Curriculum Vitae of Dr. Alan P. Church Associate Professor of English University of Texas at Brownsville 80 Fort Brown Brownsville, Texas, 78520 956-882-8852 Alan.Church@utb.edu

General/Specialized Training and Experience Education Teaching Experience College Courses Taught Publications Presentations Current Research Interests Special Awards and Experience Graduate Thesis Support University Service Student Service Professional Organizations Professional Development

Ph.D. English, University of Washington, December 1996. Specialization in medieval literature with emphasis in Anglo-Saxon literature and classical and medieval rhetoric. My dissertation was "Scribal Rhetoric in Anglo-Saxon England," a study of the rhetorical tradition in Anglo-Saxon England and its contribution to the development of Anglo-Latin and Old English literature.

M.A. English Literature, Arizona State University, May 1990. Specialization in medieval literature with emphasis in Old English literature and language. I passed the foreign language examination in Latin, translating from Boethius' De consolatione philosophiae. My thesis, "The Binding of Sorrow: Weaving Words in 'The Wife's Lament'," was a connotative and structural analysis of the Old English poem "The Wife's Lament."

B.A. English, Arizona State University, August 1987. Magna cum laude. Minor, history. Language, Latin.

Associate Professor of English, University of Texas at Brownsville/Texas Southmost College, teaching medieval literature, history of the English language, world literature, developmental writing, English composition, introduction to graduate studies, and the history of rhetoric.

Faculty Associate, English, Yavapai College, Verde Valley Campus, Clarkdale, Arizona, teaching English grammar and composition from Fall 1997 to Spring 1999.

Faculty Associate, Humanities and English, Coconino Community College, Flagstaff, Arizona, teaching humanities and English grammar and composition from Fall 1995 through Summer 1996.

Faculty Associate, Humanities and English, Highline College, Des Moines, Washington, teaching humanities of the western world from Fall 1992 through the Winter 1995, and composition in the Spring of 1995.

Instructor of English and Journalism, Center for Academic Precocity, Arizona State University, teaching precocious children writing skills and vocabulary development during the summers of 1990-95; introduction to journalism during the summers of 1990-94 and the fall and spring terms of the 1991-92 Academic year; and study skills during the summers of 1992-93 and 1995.

Faculty Associate of Latin, Department of Foreign Languages, Arizona State University, teaching elementary Latin grammar during the 1991-92 Academic year.

Faculty Associate, Honors and Classics Program, Phoenix College, teaching elementary and intermediate Latin grammar and literature during the 1991-92 Academic year. I also taught an interdisciplinary course on critical thinking, IGS 290 "Capstone," based on ancient, medieval, and contemporary sources.

Visiting Lecturer of English, Philology Faculty, University of Kiril and Metodij, Skopje, Macedonia, Yugoslavia, lecturing on English composition during the 1990-91 academic year.

Semester Substitute Teacher of Latin, Dobson High School, Mesa, Arizona, teaching elementary and intermediate Latin during the spring term, 1990, while the teacher was on maternity leave.

Teaching Assistant, Department of English, Arizona State University, from fall 1988 to spring 1990, teaching essay, research writing, and advanced composition courses.

Semester Substitute Teacher of Latin, Tempe High School, Tempe, Arizona, teaching intermediate and advanced Latin through the spring term, 1988, while the teacher was on maternity leave.

English: I have taught courses in English grammar, composition, and literature. Literature selections have been in English from every period, but include world literature, especially classical and medieval literature. I have also taught the history of the English language and argumentation and persuasion. At the graduate level I have taught the history of the English language, history of rhetoric, and graduate studies courses. I also designed a course, literary analysis, now required for undergraduate English majors at UTB.

Latin: I have taught courses in elementary and intermediate Latin grammar and translation. I especially enjoy teaching Latin for the opportunity it provides me to keep my Latin skills exercised through the review of grammar and the practice of translation. I enjoy opening up a new world of Latin literature to students and I know for a fact that by studying the language, students learn more about English grammar and usage.

Humanities and Interdisciplinary Studies: I have taught all sections of Humanities of the Western World, from Antiquity through the Middle Ages and Renaissance and into the Modern Era. In all these courses, I emphasize critical thinking and writing.

