,
and
evaluated
the
writing
placement
exams
taken
by
incoming
freshman
in
order
to
accurately
place
them
in
the
appropriate
introductory
writing
course.
Lewis-‐Clark
State
College
Institute
of
Intensive
English
Language
Lab
Moderator
(Summer
2012)
• Supervised
language
lab
activities
for
speaking
and
listening
courses
for
all
grade
levels.
Institute
of
Intensive
English
Instructor
(Summer
2012)
• Taught
Conversational
English
(Beginning)
o Designed
and
implemented
two
sections
of
Beginning
Conversation
in
which
students
used
worksheets,
games,
and
community
involvement
to
establish
basic
vocabulary
and
usage
skills
needed
for
daily
speech.
• Taught
Reading
and
Writing
(Beginning)
o Built
a
Reading
and
Writing
class
for
beginning
students
that
taught
practical
basic
skills
in
reading
and
writing
in
English
in
which
we
emphasized
understanding
and
appreciating
cultural,
geographical,
and
personal
differences.
•
Taught
Vocabulary
(Advanced
and
Intermediate)
o Designed
and
instructed
two
vocabulary
classes
for
both
Advanced
and
Intermediate
students.
o Used
exercises
that
emphasized
the
written
and
verbal
potential
of
each
set
of
vocabulary
words.
Taught
Slang
&
Idioms
(Intermediate)
o Constructed
a
Slang
&
Idioms
course
in
which
Intermediate
students
could
explore
the
common
phrases
found
in
everyday
English,
learn
about
their
origins,
and
discuss
their
relevance
in
their
own
cultures.
o Taught
students
about
the
regional
differences
in
speech
patterns,
focusing
particularly
on
the
turns
of
phrase
common
in
the
rural
south,
in
the
urban
workplace,
and
in
other
English-‐speaking
countries
such
as
England
and
Australia.
Private
Employment
Literature
Tutor
(Summer
2012-‐Spring
2013)
• Instructed
a
middle
school
student
in
the
fields
of
grammar,
literature
appreciation,
poetry,
composition,
and
literary
analysis.
• Constructed
units
on
various
literary
movements
based
on
the
pupil’s
interests
in
order
to
spark
excitement
over
the
subject
matter.
• Met
with
student
weekly
during
the
school
year
and
twice
a
week
during
the
summer
to
work
on
writing
assignments,
comprehension
questions,
and
exploratory
creative
assignments
assigned
to
supplement
the
student’s
education.
PUBLISHING
EXPERIENCE
•
Textual
Overtures
Editor-‐in-‐Chief
Fall
2012-‐Spring
2013
• Founded
and
led
a
team
to
the
creation
of
the
inaugural
issue
of
Textual
Overtures,
a
graduate-‐only
open
source
online
publication.
• Networked
with
other
universities
to
help
spread
the
word
about
our
project.
• Conducted
weekly
meetings
to
help
keep
our
journal
on
track.
The
Chariton
Review
Short
Fiction
Prize
Reader
Spring
2011
• Read
and
rated
creative
submissions
for
the
Short
Fiction
Prize.
• Worked
with
a
team
of
other
students
and
professors
to
select
the
awardees.
PUBLICATIONS
“Book
Review:
Comp
Tales”
The
Wide
Net.
Truman
State
University
Press.
1.1
(2011).
65-‐66.
PDF.
