Name: Raichle (Rai) Farrelly

Rank: Director, TESOL Certificate Programs; Senior Instructor

Department: Linguistics

University of Colorado Boulder
Hellems 290
295 UCB
Boulder, CO 80309

EDUCATION

Ph.D.               Linguistics, University of Utah, 2012
Dissertation Title: Emerging from the Echo Chamber: An Activity Theory Perspective on L2 Teachers of Adult Emergent Readers
M.A.                Linguistics, University of Utah, 2003
TESOL Certificate, University of Utah, 2003
B.A.                Spanish, University of Utah, 1997

ACADEMIC POSITIONS

2019- present  Senior Instructor & TESOL Coordinator, Department of Linguistics, University of Colorado Boulder (responsibilities: administer and teach in the TESOL Certificate Program, develop an MA TESOL Program, teach English as an additional language in the Intensive English Program of the International English Center)

2019 – present Senior Instructor, English as an Additional Language, International English Center, University of Colorado Boulder

2015-2019     Assistant Professor, Department of Applied Linguistics, Saint Michael’s College (responsibilities: designing and delivering courses at undergraduate and graduate levels; courses: Intro to Language Teaching, Practicum I, Practicum II, Foundations of Linguistics, Intercultural Communications; supervising ELL student teachers on MA TESOL licensure track in k-12 classrooms)

2013-2105       Assistant Professor, MA TEFL Program, American University of Armenia (responsibilities: preparing teachers of English as a foreign language; courses: L2 Curriculum Design, Intro to TEFL Methods, Teaching EFL Reading and Writing, Teaching EFL Listening and Speaking, Teaching Language Skills I & II, L2 Practicum, L2 Internship, Capstone (MA Thesis and Design Project)

2012-2013       Higher Education Instructional Coordinator, Center for Teaching and Learning Excellence, University of Utah (responsibilities: designing and implementing teaching and learning workshops for faculty across disciplines, observing faculty teaching, consulting with faculty about teaching practices and student course feedback.)

2011-2012       ESL Tutor Coordinator, Guadalupe Schools (responsibilities: testing and placement of adult English language learners in free ESL classes, supervising six groups of learners and their tutors, designing lesson plans for groups of learners to be implemented by the tutors)

2007-2008       ESL Instructor, International Rescue Committee (responsibilities: teaching English to newcomers with refugee status from Burundi and Burma)

2004-2011       Graduate Teaching Assistant, Department of Linguistics, University of Utah (responsibilities: teaching courses in the ESL program, the MA TESOL Program, and with University Neighborhood Partners; courses: Academic Writing, ESL Psychology, Pronunciation, Academic Skills, Strategies and Techniques for Teaching, L2 Methodology, L2 Teaching Practicum, Teaching English to Adult Emergent Readers, Survival English, English Literacy)

PUBLICATIONS

*Indicates Peer Reviewed

Books

Shapiro, S., Farrelly, R., & Tomaš, Z. (2014). Fostering international student success in higher education. Book in series: ESOL for Different Professions. Alexandria, VA: TESOL Press.

Edited Books

Shapiro, S., Farrelly, R., & Curry, M. (Eds.). (2018). Educating refugee-background students: Critical Issues and Dynamic Contexts. Bristol, UK: Multilingual Matters.

Edited Journal Volume

Cirocki & R. Farrelly (Eds.) (May 2019). Special Issue for the European Journal of Applied Linguistics and TEFL. International collection of chapters on teaching refugee-background students.

Journal Articles

Liscio, J. & Farrelly, R. (2019). Exploring notions of success through the social and cultural capital of adult refugee-background students. In A. Cirocki & R. Farrelly (Eds.) (May 2019). Special Issue for the European Journal of Applied Linguistics and TEFL. International collection of chapters on teaching refugee-background students.

*Farrelly, R. (2017). Collaborative inquiry in the LESLLA context: Reflecting on self to make sense of practice. In A. Cirocki & T. S. C. Farrell (Eds.). Special Issue: Reflective Practice in the ELT Classroom. The European Journal of Applied Linguistics and TEFL 6(2), 41-63.

*Cirocki, A. & Farrelly, R. (2016). Research and reflective practice in the EFL classroom: Voices from Armenia. Eurasian Journal of Applied Linguistics 2(1), 31-56.

*Farrelly, R. (2014). Exploring tensions in the mediated activity of teaching L2 adult emergent readers. The European Journal of Applied Linguistics and TEFL 3(1), 151-165.

