Maureen T. Matarese

Institutional linguistic ethnography examining how “reading” and “literacy” are discursively positioned by professors and students in two community college developmental literacy classrooms. (in IRB proposal stage for Spring/Summer 2011 data collection), Co-investigator on sociolinguistic project Ghanaians in New York City: Language use and resources with Dr. Mabel Asante, examining the use of Ghanaian churches in NYC for bilingual language maintenance., Co-investigator on qualitative project exploring possible benefits of taking a Language & Culture course for students also taking college-level developmental skills courses. (2010-2011, to be presented at AAAL 2011), Dissertation Research:, Institutional linguistic ethnography exploring the one-on-one discourse between six shelter caseworkers and sixteen homeless clients in a New York City shelter over nine months, particularly in light of new NYC policies that consequently shaped practice and the talk used in practice.

Sociolinguistics, Discourse Analysis, Institutional talk, Intersection between policy and practice, education, literacy, social work

Maureen Matarese is a tenure-track Assistant Professor at Borough of Manhattan Community College, CUNY. A graduate of Teachers College, Columbia University with a doctorate in International Educational Development (Language, Literacy, and Technology), she has focused her work around issues of sociolinguistics, discourse analysis, and literacy in multicultural, institutional settings. She has taught on the graduate level at Teachers College and at Long Island University, teaching courses in Sociolinguistics, TESOL, and Bilingual Education, and on the undergraduate level she taught Freshman Composition at North Carolina State University, and she teaches Academic Critical Reading and Language & Culture (LIN100/ANT115) at BMCC. She also taught ESL, Literacy, and GED Preparation in a transitional homeless shelter in Washington Heights, where she worked for many years. Professor Matarese's research focuses on sociolinguistics and discourse analysis. She has conducted sociolinguistic research in North Carolina, West Virginia, the Bahamas, and in New York City, and she has conducted qualitative research on teacher response techniques (particularly when students use nonstandard dialect features in their writing). Discourse analysis, and specifically institutional linguistic ethnographies, are her area of expertise. In this vein, she has conducted research on caseworker-client interaction in a New York City shelter. That study speaks to the ways in which institutional hierarchies and their policies are enacted in everyday practice by street-level bureaucrats who negotiate between the needs of the client and the needs of the administration/policy. This research additionally speaks to the ways in which language diversity (Spanish language) were addressed in everyday practice by individual caseworkers. This research has implications for both policy and practice, as well as for street-level bureaucrats of other institutional types (e.g. school teachers). She is currently working on a linguistic ethnography in Academic Critical Reading classrooms. Professor Matarese has published within and outside the field of (socio)linguistics and has presented at many national and international academic conferences where her work has been well received. In all facets of her work, she has worked with linguistic minorities (and/or minoritized languages/dialects), and she continues to be interested in exploring the relationship between institutions, talk, policy, and practice.

Terry Hebert

portfolios, student-focused learning, learning outcomes, experiential learning, internships, field education, context learning

Terry Hebert is an associate director of spiritual formation and leadership and internship coordinator at Dallas Theological Seminary.

Cristian Opazo

http://dutchesswatersheds.org/, http://erbc.vassar.edu/, http://www.youtube.com/scivislab

Scientific and Information Visualization, Visual Analytics, Technology for Teaching and Learning, Project Management in Higher Education, Academic Computing, Instructional Design, Curricular Development, Modeling and Simulations

Cristian Opazo is the Senior Academic Computing Consultant at Vassar College, where he started working in 2000. He develops and manages various research and teaching projects working alongside fellow faculty, students and college administrators. He administers the college's Scientific Visualization Laboratory, overseeing and mentoring student staff. He also holds an adjunct teaching positions in the Departments of Physics/Astronomy and Chemistry, where he teaches computational methods, modeling and simulations.

Janet Simons

-investigation of multimedia literacy and its relationship to learniing, -scholarly multimedia communication, -investigation of academic support models at the course level

Film, Science, Art, Education, Learning Theory

Janet Simons is an instructional technologist at Hamilton College supporting the scholarship of teaching, digital humanities, and faculty development programs.

Barbara Walters

ePortfolio Project for the CUNY Online Baccalaureate, Teaching and Learning in the 21st Century: A Strategic Model, Course and Program Development

Sociology, Communication and Culture, Religion

Dr. Preston VanLoon

Interpersonal Forgiveness, Curriculum, Alternative Educastion, Educational Psychology

Preston VanLoon is a Professor in the Education Division of Iowa Wesleyan College

Stacy L Patty

Religion and Culture, Islam, Hinduism, Comparative Theology

Stacy Patty is Professor of Religious Studies and Director of the Honors Program at Lubbock Christian University.

nathan rein

Religion, religious studies, protestant reformation, religion and violence

Nathan Rein is an asssistant professor of religious studies at Ursinus College in Collegeville, Pennsylvania.

Sue Maberry

Stephen Healey

Religious-ethical and social implications of genomics (with a colleague), Working on a book-length treatment of religion and conflict analysis, Religious-ethical and social implications of the internet

Stephen Healey is an Associate Professor at the University of Bridgeport. He directs the Program in World Religions and participates in the Univeristy's Honors Program.

John B. Switzer

Completing doctoral dissertation on interreligious learning through the Institute of Religious Education & Pastoral Ministry at Boston College, and applying for a tenure-track position in historical theology at Spring Hill College ("the Jesuit College of the South, " Mobile, Alabama).

John B. Switzer is completing the PhD in theology and education from Boston College. Having lost most of his hair, he is struggling to make meaning from the experience of being a middle-aged male embarking upon a relatively new career in higher education. His soon-to-be-defended doctoral dissertation is on the topic of interreligious literacy. His foundational thesis argues that if it ever was, it is now no longer acceptable--or wise--for religious institutions to teach about their religion alone. Believers must be formed by and informed of their own religious tradition, to be sure, but the effort to sponsor and support a particular religious identity is best accomplished within a context of interreligious dialogue marked by authentic and preemptive acts of hospitality.

Robert A. Stewart

Strategic Planning and Assessment, Distance Learning Policy and Reporting

Communication in Instruction, Communication in Religion, Interpersonal Communication, Public Communication, Computer Mediated Communication

Rob Stewart is Professor of Communication Studies and an Associate Dean in the College of Arts and Sciences at Texas Tech University.