CONFERENCE
PRESENTATIONS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
TESOL
2016
Expected
to
present
“Fighting
Fire
with
Fire:
Tools
for
Making
Smartphones
and
Tablets
Work
Toward,
Not
Against,
Classroom
Efficacy”
in
the
Best
of
Affiliates
Session
Michigan
Teachers
of
Students
of
Other
Languages
(MITESOL)
Conference
2015
Presented
“How
Hybrid
Features
Can
Pack
More
Learning
into
EAP
Writing
Classes”
Michigan
Teachers
of
Students
of
Other
Languages
(MITESOL)
Conference
2014
Presented
“Fighting
Fire
with
Fire:
Tools
for
Making
Smartphones
and
Tablets
Work
Toward,
Not
Against,
Classroom
Efficacy”
International
Virginia
Woolf
Conference
2014
Presented
“The
Sound
of
War
and
écriture
féminine
mécanique
in
Between
the
Acts”
Great
Lakes
Conference
on
Teaching
and
Learning
2014
Presented
“Enhancing
Student
Writing
with
Contact
Zones:
How
Global
Perspectives
Can
Enrich
Your
Writing
Instruction”
Michigan
Academy
of
Science,
Arts,
and
Letters
Conference
2014
Accepted
to
present
“Choosing
a
Green
Golden
Age:
An
Exploration
of
the
Queer
Temporality
of
Women’s
Regionalist
Fiction”
WSU
Master's
of
Arts
in
English
Conference
2013
Presented
"Manufacturing
a
Woman's
Sentence:
The
Making
of
Virginia
Woolf's
écriture
féminine
mécanique"
WSU
EARThS
Conference
2013
Accepted
to
present
“Gaia
Departed:
Re-‐envisioning
Classical
Notions
of
Woman
and
Nature
in
Antony
and
Cleopatra”
Northwest
Women’s
Studies
Association
(NWWSA)
Conference
2013
Presented
“Manufacturing
a
Woman’s
Sentence:
The
Making
of
écriture
féminine
mécanique
through
Virginia
Woolf’s
To
the
Lighthouse”
Pacific
Ancient
and
Modern
Language
Association
(PAMLA)
Conference
2012
Presented
“Sex,
Money,
and
the
Pursuit
of
Liberty:
The
Queer
Temporality
of
the
Victorian
Prostitute”
Louisiana
State
University
Mardi
Gras
Conference
Spring
2012
Presented
“Seizures,
Samurai,
and
Saving
the
Family:
Epileptic’s
Reappropriation
of
Disability
Stereotypes”
Truman
State
English
Senior
Seminar
Spring
2011
Presented
“Working
Toward
a
Palatable
Politics
of
Location:
Politics
of
Location
as
a
Means
to
Manipulate
the
Public
of
a
Feminist
Text”
National
Conference
of
Undergraduate
Research
(NCUR)
2011
Presented
“Double
Shot
Demands
and
Ristretto
Requests:
Gendered
Politeness
Tactics
in
Coffee
Shop
Patrons”
Truman
State
Women
and
Gender
Studies
Conference
Fall
2010
Presented
“To
Blame
or
to
Borrow:
Ecofeminist
Applications
of
the
Classics”
Truman
State
Environmental
Studies
Conference
Spring
2010
Presented
“To
Blame
or
to
Borrow:
Ecofeminist
Applications
of
the
Classics”
Truman
State
Women
and
Gender
Studies
Conference
Fall
2009
Presented
“Woman
Seeking
Other:
Why
My
Preferences
are
Too
Specific
for
Craigslist”
HONORS
AND
AWARDS
•
•
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•
•
•
•
Named
one
of
eight
Best
of
Affiliates
at
TESOL
International
Awarded
MITESOL’s
Best
Presentation
of
2014
Awarded
Washington
State
University’s
Teaching
Assistantship
(2011-‐2013)
Graduated
Cum
Laude
from
Truman
State
University
(2011)
Received
Truman
State
University’s
President's
Leadership
Scholarship
(2007-‐2011)
Received
Truman
State
University’s
Combined
Ability
Scholarship
(2007-‐2011)
Made
Truman
State
University’s
President's
List
(2010)
Made
Truman
State
University’s
Vice
President's
List
(2008-‐2011)
PROFESSIONAL
DEVELOPMENT
Central
Michigan
University
(2013-‐present)
• Achieved
certification
to
teach
online
from
the
CMU
Global
Campus
(Summer
2015)
• Attended
the
National
Geographic
Learning
Symposium
(Spring
2015)
• Presented
on
maintaining
a
Wikispaces
page
at
a
department
meeting
(Spring
2015)
• Attended
the
Michigan
Association
of
International
Educators
Conference
(Spring
2015)
• Attended
the
Midwest
Association
of
Language
Testers
Conference
(Fall
2014)
• Attended
the
Winter
Teaching
and
Learning
Conference
(Spring
2014)
• Presented
on
Writing
Feedback
Styles
during
