Dossier presented for: Promotion to Senior Lecturer Jennifer Mahoney Dept of English IU School of Liberal Arts, IUPUI Area of excellence: Teaching Sections in the sample dossier: In this order: CV Candidate’s statement Teaching Philosophy Teaching load Peer review of teaching statement Disseminated scholarship on teaching and learning Student learning outcomes Student mentoring outcomes Course development Professional development Teaching recognition awards and grants Service to dept school and university Service to discipline Other sections exist in the dossier but were not included here:

• Sections where there is only a repeat of the CV entries • Student evaluations • Peer evaluations

Note that a majority of candidates chose to have one combined candidate statement (7 pages total) rather than a separate statement in different sections. These are not included:

• Internal review letters (chair, department committee, school committee, dean) • External letters • Appendices

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INDIANA UNIVERSITY – PURDUE UNIVERSITY INDIANAPOLIS CURRICULUM VITAE

Jennifer Price Mahoney

Cavanaugh Hall 502K 425 University Boulevard

Indianapolis IN 46202 317-278-2984

jpmahone@iupui.edu

EDUCATION: GRADUATE Institution Butler University

Degree Master of Arts

Date Awarded December 2003

UNDERGRADUATE Indiana University – Bloomington Bachelor of Arts May 1994

APPOINTMENTS: ACADEMIC Institution Indiana University – Indianapolis Indiana University – Indianapolis Indiana University – Indianapolis University of Indianapolis

Rank Lecturer Visiting Lecturer Associate Faculty Associate Faculty

Inclusive Dates August 2013 – present August 2011 - May 2013 August 2002 – August 2012 January 2002 – May 2002

ADMINISTRATIVE Indiana University – Indianapolis Indiana University – Indianapolis Indiana University – Indianapolis

Assistant Director – University Writing Center Interim Director – University Writing Center Administrative Assistant to Director of University Writing Center

August 2015 – present July 2013 – August 2015 October 2008 – July 2013

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PROFESSIONAL HONORS AND AWARDS: TEACHING Award Name Top 100 Recognition Dinner Student Invitation – Jennifer Rojas Senior Survey Mention Gateway Teaching Academy Bronze Level Certificate Favorite IUPUI Professor – awarded by student nomination Outstanding Associate Faculty

Granted By IUPUI Alumni Council School of Liberal Arts University College Gateway Program IUPUI Jaguar Forensics Team IU School of Liberal Arts - IUPUI

Date Awarded March 2017 December 2016 April 2016 August 2013 April 2009

Outstanding Associate Faculty Writing Program – IUPUI

April 2009

SERVICE Award Associate Faculty Representative to the Writing Program Coordinating Committee – elected by unanimous vote

Granted By Writing Program Associate Faculty

Date Awarded February 2010

GENERAL Award Certificate of Excellence Outstanding Faculty Tutor

Granted By University Writing Center - IUPUI University Writing Center - IUPUI

Date Awarded January 2014 May 2008

TEACHING: TEACHING ASSIGNMENTS: List the course number, brief title, format (i.e. lecture, lab, clinic, online); your role (course director, lecturer), term, enrollment and other information that specially pertains to your discipline (i.e. time spent in attending, consulting service, outpatient, fellow training activities.) Mean teaching evaluation scores may be included. UNDERGRADUATE Course # W131

Title Reading, Writing & Inquiry

Format Online

Role Lecturer

Term Summer 2017

Enrollment 23

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W231 W315 UWC W231 W315 UWC UWC Law & Leadership Academy Summer Bridge UWC W315 W231 UWC W131 W231 Law & Leadership Academy Summer Bridge UWC UWC W131 W496 UWC

Professional Writing Writing for the Web University Writing Center Professional Writing Writing for the Web University Writing Center University Writing Center Writing Applications Writing University Writing Center Writing for the Web Professional Writing University Writing Center Reading, Writing & Inquiry Professional Writing Writing Applications Writing University Writing Center University Writing Center Reading, Writing & Inquiry Tutor Training Seminar University Writing Center

Hybrid Online Laboratory Hybrid Online Laboratory Laboratory Lecture Lecture Laboratory Online Hybrid Laboratory Online Hybrid Lecture Lecture Laboratory Laboratory Online Lecture Laboratory

Lecturer Lecturer Faculty Tutor Lecturer Lecturer Faculty Tutor Faculty Tutor Lecturer Lecturer Faculty Tutor Lecturer Lecturer Faculty Tutor Lecturer Lecturer Lecturer Lecturer Faculty Tutor Faculty Tutor Lecturer Lecturer Faculty Tutor

Spring 2017 Spring 2017 Spring 2017 Fall 2016 Fall 2016 Fall 2016 Summer 2016 Summer 2016 Summer 2016 Spring 2016 Spring 2016 Spring 2016 Fall 2015 Fall 2015 Fall 2015 Summer 2015 Summer 2015 Summer 2015 Spring 2015 Spring 2015 Fall 2014 Fall 2014

23 15 33 23 21 71 sessions 49 sessions 30 151 100 sessions 14 20 139 sessions 18 22 24 175 60 sessions 63 sessions 19 11 108 sessions