Rhetoric:  I designed a graduate level course on "The History of Rhetoric," comprehensively treating the rhetorical tradition from antiquity to the modern era but emphasizing ancient sources.

"Appearances, Reality, and the Rhetoric of Fighting Wildfires." Fire Management Today 67.1 (Winter 2007): 13-19.

"Cum Poterit–Rhetorical Exercises for Transitional and Developmental Students." Scandinavian Journal of Educational Research 49.5 (Nov. 1, 2005): 543-56. Secondary co-author: Anders Sigrell, Umeå University, Sweden.

"Academic Wildfires: Using a Task Book to Clarify Course Objectives and Student Outcomes." Innovation Abstracts 23.8 (March 9, 2001).

"Beowulf's ‘ane ben' and the Rhetorical Context of the Hunferð Episode," Rhetorica 18.1 (Winter 2000): 49-78.

Shumate, Nancy. Nation, empire, decline: studies in rhetorical continuity from the Romans to the modern era. Duckworth, 2006. Review published in Choice (July 2007).

Olmsted, Wendy. Rhetoric: an historical introduction. Blackwell, 2006. Review published in Choice (April 2007).

Michelet, Fabienne L. Creation, migration, and conquest: imaginary geography and sense of space in Old English literature. Oxford, 2006. Review published in Choice (February 2007).

Uebel, Michael. Ecstatic transformation: on the uses of alterity in the Middle Ages. Palgrave Macmillan , 2005. Review published in Choice (July 2006).

Duncan, Thomas G. A Companion to the Middle English Lyric. D.S. Brewer, 2005. Review published in Choice (April 2006).

Ballif, Michelle and Michael G. Moran, eds. Classical rhetorics and rhetoricians: critical studies and sources. Praeger, 2005. Review published in Choice (October 2005).

Carr, Jean Ferguson, et al. Archives of instruction: nineteenth-century rhetorics, readers, and composition books in the United States. Southern Illinois, 2005. Review published in Choice (October 2005).

Heath, Malcolm. Menander: a rhetor in context. Oxford, 2004. Review published in Choice (April 2005).

Lipson, Carol S. and Robert A. Binkley, eds. Rhetoric before and beyond the Greeks. State University of New York, 2004. Review published in Choice (January 2005).

Marsden, Richard. The Cambridge Old English Reader. Cambridge, 2004. Review published in Choice (December 2004).

Somerset, Fiona and Nicholas Watson, eds. The Vulgar tongue: medieval and postmedieval vernacularity. Pennsylvania State, 2003. Review published in Choice (May 2004).

Smith, D. Vance. Arts of possession: the Middle English household imaginary. Minnesota, 2003. Review published in Choice (Febrary 2004).

Goldie, Matthew Boyd. Middle English literature: an historical sourcebook. Blackwell, 2003. Review published in Choice (January 2004).

Cockcroft, Robert. Rhetorical affect in early modern writing: renaissance passions reconsidered. Palgrave, 2003. Review published in Choice (June 2003).

Foley, John Miles. How to read an oral poem. Illinois, 2002. Review published in Choice (April 2003).

Fulk, R.D. and Christopher M. Cain with Rachel S. Anderson. A history of Old English literature. Oxford: Blackwell, 2003. Review published in Choice (February 2003).

Apuleius. Apuleius: rhetorical works. Ed. Stephen Harrison; translated and annotated by Stephen Harrison, John Hilton, and Vincent Hunink. Oxford: Oxford University Press, 2001. Review published in Choice (September 2002).

Burnley, David. Old English: a multimedia history. London: The British Library, 2001. Review published in Choice (February 2002).

Krier, Theresa M. Birth passages: maternity and nostalgia, antiquity to Shakespeare. Cornell University Press, 2001. Review published in Choice (January 2002).

Kiernan, Kevin, ed. Electronic Beowulf. London and Ann Arbor, Michigan: The British Library and The University of Michigan Press, 1999. Review scheduled for publication in Choice 38.7 (2001).

Waite, Greg. Old English prose translations of King Alfred's reign. Annotated Bibliographies of Old and Middle English Literature 6. Cambridge: Boydell and Brewer, 2000. Review scheduled for publication in Choice 38.6 (2001).

