Jill Swavely

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					                                        Jill M. Swavely, Ed.D.
                             Associate Professor-Teaching & Instruction
                               Department of Curriculum, Instruction,
                                    and Technology in Education
                                         College of Education
                                          Temple University
                                    1301 Cecil B. Moore Avenue
                                       Philadelphia, PA 19122
                             Phone: wk: 215-204-6120; mbl: 215-990-3328
                                  E-mail: jill.swavely@temple.edu


ACADEMIC DEGREES
Ed.D. Curriculum, Instruction and Technology in Education/TESOL, January 2002
Temple University, Philadelphia, PA
Dissertation: "Re-designing Western Civilization: ESL Students’ Responses to Writing in a Great Books
Course”
Comprehensive exams passed with distinction

M.Ed. Secondary English Education, May 1994
Pennsylvania Instructional I Certification: English, 7-12
Temple University, Philadelphia, PA

B.A. Journalism. Minor: Communications, August 1988
Indiana University of Pennsylvania, Indiana, PA
Internship: American Red Cross Public Relations Department

EMPLOYMENT HISTORY
2001-Present   Lecturer, Department of Curriculum, Instruction, and Technology in Education,
               College of Education, Temple University

1995-2001               Coordinator of Student Services, University Writing Center, Temple University

1994-1995               Adjunct Instructor, ELECT Program, First-Year Writing Program, Temple
                        University

1991-1994               Graduate Assistant, ELECT Program, Temple University

1988-1991               Public Relations Associate, American Red Cross, Philadelphia, PA

TEACHING
Program Development and Administration, Temple University
Coordinator, Graduate ESL Certificate Program                           2004-Present
    Advise prospective program applicants.
    Make admissions decisions for all program applications.
    Conduct credential reviews for individuals potentially eligible for the certificate.
    Review course syllabi on a regular basis to ensure PDE competencies are met.
Coordinator, Undergraduate ESL Certificate Program                     2007-2009
    Developed proposal for the CITE Department, College of Education, Vice-Provost’s Office and
       University Board of Trustees to obtain approval for program implementation.
    Created & significantly revised four undergraduate ESL courses that comprise the program.
    Collaborated with the College of Education’s Student Services Department to recruit and advise
       students.

Coordinator, Graduate Foreign Language Education Program              2002-2008
    Advise current and prospective majors in seven certification areas.
    Review and make admissions recommendations for applications to Graduate Certification
       Program and Post-Baccalaureate Program.

Coordinator, Undergraduate Foreign Language Education Program          2002-2008
    Advise current and prospective majors in seven certification areas.
    Consult regularly with faculty and administrators in the following programs to ensure advisees
       are meeting language major requirements: Spanish, Portuguese, French, Italian, German, Hebrew,
       Latin.

Coordinator, “Add-a-Cert” Program                                        April 2006-August 2007
    Designed program, recruited students, hired instructors and taught courses in a year-long program
       for School District of Philadelphia elementary teachers seeking ESL Certification.

Wachovia Teacher Education Program for ESL Training                          July 2004-June 2005
    Designed and implemented a one-year teacher education program that certified 18 School District
      of Philadelphia elementary teachers in ESL.
    Developed school-based curriculum.
    Designed and implemented qualitative research component.
    Trained and supervised two teaching assistants and two independent researchers.

Courses Developed or Substantially Revised, Temple University

Undergraduate

Foundations of Language Teaching: Teaching English Language Learners in Grades 4-12
                                                                   Fall 2011, Spring 2012
    Created course which offers students an introduction to theory, research, and practice in
       teaching English language learners in the middle and secondary grades.
    Through a practicum component, students will learn to design lessons and assessments for
       small-group instruction of English language learners.

Teaching English Language Learners in the Early Grades                Spring 2012
    Created course which offers students an introduction to theory, research, and practice in
       teaching English language learners in the early years, specifically in grades PreK-4.
    Through a fieldwork component, students will learn to design lessons and assessments for
       small-group instruction of English language learners.