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Summer Bridge W131 W231 UWC UWC W231 Summer Bridge W231 W131 W231 W231 W131 W231 W231 W231 W231 W231 W131

Writing Reading, Writing & Inquiry Professional Writing University Writing Center University Writing Center Professional Writing Writing Professional Writing Elementary Composition Professional Writing Professional Writing Elementary Composition Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Elementary Composition

Lecture Lecture Hybrid Laboratory Laboratory Hybrid Lecture Lecture Online Lecture Lecture Online Lecture Lecture Lecture Lecture Lecture Lecture

Lecturer Lecturer Lecturer Faculty Tutor Faculty Tutor Lecturer Lecture Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer

Summer 2014 Summer 2014 Spring 2014 Spring 2014 Fall 2013 Fall 2013 Summer 2013 Summer 2013 Spring 2013 Spring 2013 Spring 2013 Fall 2012 Fall 2012 Fall 2012 Summer 2012 Spring 2012 Spring 2012 Spring 2012

75 15 22 101 sessions 106 sessions 20 125 22 19 24 20 21 15 19 20 24 23 21

W131 W131 W231 W231 W231 W231

Elementary Composition Elementary Composition Professional Writing Professional Writing Professional Writing Professional Writing

Lecture Lecture Lecture Lecture Lecture Lecture

Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer

Fall 2011 Fall 2011 Fall 2011 Summer 2011 Spring 2011 Fall 2010

24 23 20 22 21 22

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W231 W231 W231 W231 W231 W231 W231 W231 W231 W231 W231 W231 W231 W231 W231 L204 W231 GRADUATE Course # L590 L590 L590

Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Professional Writing Introduction to Fiction Professional Writing Title Graduate Internship in English Graduate Internship in English Graduate Internship in English

Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Format Internship Internship Internship

Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Lecturer Role Director Director Director

Summer 2010 Spring 2010 Fall 2009 Summer 2009 Spring 2009 Fall 2008 Fall 2008 Spring 2008 Fall 2007 Fall 2007 Spring 2007 Fall 2006 Fall 2006 Spring 2006 Spring 2006 Fall 2005 Fall 2005 Term Spring 2015 Fall 2014 Spring 2014

21 23 20 19 21 20 22 27 21 26 26 26 22 21 21 14 24 Enrollment 2 1 1

CONTINUING EDUCATION

Course # W202

Title English Grammar

Format Online

Role Facilitator

Term 2008-June 2013

Enrollment 150

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W205 Vocabulary Acquisition Online Facilitator 2007 45

GRANTS AND INVITED PRESENTATIONS: COMPLETED GRANTS/FELLOWSHIPS Title IUPUI Gateway Faculty Scholarship

Granting Agency Center for Teaching and Learning

Amount $800

Date June 2007

INVITED PRESENTATIONS

LOCAL Title “Anatomy of an Application” Gateway to Graduation Fall Retreat: “University Writing Center Resources for Students” Gateway to Graduation Fall Retreat: “University Writing Center Resources for Students” “Using Technology to Facilitate Feedback” REGIONAL Title “Seven (or More!) Words You Can Never Say in the Writing Center?" “Above, Beyond, Outside, Across: Cross-Campus WC Collaboration” “Tutoring for the Real World” “Culture of Change: Incorporating Technology into Writing Center Culture” NATIONAL Title “Different Paths to the Mountaintop: Crossing Organizational Divides to Sustain Partnerships”

Organization School of Science PREPS (Pre-Professional & Career Preparation) Program University College Gateway Program University College Gateway Program IUPUI Writing Program Organization East Central Writing Centers Association East Central Writing Centers Association East Central Writing Centers Association Midwest Writing Centers Association Organization Association of College and Research Libraries

Date February 2015 September 2014 September 2013 August 2011 Date March 2015 March 2014 March 2012 October 2007 Date March 2017

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SERVICE: Distinguish carefully between University and professional service and record professional service activities that advance the discipline or interdisciplinary field of inquiry as intellectual work. Patient care/clinical service can be included in professional service if appropriate. UNIVERSITY SERVICE: DEPARTMENT Activity Role Inclusive Dates

English Week English Essay Award Judging English Week Faculty Annual Reviews Holiday Party Organizing Committee

Writing Program Coordinating Committee

Program Directors Committee Online Initiatives Coordination Committee

University Writing Center Self-Study Review

University Writing Center Database Implementation Project

Writing Program Fall Workshop Writing Program Online Task Force

University Writing Center IUPUI Writing Program SCHOOL Activity School of Liberal Arts Faculty Assembly

Sociology Department External Review

Table Resource Panelist Table Resource Panelist Member Member Member Member Team Member Project Leader Discussion Leader Member Volunteer – East Center Writing Centers Association Conference Associate Faculty Representative - Writing Program Coordinating Committee Role Secretary Panelist

March 2017 March 2016 April 2015 February 2015 -February 2016 November 2013 – December 2013 August 2013 – May 2015 August 2013 – May 2015 September 2013 – December 2013 December 2012 – February 2013 April 2012 - February 2013 August 2012 Spring 2012 March 2012 March 2010 – July 2011 Inclusive Dates April 2017 – present February 2016

