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Courses Designed, Supervised and Taught
| Courses Designed, Supervised and Taught | |
|---|---|
| Tamkang University, Tamsui District, Taiwan | A2917 - Pragmatics and Semiotics in Language Teaching and Learning. Graduate Seminar at the M.A. and Ph.D. levels, School of Foreign Languages and Literatures, Department of English. (Designed & taught). |
| A2916 - World Englishes and Globalization. Graduate Seminar at the M.A. and Ph.D. levels, School of Foreign Languages and Literatures, Department of English. (Designed and taught). | |
| Kabul Education University, Afghanistan, U.S. Embassy & Indiana University Bloomington | T600 - Sociolinguistics: Language Policy and Planning. M.Ed. TESOL Program. (Designed & supervised). |
| Indiana University, Bloomington, IN | EDUC–L750 - Translingual Literacies and Translanguaging in the Classroom. (Designed course & taught). |
| EDUC–L601 - Theoretical Issues in the Study of Language & Literacies. (Made significant change to course content and taught). | |
| EDUC–L700 - Seminar in Literacy, Culture, and Language Education Research. (Designed & taught). | |
| LTAM 426 - Languages, Cultures, and Identities in Latin America and the Caribbean. | |
| FOLK–F404 - (Designed course). | |
| LTAM–L526 - Course approved by the College of Arts and Sciences. | |
| EDUC–L750/L630 - Topical Seminar in Reading/Topics in Language Education: Research Seminar in Language Policy, Planning and Revitalization from Multiple Perspectives. (Designed & taught). | |
| EDUC–L599/L630 - Master’s Thesis in LCLE/Topics in Language Education: Ethnographic Perspectives in Literacy, Culture, and Language Education. (Designed & taught). | |
| EDUC–L547 - Introduction to Language and Literacy Policy and Planning, offered through the new EFL/ESL Program via Distance Education (EPDE). (Designed course & supervised). | |
| EDUC–L750/L630 - Topical Seminar in Reading/Topics in Language Education: Seminar in Sociolinguistics and Linguistic Anthropology in Education. Cross-listed with the Center for Latin American and Caribbean Studies (CLACS). (Designed course & taught). | |
| EDUC–L502–DE - Socio-/Psycholinguistic Applications to Reading Instruction. Made significant changes to existing syllabus, and developed online resources and class Oncourse site. | |
| EDUC–L630/AMST–G751 - Topics in Language Education: Research Seminar in Language Policy and Planning in Education from Local, National and International Perspectives/Seminar in American Studies. Cross-listed with Anthropology, American Studies, Latin American Studies, Linguistics, Second Language Studies and Spanish and Portuguese. (Designed course & taught). | |
| EDUC–L500 - Instructional Issues in Language Learning. (Made significant changes to course content, supervised & taught) | |
| EDUC–L502/X470 - Socio-/Psycholinguistic Applications to Reading Instruction. (Made significant changes to course content) | |
| EDUC–L507/L407 - Instructional Issues in Language Learning for English Teachers. made substantial changes to existing syllabus, put together a list of required and supplementary readings, and developed online resources and class Oncourse site in collaboration with Dr. Cowan and two graduate students. In 2012, updated again the content, and changed all the assignments of this course in collaboration with Dr. Beth L. Samuelson. |
Independent Studies Supervised at Indiana University Bloomington
EDUC–L590
- Ethnography of Communication
- ESL/EFL Teaching and Learning
- Anthropology in Education
- Causes of Underachievement in Beginning College Students
- Colonial Education, Linguicide, Language Loss, and Identity
- Cross-Sectional Study: Instructional Effectiveness of Chinese Students in China
- Exploring Biliteracy Development among Asian Women in Diaspora
- Heritage Language Maintenance by Chinese-American College Students
- Implications of Standardized Exams as Language Policy
- Indiana State Policy for English Learners
- International Chinese Student Academic Support
- Language Policy and Conflict in Thailand
- Language Policy and Planning in America
- Language Attitudes and Practices in an Indigenous Community in Costa Rica
- Language as Identity and Resistance
