Curriculum Vitae

TIMNAH GRETENCORD

TEACHING INTERESTS

English: Composition; developmental writing; service learning; creative writing, including creative nonfiction; literature for children and adolescents; environmental literature.

Sociology: Human relations, introduction to sociology, human behavior in organizations, American social problems and issues, marriage and family, race and ethnicity, community organizing, technology and information use within groups.

Extracurricular: Organize and mentor a community informatics group at STLCC Meramec, in concert with the service learning center and the campus librarians, to give students opportunities to become familiar with emerging technologies, map and leverage their community funds of knowledge, and learn the value of social activism. Through these activities, students compose persuasive narratives that present as strengths those experiences others may see as weakness.

RESEARCH INTERESTS

Structuring composition courses to maximize scaffolding for complicated writing projects; effective practices for embedding librarians into research writing courses; flipped classroom design; appropriate expectations for developmental students; service learning and community organizing; inquiry-driven (problem-based) learning; interdisciplinary course design.

EDUCATION

Ph.D. in Library and Information Science, 2009

University of Illinois at Urbana-Champaign, Champaign, IL

Dissertation: “From Outreach to Engagement: An Actor-Network-Theory Analysis of Attracting Spanish-Speaking Participants to Public Programming”

Committee: Dr. Ann Bishop (chair), Dr. Bertram “Chip” Bruce, Dr. Kate Williams, Dr. Paul Prior

M.A. in English, emphasis: Creative Writing for Children and Young Adults, 2001

Brigham Young University, Provo, UT

Thesis: Slider, young adult novel, with critical commentary

B.A. in English, emphases: Editing, Creative Writing, 1997

Brigham Young University, Provo, UT

CURRENT POSITION

Adjunct instructor, “College Composition I,” English, St. Louis Community College—Wildwood, Wildwood, MO, August 2013-present

COURSES PREPARED TO TEACH

College Composition I and II, Creative Writing, Children’s Literature, Writing Creative Nonfiction, Environmental Literature

TEACHING EXPERIENCE

Adjunct instructor, “English Composition 1,” “English Composition 2,” and “Success in Writing and Reading,” Communication Arts, Humanities, and Fine Arts Division, College of Lake County, Grayslake, IL, 2010-2012

  • One of 11 instructors invited by department co-chairs to teach “English Composition 1” in Fall 2012 in conjunction with “Success in Writing and Reading,” a new 1-credit course in which developmental students learn more basic reading and writing strategies and go over class assignments and topics in more depth. Course pairing based in part on the Accelerated Learning Program developed by the Community College of Baltimore County as well as the California Acceleration Project.
  • One of 7 instructors authorized by department co-chairs to redesign their “English Composition 1” curriculum for Fall 2012 to comprise fewer papers and more thoughtful engagement with a subject field for research writing. College librarians assisted with student research during several class visits.
  • Previous to Fall 2012, designed own curriculum for “English Composition 1,” involving reading and writing personal narrative and college application essays, reading and writing analytically about short creative nonfiction, and writing a 4- to 6-page persuasive research paper. Course materials and student work posted on Blackboard in order to familiarize students with online navigation.
  • Designed and refined own curriculum for “English Composition 2” over the course of 2½ years of teaching; resulting course guides students in depth through the process of researching a question and composing a 7- to 10-page persuasive research paper for a specific audience. Focus is on explaining the rhetorical context and demands of various communication scenarios involved in any research and persuasion process, from academic papers to medical emergencies to personal relationships. Curriculum is specifically designed to prepare low-income and/or minority students to fully engage in academic discourse. Course materials and student work posted on Blackboard in order to familiarize students with online navigation. College librarians assisted with student research during several class visits throughout the semester.

Adjunct instructor, “Composition,” Department of English, Harper College, Palatine, IL, 2010

  • Developed own curriculum to teach college-level reading and writing to beginning college students, including reading and writing about fiction and nonfiction in expository, analytical, and persuasive research papers.

Teaching assistant, “Community Informatics Concepts,” Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, Chicago, IL, 2009

  • Graded student papers, presented on relevant topics, engaged students in discussion, advised on student project choice and development.
  • Uploaded supplementary materials to course Moodle site for student use.

Teaching assistant, “Literature and Resources for Young Adults,” Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, Champaign, IL, 2006

  • Evaluated student papers and their videotaped presentations and Web sites according to a previously established performance rubric; annotated student work and discussed grades with faculty instructor.
  • Employed online bulletin boards to support and expand upon classroom instruction.

