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NANCY L BORER CV
- 1. NANCY L. BORERCURRICULUM VITAE 7846 Westcroft Drive Sylvania, OH 43560 (419) 343-8987 (day and evening) Email: nancyborer@gmail.com OBJECTIVE As a productive and thoughtful addition to a well-supported team that fosters positive interpersonal communication among staff and clients, my goal is to successfully apply my education and management experiences along with a communications background to achieve daily goals. AREAS OF SPECIALIZATION English Grammar, Composition, and Literature American Literature Language Arts Educator Training AREAS OF COMPETENCE English Language Parts of Speech, Sentence Construction, and Sentence Dissection The Writing Process 20th Century American Literature Pathwise Level 1 Assessment EDUCATION International Tutoring Association, Claremont, California Tutor Certification Training, 2011 University of La Verne, La Verne, California Continuing Education Coursework, 2006 Walden University, Baltimore, Maryland Continuing Education Coursework, 2006 The University of Toledo, Toledo, Ohio College of Education, M.Ed. in Secondary Education, 2004 Miami University, Oxford, Ohio College of Arts and Sciences, B.A. in Communication, 1995 CV_n_borer, p. 1 of 7
- 2. HONORS The University ofToledo Dr. Mary Jo Henning Scholarship, 2000-2001 Philip J. Rusche Emeriti Faculty Scholarship, 2000-2001 Philip J. Rusche Emeriti Faculty Scholarship, 2001-2002 CV_n_borer, p. 2 of 7
- 3. MASTER’S PROJECT Title Using MulticulturalEducation as a Means of Reducing Stereotypes and Prejudice Abstract Multicultural education is an instructional discipline that validates the experiences and achievements of subordinate social groups in the United States. With America’s white, male, Western-European social group being the positive pole against which all other cultures are measured, subordinate social groups in this country have been historically ignored in the public school system. As a remedy to historical oversights and as a means of benefiting America’s mainstream and subordinate social groups, comprehensive integration of multicultural education coupled with district-wide curricula development excluding Anglo-centric textbooks is imperative. In the absence of district-wide support for such comprehensive educational changes, a more concentrated integration of multicultural education coupled with curriculum development within singular classrooms that excludes Anglo-centric textbooks is an important first step that not only helps to facilitate comprehensive integration but also benefits all children regardless of ethnic, racial, gender, or exceptional status. The focus of this project is a Language Arts unit with a more concentrated integration of multicultural education focusing on reducing stereotypes and prejudice in the classroom. The unit helps to facilitate comprehensive integration by using an across-the-curriculum approach that supports the Language Arts component. Advisors Dr. Virginia L. Keil, Associate Dean of Undergraduate Programs & Director of Teacher Education (First Reader) Dr. Jenny Denyer, Assistant Professor, Department of Curriculum and Instruction (Second Reader) EXPERIENCE 2007 – 2016 ACT/SAT Test Prep Tutor, Huntington Learning Center Responsibilities consist of meeting with students one-on-one for two hours at a time with the goal of familiarizing them with the ACT or SAT college entrance exam and better preparing them as test takers and English students alike. By using a structured text, I explain rules of grammar and composition, encourage students to practice with English and Reading test categories and question types by using ACT- or SAT-formatted questions, and supplement students’ instruction with content-specific exercises on those occasions when their diagnostic scores indicate the need for additional instruction in grammar, punctuation, or reading comprehension. 2009 – 2013 Writing Tutor, The Writing Center, Owens Community College Responsibilities include working with students who are having difficulty with a writing assignment, guiding students through the writing process, identifying structural or grammatical mistakes, encouraging students to make improvements to their own work based on identified mistakes, and completing necessary paperwork to document the session. Skills exemplified during tutoring sessions include applying Standard American English and using the Socratic Method to help writers make corrections to their papers. CV_n_borer, p. 3 of 7