Graduate

Seminar in Second Language Writing                                       Spring 2002 & 2004, Fall 2009
    Significantly revised syllabus in Fall 2011 to reflect current research and practice in the field.


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      Created syllabus which introduces students to the teaching and learning of second language
       writing through the exploration of major issues in the theory, research and pedagogy in the field.
      Course addresses the teaching of second language writing in both ESL and EFL contexts as well
       as university-level and K-12 contexts.

Graduate Seminar in Supervised Teaching                                Spring 2008, 2009, 2010
    Revised course to align with well-developed undergraduate version by emphasizing reflective
       practice, designing assessment, portfolio development, and College of Education Performance
       Standards for skillful teaching

Approaches to Teaching in Second/Foreign Language Education             Fall 2005, 2006, 2007, 2008,
                                                                        2009, Summer 2008, Fall 2009,
                                                                        2010
      Revised course substantially by emphasizing current best practices in TESOL, using Post-Method
       Pedagogy as a framework.
      Taught students about recent developments in content-based, task-based, and critical pedagogies,
       and guided students through the design and implementation of classroom needs analyses.

Context, Culture and Language Teaching                                   Spring 2006, Summer 2006,
                                                                         Spring 2007, Summer 2009
      Revised course substantially by adding a bilingual education component and by emphasizing
       teacher research.
      Taught students sociolinguistic and ethnographic perspectives on teaching English as a second
       language students in K-12, international, higher education, and community-based contexts.
      Guided students through the design and implementation of a teacher-research project that
       employed ethnographic methods.

Designing Curriculum and Assessment in TESOL                             Spring 2005, 2006, 2008, 2009,
                                                                         2010, 2011, 2012
      Revised course substantially by integrating second language writing into the syllabus.
      Taught students to develop, adapt and critique curricula for teaching English as a second
       language students in K-12, international, higher education, and community-based contexts.
      Emphasized approaches for implementing curricula that reflect current best practices in second
       language writing, content-based instruction and assessment.

Dissertation Proposal Writing for TESOL Students                         Spring 2004, Fall 2004
     Created syllabus designed to assist students who are writing dissertation proposals.
     Taught research-writing conventions designed to help students clearly communicate their
        research plans, with emphasis on writing for an audience outside of the TESOL field.
     Taught students how to distinguish between the various sections of a dissertation proposal while
        attempting to achieve overall coherence in the proposal.

Academic Discourses in TESOL                                             Spring 2002, Fall 2003
    Created syllabus designed to give graduate students in TESOL a better understanding of the
      research and writing peculiar to the field of Applied Linguistics.
    Taught students to analyze published research in the field of TESOL and to apply what they
      learned as they designed, implemented and reported their own research projects.

University Writing Center TESOL Practicum                                Fall 1998, Spring 1999



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       Created syllabus and taught course which required students to lead and reflect upon one-on-one
        tutoring sessions, to observe ESL writing classrooms, to read and discuss current Writing Center
        and L2 writing research, and to develop instructional materials for ESL student writers.

Courses Taught, Temple University
Graduate
Second Language Acquisition                                              Spring 2007
    Introduced students to key concepts in second language acquisition by surveying current research,
       which addresses linguistic, neurolinguistic, cognitive, and sociocultural aspects of second
       language learning and use.
    Emphasized linking second language acquisition theories and empirical research to second
       language education.

Applied Language Study I                                                  Fall 2002, 2003, 2008
    Introduced students to key areas in linguistics through a critical review of phonology,
        morphology, syntax, semantics, sociolinguistics, pragmatics and other areas of linguistics.
    Facilitated students’ application of linguistic theory to practical decision-making and problem-
        solving activities in ESL and EFL classrooms.

Undergraduate
Language in Society                                                      Spring 2010, Fall 2010,
                                                                         Spring 2011
       Taught students to use linguistic analyses to challenge common myths and beliefs about language
        and to help students gain a better understanding of how language works as human behavior.

