1. CHRISTIE L. DANIELS
cdaniels@msu.edu
235
Bessey
Hall
http://www.christiedaniels.com
Writing,
Rhetoric,
and
American
Cultures
517.618.1575
Michigan
State
University
East
Lansing,
MI
48824
Research Interests
Technical
and
Professional
Communication
*
Visual
Rhetoric
*
Computers
and
Writing
Writing
Program
Administration
*
Rhetorics
of
Difference
*
Education
Ph.D.,
2010,
English:
Rhetoric
and
Writing
Studies,
The
University
of
Texas
at
El
Paso
Concentration:
Rhetorics
and
Literature
of
Race
and
Ethnicity
Enrichment
coursework:
Developing
Curricula
in
RWS,
Visual
Rhetoric,
Multimedia
and
Design
Dissertation:
Remapping
Evil:
Locating,
Spatializing,
and
Depicting
Morality
B.A.,
2003,
English,
The
Ohio
State
University
Professional Appointments
Visiting
Assistant
Professor,
Michigan
State
University
-­‐
Writing,
Rhetoric,
and
American
Cultures,
2010
–
present
Assistant
Director
of
First-­Year
Composition,
The
University
of
Texas
at
El
Paso
–
English:
Rhetoric
and
Writing
Studies,
2009-­‐2010
Assistant
Instructor,
The
University
of
Texas
at
El
Paso
–
English:
Rhetoric
and
Writing
Studies,
2006-­‐2010
Publications
“English
1311:
English
Expository
Composition.”
(with
James
Patrick
Soares)
A
Guide
to
First-­Year
Composition.
Eds.
Beth
Brunk-­‐Chavez,
Christie
Lynn
Daniels,
Nicole
Montoya,
James
Patrick
Soares,
Esther
Solis
Al-­‐Tabaa,
and
Steve
Varella.
12th
ed.
Kendall
Hunt:
Dubuque,
IA,
2009.
79-­‐
101.
“Technology
and
UTEP.”
A
Guide
to
First-­Year
Composition.
Eds.
Beth
Brunk-­‐Chavez,
Christie
Lynn
Daniels,
Nicole
Montoya,
James
Patrick
Soares,
Esther
Solis
Al-­‐Tabaa,
and
Steve
Varella.
12th
ed.
Kendall
Hunt:
Dubuque,
IA,
2009.
79-­‐101.

2.
“Constructing
a
New
India:
Nation,
Myth,
and
Salman
Rushdie's
Midnight's
Children.
Literatura
em
Debate,
2.3
(2009)
http://www.fw.uri.br/publicacoes/literaturaemdebate/literaturaemdebatev2n3/costructing.pd
f.
“Technology
and
UTEP.”
A
Guide
to
First-­Year
Composition.
Eds.
Christie
Daniels
and
Theresa
Donovan.
11th
ed.
Bent
Tree
Press:
Reno,
NV,
2008.
106-­‐114.
Selected Conference Presentations
“Rethinking
Curriculum:
Focusing
on
Transfer”
To
be
presented
at
CCCC,
Louisville,
Kentucky,
March
2010.
“Queering
Little
Miss
Sunshine.”
National
Popular
Culture
Association/American
Culture
Association
Conference,
New
Orleans,
Louisiana,
April
2009.
“Remapping
Evil:
Locating,
Spatializing,
and
Depicting
Morality.”
Frontera
Retórica
Symposium,
El
Paso,
Texas,
March
2009.
“Twittering
About:
The
Professional
and
Pedagogical
Implications
of
Social
Computing
and
Networking
in
Technical
Writing.”
Annual
Conference
of
the
Association
of
Teachers
of
Technical
Writing,
San
Francisco,
California,
March
2009.
“Forgetting
Nationality:
Nationalism
vs.
Cosmopolitanism.”
Federation
of
Rhetoric
Symposium.
Commerce,
Texas,
February
2009.
“The
Native
American
Elements
of
Lady
in
the
Water”
Popular
Culture
Association/American
Culture
Association
National
Conference,
San
Francisco,
California,
March
2008.
“The
Native
American
Elements
of
Lady
in
the
Water”
Southwest/Texas
Popular
Culture
Association/American
Culture
Association
Regional
Conference,
Albuquerque,
New
Mexico,
February
2008.
