This document provides a summary of Davis Schneiderman's extensive administrative, leadership, teaching and publishing experience. It outlines his roles as Associate Dean of the Faculty at Lake Forest College where he oversees various Chicago-focused programs. It also details his experience directing multiple grants for digital humanities and archeological projects. Schneiderman has held numerous positions at Lake Forest College including Chair of the English Department, Director of the College Press, and faculty roles. He has also published several edited collections and novels.
Elizabeth Rossman has extensive experience facilitating faculty and student engagement in online education programs. She has held director roles transitioning faculty to online teaching, developing training programs, and addressing technical and pedagogical issues. She also has experience administering supplemental instruction programs, advising students, and assessing student learning outcomes at the university level. Her skills include communication, program administration, budgeting, and training/supervising faculty and students.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
Campus-Wide Collaboration: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, part of the Bonner Foundation's 2016 New Directors Meeting, addresses the broader goals and strategies for campus-wide engagement. It provides examples of how the Bonner Program can foster and leverage collaboration with multiple departments and divisions, including Student and Academic Affairs, Career Services, Multicultural Life, Study Abroad, and others.
Community Partnerships: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting delves into the strategy for building community partnerships and positions for students. It addresses how students can engage in deep, sustained roles that build the capacity of the nonprofit, government, and school partners. It addresses planning and management roles of staff as well.
The Bonner Program - The Road Ahead: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the 2016 Bonner Foundation's New Directors Meeting provides an overview of the Bonner Program and a typical year at a glance. It includes some key frameworks and roles of the staff.
This document outlines various strategies for increasing faculty engagement in academic community engagement at institutions of higher education. These strategies include offering faculty mini-grants and professional development opportunities focused on civic engagement pedagogy. Additional strategies involve facilitating faculty learning circles, developing multi-course civic engagement sequences, and creating civic engagement certificate or minor programs. The document also discusses ways students and institutions can engage faculty, such as through student-driven independent research projects or making civic engagement a priority in tenure and promotion guidelines. The overarching goal of these strategies is to more deeply integrate civic engagement throughout institutions on a curricular level and recognize such work in faculty roles and responsibilities.
Full Version Resume for Mieko A. Ozeki Mieko Ozeki
This document is a resume for Mieko A. Ozeki summarizing her education and professional experience in sustainability. She holds two Master's degrees, one in Sustainability and Environmental Management from Harvard Extension School and one in Ecological Leadership and Education from Lesley University. Her professional experience includes roles as Program & Marketing Director at Yestermorrow Design Build School, Sustainability Projects Coordinator at University of Vermont, and other positions focused on sustainability, environmental education, and project management. She has extensive publications, presentations, and volunteer experience in the sustainability field.
Elizabeth Rossman has extensive experience facilitating faculty and student engagement in online education programs. She has held director roles transitioning faculty to online teaching, developing training programs, and addressing technical and pedagogical issues. She also has experience administering supplemental instruction programs, advising students, and assessing student learning outcomes at the university level. Her skills include communication, program administration, budgeting, and training/supervising faculty and students.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
Campus-Wide Collaboration: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, part of the Bonner Foundation's 2016 New Directors Meeting, addresses the broader goals and strategies for campus-wide engagement. It provides examples of how the Bonner Program can foster and leverage collaboration with multiple departments and divisions, including Student and Academic Affairs, Career Services, Multicultural Life, Study Abroad, and others.
Community Partnerships: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting delves into the strategy for building community partnerships and positions for students. It addresses how students can engage in deep, sustained roles that build the capacity of the nonprofit, government, and school partners. It addresses planning and management roles of staff as well.
The Bonner Program - The Road Ahead: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the 2016 Bonner Foundation's New Directors Meeting provides an overview of the Bonner Program and a typical year at a glance. It includes some key frameworks and roles of the staff.
This document outlines various strategies for increasing faculty engagement in academic community engagement at institutions of higher education. These strategies include offering faculty mini-grants and professional development opportunities focused on civic engagement pedagogy. Additional strategies involve facilitating faculty learning circles, developing multi-course civic engagement sequences, and creating civic engagement certificate or minor programs. The document also discusses ways students and institutions can engage faculty, such as through student-driven independent research projects or making civic engagement a priority in tenure and promotion guidelines. The overarching goal of these strategies is to more deeply integrate civic engagement throughout institutions on a curricular level and recognize such work in faculty roles and responsibilities.
Full Version Resume for Mieko A. Ozeki Mieko Ozeki
This document is a resume for Mieko A. Ozeki summarizing her education and professional experience in sustainability. She holds two Master's degrees, one in Sustainability and Environmental Management from Harvard Extension School and one in Ecological Leadership and Education from Lesley University. Her professional experience includes roles as Program & Marketing Director at Yestermorrow Design Build School, Sustainability Projects Coordinator at University of Vermont, and other positions focused on sustainability, environmental education, and project management. She has extensive publications, presentations, and volunteer experience in the sustainability field.
Staffing Your Program: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, from the Bonner Foundation's 2016 New Directors Meeting, focuses on the roles of directors, coordinators, student leaders, and other staff. It offers examples of staffing levels for start-up and established programs.
2015 New Director Orientation - Building a Campus-wide Culture of EngagementBonner Foundation
This document discusses building campus-wide collaboration through faculty and student engagement. It recommends governance models that integrate service programs across academic and student affairs. Opportunities for collaboration include academic departments, career services, and admissions. Key factors for institutional support include senior leadership buy-in, financial resources, and mission alignment. The document presents a continuum of faculty engagement from transactional to transformational to institutional alignment. It provides an example of linking a service program with cornerstone activities and an academic pathway through courses and high-impact practices. Models for students working as colleagues on course design, leadership roles, and addressing power dynamics are also described.
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
Gregory Haines is seeking a position in higher education administration. He holds a Master's degree in College Student Personnel from Bowling Green State University and a Bachelor's degree in English from the University of Northern Iowa. His experience includes roles in residential life at California Polytechnic State University, Heidelberg University, and Bowling Green State University. He has experience advising students, supervising staff, conducting student conduct meetings, and coordinating campus events and committees. References are provided from his supervisors at California Polytechnic State University, Heidelberg University, and Bradley University.
Amika Maria Maran Guillaume has over 20 years of experience in education, including serving as Principal of two schools in East Palo Alto, California from 2010 to present. She achieved significant gains in student achievement and implemented programs around inclusion, wellness, and community partnerships. Prior to her role as Principal, she held positions as an Administrative Manager, Adjunct Professor, Teacher, and director for Teach For America. She is fluent in Spanish, French, and Czech and proficient in various education software programs.
Deepening Community Engagement in Higher Education: Bonner High-Impact Initi...Bonner Foundation
This document discusses deepening community engagement in higher education through the Bonner High-Impact Initiative. It introduces the initiative and its goals of building a national learning community through cohort-based, strategic, multi-year engagement at partner colleges. Examples are provided of high-impact projects at Allegheny College and Siena College that integrate community engagement, partnerships, research, and curriculum to address local issues and contribute to the community. The initiative aims to leverage high-impact practices through community engagement to increase student learning and community impact.
