CURRICULUM VITAE
Gloria McMillan

glomc@DakotaCom.net

http://glomc.dakotacom.net (CAL Project site)
http://glomc.dakotacom.net/WRT102/default.html (Example Pima online class)
http://glomc.dakotacom.net/forms/Adj03.html  (National Adjunct Survey database)

Universe Symphony,  a  one-act historical drama produced at University of Arizona,
       joint production  of Flandrau Planetarium and  U. of Arizona Drama
       Department.   February 1-8, 1987.   Researched the life and struggles of Charles
        Ives.  modern composer.

 Waking the Dead,  an 1893 Chicago historical novel.  Published  on the Internet at
        URL :  http://www.neleth.com/gloria    Page down to Gloria McMillan's novel-in-
         progress.

Areas of Teaching Interest: computers and composition, diversity issues, history of rhetoric, advanced composition, playwriting, fiction.

The University of Arizona Composition Program

2001-Present

English 308: Technical Writing (Spring 2003). Upper division English course emphasizes the ethical dimension of technical communications using key terms of teché, ethos, and genre to survey workplace roles and challenges for professional writers.

English 101: Composition (Fall 2002) Emphasized revision and critique of cultural myths via rhetorical analysis of literary texts, using computer literary analysis (CAL) programs and methods. My Flash tutorial videos combined instruction in the basics if literary analysis with the use of the CAL programs. The pedagogical tools I developed demonstrated models of New Critical, ideological, and New Historicist analysis of fictional texts. CAL allowed students a new way to navigate texts, and to reflect upon their thesis formation and refining processes. Students used CAL as a tool to help with citation supports for their theses and with globally rethinking their entire projects.

English 102 II: Composition (Spring 2002) Second-semester composition course with emphasis on rhetorical analysis, revision and critique of various cultural commonplaces. I brought in materials and helped student with close reading specifically for argument in our anthology. Students learned how to schematize and essay. Students were later "let loose" to choose among various print texts, films, and events to create their analyses.  Used Flash animated heuristics and teaching tools.

English 101: Composition (Fall 2001) Course emphasized study of literary texts leading to written response, placing emphasis upon analytical writing and inferential thinking. Utilizing H. G. Wells' The Time Machine and films of his novels, students in my sections wrote rhetorical analyses of the role of the scientist in society, and the effects of class and social background upon life options. In studying the text and secondary sources, students honed their close reading skills.  Used Flash animated heuristics and teaching tools..

Consultant, University of Arizona Writing Center, Spring 2001.

Pima College

1990-Present

Designed and taught twenty sections in the first-year composition sequence, including
courses emphasizing rhetorical analysis, literary analysis, and synchronous online
collaborative writing skills. Emphasis on process, revision, collaboration, and recursive links.

Spring 2002: Developed Pima College East Campus’ first distance learning Writing 102 course.Fall 2001: Developed Pima College East Campus’ first distance learning Writing 101course.

Fall 1994: Developed an Honors course training students in advanced Internet research skills.

Tutor , Tucson Unified School Dist. Johnson-O'Malley

Title IV (Native American Studies), Tucson, AZ, Unified District 1, 1980-82.

Abstract:   Historians have widely studied and discussed Progressive era educators’ pedagogy in the United States, including the efforts of English-speaking women’s organizations in community education.  However, few or no studies explore the rhetorical process by which immigrant women self-educated their way into American society, writing in both English and another language. 

Designer. English 101 Departmental Final Exam Committee. University of Arizona,
                  Fall 2002 - Spring 2003.

Reader. Upper Division Writing Proficiency Exam (UDWPE). University of Arizona.
                  March 1999.

Reader. Southern Arizona Portfolio Project. Collaborative Project of high schools and
                   University of Arizona.

---. "Results of the Adjunct Writing Faculty National Poll." Invited presentation. College Composition and Communications Conference. New York, NY, March 19-22, 2003

---.  "Shades of 2001: Is CAL (Computer-assisted Literary Analysis) Just another HAL?" Computers and Writing 2002 Conference. Normal, IL, 17 May 2002.

---. "Jane Addams: Fantasy Themes and Ideological Blinkers in ‘A Modern Lear.’" Working-Class Studies: Memory, Community, and Activism National Conference. May 19, 2001.

---. "Global Literature sessions at DU MOO." Two-Year College Conference (online) Honolulu, Hawaii, 12 April 2000.

---. "What Makes Writing Good?" Panel. Western States Communication and Composition Conference. Phoenix, AZ, 23 October 1999.

—. "Collaborating in the Computer Writing Classroom." Spring Conference University of Arizona, Tucson, AZ, 13 February 1999.

---. "What Boxed in H. G. Wells: Talking to the Box to Get Out of the Box." Two Year College Association Conference, Tucson, AZ, October 24, 1997.

—. "How Do I MOO?" Future Educational Directions with Technology. Pima Community College Office of Professional Development. 29 March 1996.

—. "MOO Surveys and College Writing" The Virtual Classroom Conference, co-sponsored by UC Berkeley Instructional Technology Department and the Annenberg Writing in Cyberspace Project., March 16, 1996.

Tucson Balkan Peace Support Group:  created an English-as-a-Second-Language 
curriculum for Slavic speakers.

	*  German:      good reading ability
	*  Czech:       good reading ability
	*  Computers:   Qbasic, Quickbasic, MOOs, HTML, Java, WebCT,  SQL database.
	*  Virtual Classroom URL:  telnet moo.du.org 8888 /  @go #2673

Last update: Feb. 27, 2004.