Funded SOTL Research: Indiana University’s Communities of Inquiry  

Pilot Study of Service-learning in Intergenerational Family Literacy

Summary of Original Proposal

Beth Samuelson and Tara Kelley: Literacy, Culture and Language Education, School of Education

This exploratory project will investigate the use of a service-learning model in a new general education course at Indiana University. The course addresses the role of language in both society and educational practices. The majority of time students spend in this course will be allotted to working as tutors with school-aged or adult English learners. Other components of the course include planning an intergenerational family literacy night and weekly debriefings related to course readings and community activities. Researchers will investigate how service-learning in higher education can create opportunities for high-quality social interaction between teachers, students and community partners while identifying the characteristics of service-learning and related instruction in the following domains:

• joint productive activity • contextualization • instructional conversation • teaching complex thinking • language and literacy development across the curriculum

A rubric will be used for formatively assessing the students’ performance in the course, also providing data for the project. Surveys, interviews of students, and artifacts of students’ work will provide additional data sources.

Cover sheet

Title of project: Pilot study of service learning in intergenerational family literacy Principle Investigator Beth Lewis Samuelson Assistant Professor Dept. of Literacy, Culture and Language Education School of Education blsamuel@indiana.edu Research Team Tara Kelley Doctoral student Dept. of Literacy, Culture and Language Education School of Education tmcilmoi@umail.iu.edu Phase 1 Funding Requested Fall 2013 semester [course and data collection] – Spring 2014 [data analysis and presentation]

EDUC-L239 is a general education course that examines one of the most exciting interdisciplinary topics of our day: the role that language has in creating, maintaining, and changing social structures and educational practices. Language is one of the most fundamental ways that we use to connect with each other. In a globalized age, inter-connectedness has ensured that multi/bilingualism, code-switching and code-mixing, dialects, heritage languages, language policy, language death, and first and second language learning are of critical importance to education at all levels. The course will use the campus and local community as a classroom for exploring current language-related issues that have significant impact on formal and informal education and that are pertinent to practical situations in education as well as in other professions. The participants will forge connections as tutors and conversation partners for English learners and plan intergenerational family literacy activities for our community partners.

The class will meet weekly for at least one hour to discuss the assigned readings and to debrief on activities in the community. The rest of the time will be allotted to service-learning assignments and preparation for the intergenerational family literacy night. Some of the students will be assigned as tutors to work with school-aged English Learners; others will work with adult English Learners (approx. 15 hours). Community partners have been contacted, and the details are now being established with the assistance of Nicole Schonemann and the Service-Learning Program. Additionally, students will plan an intergenerational family literacy night and invite their tutees and conversation partners to bring their families for an evening of fun literacy activities designed to encourage family interaction. This course will also be an Honors course listed by the Hutton Honors College, the School of Education Direct Admit Scholars Program. It is currently under review for affiliation with the 2013 Themester of the College of Arts & Sciences, which will explore topics related to “Connectedness: Networks in a Complex World.”

Social processes and resources have been identified as important factors in understanding social setting as a dynamical system, and may be the most important factors in determining how youth experience a program (Tseng & Seidman, 2007). One of the major issues facing research in service learning and community engagement is identifying research approaches to better understanding the impact of service learning on student and on community partners. The proposed study is based on the hypothesis that lessons learned from studying interaction in social settings in the out-of-school sector will provide fresh insight into the evaluation of service learning. Our preliminary research questions are: How does service learning in higher education create opportunities for high-quality social interaction between teachers, students and community partners? What are the characteristics of service-learning and related instruction in the following domains: Joint Productive Activity, Contextualization, Instructional Conversation, Teaching Complex Thinking, and Language and Literacy Development across the Curriculum?

Patton has noted that increasing rigor in qualitative research in service-learning evaluation entails getting past “lessons learned” to methodological rigor (Patton, 2012). This pilot addresses these concerns by using instruments that have been subjected to validation measures and can be used to show concurrent validity, although not right away. The IUPUI Civic-Minded Graduate survey and the Five Standards for Effective Pedagogy observation rubric offer significant promise for advancing the scholarship of service-learning. The outcomes of this work will contribute to the assessment of student learning at Indiana University by helping to establish the usefulness of these instruments for evaluating service-learning.

