Dominic J.

Ashby
Curriculum Vitae
September 15, 2018

1408 Arlington Drive Department of English

Richmond, KY 40475 Eastern Kentucky University
521 Lancaster Ave
dominic.ashby@eku.edu 103 Mattox Hall
Website: domashby.org Richmond, KY 40475

EDUCATION
Ph.D. English, Composition & Rhetoric. Miami University, 2013

M.A. English, Literary & Cultural Studies. West Virginia University, 2003

B.A. English and History. West Virginia Wesleyan College, 2001

PROFESSIONAL APPOINTMENTS
Eastern Kentucky University, Dept. of English and Theatre. Assistant Professor, 2014–present

Miami University of Ohio, Dept. of English. Visiting Assistant Professor, 2013–2014

RESEARCH & TEACHING INTERESTS  

Composition & New Media • Rhetorical Theory • Professional & Technical Writing • Popular Culture

PUBLICATIONS
Book Chapters
Ashby, Dominic. “Uchi/Soto in Japan: A Global Turn.” Comparative Rhetoric: The Art of Traversing
Rhetorical Times, Places, and Spaces, edited by LuMing Mao, Taylor and Francis, 2014. Reprinted
from Comparative Rhetoric, a special issue of Rhetoric Society Quarterly, vol. 43, no. 3, 2013, pp.
256–269.

Conference Proceedings
Ashby, Dominic, Margaret Frozena, and Jason Peerce. “I Hear What You’re Saying: Bringing New
Media Pedagogy to Basic Writing.” Innovations in Teaching & Learning: Inaugural Proceedings of
the 2017 Pedagogicon, edited by Russell Carpenter, Charlie Sweet, Hal Blythe, Matthew
Winslow, and Shirley O’Brien, New Forums Press, 2017. The proceedings appear as a special
section in The Journal of Faculty Development, vol. 31, no. 3, 2017, pp. 63–67.

Ashby, Dominic. “To Say a Turning Word: Zen Rhetoric as Situated Enlightenment.” Kentucky
Philological Review 31: Bulletin of the Forty-Third Annual Meeting, edited by Jimmy Dean Smith,
Northern Kentucky University, 2017, pp. 57–67.

Ashby, Dominic. “Both Insiders and Outsiders: Re/Framing Identification via Japanese Rhetoric.”
Re/Framing Identifications, edited by Michelle Ballif, Waveland, 2014, pp. 309–315.
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Book Reviews
Ashby, Dominic and LuMing Mao. Review of Zen Buddhist Rhetoric in China, Korea, and Japan, edited by
Christoph Anderl. Rhetoric Review, vol. 32 no. 3, 2013, pp. 368–373.

Ashby, Dominic. Review of Writing in the Devil’s Tongue: A History of English Composition in China, by
Xiaoye You. JAC vol. 32 no. 1, 2012, pp. 416-424.

Ashby, Dominic. Review of The Idea of English in Japan: Ideology and the Evolution of a Global Language,
by Philip Seargeant. TESOL Quarterly vol. 45 no. 1, 2011, pp. 194–196.

CONFERENCE PRESENTATIONS
2018 Dominic Ashby, Trenia Napier, Jill Parrott, and Erin Presley. “Reading with Purpose:
Making Reading Matter for Writing.” 2018 Thomas R. Watson Conference, University
of Louisville, Louisville, KY. Accepted; to be presented 25 October 2018.

Dominic Ashby and Margaret Frozena. “Integrating Digital High-Impact Practices in

First-Year Writing: Blogs, Eportfolios, and Multimodality.” 2018 Pedagogicon: Student-
Centered Teaching and Learning, Eastern Kentucky University, Richmond, KY. 18 May
2018.

Dominic Ashby, Lisa Bosley, and Russell Carpenter. “When Writing Tutors Become
Reading and Writing Tutors in an IRW Course.” The 42nd Annual Conference of the
National Association for Developmental Education, National Harbor, MD. 23 February 2018.

2017 Dominic Ashby, Lisa Bosley, Clint Stivers, Margaret Frozena, Shawne Alexander, and
Russell Carpenter. “The Impact of Course-Embedded Consultants on Students’
Revision Processes in a Co-Requisite Course.” Kentucky Association for Developmental
Education (KADE) Conference, Bluegrass Community and Technical College, Lexington,
KY. 27 October 2017.

