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My Teaching Philosophy is below

My wiki writings

I have recently reorganized my wiki, and now am placing all of my Practicum writing here (versus on the college writing site). For some reason, when I post there, I lose track of what I have posted here, and vica versa).

Brief background

I am a graduate student at USF, with an emphasis on Literature. Beyond earning a BA in English many years ago, I was a corporate Human Resource trainer for 15 years, and an adjunct professor of business skills (including writing) for seven years *a more detailed CV appears much further below). I am currently teaching Composition 1101 as a graduate teaching assistant here at USF. When time allows (which is scarce lately), I also write fiction, usually including an element of fantasy, but focusing heavily on characterization and human relationships (usually somewhat fractured).

One of my main interests is listening and creating music (playing my electric piano infrequently since returning to academia. Other interests include listening to progressive and traditional jazz and watching movies. Perhaps I'm a purist, but I still prefer the theater setting, particularly when watching movies that benefit greatly from the larger format).

Teaching Philosophy "Reloaded"

The major focus of my personal teaching philosophy is to make the adult student an essential, active part of the learning process as fully and as quickly as possible. This depends on the knowledge and maturity level of the students; Nevertheless, I have found that involving them in activities early accelerates their learning and helps them embrace the majority of course objectives.

To increase active and informed participation, I immediately work to establish a supportive and relaxed learning environment where questions and comments are both welcomed and encouraged. Certainly, inappropriate disruptions should be addressed quickly (privately whenever possible; however, they have been rare, probably due to my :professorial" appearance!), but I believe that an atmosphere based on trust and collective learning (distinct from the traditional model of the omniscient professor) enhances the participation of reluctant and timid participants more effectively than calling on them when they are not ready (many times embarrassing them in front of their peers, and shutting down the likelihood of future participation). This is not to say that I avoid calling on students directly. My intent is to engage them in the learning process while concurrently avoiding unnecessary embarrisment and discomfort.

This hit home recently in my 1101 class, when one of my better students requested a letter of recommendation, since I was the "only teacher...that actually knows him personally and can judge his character." Coming from a freshman, new to the demands of college life, this request was both flattering and somewhat disturbing. I suppose this again reinforces the core values of my pedagogy (making a positive impact on my students, both academically and personally). It is easy to get jaded, I suppose, but I'm still waiting for that to happen to me (after 16 years of teaching/training).

When teaching writing and composition, I do my best to “sell” the importance of effective communication for any endeavor they ultimately choose. However, I strive to make the essential need for coherent writing come from the students themselves. To accomplish this goal, I ask them during the first week of class to share with the class what they believe is the role that effective communication plays in either a successful academic experience or their future career. The answers that I receive normally support the essential role of effective communication, regardless of the endeavor. However, the observations are more readily accepted when made by the students themselves.

Thus, by creating connections to their interests and expectations early in the course, I have found that their ability to accept the importance of effective communication is greatly enhanced.

Your comments, please!

DiscussionMy teaching philosophy is far from complete, and I add and revise it frequently. Please add your personal comments and suggestions to make it more meaningful. Thank you in advance for your input.

Personal training and teaching background

The majority of my facilitation experiences till present have been in corporate Human Resource departments (10 years in a power company, 4 with a hi tech distributor). Based on my experience, corporate managers do not appreciate what they may perceive as "wasting time in a classroom", forcing others to "pick up the slack". As a result, my notions of effective adult teaching emphasize practicality and involvement.

My supposition that active student involvement was an effective goal was vindicated many years ago when I was working for a large, upstate NY power company. Looking for better ways to impact supervisors and managers, we asked a "high-priced" HR consultant to examine our programs, developmental activities and facilitation techniques. After a thorough examination, he suggested that the best way to truly involve managers and work towards positive change was to consider the physical efforts that we were putting into our workshops. Specifically, he asked us whether we might be working too hard, doing the bulk of the work in the classroom, and leaving exhausted after our sessions. When many of us admitted that classroom preparation and facilitation was often exhausting, he suggested that we were not doing our job properly.

