Focused professional with over ten years of experience coordinating and administrating a program. Well-versed in developing engaging content and presentations and working collaboratively with others. Seeking to leverage these skills in a team-based dynamic work environment with a focus on growth mindset and an eagerness to learn.
Proficient in MicroSoft Office Suite including PowerPoint, Word, and Excel
Roles and Responsibilities:
Interviewing and evaluating applicants to determine suitability for admission to the program
Communicating with applicants and supervisors the results of interviews and evaluations
Assisting students in scheduling and coordinating with advisors in the department of their preferred major
Coordinating, scheduling, and transporting students to extracurricular activities
Maintenance of records including: interviews, evaluations, grades, and student absences
Planning, organizing, and sequencing classroom instruction
Using MicroSoft Office tools to construct handouts and PowerPoint presentations for the delivery of instruction
Working collaboratively with colleagues regarding materials, scheduling, reporting of grades and attendance
Maintenance of class CANVAS site (learning management system) including: loading media and files, maintenance of grade and attendance records, constructing quizzes and assignments within the system
Development and administration of online class which will be used by program applicants abroad
2017-Alabama/Mississippi Teachers of English to Speakers of Other Languages (AMTESOL) Annual Conference. Bless Your Heart!: Using Ads to teach Intonation
2016- Alabama/Mississippi Teachers of English to Speakers of Other Languages (AMTESOL) Annual Conference. Video Pragmatics.
2015- Alabama/Mississippi Teachers of English to Speakers of Other Languages (AMTESOL) Annual Conference. The Play is the Thing and It's All Greek to Me!: Teaching Idioms in the ESL CLassroom
2014-Alabama/Mississippi Teachers of English to Speakers of Other Languages (AMTESOL) Annual Conference. Research and Techniques for Increasing Participation in the IEP Classroom.
2013-Alabama/Mississippi Teachers of English to Speakers of Other Languages (AMTESOL) Annual Conference. English Basic Training: Preparing Students for the Realities of the American University.
2011- Hawaii International Conference on Education, Honolulu, Hawaii. Tech in the Service of Constructing Knowledge: Voiceboards from a Pedagogical Standpoint and The Sociocultural Implications of Short-term Intensive Immersive English Programs.
2010-UA Systems Scholar's Conference. Tech in the Service of Constructing Knowledge: Voiceboards in the ESL Classroom
ED 307: Multicultural Foundations of Education
This course requires students to develop an understanding of selected philosophical, historical, social, cultural, political, and economic questions and influences on the development of educational policies and practices in the United States. Through an examination of constructs such as race, ethnicity, social class, gender, sexual orientation, and religious affiliation, students are asked to develop an understanding of the connections between identity, difference, power, and privilege and the role(s) schools (could/should) play in perpetuating or ending discriminatory practices. Furthermore and importantly, students develop an understanding of the ways research in both the humanities and social sciences can be used to interpret, analyze, and critique multiculturalism. Level: Undergraduate
EHL 406: Critical Issues and ELs
This class requires students to review the critical issues impacting the progress of English Language Learners (ELLs) in P-12 classrooms in the U.S. The categories of issues covered may change over the years, in response to the emerging challenges facing ELs in the U.S. elementary and secondary schools.
Among representative issues will be a historical overview of relevant legislation, coverage of current and developing regulations (federal, state, local), national professional organizations and resources, advocacy options, and programmatic evaluation at the state and local levels. Students develop an understanding of relevant legislation and regulations as they pertain to ELLs in the school environment.
ILC Listening (Low Intermediate-Advanced levels)
This is a listening course for nonnative speakers of American English. This course is designed to assist the student in preparing to access oral language in the Academy. Such oral language includes lectures, conversation, group interactions, as well as interaction with professors and advisors. Students are expected to develop their proficiency in identifying main ideas, isolating relevant details, and recognizing pragmatics implications of elements of interactive communication experienced in academic settings.
ILC Speaking (Low Intermediate-Advanced levels)
This is a speaking course for nonnative speakers of American English. This course is designed to assist the students in preparing oral communication in the Academy. Instruction focuses on developing confidence in oral communication in a variety of situations as well as improving pronunciation, fluency, and accuracy in English. The student is expected to develop the ability to analyze and evaluate spoken communication. Relevant assignments include academic presentations, student discussions, role plays, and exercises in pronunciation and pragmatics.
ILC Reading (Low Intermediate-Advanced levels)
This is a reading course for nonnative speakers of American English. This course is designed to prepare students to access written language in the Academy. Students will read various modes of writing in order to develop their proficiency in identifying main ideas, facts, and details, as well as in critical thinking. Students will develop skills and strategies for increasing vocabulary, summarizing readings, and identifying the various elements of written English.
ILC Writing (Low Intermediate-Advanced levels)
This is a writing course for nonnative speakers of American English. The course will prepare writers to engage in written academic discourse, including summaries, paragraphs, essays, and reader responses. Writers are expected to develop their linguistic and rhetorical abilities through drafting and revision of multiple writing assignments
ILC Accuracy (Low Intermediate level)
This grammar course is for nonnative speakers of American English. This course is designed to help students develop their basic foundations in English grammar, including structures of phrases, clauses, and sentences. Students will study the various patterns of English with an emphasis on accuracy in production (speaking and writing) and comprehension (listening and reading).
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