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East Central Writing Centers Association Conference Hosting Committee

CAMPUS Activity IUPUI Gateway: Technology Community of Practice

IUPUI Library Affairs Committee Social Work Resource Fair Academic Support Centers Council

Social Work Resource Fair National Council of Teachers of English Conference on College Composition and Communication

University Library

Member Role Member Member Table Resource Committee Member Table Resource Hospitality Committee Member Participant - Beyond Stereotypes Conversations Series

August 2011 – March 2012 Inclusive Dates November 2015 - present August 2015 – present August 2015 March 2015 – August 2015 August 2014 March 2014 February 2009

5/23/2017 (Date)

(Signature of Candidate)

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Jennifer Price Mahoney Candidate Statement

Overview My strengths as both a professional and an individual have always been in leadership roles, developing partnerships, and working with technology. By focusing on these strengths, I have developed effective professional development programs, updated important course curricula, facilitated award-winning student work, and been honored for my teaching by both my students and colleagues. During my time in rank, I have achieved success in my classrooms, in the University Writing Center (UWC)—which is an important part of my teaching—and with the rest of the campus community. In what follows, I develop these themes while presenting conclusive evidence for excellence in teaching as well as satisfactory performance in service. Teaching I took on the role of Interim Director of the University Writing Center just three weeks after accepting the full-time lecturer position. The offer of the interim directorship is evidence of my strong performance in mentoring both students and colleagues through training, workshops and policymaking in the Writing Center. As our former Director Tere Molinder Hogue put it, I had become “a resource new tutors [could] rely on to discuss ways of developing ethical tutoring practices as well as a sounding board as those folks [taught] themselves to become effective tutors.” [T01] The department had decided to pursue a tenure-track position for the UWC because of its vital role on campus as a resource where students work with peer tutors to improve their writing process; I faced the daunting task of replacing our director of 30 years until a search committee was able to hire a new tenure-track professor for the position. In a 2015 letter of commendation, UWC Associate Director Lynn Jettpace said, I “provided calm and decisive leadership in an anxious time of change and… nurture(d) and encourage(d) the staff to develop as tutors and professionals.” [T02] During my term as interim director, I taught, mentored and supervised 18 faculty, 2 graduate, and 21 undergraduate tutors, and our center conducted an average of 3,350 writing consultations per semester. [T03, T04] During my two years as Interim Director, I had three priorities for our students and faculty: professionalism, partnerships, and publications. As Interim Director, I began teaching the W496 undergraduate tutor training course with a revised focus on professionalism. For many undergraduates, the Writing Center is their first job, and they see an actual academic impact with their clients. I increased the focus on practical, professional skills, and I emphasized the importance of scaffolding a session with a client to improve tutor-client communication and make best use of session time. I extended this focus on professionalism to UWC development workshops by creating cross-campus collaboration with key programs that reflect the IUPUI population. To better prepare our tutors for working with diverse populations, I arranged for workshops with representatives of Adaptive Educational Services (AES), the Multicultural Center, the Technical Communication Writing Center (School of Engineering), and the English for Academic Purposes Program (EAP). These educational workshops taught our tutors professional strategies for working with students with specific needs, such as autistic students and deaf students. All the tutors appreciated the new tools, and Dominic Dorsey, who presented for AES, was impressed by their preparation and engagement. [T05] In the academic year following this W496 curricular revision and workshop focus, we saw a 96% client satisfaction rating in our post-consultation survey. [T06] In addition to restructuring our undergraduate training, I partnered with our department chair, Dr. Robert Rebein, to establish a graduate student presence in the Writing Center that had been missing. [T07, T08] This initiative repositioned the UWC as an opportunity for graduate students to complete

