Page 6 of 40 Created :56:08 Grant Eckstein. Grant Eckstein. 808 F Street, Davis, CA

Grant Eckstein

Education

Ph.D. Linguistics, University of California, Davis Sept 2011 – Present  Designated emphases: Second Language Acquisition (SLA) and Writing, Rhetoric and

Composition Studies (WRaCS)

 Dissertation topic: Response to L2 Writing in Writing Center and First-Year Composition Contexts from a Student Perspective

M.A. Linguistics, University of California, Davis May 2013

 Designated emphases: Second Language Acquisition (SLA) and Writing, Rhetoric and Composition Studies (WRaCS)

 Thesis: One-on-one Conferences for L2 Writing and Language Development: Student Preferences and Teacher Practices

M.A. TESOL, Brigham Young University (BYU), Provo, UT Aug 2007  Emphases: Pronunciation, Curriculum Development, and Program Administration  Thesis: A Correlation of Pronunciation Learning Strategies with Spontaneous English

Pronunciation of Adult ESL Learners

Graduate Teaching Certificate in TESOL, Brigham Young University, Provo, UT Apr 2006

B.A. Linguistics, Minor TESOL, Brigham Young University, Provo, UT Apr 2005

Current Position

Assistant Instructor, University of California-Davis, Davis, CA Sept 2011-Present

o Create and follow class syllabus to help students improve in recursive writing o Develop pedagogically sound teaching materials

o Conference with students one-on-one on paper improvement o Create assessments to monitor student learning

o Provide large-scale feedback on multi-draft compositions o Courses Taught:

Credit Bearing Non-Credit Bearing

 UWP 1—First Year Composition (L1 & ESL)

 UWP 19—Writing the Literature Review (ESL)

 UWP 21—Beginning Reading and Composition (ESL)

 UWP 22—Intermediate Reading and Composition (ESL)

 UWP 23—Advanced Reading and Composition (ESL)

 UWP 98—Intermediate Academic Essay writing (ESL)

 Lin 23—Advanced Writing and Grammar (ESL)

 Reading 400—Intermediate Reading (ESL)

 Comp 700—Advanced Composition (ESL)

 Comp 800—University-level Composition (ESL)

 GAP—Writing college entrance essays

 NWC A—Beginning Listening

Teaching Experience

Adjunct ESL Instructor, Utah Valley University, Orem, UT Jan 2011-Aug 2011  Create syllabus, calendar, and all course materials

 Create assessments to monitor student learning

 Courses Taught: ESL 1330 and ESL 2130(writing intensive-courses)

Program Supervisor, BYU English Language Center, Provo, UT Sept 2008-Aug 2011  Oversee all aspects of academic and foundational ESL program

 Coordinate and supervise all IEP course levels in writing, reading, listening, speaking  Supervise and train all teachers in all programs

 Provide program input to other administrative branches of IEP  Participate on several administrative and teaching committees  Teach up to 3 classes per semester

ESL Instructor, BYU English Language Center, Provo, UT Jan 2006-Aug 2011  Design and implement curricula, calendar, and syllabi based on agreed-upon objectives  Create assessments to monitor student learning

 Courses Taught:

o Reading—intermediate proficiency learners

o Writing—all levels of proficiency

o Listening/Speaking—intermediate proficiency learners

o Grammar—advanced proficiency learners

o English Through Economics—advanced proficiency learners

o English Through the Humanities—advanced proficiency learners

First Year Writing Instructor, BYU Ling-Engl Lang Dept, Provo, UT Sept 2009-Apr 2010  Design and implement curricula, calendar, and syllabi based on agreed-upon objectives  Create assessments to monitor student learning

 Provide large-scale feedback on multi-draft compositions

 Course Taught: Elang 105 (First Year Writing for International Students)

English Composition Program Assistant, BYU Engl. Comp Dept, Provo, UT Aug 2006-Apr 2007  Train teachers on planning, teaching, assessment, and classroom management

 Mentor, observe, evaluate, and follow-up with eight teachers

 Design and implement week-long teacher orientation schedule and content and conduct periodic teacher improvement meetings

 Review and provide feedback on teacher syllabi and calendars

ESL Instructor, Alpine School District, Orem, UT Nov 2005-Apr 2006  Assess student abilities for class placement

 Create curriculum and class syllabus based on student needs  Devise mid-term and final assessments with grading rubrics  Courses Taught: Integrated Skills—beginning level learners

First Year Writing Instructor, BYU Engl Comp Dept, Provo, UT Aug 2005-Apr 2007  Create and follow class syllabus to help students improve in recursive writing

 Conference with students one-on-one on paper improvement

 Course Taught: English 115 and English 150 (Writing and Rhetoric)

Community ESL Instructor, BYU English Language Center, Provo, UT Aug 2005-Dec 2005  Create syllabus, calendar, and detailed lesson plans with co-teacher

 Coordinate with supervisors to improve teaching

 Courses Taught: Integrated Skills—beginning and intermediate level learners

Teacher, Missionary Training Center, Provo, UT May 2002-Apr 2005

 Instruct Tagalog learners in developing language, teaching, planning, and doctrinal skills  Resolve conflict among missionaries