Changing Society. Prentice Hall. TBA.

Resources for College Libraries. Medieval Studies Referee. Choice. American Library Association, TBA.

Barnet, Sylvan, et al. Literature for Composition. 8th ed. Longman, TBA.

Davis, Paul, et al. The Bedford Anthology of World Literature: Compact Edition. TBA.

Nazario, Luis, Deborah Borchers, and William Lewis. Bridges to Better Writing. Thomson-Wadsworth. TBA

Martin, Marlene. Creative Approaches, Practical Results: A Reader, Rhetoric, and Handbook. Thomson-Wadsworth. TBA.

Stanford, Judith. Responding to Literature. 5th ed. McGraw-Hill. TBA.

Barnet, Sylvan, et al. Literature for Composition. 7th ed. Longman, 2004.

James, Missy, and Alan Merickel. Reading Literature and Writing Argument. Prentice-Hall, 2004.

"Progymnasmata: Using Ancient Assignments for Creative Thinking, Reading, and Writing." Published on my website at http://gemini.utb.edu/achurch/progymnasmata.html to provide students with the research background of many of their assignments and for the benefit of colleagues who have asked for information regarding conference presentations.

"The World of Gilgamesh" and "The World of The Aeneid." Interactive maps designed to supplement contextual information provided in my world literature classes. Published on my website at http://gemini.utb.edu/achurch/InteractiveMaps.html.

"Moses on Sinai and Nebo." Ancient Paths 10 (Spring 2003). Sonnets VI and XIV of Teresan Sonnets.

"In exilio in Brownsville: A commentary on dreams past and yet to come." The Modern Rhapsode (October/November 2000): 36-41.

"Sonnet III: The laws of prophets, presidents, and kings." The Modern Rhapsode (August/September 2000): 28. Sonnet III of Teresan Sonnets.

"Schema Theory and the Rhetoric of Fighting Forest Fires." 12th Biennial Conference, Rhetoric Society of America. May 26-29, 2006.

"Audience and Application of a Contemporary Progymnasmata." A mini-paper presented to the Aphthonius Seminar conducted by Manfred Kraus, Tubingen University, at the 12th Biennial Conference, Rhetoric Society of America. May 26-29, 2006.

"St. Augustine's Drunken Mother and the Rhetoric of Recreating Schema." Southwest Conference on Christianity and Literature, University of Texas at Brownsville, September 29-October 1, 2005.

"From Memory to Command: Schema Theory and Rhetorical Appeal in Alfred's ‘Preface' to Pastoral Care." 11th Annual Arizona Center for Medieval and Renaissance Studies Conference, Tempe, Arizona, Feb. 18-19, 2005.

"Using Ancient Assignments for Creative Thinking, Reading, and Writing." 22nd annual College Academic Support Programs conference in Galveston, Texas, Oct. 29-31, 2003.

"Creating Cultural Literacy and Literary Contexts through Interactive Maps." 22nd annual College Academic Support Programs conference in Galveston, Texas, Oct. 29-31, 2003.

"The Progymnasmata Portfolio: Mediating Between Writing Pedagogy and Rhetoric from South Texas to Northern Sweden." XIV Biennial Conference of the International Society for the History of Rhetoric, Madrid and Calahorra, Spain, July 14-19, 2003. Co-presented with Anders Sigrell, Umeå University, Sweden.

"The Conversion of Rhetoric, History, and Hagiography and the Multilayered meaning of ‘The Story of Cædmon.'" Ninth Annual Arizona Center for Medieval and Renaissance Studies Conference, Tempe, Arizona, February 13-15, 2003.

"Modeling Critical Thinking in World Literature Courses." 20th annual College Academic Support Programs conference in Houston, Texas, Oct. 24-26, 2001.

"Teaching Models for Literary Criticism." 20th annual College Academic Support Programs conference in Houston, Texas, Oct. 24-26.

"The Rhetorical Bede: Invention and the Story of Caedmon." XIII Biennial Conference of the International Society for the History of Rhetoric, Warsaw, Poland, July 23-29, 2001.

