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CV
This document provides a summary of Christie L. Daniels' academic background and professional experience. It lists her contact information and research interests in technical and professional communication, visual rhetoric, and rhetorics of difference. It also outlines her education, including a Ph.D. from the University of Texas at El Paso in English with a concentration in rhetorics and literature of race and ethnicity. Her professional appointments include positions at Michigan State University and the University of Texas at El Paso. Selected publications, presentations, courses taught, and areas of invited presentations are also included.
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CV
- 1. CHRISTIE L. DANIELS [email protected] 235 Bessey Hall http://www.christiedaniels.com Writing, Rhetoric, and American Cultures 517.618.1575 Michigan State University East Lansing, MI 48824 Research Interests Technical and Professional Communication * Visual Rhetoric * Computers and Writing Writing Program Administration * Rhetorics of Difference * Education Ph.D., 2010, English: Rhetoric and Writing Studies, The University of Texas at El Paso Concentration: Rhetorics and Literature of Race and Ethnicity Enrichment coursework: Developing Curricula in RWS, Visual Rhetoric, Multimedia and Design Dissertation: Remapping Evil: Locating, Spatializing, and Depicting Morality B.A., 2003, English, The Ohio State University Professional Appointments Visiting Assistant Professor, Michigan State University -‐ Writing, Rhetoric, and American Cultures, 2010 – present Assistant Director of First-Year Composition, The University of Texas at El Paso – English: Rhetoric and Writing Studies, 2009-‐2010 Assistant Instructor, The University of Texas at El Paso – English: Rhetoric and Writing Studies, 2006-‐2010 Publications “English 1311: English Expository Composition.” (with James Patrick Soares) A Guide to First-Year Composition. Eds. Beth Brunk-‐Chavez, Christie Lynn Daniels, Nicole Montoya, James Patrick Soares, Esther Solis Al-‐Tabaa, and Steve Varella. 12th ed. Kendall Hunt: Dubuque, IA, 2009. 79-‐ 101. “Technology and UTEP.” A Guide to First-Year Composition. Eds. Beth Brunk-‐Chavez, Christie Lynn Daniels, Nicole Montoya, James Patrick Soares, Esther Solis Al-‐Tabaa, and Steve Varella. 12th ed. Kendall Hunt: Dubuque, IA, 2009. 79-‐101.
- 2. “Constructing a New India: Nation, Myth, and Salman Rushdie's Midnight's Children. Literatura em Debate, 2.3 (2009) http://www.fw.uri.br/publicacoes/literaturaemdebate/literaturaemdebatev2n3/costructing.pd f. “Technology and UTEP.” A Guide to First-Year Composition. Eds. Christie Daniels and Theresa Donovan. 11th ed. Bent Tree Press: Reno, NV, 2008. 106-‐114. Selected Conference Presentations “Rethinking Curriculum: Focusing on Transfer” To be presented at CCCC, Louisville, Kentucky, March 2010. “Queering Little Miss Sunshine.” National Popular Culture Association/American Culture Association Conference, New Orleans, Louisiana, April 2009. “Remapping Evil: Locating, Spatializing, and Depicting Morality.” Frontera Retórica Symposium, El Paso, Texas, March 2009. “Twittering About: The Professional and Pedagogical Implications of Social Computing and Networking in Technical Writing.” Annual Conference of the Association of Teachers of Technical Writing, San Francisco, California, March 2009. “Forgetting Nationality: Nationalism vs. Cosmopolitanism.” Federation of Rhetoric Symposium. Commerce, Texas, February 2009. “The Native American Elements of Lady in the Water” Popular Culture Association/American Culture Association National Conference, San Francisco, California, March 2008. “The Native American Elements of Lady in the Water” Southwest/Texas Popular Culture Association/American Culture Association Regional Conference, Albuquerque, New Mexico, February 2008. “Engaging Students: Interactive Mini-‐Lessons.” Group workshop presented at 3rd Annual A Better Beginning Conference: "Supporting Novice Teachers in the 21st Century", El Paso, Texas, September 2007. “The Queer Rhetoric of Queer as Folk.” Popular Culture Association/American Culture Association National Conference, Boston, Massachusetts, April 2007. “Standing OUT: The Power of Queer Teachers to Combat Homophobia.”6th Gay Lesbian Bisexual Transgender Queer (GLBTQ) Studies Conference, Asheville, North Carolina. April 2005. “The Writing Center: Gateway to Diversity” Group workshop presented at CCCC, San Francisco, California, March 2005.