Senior Seminar and Performance Assessment                                 Fall 2006, Fall 2007
     Revised syllabus and taught course designed to provide student teachers with a framework of
        support and guidance for reflecting upon their student teaching experiences.
     Guided students through the development of professional teaching portfolios

Managing Instruction in the Contemporary Classroom                     Fall 2005
   Taught students to design instruction that addresses a variety of classroom management
      dilemmas.
   Taught students how to observe classrooms for the purpose of analyzing and reflecting upon
      instruction.

Service Learning                                                           Fall, 2000, Spring 2002
                                                                           Fall 2003
       Revised syllabus and taught course designed to provide students with an understanding of service
        learning. Students about service learning through their own experiences with service learning
        projects. They also learned how to design service learning projects for their future students.
       Emphasized the teaching of second-language literacy through service learning projects.
       Coordinated placement of students at three service learning sites, and mentored their participation
        at these sites.

Teaching Oral and Written Communication in the Secondary Schools     Spring 1997, 1998, 2002
    Revised syllabus and taught course required for undergraduate Secondary English Education
       majors.




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      Students designed and critiqued classroom lesson plans and writing portfolio plans to explore the
       practical difficulties of attempting to teach and assess the individual student through classroom-
       based instruction.

Teaching Language and Communication in the Secondary Schools         Fall 1998
    Revised syllabus and taught course required for undergraduate Secondary English Education
       majors.
    Students critically examined various approaches to teaching language arts, paying close attention
       to the social factors that influence teaching and learning.

ESL Composition                                                       Fall 1994 Spring 1995, 1998
    Facilitated ESL students' development in writing by teaching writing process, rhetorical
      techniques, essay revision, critical reading skills.




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ELECT Reading                                                       Fall 1991-Spring 1995
    Taught developmental reading course designed to introduce university freshman to critical
      reading strategies.

ELECT Writing                                                       Summer 1995
    Taught developmental writing course designed to introduce university freshman to academic
      writing and reading.

Intensive English Language Program Courses, University of Pennsylvania, Philadelphia, PA
Writing for Academic Purposes, English Language Program                Summer 1998
     Introduced graduate-level international students to academic writing conventions in United States
        colleges and universities

Language through Film, English Language Program                         Summer 1998
    Taught graduate-level international students reading, writing, and oral communications skills
      through a cultural studies course designed develop linguistic and cultural awareness through film
      studies.

Writing Center Teaching and Administration
Coordinator of Student Services, University Writing Center
Temple University, Philadelphia, PA                                      September 1995 – May 2001
    Interviewed and hired tutors and receptionists
    Created and implemented tutor training program
    Served as ESL writing consultant for faculty
    Tutored graduate and undergraduate students
    Developed and conducted classroom workshops
    Assisted in management of daily operations

ESL Tutor/Trainer, Bryn Mawr College Writing Center
Bryn Mawr College, Bryn Mawr, PA                                         September 2000 – May 2000
    Developed and conducted tutor training seminars
    Tutored graduate and undergraduate ESL students.


Advising Responsibilities
    Serve as a committee member on 4 doctoral dissertation committees
    Sole faculty advisor for students in the ESL Certificate Program

GRANTS
Co-Principal Investigator, Implementation and Evaluation of a School-Based ESL Teacher Training
Model; The Wachovia Foundation Teachers and Teaching Initiative Grant, July 2004-June 2005.
$230,000 for one year.

PUBLICATIONS
Swavely, J., Perren, J., & Collier, S. (2007). Learning to listen, listening to learn: Collaborating to
develop a “context-sensitive” ESL teacher education program. Voice and Vision in Language Teacher
Education. Minneapolis, MN: Board of Regents of the University of Minnesota.




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Swavely, J. (2006). The ethics of responding to plagiarism: When are pedagogical, not punitive,
responses warranted? Selected papers from the 11th Annual Values and Leadership Conference, Victoria,
British Columbia.

ACADEMIC PRESENTATIONS

International Conferences

Swavely, J. (2006, October). The ethics of responding to plagiarism: When are pedagogical, not punitive,
responses warranted? 11th Annual Values and Leadership Conference, Victoria, British Columbia.

