Dr. J.

Michael Rifenburg (updated 9/2019)

Associate Professor of English
Co-director of First-Year Composition, Department of English
Interim Assistant Director, Center for Teaching, Learning, and Leadership
University of North Georgia
Michael.rifenburg@ung.edu / mrifenburg.wordpress.com / @jmrifenburg

Education

Ph.D. University of Oklahoma, Composition/Rhetoric/Literacy, 2013

M.A. Auburn University, 2009
B.A. Georgia College & State University, 2005

Academic Employment

Associate Professor, Department of English, University of North Georgia. Fall 2017-present

Assistant Professor, Department of English, University of North Georgia. Fall 2013-Spring 2017

Program Assistant. University of Oklahoma Writing Center. Spring 2012-Spring 2013

Instructor/Graduate Teaching Assistant, Department of English, University of Oklahoma, Fall

2009-Spring 2012

Instructor, Department of English, Columbus State University, Spring 2009

Instructor/Graduate Teaching Assistant, Department of English, Auburn University, Fall 2007-

Spring 2009

Young Americans Christian School, High School English Teacher, 2006-2007

Administrative Appointments

Interim Assistant Director. Center for Teaching, Learning, and Leadership. University of North
Georgia. Summer 2019-present.

 Managing internal and external faculty awards processes

 Developing faculty development programming in support of scholarship and teaching
 Facilitating new faculty orientations
 Presenting and publishing on faculty development and SoTL research

Co-Director, First-Year Composition. Department of English. University of North Georgia.
Summer 2019-present.

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Director of First-Year Composition. Department of English. University of North Georgia. Fall
2015-Summer 2019.

 Reviewing and revising course outcomes, template syllabi, and course descriptions
 Conducting instructor observations
 Overseeing course needs and assessment reports to Assessment Coordinator
Senior Faculty Fellow for Scholarly Writing. Center for Teaching, Learning, and Leadership.
University of North Georgia. Fall 2016-Summer 2019.

 Establishing multifaceted faculty development programs across five campuses that enrich
scholarly productivity through a focus on research and writing skills
Books

Drilled to Write: A Longitudinal Study of a Cadet Writer at a Senior Military College. Under contract.
University State University Press, an imprint of the University Press of Colorado. (95,000 words; full
ms delivered to publisher in September 2019).

The Embodied Playbook: Writing Practices of Student-Athletes. Utah State University Press, an imprint of
the University Press of Colorado. 2018. Reviewed in Reflective Teaching.

Editing

Teaching on the Intersection of Cognition and Writing. Co-editing with Patricia Portanova and Duane Roen.
Foreword by Susan Miller-Cochran and Afterword by Asao Inoue. Under contract. Parlor Press.
(Full ms due to publisher in January 2020).

Undergraduate Research as a Future of English Studies. Co-editing with Kristine Johnson. Special issue of
Pedagogy: Critical Approaches to Teaching Language, Literature, Composition, and Culture. Expected
publication January 2021.

Contemporary Perspectives on Cognition and Writing. Co-edited with Patricia Portanova and Duane Roen.
Foreword by John R. Hayes and Afterword by Linda Flower. WAC Clearinghouse, Colorado State
University Open Press, and University Press of Colorado. 2017. Open Access text. Total Visitors:
49,100; Total Downloads (PDF): 22,979 (as of August 2019).

Articles

“Student-Athletes’ Metacognitive Strategy Knowledge.” Composition Forum. Forthcoming, Spring

2020.

“To Ensure Warfighting Function: Writing Inside a U.S. Army Brigade Headquarters.” Composition
Studies. 47.1 (2019): 117-135.

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“First-year Cadets’ Conceptions of General Education Writing at a Senior Military College” co-
authored with MAJ. Brian Forester. Teaching & Learning Inquiry. 6.1 (March 2018): 52-66.

“The Performance of Literate Practices: Rhetoric, Writing, and Stand-up Comedy.” Journal for the
Assembly of Expanded Perspectives on Learning. 22 (Winter 2016-2017): 78-91.

“Student-Athletes, Prior Knowledge, and Threshold Concepts.” Teaching English in the Two-Year
College 44.1 (September 2016): 32-48.

“Supporting the Student-Athlete Writer: A Case Study of a Division I Athletics Writing Center and
NCAA Academic Mandates.” The Writing Center Journal 35.2 (2016): 61-87.