Dominic Ashby, Margaret Frozena and Jason Peerce. “There’s Something About
Access: New Media and Student Engagement in Basic Writing.” 2017 Pedagogicon:
Innovations in Teaching and Learning, Eastern Kentucky University, Richmond, KY. 19
May 2017.

Dominic Ashby. “The Rhetoric of Nostalgia in Miyazaki’s The Wind Rises: A Narrative
of Celebration, Critique, and Cross-cultural Affiliation.” 2017 International Conference on
Narrative, University of Kentucky, Lexington, KY 23–26 March 2017.

Dominic Ashby. “Pastoral Techno-Fetishism and the Case For Interdependence:

Reflective Nostalgia in the Anime Summer Wars.” Kentucky Philological Association
Conference, Eastern Kentucky University, Richmond, KY. 3–4 March 2017.

2016 Dominic Ashby. “Reimagining the Changes of the Past: Nostalgia as Rhetoric.” Rhetoric
Society of America Conference, Atlanta, GA. 27–29 May 2016.

Dominic Ashby. “To Say a Turning Word: Zen Rhetoric as Situated Enlightenment.”
Kentucky Philological Association Conference, Western Kentucky University, Bowling
Green, KY. March 2016.

2015 Dominic Ashby. “Idealized Girlhood and the Rhetoric of Japaneseness: The Figure of
the Japanese Schoolgirl as a Trope for Maintaining Regional Identity.” Kentucky
 Dominic Ashby 3

Philological Association Conference, Northern Kentucky University, Highland Heights, KY.

March 2015.

2014 Dominic Ashby. “Opening the Gates of Academic Discourse: Inside–Outside

Positionalities as Pedagogy in ESL/EFL Rhetoric and Composition Classrooms.”
Conference on College Composition and Communication, Indianapolis, IN. March 2014.

2013 Dominic Ashby. “Contextualizing Affiliations: Fluid Insider–Outsider Identities.”

Conference on College Composition and Communication, Las Vegas, NV. March 2013.

Dominic Ashby. “Uchi/Soto in Japan: A Global Turn.” MLA Annual Convention, Boston,
MA. January 2013.

2012 Dominic Ashby. “Both Insiders and Outsiders: Re/Framing Identifications in Japanese
Rhetoric.” Rhetoric Society of America Conference, Philadelphia, PA. May 2012.

Dominic Ashby. “Between Outside and Inside: Anime and Manga as Gateways to
Japanese Rhetoric.” Conference on College Composition and Communication, St. Louis, MO.
March 2012.

2011 Dominic Ashby. “Ainu Activism: Movements of Indigenous Rhetoric through Time and
Place.” Conference on College Composition and Communication, Atlanta, GA. April 2011.

Dominic Ashby, Amir Hassan, and Mandy Watts. “Multimodal Remix and/as Cultural
Critique.” Poster Session. Conference on College Composition and Communication, Atlanta,
GA. April 2011.

2010 Dominic Ashby. “Representing Japan, Embodying America: The Rhetoric of Two
Japanese-American Memoirs.” Rhetoric Society of America Conference, Minneapolis MN.
May 2010.

Dominic Ashby. “Simulating the Virtual: Depictions of MMORPGs in Anime and

Manga.” Computers and Writing, Purdue University, West Lafayette, IN. May 2010.

TEACHING
Eastern Kentucky University—Graduate Courses
Topics in Modern Rhetoric: Rhetoric of Popular Culture, ENG806 (Fall 2018)
Fan interactions with, participation in, and production of popular culture produce endless moments of
meaning-making. The course introduces foundational theories of cultural studies; delves into fan
studies as a continuation and specialization of cultural studies; explores how cultural studies, rhetoric,
and composition intersect in such areas as derivative works (fan art; fan fiction), para-texts (such as guild
websites and walkthrough videos created by MMO players), fan criticism and archives (production of
wikis; participation in forums) and other forms of interactive meaning-making.

Facilitator, Graduate Student Teaching Practicum (Fall 2018)

This non-credit practicum supports the new Graduate Teaching Assistants during their first semester of
teaching. The course meets every other week, with meetings focusing on topics such as responding to
student writing and time management. The GAs also work on preparing documents for their teaching
portfolio and plan for applying to PhD programs and jobs.
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Introduction to Graduate Studies in English, ENG801, co-taught with Rick Mott (Fall 2017)
Introduces students to major schools of critical and rhetorical theory. Models the inquiry method of
research, from proposal, to draft, to presentation, as students explore research topics of their choice.
Discusses English studies, professional opportunities, and the job search.