- 4. 1999 – 2001Graduate Assistant, College of Education, The University of Toledo Working in the Office of Student Field Experience, an office responsible for the placement of education students in surrounding school districts for both the methods and student teaching experiences, I assisted the Associate and Assistant Directors as well as the Director. Involvement with the BTMI (Beginning Teachers Masters Initiative) program brought about responsibilities such as packaging information, proofreading outgoing materials, delivering completed application packets to school districts, answering questions from students who were either already in the program or interested in applying to the program, and working with the office computer system to track the academic progress of the participants. 1995 – 1999 English as a Second Language (ESL) Tutor, Self-employed Responsibilities included assisting well-established English speaking Japanese children with their American studies and working one-on-one with younger, less fluent Japanese students to teach them English vocabulary and conversation skills. Skills exemplified in tutoring sessions revolved around knowledge of American elementary and high school curriculum as well as Japanese culture. TEACHING EXPERIENCE Lecturer Owens Community College ENG 111: Composition I Spring semester 2014 ENG 091: Intro to College Writing ENG 111: Composition I Fall semester 2013 ENG 111: Composition I Summer semester 2013 ENG 090: The Writing Process ENG 111: Composition I Spring semester 2013 ENG 091: Intro to College Writing Fall semester 2012 ENG 091: Intro to College Writing Summer semester 2012 ENG 090: The Writing Process ENG 091: Intro to College Writing Spring semester 2012 ENG 090: The Writing Process ENG 091: Intro to College Writing Fall semester 2011 ENG 091: Intro to College Writing Summer semester 2011 ENG 090: The Writing Process ENG 091: Intro to College Writing Spring semester 2011 ENG 090: The Writing Process ENG 091: Intro to College Writing Fall semester 2010 ENG 090: The Writing Process ENG 091: Intro to College Writing Summer semester 2010 ENG 090: The Writing Process Spring semester 2010 CV_n_borer, p. 4 of 7
- 5. ENG 091: Introto College Writing ENG 091: Intro to College Writing Fall semester 2009 ENG 091: Intro to College Writing Summer semester 2009 ENG 090: The Writing Process ENG 091: Intro to College Writing Spring semester 2009 ENG 090: The Writing Process ENG 091: Intro to College Writing Fall semester 2008 ENG 090: The Writing Process Summer semester 2008 ENG 090: The Writing Process Spring semester 2008 Mentor Bowling Green State University EDTL 4710: English Methods EDTL 4970: Student Teaching Spring semester 2008 EDTL 4710: English Methods EDTL 4970: Student Teaching Fall semester 2007 Lecturer Owens Community College ENG 090: The Writing Process Fall semester 2007 Teacher Sylvania Consolidated Schools High School English Spring 2007 High School English Fall 2006 High School English Spring 2006 High School English Fall 2005 Teacher Swanton Local Schools High School English Spring 2004 Fall 2003 Spring 2003 Fall 2002 CV_n_borer, p. 5 of 7
- 6. PROFESSIONAL ACTIVITIES ANDMEMBERSHIPS Grievance Committee, Swanton Local Schools, 2003 – 2004 Served as the Secretary of the Grievance Committee and worked closely with the President of Swanton’s Teacher’s Union and OEA representative for Swanton Local Schools Contract Negotiation Committee, Swanton Local Schools, 2003 – 2004 Served as the Secretary of the Contract Negotiation Committee and worked closely with the President of Swanton’s Teachers’ Union, the OEA representative for Swanton Local Schools, and the Superintendent for Swanton Local Schools in the development of a new contract for teachers Diversity Initiative Committee, Swanton Local Schools, 2002 – 2003 With the help of public speakers who advised committee members on certain educational activities that would address diversity, administrators, faculty, and staff from across the district discussed the level of intolerance among students and adults and the means of correcting said problems given a predominantly Caucasian student body and faculty/staff population. GRADUATE COURSEWORK AND SEMINARS (* audit) Education Adolescent Behavior and Development Alternative Approaches to Discipline Content Area Literature—Elementary Educational Testing and Grading Helping Students Become Self-Directed Learners Instructional Strategies Issues in Special Education Middle/Junior High Curriculum Modern Educational Controversies Secondary Education English/Communications Selection and Use of Instructional Materials Teaching Methods: Secondary English English American Romanticism British Fiction: 18th Century Critical Approaches to Literature Early 20th Century American Poetry Early English Literature Issues in Linguistics, Writing, and Grammar Linguistic Principles Literature for Young Adults Modern Drama Multicultural Literature* Punctilious Punctuation Shakespeare I CV_n_borer, p. 6 of 7
- 7. PROFESSIONAL LICENSES/CERTIFICATES International TutorCertificate Certificate of Pathwise Level I Training PROFESSIONAL REFERENCES Ellen Sorg Chair, English Department, Owens Community College Ed Zarnick Director, Huntington Learning Center CV_n_borer, p. 7 of 7