“The Literate Practices of a Division II Men’s Basketball Team.” Grassroots Writing Research Journal
6.2 (Spring 2016). 55-63.

“The Woven Body: Embodying Text in Performance Art and the Writing Center.” Co-authored
with Lindsey Allgood. Across the Disciplines 28 (Dec. 2015). Web.

“‘Student-Athletes’ and the Rhetorical Consequences of Naming.” Present Tense: A Journal of Rhetoric
in Society 4.2 (2015). Web.

“Writing as Embodied, College Football Plays as Embodied: Extracurricular Multimodal

Composing.” Composition Forum 24 (Feb. 2014). Web.

“Getting All Interdisciplinary: A Guiding Business Principle for Writing Center Practice.” Southern
Discourse 18.1 (Fall 2013): 4-7.

“Converting the Center: Considering Christianity in the Writing Center.” Co-authored with Michael
Mohon. Dangling Modifier 19.2 (Spring 2013). Web.

“Fleshing Out the Uniqueness of Student-Athlete Writing Centers: A Response to Alanna Bitzel.”
Praxis: A Writing Center Journal 10.1. (2012). Web.

Contributions

“Community: A Response to Marty Townsend.” In Talking Back: Senior Scholars Deliberate the Past,
Present, and Future of Writing Studies, edited by Norbert Elliot and Alice Horning. University Press of
Colorado. Forthcoming.

With Mary Carney, Rebecca Johnston, and Laura Ng. “Cultivating Teacher-Scholars at a Teaching-
Intensive University” Academic Labor beyond the College Classroom: Working for Our Values, edited by
Holly Hassel and Kirsti Cole. Routledge. Forthcoming December 2019.

With Brad Jacobson. “Storying Longitudinal Research: Relationality and Self-Reflexivity.” In Telling
Stories: Perspectives on Longitudinal Writing Research, edited by Jenn Fishman and Amy Kimme Hea.
Under review with publisher.

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“The Potential of Writing Center Case Study Research Design as Public Scholarship.” In Theories and
Methods of Writing Center Studies: A Practical Guide, edited by Jo Mackiewicz and Rebecca Babcock,
141-149. Routledge. 2019.

With Lindsey Allgood. “Performance Art & Performing Text.” Writing In and About the Performing
Arts and Visual Arts: Creating, Performing, and Teaching, edited by Steven J. Corbett, Jennifer Lin
LeMesurier, Teagan E. Decker, and Betsy Cooper, 55-73. WAC Clearinghouse, Colorado State
University Open Press, and University Press of Colorado. 2019.

“Chasing the Team: Participant Recruitment Strategies for Qualitative Research into Student-Athlete
Writers” In Research, Interrupted: Navigating Challenges in Qualitative Education Research, edited by Todd
Ruecker and Vanessa Svihla, 39-50. Routledge, 2019.

“Visual Rhetoric” & “Multimodality.” Contribute a Verse: A Guide to First-Year Composition. Ed. Tanya
Long Bennett. University of North Georgia Press. 2015. Print.

Invited Talks

“Attending to the Writing of Student-Athletes.” Davenport University. August 2019.

“Scholar-Athletes and Embodied Learning: Writing Themselves In.” Hofstra University. April 2019.

“How Student-Athletes Learn Plays & What That Means for College Writing Instruction.”
University of Findlay. October 2018.

Reviews

With Matthew Boedy. “The Promises and Perils of Public Scholarship.” Review of Arlene Stein and
Jessie Daniels’s Going Public: A Guide for Social Scientists. Journal of Community Engagement and Scholarship,
11.1 (2018): 69-72.

Review of Elisabeth H. Buck’s Open-Access, Multimodality, and Writing Center Studies. Writing Center
Journal. Forthcoming.
Recent Non-Juried Publications

“Coach Faulkner has Contributed Much to the Lives of the People He has Met.” Dahlonega Nugget.
19 March 2019.

“Food Insecurity and the Student-Athlete.” University of Colorado blog. 3 April 2018.

“Let’s All Help UNG Students Learn to Become Better Writers.” Gainesville Times. 20 August 2017.

“Student-Athletes and Writing Transfer.” Literacy & NCTE. blogs.ncte.org. 9 March 2017. Web.

“Fighting Darkness With Light.” Academe Blog. 26 January 2017.