"Bahia Grande and Other Environmental Opportunities for Student." Hispanic Heritage Activities, University of Texas at Brownsville, Oct. 6, 2004.

"Opportunities for Students with the Forest Service and Fish and Wildlife." Hispanic Heritage Activities, University of Texas at Brownsville, Oct. 6, 2003.

"Opportunities for Students with the Forest Service and Fish and Wildlife." Hispanic Heritage Activities, University of Texas at Brownsville, Oct. 7, 2002.

"The National Forest System in America: Diversity and the Forest Service Mission Statement." 7th Annual National Hispanic Sustainable Energy and Environmental Conference. Tucson, Arizona, April 20-23, 2002. A co-presentation with Mr. Larry Cordova, Wildlife Biologist, USDA Forest Service, Lincoln National Forest.

"Effective Resume Writing and Interviewing Skills." 6th Annual National Hispanic Sustainable Energy and Environmental Conference. San Antonio, Texas, Dec. 1-3, 2001.

"Career Opportunities for Students in the Forest." Hispanic Heritage Month, University of Texas at Brownsville, Oct. 8, 2001.

"Incorporating On-Line Research In Classes," University of Texas at Brownsville, Monday, January 10, 2000: A co-presentation with Dawn Rodrigues as part of the Great Ideas for Teaching Students professional development series.

"Ancient Rhetoric in Modern Classrooms," Spring, 1998: Presented for the Yavapai College, Verde Valley Campus Professional Development Series.

* After reviewing Robert Cockcroft's Rhetorical affect in early modern writing: renaissance passions reconsidered (Palgrave, 2003), I became interested in the application of cognitive schema theory as a rhetorical method of literary analysis. I met Professor Cockcroft at the ISHR conference in Madrid and Calahorra in July, 2003, and have since begun corresponding with him about rhetoric and schema theory. In the process of teaching a graduate seminar on the Rhetorical Tradition, I began to focus on applying the method in a couple of projects, one of which as a means of explaining the choices Alfred makes in his circular letter, which serves as the preface to the Old English Cura pastoralis, commissioning the bishop to translate the work as part of the king's ambitious educational program. I presented a paper, "From Memory to Command: Schema Theory and Rhetorical Appeal in Alfred's ‘Preface' to Pastoral Care," at the 11th Annual Conference of the Arizona Center for Medieval and Renaissance Studies, Feb. 17-19, 2005. I have also written a paper proposal on "Schema Creation, Refreshment, and Change and the Rhetoric of Fighting Forest Fires" and am looking for a suitable conference.

* This ongoing research has been put aside while I work on applying schema theory as a rhetorical method of analysis. Although not an immediate priority, I would like to write a paper, "Reinventing arguments: hagiography, rhetoric, and the unwritten handbooks of the Middle Ages," assessing the role of educational rhetoric on the imitation of hagiographical texts throughout the medieval period.

* I am lead author of a manuscript, "Cum poterit: Rhetorical Exercises for Transitional Students," that has just been published in the Scandinavian Journal of Educational Research. My co-author is Dr. Anders Sigrell, Umeå University, Sweden; our initial collaboration resulted in a paper, "The Progymnasmata Portfolio: Mediating Between Writing Pedagogy and Rhetoric from South Texas to Northern Sweden," presented at the XIV Biennial Conference of the International Society for the History of Rhetoric, Madrid, Spain, 14-17 July, 2003. I am continuing research on the history progymnasmata and its contemporary application.

* I have gathered necessary research material for a paper, "Omission, invention, and progymnasmatic expectation in Einhard's Vita Karoli," a study of Einhard's knowledge of the rhetorical progymnasmata in composing his life of Charlemagne, something which has never been discussed in relation to the work. I will begin this project after I have completed the work in progress already outlined above.

Exceptional Merit Recipient, University of Texas at Brownsville, Fall 2004. I was awarded exceptional merit for the cumulative contributions to the university in the area of student and university service, scholarship, and teaching.

Research Fellow, University of Kiril i Metodij, Skopje, Macedonia, Yugoslavia, 1990-91 academic year. I studied modern Macedonian and Old Church Slavonic under a fellowship exchange program between UKIM and Arizona State University's Russian and East European Studies Consortium.