*Farrelly, R. (2013). Converging perspectives in the LESLLA context. Apples – Journal of Applied Linguistics 7(1), 25-44. Retrieved from https://jyx.jyu.fi/dspace/handle/123456789/41930

*Tomaš, Z., Farrelly, R. & Haslam, M. (2008). Designing and implementing the TESOL teaching practicum abroad: Focus on interaction. TESOL Quarterly 42(4), p. 660-664.

Book Chapters

*Farrelly, R. (2019). A TESOL practicum in the United States of America. In A. Cirocki, I. Madyarov, & L. Baecher (Eds.). Current Perspectives on the TESOL Practicum: Cases from Around the Globe. (under contract with Springer)

*Lindahl, K., Tomas, Z., Farrelly, R., & Krulatz, A. (2018). The value of service learning in L2 teacher preparation: Engaging in diverse contexts. In T. Meidl & M. S. Dowell (Eds.) Service learning initiatives in teacher education programs. IGI Global.

*Farrelly, R., Shapiro, S., & Tomas, Z. (2017). Creating the conditions for productive dissonance: An inclusive pedagogical framework. In A. Lee, and R. D. Williams (Eds.) Engaging dissonance: Developing mindful global citizenship in higher education. Innovations in Higher Education Teaching and Learning, Vol. 9, 25-42. Emerald Publishing Limited.

Proceedings

*Farrelly, R., Fankhauser, K., Schneider, A., Suarez, R., & Teleen, S. (2017). Inquiry-based professional development: An empowerment model for LESLLA teacher development. Low-educated adult second language and literacy acquisition (LESLLA). Proceedings of the 11th Annual Symposium. Granada, Spain.

*Farrelly, R. (2013). Converging perspectives in the LESLLA context. In T. Tammelin-Laine, L. Nieminen, & M. Martin (Eds.), Low-educated adult second language and literacy acquisition. Proceedings of the 8^th Annual Symposium (pp. 23-45). Jyväskylä: University Library of Jyväskylä.

Additional Contributions

Farrelly, R. (2018). Lesson planning for teaching pronunciation. The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley & Sons, Inc.

Shapiro, S., Farrelly, R. (2018). “What can we learn from listening to the voices of refugee-background students?” Invited blog post for Multilingual Matters. https://channelviewpublications.wordpress.com/2018/06/05/what-can-we-learn-from-listening-to-the-voices-of-refugee-background-students/

Shapiro, S., Farrelly, R., & Tomas, Z. (2016). “Promoting Global Citizenship in Daily Teaching.” Invited blog post for National Council of English Teachers. http://blogs.ncte.org/index.php/2016/01/promoting-global-citizenship-daily-teaching/

Farrelly, R. (2016). To you, from me, with sarcasm. In J. Rucynski (Ed.) New ways in teaching with humor. Alexandria, VA: TESOL Press.

PAPERS AND PRESENTATIONS AT PROFESSIONAL MEETINGS

Keynote, Plenary and Invited Speaker Opportunities

Farrelly, R. 2019 Humanizing the Refugee Experience: Story and Voice in Research. Invited Speaker, TESOL, Atlanta, USA.

Farrelly, R. 2018. Implementing a Growth Mindset with Students as a Tool for Teacher Development. Keynote Address, NNETESOL, New Hampshire, USA

Farrelly, R. 2018. Implementing a Growth Mindset with Students as a Tool for Teacher Development. Invited Speaker, Africa TESOL, Dakar, Senegal.

Farrelly, R. 2016. Social Justice and English Language Teaching: Exploring Our Dispositions. American University of Armenia Student Conference in Linguistics.

Farrelly, R. 2012. Converging Perspectives in the LESLLA Context. LESLLA, Jyväskylä, Finland.

Farrelly, R. 2012. Communities of Practice: Connections and Collaborations in the EFL Context. National Conference for Teachers of English (NTC), Instituto Guatemalteco Americano, Guatemala City, Guatemala.

Papers, presentations and workshops at national and international professional meetings

Farrelly, R. 2018. Designing and Implementing Teacher-led, Inquiry-based Teacher Development. NNETESOL, Durham, New Hampshire, USA.

Farrelly, R. 2018. Promoting Teacher-Led Professional Development for Remote Regions. Africa TESOL, Dakar, Senegal.

Lypka, A., Sun, Y., Custodio, B., & Farrelly, R. 2018. Building Partnerships to Foster Advocacy Work with Refugee Background Students. Interest Section Intersection Panel: RCIS, SRIS. TESOL, Chicago, IL.

