Pamela Lagergren Williams282 White Street

Springfield, MA 01108Phone: 413-896-0269

pjlagerwill@comcast.net

Objective: To gain employment in the position of. . .

Education:

2013 University of Massachusetts, AmherstPh.D., American Studies/English, GPA: 3.786

2007 University of Massachusetts, AmherstMaster of Arts, American Studies/English, GPA: 3.65

2004 University of Massachusetts, AmherstBachelor of Arts, English, GPA: 3.975

2004 University of Massachusetts, AmherstCertificate Program, Certificate in Native American Indian Studies, GPA: 4.0

Dissertation:Title: A Multidirectional Memory Approach to Representations of Colonization, Racism,

and Genocide in LiteratureDirector/Chair: James E. Young; Readers: Stephen Clingman, Jean Forward

This dissertation explores where historical memories concerning colonization,genocide, and racism intersect, merge, and overlap in multidirectional ways. The textopens by exploring the possibilities of using a multidirectional model of world history and then moves to a discussion of certain aspects of world political history thatinterrogates why some nations have dominated others. The focus then shifts to England’sattitude toward perceived “others” in the crucial late sixteenth and early seventeenthcenturies by examining contemporary theater drama. From there, the text moves on to current voices that have spoken out against the racism and genocide that have emerged asbyproducts of empire building. Finally, possibilities for where we, as citizens of the world, can go from here in thinking through framing justice and equality for all its occupants is given the final voice in this text. My approach may be thought of assomewhat philosophical.

Research:

My research interests include representations of American law in relation to culture and literature; trauma literature and theory; memory studies; slavery; American, African-American, Holocaust; and Native-American literatures and histories; early New England history and literature; ; theoretical underpinnings and methodologies of recording and archiving oral histories; New Historicism, post-colonial theory; multidirectional memory theory; colonization, genocide, and racism in regard to multidirectional memory; and World-Systems Analysis.

Experience:

September 2012-2015Assistant Director of Developmental Education at American International College, Springfield, Massachusetts (starting June 2014): This full time position entails designing and implementing programs to address skill deficiencies among entering first year students in order to determine student placement; determining optimal means of delivering services at various levels of need; determining technology and other resources needed to support the program design and implementing a program to address skill deficiencies among entering students in writing and reading; determining criteria for placement in the program; determining optimal means of delivering services at various levels; determining technology and other resource needs to support the academic year and other duties as assigned, including teaching. In addition, this position requires running several student orientations throughout the summer to introduce students to and make them comfortable with using the school technologies, and during these orientations, I also administer the Accuplacer writing tests and, from the results, determine who will and who will not be required to complete the basic writing course (English 1100) during the first semester. I designed a service learning/community engagement course called Community Service and Learning Experience with the Director of Developmental Education at the urging of AIC president for outreaching to scholar/athletes for purposes of retention. Strong service learning component in course working with Scholar Athletes organization. Our students tutor high school students. We also run football study halls for players, working in conjunction with the coaches. Oversee graduate assistant helper and adjuncts.

4 sections in Foundations of Writing every fall/1 every spring, using in-class, as well as the online learning platforms, McGraw Hill Connect and MyWritingLab (fall 2014, spring, 2015, fall 2015, spring 2016). (One section when I was adjunct, fall 2013)

Community Service and Learning Experience (new course, developed by director and me at urging of AIC president for outreaching to scholar/athletes for purposes of retention). Strong service learning component. (spring 2015, fall 2015, 2 sections—spring 2016)

July 9, 2015—Faculty Lead at American International College, Longmeadow, Massachusetts (starting July 9, 2015):ESSENTIAL JOB FUNCTIONS: Make sure master syllabi for courses running each semester are the most up to date and appropriate. Ensure that course curricula are mapped to student learning outcomes. Ensure that course and student outcomes are up to date. Ensure that faculty and other pertinent staff are apprised of and using course

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rubrics and that course competencies, assignments and rubrics are in alignment with the right rating scale. Provide support to all adjuncts, especially new adjuncts, for Canvas training, rubrics, assignments, and assessments. Set up faculty mentors as necessary to ensure faculty are appropriatelytrained. Monitor courses for instructors’ participation and ensure that appropriatefeedback is given to students, with student assessment of work given on atimely basis. Serve as first-in-line responder for instructors’ questions and concerns. Support students who may be at risk for withdrawal from courses and/or theuniversity and guide and advise as necessary. Attend trainings as required. Perform any other duties or tasks as assigned by the University.