2020 New Directors & Coordinators Orientation - Bonner Student Education & Tr...Bonner Foundation
The document provides guidance for Bonner Student Development programs on implementing education, training, and reflection for students. It outlines frameworks for student development across four years. It recommends holding regular cohort meetings to discuss themes like social justice, civic engagement, and skills like communication and leadership. Example topics for meetings include diversity, community asset mapping, and unpacking systems of oppression. The document stresses the importance of meetings for building skills, knowledge, and community among Bonner students. It provides resources like sample meeting schedules and curriculum modules to assist with planning effective education and training.
Cohort Learning Communities: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, from the Bonner Foundation's 2016 New Directors Meeting, provides an overview of the current cohort learning communities. These are special initiatives open to campus teams in the network, which will provide opportunities for sharing and learning across campuses on topics like faculty engagement, campus-wide student engagement, signature work, college access, food security, and more.
The Bonner Program is a four-year commitment for college students demonstrating financial need who engage in community service and social justice work. Students serve 8-10 hours per week and participate in summer internships. They progress from direct service roles to those building community capacity. Students receive education, training, and reflection to integrate their experiences. The year follows a cycle of orientations, placements, meetings, retreats, and summer programming. Bonner staff empower student leadership, manage partnerships and service positions, provide advising and mentoring, and ensure the program's implementation and expansion.
Achieving the Dream's OER Degree College Panel Una Daly
Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states. The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.
Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees
Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.
Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,
ACRL Value Update 2014, Annual Las Vegasmbowlesterry
An update on the work of the Value of Academic Libraries committee, presented at a Sunday afternoon forum at ALA Annual Conference in Las Vegas by Lynn Silipigni Connaway and Melissa Bowles-Terry.
C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
Competing with Co-ops: Providing Affordable International Opportunities for E...CIEE
We all want engineering, computer, and physical science students to study abroad, but there is stiff competition for their attention and time. These students are often well-paid for domestic internships and co-ops. How can we offer affordable, experiential international programs tailored to engineers’ needs? We'll explore this issue from the perspective of university study abroad and career services offices, and exchange program administrators. Study abroad advisors, administrators, and providers are invited to participate and develop an action plan to address these issues for their own students and organizations.
The Faculty Learning Community for Improving Student Research Literacy is a year-long program that began in 2004 comprised of faculty and librarians. The goals of the program are to share ideas about research and information needs, develop and improve research assignments, explore methods for accessing and using information ethically, and foster collaboration between faculty and librarians. During the year, the community meets regularly to discuss topics like information literacy theory and practical applications. Projects undertaken by participants include analyzing student research papers, surveying students on research habits, and revising course assignments. Feedback from participants indicates the program provides opportunities to improve teaching and assignments.
Prepared for the Emerging Harbormaster Network, May 2015, this presentation highlights the needs and strengths of the state's ecosystem for next gen learning and a vision and strategy to support personalized learning schools statewide.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
2015 New Director Orientation - Bonner Program StaffingBonner Foundation
This document discusses staffing models for Bonner programs. It recommends a student to staff ratio of 40:1 and provides sample organizational structures that grow from a start-up model with one director to an established program with additional staff. Student leadership roles are also outlined, including Senior Interns who help manage the program, Bonner Congress Representatives who implement a big idea project, and other roles like site leaders and class representatives. Training is emphasized for student leaders to effectively manage their roles.
The document provides information on the individual's education and experience. For education, it lists degrees from UCLA, UNC Greensboro, and NC State with relevant concentrations and programs listed. For experience, it details the individual's roles at Virginia Tech since 2012 including their current role as Director of Learning Environments and previous role as Associate Director of Learning and Outreach. It also outlines experience at Wake Forest University from 2003-2013 including roles as Head of Instruction and Instructional Design Librarian.
How OER Use Fosters Policy and Practice ChangeUna Daly
Community and technical colleges are increasingly advocating for open educational practices and policies to fulfill their open access mission. Affordability can be a significant access barrier for the high percentage of non-traditional students at community college. Non-traditional students often work to support themselves and family members while they attend college. As funding cuts have lead to higher tuition costs, many are unable to afford the expensive instructional materials.
Faculty have responded by adopting open educational resources (OER) and open textbooks to make college more affordable for their students. In the process, they are improving instructional practices as they customize materials to meet the unique needs of students at their college. A focus on online and interactive materials and regional workforce education has been noted. College administrators and trustees noting these successes are proposing open policies to encourage the use of OER in an increasing number of disciplines and in district-wide implementations.
Hear case studies from members of the Community College Consortium for Open Educational Resources (CCCOER) at OCWC on how adoption and creation of OER and open textbooks has improved affordability and teaching practice.
Faculty at College of the Canyons in Sociology, Water Technology, and statistics have created and adopted OER and open textbooks saving students $235,000 over a single year. An OER repository and a flexible infrastructure for supporting the sharing of faculty developed learning objects has been developed. Their Dean of Distance Education leads the CCCOER Advisory Board representing the consortium at conferences throughout the world.
Maricopa District, one of the largest community college districts in the U.S., has endorsed “the development and use of OER to support innovative and creative opportunities for all learners,” in its 5-year District-Wide Information and Instructional Technology Strategic Plan. Math faculty at three of the district colleges: Scottsdale, Paradise Valley, and Phoenix are sharing resources and strategies to provide multiple sections of high-enrollment math courses using OER. Pilots of OER math at three additional Maricopa community colleges will begin in Spring 2013. Scottsdale College alone has saved students over $200,000 in fall 2012.
CCCOER was founded in the Foothill–De Anza College District to create awareness and build a community of practice around OER at public two-year colleges. As proof of concept, the Collaborative Statistics textbook was openly licensed and imported into the Connexions repository at Rice University. The textbook was widely adopted by math faculty at De-Anza college and 20 other colleges in North America and has saved students at De-Anza over a million dollars to date.
Staffing Your Program: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, from the Bonner Foundation's 2016 New Directors Meeting, focuses on the roles of directors, coordinators, student leaders, and other staff. It offers examples of staffing levels for start-up and established programs.
2015 New Director Orientation - Building a Campus-wide Culture of EngagementBonner Foundation
This document discusses building campus-wide collaboration through faculty and student engagement. It recommends governance models that integrate service programs across academic and student affairs. Opportunities for collaboration include academic departments, career services, and admissions. Key factors for institutional support include senior leadership buy-in, financial resources, and mission alignment. The document presents a continuum of faculty engagement from transactional to transformational to institutional alignment. It provides an example of linking a service program with cornerstone activities and an academic pathway through courses and high-impact practices. Models for students working as colleagues on course design, leadership roles, and addressing power dynamics are also described.
The document outlines the cornerstone activities that build the foundation of a developmental program experience. It describes the purpose and components of key program elements like Orientation, First Year Trips, Second Year Exchanges, Third Year Leadership opportunities, and Capstone/Senior Presentation projects. It provides examples of activities and best practices for planning and executing each cornerstone experience to connect student development throughout their years in the program.