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“Web List Aiming to Expose ‘Radical’ Professors Raises Familiar Red Flags.” Gainesville Times. 24
December 2016.

“Safety, the NCAA and a Cloudy Future.” Academe Blog Academeblog.com. 9 June 2016. Web.

“What it Means to be Connected.” Center for Teaching, Learning, and Leadership. University of
North Georgia. 2 February 2015. Web.

“The Value of Connection.” Literacy & NCTE. blogs.ncte.org. 11 Dec. 2014. Web.

“Student-Athletes at UNG Represent What is Good about College Athletics.” Dahlonega Nugget 10
Dec. 2014.

“Global Collaboration Around Education.” Literacy & NCTE. blogs.ncte.org. 12 Nov. 2014. Web.

“Automated Essay Scoring Could Lead to High-Tech Ways to Fool it.” Gainesville Times 28 Aug.
2014. Print.

“Transfer Learning the Latest in Teaching Writing Skills.” Vanguard Dahlonega (student newspaper).
16 April 2014. Web.

“Turnitin.com’s Tentacles Keep Growing and Growing.” Vanguard-Dahlonega (student newspaper). 6

March 2014. Web.

“Openly Gay Athletes Should Be Accepted.” Vanguard-Dahlonega (student newspaper). 27 February

2014. Web.

“People of Dahlonega are Central to Academic Success of UNG Students.” Dahlonega Nugget. 25
December 2013. Print.

“Transitioning from a Research-Focused R1 to a Teaching-Focused Master’s L.” Center for

Teaching, Learning, and Leadership. University of North Georgia. 2 December 2013. Web.

“Introverts and the Teaching of Writing.” Center for Teaching, Learning, and Leadership. University
of North Georgia. 6 November 2013. Web.

Media & Interviews

“Four Classes Undergo Redesign to Align with Momentum Approach.” University Relations, UNG.
November 2019.

WRHU, Hofstra University's on-campus radio station. April 2019.

The Ohio State University’s Center for The Study and Teaching of Writing. Write.Think.Teach
Podcast. May 2019.

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“UNG English professor publishes book about student-athletes.” University Relations, UNG.
March 2018.

“UNG English professor featured in ‘The Academic Minute’ Broadcast.” University Relations,
UNG. September 2017.

“Educating Student-Athletes.” AAC&U’s Academic Minute. WAMC Northeast Public Radio.

September 2017.

Honors & Awards

Emerging Leader. University of North Georgia. Fall 2017.

This award recognizes faculty who have assumed leadership roles within the last five years.
These awardees exemplify UNG’s commitment to shared governance and effective
leadership

Scholarship of Teaching and Learning Award. University of North Georgia. Fall 2015.
This award recognizes faculty whose research demonstrates valuable work in the scholarship
of teaching and learning. The awardee engages in a systematic examination of student
learning and the instructional conditions that promote learning.

Select Presentations

With Emily Pridgen. “Undergraduate Researchers as Partners in Large-Scale Curricular Change.”

Poster presentation. International Society for the Scholarship of Teaching and Learning. Atlanta,
GA. October 2019.
“Artisanal Design: Exploring the Craft of Research Methods.” International Writing Center
Association / National Conference of Peer Tutors of Writing. Columbus, OH. October 2019.
“Working with Undergraduate Researchers in Large-Scale Curricular Change.” Council of Writing
Program Administrators’ summer conference. Baltimore, MA. July 2019.
“Making it Count: Shaping Public Scholarship for Local Promotion and Tenure Guidelines.”
Biannual Thomas R. Watson Conference. Louisville, KY. October 2018.

“Becoming a Cadet: Preliminary Results from a Longitudinal Study into Learning Army Genres”
Conference on College Composition and Communication, Summer Regional Conference. Denver,
CO. July 2018.

“Words for All: Supporting Public Scholarship Through Centers for Teaching and Learning.” With
John Duffy as Respondent. Conference on College Composition and Communication. Kansas City,
MO. March 2018.

Co-Chair, Special Interest Group. “Teaching with Research on Cognition and Writing.” Conference
on College Composition and Communication. Kansas City, MO. March 2018.

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Co-chair, Special Interest Group. “Creating and Maintaining Interdisciplinary Research
Relationships.” Conference on College Composition and Communication. Portland, OR. March
2017.

“Embodied Play Literacy in an Auburn University Defensive Football Play.” With Kevin Roozen as
Respondent. Conference on College Composition and Communication. Tampa, FL. March 2015.