Forbes, S., Farrelly, R., & Rios, J. 2018. Culturally relevant personal stories and strategies to share them. Interest Section Intersection Panel: RCIS, ICIS. TESOL, Chicago, IL.

Altherr Flores, J., Farrelly, R., Johnson, R., & Montero, K. 2018. Refugee-Background Students with Trauma: Research, Pedagogy, and Community Resources. RCIS Academic Session. TESOL, Chicago, IL.

Lindahl, K., Farrelly, R., & Tomas, Z. 2017. Enriching Multicultural Practices in Second Language Teacher Education Programs. National Association of Multicultural Education (NAME), Salt Lake City, UT.

Farrelly, R. 2017. Hatujambo! LESLLA Teachers And Learners Building Community On Common Ground. LESLLA, Portland, Oregon.

Shapiro, S. & Farrelly, R. 2017. Innovations in Educational Research in Refugee Resettlement Communities. LESLLA, Portland, Oregon.

Bigelow, M., Egan, P., Altherr Flores, J., & Farrelly, R. 2017. Teaching Adult Emergent Readers. Interest Section Intersection Panel: AEIS, ALIS, RCIS. TESOL, Seattle, WA.

Lindahl, K., Tomas, Z., Krulatz, A., Farrelly, R., Ka, M. 2017. Engaging with diverse contexts: Enriching practices in teacher education programs. TESOL, Seattle, WA.

Farrelly, R. 2017. ‘Reflect for ESOL’ – A New Horizon for Language Learning and Capacity Building. Africa TESOL, Kigali, Rwanda.

Farrelly, R., Tomas, Z., Bollinger, J. 2016. Balancing the Benefits of University-Community TESOL Partnerships: Win-Win. TESOL, Baltimore, MD.

Morin, J., Wrigley, H., Reimer, J., Farrelly, R., & Brice, C. 2016. Teaching Writing to Adult Low Literacy Students: Research to Practice. TESOL Intersession: Adult Ed, Second Language Writing, and Refugee Concerns Interest Sections. TESOL, Baltimore, MD.

Farrelly, R. 2016. Power to the People: Teacher-led Inquiry for Professional Development. 1^st Annual Africa TESOL, Khartoum, Sudan.

Farrelly, R., Teleen, S., Suarez, R., Schneider, A., & Fankhauser, K. 2016. Inquiry-based professional development: An empowerment model for LESLLA teacher development. 12^th Annual LESLLA Symposium, Granada, Spain.

Farrelly, R. 2015. Feedback from the Feedback: Teacher Educators’ Growth. TESOL Arabia, Dubai, UAE

Cirocki, A. & Farrelly, R. 2015. Research and Reflective Practice in the EFL Classroom: Voices from Armenia. TESOL, Toronto, Canada.

Farrelly, R., Tomas, Z., Bollinger, J. 2015. Positive Partnerships: The Impact of University-Community Collaborations in the LESLLA Context. LESLLA, St. Augustine, Florida.

Farrelly, R. & Manvelyan, L. 2014. Introducing Co-Teaching for EFL Pre-Service Teacher Development. TESOL Arabia, Dubai, UAE.

Hiller, K., Lind, S. & Farrelly, R. 2013. Exploring the International Undergraduate Experience: Harmonizing Voices, Honoring Differences. TESOL, Dallas, TX.

Farrelly, R. 2012. Activity Theory as a Qualitative Research Tool for Empowerment. International Congress of Qualitative Inquiry (ICQI), University of Illinois, Urbana-Champagne, IL.

Farrelly, R. & Vinogradov, P. 2012. Professional Development for Teachers of Adult ESL Emergent Readers: Reflection, Innovation and Implementation. International Reading Association (IRA) Chicago, IL.

Farrelly, R. 2012. (Em)Power in the Classroom: Privileging Student Voice in Course Design. POD Network Convention, Seattle, WA.

Farrelly, R. 2012. TED Talks in the EFL Classroom: Fostering Global Citizenship. NTC, Instituto Guatemalteco Americano, Guatemala City, Guatemala.

Farrelly, R. 2012. Exploring the Classroom (Em)Power Paradigm Through Activity Theory. Lily International Conference on College Teaching, Oxford, OH.

Farrelly, R. 2012. Discovering ‘Self’ Between Idea and Implementation: An Odd Tale of 10 FLCs. Lily International Conference on College Teaching, Miami University, Oxford, OH; poster

Farrelly, R. 2011. Contextualizing Teacher Knowledge and Practice. LESLLA. Minneapolis, MN.