Teaching assistant, “Youth Services Librarianship,” Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, Champaign, IL, 2006

  • Assessed student writing and their presentations and Web sites according to a rubric; composed detailed written commentary on student work; conferred with faculty instructor over evaluation criteria and overall quality of student performance.
  • Utilized online bulletin boards to support and expand upon classroom instruction.

Adjunct instructor, “Reading and Composition,” English Department, Cañada College, Redwood City, CA, 2002

  • Guided students through the composition and revision of 4- to 7-page narrative, analytical, research, and persuasive papers.
  • Demonstrated application of the foundational rules of language use in a semester-long remedial workshop in English grammar and punctuation.

Online curriculum writer, “College Reading and Writing,” Department of English, Brigham Young University, Provo, UT, 2001

  • Constructed a series of conflict analysis groupwork exercises in an interactive story format for the online freshman writing course.

Instructor trainer, Department of English, Brigham Young University, Provo, UT, 2000-2001

  • Superintended and evaluated the performance of 5 instructors.
  • Designed and directed bimonthly instructor training meetings.
  • With other instructors and faculty, conceptualized and implemented week-long training session for new instructors.

Adjunct instructor, “College Writing and Reading,” Department of English, Brigham Young University, Provo, UT, 1999-2001

  • Taught 1-2 classes per term/semester of 14-21 students each for 6 terms/semesters in college writing and revision of personal narratives, rhetorical analysis, research papers, and proposals.
  • Incorporated mini-lessons on punctuation, spelling, grammar, style, diction, and unbiased language.
  • In student conferences, offered contextualized instruction in the use of rhetorical strategies and communication formatting standards for academic and business audiences.
  • Designed curriculum; graded papers and exams.
  • Coached students in the navigation and use of the 5.4-million volume university library, how to choose sources based on the paper genre and audience, and how to find, evaluate, and use sources in APA or MLA format in a formal paper.
  • Directed students in the use of Microsoft Word, Corel WordPerfect, Internet Explorer, Netscape Navigator, and email programs.
  • Employed the online tools at Blackboard.com to support and expand upon classroom instruction.

INFORMAL TEACHING EXPERIENCE

  • Spanish-English translator and immigrant family mentor, Champaign, IL, 2006-2007 and Grayslake, IL, 2008-present
  • Tutor, English reading and conversation for Spanish speakers, Champaign, IL, 2006
  • Organizer, lunch group to give international students opportunities to practice English speaking skills, Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, Champaign, IL, 2004-2005
  • Tutor, English writing and conversation for Spanish speakers, Normal, IL, 2004
  • Spanish-speaking missionary, The Church of Jesus Christ of Latter-day Saints, Venezuela, 1994-1995

PROFESSIONAL DEVELOPMENT

“Online Pedagogy Fundamentals,” Professional Development Center, College of Lake County, 2012

  • A 4-week online course comprising an overview of online courses, things to consider when designing an online course, communication in online courses (including a tutorial on the Blackboard discussion board), and best practices for teaching online.

“Ahead of the Class: Critical Thinking,” Professional Development Center, College of Lake County, 2012

  • A 1.5-hour online STARLINK module presenting key concepts and practices for improving student critical thinking. Presenters: Robert Ennis, UIUC; Gerald Nosich, Buffalo State; James Anderson, Fayetteville State University; Craig Nelson, Carnegie Foundation Professor of the Year.

“Privilege and Oppression from a Social Justice Framework,” Professional Development Center, College of Lake County, 2012

  • A 1.5-hour course instructing faculty and staff in ways to discover personal bias and correct it in teaching practice and other professional interactions.

“From Our Perspective: Student Panel Discusses Their Disabilities and Academic Life,” Professional Development Center, College of Lake County, 2012

  • A 1-hour panel session staffed by physically, emotionally, and mentally disabled students, discussing problematic patterns of engagement with faculty, staff, and other students and ways of circumventing problems and creating a supportive campus atmosphere.

Graduate Student Writing Across the Curriculum Seminar, Center for Writing Studies, University of Illinois at Urbana-Champaign, 2007

  • A 2-day seminar with sessions on historical views of writing centers and writing to learn, contrasting perspectives on writing as process/writing as literacy, writing with video, sequencing writing assignments, and responding to and evaluating student writing.