- 3. Invited Presentations “Visual Rhetoric.” (with Steven Varela) Workshop presented to First Year Composition faculty, October 2009. “Connect Composition.” Workshop presented to First Year Composition faculty, September 2009. “Blackboard CE 8.” Workshop presented to First Year Composition faculty, August 2009. “English 1311.” English Department First Year Composition Fall Orientation, August 2009. “The Guide to First-‐Year Composition.” English Department First Year Composition Fall Orientation, August 2009. “The Guide to First-‐Year Composition.” English Department First Year Composition Fall Orientation, August 2008. Courses Taught Writing: Science and Technology (WRA 110) Fall 2010 (two sections) Technology Enhanced, Computer Classroom Writing: American Ethnic and Racial Experience (WRA 125) Fall 2010 (one section) Technology Enhanced Technical Writing and Communication (ENGL 3359) Fall 2008 (two sections) Technology Enhanced Workplace Writing and Organizational Communication (ENGL 3355 and ENGL 3355P) Spring 2009 (one section of ENGL 3355P) Technology Enhanced, Computer Classroom Summer 2008 (one section of ENGL 3355) Technology Enhanced Spring 2008 (once section of ENGL 3355) Technology Enhanced Research and Critical Writing (ENGL 1312 and ENGL 1312R) Fall 2008 (one section of ENGL 1312R) Hybrid, Computer Classroom Spring 2007 (two sections ENGL 1312) Technology Enhanced, Computer Classroom Expository English Composition (ENGL 1311, ENGL 1311P, and ENGL 1311R) Fall 2009 (one section of ENGL 1311R) Technology Enhanced, Computer Classroom Fall 2007 (two sections of ENGL 1311P) Technology Enhanced, Computer Classroom Fall 2006 (one section of ENGL 1311)
- 4. Curriculum Design andImplementation Curriculum Design ENGL 1311P I drafted a redesign of the curriculum for English 1311 as a direct result of graduate coursework in curriculum design and then piloted that redesigned curriculum in the sections of English 1311 that I taught in the Fall 2007 semester. The redesigned course: • Foregrounds the use of technology • Utilizes Rhetoric and Writing Studies disciplinary knowledge as the central content of the course • Exposes students to, and expects them to compose in, a variety of genres ENGL 1311R As part of the English 1311 Redesign Team, I was responsible for the redesign of the English 1311 course. As part of my responsibilities, I participated in the designing of the course assignments and aligned them with the textbook adopted for the course. As a result of my own previous redesign of the course, I was able to actively contribute to the types of assignments included in the redesigned course as well as assist in defining the pacing of the course. The redesigned course: • Foregrounds the use of technology. • Exposes students to, and expects them to compose in, a variety of contexts. • Emphasizes civic engagement and involvement. Curriculum Implementation ENGL 1311R The course: • Encourages critical analysis and engagement across a variety of contexts • Foregrounds the use of technology. • Emphasizes student exposure to and composition in a variety of genres. • Is taught in a computer classroom and is paperless course in which all assignments are submitted electronically. Duties: • Utilize and test the e-‐book version of the newly adopted course textbook. • Provide feedback to Director of First Year Composition on the progress of the redesigned course. • Act as team leader reporting experiences using the text to the textbook publisher. ENGL 1312R The course: • Encourages critical analysis and engagement across a variety of contexts. • Foregrounds the use of technology. • Emphasizes student exposure to and composition in a variety of genres.