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internships and procure funding in completing their degree programs. I recruited three graduate students – Samantha Melvin, Angela Herrmann, and Tawnya Provenzano – who became tutors and made substantial contributions to the UWC community. Because Samantha and Angela were both in the TESOL certificate program, I supported their interests in EAP training for our tutors and mentored them through developing and leading workshops which would teach our tutors strategies for working effectively with non-native student writers. This training was greatly appreciated by the EAP instructors and pre-dated a 10% increase in the percentage of non-native English speakers attending sessions in the UWC. [T09, T10] The third graduate student I recruited, Tawnya, wrote a paper on professionalism for my L590 Writing Center internship class. Impressed with the paper, I recommended she submit it to the Writing Lab Newsletter, a journal of writing center scholarship; I mentored her through the revision process, and it was accepted. [T11] By facilitating their roles in the UWC, I was able to help these three graduate students both contribute to the UWC and gain crucial funding to complete their degrees. My work in expanding the graduate student role in the UWC was vital in redefining the center’s mission, but my main focus during my two years as interim director was expanding the undergraduate tutors’ role in the Writing Center. This goal was initially recommended by our external reviewers and continues as an objective for our new director. First, I established a blog, providing a low-stakes forum where the undergraduates could publish their writing. They researched what other centers were doing with their blogs, drafted their posts about writing and tutoring, worked with me to revise and edit, and posted their work online. Between September 2013 and April 2015, fifteen undergraduates had the experience of seeing their work published on an organizational blog. [T12] Undergraduate tutor Tanner Bailey said, it “helped me to get my name out there and has given me confidence in my ability to publish more articles in the future.” [T13] In addition to writing for the blog, I encouraged our undergraduate tutors to attend the East Central Writing Centers Association Conference (ECWCA). For most of them, ECWCA was their first academic conference experience. I was able to take three undergraduates to the conference at Miami of Ohio in 2013 and four to Notre Dame in 2014 where I disseminated our UWC learning in a presented paper. [T14] Since then, our undergraduates have attended every year, and now they have begun to do conference presentations themselves, including 8 who presented at ECWCA in March 2017. In 2015, the department successfully hired Marilee Brooks-Gillies, our first-ever tenure track director for the UWC, and I returned to my role as Assistant Director in the Writing Center. [T15] I have continued to seek out partnerships with faculty and librarian colleagues for our mutual benefit and for the benefit of students. Maintaining and improving the Writing Center’s relationship with the University Library has been one of my priorities to ensure the center has the resources it needs to help student writers. In addition to including the library’s Assistant Dean for Educational Services in the hiring process for our new director, I have worked with Library Dean David Lewis on the Library Campus Committee to keep lines of communication open between the writing center and library; this helps both units ensure our students have essential resources for their learning. In summer of 2016, I worked with former IUPUI librarian Jaena Hollingsworth and two of her colleagues at Auburn University to propose a presentation at the Association of College and Research Libraries (ACRL) annual conference. Our panel discussed strategies for sustaining collaboration between libraries and writing centers to facilitate student engagement. Despite ACRL’s acceptance rate of just 23%, our proposal was accepted, and I joined two librarians and the Auburn Writing Center’s assistant director for our panel in Baltimore in March 2017. [T16] Our presentation was well attended; Dr. Susanmarie Harrington, director of Writing Across the Curriculum at University of Vermont, complimented us on a “smart and savvy panel.”

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Although I am passionate about my writing center work, it is considered just half of my four-four load. Each semester, I teach two composition courses. I often teach W131 – Reading, Writing, and Inquiry. More frequently, however, I focus on writing that is professional and technological: W231 – Professional Writing Skills – or W315 – Writing for the Web. I have taught all three of these courses in multiple modes: face-to-face, hybrid, and online, with average student evaluation score of 4.48. [T17] These courses have given me opportunities to demonstrate excellence in teaching as I collaborate with colleagues to develop and adapt curricula to student needs. I am particularly focused on incorporating new technological tools that engage students and facilitate their learning. Recognizing my interest in technology, W231 coordinator Gail Bennett and Associate Writing Program director Julie Freeman asked me to help them pilot a new hybrid format for W231. While they gathered resources and programmed the course site, I tested the site and provided feedback during the summer of 2013. In the fall of that year, I joined Bennett and Freeman as we taught the hybrid version for the first time. [T18] We ironed out wrinkles based on student feedback and our own experiences; we met multiple times to discuss our classes. We have continued to revise and revamp the course in the subsequent four years and have trained additional faculty to teach the hybrid sections as well. In fall of 2015, Mel Wininger observed one of my sections and remarked that although the hybrid format moved quickly, I facilitated a “supportive climate for learning.” [T19] Facilitating student learning beyond the classroom has always been a priority for me. The W231 course allows students to choose an organization experiencing a problem; the students then form teams to do secondary and primary research and make recommendations for improving or solving the problem. The project culminates in a team report which is presented to the organization. In fall of 2015, one of my student groups focused their project on IUPUI’s Office of Sustainability and researched campus recycling programs. In spring of 2016, this group’s final report won the English Department’s inaugural Writing & Literacy Collaborative Writing Award. [T20] Another collaboration occurred in 2016 when I worked with Dr. Andy Buchenot on W315, a course he had designed and piloted. I took over the teaching of the online section in January, and I adapted the assignments and Canvas site to include new technologies, such as Prezi and Kaltura. One of the students, Jennifer Rojas, who is also a tutor in the University Writing Center, helped me develop and revise these projects and expressed her enthusiasm about getting to use new media; she provided her project for me to use as a sample for future classes. [T21] Dr. Buchenot reviewed my course in Spring 2017, and he was very pleased with the new texts and multi-modal assignment: “[Mahoney’s] efforts to connect classroom practice to relevant scholarship sets her apart from many of her peers.” [T22] Because we value service learning experiences for our students, teachers striving for excellence must collaborate, not just with our campus colleagues but also with community partners. To facilitate my students’ experiences with service projects in both W231 and W315, I have reached out to several service organizations in Central Indiana. The most successful collaboration has been with the Avon Outdoor Learning Center (OLC). Not only was I able to establish an internship for the OLC through the English Department, but I was able to connect one of my W315 students with the director, Jennifer Davies. The student wrote press releases, blog posts and a grant proposal, all of which Mrs. Davies was very pleased with. She and her colleague Stecy Ober expressed their gratitude for his “wonderful” work in multiple emails to the student as well as in a phone call to me. [T23] Adapting curricula and incorporating new technology is a passion I share with many colleagues. By looking for campus resources and reaching out to colleagues, I have learned about new tools I can use in