Rather, he favored an approach that encouraged students to burn up their energy as well (a healthy endeavour, simialr to mental exercise), encouraging them to become involved in the course (via presentations, group work, etc.) This immersion, he insisted, would greatly accelerate their personal learning, with the added bonus of providing the instrutor with frequent, welcome breaks! I enjoyed his fresh perspective and decided to use it more fully during my leadership, coaching and supervision training sessions.

Although it took many of managers (many still used to the gradeschool model of lectures and infrequent involvement) some time to get used to this alternate approach, they eventually became more comfortable with this active approach, and said so plainly (and positively) on our evaluations!

This involvement approach worked quite well during a utility program aimed at union "chiefs" (basically having the powers of a supervisor outside of management). Thus, while still reporting to a non-union supervisor, they were usually the person in charge while in the field (repairing underground gas pipes and electricity lines). Working with their hands everyday, they were used to getting their hands dirty and being involved; Therefore, this approached worked well during this "Leadership for Chiefs" program. I remember one instance where I had a very negative student who was mad at the company for some reason. However, by the end of the session, he had become immersed in the activities and was chosen by his group as a spokesperson. Seeing that transformation reinforced my love of teaching and helping others.

Blog suggestions

Five suggestions to encourage students to blog regularly:

1. Make it part of their grade

2. Have them post their assignment drafts, and encourage others to critique each other

3. Don't lurk around the corner- it is their blog, not yours. Yes, we have an ulterior motive, but let's not try to make it too obvious

4. Provide interesting topics that they can relate to

5. Let them pick the topics, too

Criteria for evaluating travel essays

To help gain student "buy-in" for putting lots of sincere effort into the travel essays, I asked my class to develop a top ten list of essential issues. Below is their list:

1. Be persuasive; make them want to go there

2. Be more professional than casual (regarding word use/choice)

3. Provide illustrations (pictures, graphs, charts, tables, time charts)

4. Watch for simple mistakes (punctuation, spelling/grammar misuse- don’t rely on word-processing spell & grammar check)

5. Paint a mental picture by being as descriptive as possible

6. Brochure tips: highlight main points/attractions; don’t “clutter” the pages (don’t provide “too much” to look at)

7. Give price ranges for attractions (when appropriate or available)

8. Provide accurate statistics (current data/information, recent photos with accurate captions)

9. Make the essay/brochure “flow” (logical progression of information and ideas; don’t mix different concepts)

10. Include a “Works Cited” section (annotated bibliography); 2-3 required, but may include additional citations that are not annotated

I was impressed that many chose to create both an essay AND a brochure to submit. This project was one of their best efforts yet!

Reactions to Bruffee's "Collaborative Learning and the 'Conversation of Mankind'" (for 11-30-05 practicum session)

Bruffee's article grapples with the effectiveness of collaborative learning in the writing class. Although he does vacilate somewhat, he is mostly in favor of it, citing Abercrombie's research that suggested that the "art of medical judgment and the key element in successful medical practice, is better learned in small grouops of students arriving at diagnoses collaboratively than it is learned by students working individually" (Bruffee 636). I am skeptical about making such a link; diagnosing medical ailments appears to have very little to do with effective writing and am somewhat surprised that such an awkward comparison appears in this article.

Better are Bruffee's observations regarding involving actively involving students in the composition classroom, at one point noting that groups of students respond well to "indirect teaching" where the "teacher sets the problem and organizes students to work it out collaboratively" (Bruffee 637). From here, Bruffee approaches one of the main themes of his essay- the essential nature of conversation (outward or inward) that separates humans from all other species. Although he does acknowledge some limitations (ethnocentrism, inexperience, personal anxiety, ecomomics, etc), he appears to side with Fish when he states that the thoughts we "can think and the mental operations we can perform have their source in some or other interpretive community" (Bruffee 640).