- Local and Global Literacies
- Minority Children and Heritage Language Maintenance
- Mix Methods Research
- New Literacies: Awareness of Using Technology in English as a Foreign Language Teacher Training Education in Macedonia
- Life Histories, Religious Identities and Literacy Practices of an Indonesian Family Living in the US
- Sociolinguistics and Mexican Transmigration
- Theories of Language Policy and Planning
- Theories of Literacy Acquisition and Learning
- World Englishes and International English Professionals
- Vocabulary Acquisition by Quechua Speakers Learning Spanish
- Language as an Educational Tool for Identity in the US in the 1920s and the 1930s
- From Convergent Pedagogy to Integrated Didactics in Haiti
- Underachieving, Underperforming Freshmen and Sophomores in College
- Symbolic Communication and Student Motivation
- Attempting to Implement Critical Literacy
- Arabic Sociolinguistics
- Translanguaging in Middle School
- Ethnographic Perspectives in Literacy, Culture, and Language Education
| Courses Designed, Supervised and Taught | ||
|---|---|---|
| Princeton University, Princeton, NJ | SPAN 223/ LAS 224 | Mapping Culture and Identity in the Andean Social Landscape. Cross-listed with Latin American Studies. (Designed course & developed class Blackboard site). |
| SPAN 107 | Advanced and Intermediate Spanish | |
| SPAN 103 | Intensive First and Second Semester Spanish | |
| SPAN 102 | Second Semester Spanish | |
| SPAN 101 | First Semester Spanish | |
| Canisius College, Buffalo, NY | SPAN 104 | Second Semester Spanish (developed original syllabus & class Blackboard site) |
| The University of Michigan, Ann Arbor, MI | SPAN 485 | Andean Sociolinguistics/Special Topics in Latin American and Caribbean Studies. |
| LACS 455 | (Designed course & taught) | |
| LACS 475/476 | Advanced Quechua (undergraduate and graduate levels). (Designed course & taught) | |
| LACS 473/474 | Intermediate Quechua (undergraduate and graduate levels). (Designed course & taught) | |
| LACS 471/472 | Introductory Quechua (undergraduate and graduate levels).(Designed course & taught). | |
| SPAN 270 | Advanced Spanish Conversation. (Developed original syllabus & class Coursetools site) | |
| SPAN 232 | Fourth Semester Spanish | |
| SPAN 230 | Intensive Second Year Spanish | |
| Independent Studies Supervised at University of Michigan (Linguistic Anthropology doctoral students) | Literary translation from Ecuadorian Quechua to Spanish | |
| Quechua dialectology | ||
| University of Pennsylvania, Philadelphia, PA | Intermediate Spanish (Penn Language Center/Wharton Business School). (Designed course & taught). | |
| Summer Institute of Language and Culture (SILC), Pitzer College, Claremont, CA | Introduction to Hispanic Literature and Culture (Summer-long intensive immersion course). (Designed course & taught). | |
| The Ohio State University, Columbus | SPAN 104 | Intermediate Spanish II |
| SPAN 103 | Intermediate Spanish I | |
| SPAN 102 | Introductory Spanish II | |
| SPAN 101 | Introductory Spanish I | |
| Universidad Nacional Agraria La Molina, Lima, Peru | Advanced Quechua V/VI (designed course & taught) | |
| Intermediate Quechua III/IV (designed course & taught) | ||
| Introductory Quechua I/II (designed course & taught) | ||
| Introductory English as a Foreign Language (designed course & taught) | ||
| Instituto Pedagógico Bilingüe de Yarinacocha, Pucallpa, Peru | Advanced Spanish as a Second Language for bilingual teachers in the multilingual, pluricultural and multiethnic Amazon Region (designed course & taught). |
Dissertation Chair
| Dissertation Chair | |
|---|---|
| In progress | Xin Chen. Dissertation title: A Study on adaptive transfer in multilingual students’ academic writing in the college years |
| In progress | Abdoul Diakite. Dissertation title: Qualitative ethnographic study of first language instruction in elementary education in Mali, Africa |
| In progress | Hajar Al Sultan. Dissertation Title: Educated Arab women in the Literary, Cultural, and Intellectual Salon: An ethnographic case study of face management and identity work |
| In progress | Ryan Batsie. Dissertation title: Providing authentic education in school literacy activities: Ethnographic practitioner |