Co-chair, Special Interest Group. “A Conversation with Duane Roen: The Eight Habits of Mind.”
Conference on College Composition and Communication. Tampa, FL. March 2015.

“A Literacy Audible: The Embodied Literate Practices of Big-Time College Football.” Biannual
Thomas R. Watson Conference. Louisville, KY. October 2014.
“If Only Merlin Worked Here: The Sword and the Stone and Traveling Writing Support for
Student- Athletes.” International Writing Center Association/National Conference on Peer
Tutoring of Writing. Orlando, FL. October 2014.

Co-chair, Special Interest Group. “Cognition and Writing: A Conversation with John Hayes:
Contemporary Perspectives on Cognitive Science and Writing.” Conference on College
Composition and Communication. Indianapolis, IN. March 2014.

“Penalties, Fouls, and Errors: Student-Athletes and the Trouble of Open Access.” Conference on
College Composition and Communication. Indianapolis, IN. March 2014.

“‘Badges? We Don’t Need No Stinkin’ Badges’: How Interdisciplinary Relations Legitimize Writing
Center Work.” The Future of Writing Centers: 20th Anniversary Symposium. Austin, TX. February
2013.

“Syncopated Relations: Athletics and Academics in American Higher Education.” Dissonant

Discourses: An Interdisciplinary Conference. Norman, OK. January 2013.

Co-chair. Special Interest Group. “Rhetoric, Sport, and Student-Athletes.” Conference on College
Composition and Communication. Las Vegas, NV. March 2013.

Co-chair. Workshop. “Expanding the Conversation: Graduate Students, Contingent Faculty, and the
Future of Basic Writing.” Conference on College Composition and Communication. Las Vegas, NV.
March 2013.

“(Dis)placing Collegiate Football Players: Challenges of Incorporating Student-Athletes in the

Writing Classroom.” Conference on College Composition and Communication. St. Louis, MO.
March 2012.

“From Classical Rhetoric, to Student-Athletes, and Back Again: Tracing a Recursive Relationship
Between the Past and Present.” Teaching Scholars Initiative Colloquium. Norman, OK. October
2011.

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“Sophists and Sports: Competitive Scaffolding in Student-Athlete Tutoring Sessions.” Conference
on College Composition and Communication. Atlanta, GA. May 2011.

“Pens, Paper and Football Plays: A Case Study of Student-Athlete Literacy.”

Expanding Literacy Studies. Columbus, OH. April 2009.

Courses Taught

Post-Secondary Education

University of North Georgia (Dahlonega, GA)

English 1101: English Composition I

The first in a two-part required composition sequence, this course invites students to
engage with the level of scholarly writing expected at the university level. Wardle and
Downs’s Writing About Writing focuses student’s attention to who they are as writers.

English 1102: English Composition II

The second in a two-part required composition sequence, this course invites students
to engage with the level of scholarly writing expected at the university level. Wardle
and Downs’s Writing About Writing focused student’s attention to who they are as
writers.

Honors English 1101: English Composition I

Similar content and syllabus as non-honors section of 1101; however, this course
includes collaborative group presentations, a co-authored research paper, and more
scaffolding and encouragement for undergraduate research through conference
presentations and submitting to undergraduate research journals.

Honors English 1102: English Composition II

Similar content and syllabus as non-honors section of 1101; however, this course
includes collaborative group presentations, a co-authored research paper, and more
scaffolding and encouragement for undergraduate research through conference
presentations and submitting to undergraduate research journals. Additionally,
students in this course engage in service-learning. During the Fall 2016, students
wrote content for the Dahlonega-Lumpkin County Chamber of Commerce and
Visitor Bureau’s website.

English 2230: Intermediate Composition, Classical Rhetoric & Its Contemporary

Uses
Using Crowley and Hawhee’s Ancient Rhetorics for Contemporary Students as well as
primary readings by rhetors such as Gorgias, Plato, and Quintilian, this course invites
students to engage with elements of ancient western rhetoric which still resonant
with us today, such as how best to teach rhetoric and the role of women in the
public sphere. Students write three essays and present a final project while crafting
their writing to meet conventions of their discipline.