a
department
meeting
(Spring
2014)
• Worked
with
a
committee
to
judge
and
organize
a
poetry
competition
• Served
on
a
committee
to
organize
a
unified
orientation
for
all
ELI
students
• Organized
weekly
conversation
hours
with
themes
and
activities
• Attended
bi-‐weekly
departmental
meetings
• Served
as
group
coordinator
for
spec-‐driven
test
creation
in
Level
II
Listening
and
Speaking
(Fall
2014)
and
Level
IV
Writing
(Spring
2015)
o Organized
biweekly
meetings
o Created
meeting
agendas
and
delegated
tasks
necessary
to
successful
test
development
o Maintained
cohesion
among
the
teachers
in
each
group
o Developed
spreadsheets
and
created
reports
for
the
assistant
director
o Updated
and
maintained
accurate
tables
of
specification
for
our
groups
o Made
certain
that
the
objectives
of
each
course
were
being
met
in
our
test
creation
• Worked
on
spec-‐driven
testing
committees
for
Level
IV
Writing
(Summer
2015)
and
Level
II
Listening
and
Speaking
(Fall
2015)
Washington
State
University
(2011-‐2013)
• Professional
Development
Certification
(2011-‐2012
and
2012-‐2013)
• Attended
weekly
professional
development
meetings
• Acted
as
a
student
ambassador
for
incoming
graduate
students
• Presented
on
finding
relevant
summer
employment
as
a
graduate
student
during
new
student
orientation
(2013)
• Literature
Pedagogy
Workshop
Participant
(2013)
AFFILIATIONS
AND
LEADERSHIP
Central
Michigan
University
• MITESOL
Member
(2014-‐present)
• MAIE
Member
(2015)
• Union
of
Teaching
Faculty
(UTF)
member
• English
as
a
Second
Language
Association
(ESLA)
member
Washington
State
University
• Graduate
and
Professional
Student
Association
(GPSA)
Senator
(2012-‐2013)
• Textual
Overtures
Founding
member
and
Editor-‐in-‐chief
(2012-‐2013)
• English
Graduate
Organization
Member
(2011-‐2013),
Chair
for
"
WPA,
WAC,
ESL,
and
Pedagogy"
session
of
WSU
M.A.
in
English
Conference
2013
Truman
State
University
• Sigma
Tau
Delta
(English
Honors
Fraternity)
Member
(2009-‐2011)
• Beta
Omega
Beta
(independent
women's
organization
promoting
diversity
and
fellowship)
o Member
(2007-‐2011)
o Social
Chair
(2009)
o Sisterhood
Chair
(2009)
o Vice
President
(2008)
o PR
Chair
(2008)
o Philanthropy
Chair
(2007)
ELIZABETH
KING
courtneyelizabethking.com
[email protected]
EDUCATION
M.A.
TESOL
(in
progress)
M.A.
in
English
Literature
Central
Michigan
University
2014-‐2016
Washington
State
University
2011-‐2013
Thesis
title:
“Manufacturing
a
Woman’s
Sentence:
Uncovering
écriture
féminine
mécanique
in
Virginia
Woolf’s
Work”
Truman
State
University
2007-‐2011
Minor
in
Women
and
Gender
Studies
Basic
French
proficiency
Intermediate
Latin
proficiency
B.A.
in
English
Literary
Criticism
TEACHING
EXPERIENCE
Central
Michigan
University
Instructor
for
the
English
Language
Institute
(Fall
2013-‐present)
• Taught
six
sections
of
Graduate-‐Level
Research
Writing
using
Success
with
Graduate
and
Scholarly
Writing
o Worked
with
my
colleagues
to
redesign
the
course
to
suit
the
students’
needs.
o Built
the
class
to
support
an
in-‐depth
semester-‐long
exploration
of
the
standard
Introduction,
Methods,
Results,
Discussion
(IMRD)
research
paper.
o Taught
basic
data
analysis
as
well
as
the
skills
necessary
to
describe
those
results
in
writing.
o Used
error
logs
to
help
students
identify
and
correct
their
own
errors.
• Taught
one
section
of
Public
Speaking
for
International
Students
using
Speech
Communication
Made
Simple
1
o Developed
a
speech
course
in
which
students
could
practice
both
academic
and
business
speech
genres.
o Taught
seven
distinct
presentation
styles
including
introductory,
informative,
debate,
and
impromptu.
o Designed
a
unit
to
help
students
create
simple,
readable
Powerpoints
to
support
their
presentations.
o Added
a
professionalism
unit
in
which
students
created
resumes,
attended
mock
interviews
at
the
career
center,
and
then
reported
on
their
experiences.
