Celine G. Nader
23 South Main St.
Sunderland, MA 01375
August 2010 – June 2012
English Language Arts Teacher, grades 10-12 Innovation Academy Charter School | Tyngsboro, MA
Spring 2008
Bilingual Research Assistant Harvard University, Graduate School of Education | Boston, MA
Conducted one-to-on...
PhD Candidate, ABD—American Studies & English
University of Massachusetts, Amherst MA. Presently enrolled. GPA 4...
Baxter Travel Grant. Awarded by the American Studies Association. Fall 2015.
English Departm...
Science Fiction: The Future as We Now Know It. Publisher, editor, designer. An excellent collection of short
of 6


Published on: Mar 3, 2016
Source: www.slideshare.net

Transcripts - Nader_CV_teaching_01_2016

  • 1. Celine G. Nader 23 South Main St. Sunderland, MA 01375 celine.nader@gmail.com 508.277.1514 INSTRUCTOR EXPERIENCE | FIELD OF EDUCATION Fall & Spring Semesters, academic year 2015 – 2016 Instructor, American Experience English Department, University of Massachusetts | Amherst, MA This course provides an introduction to the interdisciplinary study of American culture; our scope is historically wide and attentive to diverse cultural and linguistic experiences in the U.S. Readings in fiction, prose, and poetry are interwoven with the study of painting, photography, music, and other cultural productions. Similarly, students have the opportunity to complete projects incorporating various mediums (i.e. writing, art, music, film). The course tends toward a Latina/o and African American studies focus. Fall Semester, 2015 English Department, University of Massachusetts | Amherst, MA Instructor, Oye Como Va: Literature & Music of Chicana/o and Puerto Rican Communities in the U.S. This First Year Seminar features music, short stories, and poetry written by Chicanos/as (Mexican- Americans) and diasporic Puerto Ricans, especially in New York City. We discuss the different motivations authors and lyricists might have for choosing to use the language(s) they do, and the ways in which those choices help us understand the negotiation of Latina/o identities in the U.S. Similarly, we identify the ways in which the music of Salsa, rock en español, corridos and reggaeton, for example, are artistically and politically important in these communities. Fall Semester, 2015 Instructor, Composition I.—ENG1201 English Department, American International College | Springfield, MA This writing-intensive course prepares students for academic discourse and beyond. Emphasis is placed on the art of persuasion, on the development of students’ critical thinking skills, and on key rhetorical concepts such as purpose, contexts(s), audience, subject-position, voice, style, and structure. Students engage with the various steps of the writing process, from brainstorming to final revision, and work through a vigorous drafting process to develop coherent, unified and organized essays that are both fundamentally and mechanically sound. Though primarily a writing course, English 1201 also encourages students to see the connection between reading and writing and to learn the art of academic research and documentation. May 2013 – January 2015 Professional Scorer Pearson Education | Amherst, MA Evaluate and score educator licensure tests completed by teaching candidates seeking licensure in various States, including the Massachusetts Tests for Educator Licensure (MTEL) Communication and Literacy Skills test and English Subject test. Fall & Spring Semesters, 2/1 load Academic Years 2012-13, 2013-14, 2014-15 Instructor, College Writing (Expository), ENG112 Writing Program, University of Massachusetts | Amherst, MA Develop & teach dynamic lessons drawing on the backgrounds, linguistic and educational experiences, and strengths and knowledge of enrolled students for ENG112 - College Writing, incorporating online course management. Reader-as-writer, critical pedagogy, and diversity-sensitive approaches used. Writing course placement specialist for incoming freshman (summers 2014 & 2015).
