Amy Goodloe - CV (as of September 2013)
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Amy Goodloe - CV (as of September 2013)



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Amy Goodloe - CV (as of September 2013) Amy Goodloe - CV (as of September 2013) Presentation Transcript

  •   AMY  T.  GOODLOE   Curriculum  Vitae   303.827.9155   UCB  317,  PWR     Boulder,  CO  80309   OBJECTIVE       To  offer  a  combination  of  expertise  in  writing  and  rhetorical  awareness  as  well  as  technical  skill  to  support     faculty  across  all  disciplines  who  would  like  to  explore  writing  for  web  audiences,  digital  storytelling,  and/or   digital  media  composition,  both  for  their  own  communication  and  for  student  assignments.       TEACHING  EXPERIENCE     University  of  Colorado,  Boulder  CO   1999-­‐present   Instructor,  Program  for  Writing  and  Rhetoric  (PWR)   Affiliate  Faculty,  Women  and  Gender  Studies  (WGST)   Affiliate  Faculty,  Technology,  Arts  &  Media  Program  (TAM)     WRTG  3020:  Rhetoric  of  Gender  and  Sexuality     2006-­‐present     The  theme  of  the  course  is:  “How  do  we  know  what  we  know  about  gender   identity  and  sexual  orientation?,"  which  asks  students  to  explore  how  we  as   individuals  and  as  a  culture  have  come  to  hold  certain  beliefs  about  gender  and   sexuality,  through  the  messages  we're  exposed  to  across  a  range  of  discourses   and  communication  mediums.    We  examine  these  messages  as  readers,  through   the  lens  of  rhetorical  theory  as  well  as  postmodern  theorists  such  as  Michel   Foucault,  Judith  Butler,  and  Riki  Wilchins.    And  we  engage  with  them  as  writers,   through  the  practices  of  rhetorical  analysis,  hypertext  publishing,  and  digital   storytelling.   Students  participate  in  a  class  blog,  engage  in  interdisciplinary  and  primary  research,  and  work  on  projects  that  allow   them  to  compose  messages  for  a  variety  of  audiences  and  to  use  contemporary  genres  that  draw  from  multiple   modalities,  such  as  alphabetic  text,  hypertext,  audio,  images,  presentations,  and  video.    Students  use  social  media  to   distribute  their  projects  to  audiences,  and  I  feature  the  strongest  projects  from  each  semester  on  the  main  Rhetoric  of   Gender  and  Sexuality  web  site.    Students  interested  in  service  learning  and  civic  engagement  have  the  opportunity  to   develop  projects  for  campus  or  community  partners.   The  course  helps  students  expand  their  experience  with  the  process  of  composing  in  contemporary  genres,  deepen   their  understanding  of  genre  conventions,  broaden  their  rhetorical  awareness,  and  develop  proficiency  in  using  digital   composition  tools  appropriate  to  specific  rhetorical  situations.    While  all  sections  of  WRTG  3020  fulfill  the  upper-­‐division   writing  requirement  for  Arts  &  Sciences  majors,  mine  also  count  towards  the  certificates  and  degrees  in  LGBT  Studies,   WGST,  and  TAM.    I  teach  the  course  in  campus  and  hybrid  sections  for  the  PWR  and  in  online  sections  for  Continuing  Ed.     WRTG  3035:  Technical  Communication  &  Design   2011-­‐present     WRTG  3035  offers  an  introduction  to  the  principles  and  practices  of  technical   communication  and  design  and  is  appropriate  to  students  in  a  variety  of   technical  fields,  including  engineering,  computer  science,  information   technology,  web  design,  digital  media  design,  and  related  fields.    The  course   functions  as  a  workshop  designed  to  support  students  as  they  work  on  several   short  projects  and  one  substantial  project  for  a  community  or  campus  client.      