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my courses and helped colleagues improve their courses. In 2015, I joined the Gateway Program’s Community of Practice (CoP) on Classroom Technology. The Gateway Program is a faculty-led effort to improve student learning and retention in courses with high enrollments of first-year students; it sponsors several communities of practice to help faculty hone their teaching skills. Through my work with the Technology Community of Practice, I learned about Kaltura, an online video tool, and TopHat, a phone app that allows students to answer questions electronically during class time. In September of 2016, I presented with chemistry professor, Dr. Hongqiu Zhao, at the Gateway Faculty Fall Retreat; we introduced some of our CoP initiatives and recruited new members to our group. In March of 2017, Dr. Zhao and I joined other members of our CoP to present a faculty workshop: “Best Practices and Lessons Learned in Online Teaching”; we demonstrated technologies faculty can use in their own online course curricula. [T24] I have also developed curricula that introduce students to campus resources early in their college career. By familiarizing first-year students with the expectations, support structures, and resources on campus, faculty can build their confidence and improve retention and student success. IUPUI’s Summer Bridge program has proven to prepare new university students for their college experience; it is an intensive 8-day preparatory program for incoming freshmen. Summer Bridge Coordinator David Sabol started the program in 2001 with just 18 students; in 2016, almost 1000 students participated. In 2014, however, David recognized that the demographic of Bridge participants had changed, and many were coming with AP or transfer credit for freshman composition; much of the old Bridge material no longer applied to them. He asked me to help him revise the Bridge curriculum guide to effectively prepare students, not only for English classes, but also for composition in other courses across campus. Our new curriculum went into effect in August 2014, and both Bridge faculty and students have been giving us positive feedback about its value. [T25] In the 2016 Post-Bridge Survey, 84% of the students indicated that “participating in the Summer Bridge improved [their] ability to communicate [their] thoughts in writing.” [T26] In 2015, I was approached by colleagues in the McKinney Law School who were developing another summer resource for students - the Summer Law and Leadership Academy. This one-week experience introduces undergraduate students from historically underrepresented backgrounds to law school and various careers they could pursue with a law degree. Assistant Dean Chasity Thompson asked me to develop a workshop to help these students draft a personal statement for their law school applications, as well as introduce them to some of the specific expectations of legal writing. Feedback from the students was overwhelmingly positive about the writing assistance they received; McKinney Law School Dean Andrew Klein said, “The program was a huge success, and I have been hearing nothing but rave reviews from everyone who was involved.” [T27] They asked me to teach for them again for a third consecutive summer. Although I value early undergraduate experiences, I also believe excellent teachers do not stop teaching when a student completes their class; therefore, I continue to support and mentor my students long after they graduate. Several of these students are doing impressive work in academia and beyond. John McCreary was in my freshman composition class, and I recommended he take W496 to become a tutor in the Writing Center, which he did. After completing his undergraduate degree at IUPUI, he asked me to write a recommendation for a graduate program at Ball State University. He successfully defended his dissertation in psychology in spring of 2017. [T28] Sarah Evans, who took my W496 class, also worked with me in the Writing Center and asked for a recommendation for the prestigious Fulbright Scholars program; she is currently on a Fulbright fellowship in Germany. [T29] In spring of 2017, two of my former students – Jennifer Rojas and Sarah Grace Fraser - were honored as IUPUI Top 100 students.

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Jennifer invited me to the awards banquet as an honored mentor, and Sarah Grace was actually selected as the Most Outstanding IUPUI Student. [T30] Finally, one of the students who won the Collaborative Writing Award in 2016, Jessica Winarski, went on to become a tutor in the University Writing Center, and we talked about her plans after graduation. Having participated in the Walt Disney Company’s College Program when I was an undergraduate, I encouraged Jessica to attend Disney’s recruitment program when they came to IUPUI. I helped her write her application essay and coached her for her telephone interview. [T31] She was accepted to the program for fall of 2016 and completed the internship in January; however, she enjoyed the experience so much that she applied for a permanent, full-time position with Disney. Jessica started her new job in February at Disney’s Wide World of Sports facility. Service In addition to my teaching work, I have demonstrated satisfactory service, building and maintaining strong relationships within my department and across campus. Serving my department has always been a priority, but it is even more so with many sabbaticals and retirements depleting our faculty. After the English Department’s review in 2013, I served on the Program Director’s Committee, where we worked to implement the review recommendations, one of which suggested we strengthen our community. To that end, we established English Week to celebrate our faculty’s and students’ accomplishments. Of course, community-building events require significant planning and work. I have volunteered seven times to serve on event committees and help with their execution. For the past three years, I have volunteered for English Week, and from 2015 to 2017, our student participation in these events has more than doubled. [S01] In addition, I served two years on the review panel for the English department’s faculty assessments.