We will pilot a case study of effective pedagogy with quantitative and qualitative methods of data collection and analysis. The observation rubric employed will be integrated into the formative evaluation scheme for the course, thus encouraging the students to take a

participatory role in the evaluation of the quality of learning taking place. We will employ an observation rubric developed from the Standards Performance Continuum (Doherty, Hilberg, Epaloose, & Tharp, 2002) (see Appendix). The domains of Joint Productive Activity, Contextualization, Instructional Conversation, Teaching Complex Thinking, and Language and Literacy Development across the Curriculum, each of which are derived from sociocultural educational theory, form the basis of the Five Standards for Effective Pedagogy (Tharp, Estrada, Dalton, & Yamauchi, 2000; Rueda, Goldenberg, & Gallimore, 1992). In Joint Productive Activity, participants co-facilitate learning by working together on meaningful, productive activity. Contextualization entails helping participants to make meaning by connecting curriculum to the experiences and skills that they bring from the homes and communities. Teaching Complex Thinking entails challenging participants to undertake tasks of increasing cognitive complexity, and Instructional Conversation means facilitating and teaching through dialogue. The Standards Performance Continuum has demonstrated high reliability and validity and is currently being used for research purposes (Doherty, Hilberg, Epaloose, & Tharp, 2002). A total of four observations will be conducted during the semester.

In addition to using the rubric to evaluate the teaching and learning activities of the course, we will use the rubric as a tool for prompting student discussions about the quality of teaching and learning. The students will use the rubric to evaluate the class and to self-evaluate their tutoring activities with the English Learners in the community setting.

We will conduct use the Civic-Minded Graduate Survey (Steinberg, Hatcher, & Bringle, 2011) to collect pre- and post-course data on student attitudes toward community service. The theoretical framework for the survey addresses three areas: identity, educational experiences and civic experiences. The survey asks students to respond to statements in ten core domains (volunteer opportunities, academic knowledge and technical skills, contemporary social issues, listening, diversity, consensus-building, valuing community engagement, self efficacy, social trustee of knowledge, and behavioral intentions). Three validation studies to-date have cross-validated the CMG scale with the CMG Narrative prompt and the CMG interview. We will modify the CMG Narrative Prompt for the final reflection paper assignment. A small group of students (3-4) will be interviewed after the class is finished.

Additional data will be collected in the form of student work, which will include their English Learner Case Study assignments. This work will ask the students to analyze the speech of their tutees or conversation partners, discuss phonological and syntactical differences, and make pedagogical recommendations. Other student work to be collected will be weekly reflection journals and a final reflection paper. Students will receive narrative prompts throughout the semester to guide their reflection writing.

The success of this project will be measured on several dimensions. Since the course is new, we will add additional questions that ask students to rate their service-learning experience and report whether or not they would recommend this course to their peers. The CMG Scale and Narrative Prompt can be used for formative assessment in class, and students will be asked to rate their experiences using these materials as well. The success of the course will be also be evaluated through community partner evaluations and through an evaluation of the family literacy night by the participants who attend. The results of the project will be disseminated through academic presentations and publications for scholars of service learning and the study of teaching and learning. We will present our results at local conferences and at regional conferences such as Campus Compact Indiana.

Budget narrative

A. SALARIES AND WAGES Fall ‘13 Spr. ‘14

Graduate hourly worker [4 hrs X $12.50 X 18 weeks per semester] 900 900

intergenerational family literacy night costs [snacks, supplies for crafts activities] 125

regional conference travel costs

75

TOTAL COSTS 1,025 975

GRAND TOTAL: $2000

Graduate Hourly Worker: We are requesting funding for Tara Kelley to assist with the research and programmatic activities associated with EDUC-L239. Research activities include administering surveys and course documents and observing class activities using the Five Standards for Pedagogy rubric. Programmatic activities include assisting with organizing service-learning activities, including preparation for the intergenerational family literacy night. In the spring semester, research duties will include assisting with data analysis and write-up. Tara will be funded to work 4 hours per week for 36 weeks (fall and spring semesters) at $12.50/hour. The total requested is $900 per semester for a total of $1800. Intergenerational Family Literacy Night Costs: Funding for the family literacy night will be used to purchase light refreshments for attendees and supplies for craft activities. The total request is $125. Regional Conference Travel Costs: We are requesting $75 to use for travel mileage to regional conferences such as the Indiana Campus Compact in Spring 2014. Research plan and timeline [August 2013-July 2014] A

ug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr

May

June

July

Survey X X

Observations X X X X X

Document collection X

Interviews X X

Data Analysis X X X

Writing X X X

Publication of findings/planning for future research

X X

Appendix: Standards Performance Continuum: A Rubric for Observing Classroom Enactments of CREDE’s Standards for Effective Pedagogy

NOT OBSERVED

EMERGING DEVELOPING ENACTED INTEGRATING

Gen

eral

D

efin

ition

The standard is not observed.