Design descriptions for course outcomes and entered information into master rubrics for English courses.

Choose which job applicants to interview and hire. Train newly hired adjuncts.

Adjunct Professor at Bay Path College, Longmeadow, Massachusetts:(The following courses are core courses of BP’s 1st Year Writing Program)

Research and Writing in the Disciplines, fall 2012, fall 2013, spring 2014, fall 2014, summer 2015, four sessions in fall 2015-spring 2016; summer session at Sturbridge campus 2016 (Saturday College and blended, at times; production of published course text at end)

Research and Writing in the Disciplines, winter 2015 spring 2015, Online (production of published course text at end)

Research and Writing in the Disciplines, spring 2013, fall 2013 (Traditional College)

Literary Genres, spring 2013, spring 2014 (Saturday College)Literary Genres, sections 1 & 2, fall 2013 (Traditional College)Literary Genres, spring 2014 (Online)

Women in Literature, fall 2014 (Saturday College)

Writing Tutor at American International College Writing Center, Springfield, Massachusetts:Earned Level I International Tutor Training Program Certification with the College Reading and Learning Association (CRLA) (http://www.crla.net/).January—May, 2014. 20 hours per week, duties include tutoring students at all stages of their paper writing at the center and conducting in-class writing workshops on APA and MLA refreshers, the basics of writing, and the steps of writing well.

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Paid consultant, along with four other professors, for the “Bay Path TAWC Liberal Studies Curriculum Mapping” project, as Bay Path moved forward from college to university status. Jan-Mar, 2014.

September 2004-2012

Teaching Associate and Teaching Assistant at University of Massachusetts, Amherst:Teaching Associate:

For the following English courses, I developed and wrote course syllabi, chose all texts, taught all classes, integrating literature with drama, music, film, art, and other media. I evaluated student writing, both creative and academic, administered quizzes and exams, and was responsible for submitting electronic grades. I guided students to participate in lively, informed class discussions.

Society and Literature, fall 2007.Gender, Sexuality, Literature, and Culture (a.k.a. Men and Women in Literature), (online course), spring 2009, fall 2011, spring 2012.American Experience, spring 2011.

Teaching Assistant:For the following courses, although I worked in groups with other teaching assistants under the direction of a head professor concerning other aspects of the courses, I was sole instructor of my own weekly discussion classes of two classes each (about 60 students between two discussions). I was totally responsible for teaching and guiding these classes and did all grading for my students. Graded assignments included long essays, response papers, quizzes, and exams. Of courses listed below, all are English courses except the Holocaust, which students can sign up for as an English, Judaic Studies, or composition class.

Studies in Modern Fiction, fall 2004, spring 2006 Shakespeare, spring 2005. Representing the Holocaust, fall 2005, fall 2006, fall 2007, fall 2008. American Identities, spring 2007. Gender, Society, Literature, and Culture, fall 2009, fall 2011, spring 2012. Reading Poetry, spring 2010. American Experience, fall 2010.