 Developed Ilokano Language Objectives

 Courses Taught: Integrated Skills—beginning level learners

Related Experience and Leadership

Placement Coordinator, UC Davis, Davis, CA June 2013-Sep 2013  Develop placement and norming procedures for all incoming ESL freshmen campus-wide  Recommend raters for hire and coordinate all rater norming, scoring, and arbitration  Communicate placement results to stakeholders for Fall, Winter, and Spring registration

Curriculum Developer, BYU English Language Center, Provo, UT Jan 2007-Apr 2007  Coordinate with administration and teachers to develop curriculum materials

 Develop, collect, and document lesson plan materials for Economics content course  Develop daily reading assessments and mid-term evaluations

Adult Education Program Assistant, BYU ELC, Provo, UT Jan 2007-Apr 2007  Mentor, observe, provide feedback to, and follow up with teaching interns

 Interview and place incoming students in appropriate skill levels  Prepare and distribute class rosters

ESL Tutor, BYU English Language Center, Provo, UT Jan 2006-Apr 2006  Conference one-on-one with ESL students to improve writing

 Assist listening / speaking students with homework

Materials Developer, Missionary Training Center, Provo, UT May 2005-Aug 2005  Translate English words and phrases into Tagalog

 Research Tagalog word use for complex phrases and specific vocabulary

Research Team Leader, BYU Church History Department, Provo, UT Jan 2005-Jan 2006  Collect primary and secondary research on historical trends in the early 19th Century  Coordinate group schedules and relay information between instructor and group members

Supervisor, Missionary Training Center, Provo, UT May 2002-Apr 2005  Design and conduct weekly training meetings and observations for 18 teachers

 Assist in curriculum development and train teachers in that curriculum  Coordinate program changes with managers, teachers, and branch presidents

Refereeing Activities

Managing Editor: Journal of Response to Writing

Assistant Editor: Writing on the Edge

Manuscript Reviewer: TESOL Quarterly; Writing on the Edge; Journal of Response to Writing

Consulting Reader: Northern Illinois University Press; Cengage Press

Grant Reviewer: Writing Program Administration-Graduate Organization; CA-TESOL

Professional Affiliations

CCC: College Composition and Communication

IWCA: International Writing Center Association

NCTE: National Council of Teachers of English

WPA: Writing Program Administration

CA-TESOL: California Teachers of English to Speakers of Other Languages

TESOL: Teachers of English to Speakers of Other Languages

AAAL: American Association for Applied Linguistics

I-TESOL: Intermountain Teachers of English to Speakers of Other Languages

Awards and Grants

Interdisciplinary Graduate and Professional Student Symposium Best Paper First Place, 2013

Writing Center Association Graduate Organization Grant, 2013

International Writing Center Association Conference Grant, 2012

ASUCD Excellence in Education Awards Nominee, 2012

Dean’s Prize for Best Oral Presentation, College of Letters and Sciences, 2012

Tippy Schwabe Grant, 2012

Tippy Schwabe Grant, 2011

Writing Center Summer Seminar Grant, 2010

Ed M. and Minnie Berry Rowe Excellence in Teaching Award, 2007

Professional Service & Development

Panelist, Panel on Publishing in Linguistics, Davis, CA, Feb 28, 2014

Organizer, Linguistics Pro-Seminar Series in Davis, CA, Oct 24, 2012

Organizer, Graduate Writing Group in Davis, CA, Dec 2011 - Present

Organizer, Intermountain TESOL Mini-Conference in Salt Lake City, UT, Oct 2010

Organizer, Rocky Mountain Reception in Boston, MA, Mar 2010

Organizer, Intermountain TESOL Mini-Conference in Provo, UT, Oct 2009

Pronunciation Curriculum Developer/Advisor, LDS Church, Salt Lake City, UT, 2009-2012

Chair, I-TESOL Higher Ed and Applied Ling Special Interest Section, Oct 2008-Oct 2010

Pronunciation Curriculum Consultant, Chandler-Gilbert Community College, 2007

Publications

Center Journal.

* Villarreal, D., & Eckstein, G. LDS scripture-speech: Prosody and religious practice. Under review International Journal of the Sociology of Language.

* Eckstein, G., Graham, R., Anderson, N.J., Baker, W., & Sudweeks, R. A framework for

pronunciation learning strategies. Under review TESOL Quarterly.

* Eckstein, G. (2013).Implementing and evaluating a writing conference program for international L2 writers across language proficiency levels.Journal of Second Language Writing.

Eckstein, G. (2013).The interaction of theory, philosophy, and practice in ESL writing conferences.CATESOL Journal, 24(1), 174-186.

Eckstein, G. (2013).Perspectives on plagiarism. Writing on the Edge, 24(2), 94-100.

* Eckstein, G., McCollum, R., & Chariton, J. (2011). Multi-draft composing: An iterative model for academic argument writing. Journal of English for Academic Purposes, 10(3), 162-172.

Eckstein, G. (2010). Review of the book “Writing Your Journal Article in 12 Weeks” by Wendy Belcher. Text and Academic Authors Association.