| 2019 | Suriati Abas. (Completed) Dissertation title: Commemoration, contestations and collective memory: A linguistic landscape study of Buenos Aires, Argentina. |
| 2019 | JesAlana Stewart. (Completed) Dissertation working title: The impact of translingualism in foreign language learning: A global perspective |
| 2019 | Valerie Cross.(Completed) Dissertation title: The Effects of personality, ethnic identity, and language anxiety on the L2 English pronunciation of late learners in a California Community College: A quantitative and qualitative Inquiry. |
| 2017 | Yahya Hans Erbas (completed). Dissertation tittle: Ethnographic case study of teacher education in relation to multicultural education in Turkey |
| 2016 | Melissa McNabb (completed) Dissertation title: Beginning college students on academic probation: A classroom ethnography |
| 2016 | Mathew Bumbalough (completed). Dissertation title: Netnography: Korean graduate students’ virtual communities of practice |
| 2015 | Pei-Shan Yu (completed). Dissertation Title: Learning and maintenance of Chinese as a heritage language in American colleges: A classroom ethnographic study |
| 2015 | Sang Jai Choi (completed). Dissertation title: Native English-speaking teachers’ Christian identity and English language teaching |
| 2014 | Yang Chi-Chuan (completed). Dissertation title: Critical literacy: Taiwanese English as a world language learners’ Identity Transformation |
| 2014 | Bryce Smedley (completed). Dissertation title: Language policy, and linguistic and cultural identity in the ongoing conflict in Southern Thailand |
| 2012 | James Chamwada Kigamwa (completed). Dissertation title: Language maintenance and shift among immigrants in the US: A case of two African families |
| 2010 | Hugo Yu-Hsiu Lee (completed). Dissertation title: Exploring biliteracy developments among Asian women in diaspora: The case of Taiwan |
Dissertation Co-chair
| Dissertation Co-chair | |
|---|---|
| 2018 | Jing Lei. Dissertation title (completed): Translinguality as code-switching or code-meshing? Inter-objective analysis of figuration and identity in Amitav Ghosh’s The Hungry Tide (2004) and Zakes Mda’s The Heart of Redness (2000). School of Foreign Languages and Literatures, Department of English at Tamkang University, Taiwan. |
| 2018 | Justin Christian Wild (completed). Dissertation title: ‘Daring to dare’: An exploratory study of Indigenous knowledge and context specific instruction in learning and teaching in Tanzania, Africa. Department of Education Leadership and Policy Studies at Indiana University. |
Dissertation Co-director
| Dissertation Co-director | |
|---|---|
| 2016 | Bita Zakeri (completed). Dissertation title: Crossing multiple boarders: Transnational, transcultural, and multilingual identities of Iranians |
Dissertation Committee Member
| Dissertation Co-director | |
|---|---|
| In progress | Su Jin Park. Dissertation title: A safe house for Korean (im)migrant women in the United States: Feminist cyber-ethnography of Korean (im0migrant women’s investment in learning English online |
| In progress | Yingling Bao. Dissertation title: Development of advanced literacy in a Chinese as foreign language classroom |
| In progress | Afrah Albabtain. Dissertation title: Arabic language and literacy maintenance in young children of Saudi Arabian sojourning families in the United States |
| In progress | Heath Aaron Harrison. Dissertation title: Defining academic success from the perspective of second-generation Punjabi Sikh students at a public Midwestern High School: A case study |
| In progress | Sary Silvhiany. Dissertation title: The experience of Indonesian international students’ families in language and culture navigation in the United States |
| In progress | Janet Noreen Blackwood. Dissertation title: Initial English teacher preparation programs in two Costa Rican universities |
| In progress | Hsia-Chun Huang Hsia. Dissertation title: Pronunciation learning strategies: Differences between adult English learners with or without native-like pronunciation |
| 2019 | Hyona Park (completed). Dissertation title: Exploring South Korean elementary EFL learners’ construction of investment: The role of student-center learning strategies |