• Taught
two
sections
of
Level
IV
Writing
using
Longman
Academic
Writing
Series
5
o Taught
expository,
summary
and
response,
cause
and
effect,
and
argumentative
papers.
o Required
APA
formatting
after
teaching
students
through
games,
group
work,
and
other
activities
that
lightened
the
often
dull
task
of
following
a
style
guide.
o Provided
detailed
comments
on
two
drafts
of
each
essay.
o Developed
a
blended
unit
on
Academic
Integrity
that
students
completed
at
home.
•
Taught
two
sections
of
Level
IV
Reading
using
Q:
Skills
for
Success
4,
and
Reading
for
Today
5
o Used
college-‐level
materials
to
prepare
students
to
read
and
evaluate
texts
in
their
university
courses.
o Introduced
students
to
scientific
articles
and
some
basic
vocabulary
and
jargon
that
come
with
university
reading.
o Implemented
daily
article
discussions
in
which
students
were
expected
to
have
thoughtful
questions
prepared
to
guide
our
talk
about
the
readings.
o Assessed
students
using
authentic
texts
and
comprehension
questions.
•
Taught
two
sections
of
Level
III
Reading
and
Writing
using
Q:
Skills
for
Success,
From
Reading
to
Writing
4,
and
Longman
Academic
Writing
Series
4:
Essays
o Emphasized
preparing
students
for
university
level
writing
and
reading.
o Required
frequent
in-‐class
writing,
reading
and
vocabulary
blogs,
as
well
as
longer
written
assignments
to
assess
students
writing
ability.
o Taught
APA
format
in
order
to
prepare
students
for
later
university
writing.
o Assigned
multiple
articles
per
week
as
well
as
four
major
tests
to
evaluate
students’
reading
ability.
o Administered
daily
speed-‐reading
activities
to
improve
students’
reading
fluency.
o Assigned
an
extensive
reading
book
(Tuck
Everlasting)
and
organized
literature
circles
to
help
students
to
appreciate
reading
outside
of
class.
o Used
Socrative
web
app
exit
tickets
daily
to
gauge
student
comprehension
and
the
effectiveness
of
my
teaching
methods,
and
then
make
changes
from
class
to
class.
o Utilized
Nearpod
to
get
students
invested
in
the
concepts
of
the
class
•
Taught
one
section
of
Level
III
Grammar
using
Randi
Reppen’s
Grammar
and
Beyond
3
o Organized
the
class
such
that
students
could
practice
not
only
using
the
grammatical
structures
in
sentences,
but
in
conversation
and
in
longer
written
assignments.
•
Taught
four
sections
of
Level
II
Listening
and
Speaking
using
the
National
Geographic
Pathways
2,
and
Interactions
2
o Focused
on
how
students
could
learn
from
an
appreciation
of
other
cultures.
o Supplemented
the
text’s
rich
activities
with
original
content
to
improve
presentation
and
note-‐taking
skills.
o Used
the
Color
Vowel
Chart
to
identify
vowel
sounds
in
each
unit’s
vocabulary
words.
o Recorded
frequent
impromptu
and
practiced
speeches
and
shared
videos
with
students
to
help
them
improve
their
skills.
o Used
Nearpod
presentations
to
practice
skills
in
class
and
evaluate
knowledge
gaps
in
real
time.
o Made
use
of
presentation
peer
review
in
which
students
evaluate
their
own
speeches
and
provide
meaningful
feedback
to
each
other.
•
Taught
one
section
of
Level
I
Grammar
using
Betty
Azar’s
Basic
English
Grammar
o Used
communicative
activities
to
engage
students
in
authentic
speaking
tasks
related
to
each
grammar
point
taught.
o Applied
each
grammar
point
to
a
writing
assignment
that
asked
the
students
to
apply
what
they
had
learned
to
a
written
genre.
o Made
use
of
comics
to
help
students
practice
using
the
verb
forms
in
conversation.
o Created
a
game
day
for
each
chapter
that
allowed
the
students
to
test
their
knowledge
through
various
activities
(board
games,
bingo,
races,
etc.)
•
Taught
one
section
of
Basic
Word
Studies
using
the
Oxford
Picture
Dictionary
o Used
communicative
activities
to
engage
students
with
new
vocabulary.
o Taught
study
skills
and
basic
survival
English.
