Curriculum Vitae Melody Pugh Department of English and Fine Arts US Air Force Academy CO, 80840 Phone: (719) 333-3673 email: melody.pugh@usafa.edu web: melodypugh.wordpress.com Twitter: @melodypugh EDUCATION 2015 Ph.D., Joint Program in English and Education, University of Michigan-Ann Arbor 2006 M.A., English Language and Literature, Loyola University Chicago 2002 B.A., Wheaton College, English Literature (magna cum laude) ACADEMIC POSITIONS 2015-Present Assistant Professor of English, United States Air Force Academy Specialization: Composition Director of First Year Composition (Beginning January 2016) 2009-2015 Graduate Student Instructor and Research Assistant, University of Michigan 2011-2015 Graduate Teaching Consultant, Center for Research on Learning and Teaching, University of Michigan 2005-2009 Visiting Instructor, Wheaton College DISSERTATION TITLE: An Investigation of Transfer in the Literacy Practices of Religiously Engaged Christian College Students DESCRIPTION This qualitative interview and observation study examines the choices made by religiously-engaged Christian college students as they determine whether, and how, to transfer literacy practices from one discourse community into another. This study reveals that Christian college students church-based literacy practices foster an acute awareness of the relationship between textual interpretation and rhetorical situation; this awareness enables them to make agentive, rhetorically savvy choices about when to compartmentalize, and when to integrate religious and academic learning. This study illuminates the mechanisms by which transfer occurs across curricular and extracurricular contexts. It also challenges composition instructors to help students develop and make visible both existing, and sometimes tacit, understandings of transfer. COMMITTEE Anne Ruggles Gere (co-chair), Professor of English, University of Michigan Megan Sweeney (co-chair), Associate Professor of English, University of Michigan Anne Curzan, Professor of English, University of Michigan Elizabeth Vander Lei, Professor of English, Calvin College AREAS OF SPECIALIZATION Literacy studies Writing and religious identity Out-of-school literacy practices Writing assessment Transfer Writing across the curriculum/writing in the disciplines Qualitative research in the humanities Contemporary rhetorics
Pugh 2 PUBLICATIONS ARTICLES AND CHAPTERS Interrogating Disciplinarity in WAC/WID: Institutional Ethnography and the New Disciplinarity. College Composition and Communication. Co-authored with Anne Gere, Sarah Swofford, and Naomi Silver. (In Press, October 2015) What is Institutional Mission? in Rita Malencyzk (ed.), A Rhetoric for Writing Program Administrators. Anderson, SC: Parlor Press (2013): 105-117. Co-authored with Elizabeth Vander Lei. BOOK REVIEWS Christian Rhetorics: Toward a Hopeful Future. Composition Studies. Co-authored with TJ Geiger. (In Press, Fall 2015) POLICY BRIEFS Fostering High-Quality Formative Assessment. NCTE Research Policy Brief. December 2010. Co-authored with Anne Ruggles Gere, Danielle Lillge, Stephanie Moody, Christie Toth, and Crystal Van Kooten. SELECT CONFERENCE PRESENTATIONS Negotiating the Great Divide: Place, Faith, and the Composition Classroom. TYCA-West, October 2015. Risks and Resources: Student Agency and Religious Rhetorics in the Academic Sphere. Conference on College Composition and Communication, March, 2015 Three Models for (Re)Considering Religious Discourses, Literacies, and Rhetorics. Cultural Rhetorics, October, 2014 "When God Writes Your Reading List: College Students Reading Practices and the Changing Evangelical Relationship to Pop Culture. Midwest Pop Culture Association, October, 2014. Interrogating Disciplinarity in WAC/WID: An Institutional Ethnography. International Writing Across the Curriculum Conference, June, 2014. Transformed Lives, Transformed Literacies: the Extracurricular Literacy Practices of Christian College Students and the Complex Identification of Transfer. Rhetoric Society of America (RSA), May, 2014. The Only Bible They ll Ever Read : Christian College Students and the Development of Biblical Literacy. American Academy of Religion (AAR) Annual Meeting, November, 2013. Integrating Faith and Learning: Christian Students Engaging Academic Discourse at Public and Tribal Institutions. Conference on Christian Faith and the University: From the Reformation to W. Stanford Reid, September, 2013. Writing in the Disciplines in an Interdisciplinary Context. Conference of Writing Program Administrators (WPA), July, 2013. (With Anne Ruggles Gere of the Sweetland Center for Writing.) From the Pews to the Pages: Religiously-Engaged Students, Faith Communities, and the Public Work of the Extracurriculum. Conference on College Composition and Communication, March, 2013.