Kleckova, G., Farrelly, R., Tomaš, Z. 2010. Instructional Materials in TESOL Practicum: Supporting Preservice Teachers’ Lesson Planning. TESOL, Boston, MA.

Farrelly, R. & Marsh, K. 2010. Young ELLs as Adult ESL Materials Designers: Imagine That! TESOL, Boston, MA.

Lindahl, K., Fox, N., Markovic, J., Farelly, R., & Tomaš, Z. 2009. A Collaborative Approach to Materials Design. International Conference on Language Documentation and Conservation, Honolulu, HI, March.

Farrelly, R. 2009. Mama Teacher: The Many Roles of ESL Teachers of Adult Refugees”
TESOL, Denver, CO.

Farrelly, R. 2009. Why Forge Alone? Partnerships for Unified Refugee Integration. TESOL, Denver, CO.

Tomaš, Z., Farrelly, R. & Haslam, M. 2008. Designing and Implementing Practicum Abroad. TESOL, New York, NY.

Papers, presentations and workshops at state and local professional meetings and seminars

Farrelly, R. & Brown, S. 2017. “TESOL Talks”: Adult and higher education. Student Conference on Language Teaching, St. Michael’s College, Colchester, VT.

Farrelly, R. 2015. The International Student Experience: Theirs to Share, Ours to Embrace. Saint Michael’s College Social Sciences Research Colloquium, Colchester, VT.

Farrelly, R. 2013. Fostering Global Citizenship with TED Talks. British Council Conference, Yerevan, Armenia.

Farrelly, R. 2012. Sharing the Power: A Community of Learners from Day One. SOTE, Orem, UT.

Farrelly, R. & Tolman, A. 2012. Learning Communities: Obstacles and Successes. Scholarship for Teaching and Engagement Conference (SOTE), Orem, UT.

Farrelly, R. 2011. Teaching Pre- and Low-Literate Adult ELLs: An Ethnographic Case Study of the Implementation of L2 Teacher Preparation into Classroom Practice. University of Utah College of Education Graduate Student Poster Session.

Farrelly, R. 2011. Classroom-Based Assessment of L2 Adult Emergent Readers. I-TESOL, Salt Lake City, UT.

Lopez, J., Mohamed, A., Akhonzada, L., Garcia, E., & Farrelly, R. 2010. Bridging the Cultural Gap between Schools and Communities. Winter Counselors’ Conference, Salt Lake Community College, SLC, UT.

Workshops, Consulting and Guest Lectures

Farrelly, R. 2017. “Cross-Cultural Incidents to Promote Cultural Competence.” Workshop for MOVE service volunteers at St. Michael’s College, Colchester, VT.

Farrelly, R. 2016, 2017. “English Language Learners in the K-12 Classroom.” Guest lectures (x3) in undergraduate courses for Education Department at St. Michael’s College, Colchester, VT.

Farrelly, R. 2016, 2017. “Navigating the American Classroom.” Workshop for incoming international students at St. Michael’s College, Colchester, VT.

Farrelly, R. 2016, 2017. “Working with International Students.” Workshop for library and IT student staff at St. Michael’s College, Colchester, VT.

Farrelly, R. 2016. Exploring Privilege with Students. Diversity and Inclusion in the Classroom: Pedagogy Day. Panelist in the Classroom Environment session, St. Michael’s College, Colchester, VT.

Farrelly, R. 2016. “Justice, Privilege, and Service.” Workshop session for the MOVE Core Team Training at St. Michael’s College, Colchester, VT.

Marshall, H., Farrelly, R., Evans, B., & Bauer-Ramazani, C. 2015. “Flipping the Language Classroom: Approaches, Challenges and Opportunities.” Workshop for faculty and local teachers, Colchester, Vermont.

Kharapetyan, H. & Farrelly, R. 2014. “How to Avoid Plagiarism.” American University of Armenia Student Workshop Series, Yerevan, Armenia.

Farrelly, R. 2013. “Adapting to the American Classroom.” University of Utah, International Center New Student Orientation, SLC, UT.

Farrelly, R. 2013. “Responding to and Supporting Second Language (L2) Writers.” University of Utah Teaching Workshop Series, SLC, UT.

Farrelly, R. & Brehl, B. 2013. “Teaching and Learning for the College of Engineering.” Workshop for all Teaching Assistants in the College of Engineering. University of Utah, SLC, UT.