Research Assistant, Dr. Robert E. Bjork, ASU Department of English, 1987-88 academic year. I helped edit two of Bjork's book translations for the Modern Scandinavian Literature in Translation series, University of Nebraska. I also assisted Bjork with grant proposals, reader queries, and reader responses.

Consulting Editor, Vision: Journal of the Maricopa Community Colleges, 1989-90. The journal provided a forum for the exchange of ideas on teaching and learning strategies at the community college level. I advised the editor and the editorial board on policies and procedures and devised procedural guidelines on the review and editing of submitted manuscripts.

Jones, Jonathan. "The Reach Beyond Babel: Persuasion and Schemata in Indo-European Scholarship." University of Texas at Brownsville. MA-English, Oct. 26, 2005. I served as thesis advisor and chair of the thesis committee.

Fuentes, Agelica M. "Reading Achievement and Attitudes toward Cooperative Learning Among Hispanic Developmental Reading Students in Higher Education." University of Texas at Brownsville. Master of Education in Curriculum and Instruction, Nov. 1, 2005. I served as Graduate College representative of the thesis defense.

Graduate Committee, Department of English, University of Texas at Brownsville, Fall 1999-present. From Fall 2004 thru the Summer of 2006 I served as chair of this committee as we developed the graduate program's policies and procedures.

Graduate Committee, College of Liberal Arts, University of Texas at Brownsville, Fall 2004-Summer 2006. I served as chair of this committee, which processes graduate committee work from individual departments and oversees issues of graduate education at the College level.

English Department Communications Studies search committee, 2003-2004 academic year. I served on this committee as we sought to fill several new positions for the new program in communications studies. The search resulted in several new hires at the beginning of the 2004-2005 academic year.

Language and Literature Committee, Department of English, University of Texas at Brownsville, Fall 1999-present: as a member of the committee, I have become aware of the need to close the gap between English Department objectives and assessment. To that extent, I have attempted to ensure that my teaching material addresses the skills the department considers essential to properly educate our students. To ensure our majors were acquiring necessary skills, I proposed and designed a course on Literary Analysis that has since been adopted as a requirement in English majors' programs of study.

English Department, Department of English, University of Texas at Brownsville, Fall 1999-present: I attended all department meetings, contributing to discussion concerning assessment, developmental writing, composition policy, and universal attendance policies, among other things. I responded to requests from my chair and department for assistance in a number of ways, including documenting developmental writing activities, keeping the department informed of my professional activities, providing assistance in my area of expertise, etc. I finished such assigned tasks promptly and efficiently.

Institutional Technology Strategic Planning Committee, University of Texas at Brownsville, Spring 2004 to present. This committee is assessing and planning the educational technology needs of the university, one result of which was the implementation of the Blackboard Portal as a tool for faculty, along with an Educational Technology resource center.

Humanities Committee, College of Liberal Arts, University of Texas at Brownsville, Fall 1999 to Spring 2000; Fall 2004 to present: This committee has recently been reconvened. Its initial charge was to design an interdisciplinary course in humanities to replace existing courses in world literature and art and music appreciation. We did so, but funding issues prevented its implementation. Now we have been asked to apply the ideas we developed in the existing courses rather than create a separate humanities course. As part of my committee work in the past, I completed assignments given by the chair, provided a report on my own initiative concerning Humanities Assessment emphasizing a uniform process for identifying desirable skills and employing a structured means of conducting critical thinking exercises through the Socratic method. I also provided a written report assessing Volume 1 of the humanities textbook Culture and Values at the request of the committee chair to be sent to the publisher, Harcourt-Brace.

Mentor for Dual Enrollment, Department of English, University of Texas at Brownsville, December 1999-January 2000: during this temporary assignment I met with teachers and administrators of the Brownsville Independent School District to provide advice about the quality of academic instruction in dual enrollment courses receiving credit from the BISD and UTB. I have continued to provide solicited advice after the appointment expired.

Other Committee Work: 1995, Coconino College, Teaching Excellence Award Committee; 1995, Highline College, English Composition Portfolio Consensus and Evaluation; 1988-89, ASU English Research Committee; 1989-90, ASU English Curriculum Committee.

