Resume

• 2004

  RTI International

  Georgia Perimeter College

  Lawrenceville

  GA

  Teach introductory course in composition and rhetorical analysis.

  Adjunct Professor of Composition

  Georgia Gwinnett College

  Served as curator of reading

  language

  and communications for the redesigned Educational Resources Information Center (ERIC) database. \n•\tParticipated in the development of selection standards and criteria for the database. \n•\tScreened and identified journal and non-journal resources for inclusion in the database. \n•\tPrepared acquisitions-related reports. \n•\tPerformed outreach and dissemination of information to publicize ERIC to reading

  language

  and communications user groups.

  RTI International

  Senior Director of Curriculum

  Instruction

  & Assessment

  Managed the development of Advanced Placement courses and exams

  and conducted research to support curriculum and assessment development.\n•\tManaged multiple direct reports.\n•\tSupervised the curriculum-and-assessment-development committees for multiple AP courses.\n•\tReviewed assessment items for AP courses. \n•\tEmpaneled and supervised national committees for reviewing curricula and assessments. \n•\tConducted multiple nationwide curriculum studies. \n•\tSpearheaded Atlantic & College Board Writing Prize

  an international essay contest.

  The College Board

  The Gwinnett School of Mathematics

  Science

  and Technology (GSMST)

  Lawrenceville

  Georgia

  United States

  English Teacher

  AERA

  Bachelor of Arts (B.A.)

  Completed bachelors in political science and English.

  Political Science and English

  Phillips University

  University of South Alabama

  Master of Education (M.Ed.)

  Completed masters in education.

  English/Language Arts Education

  Auburn University

  Doctor of Philosophy (Ph.D.)

  Completed doctorate

  analyzing the ways high school teachers provide instruction on source-based writing.

  English Education

• 2003

  SERVE Center at UNCG

  Georgia Gwinnett College

  The Gwinnett School of Mathematics

  Science

  and Technology (GSMST)

  Provided technical assistance regarding instructional strategies

  curriculum issues

  and program development to high schools receiving federal Smaller Learning Communities grants. \n•\tConducted site visits to monitor the implementation of SLC programs\n•\tProvided feedback to school and district administrators\n•\tComposed reports on each grantee’s implementation progress for the U.S. Department of Education. \n•\tAssisted with the development and presentation of regional informational institutes for SLC grantees. \n•\tConducted professional development workshops for teachers and administrators implementing SLCs.

  SERVE Center at UNCG

  Georgia Perimeter College

  Atlanta

  GA

  Taught introductory courses in composition and world literature.

  Adjunct Professor of Composition and Literature

• Curriculum Development

  Assessment

  Teaching English

  Public Speaking

  Pedagogy

  Curriculum Design

  Editorial Project Management

  English Literature

  Instructional Design

  Editorial

  Editing

  Curriculum Writing

  English grammar

  Education

  Teaching

  composition pedagogy

  Curriculum Planning

  Educational Assessment

  Writing

  English

  A Survey of How English Language Arts Teachers Address Synthesis Writing in Classroom Instruction

  The use of information from source materials in service of an argument or idea original to a writer is

  according to the scholarly literature

  one of the most complex applications of reading and writing. In an effort to determine how teachers of various English Language Arts (ELA) courses are addressing this important type of writing

  the author conducted a nationwide survey

  collecting responses from 1

  200 ELA teachers. The survey asked respondents to provide a definition of synthesis writing and to describe an example of a synthesis task that they would assign to students

  and those definitions and task descriptions were categorized and coded. The survey also asked about the frequency with which respondents assign such synthesis-writing tasks

  as well as the frequency with which they address key synthesis-writing strategies and with which they apply particular pedagogical strategies. Responses to these questions were analyzed against various demographic data provided by the respondents (e.g.

  type of ELA course taught

  type of school

  years of teaching experience) in order to determine if responses about synthesis writing correlated strongly with or were dependent on specific demographics. The survey data suggest that respondents across various types of ELA courses define synthesis writing differently. Additionally

  the types of tasks that they identify as synthesis writing often do not align with their own definitions of that term. The data also suggest that ELA teachers in urban schools or those whose students are primarily nonwhite may provide more frequent opportunities for what they perceive as synthesis-writing tasks

  but those tasks are less likely to actually involve synthesis of information from multiple source materials. The data also indicate that ELA teachers with 16 or more years of teaching experience are more likely to provide frequent instruction in key synthesis-writing skills.

  A Survey of How English Language Arts Teachers Address Synthesis Writing in Classroom Instruction

  Mayhan

  Brett

  The College Board