One or more elements of the standard are enacted.

The teacher designs and enacts activities that demonstrate a partial enactment of the standard.

The teacher designs, enacts, and assists in activities that demonstrate a complete enactment of the standard.

The teacher designs, enacts, and assists in activities that demonstrate skillful integration of multiple standards simultaneously.

Join

t Pro

duct

ive

Act

ivity

Joint Productive Activity is not observed.

Students are seated with a partner or group, AND (a) collaborate or assist one another, OR (b) are instructed in how to work in groups, OR (c) contribute individual work, not requiring collaboration, to a joint product.

The teacher and students collaborate on a joint product in a whole-class setting, OR students collaborate on a joint product in pairs or small groups.

The teacher and a small group of students collaborate on a joint product.

The teacher designs, enacts, and collaborates in joint productive activities that demonstrate skillful integration of multiple standards simultaneously.

Lan

guag

e &

Lite

racy

D

ev.

Language & Literacy Development is not observed.

The teacher (a) explicitly models appropriate language; OR (b) students engage in brief, repetitive, or drill-like reading, writing, or speaking activities; OR (c) students engage in social talk while working.

The teacher provides structured opportunities for academic language development in sustained reading, writing or speaking activities.

The teacher designs and enacts instructional activities that generate language expression and development of content vocabulary, AND assists student language expression and development through questioning, rephrasing, or modeling.

The teacher designs, enacts, and assists in language development activities that demonstrate skillful integration of multiple standards simultaneously.

NOT OBSERVED

EMERGING DEVELOPING ENACTED INTEGRATING C

onte

xtua

lizat

ion

Contextualiza-tion is not observed.

The teacher (a) includes some aspect of students’ everyday experience in instruction, OR (b) connects classroom activities by theme or builds on the current unit of instruction, OR (c) includes parents or community members in activities or instruction.

The teacher makes incidental connections between students’ prior experience/knowledge from home, school, or community and the new activity/information.

The teacher integrates the new activity/information with what students already know from home, school, or community.

The teacher designs, enacts, and assists in contextualized activities that demonstrate skillful integration of multiple standards simultaneously.

Cha

lleng

ing

Act

iviti

es

Challenging Activity is not observed.

The teacher (a) accommodates students’ varied ability levels, OR (b) connects student comments to content concepts, OR (c) sets and presents standards for student performance, OR (d) provides students with feedback on their performance.

The teacher designs and enacts activities that connect instructional activities to academic content OR advance student understanding to more complex levels.

The teacher designs and enacts activities that are connected to academic content; assists and uses challenging standards to advance student understanding to more complex levels; AND provides students with feedback on their performance.

The teacher designs, enacts, and assists in challenging activities that demonstrate skillful integration of multiple standards simultaneously.

NOT OBSERVED

EMERGING DEVELOPING ENACTED INTEGRATING In

stru

ctio

nal C

onve

rsat

ion

Instructional Conversation is not observed.

The teacher (a) responds to student talk in ways that are comfortable for students, OR (b) uses questioning, listening or rephrasing to elicit student talk, OR (c) converses with students on a nonacademic topic.

The teacher converses with a small group of students on an academic topic AND elicits student talk with questioning, listening, rephrasing, or modeling.

The teacher designs and enacts an instructional conversation (IC) with a clear academic goal; listens carefully to assess and assist student understanding; AND questions students on their views, judgments, or rationales. All students are included in the IC, AND student talk occurs at higher rates than teacher talk.

The teacher designs, enacts, and assists in instructional conversations that demonstrate skillful integration of multiple standards simultaneously.

Works Cited

Doherty, R. W., Hilberg, R. S., Epaloose, G., & Tharp, R. G. (2002). Standards Performance Continuum: Development and validation of a measure of effective pedagogy. Journal of Educational Research, 96(2), 78-89.

Patton, M. (2012). Improving rigor in service-learning research. In J. Hatcher & R. Bringle

(Eds.), Understanding service-learning and community engagement: Crossing boundaries through research (pp. 3-10). Charlotte, NC: Information Age Publishing.

Rueda, R., Goldenberg, C., & Gallimore, R. (1992). Rating instructional conversations.

Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.

Steinberg, K., Hatcher, J., & Bringle, R. (2011). Civic-minded graduate: A north star. Michigan

Journal of Community Service Learning, 18(1), 19-33. Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in

social context. New York: Cambridge University Press. Tharp, R. G., Estrada, P., Dalton, S. S., & Yamauchi, L. (2000). Teaching transformed:

Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press. Tseng, V., & Seidman, E. (2007). A systems framework for understanding social settings.

American Journal of Community Psychology, 39(3), 217-228.

BETH LEWIS SAMUELSON Assistant Professor

Dept. of Literacy, Culture, and Language Education, School of Education Adjunct Faculty, African Studies Program, College of Arts and Sciences

Indiana University Bloomington Office: Wright Education Bldg. #3022, 201. N. Rose, Bloomington, IN 47405

Telephone: 812-856-8256; Fax: 812-856-8272 Email: blsamuel@indiana.edu; Skype: beth.lewis.samuelson

CURRENT POSITIONS AND AFFILIATIONS Indiana University Bloomington

2008–present Assistant Professor Dept. of Literacy, Culture and Language Education, School of Education

2008–present Adjunct Faculty African Studies Program 2012–present Affiliated Faculty Center for the Study of Global Change

EDUCATION POSTDOCTORAL FELLOW, 2006–08. National Academy of Education/Spencer Foundation. Project

title: “Narratives of Educational Reform in Rwanda.” Mentor: Catherine Snow. UNIVERSITY OF CALIFORNIA, BERKELEY. Ph.D. Education in Language, Literacy, and

Culture, 2004. Dissertation Title: “Talk about writing: Mediating knowledge about academic writing through discussions of student work.” Advisor: Sarah Warshauer Freedman. Areas of specialization: educational linguistics, discourse analysis, micro-ethnography.

UNIVERSITY OF SOUTHERN CALIFORNIA. M.S. TESL, Aug. 1998. Area of specialization: academic literacy, second language writing.

UNIVERSITY OF WISCONSIN–MADISON. M.S. Curriculum & Instruction, 1996. Area of specialization: literacy theory.

WHEATON COLLEGE (IL). B.A. Modern Languages, with Honors, 1988. Areas of specialization: French, German, Mandarin Chinese.

ADDITIONAL TRAINING Workshop on Quasi-Experimental Design and Analysis, Institute of Educational Sciences.

Northwestern University, Aug. 15–19, 2011.

Service Learning Pedagogy and Research Institute, Indiana Campus Compact and the IUPUI Center for Service and Learning. May 2010.

Facing History and Ourselves, Online Seminar: Holocaust and Human Behavior. Fall 2005.

MULTILINGUAL AND MULTICULTURAL EXPERIENCE Proficiency in French, German, Lingala, and Mandarin Chinese. Lausanne, Switzerland, 1979–80; Democratic Republic of the Congo (Zaire), 1980–83; Germany, 1986–87; Central African Republic, 1988–89; China, 1988, 1990; Taiwan, 1991–95; Rwanda, 2001, 2007, 2009, 2010.

GRANTS Proffitt Summer Faculty Fellowship, 2009, 2013. ($10,000). OVPR Emergency Grant-in-Aid, June 2009, 2010. Books & Beyond: A Collaborative Project of the

Newark Collegiate Academy, Indiana University’s Global Village Living-Learning Center, and the Kabwende Primary School.” ($500).

Summer Instructional Development Fellowship, 2009. ($8000). Fund for the Advancement of Peace and Education: Creative Paths to Peace Grant, Sum. 2009. “A

Delegation of Students to Rwanda to Mark the Completion of the First Stage of the Books & Beyond Project.” ($19,000).

Proffitt Internal Grant, School of Education, Indiana University, 2009–11. “A Two-Year Ethnographic Study of the Books & Beyond Project: The Process of Globalization of English in a Literacy Exchange between Schoolchildren in the United States and Rwanda.” ($28000).

ACADEMIC HONORS AND AWARDS

Books & Beyond, Recipient of the François Manchuelle Award of the Association of African Studies Programs. 2012.

Recipient, Service Learning Faculty Fellow. Office of the Vice Provost for Undergraduate Education, Center for Innovative Teaching and Learning, Service-Learning Program. 2011–12.