I found his distinction between normal and abnormal discourse particularly interesting. He defines normal discourse as "conversation within a community of knowledgable peers", something that composition teachers must accomplish. On the other hand, abnormal discourse "occurs between coherent communities or within communities when consenus no longer exists with regard to rules, assumptions, goals, values, or mores" (Bruffee 648). However, abnormal discourse certainly has a place; he notes that the person using this type of conversation comes across as "either kooky (if he loses his point) or revolutionary (if he gains it) (Bruffee 648).

...TO BE CONTINUED...

Reactions to Berlin's "Rhetoric and Ideology in the Writing Class (for 11-9-05 practicum session)

Although somewhat hampered by a rambling start (at one point, I tried to keep track of the many times Berlin uses "in other words", which begs the question "what are all the preceding words for?) that may benefit from a more concise revision (the use of quasi-words like "foregrounded" and "problematized" always scares me off!), Berlin's observations on rhetoric and writing are often revealing and insightful. The thesis of this article focuses on the 3 areas of cognitive psychology, expressionism and the so-called "social-epistemic." (Berlin 478).

Particularly interesting (to me) is the way that Berlin regards cognitive psychology; while discussing Flor and Hayes, who fail to "question the worth of the goals pursued by the manager, scientist or writer", Berlin states that cognitive psychology should help one "learn to think in a way that will realize goals, not deliberate about their value" (Berlin 482). He further notes that the world illuminates goals "inherently worth pursuing", and the mind follows along like a good little apprentice and works to attain them. However, Flower explains that good writers are in control, and "guide their own creative process" (Flower 37).

Later, Berlin ponders about expressive rhetoric that he believes is located within the individual. "While the reality of the material, the social and the linguistic are never denied, they are considered significant only sofar as they serve the needs lf the individual" (Berlin 484). Writing, therefore, helps to accelerate self discovery, resulting in original expression (Berlin 485). He later enlists the support of Elbow, who believes that writing teachers must help students become "less helpless, both personally and politically" by helping them gain "control over words" (Writing Without Teachers vii). The need for genuine and unique expression is paramount, even if our words cause the "whole world to become scandalized" (Elbow 190). Thus, expressionistic rhetoric pushes the writer towards "familiarizing experience, on getting beyond the corruptions of the individual authorized by the language of commodified culture...to re-experience the self" (Berlin 487). In today's world, however, the way we express our "individuality" is the way we behave as good little consumers as we identify "individual self expression with the consumption of some commidity" (Berlin 487).

Berlin concludes his essay with his thoughts on "social-epistemic" rhetoric; as defined by Berlin, followers of this rhteoric see it as a political act involving a "dialectical interaction engaging the material, the social, and the individual writer, with language as the agency of mediation" (Berlin 488). Thus, rhetoric is not static- it evolves over time; the "real" involves a dialogue among observers, the discourse community and the material conditions of existance (Berlin 488). Grounded in language, this rhetoric fluctuates as a product of its own time and culture. Indeed, grounded in history, social-epistemic rhetoric helps individuals criticize, at times at the expense of others.

As far as impacting students of writing (where the rubber meet the road!), Shor urges writing teachers to help students to find ways of controlling their lives that has been denied them. This view of helplessness is deep, as students have been conditioned to believe that they are somehow to blame for this sorry state (Berlin 490). Indeed it our harried life, rushing about and being literally bombarded with commercialism that discourages the individual from engaging in critical reflection. Shor urges us to resist these temptations, stating that "self-autonomy and self-fulfillment are...possible not through becoming detached from the social, but through resisting those social influences that alienate and disempower" (Berlin 491).

Thus, we composition instructors can certainly become energized by Berlin's discussion. While we do our main work of helping to develop our students to be proficient while engaging in the academic discourse, we do them a disservice if we ignore their unique ideas and thoughtful pronouncements. Berlin's discussion can encourage comp teachers to persevere, relish the insights and creative impulses of our students, and, above all, guide the student towards critical expression that will make their involvement in academic rhetoric more purposeful.