  • 2. August 2010 – June 2012 English Language Arts Teacher, grades 10-12 Innovation Academy Charter School | Tyngsboro, MA Created and implemented English, project-based interdisciplinary curriculum and assessments; instructed 1.5 & 2.25 hour long classes daily; collaborated with Student Services (Special Ed.) co-teachers to make curriculum accessible to all students; designed & ran electives; student Advisor; prepared students for and administered MCAS; facilitated peer coaching group; advised/collaborated on departmental hiring Courses taught: American Literature (grade 10); Cultural Dialectics: Music & Literature in the 20th Century; Science Fiction: Literature and Creative Writing; A Literary Feast: Reading & Writing Food & Fiction. Endersessions: lead yearly, week-long, off-site learning opportunities – Phoenix Hill Permaculture Farm, NH. June – July 2010 Team Leader / Advisor / Liaison Career Explorations | Boston, MA Lived with interns and staff in dormitory setting; directed, supervised, supported, and mentored a group of 11 high school-age interns; participated in & planned evening and weekend activities; served as a liaison between company, interns’ parents and internship mentors; completed administrative tasks; assisted in orientation, activity coordination and facilitation; completed reports and evaluations; addressed issues of intern conduct, discipline, health; ensured safety and well-being of interns at all times. September 2009 – June 2010 Language & Culture Assistant, Auxiliary Professor Instituto Parque de Montfrague | Plasencia, Spain Instituto Gabriel y Galan | Montehermoso, Spain Developed and implemented curriculum for English Language courses (middle and high school); students ages 12-18 – teacher/student ratio 1/4 to 1/26. Utilized internet and SmartBoard to create more dynamic lessons; focused on augmentation of spoken language skills and writing. November 2008 - September 2009 Graduate Assistant - Education Team Institute for Community Inclusion | Boston, MA Provided technical and teaching support for Graduate Level online courses for teachers of transition-aged students with disabilities; created power point presentations; conducted follow-up telephone interviews with recent online course participants and developed synthesized data reports from those interviews; conducted in-person interviews with students with cognitive disabilities about their college experiences in conjunction with ongoing research relating to that population and post-secondary education; collaborated on research for & editing of: grant applications, literature reviews, and articles/papers being written by other members of the Education Team; involved in setting up and editing an ongoing multimedia (photography, video, internet, text) Participatory Action Research project with students with cognitive disabilities. September 2008 - September 2009 Standardized Test Administrator, Trainer Advantage Testing & Tutoring | Newton, MA Administered standardized tests (including SAT, PSAT, LSAT, GMAT) to clients ages from age ten to adult, including Summer 2009 LSATs for TRIALS preparation program at Harvard Law School; trained new hires; opened and closed office; scanned (graded) tests and input relevant data into computer database. July, 2008 & 2009 Teaching Assistant John F. Kennedy Library, University of Massachusetts | Boston, MA Supported Graduate Level Summer Institute for secondary school teachers and American Studies Master’s Degree candidates through development of annotated bibliographies, note-taking on daily lectures, and writing concise biographies of daily speakers. Research-heavy position.
  • 3. Spring 2008 Bilingual Research Assistant Harvard University, Graduate School of Education | Boston, MA Conducted one-to-one assessments of 5th graders on measures of verbal language proficiency and literacy in both English and Spanish throughout the Massachusetts area for a longitudinal literacy research study; conducted assessments at homes and schools. Sept. 2007 - June 2009 Teaching Assistant University of Massachusetts | Boston, MA Courses: ''East Asians in the U.S.'' and ''The 1960s''; tutored, taught, provided academic support, graded papers, facilitated discussion sessions, conducted research. Sept. 2006 - May 2007 Substitute Teacher, ESOL & GED Quinsigamond Community College | Worcester, MA Frequently substitute-taught three-hour