Swavely, J. (2006, June). Teacher Talk, Knowledge Construction, and the Development of Personal
Pedagogies for Teaching English Language Learners. Paper presented at the Joint Conference of the
American Association for Applied Linguistics and the Canadian Association of Applied Linguistics,
Montreal, Quebec.

Swavely, J. (2003, March) “My internal argument”: The muted voices of critical experts. Paper presented
at the TESOL Convention, Baltimore, MD.

Swavely, J. (2001, February). Reconceptualizing Academic Literacy through the Writing Center
Conference. Paper presented at the American Association for Applied Linguistics Conference, St. Louis,
MO.

National Conferences

Swavely, J. (2009, March). Facilitating Educational Access for ESL Students through Faculty
Development Initiatives. Paper presented at the Conference on College Composition and Communication.
San Francisco, CA.

Swavely, J. (2008, March) Academic Versus Global Communities: Lessons Learned About Curriculum
Design in the ESL Writing Classroom. Paper presented at the American Educational Researchers
Association Conference. New York, New York.

Swavely, J. (2007, March). Curricular Identities: Revising ESL Writing Syllabi. Paper presented at the
Conference on College Composition and Communication. New York, New York.

Swavely, J. (2005, June). In J. Swavely (Chair), Walking the tightrope together: Negotiating Power for
Successful University-School Collaborations in an ESL Teacher Education Program. Symposium
conducted at the Language Teacher Education Conference, Minneapolis, MN.

Swavely, J. (2005, March). Faculty Notions of Competence in Second Language Writing Across the
Curriculum. Workshop presented at the Conference on College Composition and Communication, San
Francisco, CA.

Swavely, J. (2004, July). Re-envisioning Plagiarism: What can second language writers teach us about
textual borrowing practices? Paper presented at the Council of Writing Program Administrators’
Conference, Newark, DE.

Swavely, J. (2004, March) Issues and Dilemmas in Training Writing Center Tutors to Work with Second
Language Writers. Paper presented at the Conference on College Composition and Communication, San
Antonio, TX.


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Swavely, J. (2003, March) Positive plagiarism?: Using “patchwriting” as a tool for second language
writing development. Workshop presented at the Conference on College Composition and
Communication, New York, NY.

Swavely, J. (2002, March) Context and Meaning-making in Second Language Writing. Paper presented at
the Conference on College Composition and Communication, Chicago, IL.

Swavely, J. (2001, March). Challenging Canonical Communities: L2 Writers Designing Academic
Literacies. Paper presented at the Conference on College Composition and Communication, Denver, CO.

Swavely, J. (2000, April) Becoming 'the Other': Linguistically Diverse Students in a 'Great Books'
Course. Paper presented at the American Educational Researchers Conference, New Orleans, LA.

Swavely, J. (1999, March) The Struggle to Remain Visible: ESL Writers in the Academic Community.
Paper presented at the Conference on College Composition and Communication.

Regional Conferences

Swavely, J. (2007, April). Revising a Curriculum for Multilingual Writers: Assessment and Reflections.
“Many Englishes” Conference. Philadelphia, Pennsylvania.

Swavely, J. (2001, December) Sponsoring Bilingual Student Writers in the University. Paper presented at
the Penn-TESOL East Conference, Philadelphia, PA.

Swavely, J. (2000, October) Resistance and Writing Development in College-Level ESL Students.
Paper presented at the Seventh Annual Gathering of the Sociocultural Theory and L2 Learning Research
Working Group, State College, PA.

Swavely, J. (1999, March) ESL Students in a 'Great Books' Course. Paper presented at the Ethnography in
Education Research Forum, Philadelphia, PA.

Swavely, J. (1998, April). Grammatical Feedback on ESL Students’ Compositions: How Effective Is It?
Paper presented at the Penn-TESOL East Conference, Philadelphia, PA.

