Department of English 2008 Memorable Teachers By Stacy Burns

s the end of my time at CSU draws Anear, I find myself thinking more about the teachers I’ve had who have somehow contributed to my being here: Mrs. Heck- man in second grade, who assigned my first creative writing exercise; Miss Davidson in high school, who devoted her office hours to helping me work through various creative writing exercise books; and Prof. Heller at Kansas State University, who convinced me I was doing the world a great disservice by not majoring in creative writing. I’ve come to Photo: Amanda Woodward, www.woodwarddesign.ca Amanda Woodward, Photo: realize how rarely we publicly acknowledge the people who have had the largest impact on our lives. And so, I decided to give the English facul- ty at CSU an opportunity to share their most memorable teachers with us. Some of these memories stand as endearing testaments to the people who encouraged and nurtured us; others detail terrifying moments in the The Freestone classroom. But all of them are portraits of Contents: English PhD Program—1 • Memorable Teachers—1 • English the people who have somehow shaped our Journal Leaves CSU—2 • Center for Literary Publishing—3 • Todd Mitch- faculty into the exemplary teachers they are ell Profile—4 • National Writing Project—5 • SpeakOut!—6 • NCTE at today. CSU—6 • TESL/TEFL Program—7 • Books for Humanity—8 • Non-Ten- The anecdotes and memories I received are scattered throughout the pages of this ure-Track Faculty—9 • Focus the Nation—12 • New MA Program—14 • newsletter. I hope they bring to mind some Internship Opportunities—15 • New Faculty—16 • Faculty Retirements— of your own memorable teachers. ♦ 16 • Aparna Gollapudi Profile—18 • Teaching Certificate Program—18 • Publications, Awards, Recognitions, & Conference Presentations—21

Ironic Circumstances: state. Since University of Colorado at Boul- sibility yet again. The College of Liberal Arts der already had a literature PhD program, dean, Ann Gill, inspired changes in the col- English PhD Program CSU’s potential doctoral program could be lege and university, and finally, nearly twenty By Lacey Wilson anything but literature. Still, the department’s years later, university administration gave the faculty (which was considerably larger than go-ahead to the English department. This ear Admiral Grace Hopper, one of the today’s faculty) wanted a doctoral program time, nearly all of the external dilemmas that Rlongest-serving admirals in the United that bridged their diverse specialties—from delayed the original PhD plans have disap- States Navy, said that it’s easier to ask for- literature and English education to linguis- peared, including the CCHE’s rule against giveness than to ask permission. While some tics, creative writing, and composition. As similar doctoral programs in state universi- might believe that shooting first and apolo- PhD committee members discussed the pro- ties. All that remain now are the problems gizing later is the best way to get something gram’s possible offerings, they found that that riddle English and other humanities important done, CSU’s English department writing was a theme that underpinned their departments across academia: fewer faculty seems to prove that diligence, hard work, and many interests and fostered the interdisci- members and less funding all around. As contextual awareness are ultimately more plinarity they desired. So began the depart- Bruce Ronda, English department chair, productive. ment’s venture into an English PhD. claimed, these are ironic circumstances for In the late 1980s, the CSU English de- Soon after its original conception, the the doctoral program. partment began developing plans for a doc- PhD encountered delays from CSU admin- Though the rule against repetition of toral program. At the time, the Colorado istration and the CCHE; after initial plans doctoral programs in state universities has Commission on Higher Education (CCHE) began, discussion stopped and the English disappeared since the beginning of the PhD prohibited the reproduction of doctoral pro- PhD was tabled until further notice. grams in different public universities in the In 2006, the English PhD became a pos- continued on page 10 Passing the Torch: English Journal Leaves CSU By Gwen Shonkweiler

nglish Journal, a fully refereed publication for teachers and pre-service teachers of English, has been Ehoused at CSU since September 2003 and is fast approaching the end of its five-year term. It will be moving to Stony Brook University after the July 2008 issue is published. The current editor, Louann Reid, will be passing the torch to Ken Lindblom of Stony Brook University, who has been a column editor for the publication since 2003. English Journal is supported by its host university; at CSU, it is supported by the university, the Col- lege of Liberal Arts, and the English department. It currently requires two full-time employees at CSU plus one part-time employee with the NCTE (National Council of Teachers of English). Six issues are published every year—each about 116 pages long. Issues include regular features, columns, and approxi-

mately twelve thematically linked articles. Photo courtesy of Julia Innes English Journal has greatly benefitted students at both the undergraduate and graduate levels. As edi- tor, Louann Reid has been able to provide undergraduate students in CO 301D (Writing in the Disci- plines: Education) with direct insights into the publication process, and has given two graduate students each year an opportunity to learn about the publishing industry as editorial associates. The publication has also benefitted the university and community members by increasing the visibility of CSU to sec- ondary teachers in the region and by facilitating connections between English teachers. September 2005 Cover Reid has found her position both rewarding and challenging. She greatly enjoys offering the op- portunity for writers to publish their first piece, guiding them through the editorial process and providing feedback that helps develop their writing. Also, she claims that reading the 300–400 submissions each year has helped her to remain on the cutting edge of secondary classroom practices. But the greatest reward, according to Reid and the other English Journal staff, is hearing back from readers, who claim to read every issue and to still find—in every issue—useful information. For Reid, the greatest challenge of the editor position has been keeping up with the constant deadlines. Since an issue goes to print every other month year-round, every day presents new tasks that need to be completed. Adding to the workload is the fact that the English Journal staff proofreads more thoroughly than publishing guidelines actually require; each article is read at least five times by at least two different proofreaders before it is approved. English Journal has received four awards of excellence from APEX (Awards for Publication Excellence), three for writing and one for col- umn writing excellence. The staff at CSU has also received praise for creating some of the best covers the journal has seen in past decades. Anyone can submit articles to English Journal as long as the material is related to secondary school English instruction. Calls for submissions that specify future issues’ themes can be found in each issue or online at www.englishjournal.colostate.edu. ♦