September2001—Present

University of Massachusetts, AmherstBecause of relevant coursework, teaching positions, preparing for my Master's qualifying exam, my Ph.D. three area exam, and my prospectus, I am qualified to teach courses in the following:

American Literature; British Literature; American and British Drama; American Cultural StudiesModern Fiction; Representations of American Law in Literature and Culture; Society and Literature; Research Writing; African American and Caribbean Literature; Harlem Renaissance;American Slave Narratives; Native American Indian Literature; Captivity Narratives; Transatlantic Novel (18th Century); Colonial, Post-Colonial, and Transnational Studies;American Regional Literature (New England and Southern); Gender, Sexuality, Literature, and Culture (a.k.a. Men and Women in Literature); Holocaust Literature; Trauma Fiction and Theory;Memory Studies; Poetry; The Bible as Literature; Overview of Literary Theories

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Presentations:“The Value of Artistic Productions in Keeping Cultural Memory Alive.”Conference on Real World’s: (dis)Locating Realities, Amherst, MA. 2011, International conference hosted by the English Department at University of Massachusetts, Amherst

“Who Owns the Human in a Global Community?: Literary Representations of the Disenfranchised within the Prison Camps of the Reservation (Spanish-America Encomienda) Indian, the Plantation Slave, the Holocaust Camp Inmate and Others” Conference on Citizenship and Its Discontents: Belonging in a Global World, Amherst, MA. 2013, International conference hosted by the English Department at University of Massachusetts, Amherst

“The Four Principles of Designing a Solid Teaching Environment: Learner-Centered, Knowledge-Centered, Assessment-Centered, and Community-Centered Environments and the Importance of Aligning All Four.” One of Five Symposium Panel Presenters at the Second AIC Faculty Research Symposium at We Are Teaching. Are They Learning? —“A FACULTY PANEL PRESENTATION OF THE OUTCOMES OF A SEMESTER’S STUDY OF THE RESEARCH ON HOW PEOPLE LEARN & THE IMPLICATIONS FOR COLLEGE TEACHING & LEARNING,” moderated by Christos Zahopoulas, Ph.D., Executive Director for STEM Education and Associate Professor, College of Engineering & Department of Education, Northeastern University. Symposium held at American International College, Springfield, Massachusetts, May 2015.

Recent Committee Work: American International College, sitting on faculty/staff committee of advisors for “The 8th Annual Undergraduate Research Symposium,” to be held on April 18, 2016.

Conferences Attended:Amherst College, Sponsored by Campus Compact, “Community Engagement Leaders Retreat,” (June 10, 2015);University of Massachusetts, Amherst, Sponsored by Campus Compact, “Scholarly Symposium on Engagement: Partnership for Success-Bridging K-12-Higher Education Pipeline through Civic Engagement,” (June 11, 2015). Purpose of symposium: “To outline the fundamentals of PK-16 campus-school partnerships/To share high impact practices of successful campus-school collaborations/To promote civic and community engagement as a strategy for enhancing college readiness and success/To enhance the Campus Compact network by further developing relationships and partnerships across states.”

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University of Massachusetts, Amherst, IMPACT 2016, Sponsored by IMPACT, (4-day conference on community engagement and partnerships, service learning pedagogy, social justice and allyship) February 18-21, 2016).

Pedagogy Training:University of Massachusetts, Amherst, English Department Mentoring/Training Program for Graduate Teaching Associates, “Pedagogy Practicum in Literary Studies,” September, 2010—May, 2011

Bay Path College, Longmeadow, MA., Writing to Learn Workshop for Writing Instructors, titled, “Silencing My Sister: Teaching Writing in the School of Adult and Professional Studies,” August 25, 2012. Topics: “Criteria for Assessing Formal Writing Assignments in the School of Adult and Professional Studies,” “The Teaching of Writing in the School of Adult and Professional Studies: Assigning and Assessing Writing Assignments,” and Peter Elbow’s “Voice in Writing Again, Embracing Contraries.”

Bay Path College, Longmeadow, MA., Writing to Learn Workshops for Writing Instructors, titled, Faculty as Learners and Leaders Fall 2012 Workshop Series: Workshop #1, November 12, 2012: “The Teaching of Writing in

the School of Professional and Adult Studies: Writing to Learn.”Workshop #2, November 14, 2012: “Demystify and Simplify the

Grading Process!” on the use of rubrics. Workshop #3, November 14, 2012: “3-Step Process to Develop a

Collaborative and Experiential Learning Environment for a 6-Week Accelerated Course.”

