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CURRICULUM VITAE
Stephen Fox Associate Professor of English
Director of Writing Department of English
Indiana University Purdue University Indianapolis
EDUCATION:
GRADUATE
University of Wisconsin-Madison Ph.D. in English 1992 Southern Baptist Theological Seminary M.Div. 1984 Duke University M.A. in English 1977
UNDERGRADUATE
University of Georgia B.A. in English 1976 Summa cum laude
APPOINTMENTS:
ACADEMIC
Indiana University Purdue University Indianapolis Associate Professor 2000-present Indiana University Purdue University Indianapolis Assistant Professor 1992-2000 University of Wisconsin-Madison Teaching Assistant 1987-1991 Jefferson Community College Instructor 1983-84, 86-87 Hong Kong Baptist College Assistant Lecturer 1980-82 Indiana University Southeast Instructor 1986 Henrietta Secondary School Teacher 1977-79
ADMINISTRATIVE Indiana University Purdue University Indianapolis Director of Writing
2006-
Indiana University Purdue University Indianapolis Director, Writing and Literacy Concentration
2008-
Indiana University Purdue University Indianapolis Director, Hoosier 1997- Writing Project
Indiana University Purdue University Indianapolis Associate Chair 1998-2006 Indiana University Purdue University Indianapolis Lead Advisor 1996-1998 University of Wisconsin-Madison Assistant Director 1991
of Composition
PROFESSIONAL ORGANIZATIONS:
National Council of Teachers of English 1991- Conference on College Composition and Communication 1991- Indiana Teachers of Writing 1994- National Writing Project 1997-
PROFESSIONAL HONORS AND AWARDS:
TEACHING
Chancellor’s Award for Excellence in Teaching IUPUI 2015 Trustees Teaching Award Indiana University 2012 FACET (Faculty Academy on Excellence in Indiana University 2011
Teaching) Teaching Excellence Recognition Award Indiana University 1997
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TEACHING:
UNDERGRADUATE Course #
Course Title Semester Number of Students Student Evaluations: Instructor Eff. Average**
W131 Reading, Writing, and Inquiry
Spring 2017 23 4.71
W270 Argumentative Writing Fall 2016 20 4.96 W131 Reading, Writing, and
Inquiry Fall 2016 21 4.82
n/a University Writing Center Summer 2016 n/a W131 Reading, Writing, and
Inquiry Spring 2016 23 4.19
W210 Literacy and Public Life Fall 2015 20 4.64 W400 Issues in Teaching Writing Fall 2015 18 4.24 n/a University Writing Center Summer 2015 n/a W400 Issues in Teaching Writing Fall 2014 19 4.9 W210 Literacy and Public Life Fall 2014 22 4.6 W131 Reading, Writing, and
Inquiry Fall 2014 23 4.5
n/a University Writing Center Summer 2014 25 n/a W270 Argumentative Writing Spring 2014 22 4.8 W400 Issues in Teaching Writing Fall 2013 20 4 W140 Honors Composition I Fall 2013 19 4.8 n/a University Writing Center Spring 2013 102 consultations n/a W132 Elementary Composition II Spring 2013 23 4.8 W400 Issues in Teaching Writing Fall 2012 19 4.4 W140 Honors Composition I Fall 2011 21 4.77 W400 Issues in Teaching Writing Fall 2011 22 4.62 W140 Honors Composition I Fall 2010 22 4.57 W400 Issues in Teaching Writing Fall 2010 17 (3 doing it as
W500; see grad table)
4.7
W131 Elementary Composition I Spring 2010 22 4.48 W400 Issues in Teaching Writing Fall 2009 22 4.81 W390 Writing for Social Change Spring 2009 22 4.03 W400 Issues in Teaching Writing Fall 2008 23 4.63 W131 Elementary Composition I Spring 2008 24 4.44 W131 Elementary Composition I Spring 2007 27 4.31 E450 Senior Capstone Seminar Fall 2006 8 4.95 L115 Literature for Today Spring 2006 33 4.41 W131 Elementary Composition I Fall 2005 25 4.57 S100 First-Year Seminar Fall 2005 25 4.44 L115 Literature for Today Spring 2005 33 4.54 E450 Senior Capstone Seminar Fall 2004 27 4.78 W131 Elementary Composition I Fall 2004 22 4.81 W131 Elementary Composition I Spring 2004 27 4.5 W131 Elementary Composition I Fall 2003 23 4.52 E450 Senior Capstone Seminar Fall 2003 27 4.39 W132 Elementary Composition II Spring 2003 26 4.59 W132 Elementary Composition II Fall 2002 27 4.64 E450 Senior Capstone Seminar Fall 2002 24 4.79 W132 Elementary Composition II Summer 2002 26 n/a W350 Adv. Expository Writing Spring 2002 16 4.61
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W131 Elementary Composition I Fall 2001 19 3.72 E450 Senior Capstone Seminar Fall 2001 18 4.44 W350 Adv. Expository Writing Spring 2001 25 4.67 W131 Elementary Composition I Fall 2000 22 4.69 E450 Senior Capstone Seminar Fall 2000 15 3.97
**School of Liberal Arts student evaluations use a Likert scale, with 5 representing “Strongly Agree,” 4 “Agree,” and so on. The first group of questions relate to Instructor Effectiveness and their mean scores are averaged together to create this Instructor Effectiveness mean score for the course.
GRADUATE Course #
Course Title Semester Number of Students
Student Evaluations: Instructor Eff. Average
W605 Writing Summer Institute Summer 2016 13 4.98 (7 taking for credit)
W605 Writing Summer Institute Summer 2015 15 n/a W590 Teaching Composition Spring 2015 15 5.0 W605 Writing Summer Institute Summer 2014 9 n/a W605 Writing Summer Institute Summer 2013 12 n/a (see note below) W605 Writing Summer Institute Summer 2012 12 n/a W590 Teaching Composition Spring 2012 16 4.91 W605 Writing Summer Institute Summer 2011 17 n/a W590 Teaching Composition Spring 2011 15 4.6 W500 Teaching Writing: Issues
and Approaches Fall 2010 3 (co-listed with
W400) 5.0
W605 Writing Summer Institute Summer 2010 19 n/a W590 Teaching Composition Spring 2010 15 4.93 W605 Writing Summer Institute Summer 2009 27 n/a W590 Teaching Composition Fall 2008 14 4.81 W605 Writing Summer Institute Summer 2008 12 n/a W509 Intro. Writing and Literacy Spring 2008 20 4.45 W609 Directed Writing Projects:
Writing Summer Institute Summer 2007 20 n/a
W509 Intro. Writing and Literacy Spring 2007 17 4.91 W609 Directed Writing Projects:
Writing Summer Institute Summer 2006 20 n/a
W609 Directed Writing Projects: Writing Summer Institute
Summer 2005 46 n/a
W609 Directed Writing Projects: Writing Summer Institute
Summer 2004 17 n/a
W609 Directed Writing Projects: Writing Summer Institute
Summer 2003 21 n/a
W609 Directed Writing Projects: Writing Summer Institute
Summer 2002 22 n/a
W609 Directed Writing Projects: Writing Summer Institute
Summer 2001 14 n/a
Note: The Writing Project Summer Institute participants fill out an assessment survey administered by the National Writing Project. (Not all participants take the institute for graduate credit.)
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MENTORING:
PH.D. STUDENTS: IU SCHOOL OF EDUCATION, INDIANAPOLIS. PH.D. PROGRAM IN LITERACY, CULTURE, AND LANGUAGE EDUCATION
Beth Lehman Outside reader, Ph.D. dissertation 2011 Lisa Clouse Member, Ph.D. qualifying examination committee 2011
Outside reader, Ph.D. dissertation 2011-2017 Susan Adams Member, Ph.D. qualifying examination committee 2010 Susan Schumacher Member, Ph.D. dissertation committee 2007
MA STUDENT THESIS COMMITTEES: DEPARTMENT OF ENGLISH, IUPUI
Brandie Bohney Member 2015-16 Mark Latta Chair 2013 Laura Gellin Chair 2012 Ali Morguson Member 2012 Chelsea Airey Chair 2011-12 Becky Armoto Member 2010-11 Dane Lamont Chair 2010-11 Davinia Yalimaiwai Member 2010 Keva Sherven Chair 2010 John Wieland Chair 2010 Diana Reynolds Member 2010 Ryan Costello Chair 2009 Gabe Harley Member 2009 John Johansson Chair 2009 Joe Vanegas Member 2008 Dottie Hutcherson Member 2006 Somer Taylor Member 2005 David Lawson Chair 2005 Kevin Meek Member 2004-05 Leslie Miller Chair 2004 June Hanson Chair 2003 Suzzette Raber Member 2000
GRANTS/FELLOWSHIPS IN TEACHING
ACTIVE TEACHING GRANTS/FELLOWSHIPS Title RISE Curriculum
Development SEED Teacher Leadership
Granting Agency Role Amount Dates
IUPUI Co-PI $ 5,000 2017-18 National Writing Project Director $15,000 2016-17
COMPLETED TEACHING GRANTS/FELLOWSHIPS Title Granting Agency Role Amount Dates
SEED Teacher Leadership National Writing Project Director $20,000 2014-16 SEED Teacher Leadership National Writing Project Director $20,000 2012-13 SEED National Writing Project Director $20,000 2012-13
Professional Development in a High-Needs School Hoosier Writing Project National Writing Project Director $40,000 2011-12 Hoosier Writing Project National Writing Project Director $56,000 2010-11 Hoosier Writing Project National Writing Project Director $56,000 2009-10 Hoosier Writing Project National Writing Project Director $53,000 2008-09 Hoosier Writing Project National Writing Project Director $43,000 2007-08 National Evaluation National Writing Project Director $48,000 2008-11
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ITW Writing Project National Writing Project Director $43,000 2006-07 Note: The ITW Writing Project changed names in 2007-08 to Hoosier Writing Project.