Unforgettable Personalities: Take One Deanna Kern Ludwin’s Most Memorable Teacher

alzac, Camus, Dostoyevsky, Flaubert, tences; she called us “Miss” and “Mister.” Chuck feebly tried to explain himself, BKafka, Turgenev, Voltaire: these are I found all of our readings delicious, and then gave up. The rest of us sat in silence, the writers whose works we read in Madame I had some things to say. But every time stunned: Chuck’s analysis had seemed in- X’s World Literature class at Creighton Madame X asked a question, then waited formed, plausible. University. I’m certain we read many other with her I-suffer-no-fools scowl, I froze. Though I continued to enjoy the read- writers as well, and that none of them were One day, though, I was particularly excited ing, I don’t remember other class “discus- women—a fact to which my classmates and and willing to share. I don’t remember what sions.” I do remember trying to avoid eye I didn’t think to object back in 1969. we were reading, but I do remember that contact, fearing I’d be called on for a con- In this class—a capstone seminar—we she asked some especially challenging ques- tribution. I don’t remember speaking at all were actually expected to talk, though it tions. My friend Chuck, a smart and affable during that semester, which is—perhaps— wasn’t easy with Madame X scrutinizing guy, raised his hand and offered an answer one reason I got a B. ♦ every word. She had wild hair and deep- The class waited. And waited. And fi- set eyes underscored with sallow, sagging nally, Madame X responded. “Obviously,” skin. She spoke in curt, publishable sen- she said, “you did not read the book.

2-The Freestone Studying for a Career: The CLP’s Recent National Internships with the Center for Literary Publishing Recognition By M.T. Northrup Originally published in Colorado Review’s summer 2005 issue, Robin Black’s essay “The Answer That In- f you’ve ever been lost in Aylesworth— how to copyedit, typeset, manage submis- creasingly Appeals” was reprinted in Iand let’s be honest, who hasn’t?—you sions, proofread, use The Chicago Manual of The Best Creative Nonfiction, Volume may have passed a long glass window in the Style, work fund-raisers, and a lot more than 1, which was published by W.W. Nor- middle wing that says “Center for Literary that. I learned a lot of terminology: blue ton in 2007. Publishing” (otherwise known as CLP). And lines, proofs, covers, kerning. The differ- if you’ve ever been lost with respect to what ence between copyediting and proofreading. From Colorado Review’s summer 2006 you’ll be doing with your life, you may have That stuff matters when you’re applying for issue, Dennis Fulgoni’s story “Dead been referred to an internship at that very jobs.” Man’s Nail” is included in New Stories same CLP. Like Jackson, many other former interns from the Southwest, published by the Stephanie G’Schwind, the CLP’s director have emerged from their CLP experiences University of Ohio Press in January and editor of Colorado Review, works hard to with not only an interest in publishing but 2008. foster and encourage critical publishing skills also a career. Initially some students are among her interns. “[Stephanie] spends in- drawn to the internship by the camarade- The Best American Poetry 2007 in- ordinate amounts of time mentoring every rie available in working in an environment cludes two poems that were first pub- made up of writers and literary types. lished in Colorado Review: “The Fam- “[The internship] was recommended ily,” by Arthur Vogelsang, and “Remiss as a good opportunity to meet other Rebut,” by Harriet Zinnes. grad students, and it seemed like it might be fun, but I didn’t really know dustry, such as InDesign and FileMaker. “It what to expect,” said Brian Winstead, was definitely helpful to see the manuscript’s associate editor at Penton Media. journey from submission to print—revisions, Photo: M.T. Northrup Photo: M.T. Alternatively, some graduate stu- proofs, etc. It is also key to collaborate with dents are interested in learning more authors, editors, art directors, and even the about how their own writing will sales team,” said Julie Grace Wenzel, associ- be carried through the publishing ate editor at Penton Media. process. “It was helpful to me as a Additionally, the work of an intern in- writer—both as far as understand- cludes everyday correspondence with au- Tanya MyKhaylychenko reads a nonfiction submission. ing what kind of work was expected thors and exposure to the diverse market- single intern…She gets to know you, your in a quality literary magazine, as well as un- place available to writers. A CLP internship interests, and provides valuable feedback on derstanding what my manuscript would go can serve to broaden and deepen the gradu- your work. What she really does, better than through,” said Jean Knight Pace, associate ate experiences of individuals, and it can also anyone I know, is give great advice. Her men- editor for Organize magazine. open new and exciting options. “I thought I toring and encourage- Many interns find had only one option after graduation: teach- ment were invaluable that the CLP intern- ing. CLP helped me prepare for and succeed in helping me figure ship exceeds their (inasmuch as I have) in a different career out a career path,” said “Many former interns initial expectations in track. Few graduate writing programs offer Trevor Jackson, a for- have emerged from the on-the-job train- that same opportunity,” said Jackson. mer intern who now ing that it provides. Winstead noted that not only were his works as the English their CLP experiences “What I discovered initial expectations exceeded, but also that Language Arts proj- and learned was that he chose a whole new career path because ect editor for Buckle with not only an working at CLP of- of his internship. He said, “I never expected Down Publishing. interest in publishing fered me hands-on that CLP was really going to lead to a full Interns perform a training for a career in professional publishing house—albeit, small whole range of func- but also a career.” publishing that dove- press. And, of course, I had no way of know- tions to contribute to tailed with my MFA,” ing how much I would fall in love with that the production of this claimed Jackson. world.” small press and, in the process, gain invalu- The experience gives interns practice on Former CLP interns have found that the able experience. Jackson said, “I learned how skills that are oftentimes invisible to both au- skills they acquired continue to be helpful in to read submissions and make recommenda- thors and the public. This includes work with their publishing work today, though the for- tions, as I expected I would. I also learned software indispensable to the publishing in- continued on page 11