  • Goodloe  -­‐  CV   One  short  project  asks  students  to  study  and  apply  the  principles  of  document  design,  and  another  provides  them  with   the  opportunity  to  identify  to  a  technical  need  within  a  specific  discourse  community  and  to  respond  to  it  by  publishing   instructions  in  illustrated  text  or  video  format.    For  the  client-­‐driven  project,  students  typically  work  with  a  campus   organization  relevant  to  the  course  topic,  such  as  OIT,  in  order  to  apply  their  emerging  skills  in  technical  communication   and  design  to  meet  the  client's  design  need.       Throughout  the  course,  students  also  participate  on  a  class  blog,  which  gives  them  the  chance  to  explore  and  practice  a   variety  of  informal  technical  communication  genres.    Students  also  apply  principles  from  rhetorical  analysis  and  design   theory  to  examples  of  strong  and  weak  visual  communication,  most  of  which  they've  encountered  in  digital  user   interfaces  or  in  the  physical  spaces  they  interact  with  on  a  regular  basis.    Both  the  blog  and  the  course  projects   help  students  to  develop  their  skills  in  rhetorical  awareness,  critical  thinking,  composing  processes,    and  digital  and   design  literacies.    The  course  also  counts  towards  the  TAM  program.     ATLS  3519/WRTG  3090:  Digital  Storytelling       2012-­‐present     Everyone  has  a  story  to  tell.  Stories  are  how  we  make  sense  of  our  lives,  both  as   tellers  and  listeners.  Writers  of  all  genres  have  long  used  story  as  a  framework   for  conveying  ideas  and  information,  but  until  recently,  only  mass  media   professionals  has  easy  access  to  the  digital  media  tools  needed  to  compose   compelling  stories  in  audiovisual  formats.     Now  that  those  tools  have  become  increasingly  available  to  the  general  public,   requiring  only  a  laptop  or  mobile  device  for  composition  and  distribution,   interest  in  digital  storytelling  has  soared  across  a  wide  range  of  sectors,  including   higher  education.     This  course,  which  serves  as  an  elective  for  the  TAM  program,  gives  students  the  opportunity  to  explore  a  digital   variation  on  the  genre  of  personal  narrative,  as  both  audiences  and  producers.    Students  produce  several  short  digital   stories  as  they  experiment  with  composing  in  hypertext,  audio,  image,  and  video,  and  they  also  produce  a  longer  digital   story  that  focuses  on  a  transformative  personal  experience.       LGBT  2000:    Intro  to  LGBT  Studies          2012     This  course  introduces  students  to  the  questions  and  issues  investigated  by   scholars  in  the  interdisciplinary  field  of  LGBT  Studies.    Through  analyses  of  a   variety  of  texts,  both  print  and  digital,  students  explore  the  inquiry  question:     what  do  we  know  about  lesbian,  gay,  bisexual,  and  trans  lives  and  identities,  and   how  do  we  know  it?    Students  participate  on  a  class  blog,  compose  an   educational  resource  for  a  specific  audience,  and  produce  their  own  digital   storytelling  projects  designed  to  help  viewers  better  understand  LGBT  lives  and   issues.    The  course  fulfills  the  Arts  &  Sciences  core  curriculum  requirement  for   Human  Diversity  and  also  counts  towards  the  LGBT  Studies  Certificate  and  the   WGST  major  and  minor.         WRTG  2090:  Writing  for  Digital  Media   2011     Students  in  this  course  develop  both  a  theoretical  and  practical  understanding  of   how  the  nature  of  literacy  has  changed  given  that  most  of  our  communication,   whether  for  personal,  academic,  or  professional  purposes,  now  occurs  in  digital   rather  than  print  environments.    In  order  to  develop  their  rhetorical  awareness,   students  analyze  the  nature  of  conversations  that  take  place  within  specific   online  discourse  communities,  study  the  conventions  of  digital  genres,  and  apply   the  principles  of  rhetorical  analysis  to  messages  conveyed  in  multiple  modes,   including  alphabetic  text,  hypertext,  sound,  images,  video,  animation,  and  so  on.      