ITW Writing Project Indiana Dept. of Education Director $15,000 2006-07 ITW Writing Project National Writing Project Director $43,000 2005-06 ITW Writing Project Indiana Dept. of Education Director $15,000 2005-06 ITW Writing Project National Writing Project Director $43,000 2004-05 ITW Writing Project Indiana Dept. of Education Director $15,000 2004-05 ITW Writing Project National Writing Project Director $38,000 2003-04 ITW Writing Project Indiana Dept. of Education Director $15,000 2003-04 ITW Writing Project National Writing Project Director $25,000 2002-03 ITW Writing Project Indiana Dept. of Education Director $15,000 2002-03 ITW Writing Project National Writing Project Director $25,000 2001-02 ITW Writing Project Indiana Dept. of Education Director $15,000 2001-02 ITW Writing Project National Writing Project Director $25,000 2000-01 ITW Writing Project Indiana Dept. of Education Director $15,000 2000-01 ITW Writing Project National Writing Project Director $18,000 1999-2000 ITW Writing Project Indiana Dept. of Education Director $15,000 1999-2000 ITW Writing Project National Writing Project Director $14,000 1998-99 ITW Writing Project Indiana Dept. of Education Director $15,000 1998-99 ITW Writing Project National Writing Project Director $14,000 1997-98 ITW Writing Project Indiana Dept. of Education Director $15,000 1997-98 Gateway Project IUPUI Co-PI $2,000 2002-04
Links Between Principles of Undergraduate Learning and Courses in Writing Concentration. (with Kim Lovejoy and Anne Williams)
21st Century Teachers IU Co-PI $3,600 2002 Secondary English Education Team
Dean of Faculties Grant IUPUI Co-PI $7,000 1997-99 "Leadership English" (with Richard Turner)
SLA Technology Grant IU School of Liberal Arts Co-PI $8,000 1995 Technology Workshop for Associate Writing Faculty (with Susanmarie Harrington and Jan Blough)
Collaborative Teaching IUPUI Co-PI $500 1993 “Exploration in Dramatic Literature and Production: A Collaborative Study" (with Dorothy Webb, Communication and Theatre)
Network for Excellence in Teaching IUPUI Co-PI $6,000 1993
"Faculty Community Workshop for Multi-Media Classroom Materials" with Mary Boyd Grant-in-Aid for Teaching IUPUI Co-PI $3,000 1993
same workshop as above
INVITED AND PEER-REVIEWED PRESENTATIONS Peer-reviewed presentations indicated with an asterisk *
LOCAL
“Banned Books in the Classroom” Banned Books Week IUPUI September 2016
"Audience and Peer Feedback in ePortfolios"
"Audiences, Purposes, and Projects: Making Writing Assignments Matter"
TLC Eportfolio Summer Institute IUPUI
E. C. Moore Symposium IUPUI
June 2016
March 2016
“Teaching Argument” with Mel Wininger and Kristin Beeson
“Teaching Argument” with Mel Wininger and Melinda Lawrie
Wayne Township faculty June 2016
Danville High School faculty February 2015
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*“Multigenre Papers: Enlivening Academic Research Papers”
with Sara Harrell
REGIONAL
“Rewriting the Classroom” with David Sabol
“Uncommon Sense Teaching in a Common Core World”
Keynote Panel
E.C. Moore Symposium, IUPUI February 2008
FACET Retreat May 2014
Indiana Teachers of Writing October 2012
“Enlivening the Research Paper” FACET Retreat May 2012
“Supporting Good Writing Instruction: The Hoosier Writing Project”
with Susan Adams and Herb Budden
American Student Achievement Institute
January 2012
“Reviewing the MOVES: Expectations for College Writing”
Keynote Panel
Indiana College Writing Symposium October 2011
*“Rigor: The Fourth R” Indiana Teachers of Writing October 2009
*“Different Voices in the Writing Classroom: Responding to Student Writing”
*“Why Research? Revisioning Research”
*“Multi-Genre Research Papers: A Creative Alternative”
Indiana Teachers of Writing October 2008
Indiana Teachers of Writing October 2006
Indiana Teachers of Writing October 2004
*"Preparing Future English Teachers" Indiana Teachers of Writing October 2002
*"Approaches to Advanced Writing Courses in College English"
*“Teachers Do Portfolios: Using Teaching Portfolios to Improve and Document Your Teaching”
“Inviting Students into Academic Inquiry: First-year Composition as a Seminar on Work”
"Writing and Reading Our Lives: Literacy Autobiographies"
NATIONAL
Indiana Teachers of Writing October 2001
Indiana Teachers of Writing September 1999
Indiana Univ. Spring Symposium April 1999
Indiana Teachers of Writing September 1996
*“Composing Pedagogies of Labor” Conference on College Composition and Communication
March 2015
*“Learning Composition Theory the NWP Way”
Conference on College Composition and Communication
March 2012
*“Sustaining Your Invitational Summer Institute”
*“Expanding Offerings to Attract New Leaders: Invitations and Opportunities for Content Area Teachers”
National Writing Project November 2011
National Writing Project November 2010
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*"Reading Rainbow: Helping Content Area Teachers Think about Reading"
*“Ways In: Writing Project Sites Partnering with High Schools”
National Council of Teachers of English November 2009
National Writing Project November 2009
*“Why Teach the Multi-Genre Paper?” National Council of Teachers of English November 2007
“What We Talk About When We Talk About College Writing”
Keynote with Mary Nicolini
*“The Curriculum Campaign in Action: Conceiving and Campaigning for a Writing Concentration in the English Major at IUPUI”
*"Can We Talk? Conversations Between High School and College Writing Teachers"
Passports and Passages Symposium Hailey, Idaho
Conference on College Composition and Communication
Conference on College Composition and Communication
April 2007
March 2003
March 2002
*“What Does Literacy Look Like?” National Council of Teachers of English November 2000
*“The Subjects Speak in Indianapolis: Basic Writers’ Perceptions of Themselves as Writers and Students”
Council of Writing Program Administrators Conference
July 1999
*"Getting to Happily Ever After: The Teaching Portfolio Goes to College"
*"Portfolio Assessment in the Response-Centered Introductory Literature Course"
National Council of Teachers of English November 1998
National Council of Teachers of English November 1994
RESEARCH/CREATIVE ACTIVITY:
GRANTS/FELLOWSHIPS IN RESEARCH COMPLETED RESEARCH GRANTS/FELLOWSHIPS Grant in Aid for Research. IUPUI Co-PI $2,302 1998-99
“Study of Basic Writers and Basic Writing at IUPUI” with Prof. Susanmarie Harrington and Mary Sauer)
Dean of Faculties Grant IUPUI Co-PI $19,000 1996-97 Write to Learn Project. co-director (with Prof. Sharon Hamilton, Karen Black, and Sara Hook)
INVITED AND PEER-REVIEWED PRESENTATIONS Peer-reviewed presentations indicated with an asterisk *
LOCAL
*“Time to Rethink Student Writing: Are We Monocultural or Multicultural?” with Kim Brian Lovejoy
REGIONAL
University College Themed Learning Community Retreat, IUPUI
March 2015
*“What’s Language Got to Do With It? The Limitations of Code Switching”
Indiana Teachers of Writing October 2011
Respondent to a talk James Gee, linguist: talk on video games and literacy Key School, Indianapolis
March 2007
*“Teaching Writing to Linguistically Indiana Teachers of Writing October 2005
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Diverse Students”
*“Breakdown in Community: The Role of Non-Tenure-Track Faculty in College Composition Instruction”
“A History Lesson for English Teachers: The Teaching of English in Indianapolis Public Schools 1853- 1920"
NATIONAL
Indiana Teachers of Writing September 1998
Indiana Teachers of Writing October 1993
*“From Wyoming (Resolution) to Indiana(Resolution): A Working Session on a Work in Progress”
*“Language Difference in the Major and Beyond”
Conference on College Composition and Communication
Conference on College Composition and Communication
March 2015
March 2013
*“Ever-Widening Circles: Extending the Conversation about Linguistic Diversity to a Writing Program and the Community”
Watson Conference October 2010
*“Fluent Writing or Changed Attitudes: What Are We Looking For?”