Gregory Haines is seeking a position in higher education administration. He holds a Master's degree in College Student Personnel from Bowling Green State University and a Bachelor's degree in English from the University of Northern Iowa. His experience includes roles in residential life at California Polytechnic State University, Heidelberg University, and Bowling Green State University. He has experience advising students, supervising staff, conducting student conduct meetings, and coordinating campus events and committees. References are provided from his supervisors at California Polytechnic State University, Heidelberg University, and Bradley University.
Amika Maria Maran Guillaume has over 20 years of experience in education, including serving as Principal of two schools in East Palo Alto, California from 2010 to present. She achieved significant gains in student achievement and implemented programs around inclusion, wellness, and community partnerships. Prior to her role as Principal, she held positions as an Administrative Manager, Adjunct Professor, Teacher, and director for Teach For America. She is fluent in Spanish, French, and Czech and proficient in various education software programs.
Deepening Community Engagement in Higher Education: Bonner High-Impact Initi...Bonner Foundation
This document discusses deepening community engagement in higher education through the Bonner High-Impact Initiative. It introduces the initiative and its goals of building a national learning community through cohort-based, strategic, multi-year engagement at partner colleges. Examples are provided of high-impact projects at Allegheny College and Siena College that integrate community engagement, partnerships, research, and curriculum to address local issues and contribute to the community. The initiative aims to leverage high-impact practices through community engagement to increase student learning and community impact.
2020 New Directors & Coordinators Orientation - Bonner Student Education & Tr...Bonner Foundation
The document provides guidance for Bonner Student Development programs on implementing education, training, and reflection for students. It outlines frameworks for student development across four years. It recommends holding regular cohort meetings to discuss themes like social justice, civic engagement, and skills like communication and leadership. Example topics for meetings include diversity, community asset mapping, and unpacking systems of oppression. The document stresses the importance of meetings for building skills, knowledge, and community among Bonner students. It provides resources like sample meeting schedules and curriculum modules to assist with planning effective education and training.
Cohort Learning Communities: 2016 Bonner New Directors MeetingBonner Foundation
This presentation, from the Bonner Foundation's 2016 New Directors Meeting, provides an overview of the current cohort learning communities. These are special initiatives open to campus teams in the network, which will provide opportunities for sharing and learning across campuses on topics like faculty engagement, campus-wide student engagement, signature work, college access, food security, and more.
The Bonner Program is a four-year commitment for college students demonstrating financial need who engage in community service and social justice work. Students serve 8-10 hours per week and participate in summer internships. They progress from direct service roles to those building community capacity. Students receive education, training, and reflection to integrate their experiences. The year follows a cycle of orientations, placements, meetings, retreats, and summer programming. Bonner staff empower student leadership, manage partnerships and service positions, provide advising and mentoring, and ensure the program's implementation and expansion.
Achieving the Dream's OER Degree College Panel Una Daly
Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states. The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.
Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees
Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.
Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,
ACRL Value Update 2014, Annual Las Vegasmbowlesterry
An update on the work of the Value of Academic Libraries committee, presented at a Sunday afternoon forum at ALA Annual Conference in Las Vegas by Lynn Silipigni Connaway and Melissa Bowles-Terry.
C. G. O’Kelly Library’s OK Scholar’s Institute
Mae Rodney, Winston Salem State University
C. G. O’Kelly Library has a rich collection of print and electronic resources but traditional library output measures – questions asked, use of databases – declined despite an increase in instruction sessions offered.
The Internet gave patrons immediate fulfillment of their search requests; cutting and pasting information was effortless; so the Internet became students’ primary research tool. Informal assessments of students’ written papers confirmed the habit of cutting and pasting and not citing sources. Faculty members complained more about the quality of students’ final papers. To counter students’ reliance on the Internet, many faculty members’ assignments directed students not to use any Internet resources. This did not correct the problem! Faculty members remained unhappy with the quality of students’ papers.
Librarians wanted to teach students information literacy skills to help them locate, evaluate and use information. To achieve that goal, faculty members required more information about library services and collections along with techniques to develop quality library assignments.
A request was made for Title III funds to sponsor annual workshops for five years to help faculty members develop techniques to create assignments that require students to locate, use and evaluate library resources to complete their written assignments.
The O’K Fellows experience is positively impacting library services – the contact between students and librarians has increased by over 100 percent and the number of electronic searches completed rose by 300 percent during 2007-08. Instruction sessions offered in Fall 2008 already equal the total number for the entire 2006-07 academic year. Faculty members are recommending the institute to other faculty members.
Mae Rodney is the Director of Library Services in the C. G. O’Kelly Library at Winston Salem State University
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
Competing with Co-ops: Providing Affordable International Opportunities for E...CIEE
We all want engineering, computer, and physical science students to study abroad, but there is stiff competition for their attention and time. These students are often well-paid for domestic internships and co-ops. How can we offer affordable, experiential international programs tailored to engineers’ needs? We'll explore this issue from the perspective of university study abroad and career services offices, and exchange program administrators. Study abroad advisors, administrators, and providers are invited to participate and develop an action plan to address these issues for their own students and organizations.
The Faculty Learning Community for Improving Student Research Literacy is a year-long program that began in 2004 comprised of faculty and librarians. The goals of the program are to share ideas about research and information needs, develop and improve research assignments, explore methods for accessing and using information ethically, and foster collaboration between faculty and librarians. During the year, the community meets regularly to discuss topics like information literacy theory and practical applications. Projects undertaken by participants include analyzing student research papers, surveying students on research habits, and revising course assignments. Feedback from participants indicates the program provides opportunities to improve teaching and assignments.
Prepared for the Emerging Harbormaster Network, May 2015, this presentation highlights the needs and strengths of the state's ecosystem for next gen learning and a vision and strategy to support personalized learning schools statewide.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
2015 New Director Orientation - Bonner Program StaffingBonner Foundation
This document discusses staffing models for Bonner programs. It recommends a student to staff ratio of 40:1 and provides sample organizational structures that grow from a start-up model with one director to an established program with additional staff. Student leadership roles are also outlined, including Senior Interns who help manage the program, Bonner Congress Representatives who implement a big idea project, and other roles like site leaders and class representatives. Training is emphasized for student leaders to effectively manage their roles.
The document provides information on the individual's education and experience. For education, it lists degrees from UCLA, UNC Greensboro, and NC State with relevant concentrations and programs listed. For experience, it details the individual's roles at Virginia Tech since 2012 including their current role as Director of Learning Environments and previous role as Associate Director of Learning and Outreach. It also outlines experience at Wake Forest University from 2003-2013 including roles as Head of Instruction and Instructional Design Librarian.
How OER Use Fosters Policy and Practice ChangeUna Daly
Community and technical colleges are increasingly advocating for open educational practices and policies to fulfill their open access mission. Affordability can be a significant access barrier for the high percentage of non-traditional students at community college. Non-traditional students often work to support themselves and family members while they attend college. As funding cuts have lead to higher tuition costs, many are unable to afford the expensive instructional materials.
