1. 1
Curriculum Vitae
John L. Holland
- Department of English, Composition Program, San Francisco State University, San
Francisco CA 94132
- Cell Phone: 415–279–0400
- Email: holland@sfsu.edu
Education
- Master of Arts, English, 2001, San Francisco State University
- Certificate in the Teaching of Post-Secondary Reading, 2001, San Francisco State
University
- Certificate in the Teaching of Composition, 2001, San Francisco State University
- Master of Science, Curriculum and Instruction, 1987, University of Oregon, Eugene,
Oregon
- Master of Arts, Psychology (School Psychology), 1981, Humboldt State University,
Arcata, CA .
- Bachelor of Arts, Psychology, (Philosophy Minor), 1979, Humboldt State University,
Arcata, CA
Teaching Experience
- Current Position: Lecturer, San Francisco State University, San Francisco, CA. 2001-
present (part-time until 2013; full-time at present).

2. 2
Courses Taught in the Composition Program
2008 - Present
- English 114 (First Year Composition)
- English 214 (Second Year Composition)
- English 414 (Elements of Writing)
Course Taught in Undergraduate General Education
- English 418 (Grammar for Writers)
Courses Taught in the Composition for Multilingual Students Program
2001 - 2008
- English 209 (First Year Composition for Multilingual Students)
- English 212 (Advanced Grammar for Composition)
- English 310 (Second Year Composition for Multilingual Students)
- English 312 (Grammar/Editing Workshop for Multilingual Students)
- English 410 (Elements of Writing for Multilingual Students)
Courses Taught in the College of Extended Learning
2001 - 2002
- Writing for Graduate Students in the Sciences.
Related Teaching Experience
2006 - 2007
- Instructor, English for Academic Purposes, Institute for International Students, City
College of San Francisco.
- Taught classes in communication, grammar, film interpretation, and TOEFL
preparation.
1999 - 2001

3. 3
- English Instructor, American Language Institute, San Francisco State University.
- Taught upper intermediate level courses in reading & writing, grammar for
written expression (proofreading skills), and short stories.
- Conducted conferences with writing students and responded to student writ-
ing.
- Taught intermediate level oral communication & listening courses.
- Taught lower intermediate and intermediate grammar courses.
- Mentored and supervised new teachers as a senior teacher for two semes-
ters.
- Writing Tutor. English Teaching Center, San Francisco State University.
- Writing and Grammar Tutor, Learning Assistance Center (LAC) San Fran-
cisco State University. Taught a grammar workshop to long-term immigrant
students enrolled in developmental writing courses.
- English Teacher, American University Alumni (AUA), Bangkok, Thailand, 1992–
1998.
- Taught reading, writing, grammar and basic conversation courses.- Trained
newly hired teachers in a three day orientation program.
- Coached new teachers during their first term of work.
- Trained non-native K–12 teachers in classroom techniques in a twice yearly,
week-long workshop sponsored by the Thai Ministry of Education.
- Director of Studies for Business English Courses, Inlingua Language Schools,
Bangkok, Thailand.
Other Teaching Experience
- Graduate Teaching Assistant, University of Oregon, 1987. Taught courses in the use
of visual design and media use to teachers in training.
Conference Presentations
- “The Cycle of Peer Feedback and Revision in a Hybrid Composition Course.” CCCC,
Houston, Texas, April, 2016).
- “Sustained Content Meets Fast Food Nation.” CATESOL, Pasadena, California. April,
2003.

4. 4
- “Designing Group-work to Enhance Reading Comprehension.” Thai TESOL. Chiang
Mai, Thailand. January, 2002.
- “What Do You Do with the Lexical Approach?” CATESOL. Ontario, California.
Spring, 2001.
- “How to Design Effective Group Work in a Composition or Reading Class.” English
715, SFSU composition department guest presentation. Spring, 2001.
- “Error Correction in a Process Writing Classroom.” American Alumni University.
Bangkok, Thailand. 1999.
- “How to Improve Your Board Work.” Thai Ministry of Education Teacher Training
Seminar. Bangkok, Thailand. 1996 and 1997.
Conferences/Symposiums Attended
- CCCC National Conference, Presenter, Houston, Texas, to be held April, 2016.
- UC Berkeley Symposium on Multilingual Student Writers, Berkeley, CA, Responding
to Student Writing, by Dana Ferris, October, 2006.
- UC Berkeley Summer Institute, Corpus Grammar and Vocabulary, by Douglas Biber,
July, 2005.
- UC Berkeley Symposium on Multilingual Student Writers, Berkeley, CA, Working
with Generation 1.5 Student Writers in our College Classrooms, February, 2005.
- CCCC National Conference, San Francisco. March, 2004.
- CATESOL State Conference Presenter, Pasadena, California, April, 2003.
- CATESOL State Conference, San Francisco, California, Member of the Conference
Organizing Committee: Audio-Visual Multimedia Coordinator, March, 2002.
- Thai TESOL, Presenter, Chaing Mai, Thailand, January, 2002.
- Thai TESOL, Bangkok, Thailand, January, 2001.
- CATESOL, Presenter, Ontario, California, April, 2001.
- CATESOL, Sacramento, California, April, 2000.
- TESOL National Conference, Vancouver, British Columbia, Canada, March, 2000.
Invited Presentations or Workshops
- Invited Speaker to SFSU campus events 2015-2016

