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In the department, I work on the English 2010 curriculum. Although there is no formal
English 2010 committee, I have worked along with Jennifer Courtney and Benjamin Solomon on a redesign of the course, funded in part by a grant from the office of Educational Initiates, directed by Jason Pickavance. Following the Open Studio model first piloted by Brittany Stephenson’s redesign of English 1010, our redesign is a hybrid model, where students do writing, researching, and other activities online, and meet in small groups or one on one with instructors. We are currently piloting this effort. In preparation for the launch of the pilot, we jointly produced a host of resources for the course, including readings, screencasts, discussion prompts, notebook activities, guidelines for small group/individual meetings, and an instructor’s guide (currently in draft form). We have opened this redesign work repeatedly to feedback from the department, and presented it as a preview at the January 2014 Professional Development Day.

Previous to this redesign, in 2012-2013, I reframed the course alongside Kati Lewis. We felt some dissatisfaction with the work we were seeing students produce, and decided to infuse the course with more explicit craft/revision/reimagining focus, but also a wide-ranging set of writing activities: multimodal, multimedia, so-called “creative” prompts, narrative strategies, and the like. This collaborative reframing of the course was the genesis of many of the elements of the Open Studio hybrid redesign, and the source of much of the notebook work in the new course.

I serve on the English Department’s Creative Writing course group. We have assessed creative writing courses for the critical thinking College-Wide Student Learning Outcome, and used that assessment data as the basis for our curriculum work on the four General Education Humanities designated courses in their five-year review. I worked with Kati Lewis on the English 2250 five year review, and the English 2260 five year review was my responsibility.

I have served as chair of the Publication Center Steering Committee. This has meant calling the group together in order to plan series of events. We have presented the work of the Publication Center in many forums, including the Faculty Convention and Professional Development Day. We have worked with diverse groups of people and individuals on multimedia, digital, and print publications. I have personally assisted many individual students, faculty and staff in these kinds of projects. A highlight for me was leading a series of digital story workshops last spring, which resulted in a number of stories I showcased in my lecture “Narrative/Argument.” We have just announced our new series of events for spring semester; the first session (Friday, January 31) focused on “Multimedia Composing,” and we had good attendance, including two new adjunct instructors.

The Steering Committee has also drafted a Strategic Plan for the Publication Center. We hope to get feedback from the department on this plan, which will help to direct our efforts in the near future. We also hope to conduct a first assessment of the Center this spring.

Finally, I chaired an effort to account for the outcomes and activities, particularly as they were represented in assignments, across the spectrum of Reading, Writing, and Composition courses (RDG 900 and 990; WRTG 900 and 990; English 1010 and 2010). This took a significant amount of time and effort, but resulted in a (shaggy) document that is a first attempt at describing our work as it is articulated through the dedicated reading/writing curriculum of the English Department. Tiffany Rousculp used this document with a group of adjunct faculty members; we have received feedback from that group. I hope to call the group together for an editing/reshaping session before the end of this semester.