Faculty have responded by adopting open educational resources (OER) and open textbooks to make college more affordable for their students. In the process, they are improving instructional practices as they customize materials to meet the unique needs of students at their college. A focus on online and interactive materials and regional workforce education has been noted. College administrators and trustees noting these successes are proposing open policies to encourage the use of OER in an increasing number of disciplines and in district-wide implementations.
Hear case studies from members of the Community College Consortium for Open Educational Resources (CCCOER) at OCWC on how adoption and creation of OER and open textbooks has improved affordability and teaching practice.
Faculty at College of the Canyons in Sociology, Water Technology, and statistics have created and adopted OER and open textbooks saving students $235,000 over a single year. An OER repository and a flexible infrastructure for supporting the sharing of faculty developed learning objects has been developed. Their Dean of Distance Education leads the CCCOER Advisory Board representing the consortium at conferences throughout the world.
Maricopa District, one of the largest community college districts in the U.S., has endorsed “the development and use of OER to support innovative and creative opportunities for all learners,” in its 5-year District-Wide Information and Instructional Technology Strategic Plan. Math faculty at three of the district colleges: Scottsdale, Paradise Valley, and Phoenix are sharing resources and strategies to provide multiple sections of high-enrollment math courses using OER. Pilots of OER math at three additional Maricopa community colleges will begin in Spring 2013. Scottsdale College alone has saved students over $200,000 in fall 2012.
CCCOER was founded in the Foothill–De Anza College District to create awareness and build a community of practice around OER at public two-year colleges. As proof of concept, the Collaborative Statistics textbook was openly licensed and imported into the Connexions repository at Rice University. The textbook was widely adopted by math faculty at De-Anza college and 20 other colleges in North America and has saved students at De-Anza over a million dollars to date.
The document is a resume for Susan Barry that summarizes her relevant skills and extensive work experience in instructional design and online education. She has over 10 years of experience managing instructional design teams and developing online curriculum. Her roles have included managing graduate programs, designing multimedia learning tools, and training faculty to teach online. She also has experience as an English instructor and division chair at a community college.
Rachel Broudy has over 10 years of experience as an English teacher in DC Public Schools. She currently teaches AP English Literature and Composition at McKinley Technology High School. She has a dual Bachelor's degree in Literature and Secondary Education from American University. Ms. Broudy has received several awards for her highly effective teaching and has taken on leadership roles such as English Department Chair and curriculum writer for DCPS.
This document provides a summary of Abby Schrader's career experience and qualifications. She has over 20 years of experience as a history professor at Franklin & Marshall College, where she has held various administrative and leadership roles, including chairing departments and programs. She has received many awards and fellowships for her research focusing on Russian and European history.
Faculty Engagements Strategies: Academic Community EngagementBonner Foundation
This presentation covers some of the prominent approaches for developing and engaging faculty in connecting community engagement with curriculum and teaching. Bonner Programs may want to consider how to integrate these into their work and centers.
The document outlines various strategies for increasing faculty engagement in community engagement at institutions of higher education. It discusses approaches like providing faculty grants and training opportunities, establishing learning circles and developmental course sequences, developing civic engagement academic programs, and leveraging national partnerships. The final section encourages mapping out strategies tailored to individual institutions by considering how to engage students, support from staff, activities for faculty, and institutional initiatives.
Shalanda Dexter is an experienced professor and historian with a Ph.D. in History and African American Studies from Princeton University. She has over 15 years of experience in teaching, research, and administration at the K-12 and university levels. Her areas of expertise include African American religion, urban history, and education.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
- Seeks a full-time student affairs position beginning summer or fall 2014 with demonstrated experience developing programs, advising students, and assessing initiatives at Chatham University.
- Possesses skills in oral and written communication, leadership development, program implementation, and working with diverse students as shown through graduate assistantships and internships.
- Holds a master's degree in counseling and a bachelor's degree in psychology and has gained experience in residence life, academic advising, orientation, and community outreach roles at Edinboro University.
Andria Crandall has over 15 years of experience as a secondary English teacher and adjunct professor, with a demonstrated track record of improving student performance. She has held numerous leadership roles developing curriculum and mentoring teachers. Her resume outlines her educational background and accomplishments in teaching, curriculum development, and other professional experiences.
Dan Record has over 20 years of experience in instructional design, curriculum development, and online education. He holds an EdD in Instructional Systems Technology and MA in Educational Technology. Currently he is the Director of Curriculum Strategy at Pearson Education, where he leads curriculum services and partnerships. Previously he has held various director roles at Pearson International, Pearson Learning Solutions, and other education companies, managing teams and multi-million dollar projects. He has extensive experience designing online and blended programs across K-12, higher education, and corporate training.
Planning to Succeed – Reading Lists strategies - Jackie Chelin and Carol Dell...Talis
The document discusses the implementation of a new reading list system at the University of the West of England (UWE) in Bristol. It describes problems UWE previously had with students not being able to access required readings. UWE addressed this by developing reading strategies in collaboration with academics that focused on ensuring core readings were accessible while developing students' information skills. It then discusses UWE's enhanced reading list project which includes adopting reading list software, expanding digital content, and working with faculties to pilot the new system from 2016-2017. The goals are to improve students' experiences, engagement, and outcomes.
Chaim Shapiro is a hands-on career services professional who provides strategic vision and planning, employer relations, student counseling, and assessment. He markets his career services office through strong communication and problem-solving skills. He is active in professional leadership, offering transformative ideas and attention to detail. As a social media pioneer for career services, he leads LinkedIn networking and founded the #CareerServChat Twitter chat.
This document summarizes a Bonner Foundation directors and coordinators meeting. It discusses:
1) New foundation staffing changes including two new hires and an upcoming program manager position.
2) Plans for the 2023 summer leadership institute including looking for a host site.
3) Insights into rebuilding the Bonner program culture, revising meetings, and expanding capstone projects and community partnerships.
4) Support that the foundation will provide to campuses in the coming year including staff visits, strategic planning, and virtual retreats.
The University of Derby Library launched an internship program to better understand student needs. Michael Varela was selected as an intern to help with the Learner Journey Project, which aims to map student experiences and inform service improvements. Michael conducted literature reviews, developed interview questions, and interviewed students. He learned about library resources and data analysis skills. The internship enhanced his skills and helped the library gain insights from a student perspective to improve support.
Diversity and Community Engagement Strategic Plan 2014-15 Annual Progress ReportSherri Sanders
This document provides a strategic plan and progress report for the Division of Diversity and Community Engagement at the University of Texas at Austin from 2011-2016. It outlines the division's vision, mission, and values. It then summarizes accomplishments and priorities for 2013-2014 and planned priorities for 2014-2015. The priorities focus on creating an inclusive campus culture, cultivating community partnerships, and supporting educational pipelines and student success from pre-college to post-graduation. Key accomplishments include trainings for over 1,000 students and staff, developing diversity plans and toolkits, hosting community events, and supporting pipeline programs that enrolled 100% of participating students at UT.