“Inviting Language Diversity” panel
*“Language Diversity in the Writing Program”
*“Separate but Equal? Professional Expectations for Tenure-Line and Non- Tenure-Line Faculty”
Conference on College Composition and Communication
Conference on Intercultural Rhetoric and Written Discourse Analysis Conference on College Composition and Communication
Conference on College Composition and Communication
April 2008
July 2005
March 2005
March 2004
*”Helping Working Class Students Mix Function and Art to Become Carpenters and Poets”
National Council of Teachers of English November 2002
*”Departmental Community: Faculty, Students, and Staff on a Listserv”
*”The Social Promise of the Progressive Era: A Local History of Writing Instruction in the Early Twentieth Century”
Conference on College Composition and Communication
Conference on College Composition and Communication
March 1996
March 1995
Research Network Forum, CCCC March 1994 *”History of Literacy in Indianapolis”
*”Literacy on the Boundary”
Conference on College Composition and Communication
March 1992
SERVICE:
UNIVERSITY SERVICE: DEPARTMENT
Writing Coordinating Committee Member; Chair 1994-96, 2006- 1992-2001, 2006- Writing and Literacy Program Director 2001-04, 2008-
University Writing Center Director
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Search Committee Chair 2014-15 Writing Program Secretary Search
Committee Chair 2014 Writing Program Lecturer
Search Committee Chair 2012, 2013 Writing and Literacy Search Committee Co-Chair 2009-10 Taylor Symposium Planning Committee Co-convenor 2009-10 Program Directors Committee Member 2009- Graduate Studies Committee Member 2005-09 Department Self-Study Committee Member 2005-06 Faculty Retreat Planning Committee Member 2003 Trustee Lecturers Search Committee Member 2002 Executive Committee Member 1998-2006 Promotion and Tenure Committee Adjunct Member 2002, 2003 English Education Committee Member 2000-2002 Chair Search Committee Member 2000 English Lecturer Search Committee Member 2001 ESL Lecturer Search Committee Member 2001 Undergraduate Student Life Comm. Chair 1996-98
SCHOOL OF LIBERAL ARTS
Masarachia Scholars Program Board of Directors 2010-13 Common Core Curriculum Committee Member; Chair 2003-04 2002-2004 Explore IUPUI Committee Member 2001-2004 Scholarship Committee Member 2000, 2004 Committee on Teaching and Advising Chair 1998-2000 Task Force on Advising Member 1997-98 Curriculum Committee Member; Chair 1996-97 1995-97
CAMPUS
Associate Faculty Teaching Forum Advisory Board Member 2016 Crispus Attucks Early College Program
Advisory Council/Steering Committee Member 2008- Placement Committee/Testing Center
Advisory Committee Member 2007- Associate Faculty Advisory Board Member 2014-2015 Undergraduate Curriculum Advisory Committee
Member 2011-12, spring 2013
Crispus Attucks Medical Magnet
High School Faculty Fellow 2011-13 Summer Success Academy Committee Member 2009-12 Council on Teacher Education Member 2000-10 Faculty Affairs Committee Member 2004-2010 P-20+ Council Member 2008- 2010 School of Education Benchmark III
Assessment Team Member 2005-06 School of Education Review Committee
for Associate Dean Chris Leland Member 2004 English Education Search Committees Member 2001, 2002 Campus Writing Advisory Committee Member 1998-2003 Center for Teaching and Learning Teaching Portfolio Workshop Leader 17 Feb., 10 March,
14 April, 11 June 1999; 12 June 00 Brain Gain Task Force Member 2000-2001 Part-Time Faculty Affairs Committee Advisor 1996-2001 Program Review and Assessment Member 1997-98 Write to Learn Project Reader; Co-Director, 1996-97 1995-97 Library Affairs Committee Member 1995-97
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UNIVERSITY IU Writing Program Directors Member 2010- IU-Kokomo Program Review Co-Reviewer Fall 2015 Future Faculty Teaching Fellows
Summer Institute, Indiana University Workshop leader August 2000; July 2004
PROFESSIONAL SERVICE: LOCAL Crispus Attucks High School Faculty Fellowship 2017 Second Story Board of Directors 2008-13 Noblesville High School Workshop leader (monthly) 2008-11 Crispus Attucks Medical Magnet Faculty Fellowship 2011-12 John Marshall High School Consultant/workshop leader 2008-10 Community Literacy Summit Presenter June 2009 Arsenal Technical High School
Site-Based Decision-Making Comm. Community representative 2005-07 PDS Writing Project Project evaluator 2005-07 Project Write Project co-developer 2006-07 IPS School 46 Faculty workshops
2006 Central Indiana Educational Service Center Workshop for curriculum leaders December
2006 Hamilton Southeastern High School Workshop leader August, 2002
Perry Meridian High School Presenter November 2001 National Federation of High Schools Workshop leader January 2001 Center for Inquiry, IPS School #2 New teacher interviews 2006
Career Day speaker April 2004 Discovery Group Leader 1998-99 Middle school curriculum planning 1997-98
Greater Indianapolis Literacy League Board of Directors 1994-96 Seminar organizer, co-presenter May 1994, Jan
1996 Noblesville High School Honors Program panelist December 1995 North Central High School Rater, Freshman essays March 1993
REGIONAL Indiana Teachers of Writing Executive Board; Vice-President 2016- 2014-
Central and Southern Indiana Region-
Scholastic Art and Writing Awards Co-Coordinator 2009- National Writing Project-Indiana. Director 2008- North Knox High School, Vincennes,
Indiana Faculty Workshop February-May, 2007 Eastern Greene High School Faculty workshop 2006 Indiana Department of Education
Core 40 11th grade assessment exam Exam question reviewer November 2004; November 2005; Indiana Teachers of Writing
Executive Board
January 2007 1994-96
Indiana Teachers of Writing Treasurer 1996-97. Indiana Teachers of Writing Session Organizer 26 Sept. 1996
NATIONAL Labor Caucus/Special Interest Group
Conference on College Composition and Communication
Member
2009-
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National Writing Project Reviewer, annual site reports 2005-6; 2008-11 McGraw-Hill Publishing Consultant, Rhetoric Symposium 3-4 November 2007 Bibliography of Composition and
Rhetoric. CCCC. Contributing bibliographer 1998, 1999 Graduate Management Admissions
Test Essay scoring January 1996 American Association for Higher
Education. 6th National Conference on School/College Collaboration IUPUI representative. October 1995
PUBLICATIONS *indicates publications in rank
TEACHING
Refereed Book Weese, Katherine L., Stephen L. Fox, and Stuart Greene, eds. Teaching Academic Literacy: The Uses of Teacher-Research in Developing a Writing Program. Lawrence Erlbaum, 1999. With Weese and Greene, I co-wrote the introduction, “The Value of the University of Wisconsin-Madison’s First-Year Writing Curriculum,” xiii-xxvi, and I wrote a chapter, "Inviting Students to Join the Literacy Conversation: Towards a Collaborative Pedagogy for Academic Literacy," 21-43.
Refereed Book Chapters
*T5. Fox, Stephen, and Kim Brian Lovejoy. “Boundary Crossings and Collaboration in a Graduate Certificate in Teaching Writing.” Degree of Change: The MA in English Studies, edited by Margaret Strain and Rebecca Potter, NCTE, 20016, pp. 99-119.
*T4. Fox, Stephen. "Working Together, Advancing Alone: The Problem of Representing Collaboration in Teaching Portfolios." Composition, Pedagogy, and the Scholarship of Teaching, edited by Deborah Minter and Amy Goodburn, Cross Currents series, Boynton/Cook, 2002, pp. 132-142.
*T1. Budden, Herb, Mary Nicolini, Steve Fox, and Stuart Greene. "What We Talk about When We Talk about College Writing." Teaching Writing in High School and College: Conversations and Collaborations, edited by Tom Thompson, NCTE, 2002, pp. 73-93.
Refereed Articles
*T2. Higgs-Coulthard, Katherine, and Steve Fox. “Creating Space for Wanna-Be Writers: Reflections on Our First Summer Youth Writing Project.” Scholarlypartnershipsedu, vol. 4, no. 2, 2009, pp. 38-51.
*T3. Nicolini, Mary, and Stephen Fox, with contributions by Beau Sousa, Paul Hankins, Christian Knoeller, and Ray Palasz. “Learning the Tune: Writing Teachers Write Together.” scholarlypartnershipsedu, vol. 4, no. 2, 2009, pp. 82-91.
RESEARCH/CREATIVE ACTIVITY
Refereed Book Chapter
*R3. Fox, Steve. "The Work Of Composition: Helping Students Mix Function and Art to Become Carpenters and Poets." Academic Literacy in the English Classroom: Helping Underprepared and Working Class Students Succeed in College, edited by Carolyn Boiarsky and William J. Macauley, Jr., Boynton/Cook, 2003, pp. 82-94.
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Refereed Articles
*R2. Fox, Steve and Michael Powers. “Half a Loaf: A Promotion Process for Adjunct Faculty.” Forum:Issues about Part-Time and Contingent Faculty, vol. 21, no. 1, 2017. forthcoming
*R5. Lovejoy, Kim Brian, Steve Fox, and Scott Weeden. "Linguistic Diversity as Resource—A Multi-LevelApproach to Building Awareness in First-Year Writing Programs (and Beyond)" Pedagogy, vol. 18, no. 3.forthcoming
*R1. Fox, Steve. "Looking in the WPA Mirror: Balancing Roles and Taking Action." Forum: Issues About Part-Time and Contingent Faculty, vol. 16, no. 2, 2013, pp. A3-A6. Published as an insert in Teaching English inthe Two-Year College, vol. 40, no. 3, 2013.