3-The Freestone You Can’t Beat That: the adolescent audience, Mitchell struggles, both artistically and ethically, with the literary question Todd Mitchell’s Passion for Students “Is it wrong for a writer to gloss over or tone By Kathryn Hulings down the depiction of taboo issues to reach a wider audience?” His answer to his own query ast year when Todd Mitchell gave a from students expressing how excited they spells out the challenges and the conflicts facing Lreading at Octavia Books in New Orleans, were to meet a ‘real author,’ and how they’ve the writer of adolescent literature. “On the one his audience had more than a few friendly started writing their own books now.” hand,” Mitchell as- faces. Among the folks who came to hear The task of writing for these adolescents serted, “I think Mitchell read from his April 2007 release, The brings with it issues of concern not necessar- adolescents crave Traitor King, were some of Mitchell’s former ily inherent in writing for adults. “I constant- honest depictions students from ten years before, during his ly think about how to relate to my audience,” of taboo issues, time at Metairie Park Country Day School. Mitchell admitted, adding that “when I’m because these are While Mitchell recalled that the “devasta- writing for adolescents, I have to revive my the issues they tion caused by the failed levies was far worse inner teen and constantly ask myself, ‘What face and struggle than anything I’d seen in the news,” he was would appeal to this age group? What vocab- with in their daily also quick to share his hopeful observation ulary would they use? How would they relate lives. On the other that “New Orleans itself remains irrepress- to this story?’” These questions aren’t con- hand,” he added, ibly alive.” The tenacious spirit of New Or- tained to Mitchell’s imagination; he purpose- “when you’re leans was not the only thing Mitchell was fully spends time with adolescents to make writing for adoles- able to embrace; he also got to spend time sure he is in touch with their language, not cents, you have the Cover of Mitchell’s book with his former students, now adults, and wanting his adolescent characters to “sound dual challenge of to rejoice in the people they’d become—his like they grew up in the 80s.” Mitchell ap- appealing to adolescents while needing the students are now the very people who are preciates the lure and appeal of TV, video approval of adult readers—after all, most of working hard to rebuild their beloved city. games, and other media-driven pursuits; he the critics and purchasers of the books are “For me,” reflected Mitchell, “this was the understands that books may not be first on adults. The problem is that adolescents don’t ultimate gift—to see how the work I’d done the list of potential activities for a teenager always gravitate toward the things adults ap- as a teacher so many years before may have with time on their hands—yet he accepts this prove of.” influenced who those students became, and as a happy challenge. “I have to always give Mitchell has more projects in mind that how they worked to help others.” readers a reason to turn the page and keep are sure to receive future nods of approval Mitchell’s days of influencing the lives of reading. In general,” he mused, “there’s an from both adolescents and adults. At pres- adolescent students are far from over; cur- economy and pace to adolescent literature ent, Mitchell is excited about his work on a rently he is busy visiting elementary, middle, that I find very appealing.” collaborative project with a graphic artist— and high schools That pace can be the venture has made him “eager to explore across Colorado. tempered by some of how text and pictures can interact to create He recognizes that the ethical conundrums hybrid narratives.” “many students in and topical taboos that Mitchell’s writing adventure is accom- elementary, middle may accompany writ- panied by the graduate and undergraduate and high schools ing for adolescents. classes he teaches at CSU, and his continu- view reading and “The ethical dilemma I ing plans to keep visiting elementary, middle, writing as purely have,” he confided, “is and high schools across the country. Exud- academic tasks that how to write honestly ing genuine passion for his work, Mitchell

create anxiety and Mitchell Todd Photo courtesy of for adolescents without claimed that “one of the greatest benefits of are fraught with causing my book to be writing for adolescents is the way it allows me Todd Mitchell speaks to students. failure.” Still Mitch- excluded from school to connect to young people and be in schools ell remains optimistic: “I have a unique op- libraries, reading lists, and curriculums.” The again, especially elementary schools.” portunity to change students’ perspectives Traitor King, which is aimed for the younger, It’s easy to see why, after ten years, his of reading and writing.” Mitchell remembers nine-year-old-and-up audience, didn’t really former New Orleans students wanted to how when he was a kid, schools never hosted pose any problems with potentially prohib- spend time with Mitchell. It’s hard to forget author visits. Now, as a successful educator ited issues; Mitchell’s upcoming book, com- a teacher who actually loves being with stu- and author, he is cognizant of how benefi- ing out next year with Candlewick, however, dents in their own space. He gladly admitted, cial these visits can be to a school and wishes is more provocative in its content. This new “There’s something about elementary schools they were done more often. The powerful book’s main character, James, is described that fills me with happiness—the drawings on impact of personal connections that his vis- by Mitchell as “a sophomore who is sexu- the walls, the raw energy, the students’ excite- its create for students is not lost on Mitchell. ally active and engages in self-destructive ment about corndogs and recess—you can’t “I’ve received literally hundreds of letters behaviors.” Concerned with his responsibility to beat that!” ♦