Winning over Alumni and Influencing Student Life Collecting: The Stanford Alu...Josh Schneider
Presentation delivered at the Society of American Archivists (SAA) Annual Meeting, 2016, in a session titled "We Can Work It Out: Building and Maintaining Donor Relations."
The Stanford Alumni Legacy Project is an alumni engagement and collecting project begun by the Stanford University Archives in 2014 to better document student life at the university.
Assessment @ the UNCG University LibrariesKathryn Crowe
The document summarizes assessment activities at the University of North Carolina at Greensboro (UNCG) University Libraries. It describes the libraries' assessment plan and culture of ongoing assessment to ensure user needs are met, decisions are evidence-based, and compliance with university requirements. Several assessment projects are highlighted, including LibQual surveys, mystery shoppers, space assessments, and student learning outcomes assessments. Results are shared with staff and administration and used to improve services and facilities.
The document discusses establishing a new relationship between the University of Sunderland Library and Study Skills team and the Integrated Foundation Programme (IFP) to co-design and deliver study skills support. It introduces the new Academic Liaison Librarian role and Study Skills team model which aims to fully integrate study skills into degree pathways rather than operate as a separate 'support' service. Specifically, it focuses on the team's collaboration in developing and delivering the 'Succeeding at University and Beyond' module which helps students develop transferable skills needed for degree-level study and employment through activities like critical reading, research skills, and career planning. Feedback from the first year of the programme will be used to consolidate it into a single credit-bearing
RMDrillHall: Harriet Davidson Establishing a new relationship for curriculum ...
Schneiderman-CV
1. Davis Schneiderman
Lake Forest College
555 North Sheridan Road
Lake Forest, IL 60045-2399
Office: 847 735 5282
dschneiderman@lakeforest.edu
ADMINISTRATIVE AND LEADERSHIP EXPERIENCE
Associate Dean of the Faculty, Lake Forest College June 2013-present
• Participate in President’s Senior Staff and report to the President and Provost on strategic
Chicago-related programs and initiatives
• Report to the Dean on additional matters connected to faculty development, resource
management, and other duties of position
• Direct the Center for Chicago Programs, which coordinates over 300 course trips and
speakers each year
• Direct Lake Forest College In The Loop, a semester residential Chicago campus, which
includes significant career/internship and partner institutions relationships
• Co-chair a strategic re-envisioning of summer academic programs and community education
initiatives toward closer alignment with institutional goals
• Co-program major named lectures including the annual Oppenheimer and Ruth Winter
lectures, with particular focus on academic engagement, and serve on related Trustee
Community Engagement Strategic Task Force
• Present the college’s vision in concert with the Career Advancement Center, Admissions,
Development and Alumni Engagement, and Marketing and Publicity
• Advise prestigious undergraduate fellowships and awards, including Davis Foundation
Projects for Peace, and the Kemper Foundation Scholars Program
Principal Investigator, Chicago Grant 2015-2018
$800,000, The Andrew W. Mellon Foundation, Lake Forest College
• Plan and implement large-scale urban archeological and digital humanities project
• Coordinate relationships with anticipated project partners including Chicago Park District,
Chicago Public Library, Society of Architectural Historians, and DePaul University’s
Chaddick Institute
• Supervise grant-funded program staff and manage project budget
• Engage faculty and students with strategic course development and grant programming that
will provide coordinated support for project outcomes
• Deploy undergraduate research teams who will spend summers working with faculty and
project partners over each year of grant, including in an annual Archaeological Field School.
• Digitize scores of historical analog materials—including archival photos, letters, maps and
other period documentation—and produce a significant collection of oral histories and field
recordings
• Connect students with the digital humanities through the development of website and app
materials preserving the project’s findings
• Train participants in digital curation and digital rights management.
• Produce a series of project-related publications through Lake Forest College Press
554 Broadview Avenue
Highland Park, IL 60035
Cell: 847 814 0725
2. Davis Schneiderman, page 2
Faculty Convener, Digital Collaboration 2015-2016
$100,000 Planning Grant, The Andrew W. Mellon Foundation
• Plan and implement collaboration among English Departments at Lake Forest, Knox, and
Beloit colleges
• Develop digital tools that may result in course sharing, co-teaching opportunities, and
cooperative departmental planning.
• Coordinate faculty engagement with digital technology toward most-effective pedagogical
practices
Chair, English Department, Lake Forest College 2010-2012
• Coordinated innovations through multi-year departmental curricular revision, including
o Integration of creative writing and literature courses sequences into cohesive major
experience
o Designation of American literature sequence within then-primarily British-focused
curriculum
o Implementation of new assessment plans and student learning outcomes
o Diversification of creative writing curriculum with introduction of new upper-level
courses, including “New Media/Electronic writing” and “Remix/Mash-Up
workshop.”
o Development of editing and publishing courses and developed new Print and Digital
Publishing minor
• Curated annual programming including the Lake Forest Literary Festival, a donor-funded
writing prize, book series, and annual lecture series
• Planned schedule to maximize enrollments and resources
• Hired, mentored, and retained successful junior faculty, overturning four years of failed
searches and unsuccessful hires in the case of a key position
• Developed, with the Director of Writing Programs, a reclassification of freshman
composition courses into a new college writing program designed to extend writing
instruction beyond English Department
• Diversified of adjunct pool using expert professionals, i.e. associate editor of Poetry
magazine, to teach a poetry workshop
Chair, American Studies Program, Lake Forest College 2002-2004, 2006-2012
• Steered successful charge for increased allocation
• Led initiative to cross-list all existing America Studies courses for better program visibility
• Guided successful program review
• Preserved team-teaching seminar model and expanded faculty involvement beyond historic
core
• Managed program endowment
• Led a semester-long programming initiative around a visiting filmmaker that reached
hundreds of students and community members
Director, Lake Forest College Press/&NOW Books, 2007-present
• Cofounded Press as mechanism for student-focused publishing program with full publishing
3. Davis Schneiderman, page 3
course integration
• Publish Chicago-focused books on subjects including transportation and land use, history,
and architecture, in concert with larger institutional vision
• Develop relationship with national &NOW writers organization toward biennial production
of THE &NOW AWARDS anthology series
• Established annual $10,000 donor-funded first-book prize and residency program for college,
under auspices of &NOW Books imprint
• Instituted and maintain relationship with distributor (Northwestern University Press) and
sales representatives (University of Chicago Press)
• Managed $60,000+ plus project on Cuban photography and coordinated donor relationship
and fundraising
Summer Coordinator, Richter Scholars Program 2007-2012
• Led summer undergraduate research program serving 40 students in annual research with
professors
• Coordinated program redesign from stipend to credit-bearing model
• Facilitated core programming including faculty lectures and large-scale student symposium
Fellow, Learning and Teaching Center 2007-08, 2009-10
• Coordinated series of monthly faculty development programs
• Completed “mid-course checks” for junior faculty members
• Facilitated Peer Teacher student education programs
• Reported to Associate Dean of the Faculty
Director, Virtual Burnham Initiative 2007-2010
$25,000, National Endowment for the Humanities, Lake Forest College
• Directed NEH-funded project to transform a selection of flat images from the 1909 Plan of
Chicago—by Daniel H. Burnham and Edward H. Bennett—into 3-D models accessible
through a project website.