Comments on excerpts from "Advice to New Faculty Members" by Robert Boice (for 11/2/05 practicum session)

Although somewhat hampered by the copy that I have (right margin cuts off a few words here and there), this is a thoughtful article aimed at helping the novice teacher from early frustration and burn-out.

Active waiting, timely stopping and holding back

This is an interesting concept that urges new teachers to hold back and reflect prior to diving into teaching prep and teaching itself. Boice believes that it can be a "stimulous to pausing and reflecting", since instructors will hopefully gain more insight during a creative waiting period. He further cautions teachers not to confuse active waiting with procrastination. Rather than encouraging the instructor put things off until the last minute, it helps the instructor by encouraging purposeful reflection. Boice also promotes pauses during actual presentations, inserting breaks to "rest and reflect" during class. These pauses encourage the essential practice of changing the pace of one's presentation, thereby helping to hold the attention of the class.

This is great advice, but it may be a bit challenging for new students who are focused on perfection and impressing their academic overseers, particularly if they hurredly skim through this lengthy article and don't fully grasp Boice's overall message.

Boice notes that one should begin preparations early. This certainly makes sense, since built-in waiting periods lengthen the time available to prepare, and helps the instructor encourage a more contemplative pace. By active waiting, Boice encourages instructors to do "informal" work (make notes while watching TV, reading, etc., or whenever the mood strikes), and to do freewriting when necessary to get the creative juices flowing.

Knowing when to stop is equally important, and this is something that I have struggled with myself. Boice refers to Baumeister & Scher (1988) when he notes that holding back is the "essence of moderation; stopping is central to discipline". Racing from preparation to the podium shows, as overanxious teachers dive into material, frantic to make sure that they "cover" all material in their lesson plans, while also prohibiting student interaction.

Unassertiveness and the inability to just say "no"

Again lacking the confidence to back away from faculty and student requests, eager novice teachers find it hard to refuse faculty requests (especially when coming from someone of authority). As a result, they may find themselves working into the early morning hours, catching up on their own studies and class preparation that they "let slide". Boice pleads with us to stop and "decide beforehand how much will be enough", and suggests that this is possible when one has started early, "well before you would have imaginged you would". Similarly, the instructors should also plan on ending each session early, leaving time at the end for any unanswered questions, and providing both the instructor and students time to reflect on the class activities prior to rushing off to the next class.

Asking for feedback

To help the novice (and seasoned!) instructors ensure that their classroom activities are effective, Boice further encourages early and periodic student evaluations. This is excellent advice, but the novice must be prepared to hear things that may be unsettling ("he rushes through material"; "she doesn't give us enough time between assignments"; "he doesn't realize that I have a life beyond this classroom"; and my personal favorite: "she keeps us writing all the time"!?!)

During my HR career, I had the opportunity to facilitate hundreds of 360 degree review sessions with employees, helping them understand and accept comments and advice from their "direct reports", peers and supervisors. I also had to go through these several times each year myself. Although challenging at first, it has helped me remain calm when hearing advice that may initially appear harsh or uncalled for.

As a result, I embrace regular teaching feedback. Yes, one will hear things that are upsetting, but most of these observations are helpful and can lead to personal improvement. If one asks for feedback regularly, it will become easier to accept and extremely useful as instructors strive to develop their ability to make effective use of their time both in and out of the classroom.

Bartholomae, Coaching, Motivating Responding to Student Writing, my Startling Reactions (even to me) and Beyond!

I have been reviewing comments from other practicum students regarding Bartholomae and their efforts to help guide their students towards a more academic-friendly style of writing. While I found several of Bartholomae's comments somewhat elitist and, perhaps, the results of an isolated view of writing too long from the academic discourse arena, I certainly accept his thesis that our beginning comp students need our help. However, I can't seem to get beyond his 'ivory tower' viewpoint; in fact, it makes me quite uncomfortable. For example, how many of us would share the following quotes/insights with our students?