| 2018 | Christina Louise Romero-Ivanova (completed). Dissertation title: A narrative inquiry for understanding women’s experiences with being silenced and their resistance/talking back and resilience |
| 2018 | G Yeon Park (completed). Dissertation title: Social and psychological valence components of translingual graduate writer’s inventory of strengths |
| 2018 | Stacy Penalva (completed). Dissertation title: Voices in the gallery: Noticing the transcultural, translingual and transnational navigations of Latino immigrant children and their families through multi-modaled artifactual mediations and the stories they evoke |
| 2018 | Margaret Remstad (completed). Dissertation title: (Trans)formación docente: Teacher experiences negotiating global discourse, national policy, and local needs for human rights in Quechua-speaking communities in Peru. Department of Leadership and Policy Studies, Indiana University. |
| 2016 | Amber Warren (completed). Dissertation title: The discursive construction of knowledge and beliefs about L2 writing in an asynchronous online class |
| 2016 | Vesna Dimitrieska (completed). Dissertation title: The learning of our language teaching: The interplay between teacher cognition and teaching learning |
| 2016 | Mateus Yumarnamto (completed). Dissertation tittle: Life histories, EFL teachers’ professional identity, and professional growth: A narrative inquiry of Indonesian English teachers studying in the US |
| 2014 | Patrick K. Pettyjohn (completed). Dissertation title: Exploring teacher’s educational MUVE video game integration process: Four exploratory case studies. Department of Instructional Systems Technology, Indiana University Bloomington. |
| 2014 | Ji-Yeon Kim (completed). Dissertation Title: Korean university teacher cognition in EFL writing instruction |
| 2013 | Keith Corbitt (completed). Dissertation title: Learning styles, strategy use and metacognitive awareness in foreign language reading by Modified Foreign Language Program post-secondary students of Spanish |
| 2012 | Michael T. Ndemanu (completed). Dissertation title: Exploring pre-service teachers’ perspectives about human diversity: Experiences in multicultural education courses. Department of Curriculum and Instruction, Indiana University. |
| 2012 | Veronica Fife (completed). Dissertation title: Becoming border crossers: The socialization for student teachers in an urban setting. Department of Curriculum and Instruction, Indiana University. |
| 2011 | Michael Dixon (completed). Dissertation title: The Kanji Japanese writing system. |
| 2011 | Shu-Hsiu Huang (completed). Dissertation title: On the applicability of communicative language teaching (CLT) pedagogy in Taiwan |
| 2011 | Ophelia Hsiang-ling Huang (completed). Dissertation title: Teachers’ socialization in school workplaces toward teaching culturally diverse students. |
| 2010 | C. Brian Barnett (completed). Dissertation title: French immersion teacher’s attitudes towards Louisiana varieties of French and the integration of such varieties in their classroom: A quantitative and qualitative analysis |
| 2010 | Yoo-Jean Lee (completed). Dissertation title: Copying and summarizing: Possible tools to develop English reading and writing for different proficiency levels of university students in Korea |
Dissertation Committee External Member
| Dissertation Committee External Member | |
|---|---|
| 2016 | Gabina Funegra (completed). Dissertation title: Quechua language: Contemporary revival and maintenance strategies. School of Humanities and Languages, Faculty of Arts and Social Sciences, University of South Western Australia. |
| 2016 | Rosalva Lagunas (completed). Dissertation title: Language ideologies, practices, and management: Mexicano in Coatepec de los Costales [Guerrero, Mexico]. Arizona State University. |
Mentor of Senior and Master Theses
| Mentor of Senior and Master Theses | |
|---|---|
| 2015 | Mentor, Senior Thesis: Anita Mendoza, Indigenous movements and linguistic rights in Ecuador. International Studies INTL-I 400 Capstone Project, Indiana University Bloomington. |
| 2015 | Mentor, Senior Thesis: Holland Makenzie, The advantages and disadvantages of globalization and its effects on Indigenous groups, specifically the Aymara and Mapuche. International Studies INTL-I 400 Capstone Project, Indiana University Bloomington. |