*R4. Kim Brian Lovejoy, Fox, Steve, and Katherine V. Wills. “From Language Experience to ClassroomPractice: Affirming Linguistic Diversity in Writing Pedagogy.” Pedagogy: Critical Approaches to TeachingLiterature, Language, Composition, and Culture, vol. 9, no. 2, 2009, pp. 261-87.
Harrington, Susanmarie, Steve Fox, and Tere Hogue. "Power, Partnership, and Negotiations: The Limits of Collaboration." WPA: Writing Program Administration, vol. 21, no. 2-3, 1998, pp. 52-64.
Fox, Steve. "Memories of Play, Dreams of Success: Literacy Autobiographies of First- Year College Students." English in Texas, vol. 28, no. 2, 1997, pp. 17-26.
Non-refereed Encyclopedia Article
Fox, Stephen. "Literacy." Encyclopedia of Indianapolis, edited by David J. Bodenhamer and Robert G. Barrows, IUP, 1994, pp. 919-921.
SERVICE
Non-refereed Editorials
*Fox, Steve. "Instead of slogans, try this to improve schools. " Indianapolis Star 27 Nov. 2010.
*Fox, Stephen. "Why do athletics play an oversized role? " Indianapolis Star 30 Sep. 2010. Non-
refereed Newsletter Article
Fox, Steve. “Learn to Write to Learn: Writing as a Way of Thinking.” Facultygram. IUPUI Office of
Campus Writing. 1998.
Non-refereed Book Review
Fox, Stephen. Rev. of By the Sweat of the Brow: Literature and Labor in Antebellum America, by
Nicholas K. Bromell. American Literature, vol. 66, 1994, pp. 841-842.
25 May 2017 (Date) (Signature of Candidate)
Candidate’s Statement
Stephen Fox
Primary Area of Evaluation: Teaching
In my 25 years at IUPUI—and my 36 overall years of teaching at 5 different institutions—I have
developed a clear professional identity: I am a teacher of writing and of writing teachers. My
case for promotion rests on excellence in teaching and satisfactory work in research and service.
To support the case for excellence, I have made significant achievements in curriculum
development as Director of Writing, which includes the general education Writing Program and
the concentration in Writing and Literacy, as well as in the English MA and graduate Certificate
in Teaching Writing (CTW). As a teacher of writing teachers, and in particular as Director of the
Hoosier Writing Project, a site of the National Writing Project, I have worked with
undergraduates in Education, graduate students, and teachers at all levels, kindergarten through
college. Through the hundreds of future and practicing teachers I have taught and mentored, I
have influenced the teaching of writing to thousands of Indiana students. I have shared my
scholarship of teaching and learning at all levels—in areas including linguistic diversity,
collaboration between K-12 and college writing teachers, the professional development and
education of writing teachers, and working conditions of college writing faculty—in ten book
chapters and journal articles, and 40 national, regional, and campus conferences and workshops.
These achievements were recognized by the IUPUI Chancellor’s Award for Excellence in
Teaching in 2015 and are now the basis for my seeking promotion to the rank of Professor of
English.
Teaching
My achievements in teaching include five peer-reviewed publications and 28 conference
presentations in teaching; excellent classroom teaching recognized by student evaluations, peer
reviews, and teaching awards; extensive course and program development; and statewide
professional development of future and current K-12 teachers, supported by $758,000 in federal
and state grant money since 2000.
Scholarship of Teaching and Learning
My areas of pedagogical scholarship include the teaching of first-year writing, portfolios and
literacy narratives, multi-genre writing, language diversity, and collaboration. I have ten peer-
reviewed publications in rank; I discuss five that focus on the scholarship of teaching in this
section, reserving five of the more research-oriented publications for that section. Also in rank, I
have presented 18 national, 15 regional, and 5 campus conference talks and workshops, making
connections between my local teaching context and the larger field of writing studies.
In my teaching scholarship, I have highlighted the intersections between university and K-12
writing pedagogy. I have collaborated with my colleagues in the Hoosier Writing Project (HWP)
on three publications about teaching writing that help articulate National Writing Project (NWP)
values for a wider audience. These include "What We Talk about When We Talk about College
Writing" [T01], a chapter in an edited collection presenting the joint work of high school and
college teachers of writing. Working with my co-authors—two of whom were HWP co-
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directors—I created a dialogue about our sense of what “college writing” means on both sides of
the high school/college divide. This chapter contributes to the ongoing conversation about the
pressures on high school teachers to prepare students for “college writing” and explores that
elusive concept. Reading this chapter led the organizers of the Passports and Passages
Symposium in Idaho to invite Mary Nicolini and me to give the keynote address at their April
2007 meeting.
Two articles serve as case studies of NWP principles in action. In “Creating Space for Wanna-Be
Writers: Reflections on Our First Summer Youth Writing Project” [T02], co-author Katherine
Higgs-Coulthard, an HWP teacher-consultant, and I analyze how a two-week summer writing
project directs young student writers to develop and improve their craft, while also providing
valuable professional development for participating teachers. In “Learning the Tune: Writing
Teachers Write Together” [T03], Mary Nicolini and I explore the benefits that accrue when
teachers write together in community. We argue that because writing is a craft, teachers of
writing must practice that craft.
In all of these publications, I demonstrate the value of collaboration and conversation, arguing
that the teaching of writing in college must be informed by an understanding of K-12 writing
instruction, and vice-versa. My teaching engages with overlapping communities of scholarly
teachers. I write about the challenges writing professors in particular face when representing
collaborative work in "Working Together, Advancing Alone: The Problem of Representing
Collaboration in Teaching Portfolios" [T04], a chapter in Composition, Pedagogy, and the
Scholarship of Teaching edited by Deborah Minter and Amy Goodburn. I argue that we need to
apply theory and scholarship on collaboration, ranging from feminist theory to learning theory to
social views of language, to our own faculty work. Finding little discussion of this problem in the
literature on teaching portfolios, I analyze the ways I represented collaborative work in my own
teaching portfolio, and recommend applying such understandings to promotion dossiers and
scholarly writing.
I draw on my work in the Certificate of Teaching Writing program and my twenty years as
Director of HWP in “Boundary Crossings and Collaboration in a Graduate Certificate in
Teaching Writing” [T05], co-authored with Professor Kim Brian Lovejoy and published in
Degree of Change: The MA in English Studies, a 2016 collection published by the National
Council of Teachers of English. In this chapter, we argue for the importance of such a program
as a site fostering cross-level teacher collaboration and teaching scholarship and include
assessment of the program’s impact. Reflecting on the value of graduate certificate programs in
teaching writing is especially important in the current climate of educational reform and
accountability.
Classroom Teaching and Curriculum Development
In striving for excellence in classroom teaching, I have fostered student learning, developed
courses and curriculum, and continually reflected on and revised my teaching practice. In my
time in rank at IUPUI, I have taught 15 different courses, 12 undergraduate and 3 graduate.
Although human learning is too complex to isolate any one factor, student reflection on their
learning in my courses and the work produced in final portfolios and projects demonstrate that I
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provide a nurturing environment for students to grow as writers, readers, and thinkers. My W131
course portfolio (see Appendix) provides evidence of student learning.
Curriculum and program development have been hallmarks of my career at IUPUI. In rank, I
have developed 6 courses, significantly revised 4 of them, and led the effort to advance
curriculum development for general education writing courses. For example, I co-developed the
initial syllabus for W210, Literacy and Public Life, which serves as the gateway course for our
Writing and Literacy concentration, and later taught the course myself, making significant
revisions. In 2009 I developed another new course, W390, Writing for Social Change, to serve
as the spring seminar for students in the University’s Masarachia Scholars Program. I
subsequently mentored my colleague Gail Bennett as she turned this variable sub-title course
into a permanent course. When I began teaching two established courses in the Writing and
Literacy major—W350, Advanced Expository Writing, and W400, Issues in Teaching Writing—
I adopted new textbooks and developed new syllabi, which I continued to refine over the
semesters I taught these courses.
As Director of the Writing Program since 2006, I have continually taught W131, Reading,
Writing, and Inquiry; its honors equivalent, W140; and W270, Argumentative Writing, engaging
in curriculum innovation and revision in my own sections and through collaboration with my
colleagues. This ongoing teaching of general education writing courses has allowed me to lead
by example and to inform my scholarship with practice. My leadership of this program thereby
affects 4,400 students each academic year. I have presented at program workshops for faculty on
using multi-genre writing, incorporating students’ diverse language backgrounds, taking a
rhetorical approach to writing instruction, and encouraging student writers’ creativity and
curiosity. I worked with two colleagues to evaluate and revise our guided self-placement,
drawing on scholarship about this still cutting-edge approach. I piloted the use of grading
contracts or “covenants” in our courses and have facilitated conversations to develop this idea in
relation to portfolio-based assessment practices.
I have also been instrumental in the development and growth of our Writing and Literacy
concentration in the English department by guiding faculty to develop and refine the curriculum.