When discussing the Clay Model paper, he notes that the "writer has located himself...in a context that is finally beyond him, not his own and not available to his immediate procedures for inventing and arranging text...it is..the record of a writer who has lost himself in the discourse of his readers...this writer has entered the discourse without successfuly approximating it (B 3)."

"It may very well be that some students will need to learn to crudely mimic the 'distinctive register' of academic discourse before they are prepared to actually and legitimately do the work of the discourse, and before they are sophisticated enough with the refinements of tone and gesture to do it with grace and elegance" (B 16)

Yes, this paper is not intended for our students- its for us, the more polished writers, certainly more comfortable working within the confines of academia, more capable of producing essays that approximate the style and insight of university professors. However, perhaps it is because I have bounced around between business and academia for so many years that I find his 'isolated' viewpoint distastful and self-serving.

Yes, our students are not polished, and lack the so-called "distinctive register of academic discourse", but let's not forget that they have lives beyond our classroom. Most of our students are intelligent, young people, most likely successful in other areas of their new college life, but need our assistance in approximating the academic discourse that USF expects. I am frustrated with Bartholomae's somewhat patronizing viewpoint because it seems to assume that these students have ample time (let alone interest!) to ponder rambling articles such as his, and somehow produce an insightful, academic-ready response that comes close to one who has had years to focus on perfecting their writing abilities.

Let's not forget that our comp students are required to attend our classes, while I assume and hope that they are attending their other classes because they have a deeper interest in other disciplines. Passing comp I and II is a must for them, and I am very hesitant to discourage a students because they are still far away from the ideal "academia-speak" that we are helping them to develop. In the short time that I have been a USF comp teacher, I certainly have discovered that some students are more sincere and more willing to devote serious time to produce rewrites to improve their graders. And yes, several are clueless and indeed need more help (and for some it is a challenge to simply get them to attend class on a regular basis - yes, they know the penalities!) but I am reluctant to give up on them yet. I am happy to say that most of my students have improved, but I find that I must be patient with their progress.

For example, I have a football player in my class who is a basic writer at best, and I it has been difficult to avoid correcting all of his grammatical and structural errors. However, he one of the few students that has attended every class; indeed, he always volunteers to lead discussions and work with his in-class group. He will get an A in collaboration, but most likely a C- for his writing abilities. But I still don't want to look down on him because his ability to write is sorely wanting. Yes, I will be objective when determining his final grade, but I will resist scoffing at these 'inferior' writers that need our guidance the most.

I was much more comfortable with the tone of the short Responding to Student Writing piece, and was particularly struck with the comment that "regardless of the role we are playing, our responses to student writing should build the writer's confidence. For many students, writing is a very personal matter. They are well aware that their writing is often viewed as a reflection of their intellect and creativity. In responding to student writing, the composition instructor's ability to balance esteem and expectation is paramount." It is far too easy to pat ourselves on the back for our superior writing abilities, and laugh out loud (LOL, sorry!) at their 'feeble attempts'. But I ultimately feel guilty, and somewhat disgusted ( even "dirty") after I take part in such elitist reactions. How soon we have forgotten that our skills weren't always so polished, and that we needed appropriate guidance and encouragement to be the writers and teachers that we are today (as our own students do today). I hope never to lose this perspective as I more fully transition to academic teaching (versus the business training world), and hope that someone brings such ugly behavior to my attention it I choose to play a part in it.

Comments on handout- Coaching the Writing Process and Handling the Paper Load

Overall, I found this handout helpful in that it gave a variety of specific suggestions to help our students develop their writing skills and techniques.

Specifically, I found clarifying the grading assignment criteria helpful. This is something I have reviewed with my class (based ib the CLAQUA guidelines); in fact, they use the streamlined version to help them with their in-class peer review discussions. I'm not sure, however, if this class is ready for the In-Class Norming Session (219); this may be better timed during 1102.