Farrelly, R. 2013. “On the Flipside: Active learning approaches for the f2f portion of a flipped class.” A session for the Teaching and Technology Symposium. University of Utah, SLC, UT.

Farrelly, R., Hiller, K., Swain, C., & Klahr, S. 2013. “Teaching Linguistically and Culturally Diverse Learners.” 3-Day Summer Institute for Faculty hosted by the Center for Teaching & Learning Excellence and the International Center. University of Utah, SLC, UT.

Farrelly, R. 2013. “Strategic Instruction in Higher Education.” American University of Armenia Faculty Workshop Series, Yerevan, Armenia.

Farrelly, R. & Volfova, M. 2012. Teacher Training Workshop: Teaching Beginning Learners of American Indian Languages.      Conference on Endangered Languages & Cultures of Native America (CELCNA), Center for American Indian Languages (CAIL), SLC, UT.

Farrelly, R. 2012. “Incorporating Active Learning in the Classroom.” University of Utah Annual Teaching Symposium, SLC, UT.

Farrelly, R. 2012. “Increasing Student Responsibility for Learning.” University of Utah Annual Teaching Symposium, SLC, UT.

Farrelly, R. 2012. “Adapting to the American Classroom.” University of Utah, International Center New Student Orientation, SLC, UT.

Farrelly, R. 2012. “Language and Intercultural Competence for Effective Communication.” Guest Lecture in the College of Social Work, University of Utah, SLC, UT.

Farrelly, R. 2012. The Refugee Experience. Invited panelist for the College of Social Work, University of Utah, SLC, UT.

Farrelly, R. 2012. K-12 Schools and Community Development. Invited panelist with University Neighborhood Partners, University of Utah, SLC, UT.

Farrelly, R. 2012. “The Teaching Dossier.” A workshop for graduate students to develop their teaching philosophy, CV and teaching portfolio. University of Utah, SLC, UT.

Farrelly, R. 2012. “Assessment and Grading in Political Science.” A workshop for a Political Science TA Seminar. University of Utah, SLC, UT.

Farrelly, R. 2012. “Active Learning”. A training workshop for the Undergraduate Student Experts on Teaching (USET) Program. University of Utah, SLC, UT.

Farrelly, R., Knell, E., & Hudson, B. 2010. Teacher Training Workshop: Teaching Beginning Learners of American Indian Languages. CELCNA, Center for American Indian Languages (CAIL), SLC, UT.

Farrelly, R. & Hudson, B. 2009. Teacher Training Workshop: Teaching Beginning Learners of American Indian Languages. Conference on Endangered Languages & Cultures of Native America (CELCNA), Center for American Indian Languages (CAIL), SLC, UT.

Lindhal, K., Fox, N., Markovic, J., Farelly, R., & Tomaš, Z. 2009. A Collaborative Approach to Materials Design. University of Utah Department of Linguistics Colloquium

Farrelly, R., Bridge, S., Hudson, B., Marsh, K., Markovic, J., Khvtisiashvili, T. 2009. Interdisciplinary Collaboration for Indigenous Language Maintenance. University of Utah Department of Linguistics Annual Student Conference, SLC, UT.

Mai, T., Lopez, J., Mohamed, A., Tut, J., Eh, P., & Farrelly, R. 2009. Bridging the Cultural Gap between Schools and Communities. Troubled Youth Conference, Snowbird, UT.

TEACHING, TEACHER EDUCATION, AND CURRICULUM DEVELOPMENT – Higher Ed

Courses

Saint Michael’s College, Applied Linguistics Department (2015 – Present)

AL 310 – Introduction to L2 Teaching Methods (undergraduate)
AL 250 – Intercultural Communication (undergraduate, both face-to-face and fully online)
GSL 542 – Introduction to Language Teaching (graduate)
GSL 500 – Foundations of Linguistics (graduate)
GSL 547 – ESOL in the Content Areas (graduate)
GSL 685 – Practicum I (graduate)
GSL 688 – Practicum II (graduate)
GSL 689 – Teaching Adult Emergent Readers (graduate)
GSL 689 – Teaching Refugee-background Students (graduate)
GD 555 – Student Teacher Supervision (graduate)

American University of Armenia, MA TEFL Program (2013-2015)

TEFL 301 – Introduction to TEFL Methods
TEFL 309 – Curriculum Development and English for Specific Purposes
TEFL 302 – Teaching EFL Reading and Writing
TEFL 302 – Teaching Language Skills I
TEFL 303 – Teaching EFL Listening and Speaking
TEFL 303 – Teaching Language Skills II
TEFL 310 – EFL Teaching Internship (supervisor)
TEFL 306 – EFL Teaching Practicum
TEFL 391 – Capstone (Master’s Thesis and Design Project)