Topics in Modern Rhetoric: Speaking About Home—The Rhetoric of Place-Based Identity,

ENG806 (Fall 2016)
Explores the relationship of place and identity and how notions of place are constructed through
language. The course explores theories about place, identity, and their interconnection; students apply
these theories as ways to read performances of place-based identities found in film, fiction, poetry, news,
television, and visual art; special attention will be given to examples of constructions of Appalachia as a
place and identity, although the concepts covered in class can be applied to any place-based identity.

History of Rhetoric, ENG827 (Fall 2015)

Provides a survey of foundational texts in the Euro-American rhetorical tradition as well as some
examples of less familiar but equally important rhetorical traditions, such as traditions from the Middle
East and East Asia. As a survey, the course introduces students to a wide range of concepts and writers
crucial to the development of the rhetorical tradition today, taking a historical approach to identify
trends and movements through the history of rhetoric that continue to affect how rhetoric is understood
and taught.

Eastern Kentucky University—Undergraduate Courses

Introduction to Composition Theory, ENG405 (Spring 2015, Spring 2017, Fall 2018)
Students explore several major strains of Composition pedagogy; they learn practical ways of applying
elements of these pedagogies in writing classes; practice the writing process, including the instructor
side elements of giving feedback and evaluating writing with an eye towards encouraging revision and
student growth; students write weekly blog posts, create a “this I believe” audio essay, and design an
ePortfolio to showcase their writing and thinking about Composition pedagogy.

The Graphic Novel and Manga, ENG347 (Spring 2018)

Students study manga from a range of genres, including science fiction, romance, and the supernatural;
discuss theories of visual storytelling and apply them to several manga; address the cultural influences
and references that make manga unique. As part of the course, students write regular blog posts and
write a style analysis.

Literature and Film. Special Topic: Cinema Anime, ENG345 (Fall 2016, Fall 2017)
Students learn the basics of film theory and explore the history of Japanese animation, or anime.
Students engage anime as a transcultural phenomenon, exploring the influences upon anime and the
influence anime has on film and animation outside of Japan. The class explores examples of several
genres and focuses on the works of major anime directors. The class explores fan interactions and
productions, such as fansubs, fanfiction, and anime blogging.

Introduction to English Studies, ENG310 (Fall 2018)

Students explore broad areas of English as a discipline: literature, composition and rhetoric, creative
writing, and technical writing. The class introduces ways of reading, writing, and meaning-making
specific to each area and highlights commonalities. Students research career opportunities and share
their materials with their classmates—in this way, the course serves as precursor to the career
preparation they undertake in the English capstone classes.

Advanced Composition for Teachers, ENG303 (Spring 2018)

Writing class with a focus on ways of teaching writing. Students write the types of texts required by the
Kentucky Common Core, such as informative, narrative, and argumentative texts, discussing and
interrogating the Core requirements and how they can be expressed and met in a variety of ways.
Students collaboratively construct assignment sheets and evaluation criteria for each major project
before doing their own writing.
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Advanced Composition, ENG301 (Spring 2016, Spring 2017)

Refinement of writing skills; application of rhetoric in expository and argumentative writings; planning
and writing a research paper; exploring alternatives to the traditional research paper, including creative
productions such as video, audio, and other multi-modal, multi-vocal texts.

Introduction to Technical & Professional Writing, ENG300 (Fall 2014, Spring 2015, Spring 2016)
The course emphasizes writing technical and professional communications for defined audiences,
purposes, and situations. Explores document design principles and strategies, and introduces students
to genre analysis strategies and fast prototyping as ways of matching writing and documents to
contextual and audience needs. Students work on both individual and group projects, practicing stages
of project proposals, progress reports, reports of findings, and usability testing of documents.

Special Topics in English Studies: Japanese Pop Culture in Translation, ENG200 (Fall 2015)
Students study Japanese manga, or graphic novels, as a popular art that makes use of highly complex
meaning-making strategies to produce a wide range of stories and styles. The course explores several
genres and authors, tied together by the theme of stories that involve Japanese artists’ depictions and
retellings of western stories and cultures.