As suggested by the handout, I use small group discussions often (comprised of blog members); I find that they discuss projects as well as other things, and many times continue their discussions on the blog. I have made several suggestions on each student blog, but observe more than comments- I want to reinforce that the blog is THEIRS, not MINE.

However, I will use their concerns as a basis for classroom activities. Specifically, many were frustrated with idea generation, which led to a class discussion on pre-writing, blocking, clustering, etc.

I particularly found the handout's emphasis on positive reinforcement comforting. It is a style that I have used for years, and the danger's inherent with getting "too close" to your students are greatly outweighed by the benefits of sincere encouragement and caring for them as an individual (versus just another student who needs a grade). Spending time encouraging each student and providing them with support is a great way to motivate most students.

I also found the cautions regarding adding too many comments on students' papers very timely. It was nice to get the author's perspective regarding how many comments to write, the tone of the comments, etc. I will follow several of the author's guidelines in the future.

I have found the out-of-class conferences helpful, particularly with those students who need more advice that a brief discussion during or after class can accomplish.

Suggestions to Help Maintain Your Sanity

If you're like me, taking 3 classes, teaching comp, and working 3 part-time jobs, your life can get pretty hectic. Yes, it's somewhat frightening and overwhelming (I find myself staying up VERY late on occassion, at least once a week, usually correcting papers), I console myself with the alternative. My life before USF was VERY different. Working as a corporate trainer for Tech Data in Clearwater was mostly a good experience, but definitely had its downside- hour+ commute (from Riverview to Clearwater!) five days a week, an HR department in transition (ultimately "transitioning" many of us out the door), with managers desparately trying to hang onto their jobs.

Getting more fully into the academic life certainly has its challenges- time management is certainly a primary issue- but the plus side of the ledger is longer than the negative side. For my personality, helping others succeed is essential to my own satisfaction. Corporate training was all about helping managers motivate others with genuine concern and effectiveness. When that went away (literally in minutes, as they showed several of us the door), I was depressed that I was unemployed, but furthermore that I felt like I was no longer a positive force in my community. Teaching, for all the time constraints and dedication, fulfills those needs for me. I am able to help guide my students towards a successful college career by enhancing their writing and communication abilities, and that makes me happy.

If you find yourself in a whirlpool, circling endlessly around and around, becoming disorientated and sometime sick to your stomach, step back and assess where you are and where you are going. If the plus column is longer (even only a little longer), chances are that you're going in the right direction. Stick with it...like most things in life, you'll get better with time, patience and the support of your community.

Is this the Stuff that Dreams are Made of?

As our comp students complete their memoirs and move on to the travel project, I have been thinking how challenging it might be for some of them to devise unique and appropriate stories, filled with detail, assumptions and personal conclusions. We challenge them and press them to do their best work, but we often get a fictionalized version of a desire existence. It that really what we are looking for?

Creativity is indeed important. It flexes that unused part of the brain that rejects prepackage "memories." Yet, our music videos tell us how our favorite sound should be thought of visually, our audio books used established pros, many times actors, emphasizing and phrasing the author's text and, adding their own perspective to something that was once ours and ours alone to interpret. Are we encouraging laziness of the mind, or is this simply part of the trek humans take to get to the next phase, where different qualities will be favored above others? Should we leave the creativity and unique thinking to the paid professionals!

We use wikis and blogs to encourage ourselves and others to keep the dialog alive; we bounce ideas around, but aren't we also reinforcing the concept that we are all in this together, and, as a result, we encouraging each other to express ourselves in similar ways? After all, don't we tend to mimic the observations of others, both in writing and in the real world? But what's the alternative? Must we lock ourselves up somewhere to

avoid becoming tainted with "otherness", that which is external to us, but quickly overtaking us and reshaping us in the likeness of the collective "other"?

When I was very young, I used to think that a timid loner, writing in a journal about the absurdities of life was a unique activity, certainly outside the norm. Now I am beginning to understand that, given our more public writing discourse, there were most likely many more like me. Today, however, its much easier to compare notes.