Recruiting Liaison, USDA Forest Service, 2001 to the present. I initiated and organized a program at UTB recruiting students for seasonal jobs and possibly permanent career positions in the USDA Forest Service and other government and environmental organizations.

English Club Co-Advisor: Along with Dr. Dawn Rodrigues, I sponsored the English Club in its inaugural year at UTB. The club provides a forum for all university students interested in cultivating their interest in language, literature and teaching.

Student Advising, Department of English, University of Texas at Brownsville, Fall 1999-present: I followed the procedures recommended by the Lead Advisor in English and met with all my assigned students and kept in contact with them to plan schedules and resolve problems, all of which is documented.

Student Preceptorials: In addition to maintaining regularly scheduled office hours at various times to accommodate the various schedules of students, I offer preceptorials for my courses. These preceptorials provide students with workshops on writing and critical thinking, supplementary lectures, and an opportunity for extended discussions on course material and procedures. Average attendance during fall 1999 for the two regularly scheduled preceptorials offered on an almost weekly basis was six students. During spring 2000 I offered preceptorials, and average attendance was also six students. During fall 2000 term the average attendance was six students

References and Mentoring for Students: In addition to providing a wide range of student assistance during and outside of office hours in person and by e-mail and telephone, I wrote several reference letters for students for membership in honors societies, clubs, and for employment.

Support for the Learning Assistance Center's Writing Center: I maintain close contact with the Center's staff so they can better assist my students. Each semester I present my syllabi and explain my teaching philosophy and methods to the Writing Center's staff. I spoke at the Tutor's Award Ceremony in May of 2000, a speech which received recognition from the University's President during the Fall 2000 Faculty Convocation. In conjunction with my preceptorial schedule, I provided a workshop for students sponsored by the Writing Center on Writing Analytical Summaries on September 5, 2000. At the beginning of the Fall term 2001 I met with the director of the Writing Center and tutors to explain my course material for the benefit of my students that they assisted, providing them instruction on more effective tutoring of students completing reading, summary, and essay assignments. Also, I was interviewed for a promotional video to encourage faculty use of the LAC.

Student Welcome Week Activities: I participated as a faculty representative, Fall 1999.

International Society of Anglo-Saxonists. Member since 1990.

International Society for the History of Rhetoric. Member since 2000.

Medieval Academy of America. Member since 2000.

Rhetoric Society of America. Member since 2005.

"Project Gilgamesh." As a PT3 (Preparing Tomorrow's Teachers to Use Technology) Grant recipient for the 2002-2003 academic year, I initiated a project to design interactive maps for students in my World Literature classes. In the initial phase of the project, I completed an interactive map, http://gemini.utb.edu/achurch/Meso%20Template.html, "The World of Gilgamesh," which is a prototype for future maps.

"Same Page Project," Department of English, UTB. I participated in composition pedagogy workshops during the Spring and Fall terms 2002 and Spring 2003 on portfolios, assessment, and audience.

"Preparing Tomorrow's Teachers to Use Technology," Faculty Web Design Project participant, University of Texas at Brownsville, Fall 2002-Spring 2003 and Spring 2000-Spring 2001. Most recently as a grant recipient I have designed interactive maps tying the texts used in my world literature courses to contextual information on the maps designed to build students cultural literacy and make the course material more accessible to them. As a previous recipient, I designed and maintained my website, which is considered to be one of the best developed through the program and was featured on the second edition, early March 2001, of "PT3 Portal Newsletter," a website newsletter maintained to highlight the project activities at UTB.

6th annual National Hispanic Sustainable Energy and Environmental Conference in San Antonio, Texas, December 1-3, 2001. I attended workshops and presentations on "Trends in Environmental Hiring" and "Graduate School and You" to increase my effectiveness as a recruiter of UTB students for the USDA National Forest Service.

20th annual College Academic Support Program conference in Houston, Texas, Oct. 24-26, 2001. I attended several conference sessions and events on more effective methods for teaching and tutoring students.