Students in this concentration take eight of eleven required courses in writing studies; these
courses range from professional writing to literary non-fiction to writing for social change, from
editing to rhetorical grammar, from online writing and publication to teaching writing. This work
resulted in my talk, “The Curriculum Campaign in Action: Conceiving and Campaigning for a
Writing Concentration in the English Major at IUPUI,” at the Conference on College
Composition and Communication in 2003. We have since developed three writing minors,
including Professional and Public Writing, and Professional and Digital Writing, and counted
over 40 majors and minors in Fall 2016.
I am currently working with an IUPUI faculty Leadership Team to develop an interdisciplinary
capstone course emphasizing community engagement. Working with this group representing five
different IUPUI Schools, I wrote a successful RISE grant application for $5,000 to help support
our work and have been a leader in developing the proposed syllabus and initiating partnership
with a community organization.
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At the graduate level, I worked with Professor Lovejoy to create a Certificate in Teaching
Writing as part of our English MA program and have developed three central courses: the core
course in writing, W509, Introduction to Writing and Literacy Studies; W590, Teaching
Composition: Theories and Applications; and W605, Writing Project Summer Institute. Many of
the teachers in both programs participate in the Summer Institute, which I facilitate. I have also
chaired eleven MA thesis committees in rank, and additionally served on eleven other thesis
committees.
Hoosier Writing Project
My scholarly work on collaboration across education levels has grown out of, and in turn
informed, my work with the Hoosier Writing Project (HWP), a site of the National Writing
Project (NWP). NWP is the most highly respected professional development network for
teachers in the nation. Directing the IUPUI site of NWP since 1997 has allowed me to work with
writing teachers across Indiana who work with first graders through graduate students in rural,
suburban, and urban schools. To make this work possible, I have written successful grant
applications to NWP, and for many years to the Indiana Department of Education, bringing in
$758,000. This grant money has paid for institute and workshop leaders, teacher participant
stipends, professional books, conference attendance, and website development, and the grant
applications have required peer review of the work of HWP.
My work as director involves professional and scholarly engagement with Indiana teachers. I co-
teach a summer institute with two teacher-consultants from the K-12 level; we spend three weeks
guiding a roomful of teachers discussing pedagogy, reading professional literature, engaging in
teacher inquiry, demonstrating teaching practices, writing, and responding to each other’s
writing. Since I began directing HWP in 1997, 356 teachers have participated in our invitational
summer institutes. Every summer, teachers declare this institute the best professional
development experience they have ever had. Teachers stay involved with HWP through
advanced institutes (369 teachers have attended those institutes), workshops, retreats, and
conferences that I help plan, coordinate and deliver. Through inservice workshops in schools and
districts, HWP in my time in rank has reached 3,804 educators. One example of that professional
development is my work on content-area reading. I partnered with two HWP teacher-consultants
to arrange, plan, and facilitate three years of monthly workshops on teaching reading for teachers
in all disciplines at Noblesville High School. The principal of the school saw the positive results
of our work; in a time of shrinking school budgets, she funded those workshops and asked us to
double the time we spent and the number of teachers involved. These successful workshops led
the NWP to invite me to co-lead a workshop for teachers from around the country in November
2010.
My achievements in teaching have been recognized by my university peers. In 2011, after
submitting a dossier documenting my scholarship of teaching and learning, I was inducted into
the Indiana University Faculty Academy on Excellence in Teaching, FACET. Each year, 20-25
faculty from across the IU system are invited into FACET. At the campus level, in 2015 I
received the highest teaching award at IUPUI, the Chancellor’s Award for Excellence in
Teaching.
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Research
My five research publications and twelve peer-reviewed research presentations investigate and
theorize the socio-economic and institutional contexts for writing pedagogy and the evolving
nature of writing as a human and cultural practice. My scholarship also involves the
collaboration that distinguishes my teaching and my service. More specifically, it examines the
intersections of writing with labor, social class, and linguistic diversity.
Two of my publications and several conference presentations examine the work of writing
faculty, in particular adjunct or part-time faculty. The articles appear in Forum: Issues About
Part-Time and Contingent Faculty, sponsored by the Conference on College Composition and
Communication. In "Looking in the WPA Mirror: Balancing Roles and Taking Action" [R01], I
write about the competing roles I have played as a Writing Program Administrator, including
“director” or “boss” and “colleague” or “advocate.” I place my own work as a supervisor of and
advocate for contingent faculty in the context of scholarly discussions of the tensions writing
program administrators face in this ongoing crisis of the status of college writing instructors. In a
forthcoming peer-reviewed article (Fall 2017), “Half a Loaf? Hard Lessons When Promoting
Adjunct Faculty” [R02], co-written with my colleague Mick Powers, we examine our adjunct
faculty promotion process in the context of national discussions of the rise of contingency in
university faculty ranks. Despite reservations, we argue that a promotion process for adjunct
faculty can enhance professionalism, but larger systemic changes are needed.
I research the intersection of class and curriculum in "The Work of Composition: Helping
Students Mix Function and Art to Become Carpenters and Poets" [R03], a chapter in the edited
collection Academic Literacy in the English Classroom: Helping Underprepared and Working
Class Students Succeed in College (Boynton/Cook, 2003). In this chapter, I explore what
difference being working-class (or not) makes to students and to me as their teacher in first-year
composition. I analyze the writing of several of my working-class students composed within a
work-focused curriculum I designed for first-year composition. This chapter exemplifies how my
research and teaching inform each other.
I am part of a research group on linguistic diversity in writing that presents at national, regional,
and local workshops and conferences and publishes articles in well-regarded venues in the field.
Our research has explored how writing teachers can help students understand language varieties,
accept them as valid, and incorporate them or build on them for their writing in school and
beyond. A 2009 article co-authored with Lovejoy and Katherine Wills, “From Language
Experience to Classroom Practice: Affirming Linguistic Diversity in Writing Pedagogy” [R04],
published in Pedagogy: Critical Approaches to Teaching Literature, Language, Composition,
and Culture, demonstrates how language experiences and reflection can create paths that lead to
renewed pedagogy and classroom practices that embrace linguistic diversity. In my section, I
write about my early experience teaching English as a Second Language in a Hong Kong
Chinese-language school; then I explain the ways I have incorporated my understanding of
language diversity in teaching first-year writing. We conclude with an assessment of our
pedagogy and classroom practices, and how we can build on them to improve our teaching as
well as shape the contour of our writing program. This article was reprinted in Students’ Right to
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Their Own Language, an NCTE/Bedford anthology edited by Staci Perryman-Clark, David E.
Kirkland, and Austin Jackson.
A second article, co-authored with Lovejoy and Scott Weeden, “Linguistic Diversity as
Resource—A Multi-Level Approach to Building Awareness in First-Year Writing Programs (and
Beyond)" [R05], has been accepted by Pedagogy and is scheduled for publication in spring 2018.
In this article, drawing on research in systems theory and our own programmatic efforts to
recognize, value, and integrate language differences in first-year composition, we argue for a
multi-level approach for sustainable and systemic change. We show how multi-level work—
including faculty development, conversations across campus, and developing university
alliances—identifies points of leverage for enacting language rights in institutional settings. I
continue to work with Lovejoy and Weeden to develop a language policy for our Writing
Program, involving program faculty in this research and teaching loop.
Service
My university and professional service has been extensive. In the English Department, my major
role has been Director of the Writing Program, discussed below. Earlier, I served eight years as
Associate Chair for Students in the department, which included being lead advisor for English
majors. I have chaired four faculty search committees. In 2009-10, I was co-convener of the
Taylor Symposium committee; we organized and presented a campus and community
symposium on language diversity, to which I contributed my expertise and drew on my K-12
teaching network.
My most important department and university service has been directing the IUPUI Writing
Program, which includes guided self-placement, three versions of first-year writing (stretch,
regular, and honors), and a suite of second-level courses required by various programs on
campus. I am responsible for a collaborative, collegial program that brings together almost fifty
instructors, including (as of 2017) four tenure-line faculty, twenty full-time lecturers and senior
lecturers, and twenty-five part-time faculty. We administer this program through a Writing
Coordinating Committee (WCC) that meets monthly. I work with the WCC to develop, review,
and assess curriculum; to hire, evaluate, and mentor faculty; to offer annual and semester
workshops; to advocate for our many non-tenure-track faculty; and to coordinate our work with
other programs and schools at IUPUI.
In the School of Liberal Arts, I chaired the Common Core Curriculum Committee, a joint
committee of Liberal Arts and Science, and guided the committee in developing revised
guidelines for junior-senior integrator courses. I also served on the Board of the Masarachia
Scholars Program, which relates to my research and teaching interests in labor and for which I
developed a new course. My interest in labor also led to my jump-starting and serving as advisor
to the Associate Faculty Coalition, an organization of part-time contingent faculty on the IUPUI
campus.
At the campus level, I served on the IUPUI Faculty Affairs Committee for six years, working on
a sub-committee that studied the use of student course evaluations across campus. I have also
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worked on contingent faculty issues by serving on the IUPUI Associate Faculty Advisory Board
and most recently on the IUPUI Associate Faculty Teaching Forum Advisory Board.
Throughout my time at IUPUI, I have been the main faculty liaison between the English
Department and the School of Education. From 2000-2002, I helped to revise the English
Education requirements. The School of Education has entrusted me to serve on two search
committees, an associate dean’s review committee, and a benchmark assessment team; I have
also served on qualifying exam and dissertation committees for three Ph.D. students in Language
and Literacy. I served on the IUPUI Council on Teacher Education from 2000-2010.
