Opened Practices Users Working in: English
845 591 8925
75 Shore Blvd
For the last 17 years, I have taught English in various schools across Orange and Sullivan counties. I have taught 6-12 in public school, including Advanced Placement Literature and Advanced Placement Language. I have taught English 101 at Orange County Community College. I teach Catechism to 4th graders. I have coached Varsity soccer, skiing, and Track n Field. I currently coach pee wee soccer for my kids' teams.
I graduated from a local Catholic high school here in Orange County New York, and I left for college, swearing that I would never return the rural hills of the Hudson Valley. My home town had a blinking light; the public school graduated about 35 kids.. I excelled at English Ed at Fredonia State University, and I was chosen to represent the school on an international student-teacher exchange to Canterbury England, where I spent a summer semester teaching the British children of St. George's in Thanet. I returned to Fredonia to finish my senior year, and I was awarded a graduate internship that would have enabled me to earn my PhD from the University at Buffalo. Budget cuts that year eliminated the position, driving me back home. At a job fair, I accepted a position to teach in California, but my car died before I could set out on the road. I accepted a summer school position at my old high school, which led to a leave position at Warwick Valley Middle School, on the very edge of New York, on the New Jersey border.
The following year, I took a position in Tri-Valley, in the hear of the Catskill Mountains, where I taught English and a section of advanced Environmental Science through Cornell Cooperative Extension. I spent four years there, teaching and coaching, before I left for my current position in Minisink Valley. I have taught here for 12 years. I have worked with several student teachers, and I have mentored four of the 6 new teachers we've hired in the last 7 years, or roughly 30% of the department.
Last year, I accepted a position teaching Irish Literature to students world-wide via VHS, or Virtual High School out of New England. By teaching this course via Blackboard, 50 Minisink students are eligible to take over 250 electives via other VHS teachers. This experience drove me to seek a way to expand my face to face student's experience, which led me to Sakai. I have had such success with Sakai, that I am now teaching in-service courses about it to my colleagues. Since our core group of 10 started using Sakai in November, Minisink now boasts more than100 users.
Dr. Linda.Adler-Kassner is interested in how different groups and individuals define Wikipedia: Literacy
">literacy
I joined the English Department at EMU in the fall of 2000 as the Director of First-Year Writing. Much of my job here involves working with our first-year writing courses and the graduate instructors teaching those courses. I also teach first-year writing (ENGL 121), upper-level writing courses like Writing, Style, and Language (ENGL 328), and graduate courses in composition and Wikipedia: Literacy
">literacy
My current research focuses on students, writing, and literacy practices. More specifically, of late I've focused on strategies for writing program administrators (WPAs) and instructors to advocate for students, conceptualizations of writing and literacy, and the work of writing programs through alliance building and smart Learner-Centered Assessment on College Campuses -- Shifting the Focus from Teaching to Learning. Boston, Allyn and Bacon.)
Courses and learning activities can be assessed via diverse mechanisms, such as pre- and post-tests, written assignments with rubrics, exams, surveys, and capstone or other comprehensive experiences documented with portfolios. Graded assessment of a student's performance regarding learning objectives is sometimes referred to as Evaluation or Summative Evaluation.
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">assessment. This is the subject of my new book, _The Activist WPA: Changing Stories about Writing and Writers_ (Utah State UP), as well as many of my recent articles and presentations. I am also the coordinator of the Council of Writing Program Administrators (WPA) Network for Media Action (or WPA-NMA), a project devoted to developing resources for WPAs to affect public discussions of and public policy around writing instruction. I am also the current Vice President of the WPA and will become president in 2009.
My interest in assessment also stems from my work around writing instruction and advocacy. We're in the midst of a long assessment process in our program, as above; I also work with the Higher Learning Commission (our regional accreditor) as a facilitator for workshops like the Academy for Assessment of Student Learning, which helps institutions develop smart assessment projects.
Jean Mach is Professor of English and Team Leader, CASTL Campus Leadership Program at the College of San Mateo.
Judith Stanley is a professor of English at Alverno College, renown for its portfolio practices.
Judith V. Kirkpatrick is a professor of English for Kapiolani Community College. She conducts research and provides support for an interdisciplinary group of faculty using ePortfolios and distributed instruction. Kirkpatrick received the 2003 David Pierce Honorable Mention technology innovator award from the American Association of Community Colleges and has twice chaired the national Computers and Writing Conference. Since 1999, Kirkpatrick has also provided vision, development, and technology support for a sustainable computer environment in a low-income housing project that college students run.
Julia M. Williams is the Executive Director of the Office of Institutional Research, Planning and Learner-Centered Assessment on College Campuses -- Shifting the Focus from Teaching to Learning. Boston, Allyn and Bacon.)
Courses and learning activities can be assessed via diverse mechanisms, such as pre- and post-tests, written assignments with rubrics, exams, surveys, and capstone or other comprehensive experiences documented with portfolios. Graded assessment of a student's performance regarding learning objectives is sometimes referred to as Evaluation or Summative Evaluation.
Links
">Assessment & Professor of English at Rose-Hulman Institute of Technology. Her articles on writing assessment, electronic portfolios, and ABET have appeared in the IEEE Transactions on Professional Communication, Technical Communication Quarterly, Technical Communication: Journal of the Society for Technical Communication, and the International Journal of Engineering Education. She is also the recipient of a Tablet PC Technology, Curriculum, and Higher Education 2005 award from Microsoft Research to assess the impact of tablet PCs and collaboration-facilitating software on student learning.