4-The Freestone Working for Change: NWP in Fort Collins ing in their classrooms in the morning, and afterward, helping third, fourth, and fifth By Cameron Shinn grade teachers spend their afternoons in col- laborative planning sessions. ince 1974 the National Writing Proj- Garrett, and Tiffany Hunt, all PSD teach- For the past two summers CSU writing Sect (NWP) has been training teacher- ers, presented at the National Council of project teachers have been providing inser- leaders, putting them through a four-week, Teachers of English conference (NCTE) in vices at CSU for teachers wanting to improve six-credit class to have an experience most Nashville on how to use alternative forms writing instruction across content areas, and teachers would label, “life changing.” In the of curriculum, texts, and pedagogy to maxi- teachers seeking to better themselves as writ- summer of 2003, CSU received its own Na- mize student engagement, learning, and to ers. The summer of 2007 also provided three tional Writing Project site. Since that date, help create a better culture of education in- new workshop opportunities: the Watershed educators from kindergarten to college have side classrooms. O’Donnell-Allen and Bud Writing Workshop (a professional develop- collaborated to learn more and bring about Hunt, a teacher from the St. Vrain School ment opportunity offered to teachers in quality education reform: in short, to give District, presented on beginning and sustain- Leadville and neighboring towns, areas that, students the best. ing teacher inquiry groups for NWP teach- because of their rural location, have very lit- For the past five years, twenty teachers ers, using the curiosity of teachers and sys- tle access to professional development), the have given up four weeks of their summer tematic research to enhance education, and first week-long workshop in Brush, Colora- to labor in small rooms, some without air- then how to dissemi- do (focusing on class- conditioning, in overly tight quarters, to nate that knowledge room instructional learn not just about teaching writing, but to other teachers so “Educators...have practices), and a week- also about the teacher’s role in education for they and their students collaborated to learn long workshop in PSD the twenty-first century. That has meant, for may benefit. This last at Johnson Elementary some, presenting at national conferences, year O’Donnell-Allen, more and bring about (focusing on estab- providing workshops for students and teach- Garrett and I gave two quality education lishing, building, and ers, and for all participants, the opportunity presentations in New maintaining a writing to change education at its most basic level: York City, at both the reform: in short, to give workshop model for the classroom. NCTE and NWP, on writing instruction). In 2005, Cindy O’Donnell-Allen of CSU, utilizing book clubs as students the best.” The teachers of John- Director of the CSU Writing Project, Emily a means of facilitating son Elementary also Richards-Moyer, Professional Development student-led discussions of difficult societal agreed to continue this development with Chair of the CSU Writing Project and teach- issues—prompting such discussions by read- twelve ninety-minute sessions throughout er in the Poudre School District (PSD), and ing controversial texts; O’Donnell-Allen is the school year to continue their momentum I, as Teacher Co-Director and PSD teacher, currently at work on a second book, specifi- of change. presented at the NWP annual conference in cally addressing this topic. Teacher-leaders from the CSU Writing Pittsburgh, along with representatives from CSU Writing Project teachers also left Project have also sought other ways to create the writing projects in Greeley, Denver, and their classrooms on occasion to teach other an impact via publication: teachers and students. In only • Megan Baker and Nicole Herr, both of its third year, the CSU Writing PSD, were published in Teaching Tolerance; Project provided inservices to • Teachers Kyla Carter (PSD), Julie Meikle- twelve different schools in the john (LaJunta), Hannah Mancina (SVSD), Poudre School District: three and Richards-Moyer have been published

Photo: Will Allen Photo: Will high schools, one junior high, in English Journal; and eight elementary schools, • Tiffany and Bud Hunt have served as edi- as well as another elementary tors of “New Voices,” a column in English school in Greeley. That same Journal for the last five years; year, the CSU Writing Project • Natalie Barnes (CSU) and Craig Moyer began a three-year partnership (PSD) have both been published in state with the St. Vrain School Dis- art journals; trict (SVSD), working with in- • Cameron Shinn published a poem in termediate teachers on imple- Fugue; menting best-practice writing • E. Jason Clarke, a high school teacher Cindy O’Donnell-Allen cuts the CSU Writing Project’s 5th strategies. Once this partner- from Thompson Valley School District, anniversary cake. ship began, Loma Linda El- published his novel Letter from Tomorrow, an Pueblo. Our topic was how to use teacher- ementary saw their school’s first double-digit accomplishment he said he wouldn’t have leaders to facilitate effective professional gains on its CSAP writing tests. In the last done without the support of his CSU development. The following year Cindy year of their partnership, Loma Linda El- O’Donnell-Allen, Richards-Moyer, Rebecca ementary had Writing Project teachers teach- continued on page 8

5-The Freestone Training Tomorrow’s Teachers: NCTE at CSU By Monique Pawlowski

nglish Education students are excited about NCTE. So said Abby Brunton, this year’s elected officer of the club’s chapter at CSU: “It’s Ea great way to become involved in a community of educated professionals who share the same passions. It’s grounded in supportive relationships.” NCTE, which stands for the National Council of Teachers of English, enhances all aspects of English and Language Arts education at elementary, secondary, and collegiate levels. According to the organization’s website (www.ncte.org), there are approximately 60,000 mem- bers, both in the United States and abroad. CSU’s chapter boasts forty registered members and is growing. “This year’s NCTE staff at CSU is made up of both undergraduate and graduate students, so the information at each meeting targets a larger audience,” said Brunton. “This semester’s officers are more dedicated than ever to hearing the students’ voices and giving them the experience they are looking for.” That experience happens every other Wednesday night at six, when members gather to eat, talk, share stories and ideas, and build a com- munity centered on the betterment of English education. “Being an active member of NCTE at CSU is a valuable way to enter professional conversations,” said Pamela Coke, Professor of English and the CSU chapter’s faculty advisor. The conversations are fueled by the range of guest speakers who inform students about various aspects of the English Education profession—from student teachers to administrators to union affiliates. “Last semester, Tom Lopez, the principal at Rocky Mountain High School, came and spoke about hiring practices,” said Brunton. Recent speakers also include Rod Lucero, an Associate Professor in the School of Education at CSU, who spoke on school law and education policies, and Mary Lyn Jones, the president of the Poudre Education Associa- tion, who discussed benefits and services the association provides its member teachers. Approximately every third semester, a meeting is devoted to GLBT (Gay, Lesbian, Bisexual & Transgender) Safe Zone Training and attracts a large turnout. This semester includes an impressive lineup of speakers and presentations.