Access and Antconc: Using Corpus-based Analysis in Assessment and Pedagogy. Conference on College Composition and Communication, March, 2012. Desire for Distinction: How the Strategic Ambiguity of Mission Statements Supports Educational Diversity. University of Michigan Language and Rhetorical Studies Conference, September, 2011. Active Assessment: Engaging Composition Instructors & Future WPAs in the Development of Rhetorically-Based Assessment Practices. Conference of Writing Program Administrators (WPA), July, 2011. Pugh 3 Reshaping Publics through Rhetorical Identification. Computers and Writing, May, 2011. (Sponsor of Undergraduate Research Panel with students from English 225, Fall, 2010.) RELATED RESEARCH EXPERIENCE Sweetland Center for Writing: Research Assistant for Upper Level Writing Requirement Assessment (2012-2014), Freshman Directed Self-Placement Study (2012), and Minor in Writing Study (2014) Center for Research on Learning and Teaching/School of Natural Resources and the Environment: Research Assistant for Transforming and Transformative Ethics: Investigating Student Learning Through Writing, with Rolf Bouma (Lecturer, Environment 360) Faculty Research Assistant: Research Assistant for Prof. Alisse Portnoy. Assisted in the development of course updates two undergraduate rhetoric courses: Literature and Social Change: Rhetorical Activism and U.S. Civil Rights Movements (ENGL 319), Language s Power to Write our Worlds (ENGL 140) TEACHING EXPERIENCE ASSISTANT PROFESSOR OF ENGLISH Department of English and Fine Arts, United States Air Force Academy Introductory Composition and Research (English 111) Implemented a first-year writing course based in fundamentals of rhetoric. Assignments foster students abilities to read and write complex texts while developing an awareness of contexts, audiences, and purposes for writing. GRADUATE STUDENT INSTRUCTOR AND INSTRUCTOR OF RECORD English Department Writing Program, University of Michigan College Writing (English 125) Designed and taught a first-year writing course based in genre theory and discourse community theory. Assignments help students identify and practice academic approaches to reading and writing such as summary and analysis--through rhetorically-sensitive engagement with both scholarly and popular texts. Writing and Academic Inquiry (English 125, co-sponsored by the Health Science Scholars Program) Designed and taught a first-year writing course focused on supporting students in the acquisition of literacy practices exercised in health- science related careers. Reading and writing assignments emphasize the significance of written communication and research methods in health science professions, biomedical ethics, and health policy.
Pugh 4 Academic Argumentation (English 225) Designed and taught an advanced argumentation course that introduces students to principles of contemporary rhetoric and genre theory. Scaffolded writing assignments lead to the creation of an academic research paper featuring a literature review, methods, and textual analysis about writing within a specific discipline or discourse community. Students then remix their arguments into a popular, multi-modal format. Professional Writing (English 229) Designed and taught an advanced composition course focused on understanding the significance and execution of writing in workplace contexts. Reading and writing assignments introduce students to genre theory and discourse community theory and enable them to practice workplace genres, such as memos, reports, grant/sales proposals, blog-posts, and tweets. VISITING INSTRUCTOR OF ENGLISH/INSTRUCTOR OF RECORD English Department, Wheaton College Composition and Research: Literacy and Social Justice (English 103) Reading and writing assignments focused on issues of educational equity challenged students to engage in rhetorical reading while developing familiarity with academic genres and modes of argumentation. Composition and Research: Problems in the Arts and Contemporary Culture (English 104) An accelerated seminar focused on helping students develop rhetorically sophisticated reading, summary and analysis skills leading to a scholarly, researched, argument about problems in the arts and contemporary culture. Classics of Western Literature (English 101) Designed and taught an introductory literature survey course introducing students to key concepts and genres in Classical, Renaissance, and Elizabethan literature. Writing assignments develop students close reading and critical analysis skills. Literature of the Western World (English 102) Designed and taught an introductory literature survey course introducing students to the concept of literary genre. Reading, writing, and discussion focus on using close reading and critical analysis to identifying the features and social values inculcated in literary genre. Modern Global Literature (English 105) Designed and taught an introductory literature survey course focused on global literatures written in English. Reading and writing assignments develop students critical and close readings skills by challenging them to analyze the legacy of British and U.S. presence in the developing world during the 20 th century. PROFESSIONAL DEVELOPMENT AND ADMINISTRATIVE EXPERIENCE Graduate Teaching Consultant, Center for Research on Learning and Teaching, University of Michigan (January 2012-present) Responsibilities include: mentoring new and experienced graduate student instructors (GSIs); consulting about syllabus and assignment design, course evaluations, and teaching philosophy statements with GSIs from disciplines across the University of Michigan (including Humanities, Social Sciences, and STEM fields); observing and providing feedback to classroom instructors; conducting mid-term student feedback sessions.