• Engaged in faculty development connected to digital humanities pedagogy
• Coordinated partnerships with local resource-challenged high schools, the Chicago
Metropolitan Area Planning organization, and DePaul University
Director, Exquisite Corpse Project 2002-2006
$29,761 (2005), $20,032 (2002), $2650 (2002)
Midwest Instructional Technology Center, Lake Forest College
• Directed multi-stage grant project with Lake Forest College, Oberlin College, Colorado
College, DePauw University, Monmouth College, and Kenyon College
• Coordinated engagement between academic technologist, faculty, and students across
multiple campuses
• Developed collaborative platform and shared values for new digital humanities platform
• Coedited project documentation in The Exquisite Corpse (University of Nebraska Press,
2009)
4. Davis Schneiderman, page 4
SELECTED ADDITIONAL LAKE FOREST COLLEGE SERVICE
Selected Service, Lake Forest College
Chair, Student Symposium Committee, 2014-present
Dean’s representative, Curricular Policies Committee, 2013-14
Member, Honor Fellows/Richter Scholars Committee, 2010-present
Member, Lake Forest College In The Loop Program planning committee, 2009-2010
Member, Curricular Policies Committee Assessment Subcommittee, 2009-2010
Chair, Search Committee, Assistant Professor of English, 2007 and 2010
Member, Academic Review and Resources Committee (elected), 2005-2007
Member, Committee on Copyright and Photocopying Issues, 2006
Member, College Council (elected), 2003-04
Search Committee Member, Dean of the Faculty search, 2003-2004
Member, Artist-in-Residence Committee, 2002-2003
Member, Academic Honesty Board, 2002-2003
SELECTED PROFESSIONAL SERVICE
Dissertation and prelim committees (5), University of Illinois at Chicago, 2006-present
Judge, Society of Midland Authors (Adult Non-Fiction), 2014
Board Member, NOW: Festival of Innovative Writing and Art, 2005-present
Judge, Steve Grady Awards, University of Maine, Spring 2010
Visiting Writer (Semester), Spring 2009, University of Illinois at Chicago
Judge, University of Illinois at Chicago, Program for Writers Prose Contest. Chicago Bar
Association Charles Goodnow Memorial Award, 2008
External Reviewer, Northwestern University Press (fiction) 2009, 2010
Judge, Ray Bradbury Contest. Waukegan Public Library, Spring 2009
Judge; Northwest Cultural Council’s Annual International Juried Exhibition, IL, 2004
EDUCATION
Education
Ph.D. Binghamton University. English (creative dissertation, Certificate in College Teaching). 2001.
M.A. Binghamton University. English (emphasis in Creative Writing). 1998.
B.A. The Pennsylvania State University. English (minor in Speech Communications). 1996.
PUBLICATIONS
Edited Collections
The Exquisite Corpse: Chance and Collaboration in Surrealism’s Parlor Game. Eds. Kanta
Kochhar-Lindgren, Davis Schneiderman, and Tom Denlinger. U. of Nebraska Press, 2009
Nominee for James Russell Lowell Prize, Modern Language Association.
Retaking the Universe: William S. Burroughs in the Age of Globalization. Eds. Davis Schneiderman
and Philip Walsh. Pluto Press, 2004. Reality Studio, 2014
Novels
Ink. Seattle: Jaded Ibis Press, Forthcoming, 2015
[SIC]. Seattle: Jaded Ibis Press, 2013
5. Davis Schneiderman, page 5
Multifesto: A Henri d’Mescan REMIX. New York: Spuyten Duyvil Press, 2006, 2013.
Blank: a novel. Jaded Ibis Press, 2010
Drain. Northwestern University Press, 2010
Finalist, Ronald Sukenick American Book Review Innovative Fiction Prize (FC2)
Abecedarium. (with Carlos Hernandez). Portland: Chiasmus Press, 2007
Series Editor/Editor
The NOW AWARDS: The Best Innovative Writing. Ed. v.1 (2009), 2 (2013). Series Ed. v.3 (2015)
Federman, Raymond. SHHH: a novel. Introduction. Editor. Starcherone Books, 2010
Selected recent scholarly articles
“The Miraculous and Mucilaginous Paste Pot: Extra-illustration and Plagiary in the William S.
Burroughs Legacy.” The Journal of Beat Studies. 1.2 (2013): 53-80
“The Collaborative Turn,” Focus Editor. American Book Review. 32.6 (2011): Introduction, 4-5.
Curator of remaining content
“Raymond Federman and the Pla(y)giarism of Re-Writing.” Federman at 80: From Surfiction to
Critifiction. Ed. Jeffrey Di Leo. (SUNY Press, 2011)
“William S. Burroughs.” The Companion to 20th Century US Fiction. Ed. David Seed.
(Wiley-Blackwell, 2009): 386-394
“Gentlemen, I will slop a pearl: The (Non)Meaning of Naked Lunch.” Naked Lunch@50:
Anniversary Essays. Eds. Harris, Oliver and Ian MacFadyen. (Southern Illinois
University Press, 2009)
“Dead men don’t wear pixels: The online Exquisite Corpse and process-based institutional
critique,” (with Tom Denlinger) in The Exquisite Corpse: Chance and Collaboration in
Surrealism’s Parlor Game. Eds. Kanta Kochhar-Lindgren, Davis Schneiderman, and Tom
Denlinger. (U. of Nebraska Press, 2009): 206-217
“Everybody’s Got Something to Hide Except for Me and My Lawsuit: William S. Burroughs, DJ
Danger Mouse, and the Politics of ‘Grey Tuesday.’” Plagiary: Cross-disciplinary Studies in
Plagiarism, Fabrication, and Falsification. (online). 1.13 (2006): 1-18. Plagiary 2006 (print). 1
(2006): 191-206. Also, in anthology, Cutting Across Media: Interventionist Collage and the
Politics of Appropriation. Eds. McLeod, Kembrew and Rudolph Kuenzli. (Duke University
Press, 2011)
Selected Recent Creative Work (text/audio) (100+ )
Earlier works in Fiction International, Other Voices, Opium, Notre Dame Review, Exquisite
Corpse, Diagram, Gargoyle, and many others
The Last Days of Radio (with Don Meyer) (audio), Fast-Speaking Music (Ann Waldman), 2015
Collaboration-in-progress with Regina Taylor for Goodman Theater’s 2015 production of Stop,
Reset
“Excerpts from [SIC], by Davis Schneiderman.” The Nervous Breakdown. December 23, 2013
“Romeo and Juliet Drink the Young Wine.” (Act 1, Scene 3 with Kelly Haramis). The Exquisite
Corpse Festival. 133 Street Arts Center. New York City. Summer 2012
“4.01 Lost Children Syndrome, or The Saint Denis…” (with Lance Olsen and Andi
Olsen). Fairy Tale Review. (The Grey Issue). 8 (2012): 108-110
“Steamhouse, Parts 1-12” (with Don Meyer). Penny Dreadful: A 12-part audiobook (weekly
podcast. Chicago Center for Literature and Photography. Fall 2012
“Under the Punishing Sun.” The Nervous Breakdown, Featured author. April 17, 2011
Drain excerpt. TriQuarterly. April 27, 2010
6. Davis Schneiderman, page 6
Drain excerpt. The Collagist. 11 (2010)
Drain excerpt. Salt Magazine. 2 (2009). Along with interview and critical introduction
“A Matter of Degree.” (with Jessica Berger). HTMLGiant.com. March 21, 2010
“If stretching were wealth, the cat would be rich.” (with Blake Butler). Diagram. 10.1 (2010).