Through an Indiana University group of writing program directors, I have been instrumental in
developing two statewide writing conferences and a document outlining the common elements in
ENG W131 across all eight system campuses.
My professional service has included being an inaugural board member of Second Story, an
organization devoted to fostering a love of creative writing among children and teens, and
serving on the site-based decision-making committee of Arsenal Technical High School. As
Director of the Hoosier Writing Project (HWP), discussed under Teaching, I have worked with
community education staff at Butler University to direct the Central and Southern Indiana
Region of the Scholastic Art and Writing Awards. We recruit submissions from teens across the
state, organize judging by professional artists and writers, produce an anthology of award-
winning student work, and organize the awards ceremony.
I have also served the K-12 community through my work with Indiana Teachers of Writing
(ITW), a statewide organization that “promotes collaborative inquiry into writing instruction, the
work of writing students, and the classrooms that nurture writers.” I have been involved with
ITW since 1994, serving on the Executive Board, helping plan the annual conference and
supporting professional development of writing teachers. For several years, I coordinated a group
of teacher leaders in HWP who ran the ITW annual conference. In the past few years, I have
worked with a newly constituted board of ITW to reinvigorate that organization, extending our
reach to a new generation of teachers.
Conclusion
I look back on my work as a teacher of writing and teacher of writing teachers with gratitude for
the opportunities it has given me to work with outstanding colleagues at the university and K-12
level, in Indianapolis, across the state of Indiana, and across the US through the National Writing
Project. As I continue this work, I look forward to developing our Writing Program’s language
policy and helping other teachers develop writing pedagogies that engage the rich diversity
students bring to us. I will find new avenues to foster this work through initiatives of the Hoosier
Writing Project and the Indiana Teachers of Writing. In my scholarship and my service, I will act
in concert with my colleagues to improve the working conditions of writing faculty, thereby
enhancing the learning of future generations of writing students.
Discussion of 3-5 most significant publications/exhibitions
As noted in my candidate’s statement, I have ten peer-reviewed publications in rank; I discuss
the five that focus on the scholarship of teaching in the comparable file in Teaching, and here
discuss the more research-oriented publications.
Two publications grow out of my work with a research group on linguistic diversity. A 2009
article co-authored with Kim Brian Lovejoy and Katherine Wills, “From Language Experience
to Classroom Practice: Affirming Linguistic Diversity in Writing Pedagogy” [R04], published in
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture,
demonstrates how language experiences and reflection can create paths that lead to renewed
pedagogy and classroom practices that embrace linguistic diversity. This article was reprinted in
Students’ Right to Their Own Language, an NCTE/Bedford anthology edited by Staci Perryman-
Clark, David E. Kirkland, and Austin Jackson. A second article, co-authored with Lovejoy and
Scott Weeden, “Linguistic Diversity as Resource—A Multi-Level Approach to Building
Awareness in First-Year Writing Programs (and Beyond)" [R05], has been accepted by
Pedagogy and is scheduled for publication in spring 2018. In this article, drawing on research in
systems theory and our own programmatic efforts to recognize, value, and integrate language
differences in first-year composition, we argue for a multi-level approach for sustainable and
systemic change. Both articles address the urgent need to analyze, theorize, and address the
growing linguistic diversity in our university writing classrooms, a diversity that includes
American dialects of English, world Englishes, and the many languages spoken by international
students.
Another pair of publications address the labor crisis in writing programs and higher education
more broadly, where a majority of faculty are non-tenure-track, and a high percentage are
adjunct, often receiving no benefits or job security. The articles appear in Forum: Issues About
Part-Time and Contingent Faculty, sponsored by the Conference on College Composition and
Communication. In "Looking in the WPA Mirror: Balancing Roles and Taking Action" [R01], I
write about the competing roles I have played as a Writing Program Administrator, including
“director” or “boss” and “colleague” or “advocate.” In a forthcoming peer-reviewed article (Fall
2017), “Half a Loaf? Hard Lessons When Promoting Adjunct Faculty” [R02], co-written with
my colleague Mick Powers, we examine our adjunct faculty promotion process in the context of
national discussions of the rise of contingency in university faculty ranks.
All of these publications are discussed at greater length in my candidate’s statement.
FutureplansforongoingprogramofresearchIwillcontinuemyworkonlanguagediversityinthewritingclassroomandprogramwithmycolleaguesLovejoyandWeeden.WeareworkingwithagroupofWritingProgramfacultytodevelopalanguagepolicyfortheprogram,supplementedwithresources.Asweassesstheimpactofthispolicyonfaculty,curriculumandstudents,wewilldevelopaco-authoredarticletobesubmittedtoarelevantjournal,suchasWritingProgramAdministration,orCollegeCompositionandCommunication.Iwouldliketocontinuedoingresearch,theorizing,andwritingaboutlaborconditionsinthefieldofcomposition/rhetoric.IplantowriteanarticleabouttheroleoflecturersintheIUPUIWritingProgram,puttingthisexperienceintothelargercontextoftheevolvingroleoflecturersatIUPUIandtheroleofteaching-intensivefull-timefacultyinourfieldnationally.IservedonthecampusFacultyAffairsCommitteefrom2004-2010,andduringthattimeworkedonasub-committeethatinvestigatedtheroleoflecturers,inparticulartheirroleinfacultygovernance.Ico-wroteabookchapteraboutlecturersintheWritingProgram,butthebook’seditorhadtodroptheproject,soIhavebeendiscussingthatchapterwiththeoriginalco-authorsanddraftingnewmaterial.Thisissueisbecomingmoreimportantgiventhewayhighereducation,andourfieldinparticular,ismovingtowardmorecontingentfaculty.
Significance and impact of research presentations My twelve peer-reviewed research presentations have allowed me to work out ideas about linguistic diversity and faculty labor in writing programs with important local, state, and national audiences of writing studies faculty. These presentations have taken me, and usually my colleagues who work with me on these issues, to our largest and most visible conferences, as well as to smaller but significant conferences and workshops. I have presented on linguistic diversity—versions of English and international languages, and the increasingly hybrid blend of languages found in popular and scholarly writing—at the Indiana Teachers of Writing, a statewide conference for teachers at all levels, K-college; at the National Council of Teachers of English, again an association for teachers at all levels; and at the Conference on College Composition and Communication, the national association of scholars and faculty in the field of composition/rhetoric/writing studies. With my colleagues Kim Brian Lovejoy, Scott Weeden, and Katherine Wills, I presented at the Watson Conference in Louisville, Kentucky, in 2010; the entire conference “examine[d] the working of rhetoric and composition in the era of the globalization and localization of English” and featured the most prominent scholars in our field who are addressing this issue. My presentations on labor issues, particularly the increasing use of part-time and full-time non-tenure track faculty in writing programs, have been fewer in number but also highly significant to our field. Special issues of journals and even monographs address this issue from many angles. I have been a member of the Labor Caucus in the Conference on College Composition and Communication, and at our 2014 workshop in Indianapolis we revisited a landmark policy statement, the Wyoming Resolution, and decided it needed to be rewritten for the current context and in light of its failure to result in meaningful change. Out of that discussion we proposed, and had accepted, a session for 2015: “From Wyoming (Resolution) to Indiana (Resolution): A Working Session on a Work in Progress.” I might note that proposals for NCTE and CCCC are reviewed anonymously by carefully selected reviewers, and the rate of acceptance is rather low: 33-38% for CCCC and around 33% for NCTE.
As Director of Writing in English (which includes directing the general education Writing Program and the Writing and Literacy concentration in the English major), I receive two course releases per year and have a 2/1 teaching load. These courses usually include one or two Writing Program courses (such as W131 or its honors version W140, or W270 Argumentative Writing), one or two courses in our Writing and Literacy concentration, and some years a graduate course. I regularly teach a graduate course in the summer, W605, Writing Project Summer Institute. In addition to these teaching duties, I usually direct one or two sections of Independent Study or Directed Writing and regularly serve on MA thesis and PhD dissertation commmittees.
Disseminated scholarship on teaching and learning
Publications
I have five peer-reviewed publications in rank that focus on the scholarship of teaching and
learning. These publications have highlighted the intersections between university and K-12
writing pedagogy. I have collaborated with my colleagues in the Hoosier Writing Project (HWP)
on three publications about teaching writing that help articulate National Writing Project (NWP)
values for a wider audience. These include "What We Talk about When We Talk about College
Writing" [T01], a chapter in an edited collection presenting the joint work of high school and
college teachers of writing, and two journal articles: “Creating Space for Wanna-Be Writers:
Reflections on Our First Summer Youth Writing Project” [T02]; and “Learning the Tune:
Writing Teachers Write Together” [T03]. The book chapter contributes to the ongoing
conversation about the pressures on high school teachers to prepare students for “college
writing” and explores that elusive concept. The two articles serve as case studies of NWP
principles in action, analyzing the way students and teachers develop their craft by writing
together in community.