English Language and GED classes. Sept. 2006 – June 2007 Teaching Associate Citizen Schools | Worcester, MA Team Leader at a national apprenticeship-based after school program for middle school students. Responsibilities included teaching study skills, tutoring, crafts & sports activity development, supporting and recruiting volunteer apprenticeship teachers, planning and supervising educational field trips, parent and teacher communication, observation of & feedback for other team leaders, meeting facilitation. April 2005 – Jan. 2006 ELL Academic Support Teacher; Inclusion Specialist Southbridge High School | Southbridge, MA Bilingual Tutor for Spanish-dominant English Language Learners (ELL) in inclusion classrooms across all high school subject areas, grades 9-12. Collaborated with lead teachers to better serve multilingual students. ELL Academic Support Teacher Taught across all high school subject areas in a small-class setting; created enrichment exercises; modified tests and assignments; administered MCAS; communicated with parents & collaborated with other teachers to modify assignments and classroom activities; volunteered as advisor to the volleyball club. LICENSURE | CERTIFICATES | ADDITIONAL SKILLS • Massachusetts Preliminary Teaching License—English, grades 9-12 • Bilingual English/Spanish • Facility with online learning management systems (Moodle & Blackboard) • Conflict Negotiation and Mediation Training • Multicultural Sensitivity • Mandated Reporter Training • Word, Excel, Power Point, and video/audio editing • Teaching in Inclusion and Sheltered Classes – Certified in Categories 1, 2 & 4 • College Admissions Interviewer (volunteer, Clark University)
  • 4. EDUCATION PhD Candidate, ABD—American Studies & English University of Massachusetts, Amherst MA. Presently enrolled. GPA 4.0 Areas of focus: African American literature and music and their intersections in the 19th—21st centuries; Latino literature & experience with a focus on literature and music of the Puerto Rican diaspora; composition & education. MA, American Studies University of Massachusetts, Boston MA. May 2009. GPA 4.0 Area of focus: Cultural History BA, Spanish Language & Literature; International Development, summa cum laude. Clark University, Worcester MA, May 2004. GPA 3.86 Spring 2003 Semester abroad. Tandem Language Institute - Madrid, Spain. CONFERENCE PRESENTATIONS | WORKSHOP PARTICIPATION Language Diversity in the Writing Classroom: the Circulation of Multiple Languages and Literacies. Celine Nader & Tim Sutton -- Round-Table Discussion Leaders University of Massachusetts Amherst's Writing Program Spring Symposium: ''Exploring How Issues of Diversity Intersect with the Writing Classroom.'' January 15, 2016. Azúcar Pa’ Ti: Cane, Bitter/Sweet Symbol in African American & Puerto Rican Cultural Productions American Studies Association conference, "The (Re)production of Misery and the Ways of Resistance." October 2015, Toronto, Canada. (Upcoming) Black History 360°: The Schomburg Center’s Summer Education Institute, Summer 2015 Harlem, NYC Educators and premier scholars from across the country gathered for a spectacular “education vacation” at the Schomburg Center, featuring lectures, interactive workshops, curriculum labs, curator talks, and community walks that explored the history and cultures of African-Americans and African peoples throughout the Diaspora. Graduate participant in the Language & Inequality Faculty Workshop, part of the "Linguistic Inequality: Language and Power in the Americas Symposium." March 6th, 2015, University of Mass., Amherst. Puertorriqueño in the Classroom: Bilanguaging / Biculturing as Emancipatory Pedagogical Foundation. College English Association's conference, "Language Speaks Us: Language(s) and Identity." March 14th, 2014. The University of Puerto Rico, Mayaguez. Myth, Medicine & Merriment: ''The Aztec Children,'' Mid-19th Century Othering, and the Curious De/Construction of Citizen-Subjects. Panel: "Disability, Disfigurement, and the Othered Body." Northeastern University's English Graduate Student Association's conference, "The Spectacular!" March 29th, 2014. Northeastern University, Boston MA. Reading + Writing: How Do We Make Texts Highly Relevant in the Writing Classroom? Celine Nader & Dan Ehrenfeld. University of Massachusetts Amherst's Writing Program Spring Symposium: ''Owning the Curriculum.'' January 17, 2014.