| 2014 | Mentor, Senior Thesis: Shane Casey Sweet, Quechua language revitalization and bilingual education in Peru. International Studies INTL-I 400 Capstone Project, Indiana University Bloomington. |
| 2012 | Committee Member, Master’s Thesis: Diana Brace, “I know what the cage bird feels”: Encountering literacy instruction and practices of incarcerated males in the United States, Department of Literacy, Culture, and Language Education, Indiana University Bloomington. |
| 2012 | Mentor, Senior Thesis. Sarah Winfrey, Multilingualism’s role in development: National integration and socio-economic development. International Studies INTL-I 400 Capstone Project, Indiana University Bloomington. |
| 2010 | Mentor, Senior Thesis: Elise Boruvka, Bilingual education between Quechua-speaking Indigenous communities and NGOs. International Studies INTL-I 400 Capstone Project, Indiana University Bloomington. |
| 2009 | Mentor, Senior Thesis: Christina A. Koness, Indigenous languages of Latin America: Quechua and Guarani. International Studies INTL-I 400 Capstone Project, Indiana University, Bloomington. |
| 2009 | Mentor and Committee Member, Master’s Thesis: Vannessa Peláez-Barrios, Mythic narrative performances: The myth of the Kharisiri. Department of Folklore and Ethnomusicology, Indiana University Bloomington. |
External Reader of Senior and Master’s Theses
| External Reader of Senior and Master’s Theses | |
|---|---|
| 2012 | Third reader: Departmental Honors for International Studies Thesis, Elizabeth Newkirk, Quechua language revitalization as a social movement in Peru, Ecuador, and Bolivia. International Studies Program, Indiana University, Bloomington. |
| 2003 | External reader: Master’s Thesis, Rufino Gonzalo Espino Relucé, Prácticas de habla en dos relatos de Tarmap Pachahuarainin: notas para una poética del relato. Master of Social Sciences, Specialization in Andean Linguistics and Intercultural Bilingual Education, Facultad Latinoamericana de Ciencias Sociales (FLACSO), Quito, Ecuador, and Colegio Andino de Postgrado of the Centro de Estudios Regionales Andinos Bartolomé de Las Casas, Cuzco, Peru. |
| 2002 | External reader: Master’s Thesis, Mario Cuellar Valverde, Metáfora en el quechua. Master of Social Sciences, Specialization in Andean Linguistics and Intercultural Bilingual Education, Facultad Latinoamericana de Ciencias Sociales (FLACSO), Quito, Ecuador, and Colegio Andino de Postgrado, Centro de Estudios Regionales Andinos Bartolomé de Las Casas, Cuzco, Peru. |
| 2002 | External reader: Master’s Thesis, Luis Fernando Garcés Velásquez, La escritura quechua como inscripción del discurso oral: aportes a la política escrituraria del quechua boliviano desde la práctica del periódico CONOSUR Ñawpaqman. Master of Social Sciences, Specialization in Andean Linguistics and Intercultural Bilingual Education, Facultad Latinoamericana de Ciencias Sociales (FLACSO), Quito, Ecuador, and Colegio Andino de Postgrado, Centro de Estudios Regionales Andinos Bartolomé de Las Casas, Cuzco, Peru. |
| 2001 | Second reader: Senior Thesis, Rachel S. Stein, Troubled tongues: Language and political discourse in Indigenous Ecuador. B.A. in Latin American and Caribbean Studies, University of Michigan, Ann Arbor. |
Undergraduate Research Mentor
| Undergraduate Research Mentor | |
|---|---|
| Spring 2019 | Mentor: Olivia Paul for their presentation about the online revitalization of Quechua on the panel Crafting Public and Online Spaces: Indigeneity and Transnationalism, César E. Chávez Undergraduate Research Symposium, organized by the Program of Latino Studies at Indiana University Bloomington (Mar. 28-29). |
| Summer 2015 | Mentor: Ireri Perez, Research Fellow in the McNair Scholars Program, Indiana University Bloomington. |
| 2014-2017 | Mentor: Marcella Patrick, Research Fellow in the McNair Scholars Program, Indiana University Bloomington. |
| Spring 2014 | Mentor: Cassie Calderon & Bridget Dodson for their presentation about bilingual education on the Panel on Education of the Dreamers: Educational Policy and “Latino/a” Lives, César E. Chávez Undergraduate Research Symposium, organized by the Program of Latino Studies at Indiana University Bloomington (Mar. 6-7). |