CREATIVE WRITING & REVIEWING EXPERIENCE

Participant, “Big Sur Children’s Writing Workshop,” Andrea Brown Literary Agency and Henry Miller Memorial Library, Monterey, CA, March 2011

  • Prepared and submitted full-length historical occult middle-grade novel, To Banish Grandmother’s Ghost.

Participant, Ready Writers creative writing group, SCBWI-Illinois Far Northern Suburbs, 2010-2011

  • Critiqued chapters and full-length picture books and nonfiction titles, including poetry, fantasy, science fiction, historical fiction, and contemporary fiction for young children, middle graders, young adults, and crossover readers.
  • Submitted chapters of full-length historical occult middle-grade novel for critique.

Reviewer, The Bulletin of the Center for Children’s Books, 2003-2005

  • Authored up to 7 critical reviews per week of picture books, middle-grade novels, and young adult novels in the genres of fantasy, science fiction, middle-grade realism, and fiction and nonfiction about and for readers of Central and South American heritage.
  • Composed online monthly columns and bibliographies for The Bulletin, spotlighting prominent and upcoming authors or expounding on original, theme-based booklists.

Reader, children’s fiction, Covenant Communications, American Fork, UT, 2004

  • Evaluated middle-grade and young adult novel manuscript; annotated manuscripts with suggestions for improvement; delivered appraisals to the publishing editor of each manuscript’s overall quality and marketability.

Participant, “Writing for Young Readers,” conference sponsored by the English Department of Brigham Young University, July 2000.

  • Week-long, intensive workshop instruction from author Carol Lynch Williams; lectures by award-winning, nationally published authors in the craft of writing for children and adolescents.
  • Slider, original young adult novel manuscript, reviewed and requested for submission for potential publication by Françoise Bui, lead children’s editor, Delacorte.

Co-founder and director, graduate student creative writing support group, Brigham Young University, Provo, UT, 1999-2001

  • Critiqued chapters of contemporary, historical, fantasy, and science fiction novels for the middle-grade, young adult, and adult markets.
  • Submitted chapters of a young adult novel for critique.
  • Organized group writing exercises, meeting places and times, and refreshments.

COMMUNITY INFORMATICS RESEARCH EXPERIENCE

Research assistant, University of Illinois Extension, Champaign, IL, 2007-2008. Assistantship funded by the Institute of Museum and Library Services as part of the Youth Community Informatics project grant for 2007-2010.

  • Collaboratively designed modules for an afterschool program teaching underserved middle graders to create autobiographical podcasts in Urbana, IL.
  • Co-taught a Web design afterschool course for Mexican immigrant youth in Joliet, IL.
  • Designed and taught an afterschool program in community journalism for the Chicago Puerto Rican community of Humboldt Park.
  • Assisted in group leadership of the Youth Community Informatics Forum, a youth conference held at the University of Illinois at Urbana-Champaign, June 2008.
  • Evaluated and selected survey and interview questions for study participants.
  • Crafted and negotiated research protocols for approval by internal IRB.
  • Translated recruiting, educational, and research materials into Spanish.
  • Provided Spanish-language assistance to youth and families participating in the Youth Community Informatics programs.

ACADEMIC PUBLICATIONS

Gretencord, T. (2014, in press). A little respect: An inquiry-driven classroom honors the student’s right to question. E-Learning and Digital Media, (11)1. http://www.wwwords.co.uk/elea/

Gretencord, T. C., Jeong, S., Mendoza, K. M., Lin, C-C., Serbanuta, C., Cruz-Santiago., M, Lowe, L., Bishop, A., Bruce, B. (2009, July). Learning at the border: How young people in informal settings use new media for community action and personal growth. In Larry Stillman, Graeme Johanson, & Rebecca French (Eds.), (2009). Communities in action: Papers in community informatics (pp. 68-80). Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing. Also in Larry Stillman (Ed.), (2008, February). Proceedings of the 4th Prato Community Informatics Research Network (CIRN) Conference 2007, Community Informatics—Prospects for Communities and Action. Prato, Italy: Monash University, Centre for Community Networking Research.

OTHER PUBLICATIONS

Card, T. (2006). Donald Crews. In J. Zipes (Ed.), The Oxford Encyclopedia of Children’s Literature: Vol. 1, Aamu-Duan (pp. 363-364). New York: Oxford University Press.

Card, T. (2006). Mary Pope Osborne. In J. Zipes (Ed.), The Oxford Encyclopedia of Children’s Literature: Vol. 3, Luca-Slot (p. 202). New York: Oxford University Press.