- 5. • Is delivered in a hybrid format with the face to face class day taking place in a computer classroom. • Standardizes grading by having teaching assistants grade course assignments instead of the classroom instructor. Duties: • Design hybrid day activities to supplement in-‐class instruction and guide students through major course assignments • Meet regularly with the English 1312 Redesign team to discuss the experience and challenges involved in teaching the piloted course. • Schedule and attend technology training sessions designed to expose students to the various software programs utilized in the course. • Communicate with teaching assistants as they grade student work ENGL 3355P Taught a piloted version of the Workplace Writing course (English 3355) • The course is linked in a learning community with Business 3304 (Global Business Environment). • There is a shared assignment between the two courses. • The course is taught in a computer classroom is technology-‐enhanced and paperless in terms of graded assignments. • During the course of the pilot, I provided feedback on the progress of the course to the Rhetoric and Writing Studies professor responsible for overseeing the pilot. Academic Editing Co-Editor, A Guide to First-Year Composition. 12th ed. Kendall Hunt: Dubuque, IA, 2009. Duties: • Identify portions of the Guide requiring revision • Create and manage timeline for the project. • Reorganize content based on curricular goals. • Align content with the redesigned First Year Composition curriculum. • Oversee revisions of the “English 1311,” “English 1312,” and “Research Skills, Technology, and the Library” chapters. • Revise the “English 1311” chapter, with assistance, to include course assignments and coordinating activities for the redesigned course. • Review, edit, and proofread faculty submissions for inclusion in the Guide. • Write and gather images (screenshots and photos) for the “Technology and UTEP” section of the “Research Skills, Technology, and the Library” chapter. • Ensure that this edition of the Guide is useful and usable for students and instructors alike. • Make formatting and design decisions. • Along with the other members of the Guide Revision team, proofread the entire document before submission to the publisher. • Give presentation highlighting changes in this edition of the Guide at the Fall 2009 English Department First Year Composition Orientation.
- 6. Co-Editor, A Guide to First-Year Composition. 11th ed. Bent Tree Press: Reno, NV, 2008. Duties: • Coordinate and compose calls for faculty contributions to the Guide. • Create and manage timeline for the project. • Reorganize content based on several goals. • Align content with the way that the First Year Composition sequence (ENGL 1311 and ENGL 1312) is taught. • Organize book topically instead of segregating content into separate halves for each course. • Make the Guide easier to use and more useful for both students and instructors. • Contextualize the Guide as a supplement to the in-‐class text and provide both students and teachers with resource to reinforce class concepts as well as address individual issues which cannot be addressed during limited class time. • Review, edit, and proofread faculty submissions for inclusion in the Guide. • Write and gather images (screenshots and photos) for the “Technology and UTEP” section of the “Research Skills, Technology, and the Library” chapter. • Make formatting and design decisions. • Along with the other members of the Guide Revision team, proofread the entire document before submission to the publisher. • Give presentation highlighting changes in this edition of the Guide at the Fall 2008 English Department First Year Composition Orientation. Writing Program Administration Assistant Director of First Year Composition, The University of Texas at El Paso, 2009- 2010 Duties: • Oversee the implementation of the redesigned English 1311 curriculum. • Answer faculty inquiries regarding course assignments, the new course textbook, and supplemental resources. • Answer faculty inquiries regarding the newly adopted campus course management software, Blackboard CE 8. • Give workshops/presentations related to the curriculum, technological instructional resources, and supplementary disciplinary knowledge necessary for First Year Composition faculty support. • Meet regularly with the Director of First Year Composition to assess the status of ongoing First Year Composition initiatives. • Complete administrative tasks as assigned by the Director of First Year Composition.
- 7. Academic Service andInvolvement Service to Department Member. Writing, Rhetoric, and American Cultures Advisory Committee, 2010 – present Member. Tier 1 Writing Committee, 2010 – present Service to Field Session Chair. Popular Culture Association/American Culture Association national conference—April 2009 Session Chair. Southwest/Texas Popular and American Culture Association annual conference—February 2008 Professional Affiliations National Council of Teachers of English Conference on College Composition and Communication Rhetoric Society of America Popular Culture Association References Dr. Carlos Salinas Dr. Beth Brunk-Chavez Assistant Professor Associate Professor Rhetoric and Writing Studies Program Associate Dean of the College of Liberal Arts 118 Hudspeth Hall Director, First-‐Year Composition Program University of Texas at El Paso 220 Hudspeth Hall El Paso, TX 79968 University of Texas at El Paso 915-‐747-‐6257 El Paso, TX 79968 [email protected] 915-‐747-‐5797 [email protected] Dr. Helen Foster Dr. Kate Mangelsdorf Associate Professor Associate Professor Rhetoric and Writing Studies Program Director, University Writing Programs 113 Hudspeth Hall Director, Rhetoric and Writing Studies Program University of Texas at El Paso 113 Hudspeth Hall El Paso, TX 79968 University of Texas at El Paso 915-‐747-‐5731 El Paso, TX 79968 [email protected] 915-‐747-‐5543 [email protected]