Research, Writing, and Rhetoric, ENG102 (Spring 2015, Spring 2016, Spring 2017; ePortfolio sections
Spring 2018)
A writing course refining components of ENG 101 studying information sources and research methods;
accessing, critically reading, evaluating, integrating, and documenting primary and secondary sources;
utilizing information technology for inquiry, analysis, and argumentation. Uses an inquiry method
approach; most recently, coupled with ePortfolios and semester-long revision to enhance audience
awareness, information literacy, and use of media to enhance their ability to reach and move audiences.

Reading, Writing, & Rhetoric, ENG101 (Fall 2014)

Writing course developing critical reading skills while integrating and responding to varied sources;
composing texts including summaries, analyses, evaluations, responses, and arguments; emphasizing
style, organization, coherence, purpose, and persuasion for various audiences.

Student Success Seminar for English Majors, ASO100 (Fall 2016, Fall 2017, Fall 2018)
An introduction to the programs of the University and College of Arts and Sciences, specifically for
English majors. Discussion of how to study, what to consider in choosing a profession, and what career
opportunities exist for graduates from the College’s programs. All new students are expected to enroll in
a Student Success Seminar their first semester at the University.

Learning Dynamics, ENR115 (Summer 2016, Summer 2018)

Course concentrates on learning techniques for efficient and effective study of college reading materials.
Emphasis on learning, storing, and retrieving information. Students will demonstrate the ability to
apply reading and learning strategies within various disciplines.

Introduction to Reading, Writing, & Rhetoric, ENG095R (Fall 2016, Summer 2017, Fall 2017, Summer
2018)
Focuses on critical reading and academic writing. Provides strategies for comprehending and analyzing
source material and integrating sources with written work, with an emphasis on thesis development,
organization, voice, and style. ENG 095R combines the objectives of both Developmental
English/Writing and Developmental Reading. Because this is an accelerated course, students attend
weekly, one-hour workshop sessions with the class’s Course Embedded Consultant. I include an audio
essay project in this course, where students analyze a favorite song and remix their spoken analysis with
the song.

Miami University (Visiting Assistant Professor & Graduate Teaching Associate)

Global Partners Summer School: Advanced Composition for L2 (Summer 2013 & 2014)
An intensive four-week writing and rhetoric course offered to visiting Chinese and Korean students. The
 Dominic Ashby 6

course included instruction in rhetorical analysis, research, and conventions of American academic
writing. In addition to writing individual analysis and research projects, students produced group video
essays drawing from their research papers.

Rhetorical Strategies for Writers, ENG210 (Fall 2013, Spring 2014)

A core course in the Professional Writing major and an elective for several majors and minors, including
Language Arts Education. ENG223 provides in-depth instruction in classical and modern rhetorics.
Students study rhetorical theory, apply it through analytical writing, and employ it in creative,
argumentative projects.

Composition and Literature, ENG112 (Spring 2009, Spring 2014)

The second of two required first-year composition courses, with a special topic chosen by the instructor.
The class meets in a laptop classroom and students composed both traditional academic essays and
multimodal projects. 2014 section theme: Construction of Regional and Group Identities through Texts.
2009 section theme: American travel narratives, with attention to how travel influences individual,
group, and regional identities.

College Composition, ENG111 (Fall 2008, Fall 2009, Spring 2011)

One of two required first-year composition courses. I planned and taught all sections for either laptop
classrooms or computer labs. Students composed a combination of traditional academic essays (such as
rhetorical analyses) and multimodal projects.

College Composition for L2 Writers, ENG109 (Fall 2013)

A four-credit hour first-year composition course designed for L2 writers. Like its three-credit hour
equivalent ENG111, ENG109 introduces students to the expectations of the college discourse community
and asks them to compose a combination of traditional academic essays (such as rhetorical analyses)
and multimodal projects.

Writing Studio, ENG104 (Fall 2010)

A one-credit hour elective course where students work on writing assignments from across the
disciplines in a small group (8 student) environment. I taught a section offered specifically for students
for whom English is a second language.

West Virginia University (Adjunct Instructor & Graduate Teaching Assistant)

Graduate Colloquium, ENG499, co-taught with the First-Year Writing Coordinator (August 2006)
Instructor training required for all new graduate students in the English Department. Included readings
and discussions about writing pedagogy, workshops on syllabus design, and developing strategies for
teaching assignments from the common course description.