Photo: Monique Pawlowski In addition to an informative session about interdisciplinary units, a meeting concerning special education students and the requirements for integrating them into a mainstream classroom is in the works; later meetings include mock interviews, a resume workshop, and differentiating lessons for English Lan- guage Learners. For five dollars a year (or three a semester), members will be ahead of their peers when the time comes to teach. Coke claimed that “the Students attend a recent NCTE meeting. number one reason to participate is to learn about the issues—what are we facing out there in the education world?” ♦

Faculty Get Involved with the SpeakOut! Women’s Writing Workshops By Mandy Billings

he SpeakOut! Women’s Writing Work- usually led by Tobi Jacobi (co-director of the been overwhelmingly positive as well. Mes- Tshop at the Larimer County Deten- CLC) and by CLC interns Mandy Billings, sages thanking the guest speakers for coming tion Center has been greatly enhanced this Terry Northrup, and Abby Brunton, the are written by the women on almost every semester by guest speakers from the CSU guest speakers are able to focus workshops guest speaker evaluation form, and some of English department. So far faculty members around their specific areas of research and the women have turned the writing exercises Sarah Sloane, Sue Doe, and Dan Beachy- expertise. Sarah Sloane shaped her presen- given by guest speakers into longer pieces Quick have each led a workshop, with Todd tation around activities from her book The that will be published in the spring 2008 edi- Mitchell, Sasha Steensen, and Suzi Smith (a I Ching for Writers, Dan Beachy-Quick made tion of SpeakOut! Journal. performance poet from Denver) joining the 19th-century British poetry accessible, and “It seems to me imperative that we not workshop later this semester. Sue Doe discussed the basics of life writing. forget the voiceless and cast-away people The SpeakOut! workshop series at the “It was wonderful to lead the workshop,” who are in our midst,” Doe said when asked Larimer County Detention Center, an initia- Doe said. “I loved every minute of it. I guess why she felt the SpeakOut! workshop was tive of CSU’s Community Literacy Center I had this image of a ‘reluctant’ class, but [the important. “They have integrity. Their voices (CLC), conducts ninety-minute weekly writ- participants] were more engaged and invest- are important. They have made mistakes, but ing workshops over the course of twelve ed in the class time than my classes some- who among us hasn’t? Those of us on the weeks and culminates in a publication of the times are at the university.” outside need to pay attention.” ♦ women’s writing. While the workshops are The responses from the participants have

6-The Freestone The Diversity and Importance of GET INVOLVED WITH CSU’s TESL/TEFL Program TESL/TEFL Contact Emily Ellis, vice president of By Elissa Hoffert communications of the TESL/TEF Graduate Student Association, at he students in CSU’s TESL/TEFL During the parent/child literacy group [email protected] master’s program are as diverse as the sessions, parents and children spend the first T or Adrienne Harris, president of the students they are preparing to teach. The ten minutes together reading a book cen- GSA, at [email protected]. program currently boasts between thirty- tered on the theme of the day. For the rest five and forty students from such countries of the class, the children separate from their Peace Corps representative. as South Korea, Saudi Arabia, China, Ku- parents. However, both children and adults Philp’s advice for those interested in pur- wait, Taiwan, Brazil, Nicaragua, and Japan. have the same target for the day with objec- suing the Peace Corps path: “Be patient and Though TESL/TEFL students share the tives that have been adapted for each group. be flexible.” same classrooms and the same professors— In the future, Pawelski sees herself work- Douglas Flahive, Fabiola Ehlers-Zavala, and ing in Denver with language learners like TESL/TEFL for Specific Purposes Gerald Delahunty—an array of journeys led stay-at-home moms who are not usually pro- Hannah Grant-Boyajian is currently in the them here and still awaits them. vided English lessons. fourth semester of her dual master’s degree “I came into the program with a narrow in TESL/TEFL and Spanish. After complet- Serving a Need in the States view of just how many opportunities there ing her bachelor’s in Spanish International Though Amanda Pawelski has spent most of are—family literacy, K-12, night school and Relations in New York, Grant-Boyajian de- her life in the United States, she feels being everything in between. The program has cided she wanted to continue her studies in born in Australia (to parents from the Unit- made me more aware of issues facing Eng- TESL/TEFL. When she checked out CSU’s ed States) and her family’s travels have im- lish-language learners and the daily struggles dual Spanish and TESL/TEFL option and pressed the importance of multiculturalism that others may not know.” realized she could get two master’s degrees upon her. Pawelski was drawn to the TESL/ in three years, she was soon on her way to TEFL department at CSU because she felt it The Peace Corps Plan Fort Collins. would give her a chance to blend her love of Caitlin Philp grew up in Fort Collins and Grant-Boyajian’s decision to pack her languages with her love of literature, and she hated school, so she decided to complete three years at CSU with two degrees is in- was ready to get away from the East Coast. her BA in English Education. “I thought, ‘If dicative of her life as a student. Along with “Colorado has a lot of minority groups. It’s I’m going to complain about it, I’d better do her studies, Grant-Boyajian also teaches a hot spot to study the field and put it into something to change it,’” Philp said. Spanish 105 during the fall semester and practice,” Pawelski said. When Philp finished her BA, she had two Spanish 107 during the spring semester. “I Though Pawelski is in her second semes- things she wanted to do—go back and get understand what challenges second-language ter of the program, she her MA or join the Peace Spanish speakers face,” Grant-Boyajian said. has already had plenty Corps. So when she saw “I can anticipate their errors and challenges of opportunities to teach a poster advertising an by looking at my own experiences.” English to internation- opportunity to do both Grant-Boyajian’s experiences have not al students in both the through Peace Corps been limited to the Spanish classroom. This practicum class offered master’s International and semester, she also serves as an intern with the as part of TESL/TEFL’s realized that CSU was one Poudre School District in a parent involve- core curriculum and in a Photo: Elissa Hoffert of only three schools that ment class, which is sponsored through Title program she developed worked with the program, One. Two nights a week, Grant-Boyajian with her peer Christiana she started filling out her teaches a class to six parents, all from Mexico, McCormick. application. which is intended to impress the importance Pawelski and Mc- Philp plans to leave for of helping their students with homework. Cormick developed the the Peace Corps in June; According to Grant-Boyajian, one of the Parent/Child Literacy however, she has yet to most emphasized issues is for her students Group as part of a class hear exactly where she’s to promote literacy within their own families. project last semester. But Amanda Pawelski and Leewon at going. Regardless of her While the class has taken a trip to the library this semester, they have the Parent/Child Literacy Group destination, once Philp to get library cards, Grant-Boyajian is careful seen their idea material- has arrived, the Peace not to limit her students’ reading interactions ize. There are currently six women and five Corps will provide her enrollment in an In- to library books. “Even reading a cookbook children in the program from such countries tensive Language Program. Though Philp and looking up what time Dora the Explorer as China, Korea, and Libya. Most of the will be focused on her Peace Corps assign- comes on television can help them. I want women are wives of PhD students or inter- ment, she will continue working on CSU’s national staff and faculty. TEFL/TESL program requirements with a continued on next page