“Engaging
Students:
Interactive
Mini-­‐Lessons.”
Group
workshop
presented
at
3rd
Annual
A
Better
Beginning
Conference:
"Supporting
Novice
Teachers
in
the
21st
Century",
El
Paso,
Texas,
September
2007.
“The
Queer
Rhetoric
of
Queer
as
Folk.”
Popular
Culture
Association/American
Culture
Association
National
Conference,
Boston,
Massachusetts,
April
2007.
“Standing
OUT:
The
Power
of
Queer
Teachers
to
Combat
Homophobia.”6th
Gay
Lesbian
Bisexual
Transgender
Queer
(GLBTQ)
Studies
Conference,
Asheville,
North
Carolina.
April
2005.
“The
Writing
Center:
Gateway
to
Diversity”
Group
workshop
presented
at
CCCC,
San
Francisco,
California,
March
2005.

3.
Invited Presentations
“Visual
Rhetoric.”
(with
Steven
Varela)
Workshop
presented
to
First
Year
Composition
faculty,
October
2009.
“Connect
Composition.”
Workshop
presented
to
First
Year
Composition
faculty,
September
2009.
“Blackboard
CE
8.”
Workshop
presented
to
First
Year
Composition
faculty,
August
2009.
“English
1311.”
English
Department
First
Year
Composition
Fall
Orientation,
August
2009.
“The
Guide
to
First-­‐Year
Composition.”
English
Department
First
Year
Composition
Fall
Orientation,
August
2009.
“The
Guide
to
First-­‐Year
Composition.”
English
Department
First
Year
Composition
Fall
Orientation,
August
2008.
Courses Taught
Writing:
Science
and
Technology
(WRA
110)
Fall
2010
(two
sections)
Technology
Enhanced,
Computer
Classroom
Writing:
American
Ethnic
and
Racial
Experience
(WRA
125)
Fall
2010
(one
section)
Technology
Enhanced
Technical
Writing
and
Communication
(ENGL
3359)
Fall
2008
(two
sections)
Technology
Enhanced
Workplace
Writing
and
Organizational
Communication
(ENGL
3355
and
ENGL
3355P)
Spring
2009
(one
section
of
ENGL
3355P)
Technology
Enhanced,
Computer
Classroom
Summer
2008
(one
section
of
ENGL
3355)
Technology
Enhanced
Spring
2008
(once
section
of
ENGL
3355)
Technology
Enhanced
Research
and
Critical
Writing
(ENGL
1312
and
ENGL
1312R)
Fall
2008
(one
section
of
ENGL
1312R)
Hybrid,
Computer
Classroom
Spring
2007
(two
sections
ENGL
1312)
Technology
Enhanced,
Computer
Classroom
Expository
English
Composition
(ENGL
1311,
ENGL
1311P,
and
ENGL
1311R)
Fall
2009
(one
section
of
ENGL
1311R)
Technology
Enhanced,
Computer
Classroom
Fall
2007
(two
sections
of
ENGL
1311P)
Technology
Enhanced,
Computer
Classroom
Fall
2006
(one
section
of
ENGL
1311)

4.
Curriculum Design and Implementation
Curriculum
Design
ENGL
1311P
I
drafted
a
redesign
of
the
curriculum
for
English
1311
as
a
direct
result
of
graduate
coursework
in
curriculum
design
and
then
piloted
that
redesigned
curriculum
in
the
sections
of
English
1311
that
I
taught
in
the
Fall
2007
semester.
The
redesigned
course:
• Foregrounds
the
use
of
technology
• Utilizes
Rhetoric
and
Writing
Studies
disciplinary
knowledge
as
the
central
content
of
the
course
• Exposes
students
to,
and
expects
them
to
compose
in,
a
variety
of
genres
ENGL
1311R
As
part
of
the
English
1311
Redesign
Team,
I
was
responsible
for
the
redesign
of
the
English
1311
course.
As
part
of
my
responsibilities,
I
participated
in
the
designing
of
the
course
assignments
and
aligned
them
with
the
textbook
adopted
for
the
course.