Card, T. (2006). Peggy Parish. In J. Zipes, et al. (Ed.), The Oxford Encyclopedia of Children’s Literature: Vol. 3, Luca-Slot (p. 213). New York: Oxford University Press.

Card, T. (2006). Barbara Park. In J. Zipes (Ed.), The Oxford Encyclopedia of Children’s Literature: Vol. 3, Luca-Slot (p. 213). New York: Oxford University Press.

Card, T. (2006). Dav Pilkey. In J. Zipes (Ed.), The Oxford Encyclopedia of Children’s Literature: Vol. 3, Luca-Slot (p. 254). New York: Oxford University Press.

Card, T. (2004-2005). More than 250 reviews of children’s and young adult literature for The Bulletin of the Center for Children’s Books, 57(7)-59(2). Champaign, IL: Graduate School of Library and Information Science Publications Office, University of Illinois at Urbana-Champaign.

Card, T. (2004-2005). Monthly online content in the form of Focus Pieces and Dozens. The Bulletin of the Center for Children’s Books. Available online at http://bccb.lis.uiuc.edu/

Card, T. (2001). Slider: Chapter One. Inscape, 21(2), 73-81. Provo, UT: Brigham Young University Press.

SELECTED HONORS, AWARDS, AND FELLOWSHIPS

Third Prize, Association for Library and Information Science Education (ALISE) Doctoral Research Poster Competition, 2007

  • As described by ALISE, posters are judged on the significance of the research topic to the field of library and information science, the appropriateness of the research design and methodology, a concise description of the results, and the organization, clarity, and aesthetics of the poster. Approximately 60 posters are judged in this annual competition.

Diversity Research Grant, Small and Rural Libraries Award, American Library Association, 2006-2007

  • Merit-based grant proposal competition award of $2000 for original research related to the support and improvement of small and rural library services to minorities and special populations. Grant winners are also given $500 for travel to the American Library Association 2007 Annual Conference to present on the research.

Education Grant for Library Employees, California State Library, 2003-2004

  • Full-tuition, merit-based grants awarded on a competitive basis to applicants through the Staff Education Program of the California State Library.

PROFESSIONAL LIBRARY EXPERIENCE

Library assistant, Children’s Room, Bloomington Public Library, Bloomington, IL, 2003-2004

  • Performed reader advisory and reference service.
  • Collaborated in nonfiction collection development.

Adult programs publicity specialist, Belvedere-Tiburon Library, Tiburon, CA, 2002-2003.

  • Utilized Dreamweaver 4.0 and Adobe Photoshop 5.0 to fashion programs advertising for library Web site and lobby and to design portable advertising for the circulation desk in the form of eye-catching bookmarks.

Library assistant, Technical Services, Belvedere-Tiburon Library, Tiburon, CA, 2002-2003.

  • Checked in and processed newly acquired books, audiovisual items, and serials; prepared serials for binding; deleted item and bibliographic records for discarded materials.
  • Copy cataloged and edited bibliographic records; created and revised MARC bibliographic records, occasionally in Spanish.

Library assistant, Children’s Room, Belvedere-Tiburon Library, Tiburon, CA, 2001-2003

  • Recommended books and materials for children and parents; fielded reference questions; provided occasional coverage for the Adult Reference Desk.
  • Reviewed materials collections for use and damage; weeded extensively to prepare for hundreds of new items each quarter.

Library assistant, Children’s Room, Mill Valley Public Library, Mill Valley, CA, 2001-2002

  • Reviewed and recommended books/materials for purchase.
  • Designed and authored online and hardcopy advertising for library programs.
  • Developed a year-long, financially sponsored series of monthly writing workshops and contests for children of all ages in a variety of genres; evaluated contest entries and award prizes; collected workshop and contest results into handmade books for cataloging by library.
  • Guided patrons via reader advisory and reference service.

Library assistant, circulation/adult reference/Children’s Room, Larkspur Public Library, Larkspur, CA, 2002

  • Generated and maintained patron and materials records in Millennium system.
  • Facilitated patron research through reader advisory and reference service.

Protegée in formal mentoring program developed by librarians Alicia Bell, Elaine Crepeau, and Debbie Mazzolini at the Belvedere-Tiburon Library, 2002-2003

  • Explored the protocols for and underlying philosophy of public library management relating to: the division of labor and authority, membership within a library consortium, the assessment of patron needs and preferences, the evaluation of quality materials in print and electronic format, the design and advertising of innovative programming, the recruitment and reception of guest speakers and workshop leaders, and the management of patron requests, complaints, and other activities.