Swavely, J. (1997, April) Effects of Writing Conferences on an ESL Student’s Revision Processes.
Paper presented at the Mid-Atlantic Writing Centers’ Association Conference, Bloomsburg, PA.




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Swavely, J. (1997, April). Case Study: An investigation of an ESL Student’s Composing Processes.
Paper presented at the Penn-TESOL East Conference, Philadelphia, PA.

INVITED FACULTY DEVELOPMENT SEMINARS

Reaching Every Student: Strategies for Responding Effectively to ESL Students
Teaching and Learning Center
Temple University                                                       November 2011

Developing ELLs’ Writing Skills
Mayor’s Commission on Literacy
Free Library of Philadelphia                                          April 2011

Addressing the Needs of ELLs in Mainstream Classrooms
Bensalem School District                                              September 2010

Working Effectively with ESL Students: A Seminar for Writing-intensive Instructors
University Writing Center
Temple University                                                       October 2009

Working with English Language Learners in Career and Technical Education
Career and Technical Education Faculty Retreat                      October 2006
Temple University

How to Respond to Unintentional Plagiarism in ESL Student Writing
Teaching and Learning Center
Faculty Teaching and Learning Conference
Temple University                                                     January 2004, September 2004,
                                                                      February 2008

Increasing Readability in IRB Consent Forms
Institutional Review Board
Fox Chase Cancer Center                                               October 2003

Responding to Second Language Writers’ Texts
Teaching Assistants’ Teaching and Learning Conference                 August 2003
Temple University

Plagiarism: An Opportunity for Second Language Writing Instruction
CAPE Linguistic Academy, Temple University                            April 2003

Facilitating ESL Students’ Development as Writers
First-Year Writing Program, Temple University                         October 2002

Responding to Student Writing
Teaching Assistants’ Teaching and Learning Conference                 September 2002
Temple University                                                     January 2003
                                                                      August 2003
                                                                      August 2004
Tutoring Bilingual Student Writers
Writing Centers in the Schools Project                                July 2002


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Temple University

Responding to Second Language Writers
CAPE Linguistic Academy, Temple University                       December 2001

Second Language Writers in Education
CAPE Linguistic Academy, Temple University                       November 2001

Teaching Grammar through Writing Instruction
ESL Faculty, CSC Institute, Bensalem, PA                         December 2000

Evaluating ESL Student Writing
Intellectual Heritage Program, Temple University                 Fall 2000

ESL Student Writers/Readers in the IH Classroom
Intellectual Heritage Program, Temple University                 Fall 1999

ESL Students’ Literate Development in Middle School Classrooms
Sensitivity Symposium, Methacton School District                 Spring 1999


ACADEMIC and PROFESSIONAL SERVICE

Service within the College of Education

Member, Middle Grades Workgroup                                  July 2008-present

Member, Early Childhood Education Workgroup                      January 2009-October 2011

Member, Academic Programs Committee                              September 2009-May 2011

Chair, Academic Programs Committee                               September 2008-May 2009

Convener, Building Partnerships Workgroup                        Spring 2008

Member, Academic Integrity Committee                             Spring 2006-Fall 2007
Temple University

Member, Learning and Teaching Committee                          Spring 2006-Present
Temple University

Service within Temple University

Chair, ESL Committee of First-Year Writing Program               Summer 2006-May 2007
Temple University

Member, Ad-hoc Committee for ESL Student Support                 Spring 2000-Spring 2001
Temple University

Intellectual Heritage Department Teaching Circle                 Summer 2000
Temple University


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Service outside Temple University

Member, Writing Center Journal Editorial Board       Spring 2003-Present

Board Member                                         January 2002-Present
Fox Chase Cancer Center Institutional Review Board
Fox Chase Cancer Center, Philadelphia, PA

Board Member                                         March 2009-November 2010
Open Borders Project
Philadelphia, PA

PROFESSIONAL MEMBERSHIPS

American Association for Applied Linguistics
American Educational Researchers Association
National Council of Teachers of English
Teachers of English to Speakers of Other Languages




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