Ruth Harman
Associate Professor
TESOL and World Language Education
Language and Literacy Department
University of Georgia
Curriculum Vita
Skills
ACADEMIC HISTORY
Rank: 2013-Present Associate Professor, appointed August 2012
Proportion Time Assignments: 9 month, .75 FTE (50% teaching; 50% research)
Tenure Status: Tenured at this time
Graduate Faculty Status: Appointed to the Graduate Faculty, fall 2008
Service: Focus Area Coordinator (2013-Present)
Highest Degrees:
- Ed.D. Curriculum and Instruction, University of Massachusetts Amherst, MA. (2008)
- M.A. French Literature, New York University, New York (1992)
Academic Positions
2008-2012
- Assistant Professor, The University of Georgia, Athens
TESOL and World Languages Program Department of
Language and Literacy Education
- Faculty in Linguistics Program, the University of Georgia
- Affiliate Faculty in Interdisciplinary Qualitative Studies,
the University of Georgia, Department of Lifelong
Education, Administration, and Policy
2007-2008
- Part-Time Lecturer, Language, Literacy and Culture
University of Massachusetts Amherst, MA
- Part-Time Lecturer, Education and Child Development
Smith College, Northampton, MA
2002-2007
- Research Fellowships: The University of Massachusetts
Amherst
- Federally Funded Grants
• The ACCELA Alliance for English Learners with Drs. Jerri
Willett and Meg Gebhard
• Deborah Healey Grant for English Learners with Dr.
Gebhard
Selected Professional Employment
1996-2002
Academic Director, Loyola Intensive English Program
Loyola University New Orleans, LA
1993-1995
ESL Faculty, Loyola Intensive English Program
Loyola University New Orleans, LA
1988-1991
Teaching Assistant in French
French Department, New York University, NY
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Publications
Publications
An askerisk (*) identifies a publication that has gone through stringent editorial review. A double asterisk (**) identifies a publication that was invited. .
Books
Harman, R. (Ed.), (forthcoming). Critical take(s) on systemic functional linguistics: Academic Literacy Development, Multilingualism and Social Equity. London: Springer
Peeer Review Journals edited or co-edited
Allexsaht-snider, M., Buxton, C. & Harman, R. (2012) (Eds.). Challenging anti-
immigration discourses in school and community contexts. International
Journal of Multicultural Education, 14(2).
Book Chapters
Harman, R. (forthcoming). Challenging Anti-Immigration Discourses with Culturally Sustaining Pedagogies. In R. Harman. (Ed.), Critical take(s) on systemic functional linguistics: Academic Literacy Development, Multilingualism and Social Equity. London: Springer
Harman, R., Johnson, L. & Chagoya, E. (2016) Bilingual Youth Voices in Middle School: Performance, Storytelling and Photography. In S. Greene, K. Burke & M. McKenna (Eds.), Community Reframing Public Spaces: Youth Voices, Literacies, and Civic Engagement. London: Routledge
Harman, R. & McClure, G. (2014). All the school’s a stage: Critical performative pedagogy in urban teacher education. L. Bell & D. Desai (Eds.) Social Justice and the arts (REPRINT from Equity and Education). London: Routledge Press
**/*Harman, R. (2014). Talking the walk: Fostering dynamic interactions with elementary school Latina/o English Learners. In P. Portes, S. Salas & P. Mellom (Eds.), U.S. Latinos and education policy: Research-based directions for change. New York: Taylor and Francis.
**/*Harman, R., & Simmons, A. (2014). Critical systemic functional
linguistics and literary narratives in subject English: Promoting
language awareness and social action among K-12 students. L.C. De
Oliveira & J.G. Iddings (Eds). Genre studies and language in education.
Equinox Publishing.