  • Goodloe  -­‐  CV   Students  then  use  what  they've  learned  to  make  rhetorically  effective  contributions  of  their  own  to  specific  online   discourse  communities  and  to  compose  messages  using  the  combination  of  digital  modalities  best  suited  to  their   audience  and  purpose.    Students  also  research  competing  criteria  for  what  counts  as  "digitally  literate,"  particularly   within  the  contexts  of  higher  education  and  their  intended  professions,  and  assess  their  own  digital  literacy  skills   against  the  most  relevant  criteria.    At  the  end  of  the  course,  students  assemble  their  best  work  into  a  Digital   Composition  Portfolio  they  can  show  to  prospective  employers  or  clients.  The  course  counts  as  an  elective  for  students   pursuing  a  minor  or  certificate  in  the  TAM  program.     Additional  Courses  Taught  at  CU  Boulder       WRTG  1150:  First-­‐Year  Writing  and  Rhetoric   WRTG  3020:  Education  and  Public  Policy   WRTG  3040:  Business  and  Society   2004-­‐2008   2001-­‐2007   1999-­‐2008     Previous  Teaching   ENG  121:  Composition    I  &  ENG  122:  Composition  II   Front  Range  Community  College,  Fort  Collins  CO     1999-­‐2000     Multicultural  Literature  (distance  course)   Center  for  Multimedia  and  Independent  Learning   University  of  California,  Berkeley  CA   1996-­‐1998     ENGL  1105  :  College  Composition  -­‐  Critical  Reading,  Writing,  &  Thinking   Virginia  Polytechnic  Institute  and  State  University,  Blacksburg  VA   1991-­‐1993     Digital  Literacies  in  WRTG  classes:   ♦ Maintain  class  blogs  for  each  semester,  which  feature  student  posts  as  well  as  the  syllabus,  calendar,   and  resources  relevant  to  the  course  topic   ♦ Maintain  “hub”  for  Rhetoric  of  Gender  and  Sexuality  at:     ♦ Communicate  with  students  using  multiple  modalities,  including  text,  audio,  screencasts,  and  video   ♦ Assign  digital  composition  projects  that  ask  students  to  communicate  persuasively  using  text,  sound,   music,  narration,  images,  photos,  animation,  archival  footage,  and  live  video   ♦ Guide  students  in  using  blogs,  wikis,  and  other  web  publishing  platforms  to  collaborate  with  each   other  and  to  publish  their  projects  for  web  audiences,  with  attention  to  both  content  and  design     ♦ Use  social  media  tools  to  enable  collaboration  and  publishing,  including  Google  Docs,  Wordpress,   DokuWiki,  Weebly,  Diigo,  Netvibes,  YouTube,  Vimeo,  SlideShare,  wikiHow,  Flickr,  and  more   ♦ Provide  handouts  and  screencast  tutorials  for  students  and  faculty  at:     ♦ Previously  made  extensive  use  of  WebCT  and  CULearn  for  delivery  of  course  materials  and   communication  with  students  in  both  classroom  and  online  sections     PROFESSIONAL  SERVICE     PWR  Digital  Composition  Coordinator    2010-­‐2012   ♦ Adapted  national  standards  for  the  pedagogy  and  practice  of  writing  in  digital  environments  within   the  field  of  Rhetoric  and  Composition  to  meet  the  needs  of  the  PWR   ♦ Made  recommendations  regarding  the  integration  of  digital  literacy  into  PWR  curricular  goals,  hiring   and  reappointment  criteria,  and  mission  statement   ♦ Determined  digital  literacy  needs  of  faculty  and  provided  opportunities  for  professional  development   in  the  form  of  workshops  and  individual  mentoring   ♦ Designed  and  maintained  network  of  blogs  for  PWR  faculty,  committees,  and  special  interest  groups,   including  the  PWR  Teaching  Writing  with  Technology  blog  -­‐      
