Your SlideShare is downloading. ×
Palmore cv june 2013
Palmore cv june 2013
Palmore cv june 2013
Palmore cv june 2013
Palmore cv june 2013
Palmore cv june 2013
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Palmore cv june 2013

695

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
695
On Slideshare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Kim J. PalmoreDe Anza College, Cupertino21250 Stevens Creek Blvd. ▪ Cupertino, CA 95014408-674-3005Email: Palmorekim@fhda.eduEducationPh.D. University of California, RiversideEnglish, June 2010Playing and Passing: Identity Expression and the Destabilization of GenderConstructionGeorge Haggerty (chair), Kim Devlin, and Steven AxelrodMA California State University, Long BeachEnglish, May 2003BA California State University, Long BeachEnglish, December 2000AA Long Beach City College, Long BeachLiberal Arts, May 1998Awards/Honors/FellowshipsKristine M. Scarano Memorial Endowed Scholarship 2009Award based on academic achievement and commitment to peace, social justice, and feminist concernsProlit: PhD Programme in Literature, Scholarship: Fiction +Reality. Resisting Texts. 2008Full support for a one-month international book project. One of ten chosen from a world-wide callLudwig-Maximilians-Universität. Munich, Germany.Eugene Cota Robles Award: Fellowship at University of California at Riverside 2004-2008This elite, four-year fellowship package is based on diversity, high potential and promise, and a desire topursue an academic career in teaching.Graduate Dean’s List of University Scholars and Artists 2003Awarded to only three graduating Master’s students in the HumanitiesOutstanding Comprehensive Exam 2003The Isabelle McCaffrey Horn Memorial Scholarship: Fiction Award 2003University competition for short fictionSumma Cum Laude 2000Awarded for a cumulative 4.0 GPACurrent EmploymentDe Anza College, Cupertino: Department of EnglishInstructor: Winter 2012- PresentPreparatory Reading and Writing Skills (EWRT 211)This 5 unit course focuses on development of abilities necessary for college level reading andessay writing. Emphasis is on writing in response to critical questions about assigned readings.Reading and Composition (EWRT 1A)This five unit course serves as an introduction to academic reading and writing. Closeexamination of a variety of texts (personal, popular, literary, professional, academic) fromculturally diverse traditions. Practice in common rhetorical strategies used in academic writing.
  • 2. Palmore 2Composition of clear, well-organized, and well-developed essays, with varying purposes anddiffering audiences, from personal to academic.Reading, Writing, and Research (EWRT 1B)This five unit course focuses on development of analytical, comparative skills in reading andwriting. Academic (interpretive, analytical, argumentative) writing based largely on reading ofliterary/imaginative texts linked by a common theme or issue. Outside research leading toanalysis, comparison, and synthesis in documented research paper.Critical Reading, Writing, and Thinking (EWRT 2)EWRT 2 is a five unit, transfer level writing course designed to prepare students for research andargumentation. Students will study the principles of argumentation, such as the logical structureof arguments, how to use evidence effectively, and how to move an audience, and they willpractice generating, structuring, and supporting their own arguments through guided practice andformal writing projects.Creative Writing (EWRT 30)This four unit class introduces writers to fiction, poetry, drama, and creative non-fiction, thoroughboth critical analysis and intensive practice.Major American Writers: 1914- Present (ELIT 48C)This four unit course focuses on the reading and critical analysis of representative works by majorwriters such as Faulkner, Hemingway, Hurston, Morrison, Fitzgerald, Hughes, Wright, Ellison,Williams, Cisneros, Stevens, Sexton, Eliot, Vonnegut, Pynchon, O’Connor, Plath, Carver,Wilson, and O’Neill.Previous Teaching ExperienceCalifornia State University, Long Beach: Department of EnglishInstructor: Fall 2003-Fall 2009Basic Writing Skills (English 001)A pre-baccalaureate course for students not quite prepared for freshman English. Basic course inwriting, offering intensive practice in every stage of writing process. Writing strategies at thelevel of word, sentence and paragraph. Methods for developing and organizing ideas in coherentessays. Conventional mechanics, spelling, and grammar.English Composition (English 100)A required composition course. Writing, revising, and editing non-fiction prose, with emphasis onexposition and argument. Critical reading strategies for research. Satisfies the baccalaureatedegree requirement for one course in written composition in English.American Ethnic Literature (English 375)Upper Division: study of texts that demonstrate the diversity and perspective of various ethnicauthors. Themed with a “passing” motif, this course emphasized the dual nature of the passingconcept as both a reinforcer and destabilizer of social constructions.Modern Drama (398)Upper Division: Continental, English, and American drama from Ibsen to the present.20thCentury British Literature (457/557)Upper Division: Prose and poetry of Shaw, Conrad, Yeats, Lawrence, Joyce, Woolf, and othersemphasizing artistic experimentation and the development of modern value systems.Seminar in British Literature (659)Graduate Level: Intensive studies in English literature from about 1900 to the present. Authorswhose work may be included in this course include Woolf, Forster, Conrad, Joyce, Lawrence, andShaw.University of California, RiversideAssistant Director, Composition Program, Fall 2006-Spring 2007