*Harman, R., Varga, K., Bivins, K. & Forker, D. (2013). Critical
performative literacy in an ESL middle school classroom: Latina girls
speak out for undocumented workers. In S. Chapell and C. Faltis (Eds.),
The Arts and English Language Learners: Building Culturally
Responsive, Critical and Creative Programs in School and Community
Contexts. New York: Routledge.
**/*Harman, R. (2013). Qualitative literacy research. The Encyclopedia of
Applied Linguistics, pp. 4768-4773. C. Chapelle (Ed.). Oxford, U.K: Wiley-
Blackwell.
**Harman, R. & Harklau, L. (2012). Ethnographic research. Routledge Encyclopedia of
Applied Linguistics, pp. 215-221. P. Robinson (Ed.). New York: Taylor Francis.
Harman, R. (2008). Teaching with tenderness and compassion. In S. Nieto (Ed.), Dear Paulo:
Letters from those who dare teach, pp. 133-135. New York: Paradigm.
**Willett, J., Harman, R., Lozano, M.E., Hogan, A., & Rubeck, J. (2007). Generative routines:
Using the everyday to create dynamic learning communities for English language
learners. In L. Verplaetse and N. Migliacci (Eds.), Inclusive pedagogy for English
Language Learners: Research informed practices, pp. 33-53. Mahwah: NJ: Lawrence
Erlbaum Assoc.
*Harman, R. & French, K. (2004). Critical performative pedagogy: A feasible praxis in
teacher education? In J. O’Donnell, M. Pruyn and R. Chavez Chavez (Eds.),
Social justice in these times, pp. 97-116. Greenwich, CT: New Information
Press.
Peer Reviewed Journals
Harman, R. & Khote, N. (forthcoming). Critical SFL Praxis with Immigrant Youth: Multilingual Meaning Making Practices. Critical Inquiry in Language Studies.
Harman, R., Ahn, S., & Bogue, B. (2016). Reflective Language Teacher Education: Fostering Discourse Awareness through a Critical Performance Process. Teacher and Teaching Education, 59,228-238. http://dx.doi.org/10.1016/j.tate.2016.06.006
Harman, R. & Zhang, X. (2015) Performance, performativity and second language identities. Linguistics and Education, 32(A), 68-81. DOI::10.1016/j.linged.2015.03.008
Harman, R. & Smagorinsky, P. (2014). A Critical Performative Process: Supporting the Second Language Literacies and Voices of Emergent Bilingual Learners
Youth Theater Journal 28:2, 147-164, DOI: 10.1080/08929092.2014.956956
Allexsaht-Snider, M., Buxton, C., & Harman, R. (2014) Research and praxis on challenging
anti immigration discourses in school and community contexts. Norteamerica, Year 8, 191-217
**/*Harman, R. (2013). Intertextuality in genre-register pedagogies: Building the
field in L2 fifth grade literary writing. Journal of Second Language Writing, 22(2), 125-140.
*Harman, R. & Dobai-Varga, K. (2012). Critical performative pedagogy: Emergent bilingual
learners challenge local immigration issues. International Journal of Multicultural
Education,14(2), 1-17 .
Allexsaht-Snider, M., Buxton, C., & Harman, R. (2012) Challenging anti-immigration
discourses in school and community contexts. International Journal of Multicultural Education, 14(2).
** Harman, R. (2011). A multilayered approach to teaching writing: the agentive response of a bilingual learner in an urban school classroom. Soonchunhyang Journal of the
Humanities, 30(1), 297-337.
*Harman, R., & McClure, G. (2011). All the school’s a stage: Critical performative pedagogy
in urban teacher education. Special edition (L. Bell & D. Desai, Eds.) Equity &
Excellence in Education. 44(3), 379–402
*Harman, R., with French, K. (2011). Critical performative pedagogy and urban teacher
education: Voices from the field? Play and Culture Series, volume 11, pp. 84-104.
Annual Journal from The Association of the Study of Play.
**/*Gebhard, M. & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A
response to school reform in the United States. Special Edition of Journal of Second
Language Writing, 20(1), 45-55.