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 English 2230: Intermediate Composition, Writing for an Online Audience
Engaging with Felder’s Writing for the Web and key readings from Cindy Selfe, Adam
Banks, and Jonathan Alexander, students explore the constraints and affordances of
various digital writing platforms such as Twitter, Wikipedia, and tumblr. Students
wrote press releases for the Holly Theater, the local Dahlonega theater company, and
authored sections of the UNG Wikipedia page.

English 3120/6120 Introduction to Rhetorical Theory

Through focusing on key readings in Bizzell and Herzberg’s The Rhetorical
Tradition and supplemental readings, students explore various theories of language
and language use from 5th century Athens and rhetoricians such as Aristotle and
Gorgias to 21st century America and rhetoricians such as Malea Powell, Adam
Banks, and Damián Baca.

English 3130: Advanced Composition, Introduction to Grant Writing

Using Clarke’s Storytelling for Grantseekers and Browning’s Perfect Phrases for Writing
Grant Proposals, students developed a portfolio which included letters of inquiry,
proposal, follow-up, and thank-you letter. Guest speakers from the Dahlonega
community presented on the challenges and opportunities in writing grants.

English 4110: Introduction to Eastern Rhetorics (face to face and online)

This course used Lipson and Binkley’s edited Ancient Non-Greek Rhetorics to consider
ancient understandings of how language works. By countering the dominant western,
Greco-Roman conceptualizations of rhetoric, this course offered student an
opportunity to gain a richer picture of the development of rhetorical theories and
practices. Mindfulness practices and a guest-speaker on Mandarin character writing
complemented a 1600 word essay and presentation.

English 4810/6810: Rhetoric and the Graphic Novel (face to face and online)
This course addresses the communicative power of images by considering graphic
novels. By engaging with key texts such as Mazzucchelli’s Asterios Polyp and Ware’s
Jimmy Corrigan, this class explored how graphic novelists balance multiple modes in
the construction of text. Students presented and authored a 1600 word essay and
practiced graphic novelist skills such as inking, coloring, and lettering.

English 4880: Senior Seminar English Writing: Researching Writing

As the final course in the Writing & Publication track, upper-division students learn
the conventions of writing research methods and methodologies through engaging
with Creswell’s Research Design, Blakeslee and Fleischer’s Becoming a Writing Researcher,
and Heath and Street’s On Ethnography. Guest-researchers appearing via Skype and a
seminar paper served as additional methods of instruction. Finally, students
assembled a portfolio encapsulating their undergraduate work at UNG.

University of Oklahoma (Norman, OK)

English 1113: English Composition I

English 1113: English Composition I, Computer-Mediated-Classroom

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 Honors English 1213: English Composition II, Appropriating Classical Rhetoric for
Contemporary Uses
English 1213: English Composition II

Pilot English 1213: English Composition II

Expository Writing 1213/1223.014: Sports and the University

Osher Lifelong Learning Institute (Norman, OK). “The Osher Lifelong Learning Institute at
the University of Oklahoma is dedicated to promoting lifelong learning and personal growth
of older adults, age 50+, through a variety of noncredit courses.”

Issues Surrounding College Sports.

Auburn University (Auburn, AL)

English 1100: English Composition I

English 1120: English Composition II: Sustainability

Co-teacher, University 1050: Success Strategies

Columbus State University (Columbus, GA)

English 1101: English Composition 1

Secondary Education

Young Americans Christian School (Conyers, GA)

10th grade World Literature

11th grade American Literature

12th grade British Literature

Mentoring

Student publications

Chamberlin, London. “Creating a Lexical Universe: Redefining Burke’s Dramatic Pentad

Through the Language of Finnegans Wake.” Papers and Publications: A Southeastern
Interdisciplinary Journal of Undergraduate Research 3 (2014).

Franklin, Cheyenne. “Quintilian Education and Additive Bilingualism.” Queen City Writers.
4.1 (2015).

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 Henderson, Sawyer. “Looking Right Now: A Rhetorical Analysis on Gay Men’s Diction
Relative to Grindr.” National Council for Undergraduate Research. University of North
Carolina, Asheville. April 2016. NCUR Proceedings. Spring 2017.

Price, Laura. “Native American Rhetoric: How and Why It’s Important.” Queen City Writers.
5.1 (2016).

Yarbro, Caleb. “In Preservation of Dignity: Censorship Before Catastrophe.” Award-

winning essay published in The Chestatee Review. Fall 2014.