Saginaw
Valley
State
University
Instructor
for
Thematic
Approaches
to
Literature:
Women
Writers
(Fall
2013)
• Created
a
course
that
helped
students
understand
the
value
of
the
humanities
through
diverse,
technocentric
exercises
in
reflection
and
creativity.
• Selected
texts
for
the
course
based
on
an
inclusive,
multiethnic
appreciation
of
non-‐canonical
texts
authored
by
women.
• Designed
a
Wordpress
course
management
site
complete
with
embedded
course
syllabus,
course
schedule,
and
links
to
valuable
resources.
Washington
State
University
Instructor
for
Introductory
Composition
Courses
(Spring
2012-‐Spring
2013)
• Designed
and
instructed
five
introductory
composition
courses
• Worked
in
the
CLASP
program
to
advance
otherwise
disadvantaged
students
in
the
university
setting.
Instructor
for
Introductory
Composition
for
ESL
Students
(Summer
2013)
• Designed
and
taught
composition
course
for
English
Language
Learners.
• Developed
a
course
management
site
to
help
students
access
course
materials.
• Used
technology
to
teach
the
basics
of
research
and
MLA
standards.
Shadow
for
Women
Writers
(Spring
2013)
• Worked
with
Dr.
Leeann
Hunter
to
design
a
course
to
meet
the
needs
of
our
students.
• Facilitated
discussion
and
worked
in
small
groups
with
students.
• Designed
a
multimodal
unit
on
Toni
Morrison’s
Sula.
Facilitator
for
English
Composition
Tutoring
Groups
(Fall
2011)
• Facilitated
group
tutoring
through
the
writing
center
for
struggling
composition
students.
Writing
Placement
Reader
and
Proctor
(Summer
2012)
• Proctored,
read,
and
evaluated
the
writing
placement
exams
taken
by
incoming
freshman
in
order
to
accurately
place
them
in
the
appropriate
introductory
writing
course.
Lewis-‐Clark
State
College
Institute
of
Intensive
English
Language
Lab
Moderator
(Summer
2012)
• Supervised
language
lab
activities
for
speaking
and
listening
courses
for
all
grade
levels.
Institute
of
Intensive
English
Instructor
(Summer
2012)
• Taught
Conversational
English
(Beginning)
o Designed
and
implemented
two
sections
of
Beginning
Conversation
in
which
students
used
worksheets,
games,
and
community
involvement
to
establish
basic
vocabulary
and
usage
skills
needed
for
daily
speech.
• Taught
Reading
and
Writing
(Beginning)
o Built
a
Reading
and
Writing
class
for
beginning
students
that
taught
practical
basic
skills
in
reading
and
writing
in
English
in
which
we
emphasized
understanding
and
appreciating
cultural,
geographical,
and
personal
differences.
•
Taught
Vocabulary
(Advanced
and
Intermediate)
o Designed
and
instructed
two
vocabulary
classes
for
both
Advanced
and
Intermediate
students.
o Used
exercises
that
emphasized
the
written
and
verbal
potential
of
each
set
of
vocabulary
words.
Taught
Slang
&
Idioms
(Intermediate)
o Constructed
a
Slang
&
Idioms
course
in
which
Intermediate
students
could
explore
the
common
phrases
found
in
everyday
English,
learn
about
their
origins,
and
discuss
their
relevance
in
their
own
cultures.
o Taught
students
about
the
regional
differences
in
speech
patterns,
focusing
particularly
on
the
turns
of
phrase
common
in
the
rural
south,
in
the
urban
workplace,
and
in
other
English-‐speaking
countries
such
as
England
and
Australia.
Private
Employment
Literature
Tutor
(Summer
2012-‐Spring
2013)
• Instructed
a
middle
school
student
in
the
fields
of
grammar,
literature
appreciation,
poetry,
composition,
and
literary
analysis.
• Constructed
units
on
various
literary
movements
based
on
the
pupil’s
interests
in
order
to
spark
excitement
over
the
subject
matter.
• Met
with
student
weekly
during
the
school
year
and
twice
a
week
during
the
summer
to
work
on
writing
assignments,
comprehension
questions,
and
exploratory
creative
assignments
assigned
to
supplement
the
student’s
education.