Bay Path College, Longmeadow, MA., Writing to Learn Workshops for Writing Instructors, series, taught by the Institute for Writing and Thinking Instructors, Bard College.Workshop #1, February 16, 2013: “Using Writing in the

Classroom.”Workshop #2, February 16, 2013: “Writing to Read and

Developing Individual Understanding and Connections to the Text.”Workshop #3, February 16, 2013: “Writing to Engage Others: A

Social Context.” Workshop #4, February 16, 2013: “Writing for Intellectual Inquiry:

Posing Inquiry-Based Questions.”

New England Educational Assessment Network (NEean): Dialogues in Promoting Learning and Assessment, March 21, 2014, University of Massachusetts, Amherst, 9:00-3:00Keynote Address/Workshop: “Effective Teaching? It’s All about Understanding How Learning Works!” Dr. Susan Ambrose, Senior Vice Provost, Undergraduate Education and Experiential Learning, Professor of Education and History; Northeastern UniversityWorkshop #1, “Connecting Research and Practice: How Can We Intentionally Develop Mastery and Leverage Practice and Feedback towards that Goal?” Dr. Susan Ambrose.Workshop #2, “Backward Design for Student-Centered Learning: Aligning Your Course for Student Success.” Dr. Katie Linder, Director of Center for Teaching and Scholarly Excellence; Suffolk University.

McGraw Hill Higher Education Instructors Discuss EdTech Trends (and How You Can Actually Use Them In Your Classes!) Series, April 4, 11, & 18, 2014: “Flipping Your Classroom to Increase Student Engagement and Results”—taught by Prof. Jeffrey L. Anderson of Ohio University and Dr. Danae Quirk Dorr of Minnesota State University.

American International College, “Universal Design for Instruction: Access for All Learners,” seminar, October 9, 2014, Michaelene Cronin, Executive Director of The Curtis Blake Center at American International College ran the seminar.

American International College, “We Are Teaching; Are They Learning? Research Findings on How People Learn and Implications for College Teaching and Learning,” October 24, 2014 workshop led by Christos Zahopoulas, Ph.D., Executive Director for STEM Education and Associate Professor, College of Engineering & Department of Education, Northeastern University. Participated in follow-up seminars in Feb, Mar, and Apr 2015 and as presenting member in a faculty symposium in May. See “Presentations” above.

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American International College, “Accommodating Disabilities in Higher Education: Requirements Under Section 504 and the ADA,” January 26, 2016. 90 Minute Webinar with certification.

American International College, “BUILDING STUDENT RESILIENCE: Tools and Strategies for Student Success. 90 Minute Webinar with Sue Ohrablo, Ed.D., Assistant Professor Abraham S. Fischler College of Education, Nova Southeastern University.

American International College, “March Faculty Workshop: Preparing a SoTL [Scholarship of Teaching and Learning] Article for Publication.” Presented by Milton D. cox, PhD, Center for the Enhancement of Learning, Teaching and University Assessment, Miami University. Magna 20 Minute Mentor, Magna Publications. One hour and fifteen minute on-ground workshop. March 17, 2016.

Media Training Workshops:Office of Information Technologies Academic Workshops and Instructional Media Labs, University of Massachusetts: *“Blackboard Vista Training for Teaching Online Courses,” 1/22/2009;

*“Facilitating Online Discussions,” 3/23/2011*Webinar Series from i>clicker, “Writing Great Clicker Questions for Social Science Courses,” 7/19/2011*“Tools and Strategies for Large Lecture Courses: Audience Response Systems,” 10/4/2011*“What is the Real Added Value of Digital Media in the Classroom? Selecting What Will Work Best in Your Course to Enhance Learning,” taught by UMass Amherst Professor and Founder/Director of the Media Education Foundation, Sut Jhally, http://www.mediaed.org/, 10/20/2011*“Copyright and Fair Use Concerns in Film and Media Educational Use,” 10/20/2011*” Current and Future Projects in Film and Digital Media Integration,” 10/20/2011*“Available Ready-Resources for Integration of Film and Digital Media into the Classroom,” 10/20/2011*“Video and Media Production as Student Projects – What Resources Are Available?” 10/20/2011