  • 3. Palmore 3Worked closely with Professor Rise Axelrod, the director of UCR’s first-year CompositionProgram. Mentored graduate student teaching instructors in various approaches to teachingintroductory writing courses. Lectured on syllabus building, time management skills, gradingmethods and policies, daily lesson plans, and essay assignments. Presented workshops to showthe benefits of incorporating technology, like Blackboard, into the classroom.English 301 Introduction to the Teaching of EnglishFlexible program of meetings and workshops specifically devoted to orienting apprentices andtransfer TAs to the writing program at UC Riverside. Individual and group conferences.Concentrates on the problem of organizing and teaching ENGL 001A, ENGL 001B, and ENGL001C or its equivalent.ENGL 302 Teaching PracticumFlexible program of meetings and conferences on the problems and techniques of writinginstruction most pertinent to Basic Writing or to ENGL 001.Teaching Associate, English Composition, Fall 2005-Spring 2007 and Fall 2008-Spring 2009English 4 (English Writing-Developmental Composition)Covered ground rules of academic inquiry and exchange in English writing. Focused on criticalreading of assigned texts, organizing essays, honing syntax, and asking and answering academicquestions. Used the online system Blackboard to communicate with my students, to post coursematerials, and to have students post sections or early drafts of their work in progress.English 1A (Beginning Composition)Introduced students to the strategies of personal writing in a multicultural context.English 1B (Intermediate Composition)Emphasized the transition from personal to public writing in a multicultural context.Teaching Associate, Winter 200720thCentury American Literature (English 32)Designed lesson plans for and taught three discussion sections for lecture course. Wrote andgraded essay assignments. Used Blackboard to stimulate discussion by having students post aquestion about the text and then hypothesize an answer. Students worked on their own entriesand added to others’ comments.Administrative ExperienceUniversity of California, RiversideDirector, Professional Development, Graduate Division, July 2010 to January 2012Create and develop programs that contribute to the professionalization of the graduate students atUCR. Direct the GradPREP program, which includes a long-standing Teaching AssistantDevelopment Program and multiple two-year old programs: Graduate Student Mentoring, EnglishLanguage Development, and University Teaching Certification. Opened both a new GraduateStudent Writing Center and a Graduate Student Resource Center in 2011. Supervise 6 GradPREPcoordinators and 22 graduate student mentors; Oversee 60 incoming mentees and 800+University TAs. Other responsibilities include grant writing, grant management, websitedevelopment, event planning, staff, faculty, and student coordination, and project presentations.Teaching Assistant Development Program, Coordinator, August 2009-July 2010Provided various levels of training for UCR’s 800+ Teaching Assistants. Mentored instructors,Supervised mentor TAs, organized instruction orientations, managed workshops, and counseledTA mentors in their various interactions with TAs. Accomplishments: revitalized a stagnantprogram, turning it into a vibrant department within the Graduate Division. For more about thisprogram, please see the website at www.tadp.ucr.edu
  • 4. Palmore 4Scholarly DevelopmentPublications“Subversive Ruptures in Time: The Liberation of Gender in Virginia Woolf’s Orlando.”Resisting Texts: Exploring Positions in a Complex Relationship. Eds Brigitte Rath and StefanSchukowski: Munich, Germany: Meidenbauer, 2011.Work Submitted“Transgender Articulations in Hall, Kane, and Feinberg.” Journal of Lesbian and Gay Studies.Under review.Work in Progress“Professionalizing First-Generation Graduate Students: Issues, Approaches, and Solutions.”Guest Speaker“Adjusting Projects and Capturing Results: UCR’s Graduate Mentoring Program.” FIPSE ProjectDirectors Conference. Washington D.C. December 2010.“Rap Music, Gender Codes, and Cultural Oppression.” Phillips Graduate Institute: Encino CA.September 2003.Chaired PanelsPresiding Officer. “Teaching with Technology and the Internet.” Pacific Ancient and ModernLanguage Association. 111th Annual Conference of the Pacific Ancient and Modern LanguageAssociation. Bahia Resort Hotel, San Diego CA. November 2013.Presiding Officer. "Gay and Lesbian Literature." Pacific Ancient and Modern LanguageAssociation: Chaminade University, Honolulu, HI. November 2010.Panel Chair. “British Modernism.” Featuring four graduate students from CSULB.(Dis)junctions Conference 2008: University of California, Riverside. Riverside CA. April 2008.Conference Presentations“Subversive Ruptures in Time: The Liberation of Gender in Virginia Woolf’s Orlando.” PacificAncient and Modern Language Association. 111th Annual Conference of the Pacific Ancient andModern Language Association. Bahia Resort Hotel, San Diego CA. November 2013.“Enhancing the Classroom Experience through Technology: The Processes and Advantagesof an Online Component.” Pacific Ancient and Modern Language Association. Seattle University,Seattle. October 2012.“Mentoring for Professionalization.” Career Advising and Mentoring Conference. The UCPartnership for Faculty Equity and Diversity. University of California, Irvine. November 2011.“Mentoring First-Generation Graduate Students.” 2011 Mentoring Conference “Learning AcrossDisciplines.” The Mentoring Institute at the University of New Mexico. Albuquerque, NM.October 2011.“Nurturing the SEED: Mentoring Working-Class Students.” Working-Class Studies AssociationConference. Chicago Center for Working-Class Studies. Chicago, IL. June 2011.