Those three publications demonstrate the value of collaboration and conversation, arguing that
the teaching of writing in college must be informed by an understanding of K-12 writing
instruction, and vice-versa. This collaborative scholarship that brings together K-12 and college
teachers of writing fills an important need in education, but also creates challenges for university
professors of composition/rhetoric. I write about some of those challenges in "Working
Together, Advancing Alone: The Problem of Representing Collaboration in Teaching Portfolios"
[T04], a chapter in Composition, Pedagogy, and the Scholarship of Teaching edited by Deborah
Minter and Amy Goodburn. I argue that we need to apply theory and scholarship on
collaboration, ranging from feminist theory to learning theory to social views of language, to our
own faculty work. Finding little discussion of this problem in the literature on teaching
portfolios, I analyze the ways I represented collaborative work in my own teaching portfolio, and
recommend applying such understandings to promotion dossiers and scholarly writing.
My most recent publication on teaching draws on my work in the Certificate of Teaching
Writing program and my twenty years as Director of HWP. “Boundary Crossings and
Collaboration in a Graduate Certificate in Teaching Writing” [T05], co-authored with Professor
Kim Brian Lovejoy, was published in Degree of Change: The MA in English Studies, a 2016
collection published by the National Council of Teachers of English, the premiere organization
of teachers of writing and language arts. In this chapter, we argue for the importance of such a
certificate program as a site fostering cross-level teacher collaboration and teaching scholarship
and include assessment of the program’s impact. Reflecting on the value of graduate certificate
programs in teaching writing is especially important in the current climate of educational reform
and accountability.
Presentations
In rank, I have presented 18 national, 15 regional, and 5 campus conference talks and workshops,
making connections between my local teaching context and the larger field of writing studies. I
have frequently presented at the highly competitive Conference on College Composition and
Communication, the leading conference for the scholarship of teaching and learning in my field
of writing studies, and also at the National Council of Teachers of English annual conference,
which brings together English teachers from all levels, K-university. I have also done
presentations and led workshops at the annual meetings of the National Writing Project, a
national network of professional development sites for teachers of writing K-university founded
in the 1970s at the University of California-Berkeley.
Presentations often lead to publication, but it can also work the other way around. My co-written
book chapter, "What We Talk about When We Talk about College Writing," led the organizers
of the Passports and Passages Symposium in Idaho to invite Mary Nicolini and me to give the
keynote address at their April 2007 meeting. This symposium brought together writing teachers
from high schools and colleges to discuss the connections across these levels. I have addressed
similar concerns in presentations at the Indiana Teachers of Writing (ITW) annual conferences,
including sessions on multi-genre papers, myths about and alternatives to the “research paper,”
rigor in teaching writing, and responding to student writing. I was also invited to be on an ITW
keynote panel addressing the Common Core standards related to writing.
Working with Writing Program directors at all the IU campuses, I helped develop a document
about the commonalities across all our versions of English W131, “Reading, Writing, and
Thinking,” the first-year writing course required of almost all IU students. I was on the keynote
panel that presented and explored this document to high school, community college, and
university faculty at the 2011 Indiana College Writing Symposium. I have also presented to
faculty across the curriculum from all IU campuses at two FACET retreats.
Closer to home, I have disseminated my scholarship of teaching and learning at IUPUI,
presenting a panel on multi-genre writing at the E.C. Moore Symposium and in 2016 serving as
the keynote speaker for the Symposium. I have also been asked to present at the Themed
Learning Communities E-Portfolio 2016 Summer Institute, and did a session with my colleague
Prof. Lovejoy at the TLC Retreat in 2015. As Director of the Writing Program at IUPUI, I work
with my colleagues to organize an annual workshop for the 50+ writing program faculty and
frequently led the opening session.
Impact of instruction on student learning outcomes As a teacher in the IUPUI Writing Program, I have used end-of-semester reflective portfolios in almost every course I have taught. So I have been able to see how students articulate their learning and their achievement of course outcomes, both in their portfolio reflective essays and in the supporting documents they include. When I prepared my teaching dossier for admission to the IU FACET program (Faculty Academy for Excellence in Teaching), I prepared a course portfolio for ENG W131, a course I teach every year. I’ve included that portfolio in the Appendix: Additional Evidence. Other evidence of student learning can be seen in testimonial from teachers who have participated in the Hoosier Writing Project that I direct; I have attached a document with those testimonials in the Additional Evidence Appendix. And then there are student surveys in which graduating seniors offer recognition of the impact I’ve had on them as a teacher. See below: Recognition by Students on Surveys School of Liberal Arts Graduating Student Survey Graduating students in the School of Liberal Arts have been asked to identify professors who had been a “remarkable and positive influence” on them during the academic career, and were given other questions about those professors or about faculty advisors. Since 2001, 89 students have identified me as having been a “remarkable and positive influence.” Ten of those students identified me as having the “greatest influence” on them, and eight said I had “influenced the whole course of [their] life.” The specific details and some individual comments follow.
• 2016 Senior Survey, School of Liberal Arts Two students mentioned me as having had a positive influence on them.
• 2013 SLA Graduating Student Advising Survey. Five students identifed me, with 80% responding "excellent" to all qualities of interaction with me as advisor. There were two open-ended comments:
a) Dr. Fox has been great in working with me and my hectic schedule, including doing some email advising last spring when our schedules conflicted and we couldn't meet in person. He has helped me tremendously in making my English courses count where they need to so I didn't have to completely start over when I switched to this major from English Education.
b) Steve is the most readily available advisor I've ever met. When I'm in panic mode during scheduling--or any other time when I feel my academic schedule is in shambles--he's only a quick email away. And he always, always responds promptly--sometimes at 1 or 2 in the morning! It has meant a lot to have his knowledge and experience to help me navigate my college career.
• 2012 SLA Graduating Student Survey. Two students identified me as having an "extraordinary influence" on them. Here are their comments:
a) Professor Fox helped to cement my intent to become an English teacher. Stephen Fox is
an outstanding academic advisor, and has ensured that I know exactly what courses I need to complete in order to graduate. He is welcoming and approachable, and instructs in a concise manner that is easy to understand and to follow. The advice he gives is always of an immediate and practical nature, and I will take much of this advice into account past my graduation date and in subsequent career endeavors.
b) The student(s) described what you did that had positive effect(s) on them as follows: By simply being himself and expressing his passion for education and teaching, Professor Fox showed me that teaching is a difficult but extremely rewarding profession. His experience and willingness to share stories and ideas helped my passion and willingness to teach grow. He introduced me to the TCM certificate program, which has proved invaluable to me over the last couple semesters. This program has given me the ability to take the information I've received in my English courses and apply them to technical areas I might not otherwise be familiar with.
c) On the Advising Survey, one student wrote, "Stephen Fox is an excellent academic advisor, and I have already referred at least two other students in the School of Liberal Arts to him for advising."
• 2008 8 students named me as a “remarkable and positive influence,” with 4 of those identifying me as their “greatest influence.”
• 2007 10 students named me as a “remarkable and positive influence,” with 6 of those identifying me as their “greatest influence.”
• 2006 survey, 20 students identified me as a “remarkable and positive influence.” Seven students filled out individual mentoring faculty survey forms; of those seven, three marked the statement, "Yes, this professor influenced the whole course of my life and this person's effect on me is invaluable."
• 2004 survey, 20 students identified me as a “remarkable and positive influence”; of those, 4 named me as an “outstanding mentor” and 2 said I had “influenced the whole course of my life and this person’s effect on me is invaluable.”
• 2003 survey, 17 students identified me as a “remarkable and positive influence”; 3 said I had influenced “the whole course of [their] life.”
• 2002 survey, 7 students identified me as “remarkable and positive influence”; 4 identified me as outstanding mentor.
• 2001 survey, 3 students identified me as “remarkable and positive influence” Additional student recognition
• 2011 I-Care for IUPUI Students. On a questionnaire given to all freshmen who were beginning students in fall semester, I was identified by five freshmen as an individual who has made a difference in their success at IUPUI.
• 2011 I was chosen as favorite professor by IUPUI student athlete Alexander Olson, a student in my W140 class fall semester 2011.
• 2011: Morgan Padgett won the Hal Tobin First-Year Writing Award for her essay written in my W140 class, fall 2010.