*Gebhard, M., Harman, R. & Seger, W. (2007). Unpacking academic literacy for ELLs in the
context of high-stakes school reform: The potential of systemic functional
linguistics. Language Arts 84(5), 419-430.
*Harman, R. (2007). Critical teacher education: Discursive dance of an urban middle
school teacher. Language and Education 21(1), 31-45.
*Yang, Q., Ramirez, J. & Harman, R. (2007). EFL Chinese students and high stakes expository
writing: A Theme analysis. Colombian Applied Linguistics Journal, 9, 99- 125.
Book Reviews
Siffrin, N. & Harman, R (2014). [Review of the book: Podseva, R. J. & Sharma, D. (Eds.) (2013). Research methods in linguistics. New York, NY: Cambridge University Press.
Simmons, A. & Harman, R. (2012). [Review of the book: Knowing and writing school history:
The language of students’ expository writing and teachers’ expectations]. Pedagogies:
International Issues
Harman, R. (2011). [Review of the book: Reading in secondary content areas: A language-
based pedagogy]. Pedagogies: International Issues, 6(1).
**Harman, R. (2009). [Review of the book: The discourse of politics in action: Politics as
usual]. Language Policy, DOI 10.1007/s10993-009-9143-x
Broussard, M. & Harman, R. (2002). [Review of the book: Broadening the horizons of foreign language education]. NECTFL, 50, 47-49. (50% contribution)
**Harman, R. (1999). [Review of the book : Roddy Doyle's Paddy Ha Ha]. Ex libris, 25/6.
Online publications
*Allexsaht-Snider, M., Buxton, C., & Harman, R. (2014) Reflections on our work since editing the special issue Challenging anti-immigration discourses in school and community contexts. International Journal of Multicultural Education Blog, http://ijme- journal.blogspot.com/
**Harman, R. (2011). Working with discourse: Syllabus. Online: http://cw.routledge.com/textbooks/9780415874298/data/Harman_Syllabus.pdf
** Harman, R. M. (2009). Systemic functional linguistics and the teaching of literature.
Online: Mick O' Donnell (Ed.), International Systemic Functional Linguistics
Association. www.isfla.org/Systemics/Print/index.html
Creative Contributions other than Formal Publications
Harman, R. (2010). Howth chants. Mandala Journal, issue 8.
Grants
Funded
2014-2015 Principal Investigator. Awarded Striving Readers Grant for work at Coile Middle School. Genre-Based Literacy Professional Development and Research, $16, 500
2013-2014 Principal Investigator. Awarded Striving Readers Grant for work at Coile middle School. Genre-Based Literacy Professional Development and Research, $16, 500
2014 Principal Investigator, Supporting Youth Voices at Coile Middle School through the Arts. Athfest Educates! $750
2012 Principal Investigator, Performance and Discourse Analysis, Willson Center for Arts and Humanities Grant, University of Georgia, $4,700.
2012 College of Education Dean’s Office Research Support, Assistance to support editing and publishing of special issue of the International Journal of Multicultural Education, The University of Georgia, $5,750.
2012 College of Education Summer Research, $5,000
2011 Multimodal Discourse Analysis. Technology Grant, Center for Teaching and Learning, The University of Georgia, $13, 904.
2009 Using functional language instruction to support bilingual students in middle school sheltered instruction classrooms. College of Education Early Career Grant, $6,000
2008 Principal Investigator, Collaboration among ESOL and Content-Area Teachers, Spencer Foundation (not funded)
Unfunded Proposals:
2016 UGA OVPR Global Research Collaboration Grant Program, “Bridging the Waters: Transatlantic Research on Youth Civic and Artistic Engagement.”