“Anybody here seen our old friend John?” (with Cris Mazza). In Posse Review. 26 (2009)
“Nice werk if you can get it (sic).” (with Nick Mamatas). subTerrain Magazine. 52 (2009): 32-34
“Milk and Mary.” (with Stacey Levine). Western Humanities Review. 62:2 (2009): 34-38
“Several Ways of Forgetting.” (with Lance Olsen). Exquisite Corpse Annual. 1 (2009): 11-15
Selected Recent Anthologies (Creative)
“Monument to Indian Native First Nations American Tenacity….” (with Tom Denlinger and Don
Meyer). Here*Now. Ed. Steve Tomasula. University of Alabama Press. Forthcoming
“The Story I am Speaking to You Now.” xo Orpheus: Fifty New Myths. Ed. Kate Bernheimer.
Penguin, 2013
“Those that Tremble as if They Were Mad: A Bestiary.” The Official Catalog of the Library of
Potential Literature. Eds. Ben Segal and Erinrose Mager. Cow Heavy Books. 2011: 70
“Our Day With Jerry Springer.” Reprint in The Art of Friction: Where (Non) Fictions Come
Together. Ed. Charles Blackstone. University of Texas-Austin Press, 2008: 170-176
Selected Essay/Non-Fiction/Journalism (50+)
The Huffington Post (40+) 2011-present
“Pull Any String Of The Spider Web And The Whole Thing Vibrates: An Argument/Conversation.”
(With David Shields). The Writer’s Chronicle. December 2014
“The Nexus Between Genius and Anonymity.” Bookish.com. Zolabooks.com. January 14, 2014
“I Have Tasted My Father’s Blood…And So My Tongue Begins To Burn.” The Weeklings.
November 7, 2013
“Mickey’s Inferno: The Five Most Sinister Things About Disney World.” The Weeklings. August 2,
2013
“Proust on Twitter.” Proust and Me blog. FrenchCulture.org. November 12, 2013
“A Hundred Thousand Billion Lonely Guys: A Conversation with Jeff Ragsdale.” The Nervous
Breakdown. 25 June 2012
“40 Ruminations on the Future of DEAD/BOOKS.” (Guest blog post) Unbound: Speculations on
the Future of the Book (MIT). 26 April. 2012
“Busted Books, or How I Learned to Stop Authoring and Loving the Book” (Guest blog post) and
twitter jockey. Remixthebook.com. 25 Mar. – April 1, 2012
“The Merry-Go-Round is Beginning to Taunt Me.” (with Cris Mazza). The Nervous Breakdown. 27
Nov. 11
“The Book(s) I Read are in Your Eyes.” Fathermucker. August 12, 2011
“My Type Doesn’t Know Who I Am: An Interview With John Waters.” The Nervous Breakdown.
21. March 2011
“Publishing World Reels from WikiLeaks Revelations.” The Nervous Breakdown. 30 Nov. 2010
“Posthumography: a response and review.” Ed. Craig Saper. Rhizomes.com (2010): 20
“The Uniqueness of Badness.” “Bad Books” feature. American Book Review. 31.2 (2010): 11
“Concept of original content is pure fiction” Chicago Tribune, “Perspective Section.” 3 Aug. 2008
The Chicago Tribune: Q section columnist (5+), 2006-2008
“Notes from the Middleground: On Ben Marcus, Jonathan Franzen, and the Contemporary
Fiction Combine.” Electronic Book Review. 8. Sept. 2006.
7. Davis Schneiderman, page 7
Selected Review-Essays (30+)
Review of “Call Me Burroughs: A Life.” Resources for American Literary Study. Forthcoming
Conversation about Kent Johnson’s A Question Mark Under the Sun. Rain Taxi Review of Books.
(w/Ted Pelton). 2013
Review of The Spoken Word: William S. Burroughs and Brion Gysin. European Beat Studies
Network. 2013
Review of Queer: 25th
Anniversary Edition. American Book Review. 33.1 (2011): 25
“A Diagrammatic Beat.” Review of Jack Kerouac and William S. Burroughs’. And the Hippos Were
Boiled in Their Tanks. American Book Review. American Book Review. 30.3 (2009): 19
Review of Everything Lost: The Latin American Notebook of William S. Burroughs (Eds. by
Geoffrey D. Smith, John M. Bennett, and Oliver Harris). American Book Review. 29.4 (2008).
“Burroughs Lives” (Review of Queer Burroughs and Burroughs Live). Electronic Book Review.
May 2004.
“‘Disability Studies Grows Up, And Apart’ on Lennard J. Davis, Bending Over Backwards:
Disability, Dismodernism, and Other Difficult Positions.” The Minnesota Review. 58-60 (2003):
317-322.
“Review of The Novel: Language and Literature From Cervantes to Calvino.” Studies in the
Novel. 32.4 (2000): 519-521.
“Send in the Clowns, They’re Already Here” (Review of The Last Avant-Garde: The Making of the
New York School of Poets). Iowa Review 29.3 (1999): 158-162.
Selected Publicity/Interviews/Reviews of my work (50+)
“On William S. Burroughs.” Interviewed by David Holzer. Beatscene. Forthcoming
“Davis Schneiderman: I’ve Never Been Me.” Interviewed by Tom Williams and Ben Whisman.
Rain Taxi Review of Books. v. 19.1 Spring 2014
Morning Amp. Remember Marcel Proust. Vocalo Radio (NPR). October 16. 2013
OTHER PPL: Episode 219 (podcast). Brad Listi. October 23, 2013
“Doesn’t It Make You [Sic]? An Interview With Davis Schneiderman.” Edward S. Robinson.
Paraphilia Magazine. Fall 2013
Chicago Publishes Podcast: Jennifer Egan, Davis Schneiderman, Millicent Borges Accardi at AWP.