• 2005 I was identified by a fall 2005 entering freshman as "one person at IUPUI who has made a difference in their success." sponsored by Gateway Group
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Teaching recognition - grants, awards, honors, fellowships Grants My teaching work has been supported by the external and internal grants listed on my CV. The external grants—totaling $758,000 in rank—have been from the National Writing Project (often federal money redistributed by NWP) and, for a few years, the Indiana Department of Education, to support the work of the Hoosier Writing Project that I direct. This grant money has paid for institute and workshop leaders, teacher participant stipends, professional books, conference attendance, and website development, and the grant applications have required peer review of the work of HWP. Following is a list of these grants: SEED Teacher Leadership National Writing Project $15,000 2016-17 SEED Teacher Leadership National Writing Project $20,000 2014-16 SEED Teacher Leadership National Writing Project $20,000 2012-13 SEED High Needs School National Writing Project $20,000 2012-13 Hoosier Writing Project National Writing Project $40,000 2011-12 Hoosier Writing Project National Writing Project $56,000 2010-11 Hoosier Writing Project National Writing Project $56,000 2009-10 Hoosier Writing Project National Writing Project $53,000 2008-09 Hoosier Writing Project National Writing Project $43,000 2007-08 National Evaluation National Writing Project $48,000 2008-11 ITW Writing Project National Writing Project $43,000 2006-07
Note: The ITW Writing Project changed names in 2007-08 to Hoosier Writing Project. ITW Writing Project Indiana Dept. of Education $15,000 2006-07 ITW Writing Project National Writing Project $43,000 2005-06 ITW Writing Project Indiana Dept. of Education $15,000 2005-06 ITW Writing Project National Writing Project $43,000 2004-05 ITW Writing Project Indiana Dept. of Education $15,000 2004-05 ITW Writing Project National Writing Project $38,000 2003-04 ITW Writing Project Indiana Dept. of Education $15,000 2003-04 ITW Writing Project National Writing Project $25,000 2002-03 ITW Writing Project Indiana Dept. of Education $15,000 2002-03 ITW Writing Project National Writing Project $25,000 2001-02 ITW Writing Project Indiana Dept. of Education $15,000 2001-02 ITW Writing Project National Writing Project $25,000 2000-01 ITW Writing Project Indiana Dept. of Education $15,000 2000-01 Internal grants I have received in rank are listed below, with brief explanations. RISE Curriculum Development $ 5,000 2017-18 This grant supports the work of an interdisciplinary faculty team developing a capstone course as part of a FACET (Faculty Academy on Excellence in Teaching)initiative. Gateway Project $2,000 2002-04 Links Between Principles of Undergraduate Learning and Courses in Writing Concentration. (with Kim Lovejoy and Anne Williams, English Department)
21st Century Teachers $3,600 2002 I worked with Prof. Kim Lovejoy of our department, Prof. Kerry Hoffmann of Education, and veteran high school English teachers Roger Wachtel (a curriculum specialist in the Peru, Indiana, schools) and Joy Seybold (who worked with the state professional standards board) on this team. We revised the new requirements for English Education majors, including both general education and English courses; revised the teaching portfolio guidelines for student teachers in English Education; and developed teaching resources for the English Education methods course. Awards and Honors In 2015, I was awarded the Chancellor’s Award for Excellence in Teaching, the highest campus award for teaching at IUPUI. This award requires submission of a complete dossier of evidence, including review letters. In 2012, I was given a Trustees Teaching Award, determined by a School of Liberal Arts faculty committee. In 2011, I was inducted into FACET (Faculty Academy on Excellence in Teaching), an IU system-wide network; each year, approximately 20 faculty from all IU campuses are invited to join FACET based on evaluation of a teaching dossier. The emphasis in FACET is on the scholarship of teaching and learning.
Evidence of Service to the University, School, and Department My university service—including service to IU, to the IUPUI campus, to the School of Liberal Arts, and to the English Department—has been extensive, as discussed in my candidate statement and documented on my CV. In the English Department, I served eight years as Associate Chair for Students in the department, which included being lead advisor for English majors. That service to students has also marked my work as Director of the Writing and Literacy concentration in English, which included advising many students in that area of the English major and coordinating curriculum and scheduling. My most important department and university service has been directing the IUPUI Writing Program, which includes guided self-placement, three versions of first-year writing (stretch, regular, and honors), and a suite of second-level courses required by various programs on campus. I am responsible for a collaborative, collegial program that brings together almost fifty instructors, including (as of 2017) four tenure-line faculty, twenty full-time lecturers and senior lecturers, and twenty-five part-time faculty. We administer this program through a Writing Coordinating Committee (WCC) that meets monthly. I work with the WCC to develop, review, and assess curriculum; to hire, evaluate, and mentor faculty; to offer annual and semester workshops; to advocate for our many non-tenure-track faculty; and to coordinate our work with other programs and schools at IUPUI. In the School of Liberal Arts, I chaired the Common Core Curriculum Committee, a joint committee of Liberal Arts and Science, and guided the committee in developing revised guidelines for junior-senior integrator courses. I also served on the Board of the Masarachia Scholars Program, which relates to my research and teaching interests in labor. My interest in labor also led to my jump-starting and serving as advisor to the Associate Faculty Coalition, an organization of part-time contingent faculty on the IUPUI campus. At the campus level, I served on the IUPUI Faculty Affairs Committee for six years, working on a sub-committee that studied the use of student course evaluations across campus. I have also worked on contingent faculty issues by serving on the IUPUI Associate Faculty Advisory Board and most recently on the IUPUI Associate Faculty Teaching Forum Advisory Board. Throughout my time at IUPUI, I have been the main faculty liaison between the English Department and the School of Education. From 2000-2002, I helped to revise the English Education requirements. The School of Education has entrusted me to serve on two search committees, an associate dean’s review committee, and a benchmark assessment team; I have also served on qualifying exam and dissertation committees for three Ph.D. students in Language and Literacy. I served on the IUPUI Council on Teacher Education from 2000-2010. Through an Indiana University group of writing program directors, I have been instrumental in developing two statewide writing conferences and a document outlining the common elements in ENG W131 across all eight system campuses.
Evidence of Service to the Profession/Discipline My professional service has been extensive in the area of supporting K-12 and university connections for teachers of writing. At the state level, that has included my work as Director of the Hoosier Writing Project, which has been discussed primarily under teaching. (See also community engagement.) I have also served the K-12 community through my work with Indiana Teachers of Writing (ITW), a statewide organization that “promotes collaborative inquiry into writing instruction, the work of writing students, and the classrooms that nurture writers.” I have been involved with ITW since 1994, serving on the Executive Board, helping plan the annual conference and supporting professional development of writing teachers. For several years, I coordinated a group of teacher leaders in HWP who ran the ITW annual conference. In the past few years, I have worked with a newly constituted board of ITW to reinvigorate that organization, extending our reach to a new generation of teachers. On the national level, I have been an active participant in the National Writing Project, the nation’s premier professional development network for teachers of writing K-college. I was asked to review annual site reports from across the country in 2005 and 2006, and again from 2008 to 2011. I have also presented workshops at National Writing Project annual meetings. I have also done professional service in the Conference on College Composition and Communication (CCCC), where I have been an active member of the Labor Caucus, a special interest group of CCCC, since 2009. I have helped write proposals and facilitated workshops and sessions for the Labor Caucus at CCCC.
Evidence of Service to the Community/Civic Engagement My service to the community is partly discussed under professional service, where I talk about my work with K-12 teachers and schools through the Hoosier Writing Project (HWP) and the Indiana Teachers of Writing (ITW). Another major area of community engagement has involved promoting creative writing among young people. As Director of the Hoosier Writing Project (HWP), I have worked with community education staff at Clowes Memorial Hall of Butler University since 2009 to direct the Central and Southern Indiana Region of the Scholastic Art and Writing Awards. We recruit submissions from teens across the state, organize judging by professional artists and writers, produce an anthology of award-winning student work, and organize the awards ceremony. Each year we receive over 100 submissions of student work, and this past year that number rose to over 200. Parents, students, and teachers thank us every year for supporting creative work among teens. A few emails are included in the Appendix: Other evidence.
From: Fox, Stephen L.To: Applegate, RachelCc: Lee, KarenSubject: Re: Using your dossier as a model/example?Date: Wednesday, June 20, 2018 5:22:47 PM
That would be fine with me, Rachel. You can use the dossier as an example. Thanks for asking!
Steve
Steve FoxDirector, Writing ProgramDirector, Hoosier Writing ProjectA site of the National Writing ProjectEnglish DepartmentIU School of Liberal Arts at IUPUICA 502L, 425 University Blvd.Indianapolis, IN 46202317-278-2054
From: Applegate, RachelSent: Wednesday, June 20, 2018 4:41 PMTo: Fox, Stephen L.Cc: Lee, KarenSubject: Using your dossier as a model/example? Stephen, I am new in the position of assistant vice chancellor for faculty affairs. In that role, I am responsiblefor organizing and presenting materials that can help faculty be successful in promotion and tenure.Your dossier was identified by the campus P&T committee last year as being a good model forothers.I have reviewed it, and it seems like a great example of teaching. Are you willing to give permission to have your dossier posted for faculty?….”Your dossier” would consist of:CVCandidate statementDiscussion of most significant publicationsFuture plans for ongoing program of researchSignificance and impact of research presentationsTeaching load and goalsDisseminated scholarship on teaching and learningImpact of instruction on student learning outcomesTeaching recognitionEvidence of service to the university school and department
Evidence of service to the professionEvidence of service to the community …………………….no external letters, no evaluation letters, no appendices……all in one pdfThis is a little different from past examples, where, for example, only the teaching area would bepresented for someone who went up for excellence in teaching. I feel it is useful for candidates tolearn how to express their OTHER areas, as well—for example, as you do for your research.I am trying to solicit / present examples from a variety of schools, ranks, and areas of excellence.What do you think? Examples are the most sought-after form of assistance, and many candidatesdo not have someone to help who is ‘nearby’ and also recent.Sorry for the mid-summer email! I have a lot of prep work to do in the summer. Rachel ApplegateAssistant Vice Chancellor for Faculty AffairsAssociate Professor, Library and Information ScienceOffice of Academic AffairsUniversity Hall (INAD), Suite 5002301 University BoulevardIndianapolis, IN 46202 [email protected]