Resume

• 2010

  Doctor of Philosophy (Ph.D.)

  Focus: Children's literature

  American culture

  canonicity

  professionalization

  English

  Co-President- English Graduate Organization (EGO): 2010

  University of Florida

  Digital Pedagogy Certificate

  Georgia Institute of Technology

  Safe Space Training

  LGBTQIA Center at Georgia Tech

  Stylometrics with R Coding (Course Completion)

  Digital Humanities Summer Institute (UVic)

• 2008

  French

  Master of Arts (M.A.)

  Focus: Children's Literature

  Cultral Studies

  Theory

  English

  University of Florida

• 2002

  Bachelor of Arts - BA

  English/Creative Writing

  Emory University

• University Teaching

  Writing

  Student Affairs

  Twitter

  Social Media

  Editing

  Grant Writing

  Higher Education

  WordPress

  Research

  online teaching

  Conference Coordination

  Public Speaking

  Tutoring

  Curriculum Development

  Literature

  Teaching

  Classroom Management

  Technical Writing

  Curriculum Design

  The Nineteenth-Century Child and Consumer Culture (book review)

  Book Review: Images of toys

  literature

  clothes

  and school supplies aimed at the child consumer occupy a significant space in our contemporary consumer culture. To imagine a society without this child-centered market is

  as the essays in The Nineteenth-Century Child and the Consumer Culture assert

  to imagine a society without a concept of childhood. As editor Dennis Denisoff notes

  the rise of consumer culture occurred at \"roughly the same time and place\" as the evolution of \"dominant modern concepts of the child\" in nineteenth-century Britain (2). Thus the twelve essays of this collection address the intersections of these identity-shaping phenomena and the complicated webs of influence and exchange surrounding the white

  middle-class Victorian child.

  The Nineteenth-Century Child and Consumer Culture (book review)

  Current scholarship on His Dark Materials by Phillip Pullman identifies Lyra and Will as the main characters of the trilogy

  while dismissing the adventures of Mary Malone in the world of the strange

  elephant- like mulefa. The lens of Hegelian dialectics reveals Mary's central role in the novels

  as well as the symbolic role of the mulefa beyond a simple ecological fairy tale. The mulefa are in fact slaves to their own Utopian existence

  and Mary Malone exemplifies the unifying figure of the Hegelian sage

  arriving in the mulefa world as Lord Asriel stages his Napoleon-like revolt against the Authority. A close reading of the mythology of Dust and the metaphysics of Pullman's universe demonstrates Mary's vital role in the conclusion of Pullman's narrative.

  Dialectical \"Complexifications\": The Centrality of Mary Malone

  Dust

  and the Mulefa in Philip Pullman's His Dark Materials

  This article details an undergraduate student research project titled “The Possibly Impossible Research Project

  ” a collaborative effort between the Baldwin Library of Historical Children’s Literature at the University of Florida and the Writing and Communication Program at the Georgia Institute of Technology. The article outlines the pedagogy behind a multimodal digital research project that provided Georgia Tech students with in-depth instruction into archival research processes while improving the Baldwin’s annotated bibliography. The article then details the process of teaching the course and how students responded to the project both during and after the course. This assignment also offered students an opportunity to uncover and make meaning as researchers in their own right

  and to distribute that new knowledge through public facing digital platforms such as Twitter and Wikipedia. The authors conclude that the collaborative project had meaningful impacts on the undergraduate students

  the course instructor

  the curator of the Baldwin Library

  and the larger academic community; further

  it can serve as a model for engaging undergraduate students with archival research

  analysis

  and dissemination. This article outlines the assignment in detail

  including the interactive digital scaffolding assignments. The article cites student research journal tweets and final reflective portfolio essays to demonstrate the successful fulfillment of the student learning outcomes.

  Possibly Impossible; Or

  Teaching Undergraduates to Confront Digital and Archival Research Methodologies

  Social Media Networking

  and Potential Failure

  The bestseller list makes hidden assumptions about genres and taste cultures. The editorial pre-selection of the New York Times bestseller list affects the reception and circulation of various types of books

  specifically children’s literature. This essay discusses the power of the bestseller list to determine what will sell well and be accepted as mainstream culture and how its tastemaking capacity has affected the field of children’s literature.