5. 5
- WAC/WID Campus Roundtable, San Francisco State University, April 25,
2016. The workshop, titled "More Feedback Faster" The workshop presents
a model used in a Hybrid Second Year Composition course that segments a
semester-long research project into smaller, scaffolded chunks. This model
facilitates frequent opportunites for peer feedback, instructor feedback, and
revision of student writing.
- Graduate Council, San Francisco State University, February 4, 2016. The
Cycle of Peer Feedback and Revision in a Hybrid Course presents how the
Eli Review web tool has transformed feedback in a hybrid online writing
course.
- Faculty Retreat, San Francisco State University, January 25, 2016. The Cy-
cle of Peer Feedback and Revision in a Hybrid Course presents how the Eli
Review web tool has transformed feedback in a hybrid online writing
course.
- Invited speaker to English 704, San Francisco State University, April 21, 2016 to
graduate students on my work with Eli Review, Peer Feedback and Revision.
- Invited speaker in English 710 graduate courses. Presented on Connecting Reading
and Writing in Multilingual Courses. (2010–2011)
- Invited speaker in TESOL graduate course on Technology in TESOL, speaking on
Peer Feedback and Revision in an online environment. (Fall, 2015)
- Academic Technology Workshop Presenter. In 2012 I became a faculty presenter, with
topics ranging from assessment, feedback and student accountability, design and orga-
nization of an iLearn course, creating online rubrics, and facilitating student engage-
ment. I presented at three workshops in 2012, two workshops in 2013, four work-
shops in 2014, and three workshops in 2015.(2012 - present; ongoing)
Curricular Innovations
- Redesigned the second year composition course for multilingual students with a focus
on the reading-writing connection. Taught the course for six years. (2002 - 2008)
- Co-designed Grammar for Writers Workshop to support multilingual students in their
composition courses. Taught the workshop for two years (2006 - 2008).
- Redesigned English 418 (Grammar for Writers) to shift focus to include stylistic con-
cerns and a rhetorical grammar emphasis. Taught the class from 2014 to the present.

6. 6
- Co-developed a redesign of English 214 with a curricular emphasis on writing in the
digital age. Course redesign includes a transition from traditional face-to-face instruc-
tion to a hybrid online format.
- Adopted Eli Review, an online Peer Feedback Scaffold. I have used Eli Review to sig-
nificantly improve engagement of students in my online writing courses. I have col-
lected data from students at the end of each semester, the results of which support its
use in our hybrid courses. I have presented the Eli Review scaffold at faculty work-
shops, to other instructors informally, and mentored those who have decided to imple-
ment this tool in their own practice.
- Designed a rubric to assess engagement in weekly online peer feedback activities in
collaboration with the Eli Review Development Team.
Service to the Discipline of Composition and Pedagogy
- Engaged in regular consultations with the developers of Eli Review at Michigan State
University, the online peer feedback scaffold. We hold frequent video conferences in
which I provide formative feedback on the strengths and drawbacks of this peer feed-
back tool. They have implemented numerous changes in response to the suggestions
that I have made over the past year.
- Ongoing mentoring of teachers on our campus who have begun to use Eli Review for
peer feedback and revision activities.
Service to the Department
- Affordable Instructional Materials Project. From April, 2015 to August, 2015, I served
as project manager in a successful effort to bring a printed Guide To First Year Com-
position to a fully online and interactive resource embedded in the iLearn course of all
incoming Freshmen. Funded under the Affordable Instructional Materials Grant.
- Mentored lecturers during the semester they are teaching the redesigned hybrid course
(spring, 2016).
- Served as a lecturer representative to observe new lecturers, provide feedback and
write a report presented to the hiring committee (spring, 2015).
- Coordinator of English 310 courses (2006 - 2008).

7. 7
Service to the University
- Quality Online Teaching. In 2014 I attended both the beginning and advanced Acade-
mic Technology workshops to learn the CSU rubric for Faculty and Peer Assessment
of online courses. In 2015, I was selected as a Faculty Ambassador to serve as a men-
tor to faculty across the campus who seek to create quality online courses (2015 -
present).
- While teaching in the Composition for Multilingual Students Program, I served as co-
ordinator of an undergraduate composition course (English 310), oriented and men-
tored new teachers to the program, and mentored Graduate Teaching Assistants in my
classes.
Related Work Experience in Education
- Psychoeducational Assessment, San Francisco Unified School District San Francisco,
California. 1998-June, 2014 (part-time); 1990–1991; 1993; 1984–1986; Lodi Unified
School District 1981–1984.
- Provided counseling, instruction, and mentoring for students struggling with
social, emotional, and behavioral problems.
- Collaborated with teachers and administrators to increase achievement by
assessing barriers to learning and determining optimal instructional strate-
gies and accommodations.
- Conducted psychoeducational evaluations of students facing academic bar-
riers to learning. For twelve years, prior to retiring from that profession, I
provided periodic evaluations (triennial) of secondary students to document
their specific learning disabilities and to suggest accommodations that could
help them resolve academic barriers in preparation for the world of work
and entry into higher education.
- Collected and analyzed data related to school improvement, student out-
comes, and accountability requirements.
- Served on my school district’s leadership team. In this capacity, organized
professional development for a staff of forty-five assessors, participated on
hiring committees, developed a small group mentoring model of staff sup-
port, and designed a small group case study model for assessment personnel
involved in complex assessments of children facing behavioral and emo-
tional challenges.

8. 8
- Converted the overall department management system from one based upon
paper files to a computer based management and internal communication
system.
- Trained both certificated employees and clerical staff in techniques and
strategies of new information management systems.
Other Work Experience
- Technical Writer Portland, Oregon, 1988–1989.
- Wrote and edited legal and technical documents for an employee benefits
consulting firm.