Student presentations

Hill, Madison. “From Collective Memory to Personal Coping Mechanisms: The Genre of
Obituaries.” UNG’s Annual Research Conference. Spring 2019.

Pridgen, Emily. “Dead Ends: Obstacles Facing Local Historians, the Effects of Folklore on
Communities, and the Ghostly Legends of South Georgia State College.” UNG’s Annual
Research Conference. Spring 2019.

Regeski, Julia. “An Ethical Rhetorical Question.” Sigma Tau Delta 2016 National
Convention. Minneapolis, MN. March 2016. Written in ENGL 3120: Introduction to
Rhetorical Theory.

Skowronski, Diana. “Incorporating Ancient Egyptian Rhetorical Techniques into the

Practice of Law.” UNG’s Annual Research Conference. Spring 2019.

Service

National

Associate editor, Perspectives on Writing book series, The WAC Clearinghouse / University
Press of Colorado.

Editorial Member, Young Scholars in Writing. The oldest journal for undergraduate research in
writing studies.

Member, 2020 CCCC Technical and Scientific Communication Awards Selection

Committee. 2019-2020.

Member, Nominating Committee, Council of Writing Program Administrators. 2018-2019

Member, Council of Writing Program Administrators Best Book Committee. 2017, 2018

Member, Working Group to revise Conference on College Composition and

Communication Guidelines for the Ethical Conduct of Research in Composition Studies.
Spring 2015
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 Member, Collaboration and Capacity Building Curation Team Member, Connected
Educators Month, National Council of Teachers of English. Fall 2014, Fall 2015

Member, Newcomers’ Orientation Committee, Conference on College Composition and

Communication

Reviewer, Writing Center Journal, Composition Studies, and Queen City Writers, a refereed journal
for undergraduate composition

Reviewer, University of North Georgia Press, Utah State University Press, Routledge

External Promotion and Tenure reviewer, Biola University, August 2019; Bowling Green
State University, August 2019

Community

Chair, School Governance Council, Enota Multiple Intelligences Academy (Gainesville [GA]
City Schools System). Fall 2019-Spring 2020

Vice-Chair, School Governance Council, Enota Multiple Intelligences Academy (Gainesville

[GA] City Schools System). Fall 2018-Spring 2019.

Essay assessment consulting. American Junior Golf Association (AJGA) Transamerica

Scholastic Junior All-American Team. Designed and implemented a rubric to assess over 100
essays written by applicants for the All-American Team. Summer 2014, 2015, 2016.

University of North Georgia

Department

Ad Hoc Committee on General Education Assessment, Area A1. Spring 2019-Fall

2019.

Chair, Search Committee for tenure-track Assistant Professor, Department of

English. Fall 2017-Spring 2018.

Chair, Search Committee for two tenure-track Assistant Professors, Department of

English, Fall 2015-Spring 2016. Filled both positions.

Co-chair, Search Committee for Assistant Professor, Department of English, Fall

2013-Spring 2014

Member, Writing & Publication Committee, Fall 2013-present

Faculty reviewer, The Chestatee Review, Fall 2013

University
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 Co-Chair, English Committee, Gateways to Completion initiative in partnership with
the University System of Georgia and the John Gardner Institute for Excellence in
Undergraduate Education. Fall 2018-present.

Honors Program Advisory Council, Fall 2017-present

Member, Emerging Leader Award Committee, Spring 2019

Chair, Scholarship of Teaching and Learning Award Committee, Spring 2017

Reviewer, Annual Research Conference, Spring 2017

Athletic Committee, Fall 2015-Spring 2017

Member, Teaching Awards Committee, Fall 2014

Member, Transfer and Transitions Work Group, Spring 2014

External member, Search Committee for Assistant/Associate Professor of Business

Communication, Mike Cottrell College of Business, Spring 2014

Faculty judge, Annual Research Conference, Spring 2014

Professional Development

Facilitating Learning Online Certification Workshop. Office of Distance Education & Technology
Integration. University of North Georgia. Spring 2019

Faculty Academy on High-Impact Practices. University of North Georgia. 2015-2016

UNG Grants Academy. University of North Georgia. 2014-2015

Scholarship of Teaching and Learning Academy. University of North Georgia. 2014-2015

New Faculty Institute. University of North Georgia. 2013- 2014

Professional Affiliations

American Association of Colleges & Universities

Conference on College Composition and Communication
Council of Writing Program Administrators
National Council of Teachers of English

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