  Testing the Tastemakers: Children’s Literature

  Bestseller Lists

  and the “Harry Potter Effect

  \n\nChildren's book awards have mushroomed since the early twentieth-century and especially since the 1960s

  when literary prizing became a favored strategy for both commercial promotion and canon-making. There are over 300 awards for English-language titles alone

  but despite the profound impact of children’s book awards

  scholars have paid relatively little attention to them. This book is the first scholarly volume devoted to the analysis of Anglophone children's book awards in historical and cultural context. With attention to both political and aesthetic concerns

  the book offers original and diverse scholarship on prizing practices and their consequences in Australia

  Canada

  and especially the United States. Contributors offer both case studies of particular awards and analysis of broader trends in literary evaluation and elevation

  drawing on theoretical work on canonization and cultural capital. Sections interrogate the complex and often unconscious ideological work of prizing

  the ongoing tension between formalist awards and so-called identity-based awards — all the more urgent in light of the \"We Need Diverse Books\" campaign — the ever-morphing forms and parameters of prizing

  and scholarly practices of prizing. Among the many awards discussed are the Pura Belpré Medal

  the Inky Awards

  the Canada Governor General Literary Award

  the Printz Award

  the Best Animated Feature Oscar

  the Phoenix Award

  and the John Newbery Medal

  giving due attention to fiction prizes as well as non-fiction

  poetry

  and film. This volume will interest scholars in literary and cultural studies

  social history

  book history

  sociology

  education

  library and information science

  and anyone concerned with children's literature.

  “Prizing Popularity: How the Blockbuster Book has shaped Children’s Literature.”

  Theodor SEUSS Geisel by Donald E. Pease (book review)

  \"Oh the Places He Went!\" announces a feature article in the Dartmouth Alumni Magazine about alumnus \"Dr. Seuss

  \" otherwise known as Theodor Geisel: unexpected places

  considering he was once voted \"least likely to succeed\" by his fellow staff members of the Dartmouth joke newspaper the Jack–O–Lantern. In Theodor SEUSS Geisel

  Donald E. Pease chronicles some of the places that Theodor Geisel frequented before he became Dr. Seuss. Pease ties all of those places to the books that continue to take millions of children to brand new places every day. Pease's book is one of the volumes in the Oxford Lives and Legacies series

  which includes biographies on Mark Twain

  Walt Whitman

  Benjamin Franklin

  T.S. Eliot and William Faulkner. Pease clearly demonstrates through his research and artfully wrought narrative that Dr. Seuss is at home with these other great artists. Pease helps the reader to understand the deeper meaning behind his picture books and Geisel's own personal struggle with history. While Pease argues for the indelible mark made by Dr. Seuss on American children's literature

  he engages little with the field of children's literature criticism in order to support that claim. In addition

  organizational choices

  tone

  and stylistic effects skew Pease's largely celebratory depiction of Dr. Seuss

  undermining the stated goals of this volume.

  Theodor SEUSS Geisel by Donald E. Pease (book review)

  This is the first volume to consider the popular literary category of Early Readers – books written and designed for children who are just beginning to read independently. It argues that Early Readers deserve more scholarly attention and careful thought because they are

  for many younger readers

  their first opportunity to engage with a work of literature on their own

  to feel a sense of mastery over a text

  and to experience pleasure from the act of reading independently. Using interdisciplinary approaches that draw upon and synthesize research being done in education

  child psychology

  sociology

  cultural studies

  and children’s literature

  the volume visits Early Readers from a variety of angles: as teaching tools; as cultural artifacts that shape cultural and individual subjectivity; as mass produced products sold to a niche market of parents

  educators

  and young children; and as aesthetic objects

  works of literature and art with specific conventions. Examining the reasons such books are so popular with young readers

  as well as the reasons that some adults challenge and censor them

  the volume considers the ways Early Readers contribute to the construction of younger children as readers

  thinkers

  consumers

  and as gendered

  raced

  classed subjects. It also addresses children’s texts that have been translated and sold around the globe

  examining them as part of an increasingly transnational children’s media culture that may add to or supplant regional

  ethnic

  and national children’s literatures and cultures. While this collection focuses mostly on books written in English and often aimed at children living in the US

  it is important to acknowledge that these Early Readers are a major US cultural export

  influencing the reading habits and development of children across the globe.