I have also demonstrated satisfactory performance in service to the School of Liberal Arts. In 2016, I was asked to serve on a panel for the Sociology department, where I provided input to external reviewers. According to Karen Black, director of Program Review, the panel’s contribution was important to “increase collegiality, interdisciplinary activity, and collaboration.” [S02] More recently, I was elected to serve a two-year term as Secretary of the School of Liberal Arts Faculty Council. Finally, I have served my profession as a whole. To complement my teaching and improve my understanding of our profession, I volunteered at the NCTE Conference on College Composition and Communication when it was held in Indianapolis in March of 2014. I served on the Hospitality Committee for the conference, manning a booth at check-in. As a native of Indianapolis, I was able to answer questions about the city and help distinguished visitors, including Dr. Andrea Lunsford of Standford University and Dr. Peter Elbow of University of Massachusetts Amherst, find their destinations at the conference. [S03]

Conclusion The evidence presented above demonstrates that I have met the criteria for promotion to the rank of Senior Lecturer at IUPUI. I have developed effective professional development programs, updated important course curricula, facilitated award-winning student work, and been honored for my teaching by both my students and colleagues. I look forward to continuing my personal and professional growth as a senior lecturer, leading my students to academic success, and serving my campus to the best of my ability. In Fall 2017, I will transition to a new role as Associate Director in the Writing Program, where I will continue to mentor students and support my colleagues across campus.

Teaching as a Performance Art: A Student-Focused Teaching Philosophy

“Teaching is a performance art.” My mother, a public school English teacher for 30 years, had been saying that to me for decades before I read it in an article by Camille Paglia. I was grateful for that understanding when I began teaching on Saturday mornings to exhausted, overworked, non-traditional students. I recognized the need to make their classroom time worthwhile and engaging, making students appreciate every minute they have with me, and perhaps more importantly, every minute they have with each other.

Of course, any teacher with even one day’s experience knows that is easier said than done. Faced with 20-25 stressed, anxious or frustrated college students, instructors often find that their idea of “worthwhile” classroom activities is quite different from the students’ ideas. Nevertheless, I have been generally successful in developing relevant, helpful and challenging lesson plans that keep my students not only active in creating a product, but also thinking about the principles behind the process to achieve real learning goals.

To accomplish this complex task, I have a two-part strategy. First, I try to accommodate various learning styles. My classroom activities usually have multiple components that appeal to visual, auditory and kinetic learners: short in-class readings, PowerPoints, videos, small group discussions, online exercises, and writing assignments. Whenever possible, I make the students get up and move, even if only to change seats for a small group discussion. I make heavy use of Canvas, our course management system, for those students who like the online accessibility; however, I still provide handouts for students who crave paper. Using a varied approach keeps the students interested, and I credit this strategy with my students’ generally good attendance. Whether they are curious about what is coming next or just concerned that they might miss something that could affect their grades, my students usually come to class.

The second part of my strategy is a basic framework that helps students understand how the activities support their learning. In my composition classes, I begin the semester by going over the course goals. From there, I introduce a set of principles supporting those goals. Each class session is then devoted to one or more of those principles, supported by activities we do as individuals, in pairs, in small groups or as a whole class. Before we engage in an activity, I explain its relevance to the principle at hand. Observant students then make the connections between the activities and the course goals.

Goals, principles, activities and processes are, of course, the foundation of what we do in the classroom; however, I try to keep the focus on my students. I may have expertise and knowledge to share, but if I’m putting my students to sleep, none of us are achieving much. For ten years, I taught the Saturday morning section of W231-Professional Writing, and I can attest to the effectiveness of a little entertainment, not only for my students, but for me too. Most of the students in my Saturday morning section were there because they had to be. After working Monday through Friday, they then had to wake up early every Saturday to come to class; I tried to make those mornings as enjoyable as possible. I minimize lectures; if I do lecture, I include fun illustrations and visual aids to make the material memorable and maybe get a laugh. When we have access to computers, I ask them to do hands-on activities, including freewrites and research. One of my favorite activities to keep students engaged is “citation races” in which small groups compete to create bibliographies and citations in the appropriate style. The winning group is awarded with candy, which is always welcome, whether on cold Saturday mornings or hot summer evenings. Students appreciate the fast pace, the competition, and the sugar.

Because I often teach first-year courses, I also recognize the need to help my students see themselves as members of the university community. Freshmen who are new to our campus often have no clue about the resources available to them. They do not know about the University Writing Center; they are uncomfortable coming to instructors’ office hours. Even students who have been in college for a while may not know about all the events and opportunities available to them on a large commuter campus. I try to stay abreast of campus news and share it with my students as often as possible. If they can get involved on campus, they will be more likely to complete their degree, which is, of course, one of our ultimate goals as instructors.

Maintaining a focus on the students while accomplishing course goals sounds pretty dry and theoretical. In practice, though, I have learned what most teachers must learn eventually: you have to play to your strengths. Fortunately, my work as a tutor with the University Writing Center has helped me identify one of my strengths – working one-on-one with students. Tutoring in the UWC has given me the gratifying and humbling experience of helping students with the beginning of their freshman writing projects year to being thanked in the acknowledgments of graduate theses and dissertations. Particularly in the past few semesters, I have tried to create multiple opportunities to work individually with my classroom students as well. Although I provide ample feedback on student drafts, I find that face-to-face conversation is most effective to show them where they need improvement and how to achieve it.