Eckstein, G. (2007) A Correlation of Pronunciation Learning Strategies with Spontaneous English

Pronunciation of Adult ESL Learners. Master’s Thesis. Harold B. Lee Library.

Childers, J., & Eckstein, G. (2003). Ilokano Language Objectives. MTC Publications.

Eckstein, G. (2002). Ilokano Grammar Guide. MTC Publications.

Eckstein, G.Tagalog Textbook. In progress.

Professional Presentations

Eckstein, G.Ah, then it's TESOL for you, my boy!: Explaining my academic career at a

neighborhood potluck. IGPS, Davis, CA, April 3, 2014

Ferris, D. R., Eckstein, G., & DeHond, G. Supporting L2 Development in First-Year Composition.

TESOL Conference, Portland, OR, March 27, 2014

Eckstein, G. (organizer), Evans, N., Hartshorn, J., & McMurry, B. Curriculum Design for ESL

Programs: Focus on the Essentials. Pre-convention Institute presented at TESOL

Conference, Portland, OR, March 26, 2014.

Ferris, D. R., Eckstein, G., & DeHond, G. Facilitating Language Development in the Writing

Class: Special Considerations for Multilingual Writers. AAAL, Portland, OR, March 23,

Eckstein, G. ESL Expectations in a Writing Tutorial. Northern Regional CATESOL, Concord, CA, May 4, 2013.

Eckstein, G. What do L2 Writers Expect and Get in a Writing Center Tutorial? NCWCA, Sacramento, CA, April 13, 2013.

Eckstein, G. Graduate Writing Groups: Providing Specialized Writing Support Outside of the

Writing Center. NCWCA, Sacramento, CA, April 13, 2013.

Eckstein, G. (organizer), Evans, K., Moglen, D., Whitener, W. Write Your Dissertation and Get

Published. IGPS, Davis, CA, April 5, 2013.

Eckstein, G., Whitner, W., Evans, K., & Moglen, D. Graduate Writing Groups: Providing

Specialized Writing Support Outside of the Writing Center. International Writing Center

Conference, San Diego, CA, Oct 25, 2012

Eckstein, G. One-on-one Conferences in L2 Writing Response: Perceptions, Potentials, and

Pitfalls. SSLW, West Lafayette, IN, Sept 6, 2012

Eckstein, G. How to Better Interact with Non-native English Writers and Their Text. IGPS, Davis, CA, April 27, 2012.

Eckstein, G. (organizer), Evans, N., Hartshorn, J., Lee, M., Hart, J. & Gillis, E. How to

Change, Improve, or Create an ESL/EFL Curriculum. Pre-convention Institute presented at

TESOL Conference, Philadelphia, PA, Mar 27, 2012.

Sudweeks, R, & Eckstein, G.The Effects of Different Decisions about How Many Factors to Retain

When Performing Exploratory Factor Analysis. Presented at The Northern Rocky Mountain

Educational Research Association, Jackson, WY, Oct 7, 2011.

Eckstein, G. (organizer), Evans, N., Hartshorn, J., Cox, T., McMurry, B., & Lee, M. How to

Change, Improve, or Create an ESL/EFL Curriculum. Pre-convention Institute presented at

TESOL Conference, New Orleans, LA, Mar 16, 2011.

Eckstein, G. (organizer), Evans, N., Hartshorn, J., Cox, T., McMurry, B., & Lee, M. How to

Change, Improve, or Create an ESL/EFL Curriculum. Invited speaker at the Intermountain

TESOL Higher Education and Applied Linguistics Special Interest Mini Conference, Salt Lake City, UT, Feb 26, 2011.

Eckstein, G.Language Learning Strategies: Why Some Learners Use Them Better Than Others. Presented at Intermountain TESOL Conference, Ogden, UT, Oct 22, 2010.

Johnson, K., & Eckstein, G.Principles for Holding ESL Writing Conferences. Presented at TESOL Conference, Boston, MA, Mar 27, 2010.

Eckstein, G., & Johnson, K. Principles for Holding ESL Writing Conferences. Presented at Intermountain TESOL Conference, Provo, UT, Oct 9, 2009.

Multi-Draft Essays. Presented at TESOL Conference, Denver, CO, Mar 27, 2009.

Eckstein, G., & Lawler, A. Emergent Writing Strategies in an Iterative Composition Curriculum. Presented at Intermountain TESOL Conference, St. George, UT, Oct 24, 2008.

Eckstein, G.Introduction to Writing Conferences. Invited speaker at the 24th Annual Intermountain TESOL Higher Education and Applied Linguistics Special Interest Section, St. George, UT, Oct 24, 2008.

Eckstein, G., Lee, Y., & Garrett, J. Non-native Teacher Strategies for Writing Instruction: First

Week. Presented at Intermountain TESOL Conference, St. George, UT, Oct 24, 2008.

Eckstein, G., & Graham, C.R. A Framework for Pronunciation Learning Strategies. Presented at AAAL Conference, Washington, D.C., Apr 1, 2008.

Eckstein, G.Authentic Listening Activities in a Content Curriculum. Presented at Intermountain TESOL Conference, Twin Falls, ID, Oct 20, 2007.