PUBLISHING
EXPERIENCE
•
Textual
Overtures
Editor-‐in-‐Chief
Fall
2012-‐Spring
2013
• Founded
and
led
a
team
to
the
creation
of
the
inaugural
issue
of
Textual
Overtures,
a
graduate-‐only
open
source
online
publication.
• Networked
with
other
universities
to
help
spread
the
word
about
our
project.
• Conducted
weekly
meetings
to
help
keep
our
journal
on
track.
The
Chariton
Review
Short
Fiction
Prize
Reader
Spring
2011
• Read
and
rated
creative
submissions
for
the
Short
Fiction
Prize.
• Worked
with
a
team
of
other
students
and
professors
to
select
the
awardees.
PUBLICATIONS
“Book
Review:
Comp
Tales”
The
Wide
Net.
Truman
State
University
Press.
1.1
(2011).
65-‐66.
PDF.
CONFERENCE
PRESENTATIONS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
TESOL
2016
Expected
to
present
“Fighting
Fire
with
Fire:
Tools
for
Making
Smartphones
and
Tablets
Work
Toward,
Not
Against,
Classroom
Efficacy”
in
the
Best
of
Affiliates
Session
Michigan
Teachers
of
Students
of
Other
Languages
(MITESOL)
Conference
2015
Presented
“How
Hybrid
Features
Can
Pack
More
Learning
into
EAP
Writing
Classes”
Michigan
Teachers
of
Students
of
Other
Languages
(MITESOL)
Conference
2014
Presented
“Fighting
Fire
with
Fire:
Tools
for
Making
Smartphones
and
Tablets
Work
Toward,
Not
Against,
Classroom
Efficacy”
International
Virginia
Woolf
Conference
2014
Presented
“The
Sound
of
War
and
écriture
féminine
mécanique
in
Between
the
Acts”
Great
Lakes
Conference
on
Teaching
and
Learning
2014
Presented
“Enhancing
Student
Writing
with
Contact
Zones:
How
Global
Perspectives
Can
Enrich
Your
Writing
Instruction”
Michigan
Academy
of
Science,
Arts,
and
Letters
Conference
2014
Accepted
to
present
“Choosing
a
Green
Golden
Age:
An
Exploration
of
the
Queer
Temporality
of
Women’s
Regionalist
Fiction”
WSU
Master's
of
Arts
in
English
Conference
2013
Presented
"Manufacturing
a
Woman's
Sentence:
The
Making
of
Virginia
Woolf's
écriture
féminine
mécanique"
WSU
EARThS
Conference
2013
Accepted
to
present
“Gaia
Departed:
Re-‐envisioning
Classical
Notions
of
Woman
and
Nature
in
Antony
and
Cleopatra”
Northwest
Women’s
Studies
Association
(NWWSA)
Conference
2013
Presented
“Manufacturing
a
Woman’s
Sentence:
The
Making
of
écriture
féminine
mécanique
through
Virginia
Woolf’s
To
the
Lighthouse”
Pacific
Ancient
and
Modern
Language
Association
(PAMLA)
Conference
2012
Presented
“Sex,
Money,
and
the
Pursuit
of
Liberty:
The
Queer
Temporality
of
the
Victorian
Prostitute”
Louisiana
State
University
Mardi
Gras
Conference
Spring
2012
Presented
“Seizures,
Samurai,
and
Saving
the
Family:
Epileptic’s
Reappropriation
of
Disability
Stereotypes”
Truman
State
English
Senior
Seminar
Spring
2011
Presented
“Working
Toward
a
Palatable
Politics
of
Location:
Politics
of
Location
as
a
Means
to
Manipulate
the
Public
of
a
Feminist
Text”
National
Conference
of
Undergraduate
Research
(NCUR)
2011
Presented
“Double
Shot
Demands
and
Ristretto
Requests:
Gendered
Politeness
Tactics
in
Coffee
Shop
Patrons”
Truman
State
Women
and
Gender
Studies
Conference
Fall
2010
Presented
“To
Blame
or
to
Borrow:
Ecofeminist
Applications
of
the
Classics”
Truman
State
Environmental
Studies
Conference
Spring
2010
Presented
“To
Blame
or
to
Borrow:
Ecofeminist
Applications
of
the
Classics”
Truman
State
Women
and
Gender
Studies
Conference
Fall
2009
Presented
“Woman
Seeking
Other:
Why
My
Preferences
are
Too
Specific