Bay Path College, Longmeadow, MA., Faculty as Learners and Leaders Spring 2013 Workshop Series:Workshop #1, April 17, 2013: “The Online/Blended Learning

Experience: What to Expect,” Discussion of how to work with online learners and how to handle their unique challenges and issues.

Workshop #2, April 25, 2013: “Capture This! Getting Started with Lecture Capture.” Exploration of the basics of the Tegrity lecture capture solution, which enables faculty to make recordings of class presentations and other instructional videos so these can be made available to students in online formats.

Adjunct Faculty Online Orientation, April 21-27, 2013. This was an intensive 7-day course (around 40 hours of online work), designed to train faculty to teach online courses. The pedagogy included laying a solid foundation in theory, methodology, and practical “how to’s” of teaching online courses.

Exploring the Basics of Canvas (on-campus) Workshop, October 4, 2013

Demystify and Simplify the Grading Process (online) Workshop, October 23-28, 2013(training in using the Canvas grade book and rubrics tools)

Bay Path College, Longmeadow, MA., Ed Tech Teacher iPad Training, 14 hours of training with Beth Holland who coordinates Communications and Instruction at Ed Tech Teacher (Edutopia/George Lucas Educational Foundation).

McGraw-Hill Higher Education Instructors Discuss EdTech Trends (and How You Can Actually Use Them in Your Classes!) Series, April 18, 2014: “Remote Proctoring [of Exams] Made Easy”—taught by Professor Isaac Rivera of Tarrant County College Northwest Campus.

McGraw-Hill Webinar, September, 23, 2014: Take Your Course to the Next Level with McGraw Connect and Blackboard Learn.”

Certificate of Completion for successful completion of Kurzweil 3000 Foundations (text to voice software for struggling students). Six workshop/instructional hours completed March 9, 2015 at American International College.

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Blackboard Certified Online and Blended Learning Instructor through American International College; 30 Hour Course.

Bay Path University, Faculty Development workshops: “Faculty Toolbox for Teaching,” (Sandy Cahillane); “Web Page Design and Engagement,” (Sandy Cahillane); “Beyond Read, Write & Discuss,” (Peter Testori). Saturday, April 16, 2016, 3 ½ hours.

American International College, Webinar, May 19, 2016, Cengage Learning: “The Journey to Digital: Next Stop, Mobile Apps.”

Other Academic Accomplishments:Completed four out of five courses for the University of Massachusetts English Department Certificate for Professional Writing and Technical Communication (all but the website building course).

Computer Skills: Microsoft Word, PowerPoint, Teaching online courses using WebCT, Vista Blackboard, and Canvas

Foreign Language: Completed Milestone 600 level graduate course for French translation with GPA: 4.0

Honors:Stayed on Dean's List for most semesters and won the following scholarships while earning my B.A. at University of Massachusetts, Amherst:1) William M. Bulger Scholarship for outstanding academic achievement, 2002.2) College of Humanities and Fine Arts plus English Department presented Matthew Kramer Scholarship for excellence in writing, 2003.3) Class of 1976 Humanities Scholarship for outstanding graduating seniors,

2004.Cum Laude for B.A. and Certificate, 2004Phi Kappa Phi and Golden Key Honor Societies

Organizations:ASA American Studies Association memberMLA Modern Language Association member NADE (National Association for Developmental Education) member

My life experiences away from the university environment include working on church staffs, in schools, and in the field for various Christian ministries over many years in paid as well as volunteer capacities. I was ordained in 1990.

References available upon request.Please also check me out on LinkedIn.

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