Composition, Rhetoric, and Research, ENG102 (Fall 2003, Spring 2004, Fall 2005, Spring 2007, Fall
2007 [Honors], Spring 2008)
Second-year composition course with an emphasis on academic research, argument, and
documentation. Students received an introduction to library and database research methods, and
composed several research-related genres such as proposals, literature reviews or annotated
bibliographies, extended researched arguments, and in-class presentations. I linked the assignments in
such a way that each project built into the next.

Introduction to Composition and Rhetoric, ENG101 (Fall 2001, Spring 2002, Summer 2002, Fall
2002, Spring 2003, Fall 2003, Fall 2005, Spring 2006, Fall 2006, Fall 2007, Spring 2008)
First-year composition course with an emphasis on audience, genre analysis, and using genre
conventions. Students composed in a variety of genres, including literacy narratives, rhetorical analyses,
interviews, and multimodal projects. I planned the course around different themes each year, including
regional identity and place.
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STUDENT MENTORING
Chair of four M.A. Thesis Committees: Frank McClure, “Composition, Creative Writing, and Queer
Rhetorics,” in progress, 2018; Jason Robert Harmon, “BVE and the Composition Classroom,” in
progress, 2018; Lucas Green, “The Rhetoric of Sports Journalism Blogs,” 2017–2018; Cynthia Held,
“A Rhetorical Analysis of the Online Discourse of Open Access Advocates,” 2016

Research Advisor, McNair Scholars Summer Research Opportunity Program: Kelsey Noel,
“Intersectional Feminism and Female Comic Book Heroes,” Spring 2016–Summer 2016

Honors Thesis Advisor, EKU Honors Program: Kamela Popiwczak, “The Cost of Emptiness: Voids
of Cisgender Male Anorexia Depictions in Literature,” Spring 2018–present

Member/reader for six M.A. Thesis Committees (Fall 2015–Spring 2016, Fall 2016–Spring 2017, Fall
2017–Spring 2018, Fall 2018); Outside Reader, M.A. Mentored Scholarly Project (Fall 2015)

Faculty Sponsor for 4 Graduate Student IRB-approved Projects

Academic Advisor for 16 English Majors

INSTRUCTIONAL DESIGN
Independent Instructional Designer and Subject Matter Expert for Camp Fire National
Headquarters, Kansas City, MO, Summer 2018
Co-designed two six-hour self-directed online writing courses for use in Camp Fire leadership
training on the topics “Writing for Social Media” and “Grant Writing”

LEADERSHIP
2015–Present Developmental Writing Coordinator. Eastern Kentucky University.
• Coordinate 8 faculty and liaise with the Assistant Chair, the Assistant Director
of the Noel Studio (Writing and Communication Center), and the Office of
Student Testing and Placement
• In 2017, co-wrote a grant proposal that brought $25,000 in state funding to
cover employment and training of Course Embedded Consultants and
professional development for faculty to assist with the move courses from a
Developmental model to a fully Co-requisite, credit-bearing model
• Revised curriculum and proposed new courses that fundamentally changed
the Developmental Reading and Writing programs into integrated Reading
and Writing courses and introduced a Co-requisite course that blended
Developmental Reading/Writing with First Year Composition
• Lead yearly program assessment in the form of anonymous assessment
reading of sample student papers, followed by PD sessions for faculty and
Course Embedded Consultants
• Create and maintain a bank of documents and teaching resources for faculty
course planning and training

2012–2013 Coordinator, BUS102: Writing for Business Decision-Making, Howe Writing Initiative.
Farmer School of Business, Miami University.
• Coordinated 6 instructors and directed 60 sections (900+ students) of BUS102,
a required course in the core BUS curriculum
• Developed and organized curricular materials for BUS102 instructors
• Lead new instructor orientation and monthly staff meetings
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• Conducted program assessment of BUS102 on behalf of the Associate Dean

• BUS102 online: Proposed and secured funding to pilot three online sections of
BUS102; designed and distributed recruiting materials, filling all three
sections; assisted instructors with designing curriculum

2009–2011 Assistant Director, Howe Writing Initiative. Farmer School of Business, Miami
University.
• Met with Business faculty to assist in the design of writing assignments to
make use of writing pedagogy best practices
• Lead assignment and curriculum development workshops for Business faculty
• Consulted with Business students in an embedded writing center, assisting
with writing for assignments, internship applications, and job search materials
• Delivered student-focused presentations and workshops on topics including
the rhetoric of business genres, writing for business audiences, and
assignment-specific topics

2007–2008 English 102 Peer Mentor. West Virginia University.