Pugh 5 Workshop Facilitator: Graduate Student Instructor Training Orientation, Center for Research on Learning and Teaching, University of Michigan (September 2011-present) Facilitate workshops for new graduate student instructors from across the University of Michigan (including Humanities, Social Sciences, and STEM fields) on the following topics: getting started teaching undergraduates, leading discussion in the humanities, leading discussion in the humanities and social sciences, and assessing student writing. Conduct practice teaching sessions for new instructors, including sessions specific to L2 instructors. Workshop Facilitator: Graduate Student Instructor Training Orientation, Center for Research on Learning and Teaching--Engineering, University of Michigan (September 2011-present) Facilitate workshops about assessment theory and effective assessment practices for new graduate student instructors and undergraduate instructional aids in the College of Engineering. Facilitate practice teaching sessions for new instructors. English Language Institute Practice Teaching Facilitator (ELI 994), Center for Research on Learning and Teaching/English Language Institute, University of Michigan (Winter 2014) Consult with international graduate student instructors about the effectiveness of lesson design, classroom management, and language skills for effective teaching and learning. Conduct reflection sessions with GSIs in order to develop meta-awareness of language development and pedagogical strategies. Submit reports about the linguistic development of each GSI. English Language Institute Experienced Graduate Student Instructor (ELI 994), Center for Research on Learning and Teaching/English Language Institute, University of Michigan (Winter 2012, Winter 2013) Consulted with international graduate student instructors about the effectiveness of lesson design, classroom management, and language skills for effective teaching and learning. Dissertation Writing Group Leader, Sweetland Center for Writing, University of Michigan (Fall 2013) Coordinate an interdisciplinary writing group comprised of 4 graduate students at the midpoint of their dissertation writing process. In addition to coordinating logistics and designing group meetings, facilitated discussion about the benefits of interdisciplinary conversation and about writing in the specific disciplines represented by group members. Steering Committee, Language and Rhetorical Studies Rackham Interdisciplinary Workshop, Rackham Graduate School/Department of English Language and Literature (2010-2014) Organized workshops, discussions, and conferences related to topics and methods related to the intersection of linguistics and rhetorical studies. Events featured the work of graduate students from across the University of Michigan, and invited scholars from the fields of linguistics, composition, rhetoric, and literacy studies. AWARDS AND FELLOWSHIPS 2013-14 Rackham Humanities Research Fellowship, Recipient 2010-11, 2013 David and Linda Moscow Prize for Excellence in Teaching Composition, Nominee 2013 John H. D Arms Fellowship, Recipient 2012/13 Rackham Presidential Fellowship, Recipient 2012 Rackham Graduate Student Research Grant, Recipient 2012 CRLT Investigating Student Learning Grant, Recipient 2012 Rackham One-Term Dissertation Fellowship, Recipient 2006 CCCCs Professional Equity Project Grant, Recipient
Pugh 6 PROFESSIONAL QUALIFICATIONS AND CERTIFICATIONS CERTIFICATIONS 2014 Graduate Teaching Certificate, Center for Research on Learning and Teaching 2013 Training for Multicultural Facilitation Certification, Center for Research on Learning and Teaching and the Program on Intergroup Relations MEMBERSHIP IN PROFESSIONAL SOCIETIES Conference on College Composition and Communication (CCCC), National Council of Teachers of English (NCTE), Modern Language Association (MLA), American Academy of Religion (AAR) FOREIGN LANGUAGE COMPETENCY: Advanced French for Reading STYLE COMPETENCIES: MLA, APA, Chicago UNIVERSITY AND DEPARTMENT SERVICE Colloquium Contributor, English Department Writing Program, November 2013 and May 2010 Evaluation Committee, Feinberg Prize for Undergraduate Writing, Winter 2011 and 2012 Planning Committee, Chalk and Cheese JPEE weekly program meeting, 2011/12 Social and Conversational English Coordinator (ELI994), English Language Institute (2012, 2013) Workshop Facilitator on College Admissions Essays IDEA Institute, University of Michigan (Summer 2011) Ross School of Business, MReach and LEAD Programs, University of Michigan (Winter 2011) REFERENCES Anne Ruggles Gere, Professor 435 S. State St. Ann Arbor, MI 48109 3187 Angell Hall University of Michigan (734) 936-3144 argere@umich.edu Megan Sweeney, Associate Professor 435 S. State St. Ann Arbor, MI 48109 3187 Angell Hall University of Michigan (734) 647-6761 meganls@umich.edu Anne Curzan, Professor 435 S. State St. Ann Arbor, MI 48109 3187 Angell Hall University of Michigan (734) 936-2881 acurzan@umich.edu