Recipient, Margot Stern Strom Teaching Award. Facing History & Ourselves, Feb. 2012. Recipient, Experiential Education Research Award. Diversity Research and Teaching Symposium,

Indiana State University, Nov. 2010. Nominee, WISE Awards 2010: Innovative Education Practice Awards. WISE Foundation, 2010. Finalist, National Council of Teachers of English, Promising Researcher. Paper title: “Social

positioning in discussions of student writing,” 2006. Recipient, Spencer Foundation/National Academy of Education Post-Doctoral Fellowship.

“Narratives of educational reform in Rwandan secondary schools.” $55,000. 2006–08.

REFEREED JOURNAL ARTICLES

Samuelson, B. L. (submitted). Faculty engagement in international co-curricular service learning. Journal of Public Scholarship in Higher Education.

Samuelson, B. L., Smith, R., Stevenson, E., & Ryan, C. (submitted). A case study of youth participatory evaluation in co-curricular service learning. Journal of the Scholarship of Teaching and Learning.

Samuelson, B. L. & Hicks-Kennard, C. (2012). Poster presentations in teacher education: Designing meaningful assignments. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition and Culture, 12(2), 366-376. Available online: http://130.102.44.246/journals/pedagogy/v012/12.2.samuelson.pdf

Samuelson, B. L. & Freedman, S. W. (2010). Language policy, multilingual education and power in Rwanda. Language Policy, 9(3), 191-215. Available online: http://escholarship.org/uc/item/55q8m67k Samuelson, B. L. (2009). Ventriloquation in discussions of student writing: Examples from a high school

English class. Research in the Teaching of English, 44(1), 52-88. Available online: https://www.scholarworks.iu.edu/dspace/bitstream/handle/2022/14449/samuelson_2009-1.pdf?sequence=1

REFEREED BOOK CHAPTERS

Samuelson, B. L. (2013). Rwanda switches to English. In J. W. Tollefson, (Ed.). Language policies in education: Critical issues, 2nd edition, (pp. 211-232). New York: Routledge.

Freedman, S. W., Kambanda, D., Samuelson, B. L., Mugisha, I., Mukama, E., Mutabaruka, J., Mukashema, I., Weinstein, H., & Longman, T. (2004). “Confronting the past in Rwandan schools: Education as a tool for unity and reconciliation.” In My neighbor, my enemy: Justice in the aftermath of genocide and ethnic cleansing (pp. 248-265). E. Stover & H. Weinstein, (Eds.). New York: Cambridge University Press.

NON-REFEREED SHORT ARTICLES

Samuelson, B. L., Holdeman, J., Jacobs, D., Caldarera, L., Kissel, M. & Uslan, N. (2013). All the world’s a page: Living-learning program puts students' skills to good use as it improves student retention as well as the lives of children on the other side of the globe. Talking Stick: The Authoritative Source for Campus Housing (Association of College and University Housing Officers–International), January-February, 38-45, 51.

CURRICULUM MATERIALS EDITED

Books & Beyond Project. (2012). The world is our home: A collection of short stories, Vol. 4. Bloomington, IN and Newark, NJ: Indiana University and TEAM Charter Schools. [consulting editor]

Books & Beyond Project. (2011). The world is our home: A collection of short stories, Vol. 3. Bloomington, IN and Newark, NJ: Indiana University and TEAM Charter Schools. [consulting editor]

Books & Beyond Project. (2010). The world is our home: A collection of short stories, Vol. 2. Bloomington, IN and Newark, NJ: Indiana University and TEAM Charter Schools.

Books & Beyond Project. (2009). The world is our home: A collection of short stories, Vol. 1. Bloomington, IN and Newark, NJ: Indiana University and TEAM Charter Schools.

ACADEMIC AND PROFESSIONAL POSITIONS

Assistant Professor of ESL/EFL, Indiana University, Bloomington. Department of Literacy, Culture and Literature. School of Education, 2008–present. Undergraduate and graduate courses in teaching training program.

Assistant Professor, Central Michigan University, Department of English Language and Literature. 2004–08. Graduate courses in TESOL program. Undergraduate courses in basic linguistics and language arts.

REFEREED REGIONAL AND LOCAL CONFERENCE PRESENTATIONS Coronel-Molina, S., Kelley, T., Medina, C., Samuelson, B. L., & Warren, A. (2012). Bridging local and

global literacies: New ways of reading, writing & participating in the 21st century. ARC 2012! Attention. Reflection. Connection: Who's Responsible for the Future? A Roundtable Forum on Collaborative Futures across Generations. Indiana University, Bloomington, IN. (October 15).