7-The Freestone TESL/TEFL: continued from previous page NWP: continued from page 5 Writing Project colleagues; the second annual Early Career Teachers • O’Donnell-Allen published a book The Workshop and a workshop for teachers who Book Club Companion: Fostering Strategic would like to learn about writing across dif- Readers in the Secondary Classroom. ferent content areas while finding the writer This spring and summer, the CSU Writing inside themselves. Also, the fifth annual Project has myriad offerings, beginning with Young Writers Workshop will occur (a week- Photo: Elissa Hoffert Beyond the Binder, a conference geared to- long event where soon-to-be seventh, eighth, ward teaching literacy strategies for all teach- and ninth graders gather on CSU campus to ers, across all content levels. There will also grow and develop as writers) and the sixth be a session titled “What Administrators Summer Institute. Need to Know about Teaching Writing,” in In six short years CSU Writing Project Caitlin Philp, Hannah Grant-Boyajian, which administrators will learn about current has gone from twenty teachers with one pro- Amanda Pawelski and Rayed Alsakran research and the most effective approaches gram, to nearly one hundred twenty teachers them to be expanding their view of literacy,” for teaching writing. This summer, the CSU and nearly ten programs, all with one goal in Grant-Boyajian said. Writing Project also has two different week- mind: empowering teachers to make change Though Grant Boyajian teaches classes at long workshops on campus for teachers: so that the best becomes a reality. ♦ CSU and PSD, she still finds time to teach Spanish to medical professionals. This se- mester, Grant-Boyajian is working with Books for Humanity two dentists once a week, so they can speak By Janelle Adsit Spanish with their clients in Greeley. This is an area where Grant-Boyajian sees herself ast year, Deanna Kern Ludwin launched included choral performances, face painting, working in the future. “Language as a barrier La new program intended to put books and balloon races. This year Todd Mitchell to healthcare is a big issue in this country. into the homes of all Fort Collins Habitat made a guest author appearance. Just being able to ask a few questions is really for Humanity families. In its first year, the “Every time I think of the little girl who calming to someone,” Grant-Boyajian said. project equipped all thirty-one Habitat selected Charlotte’s Web because her teacher homes with a custom-built bookcase and had read it to the class, my heart fills with Taking Back New Techniques basic reference library. gratitude for Fort Collins’s Habitat families Rayed Alsakran came to Fort Collins from In addition, Books for Humanity, in con- and their ardent desire to bring books into Riyadh, Saudi Arabia, in August 2007. As an junction with the Center for Community Lit- their homes,” said Ludwin. employee at the Institute of Public Admin- eracy and the TESL/TEFL Graduate Student Having had such success with the pilot istration in Riyadh, Alsakran was encouraged Association, also maintains a free bookstore, program, Ludwin is now working with Habi- to come to CSU by a fellow employee and “BookStop,” at the CORE (Community Or- tat for Humanity to promote the program in CSU alum in TESL/TEFL. ganizing to Reach Empowerment). The store other areas. Residents of Iowa, Minnesota, Alsakran explained that the Institute of moved to CORE this year to increase the and Ohio have already expressed interest Public Administration is comparable to a community’s access to the books. The store in initiating their own Books for Humanity community college in the United States, but keeps at least a thousand books on its shelves, programs, and a start-up manual is soon to it is much more focused on English. Students which are available for people to own free of be available online to anyone requesting it. who attend the institute receive a two-year charge. Ludwin is excited about the program’s future degree, and each degree has some sort of Many members of the CSU community growth: “Our work has only begun!” ♦

English component. During his time there, took part in this effort: four students in the Photo: Eric Adsit Alsakran taught multiple levels of English. English department gained internship ex- “Once you are employed there for two years, perience through the program, and faculty you are entitled to a master’s, and you must go members from the department donated new to the USA to get it. If you don’t go, you trans- and gently used books to the bookstore. fer from faculty to staff,” Alsakran said. Habitat’s Resource Development Director All students in Saudi Arabia are required and CSU alumna Kristin Wood Candella to go through an English program like the (BA Political Science, 1998) also helped or- one offered at the Institute before they can chestrate the project as did Jessica Richards go on to an area of study of their choosing. Palmquist and daughter Ellen Palmquist. Though Alsakran is learning new tech- As a third component of the program, niques to take back to Saudi Arabia, he realizes each year Habitat families are invited to do that he will have some challenges implement- their holiday shopping at the Family Book ing all of his techniques into the classroom. Fest. A wide selection of new books is avail- A child picks a book from the children’s He’ll collaborate with teachers there to decide able at no charge at this event, and volunteers corner, which was designed by Ellen what works best for their students. ♦ provide free gift wrapping. The nights have Palmquist.

8-The Freestone Working for Equity: Non-Tenure-Track Faculty By Sue Doe Photo: Sue Doe