  “Creating and Marketing Early Reader Picture Books.”

  Fitzsimmons

  Rebekah

  Fitzsimmons

  Emory Univeristy Conferences

  Georgia Institute of Technology

  Carnegie Mellon University - Heinz College of Information Systems and Public Policy

  Emory University

  University of Florida

  Greater Pittsburgh Area

  Assistant Teaching Professor

  Carnegie Mellon University - Heinz College of Information Systems and Public Policy

  Teaching Technical Communication in the Language

  Media

  and Communication Program

  Georgia Institute of Technology

  Emory University

  Office of International Affairs

  Office of International Affairs and the Halle Institute for Global Learning. Responsible for planning and executing all aspects of academic conferences and public events. Prepared all logistical aspects for incoming delegations

  high profile guests and large public events

  including but not limited to: transportation

  lodging

  catering

  audiovisual needs and publicity. Maintained guest databases

  various internal calendars and records for Vice Provost of International Affairs

  and coordinated with the Office of the President

  the Provost and various Deans and Directors.

  Conference coordinator

  Taught college level classes focused in both the English Department and the University Writing program

  both in traditional classroom and online classroom settings. Classes include ENC 1101: Writing Academic Arguments

  ENC 1102: Rhetoric and Academic Research

  ENG1131: Writing Through Literature: Fairy Tale Adaptations

  ENC 2210: Technical Writing

  ENC3254: Professional Communication for Engineers (online)

  AML 2070: Survey of American Literature

  AML 2410: Special Topics in American Literature (Young Adult Dystopian Novel)

  Lit 4334: The Golden Age of Children's Literature. Designed and prepared syllabus within university and departmental guidelines. Created reading schedules

  writing assignments

  class activities

  lesson plans

  class policies and grading rubrics for use in each class.

  University of Florida

  Carnegie Mellon University - Heinz College of Information Systems and Public Policy

  Greater Pittsburgh Area

  Assistant Teaching Professor of Professional Communication

  Atlanta

  GA

  Coordinated preparation of twenty residence halls for 66 conference groups and over 8

  000 guests for summer months. Acted as a liaison between multiple professional staffs

  including custodial

  maintenance

  central laundry and conferences staff as well as student conference managers. Assisted in daily conference operations including building preparations

  administrative work

  and team building.

  Conference Coordinator

  Emory Univeristy Conferences

  Atlanta

  The Marion L. Brittain Postdoctoral Fellowship offers an opportunity for emerging scholars to develop innovative teaching and scholarship in writing and communication in their role as faculty members. Current Brittain Fellows have recently received their Ph.D.s from more than twenty universities around the world. Their degrees represent diverse disciplines: literature

  communication

  rhetoric

  composition

  technical and business communication

  creative writing

  film studies

  performance studies

  critical theory

  cultural studies

  and related fields. However

  common interests in digital pedagogy and the cultural studies of science and technology characterize the program. Brittain Fellows are faculty members at the Georgia Institute of Technology with Instructor rank and full benefits for up to three sequential one-year appointments. Each term

  Fellows usually teach three sections of English 1101

  English 1102

  or LMC 3403. Fellows tailor their communication courses to their own research interests while meeting state and university objectives and outcomes.

  Marion L. Brittain Postdoctoral Fellow

  Georgia Institute of Technology

  Atlanta

  GA

  The Assistant Director is an administrative position within the Writing and Communication Program reserved for a current Brittain Fellow. Primary responsibilities of the Assistant Director include six main areas: participating in the Program’s leadership team

  including supporting postdoctoral fellows’ teaching

  service

  research

  and professional development; contributing to curriculum development and assessment

  including coordinating the WCP's custom textbook WOVENText; supervising the Program’s interns and their projects; managing the Stephen C. Hall Building

  including building events and scheduling; coordinating the Program’s publications and outreach

  including acting as a liaison between WCP and other campus units for outreach and publicity; and serving on the Brittain Fellow Hiring Committee. \nThis position also requires the Assistant Director to maintain an active scholarly agenda leading to presentations and publications. The position comes with a 1:1 teaching appointment.

  Assistant Director of the Writing and Communication Program

  Georgia Institute of Technology