Somehow, that makes me feel a bit uncomfortable, and I'm not sure that's necessarily a good thing. :{

CV Info Below

These experiences have helped to make me the person that I am today. (Yes, I am not totally to blame!)

ROBERT N. GAMACHE, SPHR

Summary of Responsibilities

Experienced in corporate HR training and development initiatives, specializing in the design and delivery of management and independent contributor programs, as well as major national leadership programs. Ten years experience as a 360o-review facilitator and coordinator of corporate management assessment center. Certified as a Senior Professional of Human Resources (SPHR) since 1996.

PROFESSIONAL EXPERIENCE

USF, Tampa, FL 2005-

Professor of Introductory Composition classes

HILL-DONNELLY CITY PUBLISHING, Tampa, FL 2004

(Leading National publisher of business and cross-reference directories; parent company is InfoUSA)

Sales Training and Recruiting Specialist

•Recruited and interviewed sales candidates for Tampa call center (in-bound and out-bound) and field sales reps, making possible company penetration into Northeastern US market

•Performed HR Generalist duties, assisting in the progressive discipline of sales representatives

TECH DATA CORPORATION, Clearwater, FL 1999 to 2003

(Leading global distributor of IT products and value-added services)

Senior Training and Development Specialist

•Coordinated worldwide Tech Data Academy (2001 & 2002), ensuring consistency of worldwide management team

•Developed and facilitated management and executive leadership workshops (including company-specific management practices, leadership, communication, diversity, sexual harassment, business ethics), insuring legal compliance of management practices

•Created and facilitated corporate-wide Business Ethics program to ensure legality of management practices

•Renewed certification in Situational Leadership II® (Ken Blanchard Companies); facilitated program to thirty mid and upper management leaders

Certifications Earned:

•Situational Leadership II® (Ken Blanchard Companies)

•Targeted Selection® behavioral interviewing (DDI)

•Leadership 2000® (AchieveGlobal)

NIAGARA MOHAWK POWER CORP., Syracuse, NY 1989 to 1999

(Major upstate New York Electric and Gas Power Utility)

Senior Training Specialist, Training Specialist, Assistant Instructor

•Designed and facilitated supervisory and independent skill-building courses, enhancing professional skills of over two hundred employees

•Presented Training and Development portion of HR Management Certification program (1997 to 1998), helping to prepare over forty employees to successfully earn their certifications in both PHR (Professional of Human Resources) and SPHR (Senior Professional of Human Resources)

•Coordinated and implemented company-wide PC software training initiative (MS Office, Lotus Notes), enhancing PC skills of 250 employees; this effort saved the company thousands of dollars formerly spent on outside vendors

•Delivered represented field leader skill development program, enhancing leadership skills of 220 line men and gas mechanics

•Conducted 360o reviews for over 250 managers and independent contributors, significantly enhancing professional development

Certifications earned:

•Situational Leadership II® (Ken Blanchard Companies)

•Administrator of Management Assessment Center (DDI)

•Managing Personal Growth (Blessing-White)

•On-the-Line (field leader development program from Pacific Learning System)

ADDITIONAL EXPERIENCE

•Substitute teacher, Hillsborough County Public Schools, 2004 - Present

•Consultant, Lee Hecht Harrison (at Capital One site, Tampa, FL) 2004

•Assistant Manager, Brookstone, Brandon Town Center, 2004 - Present

•Adjunct Professor, Syracuse University at Utica College; facilitated American Management Association programs in Leadership, Coaching, Managing Priorities, and Business Writing (1992 – 1999)

EDUCATION

•Pursuing MA in English; University of Southern Florida, Tampa, FL (1/04 – Present)

Anticipate completion: Fall, 2007

•MS, Human Resource Management Development (High Honors on comprehensive exam)

Chapman College, Syracuse, NY

•BA, English (Dean’s List)

Providence College, Providence, RI