2015 Submitted initial proposal to Zeist Foundation to support development of Youth Participatory Action Research Collaborative at UGA
2015 Principal Investigator. Submitted to Spencer Foundation: New Latino Diaspora Youth Perspectives on Significant Learning: Enacting Participatory Organizational Learning
2015 Co Principal Investigator with Dr. Nogueron Liu. Submitted Voto Latino grant for Development of Digital App to Support Latin@ Communities. Nominated as Semifinalists.
2013 Keith Osborn Award for Teaching Excellence, $1,000
2012 Sarah Moss Fellowship, University of Georgia, $8, 900
2012 UGA President’s Venture Travel Award, $1,200
2009 Emerging Scholar Award, AERA SIG Division, Language and Social Process
Special Interest Group, American Education Research Association, $500
2007 Department Dissertation Award, University of Massachusetts Amherst
2003-2007 Graduate Student Travel Awards, University of Massachusetts Amherst
2003-2007 Research Fellowships in ACCELA (Access to Critical Content and English Language Acquisition), University of Massachusetts Amherst
2000-2001 Scholarships to Faulkner Literary Festival for creative fiction writing
Second Language Literacy; Systemic Functional Linguistics; Critical Performative Pedagogy; Critical Discourse Analysis; Participatory Action Research with English Learners and ESOL Teachers
Honors and Achievements
Primary Res-
earch Area
Editorial Responsibi-
lities
2015-Present Editorial Board, IJME
2014-Present Editorial Board, Journal of Second Language Writing
2016 Linguistics and Education
2015 Editorial Reviewer, Excellence and Equity
2015 Editorial Reviewer, Leisure Sciences
2014 Editorial Reviewer, TESOL Quarterly
2014 Editorial Reviewer, Journal of Second Language Writing
2014 Editorial Reviewer, Multicultural Perspectives
2014 Editorial Reviewer, International Journal of Research and Method in Education
2014 Editorial Reviewer, Curriculum Inquiry
2013 Editorial Reviewer, Journal of Immersion and Content-Based Language Education
2013 Editorial Reviewer, Journal of Second Language Writing
2012 Editorial Reviewer, Journal of Second Language Writing
2012 Editorial Reviewer, International Journal of Multicultural Education
2011-2012 Guest Editor, Special Issue on Immigration,
International Journal of Multicultural Education
2011 Editorial Reviewer, International Journal of Applied Linguistics
2010-2012 Editorial Reviewer, Research of Teaching of English
2010-2012 Editorial Reviewer, Anthropology of Education
2010 Editorial Reviewer, English Teaching: Practice & Critique
2009 Editorial Reviewer, L1-Language and Literature
Peer Reviewer for Convention Proposals
2013-2016 Proposal Reviewer, American Applied Linguistics
2010-2013 Editorial Reviewer, AERA Language and Social Processes SIG
2012-2013 Proposal Reviewer, American Applied Linguistics
2009-2010 Editorial Reviewer, AERA Second Language SIG Awards
(* published counterpart ** invited address)
Invited Lectures and Workshops
Harman, R. (March 2016). Culturally Sustaining SFL framework with Adolescent Bilingual Learners. Paper to be presented, Critical Discourse Analysis Network, Dublin Institute of Technology, Dublin, Ireland
Harman, R. (January 2016). Strategies and Dynamic Assessment through Genre-based pedagogies. Commerce Middle School (invited by Principal Bill Ruma)
Harman, R. (November, 2015). Supporting Disciplinary Knowledge Development of Bilingual Learners. Pennsylvania State University (online lecture with Dr. Maria Haneda’s Class)
** Harman, R. (March, 2014). Systemic Functional Linguistics and Performance Analysis, Dublin Institute of Technology (DIT)
**Harman, R. (December, 2013). Performance, Performativity and Second Language Identities. Invited speaker at the Literacy Research Association Conference, Dallas
**Harman, R. (2013). Performance and Systemic Functional Linguistics as Resources to
Foster Genre Awareness. Invited plenary workshop at the Korean Association of
Primary English Educations (KAPEE), Seoul, South Korea.