• Organized and led monthly meetings for five instructors; discussed
assignment design, responding to student work, classroom management, and
writing pedagogy
• Met monthly with other mentors and the ENG102 Assistant Coordinator
• Collaborated with other mentors and the Assistant Coordinator to plan and
prepare an end-of-year ENG102 training workshop for writing instructors

2006–2007 Assistant Coordinator for English 101. West Virginia University.

• Co-taught the summer English 101 New Instructor Training seminar for 18 new
GTAs with the English 101 Coordinator, Jay Dolmage
• Oversaw the English 101 Instructor Mentor program: met monthly with six
ENG101 peer mentors and liaised between the mentors and the Coordinator
• Reviewed syllabi for 18 new writing instructors and conducted classroom
observations
• Planned and conducted a survey of ENG102 instructor expectations of student
preparation from ENG101; presented results to ENG101 and 102 instructors,
followed by discussion of planning and scaffolding of the two courses

TEACHER-TRAINING WORKSHOPS & GUEST PRESENTATIONS

2018 “Hands Free Without a Textbook.” First Year Writing Professional Development,
Eastern Kentucky University, August 4, 2018.

“Integrating Reading and Writing for Rhetorical Analysis.” Quality Enhancement Plan
PD, Eastern Kentucky University, August 3, 2018.

“Using Google Drive in the Writing Classroom.” Department of English and Theatre
PD, Eastern Kentucky University, February 2, 2018.

2017 “Grading all the Things! Strategies for Timely, Effective Responses to Student
Writing.” First Year Writing PD, Eastern Kentucky University, August 2017.

“‘But I’m Not a Writing Teacher!’ Making Writing Work in Your Classroom.” Teaching
and Learning Dialogue series, Eastern Kentucky University, March 7, 2017.
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2016 “Understanding The New MLA Style.” First Year Writing PD, Eastern Kentucky
University, August 2016.

“Developmental Reading and Writing PD: Syllabus Design,” presented with Lisa
Bosley. Eastern Kentucky University, August 2016.

“Developmental Reading and Writing PD: Teaching Strategies,” presented with Lisa
Bosley. Eastern Kentucky University, June 2016.

“Using Wordpress Blogging Software in the Classroom.” Department of English and

Theatre PD, Eastern Kentucky University, March 2016.

2015 “Using Google Drive and Google Docs in the Classroom,” presented with Rick Mott.
Department of English and Theatre PD, Eastern Kentucky University, October, 2015.

“First Year Writing Rubric Workgroup Report,” presented with Jay Sarver. First Year
Writing PD, Eastern Kentucky University, August 2015.

“Giving Credit Where Credit Is Due: Enabling Responsible Source Use in the 21st
Century Classroom.” Department of English and Theatre PD, Eastern Kentucky
University, March 2015.

2014 Howe Writing Center May Workshop: Improving Student Writing and Learning Across the
Curriculum. Workshop Facilitator. Miami University. May 21–23, 2014.

2012 “Survey Research: Issues to Consider.” Presentation to English 735: Research Methods.
Miami University. February 20, 2012.

2011 “Keys to Editing Your Own and Students’ Writing,” presented with Lisa Blankenship
and Caroline Dadas. Farmer School of Business Faculty Writing Workshop, Miami
University, April 2011.

2010 “Visual Impact: Design Principles for Effective Teaching,” presented with Lisa
Blankenship and Ann Updike. Farmer School of Business Faculty Workshop, Miami
University, November 2010.

“Benefits of Administrative Positions.” Presentation to English 605: Issues of the

Profession. Miami University, Spring 2010.

2009 “Digital Web Spinning: Blogging and Web Design for the Composition Classroom,
Part I—Blogging With Wordpress.” Digital Writing Collaborative, Miami University,
November 2009.

“Wordpress, Blogger, Ning, Facebook: Do All of These Terms Leave You ‘Twitter’-
pated?” presented with Amber Nichols-Buckley. Digital Writing Collaborative, Miami
University, February 2009.