  • 5. FELLOWSHIPS | AWARDS | HONORS Baxter Travel Grant. Awarded by the American Studies Association. Fall 2015. English Department Travel Grant. University of Massachusetts, Amherst. Fall 2015. Diversity Fellowship—Fellow. University of Massachusetts, Amherst. Spring 2015. Participate in discussions and strategizing sessions about diversity-related issues in Writing Program classes; currently developing a critical pedgagogy-inspired presentation and play as a resource to help other instructors effectively teach, and support the composition of, multilingual texts. Smithsonian Latino Museum Studies Program. Washington, D.C. Summer 2014. Selected at an alternate (in the top 20 candidates) for this nationally competitive fellowship program. Diversity Fellowship—Coordinator. University of Massachusetts, Amherst. Spring 2014. Lead and designed Diversity Fellows meetings; chose and facilitated discussions of scholarly work related to diversity in the composition classroom; identified areas in the Writing Program curricula where discussion of diversity would be helpful; supported development and execution of projects selected by Diversity Fellows (activities or approaches related to diversity to be shared with fellow Writing Program instructors); collaborated with other Writing Program leadership to select appropriate readings and plan meetings. English Department Travel Grant. University of Massachusetts, Amherst. Spring 2015 Writing Program Travel Grant. University of Massachusetts, Amherst. Spring 2014 English Department Travel Grant. University of Massachusetts, Amherst. Fall 2013 American Studies Book Prize for Excellence in Cultural History. American Studies Department – University of Massachusetts, Boston. May 2009. My paper Myth, Medicine & Merriment: ''The Aztec Children,'' Mid-19th Century Othering, and the Curious Construction of Citizen-Subjects, honored with the Book Prize, explores the spectacularization of siblings Maximo and Bartola (two microcephalic El Salvadorians billed as “Aztecs”) who were presented by P.T. Barnum as part of ethnographic exhibitions at the American Museum, as well as at other venues throughout New York and Boston, from the mid-1800s through the turn of the 20th century. Over the course of this more than fifty year period, the siblings were also held up as medical specimens to be studied, physically interrogated, and speculated upon, particularly in conjunction with rising theories of evolution. In this paper, I examine the ways in which the display and study of Maximo and Bartola evince powerful, reciprocal relationships between ethnographic exhibits, medicine, entertainment, myth, reportage, and enfreakment. Furthermore, I show that these discourses intertwined to bolster the creation and delimitation of both ethnoracial and physical difference and white U.S. American subjectivity in mid-century 1850s New York and Boston. Phi Betta Kappa Society Member, 2004—present.
  • 6. PUBLICATIONS Science Fiction: The Future as We Now Know It. Publisher, editor, designer. An excellent collection of short speculative fiction stories by Juniors and Seniors enrolled in my Science Fiction course at Innovation Academy Charter School, Tyngsboro MA. Self-published through Lulu.com. 2012. Samantha Edited and authored back-matter for this 2012 novel by Eckhard C. Knoepke. The Flesh: a book of poetry. A collection by Celine Nader, Ken McQuillan, R.H. Caldwell. Worcester, MA: Bat City Press. 2000. COMMITTEE WORK | VOLUNTEERING University Public Art Committee (UPAC) member University Of Massachusetts, Amherst Graduate Representative, appointed by the Graduate Student Senate, Sept. 2013-May 2015 UPAC was established by the Chancellor in 2008 to address the acquisition, commission and care of public art works on campus, and to make recommendations to the Executive Management Team. Art Review Sub-Committee member: Judge and approve artwork requests within an artistic perspective. Admissions Interviewer, Sept. 2007—Sept. 2009 Clark University | Worcester, MA Interviewed prospective University students; wrote acceptance recommendation reports on each student. Will Bike for Food Pioneer Valley Food Bank | Hatfield, MA Fundraising – I raise money by seeking sponsors for a 25-mile bike ride to support the Food Bank. REFERENCES Thomas Mills Hinkle Department Head, English Innovation Academy Charter School Tyngsboro, MA thinkle@innovationcharter.org 978.201.6485 Haivan Hoang Director, Writing Program University of Massachusetts, Amherst hhoang@english.umass.edu 413.545.0610 Greg Orpen Head of School Innovation Academy Charter School Tyngsboro, MA gorpen@innovationcharter.org 978.649.0432 x3141

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