**Harman, R. (2013). Educators’ Perceptions of Immigration Policies and Practices in
Georgia. Invited panel speaker at Athens Literacy Council, Athens, GA.
**Harman, R. (2011, December). Critical Discourse Analysis as Tool to Research and
Challenge Social Inequity. Invited symposium speaker at Dublin Institute of
Technology, Dublin, Ireland.
**Harman, R. (2010, December). Se hace el camino al andar: Qualitative research as tool to
challenge social inequity in K-12 classrooms. Key note address presented at Student
Qualitative Research Conference, University of Georgia, GA.
** Espino, M., & Harman, R. (2009, October). Critical discourse analysis and critical race theory. Paper presented at Diversity Series, University of Georgia, GA.
Organized Colloquia (Chaired and Organized)
Harman, R. (2016). Critical take(s) on Systemic Functional Linguistics: Academic Literacies, Multilingual learners and Social Equity. Panel presented and chaired at American Applied Linguistics Conference, Orlando.
Harman, R. (2013) Fostering Critical Literacy through Systemic Functional Linguistics in K-12
contexts. Panel presented and chaired at American Applied Linguistics Conference,
Dallas.
** Allexsaht-snider, M. & Harman, R. (2011, April). Challenging anti immigration discourse
and education policies in the southeast: Collaboration among teachers, students,
families, and university educators. Panel presented and chaired at Division G,
American Education Research Association, New Orleans, LA.
Maxim, H. & Harman, R. (2011, June). Students’ textual practices as a multifaceted weaving
of semiotic systems. International Colloquium presented and chaired at International
Systemic Functional Linguistics Panel, Lisbon, Portugal. International Papers
Harman, R. (2011, July). Intermodality in genre-register based pedagogies: Building text and
image relations in fifth-grade L2 literary composition. Paper presented at International
Systemic Functional Linguistics Conference, Lisbon, Portugal.
*Harman, R. (2010, July). Explicit intertextuality in teaching literary writing: Case study of two
bilingual students. Paper presented at International Systemic Functional Linguistics
Conference, Vancouver, British Columbia, Canada.
National
Harman, R. (2016). Narrative as a Collaborative Space: Validating Student Voices in YPAR. Paper to be presented at AAAL, Orlando.
Siffrin, N., Harman, R., & Lee, J. (2016). Genre-based strategies and assessment for disciplinary instruction: how do middle school teachers respond? Paper to be presented at AAAL, Orlando.
Harman, R. & Khote, N. (2015). Critical Systemic Functional Linguistics and Third Space for Latino adolescents. Paper presented at AAAL, Toronto, Canada
Harman, R., Ahn, S., & Bogue, B. (2015). Reflexive Bilingual Education: Performance and Discourse Analysis. Paper presented at International Symposium on Bilingualism, Rutgers, New Jersey
Harman, R. (2014). Developing discourse awareness through performance. Paper presented at AERA Conference, Philadelphia.
Harman, R. & Zhang, X. (2014) Performance, Performativity and Second Language Identities. Paper presented at AAAL Conference, Portland
Harman, R. , Evans-Newsome, M., & Varga-Dobai, K. (2013). Using performance to workshop immigration issues. Workshop presented at JOLLE Activist Literacies Conference, University of Georgia
Harman, R. (2013). The classroom’s a stage: Performance as resource to foster critical discourse awareness. Paper presented at AAAL, Dallas
Alvermann, D., Bass, T., Harman, R., Johnson, L., & Sheldon, S. (2012). Critical discourse analysis as lens to explore literacy constructs. Paper presented at Literacy Research Association, San Diego.
Harman, R., Johnson, L., & Sharma, A. (2012) Critical Discourse analysis as a research tool to
challenge social inequity in and out of K-12 classrooms. Workshop to be presented at
Dialogical Self Conference, University of Georgia.
