Resume
"Pleasure in the job puts perfection in the work." --Aristotle
As a professional, I need to maintain a current resume highlighting my career. Aside from the typical information of employment and honors, I focus on curriculum development and professional development.
I am a part-time First-Year Seminar and English instructor for The College of Idaho in Caldwell, Idaho. I am the retired Instructional Dean of Lower Division Collegiate and Developmental Education at Southwestern Oregon Community College in Coos Bay, Oregon. I have been fortunate to have been at Ricks College or Brigham Young University-Idaho for 30 years from 1982-2012. |
Skills
|
|
|
Accomplishments, Roles, and Qualities
Teacher. Taught English at the university level for 30 years. Developed and taught over 30 different literature and writing courses with emphases in business research and publishing, technical communication, professional writing, and contemporary literature. Taught 13,000 students. Course evaluations top 10% of the university. Extensive experience in curriculum design and development with focus on identifying and structuring course objectives, outcomes, scaffolding, and assessments.
|
Administrator and Leader. Served as instructional dean at Southwestern Oregon Community College since 2012. Served in administrative roles at Brigham Young University-Idaho for 17 years while being a full-time faculty member. Served as college dean, department chair, and director of composition. Directly responsible for 5 departments (Academic Learning; English; Foreign Languages and Literatures; History, Geography, and Political Science; Humanities and Philosophy), 150+ faculty members, multi-million dollar budgets, developing and implementing new majors and programs, supporting the mission of the university. Held national leadership positions in professional organizations.
|
Public Affairs Specialist. An effective teacher is a public affairs specialist. Able to prepare or edit organizational publications for internal and external audiences; respond to requests for information from media or designate another appropriate spokesperson or information source; establish and maintain cooperative relationships with representatives of community, consumer, employee, and public interest groups; plan and direct development and communication of informational programs to maintain favorable public perceptions; study the objectives, promotional policies and needs of organizations to develop public relations strategies that will influence public opinion or promote ideas and services; and prepare and deliver speeches to further public relations objectives.
|
Writer. Teach and practice writing. Written and published two editions of a university-level writing textbook Aims and Options through a national publisher. Produce and present documents at national conferences of professional organizations--24 presentations at CCCCs. Focus on business publishing, technical communication, and professional writing. Experienced with business plans, white papers, internal and external proposals, recommendation and feasibility reports, user manuals, definitions (informal, formal, extended), descriptions (physical, mechanism and process), summaries (executive and evaluative), case studies, promotional literature, press releases, news writing, speech writing, and script writing.
|
Manager. As a teacher and administrator, deal and work with people of different temperaments, backgrounds, skills, and education qualifications. Build positive relationships with supervisors and subordinates through acknowledging individual worth and needs. Help develop individuals’ strengths, value differences, and encourage honest communication. Incorporate effective communication skills to aptly explain visions and strategies. Respect views and opinions of superiors and subordinates. Help establish long-term relationships and team members.
|
Editor. Have edited students’ written work for 30 years. Have written and edited 24 presentations for national professional conference (CCCC). Developed and taught the university-level theory of language, grammar, and usage course focusing on structural grammar, mechanics, punctuation, and Edited American English. Can professionally and accurately line- and copy-edit documents.
|
Team Builder. As a teacher and administrator, identify and select team members based on personality, skill, and potential. Direct team by establishing meaningful purposes, objectives, outcomes, and tasks. Facilitate group performance through clear objectives and tasks. Manage conflict through mediation. Deal with frustrated individuals through listening, acknowledging contributions, and clarifying outcomes. Employ and encourage active communication, counseling, interpersonal, mentoring, and persuasion skills. Develop level of trust, clear communication, and respect among team members.
|
Researcher. Identify purpose and audience for research, principally on rhetoric or the scholarship of teaching and learning. Network with individuals in and outside organization to gather relevant data. Read widely print and online sources to find relevant studies and sources. Convey information into clear accurate notes and document sources for proper credit (MLA, APA, Chicago). Organize information into clear and accurate reports (formal and informal) to answer specific questions or solve problems. Presented 24 research projects at national professional conference (CCCC).
|
Mentor. Formally mentor 1,500+ students over thirty years with 50+ students each semester yet thousands more informally. Focus on academic and career preparation and success. Provide appropriate resources and expertise to allow individuals to accomplish goals, recognize and acknowledge individuals’ skills, ability, and potential. Encourage and nurture others to expand their capabilities.
|
Planner. Establish meaningful purposes, objectives, and outcomes while developing and preparing courses. Set achievable goals: log range, intermediate, and immediate. Anticipate difficulties while maintaining flexible alternatives. Prioritize and meet goals and tasked based on significance, sequence, and time. Coordinate multiple tasks and projects to a timely completion. Make optimal use of available resources to achieve desired goals.
|
Evaluator. In addition to evaluating student work, extensive experience evaluating faculty performance. Have written over 325 formal faculty evaluations. Evaluate how effectively faculty address immediate concerns for teaching specific course material, general and/or theoretical issues of teaching and relationship between these issues and classroom teaching. Evaluate how effectively faculty integrate theory and practice and address student evaluation, grading, and feedback. Evaluate to what extent faculty introduce a variety of teaching methods and strategies. Faculty recognize strengths and gain confidence while developing professionally.
|
Innovator. Primary architect of the new English major when institution became 4-year university. Able to envision not only the entire program but each specific course and their integration with the university. Major has continued with minor adjustment for 10+ years. Able to “rethink education.”
|
Decisive. Acquire knowledge through research, input, and synthesis while establishing vision through comprehending institution mission statements and purpose. Articulate that vision through concrete, manageable, assessable outcomes. Help solve problems by identifying core issues and workable options.
|
Organized and Prepared. Always prepare specific lesson plans for every day of instruction. Plans include concrete objectives and detailed student-centered activities with built-in scaffolding and assessments. Students comprehend more readily difficult abstract concepts and recognize connections to their lives.
|
Fair and Consistent. Realize true justice understands mercy. Recognize core elements, internal values, perceive implications, and acknowledge extenuating circumstances. Negotiate solutions meeting the needs of individuals and the institution.
|