As
a
result
of
my
own
previous
redesign
of
the
course,
I
was
able
to
actively
contribute
to
the
types
of
assignments
included
in
the
redesigned
course
as
well
as
assist
in
defining
the
pacing
of
the
course.
The
redesigned
course:
• Foregrounds
the
use
of
technology.
• Exposes
students
to,
and
expects
them
to
compose
in,
a
variety
of
contexts.
• Emphasizes
civic
engagement
and
involvement.
Curriculum
Implementation
ENGL
1311R
The
course:
• Encourages
critical
analysis
and
engagement
across
a
variety
of
contexts
• Foregrounds
the
use
of
technology.
• Emphasizes
student
exposure
to
and
composition
in
a
variety
of
genres.
• Is
taught
in
a
computer
classroom
and
is
paperless
course
in
which
all
assignments
are
submitted
electronically.
Duties:
• Utilize
and
test
the
e-­‐book
version
of
the
newly
adopted
course
textbook.
• Provide
feedback
to
Director
of
First
Year
Composition
on
the
progress
of
the
redesigned
course.
• Act
as
team
leader
reporting
experiences
using
the
text
to
the
textbook
publisher.
ENGL
1312R
The
course:
• Encourages
critical
analysis
and
engagement
across
a
variety
of
contexts.
• Foregrounds
the
use
of
technology.
• Emphasizes
student
exposure
to
and
composition
in
a
variety
of
genres.

5.
• Is
delivered
in
a
hybrid
format
with
the
face
to
face
class
day
taking
place
in
a
computer
classroom.
• Standardizes
grading
by
having
teaching
assistants
grade
course
assignments
instead
of
the
classroom
instructor.
Duties:
• Design
hybrid
day
activities
to
supplement
in-­‐class
instruction
and
guide
students
through
major
course
assignments
• Meet
regularly
with
the
English
1312
Redesign
team
to
discuss
the
experience
and
challenges
involved
in
teaching
the
piloted
course.
• Schedule
and
attend
technology
training
sessions
designed
to
expose
students
to
the
various
software
programs
utilized
in
the
course.
• Communicate
with
teaching
assistants
as
they
grade
student
work
ENGL
3355P
Taught
a
piloted
version
of
the
Workplace
Writing
course
(English
3355)
• The
course
is
linked
in
a
learning
community
with
Business
3304
(Global
Business
Environment).
• There
is
a
shared
assignment
between
the
two
courses.
• The
course
is
taught
in
a
computer
classroom
is
technology-­‐enhanced
and
paperless
in
terms
of
graded
assignments.
• During
the
course
of
the
pilot,
I
provided
feedback
on
the
progress
of
the
course
to
the
Rhetoric
and
Writing
Studies
professor
responsible
for
overseeing
the
pilot.
Academic Editing
Co-­Editor,
A
Guide
to
First-­Year
Composition.
12th
ed.
Kendall
Hunt:
Dubuque,
IA,
2009.
Duties:
• Identify
portions
of
the
Guide
requiring
revision
• Create
and
manage
timeline
for
the
project.
• Reorganize
content
based
on
curricular
goals.
• Align
content
with
the
redesigned
First
Year
Composition
curriculum.
• Oversee
revisions
of
the
“English
1311,”
“English
1312,”
and
“Research
Skills,
Technology,
and
the
Library”
chapters.
• Revise
the
“English
1311”
chapter,
with
assistance,
to
include
course
assignments
and
coordinating
activities
for
the
redesigned
course.
• Review,
edit,
and
proofread
faculty
submissions
for
inclusion
in
the
Guide.
• Write
and
gather
images
(screenshots
and
photos)
for
the
“Technology
and
UTEP”
section
of
the
“Research
Skills,
Technology,
and
the
Library”
chapter.
• Ensure
that
this
edition
of
the
Guide
is
useful
and
usable
for
students
and
instructors
alike.
• Make
formatting
and
design
decisions.
• Along
with
the
other
members
of
the
Guide
Revision
team,
proofread
the
entire
document
before
submission
to
the
publisher.
• Give
presentation
highlighting
changes
in
this
edition
of
the
Guide
at
the
Fall
2009
English
Department
First
Year
Composition
Orientation.

6.
Co-­Editor,
A
Guide
to
First-­Year
Composition.
11th
ed.