Harman, R. , Evans-Newsome, M., & Varga-Dobai, K. (2013). Using performance to workshop
immigration issues. Workshop presented at JOLLE Activist Literacies Conference,
University of Georgia
Harman, R. (2013). The classroom’s a stage: Performance as resource to foster critical
discourse awareness. Paper presented at AAAL, Dallas
Alvermann, D., Bass, T., Harman, R., Johnson, L., & Sheldon, S. (2012). Critical discourse
analysis as lens to explore literacy constructs. Paper presented at Literacy Research
Association, San Diego.
Harman, R. (2012). Performance and the carnavalesque in urban teacher education. Paper
presented at the Mini Dialogic Pedagogy Conference, Newark, DE.
**/*Harman, R., Dobai-Varga, K., & Bivins, K. (2011, April). Critical participatory practices in a
middle school ESOL classroom. Paper presented at Division G, American Education
Research Association, New Orleans, LA.
*Harman, R. & French, K. (2011, April). Critical performative pedagogy in urban
teacher education: a heteroglossia of voices? Paper presented at Cultural Historical S
IG, American Education Research Association, New Orleans, LA.
Shin, D. & Harman, R. (2011, April). Pedagogies of multiliteracies in urban elementary school
ESOL classrooms. Paper presented at Division K, American Education Research
Association, New Orleans, LA.
*Harman, R. (2010, April). Language of literature and upper elementary writing: Language
minority students as agentive text makers. Paper presented at American Education
Research Association Language and Social Processes SIG, Denver, CO.
*Harman, R. (2010, April). Critical performative pedagogy in teacher education. Paper
presented on panel, American Education Research Association, Division G, Denver, CO.
*Harman, R. (2010, March). Performance and dialogicality in teacher education? Paper
presented at American Applied Linguistics Conference, Atlanta, GA.
Harman, R. & Shin, D. (2009, November). Multimodal to multimedia community-based literacies with English Language Learners. Paper presented at National Council of Teachers of English Conference, Philadelphia, PA.
*Harman, R., Alvarez, M. & Rutherford, D. (2009, October). Talking the walk: Discourse analysis and culturally responsive classrooms, First Triennial Conference of Latino Education in the South, University of Georgia, GA.
Harman, R. (2009, April). Teacher attitudes and beliefs about professional development, teacher knowledge, and practice. Discussant for Panel, Division K, American Education Research Association, San Diego, CA.
*Harman, R. (2008, October). Language-Based instruction in literature: case study of a struggling 5th grade writer. XV Annual Gathering for Sociocultural Theory and Second Language Working Group, Amherst, MA.
Harman, R. (2008, May). Embodying critical multiculturalism in teacher education. Paper presented on panel, Pedagogy and Theater of the Oppressed Conference, Omaha, NE.
*Harman, R. & French, K. (2007, November). Critical performative pedagogy and multicultural education. Paper presented at National Association of Multicultural Education, Baltimore, MD.
**Gebhard, M., Habana-Hafner, A., Harman R., Shin, D. & Willett, J (2007, May).
Critical literacy, systemic functional linguistics, and school reform. 4th Teachers of a New Era English Language Development Conference, Boston College, Boston, MA.
*Gebhard, M., Harman, R., & Seger, W. (2007, April). Improving academic literacy instruction for linguistically diverse students: The potential of systemic functional linguistics. Paper presented at Division K, American Education Research Association, Chicago, IL.
**Gebhard, M., Habana-Hafner, A., Harman R., Shin, D. & Cummins, J. (2007, March). Critical literacy, genre theory, and school reform. Panel of papers presented at Annual meeting of Teachers of English to Speakers of Other Languages, Seattle, WA.
Harman, R & Hogan, A. (2006). Genre-based pedagogy and literary riffing. Paper
presented at National Council of Teachers, Nashville, TN.