Such individual interaction helps me too. It helps me avoid the “us versus them” mentality we teachers sometimes fall into. We hear it so often in the hallways: “The students are lazy.” “The students don’t listen.” “The students don’t follow instructions.” I know I’ve heard such things come out of my own mouth from time to time. But I like my students. In over a decade of teaching thousands of individuals, I can honestly say I have met only one student I did not enjoy. At certain times during the semester, though, work and student demands can be overwhelming. Walking into the classroom can be daunting, and the students can feel like a separate, antagonistic species. Working with them one-on-one restores a sense of balance and parity. I am inevitably reminded that I too was a student for many years, and some of my students will eventually become teachers. The distinctions between us are distinctions of time, experience, direction and priority; but we are all learners and people, most of us just trying to navigate the challenges the world throws our way.

Of course, there will be those students we cannot reach. I sometimes compare teaching to being a lifeguard during a mass water rescue. Some people will not need much help; they are already strong swimmers and will strike out for shore on their own. Some will need some guidance, but they will reach the shore eventually. Some will cling to us; others will fight us and nearly drown us along with them. Still others will disappear quietly under the waves, and we will not even be able to discern exactly where they went down. The whole process is exhausting. No matter how many students we lead to success, we will always mourn those we cannot help.

Despite the challenges and disappointments, I find myself facing every new school year with breathless excitement. Like a performer about to take the stage, I get butterflies before I walk into each new class. Will I be able to engage this audience? Will they understand what I’m trying to do in my performance? A little song, a little dance, and a lot of preparation. The stage is set. The curtain rises.

As I interim director of the University Writing Center (UWC), I received two course releases per semester and had a 2/2 teaching load, one assignment of each being 10 hours of tutoring in the UWC. During the fall semester of 2014, I taught W496 – the Writing Tutor Training Seminar. As assistant director of the UWC, I had two assignments in the UWC – the 20 hours were split between tutoring and administrative duties. I teach two courses in composition, usually in professional and online writing. Professional writing is usually capped at 23 students; online writing is capped at 15. In addition to these teaching duties, I assisted student tutors in the UWC with their W496 projects as well as their UWC training projects.

I solicited and received three peer reviews of my teaching during my time in rank of Lecturer. The full reviews are available in the Appendices section. The first review, performed by Senior Lecturer Mel Wininger in November 2015, focused on my teaching of a hybrid course in professional writing. In his review of the course, Wininger writes, “Jennifer … promoted student agency … and established a rapport with students, and overall atmosphere of the classroom was engaging and positive.” A second review, this one of an online course in writing for the internet, performed by Professor Andy Buchenot in May 2017, concluded with these words: “Mahoney is clearly a talented teacher and colleague whose teaching promises to create opportunities for students to grow as writers and citizens.” The third and final review, performed by former University Writing Center (UWC) director Tere Molinder Hogue, was of my work as a faculty tutor in the UWC: “Mahoney’s teaching in the writing center is not limited to the tutoring table…she is a resource new tutors rely on to discuss ways of developing ethical tutoring practices as well as a sounding board for those folks to teach themselves to become effective tutors.”

The East Central Writing Centers Association Conference (ECWCA) is a regional conference. In March of 2014, it was held at the University of Notre Dame where I presented a paper on writing center practices: “Seven (or More!) Words You Can Never Say in the Writing Center?”

The Association of College and Research Libraries (ACRL) is a national conference. In March of 2017, it was held in Baltimore, Maryland. I worked with an intercollegiate, cross-disciplinary team comprised of former IUPUI librarian Jaena Hollingsworth and two of her colleagues at Auburn University. Our panel discussed strategies for sustaining collaboration between libraries and writing centers to facilitate student engagement: “Different Paths to the Mountaintop: Crossing Organizational Divides to Sustain Partnerships.”

The Gateway Faculty’s Community of Practice on Technology is a group of instructors with interest in improving classroom technology. In March of 2017, six of us present a workshop to about 15 of our fellow IUPUI faculty: “Best Practices and Lessons Learned in Online Teaching”; we demonstrated technologies faculty can use in their own online course curricula.

The experiential and service learning aspects of my courses frequently lead to students’ collaborating with community organizations in Central Indiana. The most successful collaboration has been with the Avon Outdoor Learning Center (OLC); in fall of 2016 I was able to connect one of my W315 students with the director, Jennifer Davies. The student wrote press releases, blog posts and a grant proposal, all of which Mrs. Davies used for the center and was very pleased with. She and her colleague Stecy Ober expressed their gratitude for his “wonderful” work in multiple emails to the student as well as in a phone call to me. [T23] The W231 course also allows students to work with an organization experiencing a problem; the students then form teams to do secondary and primary research and make recommendations for improving or solving the problem. The project culminates in a team report which is presented to the organization. In fall of 2015, one of my student groups focused their project on IUPUI’s Office of Sustainability and researched campus recycling programs. In spring of 2016, this group’s final report won the English Department’s inaugural Writing & Literacy Collaborative Writing Award. [T20]

During my time in rank, I have worked to revise two courses – W231: Professional Writing and W315: Writing for the Web. During the summer of 2013, W231 coordinator Gail Bennett and Associate Writing Program director Julie Freeman asked me to help them pilot a new hybrid format for W231. While they gathered resources and programmed the course site, I tested the site and provided feedback. In the fall of that year, I joined Bennett and Freeman as we taught the hybrid version for the first time. [T18] We ironed out wrinkles based on student feedback and our own experiences; we met multiple times to discuss our classes. Evidence of the curricula we developed can be found in Appendix: Sample Course Materials.