Activities for an Interactive Classroom Workshop, University of Texas at Brownsville, Saturday, January 27, 2001: I attended this seminar presented by professors LouAnn Reid of Colorado State and Jeff Golub of South Florida to acquire some more tools to use in the classroom; I have already adapted some of their ideas to my courses.

Great Ideas for Teaching Students Workshop, University of Texas at Brownsville, Saturday, August 19, 2000: I attended a seminar on "Facilitating Learning through Textbook Reading," and I have applied many of the group work activities presented in that seminar in my teaching. I also attended a workshop on "Keys to Motivating Students."

Sabal Palms Writing Project Winter Conference, University of Texas at Brownsville, February 18 and 19, 2000: I attended a pre-conference workshop on "Portfolio Assessment: Letting Students Set High Standards," presented by Dr. Jonathon Lovell and Dr. Bonnie Sunstein; the presentation, "Toward high Level Writing Instruction: Moving Beyond the TAAS," by Ms. Maria McKenzie of the Brownsville Independent School District; and "The New TAAS: What We Can Expect and Why a Change is Needed," by Dr. Charles Mazer, Texas A&M University at Texarkana.

Great Ideas for Teaching Students Workshop, Using a Reading Journal, University of Texas at Brownsville, Friday, October 29, 1999: I attended a seminar on using a reading journal to focus group work activities. I modified the system to my own uses for all my classes to support the Critical Thinking agenda I maintain in my courses.

Great Ideas for Teaching Students Workshop: Preparing Tomorrow's Teachers to Use Technology, University of Texas at Brownsville, Monday, Jan. 10, 2000: I attended as an initial step to joining Dr. Mike Sullivan's program of the same name, funded by a DOE grant, to provide financial and technical support for faculty interested in creating Web pages to augment their teaching and to incorporate more on-line sources in their work. I was accepted into the program as a result.

Great Ideas for Teaching Students Workshop: Getting Under Way: Insights from New Faculty, University of Texas at Brownsville, Monday, Jan. 10, 2000: I attended part of the seminar (there was a time conflict with the seminar listed immediately above) so I could gauge the reaction of other faculty to the environment at UTB and to share my own experiences, and although my participation was limited by time I was able to contribute observations about providing more support for faculty attempting to learn Spanish.

Great Ideas for Teaching Students Workshop: Insights Into Our Students' Lives, University of Texas at Brownsville, Monday, Jan. 10, 2000: I attended this to see how well I and other faculty know the students they serve. I continue to find it interesting how late twentieth century social phenomena are not so widely obvious to many faculty as I have supposed was the case (my ten years of teaching have already introduced me to this reality). I did find it useful, though, to see how the local environment influences those broader demographic aspects.

"Infusing Critical Thinking into University Instruction," University of Texas at Brownsville, Tuesday, Jan. 11, 2000: I found this all day seminar useful and invigorating, even if I already apply many of the procedures used by Dr. Richard Paul of the Center for Critical Thinking. I began incorporating Dr. Paul's methods two years ago. From this presentation, I found a few new techniques for incorporating into my teaching and have already worked them into my course material.

"Humanities Committee Marathon Session," University of Texas at Brownsville, Thursday, Jan. 13, 2000: This all day session was designed to consolidate our understanding of the Interdisciplinary Humanities Course we were designing and determine specific curriculum and procedures for illustrating the modules to be used in the course.

New Faculty Development Seminars, University of Texas at Brownsville, fall 1999: I attended a series seminars during the Fall, 1999 term for New Faculty development. The topics included Introduction to University Benefits, Incorporating Electronic Tools in Teaching, Applying for Grants, and Becoming Familiar with Library Resources.

Academic Advising Seminar, University of Texas at Brownsville, Friday, October 1, 1999: I attended an orientation session for Wintegrate and for discussing the advising process. Unfortunately, much of the information later proved inaccurate as I discovered while spending considerable time working with Wintegrate independently as soon as it became available (weeks after the session). I have assisted several faculty in their own use of Wintegrate since then.

Spanish Classes for Faculty, University of Texas at Brownsville, fall 1999-present: I have attended the Spanish classes offered by the university to encourage better faculty understanding of the culture of the Rio Grande Valley. Although committee and departmental meetings often interfere, I have acquired some basic knowledge of Spanish through these classes.