As Associate Vice Chancellor, Amy is responsible for the coordination of undergraduate and student success programs, retention initiatives, and undergraduate research programs. She oversees the Directors of Undergraduate Education Programs, University Honors Program, and Campus Advising Services, and the faculty and program coordinators for the William H. Thompson Scholars Learning Community.
I view teaching as an ongoing, scholarly inquiry that is informed by my interests in the teaching of writing, school and community literacy practices, and ethnographic and teacher research methodologies. As co-coordinator of UNL’s Peer Review of Teaching Project from 2001-2012, I worked with university faculty as they documented and reflected upon teaching and student learning through the production of course portfolios. Whether I am working with graduate students in teaching circles, undergraduates in service-learning partnerships, or k-12 teachers and community literacy activists in summer workshops, my ultimate goal as a teacher is to engage in shared inquiry and reflection into how best to support people’s literacy lives in and beyond the classroom.
Rewriting Success in Rhetoric and Composition Careers. With Donna LeCourt and Carrie Leverenz. Parlor Press, 2012.
Inquiry into the College Classroom: A Journey Toward Scholarly Teaching. With Paul Savory and Amy Burnett. Jossey-Bass, 2007.
Making Teaching and Learning Visible: Peer Review and Course Portfolios. With Dan Bernstein, Paul Savory, and Amy Burnett. Anker Press, 2006.
Composition, Pedagogy, and the Scholarship of Teaching. Portsmouth, NH: Heinemann/BoyntonCook, 2002. With Deborah Minter.
Articles and Book Chapters
“Measuring Classroom Engagement by Comparing Instructor Expectations with Students’ Perceptions.” Mountainrise, Vol. 7 No 1. 2012. With Jody Kellas and Paul Savory.
“The Costs of Scholarly Teaching.” Guest Editorial. Insight: A Journal of Scholarly Teaching. 4 (2009): 9-11. Print.
“Using Electronic Faculty Course Portfolios to Showcase Classroom Practices and Student Learning.” Transformative Dialogues: Teaching and Learning Journal. 3 (2009): 1-10. Web. With Paul Savory
“Integrating SOTL into Instructional and Institutional Processes.” MountainRise: the International Journal of the Scholarship of Teaching and Learning. 5 (2009): 1-14. Web. With Paul Savory
“Teacher Advocacy in English Education.” Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in the High School. Greenwich,CT: Information Age Publishing Inc., 2007 with April Lambert.
“A Critical Reading and Revision Strategy: Glossing Arguments as Cultural Work.” Teaching Ideas for University English: What Really Works. Eds. Patricia M. Gantt and Lynn Langer Meeks. Norwood, MA: Christopher-Gordon, 2004. 271-283. With Deborah Minter.
“Course Designs: English 354: Advanced Composition. Writing Ourselves/Communities into Public Conversations.” Composition Studies 32 (Spring 2004). 89-108. With Heather Camp.
“A View from Writing-Program Administration.” Finding Our Way: A Writing Teacher’s Sourcebook. Eds. Wendy Bishop and Deborah Coxwell Teague. New York: Houghton Mifflin, 2004. 49-51.
“Girls’ Literacy in the Progressive Era: Female and American Indian Identity at the Genoa Indian School.” Girls and Literacy in America: Historical Perspectives to the Present. Ed. Jane Greer. Santa Barbara: ABC-CLIO, 2003: 79-101.
“From the Editors: The Ethics of Representation.” Writing on the Edge 13 (2003): 3-4.