hree years ago, the Freestone ran a front actually “essential entities.” Additionally, Tpage article by Kerri Mitchell on the top- as a result of the change in job classifica- ic of adjunct faculty, reporting that these fac- tion dictated by Provost Frank in the fall ulty were providing instruction to well over of 2007, most non-tenure-track faculty are half the lower-division composition and lit- now “special appointment faculty” rather erature courses offered in the English depart- than “temporary appointment faculty,” a ment at CSU while living at salaries beneath name change that carries both symbolic those of the average high school graduate and real meaning. The faculty manual in the United States. Today the presence of defines “special appointment” as faculty non-tenure-track faculty in English depart- whose relationship with the university may ment classrooms is as significant as it was in extend beyond a year. Special appointment 2005, but salaries have gone up and there is a faculty obtain immediate opportunity for Rebecca Davidson-McGoldrick and Laura Thomas rising level of awareness regarding both the participation in the health-benefits program tions for the campus community to properly essential contributions of this sector of the (rather than needing to wait a full year of ser- acknowledge the RIGHTS, REPRESENTA- faculty and the persistent state of vulnerabil- vice) as well as other benefits, such as access TION, RESPECT, RECOGNITION, RE- ity in which they do their work. Since 2004, to the dependent stipend for tuition. SOURCES, and REMUNERATION owed when it was pointed out to then-Provost Pe- Beyond shifts in pay and identifiers, the to these essential people. The impetus for ter Nicholls that NTTs in Eng- the provost’s creation of the task force de- there had been lish also have rived from a resolution from the CSU Fac- no pay raise for achieved new ulty Council, which declared in April 2006 the six years pre- opportunities in that non-tenure-track faculty are a valued vious, there have “There is a rising level of terms of self- and integral part of the academic faculty, are been annual, g o v e r n a n c e . valued as professional colleagues, and that if incremental, awareness regarding both the The NTT Com- annual pay increases, fringe benefits, and re- baseline salary essential contributions of this mittee is recog- sources for professional development should increases. These nized in the de- be available to them. pay increases, sector of the faculty and the partment code While important improvements have been supported by persistent state of vulnerability as a standing made since the last article in the Freestone, current Provost committee rep- many obstacles remain. In English, where Tony Frank, in which they do their work.” resenting con- the numbers of non-tenure-track faculty have taken per- tingent faculty are large, finding appropriate office space section baseline needs, interests, is always a challenge. Additionally, with the pay from the and issues to the implementation of special appointment lan- 2004 level of $3,000 per section to the cur- department. One member of this committee guage, most non-tenure-track faculty must rent level of $3,785 with the assurance for serves on the Executive Committee. In ad- be annually evaluated—a labor-intensive the foreseeable future of annual pay increas- dition, a committee called the Non-Tenure- task for both NTTs and the chair, who this es to the base that will be commensurate Track Hiring and Evaluation Committee (or year read and evaluated every file. Beyond with tenure-track faculty pay increases. NTTHEC) is composed of several contin- the annual review, however, is the thorny Also, understanding is steadily growing gent and tenure-line faculty who collaborate issue of reapplication, which continues to that non-tenure-track faculty are anything to review annual application files. Addition- be required despite the special appointment but adjunct. A glance at Webster’s reveals ally, NTTs elect a representative to the Col- reclassification because of funding-formula why: the term “adjunct” means “something lege of Liberal Arts Adjunct Council, which problems that prevent ongoing base funding attached to another thing but in a dependent was formed in the spring of 2005. for core courses such as CO 150. As a result, or subordinate position”; a person “associat- Also, in the fall of 2006, Provost Frank the monies that pay for most NTTs are not ed with another in some duty or service in a created a university committee, the Provost’s available until late spring to mid-summer, subordinate or auxiliary capacity as helper or Task Force for Shared Governance, to study and this situation perpetuates a dispiriting assistant.” Few in the English department at the issues of non-tenure-track faculty. That reapplication/rehire cycle. Because of such CSU would argue that non-tenure-track fac- committee produced the “6 R’s,” which the issues, NTTs in English continue to work ulty are auxiliary helpers. Rather, the English provost endorsed. Today that committee has vigorously for responsible funding of core department and larger CSU community in- been charged to learn how these recommen- courses by the university as well as improve- creasingly understand that non-tenure-track dations are being implemented throughout ments to salary differentials that reflect years faculty or NTTs (pronounced “entities”) are the university. The “6 R’s” include expecta- continued on next page