  • 5. Palmore 5“Classing Queers: Heteronormativity, Culture, and Queer Conventions.” How Class WorksConference. Suny Stonybrook. Long Island, NY. June 2010.“Transgender Articulations in Sarah Kanes 4.48 Psychosis and Cleansed and in Leslie FeinbergsStone Butch Blues.” Modern Language Association. San Francisco, CA. December 2008.“My Àntonia” Western Literature Association: 41st Annual Conference: Feeling Western. BoiseState Univeristy. Boise ID. 25-28 October 2006.“Dismantling Time.” (Dis)junctions Conference: University of California, Riverside. RiversideCA. April 2006.“Fears, Jeers, and Queers: Homosexuality Constructed for the Male Gaze.” (Dis)junctionsConference: University of California, Riverside. Riverside CA. April 2005.“Clothing, Sex, Compulsory Heterosexuality and Hetero-gendered Pairings in Shakespeare’sTwelfth Night” Eleventh Annual California State University Shakespeare Symposium. CaliforniaState University, Fullerton. December, 2001.Research InterestsTwentieth Century British and American Literatures; Queer Studies; Minority, Gender, Class, andFeminist Studies; Writing and Writing Centers.Professional AffiliationsModern Language AssociationPacific Ancient and Modern Language AssociationWestern Literature AssociationWorking Class Studies AssociationProfessionalizing Instruction in CompositionAdvanced Teaching Practicum (English 302): Fall 2008; Winter, Spring, Fall 2009Teaching Composition Practicum (English 301): Fall 2005; Winter, Spring, Fall 2006; Winter2007Introduction to Teaching of English Composition (four day intensive workshop): UCR Fall 2005Directed Research: Teaching Composition (English 697): CSULB Fall 2002; Spring 2003Theories and Practices of Composition (English 535): CSULB Spring 2003Directed Studies in Composition (English 497): Individual Instruction: CSULB Spring 2001LanguagesSpanishProficiency in speaking, reading, and writingOral Communication (Spanish 314)Advanced Spanish I and II (Spanish 312/13)Cuernavaca, Mexico: Cetlalic Language Institute: three-week intensive, 2000.Salamanca/Barcelona, Spain: Don Quijote Language Institute: four-week intensive, 2001.FrenchFair in speaking, reading, and writingThe Art of Translation (French 460)Intermediate Conversation (French 214)Paris, France: Accord, Ecole de Langues: three-week intensive, 2003.
  • 6. Palmore 6Other Professional ExperienceAcademic CoachPrivate Enterprise 1999-2009Coached students from second grade through first year of college. Worked with students on bothschool projects and material beyond the traditional curriculum.Goal for program: teach critical thinking skills via reading and writing projects.Focus on literature: texts from the Early Modern period, including a full survey of Shakespeare;novels, drama, and poetry from the 18thand 19thCenturies, including Austen, Dickens, andTwain; and a full curriculum of 20thC British and American works from authors like Conrad,Joyce, Woolf, Beckett, Stoppard, Faulkner, Cather, Hemingway, Steinbeck, Williams, Miller, andAugust Wilson.General themes: racial minorities, gender, class, colonialism, and modernism.Specific topics: Utopia/Dystopia/Anti-utopia, Passing, and The American Dream.Advanced topics: Justice, Education, and Ethics and Morality via Nietzsche, Marx, Plato, Cicero,Bacon, Thoreau, King, and Woolf.Writing projects: formal poetry to creative drama to literary criticism to argumentation.College entrance: choosing schools, writing application essays, and preparing for interviews.University/Department/Professional ServiceLiterature Committee 2012-CurrentAssist in creating, organizing, and staffing literature classes at De Anza College.AGEP Summer Project for Underrepresented Minorities, Summers: 2010 and 2011Developed and facilitated a series of workshops to help 25+ incoming grad students writeessays for NSF fellowships. Read and provided feedback on those essays.SACNAS (Society for Advancement of Chicanos and Native Americans) Conferences: 2010 and2011Volunteered to work on the SACNAS conference organizing committee. Designed layout ofbooth, managed technology and communication systems, and recruited students.

×