8 Mar. 2012
“5 Startling Academic Success Tips for Your First Year of College.” Appearance on Chicago
Tonight. September. September 6, 2011
Hetter, Katia. “Nation of adults who will write like children.” CNN.com. August 10, 2011
Yee, Amy. Don’t Fear the E-Reaper. The Economist. (Coverage of Busted Books: Great Soak
project). August 2, 2011
D'Aoust. Renée. Review of Drain. Review of Contemporary Fiction. 31.1 (2011)
Gay, Roxane. “Blank by Davis Schneiderman and Working Toward an Understanding of
Experimental Literature.” HTMLgiant.com. February 18, 2011
Higgs, Christopher. “What is Experimental Literature? {pt. 4}” HTMLgiant.com. February 21,
2011
Humphrey, Michael. “The 21st Century Novel: Jaded Ibis Sees a ‘Mashup.’” Forbes.com. February
2011
Kress, David. Review. Rain Taxi Review of Books. Winter 2011
Liberman, Michael. “The Books Chainsaw Massacre.” Seattle Post-Intelligencer (blog)
Walsh, William. “On Collaboration VI: Davis Schneiderman and the Riddle of Collaboration.”
Kenyon Review Online. September 11, 2010
Milks, Megan. “When Eyeballs Land on Blazing Paragraphs — ScatØlØgically Yours by Davis
Schneiderman.” Salt Magazine. 2 (2009)
8. Davis Schneiderman, page 8
“Lather, Rinse, Repeat an interview with Davis Schneiderman” (by Brian Whitener). Rain Taxi
Review of Books. Winter 2007/2008
Review of Retaking the Universe. Postmodern Culture. 2007
Review of Retaking the Universe. Times Literary Supplement. 2005. 30
SELECTED RECENT CONFERENCE AND LECTURES (50+)
“Have We Stayed Too Long At The Fair?: 1893 in Photographs. Union League Club of Chicago.
April 8, 2014
“William S. Burroughs/Kathy Acker.” NOW CalArts, March, 2014
“Collage, Remix, Mash-Up: A Workshop for the Digital Age.” American Studies Center at Aarhus
University. Aarhus, Denmark, March 12, 2014
“The World According to Cut: Mash-Ups and Conceptual Literature.” Aalborg University. Aalborg,
Denmark, March 11, 2014
“The Book of Methods: A New Vision of Burroughs, Collaboration, and Cut-up/Conceptual
culture.” Forfatterskolen/The Danish Academy of Creative Writing. Copenhagen, Denmark,
March 10, 2014
“The Book of Methods: A New Vision of The Third Mind.” The Burroughs Century. Bloomington,
IN, Feburary 5. 2014
“Life at Rest: Chicago’s World’s Fairs, Amusement Parks, and the Disney Century.” Inaugural
Members’ Front Row Storytelling Series. Chicago History Museum. January 18, 2014
“Remembering Marcel Proust.” Live interview with Aleksandar Hemon and David Ellison. Lake
Forest College, October 16, 2013
“William S. Burroughs/Kathy Acker.” NOW Boulder, September 27, 2013
“Writer on Writer: What to Do When You’re Not Writing for the New York Publishing Houses.”
Chicago Writers Conference. September 16, 2012
“The collaborative moment(s).” Panelist. NOW 6: Paris (Sorbonne/Paris VII), June 9, 2012
SELECTED RECENT PERFORMANCE AND READINGS (75+)
“The City of Interzone: Tangier” As The Muttering Sickness. The European Beat Studies Network.
Tangier Morocco. November Chicago Humanities Festival. Co-Prosperity Sphere, Chicago,
Nov. 1, 2014
“The City of Interzone: Chicago” As The Muttering Sickness. Interzone: A Burroughs Birthday
Bash. Chicago Humanities Festival. Co-Prosperity Sphere, Chicago, November 8, 2014
Guts and Glory, Chicago, April 16. 2014
“Call All Active Agents”: The Performer-as-Long Distance Runner.” (Closing Performance). The
Burroughs Century, Bloomington, IN, February 8, 2014
“Remembering Marcel Proust. A public reading with Chicago authors, poets and screenwriters.”
Alliance Française de Chicago. November 14, 2013
SELECTED GRANTS, AWARDS, AND HONORS
The Bird Award for Intellectual Contributions to the Campus Community, Lake Forest College,
2011.
Visiting Scholar, University of London-Institute of Paris, March 9-11, 2010.
Visiting Artist, University of Central Arkansas, March 2009.
Google Earth Pro grant (20 seats) ($8000).
9. Davis Schneiderman, page 9
Illinois Arts Council award / Lake Forest Literary Festival, co-project director ($850), 2006-7
William L. Dunn Award for Outstanding Teaching and Scholarly Promise, Lake Forest College,
2006.
Illinois Arts Council award / Lake Forest Literary Festival, co-project director, Lake Forest College
($4590), 2005-6
Illinois Arts Council award / Lake Forest Literary Festival, co-project director, Lake Forest
College ($4300), 2004-5
“Express Lane” grant from the Midwest Instructional Technology Center, grant writer, ($5000)
Summer 2004
Hotchkiss Fellowship, competitive one-semester leave for spring 2005, Lake Forest College.
Lake Forest College/Victory Gardens Theater Alliance, grant-writing committee member, ($15,000)
Graduate Student Award for Excellence in Teaching; Binghamton University, 2000.
Dissertation Year Fellowship; Binghamton University, 2000-2001, ($9000).
TEACHING
Teaching and Research Interests
Remix/Mash-Up Culture, Uncreative/Creative Writing, William S. Burroughs, Postmodernism,
Innovative and Avant Literature, American Literature/Culture, American Studies / Chicago
Literature and History, World’s Fairs
Teaching Experience: Lake Forest College (2001-present)
Environmental Studies: Integrated Field Studies, May term in Hamptons
Literature, Art, Rebellious Consumers (First-Year Studies 175)
Science Fiction and the Chicago Metropolis (First-Year Studies 184)
Life at Rest: Chicago Leisure Spaces (First-Year Studies 153)
Composition (English 100)
Introduction to Literature (English 110)
Twentieth-Century American Literature (English 205)
Contemporary Literature and the Marketplace (English 250)
Postmodernism (English 326)
Lake Forest College Press: Book Editing (English 323)
Lake Forest College Press: Book Production (English 324)
Introduction to Creative Writing (English 235)
Advanced Fiction Writing (English 360)
Creative Unwriting/Remix Workshop (English 364)
Book Design Practicum (English 369)
Senior Writing Seminar (English 440)
The American Avant-Garde: 1960-1980 (American Studies 200: Topics)
Science Fiction and the Chicago Metropolis (First-Year Studies 184)
Hidden Chicago: Culture, Conflict, Class. (American Studies 311).
Second City, Second Nature (American Studies 200: Topics)
Chicago: Literature of Place (Environmental Studies/English 307)
Chicago Dreaming (Masters of Liberal Studies Seminar)
Teaching Experience: University of Illinois at Chicago
(Visiting Writing, 2009)
Graduate seminar on “Collaborations”/English 581
10. Davis Schneiderman, page 10
Teaching Experience: Binghamton University (Assistantship, 1996-2000)
Creative Writing (3 sections); Rhetoric (4 sections); Literary Studies (1 section); Literary Studies
discussion leader (two section); Writing Center tutor
MEMBERSHIPS
American Conferences of Academic Deans (ACAD)
National Association of Fellowship Advisors (NAFA)
Beat Studies Association
European Beat Studies Network (Advisory Council Member)
Society of Midland Authors