University of Utah, Center for Teaching and Learning Excellence (2011-2013)

CTLE 6000 – Teaching in Higher Education (3x)

University of Utah Department of Linguistics (2002-2010)

LING 3810 – L2 Strategies and Techniques
LING 3600 – Cross-Cultural Communications (2x)
LING 5810 – L2 Methodology
LING 5811 – TESOL Practicum abroad (co-designed and co-taught) (2x)
LING 5813 – TESOL Practicum (3x)
LING 3950 – Teaching ESL to Adult Emergent Readers (2x)

University of Utah ESL Program (2002 – 2011)

ESL 1050 – Composition for Nonnative Speakers (3x)
ESL 1010 – Academic ESL – Psychology
ESL 1700 – Academic ESL – US History
ESL 4300 – Advanced Pronunciation, undergraduate (3x)
ESL 6300 – Advanced Pronunciation, graduate (3x)
ESL 1100 – Integrated Skills and Strategies (4x)

Teacher Education, Instructor Professional Development and Curriculum Design

Saint Michael’s College (2015-present)

• Initiated and co-designed a new portfolio assessment for the MA TESOL Program
• Redesigned our second language teaching methods course to incorporate practicum experience
• Designed new courses for the MA TESOL Program: Teaching Adult Emergent Readers; Teaching Refugee-background Students
  Designed and delivered a fully online version of Intercultural Communication

American University of Armenia (2013)

• Designed and delivered workshop for all faculty
• Consulted with faculty development center (Institutional Research Office)

University of Utah Center for Teaching & Learning Excellence (2011-2013)

• Delivered several faculty development and preparing future faculty workshops
• Co-designed and delivered a 3-day summer institute for faculty entitled: Teaching Linguistically and Culturally Diverse Students

University of Utah Department of Linguistics (2002-2010)

• Collaborated with a colleague to develop and teach a service-learning teacher training course for ESL teachers of adult emergent readers (funded through a Service Learning Professorship awarded to Dr. MaryAnn Christison) (2009-2010)
• Collaborated to restructure ESL curriculum at UNP Hartland (2006-2009)
• Designed several ESL and Linguistics courses (syllabi, text selection, activity design and assessment) (2002-2007)
• Aligned ESL writing program with University writing program (2006)

TEACHING, TEACHER TRAINING, AND CURRICULUM DEVELOPMENT – OTHER

Vermont Adult Learning & Vermont Refugee Resettlement Program (2016)

• Delivered two professional development study circles for community-based ESL teachers (Spring 2016 (@ 8 session), Fall 2016 (@ 4 sessions))
• Coordinated meetings, provided research and reflection materials, facilitated discussions

United States Peace Corps, Armenia (2014)

• Reviewed, edited, revised EFL teacher education modules
• Delivered 10 EFL teacher training sessions for newly arrived Peace Corps volunteers

Utah State of Office of Education (2009-2011)

• Collaborated with colleagues to design and teach workshops for adult ESL educators through a grant from the Center for Adult English Language Acquisition (CAELA)
• Developed and delivered workshops for ESL teachers of adult emergent readers

University of Utah University Neighborhood Partners (2005-2010)

• Taught community-based ESL classes for adults with refugee and immigrant status at literacy, low-high beginner and intermediate levels

• Served as cooperating teacher to pre-service teachers in Adult Ed ESL program at UNP Hartland
  

Shoshone Project, University of Utah & Center for American Indian Languages (2009-2010)

• Developed, delivered and supervised teacher education workshops for Shoshone tribes
• Trained Western Shoshone elders to teach their native language in the community
  

Project “New Eyes” Sušice, Czech Republic (2007, 2009)

• Collaborated with colleagues to design and implement an L2 teacher education practicum abroad
• Provided teacher education workshops for in-service EFL teachers
• Monitored and evaluated undergraduate students completing L2 practicum abroad

English and Foreign Languages University (EFLU), Hyderabad, India (2008)

• Collaborated with Dr. MaryAnn Christison to edit and compile modules for a training of trainers manual to be used at EFLU
  

International Rescue Committee (2007- 2008)

• Taught ESL to preliterate adults with refugee status from Burundi and Burma
  

Private Tutoring (2006-2007)

• Taught ESL pronunciation and writing to international students and community members