OTHER PROFESSIONAL EXPERIENCE

Conference planner, University of Illinois Extension, Champaign, IL, 2007

  • Created and delivered curriculum for 10 high school students at the weekend-long 4-H State Leadership Conference.
  • Organized and managed student workgroups, teaching negotiation, time-management, and teamwork skills; hosted final presentations of and gave awards for student work at the general conference meeting.

Staff, Euclid House (residential facility for female juvenile criminal offenders), San Francisco, CA, 2001

  • Provided responsible adult presence during resident activities more than 30 hours per week, including overnight; intervened in resident disputations; afforded counsel, comfort, and stability during residents’ personal emergencies.
  • Evaluated residents’ obedience to house rules; determined and administered appropriate disciplinary action, such as loss of privileges; conferred with the house manager and therapist on resident care.

PRESENTATIONS

Gretencord, T. C. (2008, June). In translation: Crossing borders via groupmaking in a small Midwestern city. Poster presented at “Aesthetics as Resistance,” the 4th Annual Community as Intellectual Space symposium, co-organized by the Community Informatics Initiative and the Puerto Rican Cultural Center in Chicago’s Humboldt Park neighborhood.

Card, T. (2007, June). Analysis and adaptation of “Earphone English.” Presented at the American Library Association Annual Conference at the Washington Convention Center, Washington, D.C.

Card, T. (2007, January). Analysis and adaptation of “Earphone English.” Poster presented at the Doctoral Research Poster Session of the Association for Library and Information Science Education, Grand Hyatt Seattle, Seattle, WA. Poster took second place in the doctoral student poster competition.

Card, T. (2006, October). What youth librarians need to know about the literacy development of second language learners. Presented at the Family, Youth, and Literature conference sponsored by the Youth Literature Interest Group (YLIG), University of Illinois at Urbana-Champaign, Monticello, IL.

Card, T. (2006, May). Analysis and adaptation of “Earphone English”: A public library program for limited English proficient youth. Presented at Connections 2006, Syracuse University, Syracuse, NY.

Card, T. (2006, April). The best books of 2005 for young children. Presented at the Young Learners Conference, Parkland College, Champaign, IL.

Card, T. (2006, April). Breakout session. Small group discussion of the best books of 2005 for young children. Presented at the Young Learners Conference, Parkland College, Champaign, IL.

Card, T. (2006, March). Multicultural books for the middle grades. Presented at the Literature for Youth Institute, Alliance Library System, Peoria, IL.

Card, T., & Hearne, E. (2005, October). The best books of 2005. Presented at the conference of the Illinois Library Association, Peoria, IL.

Card, T. (2001, March). Slider and the creative process. Paper presented at “Meaning and Context,” English Graduate Student Association Conference, Brigham Young University, Provo, UT.

Card, T. (2000, February). Pop culture as a gateway to understanding. Paper presented at “The Ethics of Identity,” English Graduate Student Association Conference, Brigham Young University, Provo, UT.

PROFESSIONAL MEMBERSHIPS

Member, The Society of Children’s Books Writers and Illustrators, SCBWI-Illinois, Far Northern Suburbs, 2010-2011

Member, Community Inquiry Research Group, University of Illinois at Urbana-Champaign, 2006-2009

Student Member, American Library Association, 2003-2004, 2006-2008

  • Association for Library Service to Children
  • Public Library Association
  • Young Adult Library Services Association
  • Library Administration and Management Association

Student Member, Association for Library and Information Science Education, 2006-2007

Member, Youth Literature Interest Group, University of Illinois at Urbana-Champaign, 2005-2006

PROFESSIONAL SERVICE

College application essay tutor, Application Boot Camp, Waukegan High School, 2012

Session moderator and conference organization assistant, Library History Seminar XI: Libraries in Times of War, Revolution, and Social Change, The ALA Library History Round Table/Center for the Book (Library of Congress)/Libraries & Culture (University of Texas Press), University of Illinois at Urbana-Champaign, Monticello, IL, 2005

Vice President, English Graduate Student Association, Brigham Young University, Provo, UT, 2000-2001

Conference organization committee member, Meaning and Context, English Graduate Student Association Conference, Brigham Young University, Provo, UT, 2001

LANGUAGES

Proficient in speaking, reading, and writing in Spanish.

Some American Sign Language.

Experience altering curriculum to support classroom inclusion of Deaf and hard of hearing students as well as second-language students of English.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s