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Resume

here’s a hypothetical resume. Ok, it’s a rip from part of my own resume.

Resume as PDF

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Current Position

Associate Professor, Department of English
York College, The City University of New York
Jamaica, New York 11451


Administrative Experience

Coordinator, Writing Across the Curriculum Program
York College, The City University of New York
Spring 2007-Present
Responsibilities include articulation of vision for WAC and WID at York College, program planning, faculty development, consultation with department chairs and other faculty members, and budgeting. Coordinator reports to Provost and Senior Vice-President for Academic Affairs, Chairs the WAC Course Coordinating Committee and WAC Steering Committee, and provides college leadership on writing-related matters.
Writing Fellows Co-Coordinator, Writing Across the Curriculum Program
York College, The City University of New York
2008-09
Work with co-coordinator and CUNY Writing Fellows (doctoral candidates at The CUNY Graduate Center) to provide effective writing resources for faculty teaching both Writing Enhanced and Writing Intensive courses. Responsibilities include supervision and professional development for Writing Fellows, participation in oversight and administration of York College’s WAC Program, and interaction with WAC Coordinators at CUNY’s 18 colleges.
Coordinator, College-Wide Writing Program
York College, The City University of New York
2006-Present
Responsibilities include program, curriculum and faculty development, staffing, and budgeting. The College-Wide Writing Program Coordinator reports to the Provost and Senior Vice-President for Academic Affairs, and works closely with the Coordinator for Introduction to College Writing, York College’s First Year Composition course, the Writing Across the Curriculum Program, and various student support services on campus.
Writing Fellows Coordinator, Writing Across the Curriculum Program
York College, The City University of New York
2004-2007
Work with other WAC Program Coordinators and CUNY Writing Fellows (doctoral candidates at The CUNY Graduate Center) to provide effective writing resources for faculty teaching both Writing Enhanced and Writing Intensive courses. Responsibilities include supervision and professional development for Writing Fellows, participation in oversight and administration of York College’s WAC Program, and interaction with WAC Coordinators at CUNY’s 18 colleges.
Coordinator, General Education Learning Communities
York College, The City University of New York
2003-2006
Collaborated with the Provost and Vice President for Academic Affairs, academic departments, and student support services to create, schedule, and staff pairs of linked courses in the General Education program.
Coordinator for WAC and Assistant Director of Composition, Writing Program
Rutgers, The State University of New Jersey
2000-2003
Responsibilities included curriculum development in Research in the Disciplines, collaborative administration of a writing program with annual enrollment of 10,000 students in 500 sections, from ESL instruction through business and technical writing courses, and professional development for writing program faculty.


Education

Doctor of Philosophy (January 2003)
Rutgers, The State University of New Jersey
Political Science
Master of Arts (January 2000)
Rutgers, The State University of New Jersey
Political Science
Bachelor of Arts
The University of Connecticut (May 1991)
Major in Philosophy
Summa Cum Laude
University Scholar
Bachelor of Science
The University of Connecticut (May 1991)
Major in Business Management
Summa Cum Laude
University Scholar


Professional Service & Memberships

Assistant Editor
Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Writing < http://wac.colostate.edu/atd> (link opens in new browser window)
May 2007-Present
Member
Council of Writing Program Administrators
National Council of Teachers of English
Conference on College Composition and Communication


Active Research Interest

Seeding WAC: Do Interdisciplinary Writing Programs Prepare Emerging Faculty for Writing Across the Curriculum?
Since the late 1970s, colleges and universities in the US have used Writing Across the Curriculum (WAC) as a mechanism to improve both student learning and writing. WAC success depends on faculty across the disciplines implementing these practices, faculty development initiatives. I am interested in the possibility that a select group of writing programs with an interdisciplinary teaching pool of emerging and recent PhDs form an alternative to WAC workshops. The principal hypothesis is that these interdisciplinary writing programs seed WAC by exposing future faculty in the disciplines to WAC pedagogies at a formative period in their own development as college instructors.


Current Projects

Cripps, Michael J. “Interface Literacy, Video Podcasting, and Project-based Learning.” (Work in Progress)
A study of student learning that explores the nexus of reading and writing within Graphical User Interfaces. The project is grounded in the idea that GUIs are texts that must be read if one is to write in digital environments. The project explores two specific aspects of the reading/writing nexus: the possibility that interface literacy is more than the sum of GUIs one encounters as one works in digital writing environments, and the potential value of the screencast tutorials as a mode of software or interface instruction.
Cripps, Michael J. “Code Switching, Hypertext Skins, and (Inter)Active Audiences.” (Work in Progress)
This paper explores the potential for externally linked Cascading Stylesheets (CSS) to enable hypertext authors to engage principles of visual rhetoric while simultaneously inviting reader involvement in the construction of meaning. In an extension of my previously published work on new media, this paper looks at ways that CSS enables the author to configure meaning, alter the logic of space, and adjust for audience stance, hybridity, and transparency. A version of this new media project was presented at the 2007 Conference on College Composition and Communication, New York.
Cripps, Michael J. “(Re)Writing Fellow Roles: WAC as Professional Development for Advanced Graduate Students” (Work in Progress)
The Writing Fellow role within WAC takes two principal forms at colleges and universities, the curriculum-based peer tutor and the writing-intensive course teaching assistant. While the former model is focused specifically on student support, and the latter is focused on faculty support, both models, by positioning fellows in a support/assistant capacity, fail to fully explore the potential for a writing fellowship to function as professional development for future faculty. This paper explores ways that one Writing Fellows Program is reconceptualizing writing fellow work in ways that matter for WAC Coordinators and graduate programs alike.



Publications

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