Other Teaching Activities
| Other Teaching Activities | |
|---|---|
| 2010-Present | Supervisor of EDUC-L547: Introduction to Language and Literacy Policy and Planning, which is offered through the new EFL/ESL Program via Distance Education (EPDE). |
| 2010-2017 | Founder & Editor-in-Chief, Working Papers in Literacy, Culture and Language Education (WPLCLE). The following doctoral students worked with me: Yoo Young Ahn; Hajar Al Sultan; Beth Buchholz, Yingling Bao; Mathew Bumbalough; Alfreda Clegg; Linda Coggin; Valerie Cross; Ying-Sin Chen; Sang Jai Choi; Vesna Dimitrieska; Ai-Chu Ding; Adam D. Henze; Arnell Hammond; Retno Hendryanti; Christina Ivanova; Tolga Kargin; Ophelia Hsiang-ling Huang; Hsaio-Chin Huang; Hsia-Chun Huang; Sandra Hsiao-Chun Huang; Yi Chin Hsieh; Sheri Jordan; James Kigamwa; Ji Yeon Kim; Hye-Kyung Kim; Hsiao-Chin Kuo; Melissa McNabb; Mika Moko; Yi-Ching Lee; Erin Lemrow; Alexandra Panos; G Yeon Park; Jaehan Park; Stacy Peñalva; Leslie Rowland; Julie Rust; Anita Seralathan; Bryce Smedley; JesAlana Stewart; Jun Takahashi; Amber Warren; Christy Wessel-Powell; Chi-Chuan Yang; Jae-Seok Yang; Amber Warren; Joanne Yi; Pei-Shan Yu; and Bita H. Zakeri. |
| 2010-2012 | Supervisor of L407/L507 (onsite & online): Instructional Issues in Language Learning for English Teachers. |
| 2009 | Sponsor and mentor of Hsiang-ling Huang & Yu-Ju Huang’s research, The Interactions among NSs and NNSs in Group Discussions. The result of this research was presented at the 2009 Conference of the American Association of Applied Linguistics in Denver, CO under the title The Analyses of Meaning Negotiation in NS-NNS and NNS-NNS Interactions. |
| 2009-Present | Endorsed Member of the Graduate Faculty at Indiana University to chair dissertations. |
| 2008-2018 | The following doctoral students have been teaching online and onsite courses under my supervision both in the Department of Literacy, Culture, and Language Education and in other units across campus: Ryan Batsie; Mathew Bumbalough; Valerie Cross; Vesna Dimitrieska; Ben Lazreg Houssem; Melissa McNabb; Ying-Sin Chen; Hye-Kyung Kim; Kako Koshino; Hsiao-Chin Kuo; Mun Woo Lee; Yu-Hsiu Lee; Yi-Ching Lee; Erin Lemrow; Daehyeon Nam; Stacy Penalva; Pei-Shan Yu; Rani Park; and Bita H. Zakeri. Three students taught the Chinese language in other units across campus. |
| 2008-2009 | Supervised Yu-Hsiu Lee as he wrote a Chinese textbook, consisting of a Teacher’s Manual and a Student Workbook and published by Amazon.com, entitled Culturally Responsive Chinese Literacy Pedagogy. |
| Summer 2008 | Worked with a doctoral student to improve the content of the resources section of the Literacy, Culture, and Language Education Department website, Indiana University Bloomington. |
| 2007-Present | Supervisor of EDUC-X470/L502: Socio-/Psycholinguistic Applications to Reading Instruction (online and onsite). |
| 2007-Present | Supervisor of EDUC-L500 (online and onsite): Instructional Issues in Language Teaching and Learning. |
| 2007-Present | Supervisor of the EDUC-L650 Internship Course. The following fourteen doctoral students worked as TAs under my supervision: Hajar Al Sultan; Nadia Alqahtani; Ebrahim Bamanger; Mathew Bumbalough; Valerie Cross; Vesna Dimitrieska; Sang Jai Choi; Amani Gashan; Ophelia Hsiang-ling Huang; Yahya, Erbas; Hye-Kyung Kim; Xin Chen; Aslihan Guler; Hsiao-Chin Kuo; Vichea In; Weejeong Jeong; Erin Lemrow; Woo Lee; Yu-Hsiu Lee; Yi-Ching Lee; Melissa McNabb; Mun Daehyeon Nam; Rani Park; Su Jin Park; Bryce Smedley; Mateus Yumarmanto; and Pei-Shan Yu. |
| 2007-2008 | Supervised EDUC-L599: Master Thesis/Early Inquiry Experience (Global Language and Literacy Project). Supervised 6 graduate students’ international projects. Also, served as Faculty Sponsor for the Office of Human Subjects Institutional Review Process. The following graduate students worked under my supervision: Yoo-Jean Lee, Emilija Zlatkovska, Shu-Hsiu Huang, Hsia-Chun Huang, Janet Blackwood and Suphawat Pookcharoen. |
| 2007-Present | Academic Advisor of numerous Master and Doctoral students. Department of Literacy, Culture, and Language Education, School of Education, Indiana University. |