American Language Program International, Santiago, Dominican Republic (Summer 2005)

• Taught beginner-advanced English classes

American Language Program International, Santiago, Dominican Republic (Summer 2005)

• Taught practicum course for pre-service EFL teachers
• Collaborated with instructors on course design and implementation

English Language Institute (ELI) at the University of Utah (2004)

• Taught intensive week-long courses for Japanese teenagers from Shibaura High school
• Responsible for class preparation, assessment, extra curricula activities

PROGRAM DIRECTOR/ADMINISTRATIVE EXPERIENCE

Saint Michael’s College, Applied Linguistics Department 

• Served as Practicum Coordinator, responsible for monitoring and evaluating teaching practica in the MA TESOL Program and establishing partnerships with international institutions to provide our students with practicum experiences abroad. (2015- present)
• Coordinator of K-12 Endorsement and Licensure tracks within the MA TESOL Program (2018- present)

University of Utah Center for Teaching and Learning Excellence (2012-2013)

• Served as program director for Teaching Assistant Scholars Program, supervising a cohort of ten graduate students developing project to add to the scholarship of teaching and learning and benefit the greater University community
• Served as director of newly launched Faculty Learning Community (FLC) program, offering FLCs around eleven unique topics for faculty to engage in exploration and dissemination of information related to teaching and learning in higher education
• Developed a curriculum assessment plan for the University School of Medicine
• Consulted on development of modules for a Geology Department course on Mars
• Developed CTLE resources website (constructed 18 wiki pages; see ctle.utah.edu/resources)

Project Wezesha Co-Founder and Director (2009-present)

• Raised funds in excess of $60,000
• Supervised programs (scholarship program, school building project)
• Traveled to Tanzania annually for in-country negotiations with local and regional government leaders

Project New Eyes Practicum Coordinator (2007, 2009)

• Assisted in recruiting students and assessing program outcomes
• Arranged practicum appointments
• Organized community language courses
  

Graduate Student Advisory Committee Co-Chair (2005)

• Arranged student travel reimbursement
• Invited speakers and arranged professional talks

PROFESSIONAL SERVICE

Organizational Leadership Positions

• Director of Communications, LESLLA (2018-2019)
• Chair, TESOL Refugee Concerns Interest Section (2018-2019)
• Chair-Elect, TESOL Refugee Concerns Interest Section (2017-2018)
• Chair-Elect, TESOL Refugee Concerns Interest Section (2017)
• Member at Large, TESOL Refugee Concerns Interest Section (2016)
• Member at Large, TESOL Adult Education Interest Section (2016, 2017)

Reviewing Proposals and Articles for Journals, Proceedings and Conferences

• Applications for doctoral dissertation awards from The International Research Foundation for English Language Education (TIRF) 2014, 2015, 2017
• Associate Editor Journal of International Students 2012-2016
• Article Editor for SAGE Open, a peer-reviewed open access journal published by SAGE
• Article: “Whenever I have a problem…I go to the ESOL teacher”: Young Iraqi Refugee-Background Students’ Notions of What it Means to be a Caring Educator.” (In Press). TESOL Quarterly.
• Article: “Emergent Reconstruction’ in Grounded Theory: Learning from Team Based Interview Research” (2015). Qualitative Research, 15(1), pp. 39-56.
• Proceedings for To Improve the Academy, POD Network organized in Seattle, WA, Vol. 32, 2012
• Professional and Organizational Development (POD) Network in Higher Education 2012, 2013
• Proceedings from Low-Educated Second Language and Literacy Acquisition (LESLLA) organized in Minneapolis, MN 2012

University, college, department service

• Faculty leader on SMC MOVE service trip to Guatemala, 2019
• Member, Practicum Committee, Applied Linguistics Dept., Saint Michael’s College, AY15-16, AY16-17
• Practicum Coordinator, Saint Michael’s College, AY15-16, AY16-17
• Member, Curriculum Committee, ELP, Saint Michael’s College, AY16-17
• Member, Committee on Campus Culture, Saint Michael’s College, AY16-17, AY17-18
• Member, Community Engaged Learning Committee, Saint Michael’s College, AY16-17, AY17-18
• Faculty leader for SMC Connects, 2016, 2017
• Member, Diversity Working Group, Saint Michael’s College, AY15-16
• Faculty leader on SMC MOVE service trip with Habitat for Humanity, 2016
• Member, Faculty Senate, American University of Armenia AY13-14
• Member, Study Abroad Committee, American University of Armenia AY13-14
• Member, Extension Committee, American University of Armenia AY13-14
• Secretary, Executive Committee, Faculty Senate, American University of Armenia AY14-15
• Co-Chair, Student Learning Committee, American University of Armenia AY14-15
• Faculty Advisor, Undergraduate Student Council, American University of Armenia AY14-15
• Member, Ad Hoc Committee on Faculty Excellence in Research and Teaching, American University of Armenia, AY14-15
• Developed an open course for faculty invested in teaching linguistically and culturally diverse learners 2013
• Volunteer at POD Convention, Seattle 2012
• Designed and implemented a teaching resources website for the University of Utah Center for Teaching & Learning Excellence 2012
• Co-Chair, Graduate Student Academic Committee (GSAC) 2005