2008 “Assignment Sequencing.” Co-presented with Steve Oberlechner. ENG102 Instructor

Workshop. West Virginia University. May 2008.

“Professional Development Adjunct Summer Grant Report.” ENG102 Instructor

Workshop. West Virginia University. May 2008.
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2007 “Design/(Re)Design of the Syllabus.” Co-presented with Thomas Bredehoft, Lori

D’Angelo, Kathy Girod, Heather Mercer, and Jason Stupp. Writing Instructor
Brownbag Workshop. West Virginia University. Fall 2007.

“Data and Recommendations from Spring 2007 English 101 Writing Skills Survey.” Co-
presented with Jay Dolmage. English 102 Instructor Workshop. West Virginia
University. May 2007.

SERVICE
Eastern Kentucky University
Member, College of Letters, Arts, and Social Sciences Curriculum Committee (Fall 2018–Present)

Member, Department of English Graduate Committee (Fall 2018–Present)

Member, Noel Studio Awards Committee (Fall 2o17–Spring 2018)

Member, Department of English Curriculum Committee (Fall 2017–Present)

Member, Drafting Team for Revising the University’s Policy on Faculty Responsibility for English
Composition (Fall 2017)

Member, University Student Disciplinary Council (Summer 2016–Present)

Member, Search Committee for Noel Studio Assistant Director (Summer 2016)

Member, Ad-hoc Departmental Strategic Planning Committee—Representative for Professional

and Technical Writing (Spring 2016)

Member, English and Theatre Undergraduate Majors Committee (Fall 2015–Present)

Alternate, College of Arts and Sciences Curriculum Committee (Fall 2015–Fall 2016)

Member, Developmental Education Advisory Committee (Fall 2015–Present)

Member, First Year Writing Workgroup (Spring 2015–Fall 2015)

Member, English and Theatre Professional Development/Merit Committee (Fall 2014–Present)

Miami University
Member, Rhetoric and Writing Committee (Fall 2013–Spring 2014)

Discussion Leader, Summer Reading Program, Office of Liberal Education (Summer 2008 &
Summer 2013)

Graduate Student Representative, Department of English Graduate Committee (Fall 2008–Spring

2009 and Fall 2010–Spring 2011)

Chair, Conference Planning Committee, Miami English Graduate and Adjunct Association (Fall
2009–Spring 2010)
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West Virginia University

Member, Undergraduate Writing Committee (Fall 2006–Spring 2008)

Member, English 102 Textbook Committee (Fall 2007–Spring 2008)

Member, English 101 Textbook Committee (Fall 2006–Spring 2007)

AWARDS AND HONORS

2017 Critical Thinking Teacher of the Year Award, Eastern Kentucky University.

2012 Graduate Students’ Achievement Fund, in recognition of Excellence in Research,

Miami University.

2011–2012 Academic Challenge Dissertation Fellowship, Miami University.

CERTIFICATES AND TRAINING

Quality Matters Certification, EKU Instructional Design Center, Spring 2018
th
Training in using the QM Rubric, 6 Edition, to assess and provide revision feedback for online courses
to assure their use of student-centered best practices; 8 hours
Online Course Development Certificate Program, EKU Instructional Design Center, Spring 2018
Enhanced training in the use of the Blackboard Learning Management System and cross-platform
freeware to design online course content for 100% online, hybrid, and face-to-face courses; training
emphasized the use of a Community of Inquiry (COI) design philosophy to enhance student-student,
student-teacher, and student-content interactions; 60 hours

Introduction to Blackboard, EKU Instructional Design Center, January 2018

Training in the essential elements of Blackboard LMS such as discussion boards, rubrics, and modular
assignment design; 7 hours

EKU Faculty Leadership Institute, January 2017

A two-day intensive workshop for faculty in leadership positions; topics included leadership styles,
strategies for effectively chairing meetings, legal obligations, and advocating on behalf of departments
and academic programs; 16 hours

PROFESSIONAL AFFILIATIONS
Conference on College Composition and Communication (CCCC)

Kentucky Philological Association (KPA)

Modern Language Association (MLA)

National Association for Developmental Education (NADE)

National Council of Teachers of English (NCTE)

Rhetoric Society of America (RSA)