for
Craigslist”
HONORS
AND
AWARDS
•
•
•
•
•
•
•
•
Named
one
of
eight
Best
of
Affiliates
at
TESOL
International
Awarded
MITESOL’s
Best
Presentation
of
2014
Awarded
Washington
State
University’s
Teaching
Assistantship
(2011-‐2013)
Graduated
Cum
Laude
from
Truman
State
University
(2011)
Received
Truman
State
University’s
President's
Leadership
Scholarship
(2007-‐2011)
Received
Truman
State
University’s
Combined
Ability
Scholarship
(2007-‐2011)
Made
Truman
State
University’s
President's
List
(2010)
Made
Truman
State
University’s
Vice
President's
List
(2008-‐2011)
PROFESSIONAL
DEVELOPMENT
Central
Michigan
University
(2013-‐present)
• Achieved
certification
to
teach
online
from
the
CMU
Global
Campus
(Summer
2015)
• Attended
the
National
Geographic
Learning
Symposium
(Spring
2015)
• Presented
on
maintaining
a
Wikispaces
page
at
a
department
meeting
(Spring
2015)
• Attended
the
Michigan
Association
of
International
Educators
Conference
(Spring
2015)
• Attended
the
Midwest
Association
of
Language
Testers
Conference
(Fall
2014)
• Attended
the
Winter
Teaching
and
Learning
Conference
(Spring
2014)
• Presented
on
Writing
Feedback
Styles
during
a
department
meeting
(Spring
2014)
• Worked
with
a
committee
to
judge
and
organize
a
poetry
competition
• Served
on
a
committee
to
organize
a
unified
orientation
for
all
ELI
students
• Organized
weekly
conversation
hours
with
themes
and
activities
• Attended
bi-‐weekly
departmental
meetings
• Served
as
group
coordinator
for
spec-‐driven
test
creation
in
Level
II
Listening
and
Speaking
(Fall
2014)
and
Level
IV
Writing
(Spring
2015)
o Organized
biweekly
meetings
o Created
meeting
agendas
and
delegated
tasks
necessary
to
successful
test
development
o Maintained
cohesion
among
the
teachers
in
each
group
o Developed
spreadsheets
and
created
reports
for
the
assistant
director
o Updated
and
maintained
accurate
tables
of
specification
for
our
groups
o Made
certain
that
the
objectives
of
each
course
were
being
met
in
our
test
creation
• Worked
on
spec-‐driven
testing
committees
for
Level
IV
Writing
(Summer
2015)
and
Level
II
Listening
and
Speaking
(Fall
2015)
Washington
State
University
(2011-‐2013)
• Professional
Development
Certification
(2011-‐2012
and
2012-‐2013)
• Attended
weekly
professional
development
meetings
• Acted
as
a
student
ambassador
for
incoming
graduate
students
• Presented
on
finding
relevant
summer
employment
as
a
graduate
student
during
new
student
orientation
(2013)
• Literature
Pedagogy
Workshop
Participant
(2013)
AFFILIATIONS
AND
LEADERSHIP
Central
Michigan
University
• MITESOL
Member
(2014-‐present)
• MAIE
Member
(2015)
• Union
of
Teaching
Faculty
(UTF)
member
• English
as
a
Second
Language
Association
(ESLA)
member
Washington
State
University
• Graduate
and
Professional
Student
Association
(GPSA)
Senator
(2012-‐2013)
• Textual
Overtures
Founding
member
and
Editor-‐in-‐chief
(2012-‐2013)
• English
Graduate
Organization
Member
(2011-‐2013),
Chair
for
"
WPA,
WAC,
ESL,
and
Pedagogy"
session
of
WSU
M.A.
in
English
Conference
2013
Truman
State
University
• Sigma
Tau
Delta
(English
Honors
Fraternity)
Member
(2009-‐2011)
• Beta
Omega
Beta
(independent
women's
organization
promoting
diversity
and
fellowship)
o Member
(2007-‐2011)
o Social
Chair
(2009)
o Sisterhood
Chair
(2009)
o Vice
President
(2008)
o PR
Chair
(2008)
o Philanthropy
Chair
(2007)