State and local service

• Volunteer at RMTESOL Convention in Salt Lake City, Utah 2005
• Volunteer at TESOL Convention in Salt Lake City, Utah 2003

COMMUNITY SERVICE

• Executive Director of Girls Education International, 2015-present
• Volunteer English as an Additional Language (EAL) teacher of adult refugee background students, with Vermont Refugee Resettlement Program, 2016-present
• Founder and Director of Project Wezesha, an organization dedicated to increasing access to education for children in Tanzania through secondary school construction projects and a scholarship program; http://www.projectwezesha.org 2009-present
• Board member and Treasurer for Girls Education International; http://www.girlsed.org 2009 – present
• Volunteer judge at Armenian Regional and National Poetry Competitions, Yerevan 2015
• Speaker at Woodrow Wilson Elementary; paired US-based students with penpals in Tanzania; provided cultural backgrounder about Tanzania, including aspects of education, daily life and the environment 2012
• Volunteer at Neighborhood Pit Bull day with Best Friends Animal Society 2012
• Volunteer at the Super Adoption for Best Friends Animal Society 2011, 2012
• Volunteer at Salt Lake Makers’ Faire 2012
• Provided temporary foster care for dogs rescued by No More Homeless Pets Utah 2010-2012
• Screened a documentary film (A Small Act) to promote girls education in Liberia and fundraise for Girls Education International in conjunction with International Women’s Day 2011
• Founded High Five for Clean Air, a group on Facebook which served as a public forum for action within five key areas: Transportation, Legislation, Education, Conversation and Contribution with over 1,000 active group members; profiled in local media for rallying local community to boycott their cars at least once a week 2010
• Organized the Empower 5k Trail Run to fundraise for Project Wezesha 2010
• Volunteer for HERA 2002 – 2009
• Screened a documentary film (Pray the Devil Back to Hell) to promote girls education in Liberia and fundraise for Girls Education International in conjunction with the International Day of Peace 2009
• Blog Coordinator & Writer for four humanitarian organizations: Trivani Foundation, Kaberamaido Cooperative, Girls Education International and Project Wezesha 2009-2010
• Volunteer Coordinator for HERA, an Ovarian Cancer Awareness organization 2002, 2006-2009

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS

International Reading Association (IRA)
Literacy Education and Second Language Learning for Adults (LESLLA)
Teaching English to Speakers of Other Languages (TESOL)
TESOL Arabia
Northern New England TESOL (NNETESOL)
National Association of Multicultural Education (NAME)
Africa TESOL

HONORS AND AWARDS

• Invited Featured Speaker at the 4^th Annual Africa TESOL, Nigeria, August 2019
• Invited Keynote Speaker at the NNETESOL Conference, New Hampshire, USA, Nov 2018
• Invited Featured Speaker at the 3^rd Annual Africa TESOL, Senegal, May 2018
• Recipient of the Politi International Travel Award 2016, 2017, 2018
• Teaching Excellence Award (finalist), American University of Armenia (2015)
• Editor’s Choice Award for outstanding performance as associate editor, Journal of International Students in Higher Education (2014)
• Invited keynote speaker at the LESLLA 2012 Symposium in Finland
• Invited plenary speaker at the IGA NTC 2012 Convention in Guatemala
• Invited guest speaker at the Students for Students International annual fundraiser (2012)
• Selected as a US State Department English Language Specialist (2011)
• Nonprofit Academy for Excellence Certificate, Professional Education Certificate (2011)
• CBIZ MHM (Mayer Hoffman McCann) Scholarship for the Nonprofit Academy for Excellence (2010)
• S. Eccles Grant to fund community-based ESL teaching position (2007-2009)
• University of Utah Teaching Assistantship (2001-2002, Fall 2004-Spring 2007)