In 2016 I took over the teaching of W315, a course Dr. Andy Buchenot had designed and piloted. After a year, I adapted the assignments and Canvas site to include new technologies, such as Prezi and Kaltura. I identified a new textbook that included updated technological information and designed a new multi-modal assignment. The revised curriculum can be found in Appendix: Sample Course Materials.

During my time in rank, I have sought out and attended numerous professional development opportunities, particularly those related to writing center work, gateway courses, and classroom technologies. These workshops and seminars are in addition to those frequently presented by the Writing Program, which I also attend regularly.

University Writing Center

The University Writing Center (UWC) holds professional development workshops several times each semester to introduce new strategies and refresh tutoring skills. I have attended and/or conducted 34 of these workshops since Fall of 2013.

Gateway to Graduation

University College’s Gateway Program offers professional development workshops throughout the year. I have attended and/or presented at every Fall Retreat since 2013 and three Spring Retreats. For my attendance at these professional development events, I was awarded a “Bronze Badge” through the Gateway Teaching Academy.

Technology

As interim and assistant director of the Writing Center, I managed our scheduling database. TI keep up with new developments in the software, I regularly attended Town Hall meetings and workshops with the software company, 26LLC. Since Fall 2013, I attended 11 of these events.

To ensure I was using our new learning management system effectively, I attended three workshops on Canvas – two in Spring 2015, one in Fall 2015 – as well as the Canvas Users Conference at the Indiana State Museum in Spring of 2017.

In Fall of 2016, I attended the IU Online Conference, which brings faculty and staff from across IU together to discuss online education, share best practices, and learn about developments in online education at IU.

• In spring of 2017, two of my former students – Jennifer Rojas and Sarah Grace Fraser - were honored as IUPUI Top 100 students. Jennifer invited me to the awards banquet as an honored mentor.

• On the School of Liberal Arts Senior Survey, I was mentioned by as student as having had a positive impact in December of 2016.

• In April of 2016, I was awarded the Bronze Level Certificate in the Gateway Teaching Academy. • In August of 2013, I was named a Favorite IUPUI Professor by the IUPUI Jaguar Forensics

Team.

Service to the Department of English

Dates Service Tasks 2013-2015 & 2017-present Member of the Writing

Program Coordinating Committee

• Assisted with interviewing and hiring new Writing Program Faculty

• Organized the Fall Workshop • Addressed faculty concerns • Organized portfolio readings and

professional development opportunities

2013 - present English Department Student Awards Presenter

• Presented at the awards ceremony

2015-2016 Faculty Annual Review Panelist

• Reviewed lecturers annual audits • Provided feedback to review

committee March 2016 Essay Award Review

Panelist • Read student essay submissions • Provided feedback to essay

committee 2013-2015 Member of the

Program Director’s Committee

• Implemented External review recommendations

• Organized English Week Fall 2013 Member of Holiday

Party Committee • Organized festivities • Assisted with set up and decorations • Served refreshments

Service to the School of Liberal Arts

Dates Service Tasks April 2017 - present Secretary of School of

Liberal Arts Faculty Council

• Manage agenda • Keep records for the Faculty

Assembly February 2016 Member of Sociology

Department External Review Panel

• Provided input to external reviewers

Evidence of Service to the Profession/Discipline

March 2014 Member of Hospitality Committee for the NCTE Conference on College Composition and Communication

• Manned booth at check-in/registration

• Answered questions about the city and conference

• Helped visitors find their destinations

From: Mahoney, Jennifer PriceTo: Applegate, RachelSubject: Re: Using your dossier?Date: Thursday, June 28, 2018 11:16:37 AM

Absolutely fine, Rachel. I'm honored that you'd want to use it.

JPM

Jennifer Price MahoneyLecturer, EnglishAssociate Director, IUPUI Writing ProgramGateway Faculty Fellow - Gateway Teaching Academyhttp://liberalarts.iupui.edu/english

From: Applegate, RachelSent: Wednesday, June 27, 2018 4:43 PMTo: Mahoney, Jennifer PriceSubject: Using your dossier? Jennifer, I am new in the position of Assistant Vice Chancellor for Faculty Affairs at IUPUI, and in that role, Iam responsible for organizing and presenting materials that can help faculty be successful inpromotion and tenure. Yours is a good example of promotion to senior lecturer. Would you be willing to have your dossier posted? For you, the ‘dossier’ would consist of thecandidate parts: the statement, CV, and any parts of service and teaching that are narrative (not‘raw’ materials like syllabi or student evals.) Would that be okay? Rachel ApplegateAssistant Vice Chancellor for Faculty AffairsAssociate Professor, Library and Information ScienceOffice of Academic AffairsUniversity Hall (INAD), Suite 5002301 University BoulevardIndianapolis, IN 46202 317-274-4500rapplega@iupui.eduwww.academicaffairs.iupui.edu