*Gebhard, M., Harman, R. & Seger, W. (2005). Dialogic literacy practices and teacher education: Making spaces for students’ and teachers’ voices in the context of high-stakes testing. Paper presented at the annual meeting of Teachers of Speakers of Other Languages, San Antonio, TX.
Habana Hafner, D., Harman, R. , Lozano, M. & Ramirez, A. (2005). Boundary spanners in collaborative school university partnerships. Paper presented at National Ethnographic and Qualitative Research in Education Conference (EQRE),
niversity of Pennsylvania, PA.
*Harman, R. (2004). A polyglossia of discourses in a teacher’s self representation.
Paper presented at annual meeting of American Applied Linguistics Conference,
Portland, OR.
*Harman, R. (2004). A dialogic dance in an ELA middle school classroom. Paper
presented at EQRE Conference, Albany, NY.
*Harman, R. & French, K. (2003). Critical performative pedagogy. Paper presented at National
Multicultural Education Conference (NAME), Seattle, WA.
Harman, R & French, K. (2003). Investigating Rosa Parks and segregation. Paper
presented at Connecticut National Multicultural Education Conference, Hartford, CT.
Regional/State
*Varga, K., Harman, R., Bivins, K. & Coile Middle School Girls. (2010). Critical performative
literacy in an ESL middle school classroom: Latina girls speak out for undocumented workers. Paper presented at Women & Girls Conference, UGA, Athens, GA.
Convention Papers
Services
PUBLIC SERVICE
Professional Service
2016 Promotion and Tenure Review, Dr. Foram Bhukhanwala, Arcadia University, PA
2015 Promotion and Tenure Review, Dr. Warren Liew, National Institute of Education, Singapore
2015 Promotion and Tenure Review, Dr. Mahalingappa, Duquesne University, PA
2015-2017 President, North American Systemic Functional Linguistics Association
2015 Committee Member, Emergent Scholar Award, North American Systemic Functional Linguistics Association
2012-2014 Secretary, North American Systemic Functional Linguistics Association
2010-2014 Appointed Member, Emerging Scholar Award Committee, Language and Social Processes SIG, American Education Research Association.
OTHER SERVICES
University Service
2016-2017 University Council
2014- Present Advisor, Undocumented Student Alliance
2013-2014 Linguistics Program Advisory Committee
2010-2012 Member, University Council
College Service
2015-Present Member, Diversity Mentoring Committee (headed by Denise Spangler)
2015-Present Member, Diversity College Committee
2012-2014 Member, College of Education Scholarship Committee
2008-2012 Member, Graduate Qualitative Research Conference Committee
2011 Member, Fulbright Evaluation Committee
2009 Judge, Graduate Qualitative Research Conference Committee
2009-2010 Member, University Search Committee for English Program Director
Department Service
2014-2016 Member, Department Awards Committee
2014 – 2016 Member, TESOL and World Languages (TWLE) Lecturer Search Committee
2014 Member, Annual Review Faculty Committee
2013- Program Chair, TESOL and World Languages Education (TWLE)
2013 Member, English Education Lecturer Search Committee
2010-2011 Member, TESOL and World Languages (TWLE) Lecturer Search Committee
2009-2010 Member, TWLE Lecturer Search Committee
2008-present Member, Graduate Student TWLE Admissions Committee
2008-present Reviewer, TWLE M.Ed. Comprehensive Exam Reviewer
School Districts/Public Service
2015-2016 Genre-Based Pedagogies in Content Areas, Commerce Middle School, Commerce GA (Emergent partnership with school)
2012-Present Professor on site (Teaches spring course at Coile Middle School)
2008-2016 ESOL Teacher Mentoring, Coile Middle School, Athens-Clarke, GA. Supported literacy instruction of English Learners
Current Professional Organization Membership
2011-2014 American Anthropology Association
2008-present American Association for Applied Linguistics (AAAL)
2008-present American Education Research Association (AERA)
2009-2014 Teachers of English to Speakers of Other Languages (TESOL)