Palmer Recognized as Outstanding Educator

Katherine "Outstanding Educator Machine" Palmer

MFAer Katherine Palmer, who works as an English teacher at Jones College Prep High School (as well as taking classes at Roosevelt - Goodness!), has been named an Outstanding Educator by the University of Chicago! This is an award given to a high school teacher who has been identified by first year U of C students as influential in "opening new vistas and realms of discovery and channeling their private interests into productive paths for intellectual growth." 

Honoring Outstanding Educators for Three Decades!

For three decades, students at University of Chicago have nominated Educators that have inspired and literally changed the course of their lives! Not a small thing! Along with teaching, Katherine is currently working on her thesis, completing her teaching internship at Roosevelt, and finding the means to stop time, to get the appropriate sleep and food required for her impossibly busy schedule! In time for Thanksgiving, be thankful for teachers like Katherine, who, despite having full schedules, have managed to educate and inspire future generations! Give her a high-five when you see her! It's the least you can do!

The Student has become The Master!

If  you are a writer and the phrase "in these tough economic times" makes you want to wretch a little bit because it hits a bit too close to home, take note of these two Roosevelt MFA alums.  Both are gainfully employed, sculpting young minds on topics as diverse as social justice and the function of the memoir in society.  What dynamic center of learning would scoop up such desirable candidates?  Why, Roosevelt University, of course!

Lauren Stacks and Alexander York, both recent graduates of the MFA program (Lauren graduated so recently that she'll be a part of our upcoming gradudate reading on October 27th.  More info on that soon!), are currently teaching undergraduate classes at Roosevelt.  

Lauren "oh, these? Given to me by adoring students" Stacks

Lauren is tackling two sections of English 102- The Function of the Memoir in Society.  Lauren guides her students through critical assessments of several memoirs in order to strengthen their argument, research and analysis skills.  She is also working as a writing tutor for graduate nursing students at North Park University.



Alexander "From Groupon to group work" York



Alexander York, meanwhile, is teaching LIBS 201- Writing Social Justice this semester.  In addition to teaching, he works full time at Groupon, so feel free to try to hit him up for 50 percent discounts to your favorite restaurants.  

Roosevelt's MFA program offers its students practical skills designed to lead to tangible, engaging careers.  The program's Teaching Certificate component allows students to get the necessary pedagogical skills, and then get into a classroom in a leadership role while pursuing their graduate degree.

Congrats to both Lauren and Alexander for keepin' it in the family!

Graduate Certificate in the Teaching of Writing

The Graduate Certificate in the Teaching of Writing builds on our faculty resources and answers pressing programmatic and student needs. Many of our graduate students seek positions as either full-time or adjunct faculty members at two- or four-year schools after graduation, and other students in our graduate programs currently work as secondary teachers. Both of these student populations would benefit from a credential marking them as specialists in the teaching of writing.

The Certificate consists of four courses. Students in other graduate programs and students-at-large will earn this certificate by completing these 12 credits. For students in our English graduate programs, we propose the following:

• M.F.A. currently 42 hours M.F.A. + Graduate Certificate: 51 hours

Certificate Overview and Requirements

The English Department's Graduate Certificate in the Teaching of Writing is designed for those who are currently teaching in secondary schools or community colleges or who plan to teach at one of these levels, whether in literature, composition, creative writing or the humanities more generally. With this graduate certificate in the teaching of writing students will:

• develop expertise in current issues in the teaching of writing

• become strong and effective teachers in any writing-intensive course

• earn a professional credential to complement other training

Students will work closely with faculty in English who are experts in the theory and the practice of effective writing pedagogy. Our faculty have presented and published widely in composition studies, and several have won awards for their teaching or published work.

The graduate certificate program is open to those with a baccalaureate degree as well as degree-seeking graduate students in English and related disciplines. All students (including those enrolled MFA programs) must apply to the certificate program. Applicants will be accepted into the program on review of the following:

• transcript(s) from previous institutions (BA needed in English or related field)

• statement of purpose (includes a description of any background or experience in teaching writing, an explanation of future goals, and a detailed description of what the student expects to gain from this certificate program)

The graduate certificate in the teaching of writing consists of four courses (12 semester hours). Courses need not be taken in a specific sequence; however, the internship course must be taken as the second or third course in the sequence.

Certificate Coursework

The Graduate Certificate in the Teaching of Writing consists of a four-course set that trains students in both the theory and the practice of composition pedagogy:

• ENG 402: Topics in Literary and Critical Theory (existing course)

• ENG 463: Topics in Language, Rhetoric, and Writing (new course)

• ENG 467: Composition Theory (existing course)

• ENG 485: Internship (existing course, with new Writing Center option)

In this four course sequence, participants will learn:

• How to teach critical and analytical reading

• How to teach the processes of writing

• How to design an effective writing-intensive course

• How to write effective assignments

• How to respond to student writing

• How to situate their classroom practice within the major theoretical developments of writing theory and pedagogy