Bent
Tree
Press:
Reno,
NV,
2008.
Duties:
• Coordinate
and
compose
calls
for
faculty
contributions
to
the
Guide.
• Create
and
manage
timeline
for
the
project.
• Reorganize
content
based
on
several
goals.
• Align
content
with
the
way
that
the
First
Year
Composition
sequence
(ENGL
1311
and
ENGL
1312)
is
taught.
• Organize
book
topically
instead
of
segregating
content
into
separate
halves
for
each
course.
• Make
the
Guide
easier
to
use
and
more
useful
for
both
students
and
instructors.
• Contextualize
the
Guide
as
a
supplement
to
the
in-­‐class
text
and
provide
both
students
and
teachers
with
resource
to
reinforce
class
concepts
as
well
as
address
individual
issues
which
cannot
be
addressed
during
limited
class
time.
• Review,
edit,
and
proofread
faculty
submissions
for
inclusion
in
the
Guide.
• Write
and
gather
images
(screenshots
and
photos)
for
the
“Technology
and
UTEP”
section
of
the
“Research
Skills,
Technology,
and
the
Library”
chapter.
• Make
formatting
and
design
decisions.
• Along
with
the
other
members
of
the
Guide
Revision
team,
proofread
the
entire
document
before
submission
to
the
publisher.
• Give
presentation
highlighting
changes
in
this
edition
of
the
Guide
at
the
Fall
2008
English
Department
First
Year
Composition
Orientation.
Writing Program Administration
Assistant
Director
of
First
Year
Composition,
The
University
of
Texas
at
El
Paso,
2009-­
2010
Duties:
• Oversee
the
implementation
of
the
redesigned
English
1311
curriculum.
• Answer
faculty
inquiries
regarding
course
assignments,
the
new
course
textbook,
and
supplemental
resources.
• Answer
faculty
inquiries
regarding
the
newly
adopted
campus
course
management
software,
Blackboard
CE
8.
• Give
workshops/presentations
related
to
the
curriculum,
technological
instructional
resources,
and
supplementary
disciplinary
knowledge
necessary
for
First
Year
Composition
faculty
support.
• Meet
regularly
with
the
Director
of
First
Year
Composition
to
assess
the
status
of
ongoing
First
Year
Composition
initiatives.
• Complete
administrative
tasks
as
assigned
by
the
Director
of
First
Year
Composition.

7.
Academic Service and Involvement
Service
to
Department
Member.
Writing,
Rhetoric,
and
American
Cultures
Advisory
Committee,
2010
–
present
Member.
Tier
1
Writing
Committee,
2010
–
present
Service
to
Field
Session
Chair.
Popular
Culture
Association/American
Culture
Association
national
conference—April
2009
Session
Chair.
Southwest/Texas
Popular
and
American
Culture
Association
annual
conference—February
2008
Professional Affiliations
National
Council
of
Teachers
of
English
Conference
on
College
Composition
and
Communication
Rhetoric
Society
of
America
Popular
Culture
Association
References
Dr.
Carlos
Salinas
Dr.
Beth
Brunk-­Chavez
Assistant
Professor
Associate
Professor
Rhetoric
and
Writing
Studies
Program
Associate
Dean
of
the
College
of
Liberal
Arts
118
Hudspeth
Hall
Director,
First-­‐Year
Composition
Program
University
of
Texas
at
El
Paso
220
Hudspeth
Hall
El
Paso,
TX
79968
University
of
Texas
at
El
Paso
915-­‐747-­‐6257
El
Paso,
TX
79968
cdsalinas@utep.edu
915-­‐747-­‐5797
blbrunk@utep.edu
Dr.
Helen
Foster
Dr.
Kate
Mangelsdorf
Associate
Professor
Associate
Professor
Rhetoric
and
Writing
Studies
Program
Director,
University
Writing
Programs
113
Hudspeth
Hall
Director,
Rhetoric
and
Writing
Studies
Program
University
of
Texas
at
El
Paso
113
Hudspeth
Hall
El
Paso,
TX
79968
University
of
Texas
at
El
Paso
915-­‐747-­‐5731
El
Paso,
TX
79968
hfoster@utep.edu
915-­‐747-­‐5543
kmangels@utep.edu