Samuelson, B. L. (2011). Exploring identity & belonging with The Bear that Wasn't. INTESOL Convention. Indiana University-Purdue University Indianapolis. (Nov. 19).

Samuelson, B. L., Caldarera, L., and Zakeri, B. (2010). Narratives of the Books & Beyond Project: Evaluation of civic engagement in a cross-cultural story-telling exchange. 2010 Diversity Research & Teaching Symposium. Indiana State University, Terre Haute, IN. (Nov. 6).

Samuelson, B. L. and Kigamwa, J. (2010). Writing across cultures: The Books & Beyond Project. 21st SLED Symposium. (Oct. 29).

Samuelson, B. L. (2008). Narratives of language education reform in Rwanda. Student-Led Symposium on Literacy, Culture & Language Education, Indiana University, Bloomington. (Oct. 31).

REFEREED POSTER PRESENTATIONS Samuelson, B. L. (2012). “Language awareness of experienced ESL teachers.” Poster presentation at the

American Educational Research Association Annual Conference. Vancouver, BC, Canada. (Apr.

16). Samuelson, B. L., Zakeri, B., Stevenson, E., Smith, R., & Ryan, C. (2011). The Books & Beyond Project:

A case study in youth-participatory evaluation. Poster presentation at the International Association for Research in Service Learning and Community Engagement 11th Annual Conference. Chicago, IL. (Nov. 4).

Samuelson, B. L. (2007). “Narratives of educational reform in Rwanda.” Poster presentation at the American Education Research Association. Spencer/National Academy of Education Post-Doctoral Fellows Poster Presentation Session. Chicago, IL. (Apr. 12).

COURSES DESIGNED AND TAUGHT

EDUC-L239, Language and Learning. Designed course and original syllabus. Course approved IUB General Education program (2012). This course will be taught in 2013.

EDUC-L295/296, Seminar in Literacy Leadership Training. [Formerly U495]. Designed course with Lauren Caldarera (Global Village Living-Learning Center) to prepare students involved in Books & Beyond for their summer service trip to Rwanda to serve as English camp counselors and teachers. 2012.

EDUC-L539, Language Foundations for ESL/EFL Teachers. Taught online only in Fall 2008, Fall 2009, Fall 2010, Sum. 2011, Fall 2011, Spr. 2012 & Fall 2012. Made minor changes to existing syllabus, & developed online resources and class Oncourse site.

EDUC-L541, Teaching Second Language Writing. Taught online in Spr. 2009. Made minor changes to existing syllabus, & developed online resources and class Oncourse site.

EDUC-L517, Advanced Study in Content Area Reading and Writing. Taught in Spr. 2009, Spr. 2010, Sum. 2010 (DE). Made minor changes to existing syllabus, & developed online resources and class Oncourse site.

EDUC-L601, Theoretical Perspectives on the Study of Literacy. Taught Spr. 2010, Spr. 2011, Spr. 2012. Made major changes to existing syllabus, & developed online resources and class Oncourse site. Delivered course in hybrid format in 2011 & 2012 using Skype and IU Connect.

EDUC-L750, L2 Literacy Research. Taught Sum. 2012. Original course and syllabus developed. Delivered course in a hybrid format using IU Connect in the School of Education recording studio (ED 2261).

EDUC-M469, Content Area Literacy [World Languages]. Made major changes to existing syllabus, and developed online resources and class Oncourse site.

 SERVICE ACTIVITIES

2010–present Advisory Board Member, Working Papers in Literacy, Culture and Language. 2009–present Advisory Board Member, EFL/ESL Program via Distance Education (EPDE). 2009–present Advisory Board Member, Peace Corps Master’s International in ESL/EFL. 2012–present Advisory Board Member, Books & Beyond Project of the Global Village Living-

Learning Center. 2010–12 Faculty Interest Survey–Residential Programs & Services–Programmatic Expert. 2008–11 Faculty Advisor, Books & Beyond Project of the Global Village Living-Learning

Center. PROFESSIONAL MEMBERSHIPS National Council on Research in Language and Literacy; Teachers of English to Speakers of Other Languages (TESOL); American Educational Research Association (AERA), Writing and Literacies SIG; American Association of Applied Linguistics (AAAL); International Association for Education in Emergencies (INEE); International Association for Research on Service Learning and Community Engagement (IARSCLE); Applied Linguistics and Literacy in Africa and the Diaspora Research Network