  • Goodloe  -­‐  CV   PWR  Technology  Mentor     2002-­‐present   ♦ Maintain  web  sites  with  digital  writing  resources  for  students  and  faculty   ♦ Lead  or  co-­‐lead  workshops  on  teaching  with  digital  composition  tools             ♦ Provide  individual  mentoring  to  colleagues                                 ♦ Maintained  web  site  with  resources  for  WRTG  3040  instructors            2002-­‐2005   PWR  Committee  Service   ♦ Digital  Composition,  Member   ♦ Digital  Composition,  Chair   ♦ Program     ♦ Upper-­‐Division  Arts  &  Sciences  /  Professional  Writing                   ♦ UWRP  Teaching  with  Technology   2008-­‐present   2010-­‐2012   2005-­‐2008   2002-­‐2005     2000-­‐2001     Honors  Thesis  Committee  Member  for  CU  Boulder  Students   Lindsey  Tagen  (Women’s  Studies)   Anna  Mayer  (Dance)   Jessa  Kumar  (Sociology)   2013   2011   2010     PRESENTATIONS  &  WORKSHOPS     “Digital  Composition:  Tips  and  Approaches”   Presentation  delivered  at  the  Emory  University  Symposium  on  Digital  Publication,   Undergraduate  Research,  and  Writing,  in  Atlanta  GA   January  2013   “Using  Screencasts  for  Course  Materials  and  Student  Feedback”   Two-­‐hour  presentation  and  mini-­‐workshop  at  the  Colorado  Teaching  and  Learning  with   Technology  (COLTT)  conference  at  CU  Boulder   August  2012   “The  Pedagogy  and  Practice  of  Digital  Storytelling”   Three-­‐day  workshop  for  PWR  and  Naropa  faculty,  held  at  CU  Boulder   August  2012   “Digital  Storytelling  for  K-­‐12  Educators”   Two-­‐hour  workshop  for  the  Association  of  Independent  School  Librarians  in  Denver    March  2012     “Introduction  to  Digital  Storytelling  in  Higher  Education”   Hour-­‐long  presentation  for  the  Norlin  Learner’s  Lunch  series  at  CU  Boulder   March  2012   “Digital  Composition  Workshop  “   Week-­‐long  workshop  for  PWR  faculty  at  CU  Boulder   August  2011     "Engaging  Our  Students  (and  Ourselves)  Through  Digital  Storytelling"   Two-­‐hour  presentation  and  mini-­‐workshop  at  the  Colorado  Teaching  and  Learning  with   Technology  (COLTT)  conference  at  CU  Boulder   August  2011     PROFESSIONAL  DEVELOPMENT     Digital  Storytelling  Workshop,  Center  for  Digital  Storytelling,  Lyons  CO   Participated  in  3-­‐day  workshop   June  2012     Digital  Media  and  Composition  Institute  (DMAC),  at  Ohio  State  University   Participated  in  2-­‐week  workshop                               June  2011     Faculty  Teaching  Excellence  Program  (FTEP)  Summer  Institute:  Increasing  Student   Engagement  and  Creating  Learning  Communities  Using  Web  2.0,  CU  Boulder   Participated  in  week-­‐long  workshop;  Guest  presenter  on  Teaching  with  Wikis                                   May  2010  
  • Goodloe  -­‐  CV   Surveying  the  Terrain  of  Rhetoric  &  Composition:  PWR  Summer  Institute,  CU  Boulder   Participated  in  10-­‐day  workshop;  Guest  presenter  on  Digital  Storytelling   May  2010           WEB  &  DIGITAL  MEDIA  SKILLS     Web  Design   ♦ Experience  managing  web  sites  under  my  own  domain  names  since  1994   ♦ Experience  using  the  full  version  of  Wordpress  Multi-­‐Site  for  web  publishing,  with  custom  edits  to   CSS  files  and  PHP  templates  for  themes  and  plugins   ◊ Applications:    Espresso,  CSSEdit,  TextWrangler,  Adobe  Dreamweaver   ♦ Installed  and  managed  PHP-­‐driven  wikis  using  DokuWiki  on  my  own  domain  names     Digital  Media  Composition   ♦ Desktop  applications:    iMovie,  GarageBand,  Audacity,  Screenflow,  Camtasia,  Pixelmator,  Adobe   Photoshop,  Apple  Keynote,  PowerPoint,  Final  Cut  Pro  X   ♦ Some  experience  with  both  versions  of  Windows  MovieMaker     INTERVIEWS  &  PROFILES     Featured  in:  "Storytelling  in  a  Digital  World,"  by  a  staff  writer  for  the  Arts    &  Sciences  Support  of  Education   Through  Technology  (ASSETT)  at  CU  Boulder,  2012­‐in-­‐a-­‐digital-­‐world/     Featured  in  interviews  and  profiles  that  focused  on  pioneering  work  for  women  online  in  the  1990’s:     Profile:  Nina  Wakeford.  “Cyberqueer.”    The  Cybercultures  Reader.    Eds.  David  Bell  and  Barbara  M.  Kennedy.     London:  Routledge,  2000.  403-­‐415.     Profile:  Nina  Wakeford.  “Urban  Culture  for  Virtual  Bodies:  Comments  on   Lesbian  ‘Identity’  and  ‘Community’  in  San  Francisco  Bay  Area   Cyberspace.”  New  Frontiers  of  Space,  Bodies  and  Gender.    Ed.  Rosa   Ainley.    London:  Routledge,  1998.  176-­‐190.     "Wiring  West  Coast  Women.”  Interview  by  Crystal  Kile  and  Laurel  Gilbert.   Surfergrrrls.  Seattle,  WA:  Seal  Press,  1996.    207-­‐214.     “Women  on  the  Web.”    Interview  by  Jane  Wither.    Net  Café.  PBS.  KTEH,  San   Francisco.  1996.    Television.     “  and  Women  Online:  Meet  Amy  Goodloe.”    Interview    by  Rye  Senjen  and  Jane  Guthrey.  The   Internet  for  Women.  Melbourne,  Australia:  Spinifex  Press,  1996.  35-­‐37.     PUBLICATIONS     Web  –  2000’s   Digital  Writing  101:  Responding  to  the  Changing  Nature  of  Literacy   • Articles  and  presentations  for  educators  interested  in  digital  literacy  and  writing  instruction  
  • Goodloe  -­‐  CV   Web  -­‐  1990’s   The  following  academic  essays  originally  appeared  on  in  the  mid-­‐nineties  and  were  picked  up  by  a   number  of  academic  indexes.    More  than  10,000  unique  visitors  have  accessed  the  first  two  papers,  which  are   now  available  on   ♦ Lesbian  Identity  and  the  Politics  of  Butch-­‐Femme  Roles,  1993   ♦ Lesbian-­‐Feminism  and  Queer  Theory:  Another  Battle  of  the  Sexes?,  1994   ♦ Choice,  Biology  and  the  Causes  of  Homosexuality,  1994   ♦ Language,  Power  and  the  Politics  of  Freshman  English,  1994     Print   Goodloe,  Amy.    “Lesbian  Lives,  Connected  Lives:  Lesbian  Resources  on  the  Internet.”  The  Women's  Guide  to   the  Wired  World.  Ed.  Shana  Penn.  NY:  Feminist  Press,  1997.  223-­‐235.   ______.    “Lesbian  Computer  Networks  and  Services.”  Encyclopedia  of  Homosexuality,  2nd  ed.  Volume  I:   Lesbian  Histories  and  Cultures.  Ed.  Bonnie  Zimmerman.  NY:  Garland,  1997.   CONFERENCE  PAPERS   “The  Role  of  Gender  in  Medieval  Models  of  Contemplation:  Sawles  Warde  and  The  Cloud  of   Unknowing.”  Center  for  Medieval  &  Renaissance  Studies,  SUNY  Binghamton.   1992   EDUCATION       Virginia  Polytechnic  Institute  and  State  University,  Blacksburg  VA   1993   M.A.,  English  Literature.    GPA  4.0     Thesis:  My  Lover,  My  God:  The  Role  of  Gender  in  the  Mystical  Theology  of  The  Cloud  of  Unknowing     University  of  Virginia,  Charlottesville  VA   1991   M.Ed.,  English  Education.  GPA  3.87       Agnes  Scott  College,  Decatur  GA 1989   B.A.,  English  Literature.     Honors:  Dana  Scholar  1989;  Dean’s  List  1989;  Honor  List  1986-­‐88       BUSINESS  OWNERSHIP     Women  Online  Computer  Consulting,  San  Francisco  CA       1994-­‐1998   ♦ Owned  and  managed  all  aspects  of  business   ♦ Offered  private  consultations  and  troubleshooting  for  Macintosh  computers   ♦ Taught  courses  in  computer  skills,  internet  applications,  and  web  design   ♦ Designed  web  sites  for  LGBT  non-­‐profits  and  women-­‐owned  businesses  (non-­‐profit),  San  Francisco  CA  and  Longmont  CO     1995-­‐present   ♦ Owned  and  maintained  the  first  comprehensive  collection  of  lesbian   resources  on  the  web,  including  articles,  annotated  links,  email   discussion  lists,  and  discussion  forums       ♦ Hosted  and  developed  web  sites  for  lesbian  non-­‐profits   ♦ Published  and  edited  Sapphic  Ink,  a  quarterly  lesbian  literary  journal   on  the  web   ♦ Supervised  interns  as  they  assisted  with  web  site  management   ♦ Currently  under  redevelopment  (possibly  for  use  by  WRTG  3020   and/or  LGBT  students)