Resume

• 2008

  University of North Carolina at Greensboro

  Wake Technical Community College

  University of North Carolina at Chapel Hill

  —Instruct students in introductory rhetoric/composition and literature courses (one class fall semester

  two classes spring semester)\n—Combine direct instruction with oversight of student group exercises and activities.\n—Prepare and disseminate course documents (i.e.

  syllabuses

  assignments

  etc.)\n and lesson plans \n—Perform routine research related to planning of individual lessons.\n—Assess/evaluate student progress and development.\n—Hold regular office hours and maintain open communication with students\n\nCourses Taught:\nENGL 11/101: English Composition and Rhetoric (I)\nENGL 12/102: English Composition and Rhetoric (II)\nENGL 127: Writing about Literature\nENGL 128: Major American Authors

  University of North Carolina at Chapel Hill

  Instructor of English

  Wake Technical Community College

  Greensboro

  NC

  —Instruct students in introductory and some higher level rhetoric/composition and literature courses (four classes each semester)\n—Combine direct instruction with oversight of student group exercises and activities.\n—Prepare and disseminate course documents (i.e.

  syllabuses

  assignments

  etc.) and lesson plans \n—Perform routine research related to planning of individual lessons.\n—Assess/evaluate student progress and development.\n—Hold regular office hours and maintain open communication with students\n—Attend department/program meetings.\n—Assist in departmental graduation/recognition ceremonies\n—Participate in evaluation of General Education Assessment program.\n\nCourses Taught:\nENGL 101: English Composition I\nENGL 104: Approach to Literature\nENGL 105: Introduction to Narrative\nENGL 210: Literature and the Arts: Literature and/on Film

  Lecturer

  Department of English

  University of North Carolina at Greensboro

  —Instruct students in basic to advanced reading development skills

  from basic comprehension and retention

  through critical analysis

  to speed-reading

  to classes from pre-school age through adult level.\n—Assess individual student progress.\n—Travel regularly to various locations throughout North Carolina to teach classes.\n—Maintain open communication by telephone and in-person with individual clients and \nprovide basic customer service.\n—Report regularly to supervisors.

  Institute of Reading Development

  Forsyth Technical Community College

  Winston-Salem

  NC

  —Instruct students in Professional Research and Reporting and Expository Writing classes (while regular professor on maternity leave).\n—Combine direct instruction with oversight of student group exercises and activities.\n—Perform routine research related to planning of individual lessons.\n—Assess/evaluate student progress and development.\n\nCourses Taught:\nENGL 111: Expository Writing\nENGL 114: Professional Research and Reporting

  Adjunct Instructor

  English

  Four-year academic scholarship

  Hampden-Sydney College

  Kenan Fellow

  Five-year academic fellowship

  University of North Carolina at Chapel Hill

  Graduate School

  Senior Fellow

  Cross-disciplinary senior fellowship / honors senior thesis

  Hampden-Sydney College

• 2004

  Doctor of Philosophy (PhD)

  Comparative Literature

  Curriculum in Comparative Literature Social Co-Chair

  2004-2005

  University of North Carolina at Chapel Hill

  Aestheticism

  American Literature 1830-1855: Hawthorne

  Poe

  and Melville

  French Poets of the Twentieth Century

  Seminar Study in Twentieth Century Literature: Ireland and Modernism

  English/American Literature of the Twentieth Century: Joyce's Ulysses

  Rhetorical Theory and Practice

  Of Princes and Pastoral: The Spanish Baroque

  (French) Twentieth-Century Drama

  Critical Theory: Benjamin and Barthes

  Problems and Methods in Comparative Literature

  Literary Criticism: 1750-1950

  The Spanish American Vanguard

  Twentieth Century Fench Literature

  Modernism

  The Romantic Period

  Literary Translation

  The Meanings of Modernisms

  Historical Studies in Criticism and Literature: Wittgenstein

  Approaches to the Novel: Ruskin

  Proust

  and Woolf

  Classicism

• 2001

  MA

  Comparative Literature

  University of North Carolina at Chapel Hill

• 3.92

  BA

  Summa cum laude\nWith Honors in Political Science and English

  Political Science

  Society of '91 (Leadership program)

  2000\nPeer Advisor

  1999-2000\nFrench Tutor

  1999-2000\nOrientation Leader

  Hampden-Sydney College

• Report Writing

  Editing

  Literature

  Curriculum Design

  Clerical Skills

  Copy Editing

  Research

  Grant Writing

  Nonprofits

  Student Affairs

  Audio Editing

  Business Writing

  Writing

  Higher Education

  Teaching

  Blackboard

  Technical Writing

  Public Speaking

  Critical Thinking

  Microsoft Word

  Against Interpretation: Translating Samuel Beckett's \"Endgame\" from Page to Stage [Conference Presentation

  Beckett at 100: New Perspectives International Colloquium]

  This paper attempts to examine the various claims to “authorship” made on Beckett by examining one of his better-known plays

  Fin de partie

  or Endgame

  with reference to how it has appeared on the stage

  with varying results

  in various productions. What does it “mean”—for the audience

  for the author

  and for the text—to “set” Endgame inside a human skull? a mental ward? an “old folks’ home”? the post-apocalyptic ruins of a subway? And whose Endgame is it? By examining how certain productions have interpreted the play and translated it from page to stage—with varying results—we may discover not only how Beckett can be staged

  but how Beckett should be staged.

  Against Interpretation: Translating Samuel Beckett's \"Endgame\" from Page to Stage [Conference Presentation

  Beckett at 100: New Perspectives International Colloquium]

  Beginning around the tumult of publicity catalyzed by the publication of Lolita

  Vladimir Nabokov carefully cultivated a public persona with an attention that is unrivalled by most politicians and Hollywood stars. In each of the interviews that were collected for 1973’s Strong Opinions (SO)

  Nabokov was as much the interviewer as was the nominal interviewer himself. He began a practice of demanding that all questions be submitted to him prior to the meeting (and in some cases

  no actual meeting ever took place) for his revision and approval

  as well as to give him time to prepare his responses. Such strict control over what is purportedly “real life” is certainly self-serving

  but close inspection of the contents of the interviews as they appear in SO indicate that Nabokov’s concern was as tied to his own ideas of art and the artist as to vanity. They contain many of the same tropes and characteristics as his fiction and can be read in much the same way: they are filled with false leads

  trompe l’oeil-like statements

  traps

  jokes

  and above all

  a self-consciousness that transcends the traditional boundaries of genres. The meta-fictional currents that underlie novels such as Bend Sinister

  Lolita

  and Ada are also present in the ironic self-consciousness (and self-deprecation) that inform Nabokov’s later interviews (or at least his revision of them). In short

  the interviews presented in SO must be understood as much in relation to Nabokov’s fiction as in relation to his “real life.” Like Nabokov’s 1967 “autobiography (revisited)

  ” Speak

  Memory

  his (later

  published) interviews are an attempt to both reveal and create the art inherent in (a) life.

  Behind the Curtain: Strong Opinions and Vladimir Nabokov’s \"Art\" of the Interview [Conference Presentation

  Twentieth Century Literature Conference]

  David

  Phillips

  Forsyth Technical Community College

  Institute of Reading Development