9-The Freestone NON-TENURE-TRACK: continued from PhD: continued from page 1 previous page process, and despite changes in the texture and shape of the department, CSU’s cur- of service and value to the department. Fi- rent goals for the upcoming English PhD, called “Language, Literacy, and Rhetoric,” still nally, NTTs and others continue to work reflect many of the same interests original faculty held in the PhD’s infancy. Writing— for the creation of long-term, renewable, or situated historically, rhetorically, and socially—continues to provide a shared platform rolling appointments so that job stability be- on which all of the fields within English can be heard, and in this vein, interdisciplinary comes a reality. In short, the work for equity praxis contributes to the vitality of the department. The core values remain, even in the goes on, as good work must, but today there new century. The challenges that the program faces—and, indeed, the shape the program is room for optimism. is taking—reflect the changes the new century has brought to academia. Composed of Gerry Delahunty, SueEllen Campbell, Debby Thompson, Louann Reid, Here’s a sample of our non-tenure-track Cindy O’Donnell-Allen, Kate Kiefer, Lisa Langstraat, and Bruce Ronda, the current com- faculty’s recent achievements: mittee looks forward to implementing the new program in fall 2010. Ronda states that the Rebecca Davidson-McGoldrick and Laura program, though it does not focus on literary studies in the same way CU-Boulder’s pro- Thomas (photo on previous page) collabo- gram does, will maintain a “truly interdisciplinary nature” in which candidates will choose rated in the summer of 2007 on a major revi- a topic and pursue their studies under the advisement of a committee of faculty from sion of the CO 150 common syllabus. They across the college. Moreover, the program offers multiple electives from departments revised the curriculum to better address gt- such as Speech Communication, Philosophy, and Journalism, in addition to varied special- Pathways requirements and made some sig- ties doctoral faculty will bring to the classes and seminars they teach. The department’s nificant changes to readings and assignments. strong rhetoric/composition, writing, and technology fields will continue to bolster the The critical reading unit focused on several doctoral program as well, helping draw the attention of potential applicants from across NY Times articles by Michael Pollan that were the globe. The PhD will, without a doubt, roll out into a welcoming environment. Ensur- precursors to his book The Omnivore’s Dilemma. ing that other programs and students in the department also feel welcome is one of the They also added a local inquiry unit that en- ongoing challenges the planning committee faces. gaged students in investigating campus and The serious decline in faculty numbers from twenty years ago is one of the major is- community sites of interest to new students, sues facing the committee in the next two years. Fewer faculty means fewer professors for then reporting on doctoral-level seminars as well as dissertation committees. It also means less time to go them and writing around for all students—both undergraduates and postgraduates. This consideration has arguments about forced the committee and the university to tread carefully while planning the program and them. to keep the needs of MA, MFA, and undergraduate students in mind. One of the driving In addition to goals of the program’s planners is to avoid “weakening or marginalizing” the department’s teaching multiple Photo: Sue Doe other programs. PhD candidates will teach upper-level undergraduate English courses, classes and serving leaving first-year courses such as CO 150 for MA/MFA-seeking graduate teaching as- as an administrative sistants. Another factor mitigating the potential for the PhD program to marginalize the instructor mentor- MA/MFA programs is that the CCHE will soon be requiring all university undergraduates ing GTAs, David to take an upper-division composition course, channeling thousands of students back to David Bowen Bowen is publish- Eddy Hall for CO 300-level courses in order to graduate. While doctoral students would er and editor in chief of the New American be part of the group teaching these upper-division courses, MA/MFA graduate teaching Press. He has recently published a chapbook assistants would continue to teach the lower-division literature and composition courses of poems by Margaret Rabb (Old Home), a they currently teach. chapbook of Lee K. Abbott’s story One of All that’s left for the committee is finalizing curricula in the short term, and in the Star Wars, One of Doom, and an anthology of long term, building up numbers of regular faculty in the department. The first goal will lesser-known Chekhov stories titled The Other rely on continued discussion about the ideals, objectives, and guiding philosophies of Chekhov, with introductions by contemporary the doctoral program. Ronda believes that the program itself, from planning to actu- writers such as Fred Chappell, Christopher ally implementing it, has the capacity to attract tenure-track faculty, thereby helping the Coake, Benjamin Percy, Jeff Parker, and Da- department meet its second major goal. Of course, one of the biggest issues in keeping vid R. Slavitt. This spring Bowen is also releas- those potential faculty members is funding, which is an ongoing challenge for liberal arts ing a nonfiction chapbook by Steve Daven- departments across the country. The immediate solution is to hire more adjunct faculty port (Murder on Gasoline Lake) and a collection to teach lower-division courses in the department, allowing for tenured and tenure-track of travel essays by Thomas E. Kennedy called faculty to support the doctoral program. It seems likely, however, that once the program Riding the Dog: A Look Back at America. is in place, more faculty—and, therefore, more funding—will be needed to accommodate For information on Todd Mitchell’s ac- for growth in candidate numbers and for faculty losses due to retirement. complishments, see pages 4 and 21. It’s true: the PhD is no longer coming into the same world that the original committee Also highlighted in pages 21-23 are De- members imagined, which seems like an irony on the surface. But a program is only as boarah Dimon, Deanna Kern Ludwin, strong as its ability to overcome challenges: a small faculty and a changed academic world Dan Robinson, Terry Sandelin, and So- may prove to be exactly what “Language, Literacy, and Rhetoric” needs to survive and nya Veck. ♦ grow. And there’s no need to ask forgiveness for that. ♦

10-The Freestone CLP: continued from page 3 mat and business type may vary. “Although a CLP internships can also help in the ex- Work that has appeared in Colorado Review literary journal is different than other types pansion of an already prolific publishing ca- has recently been noted in Best American Es- of magazines, there are still certain aspects reer. As Diaz said, “I give significant credit says and has been published in Harper’s Maga- that are always the to the growth zine. The quality of this authorship reflects same,” Pace said. of my freelance the quality of the work done by G’Schwind And even those GET INVOLVED business to hav- and her interns. ♦ who already have IN THE CENTER FOR ing this intern- significant experi- LITERARY PUBLISHING ship and my CSU ence in the field graduate work on of publishing can Check out the website at my resume.” Useful Phrases Barbara Sebek’s Most Memorable find the internship coloradoreview.colostate.edu/internship T h r o u g h a valuable experi- G ’ S c h w i n d ’ s Teacher ence. Ann Diaz, Contact Stephanie G’Schwind at guidance and the niversity of Chicago, fall 1982. I a freelance edi- [email protected] hard work of the Uwrote my first college paper for a tor, said, “I gained interns, the CLP humanities course called “Form, Problem, a much keener produces a spec- Event.” Professor Jeffrey Stern (then awareness of many aspects of the [publish- trum of publications. These publications a recently minted English PhD, now a ing] culture.” include most recently The Maximum, a book clinical psychoanalyst) responded to my Those who have already worked in pub- of poems by Sarah Campbell, and Colorado first paper: “Don’t promise me ice cream, lishing and are able to sharpen and nuance Review, a literary magazine that comes out then give me…I don’t know…pretzels!” their skills. “I think my biggest thing that I three times a year. These publications and He never uttered the phrase “introduction took with me was having an idea of how a internships support the already outstanding with thesis statement” (it would be years magazine runs (this is something the average reputation held by the English department. later while being trained as a composition person on the street wouldn’t have) as well Said Jackson, “One of the strongest selling GTA that I heard such a phrase), but he as an idea of how to put things together,” points at CSU’s writing program is the op- taught me to provide one.♦ said Pace. portunity to work on a literary journal.”

Our Idols Sarah Sloane’s Most Memorable Teacher

hen I was a graduate student at Ohio State University in the late eighties, I had the good fortune of studying with Andrea Lunsford. WA brilliant thinker and teacher, Andrea is famous for her extensive scholarship in Writing Studies. But we graduate students knew her best as a professor who cared about us as much as she did her scholarship—and who made a mean pot of Boston baked beans. Within the field known as rhetoric and composition, Andrea’s long white hair, Tennessee accent, and stories about her granny were almost as legendary as her vast intellect. There never was (nor is) an off-duty moment for Andrea. She frequently opened her home to parties for guest lecturers, colleagues, and friends. A pizza delivery boy is reported to have one night found Andrea in her pajamas with the Oxford English Dictionary open on her lap; she was looking up the differences between “swamp,” “fen,” and “bog” while she waited for her food. On another after- noon (or so we heard), she discussed the locative with a repairman for half an hour. Andrea’s fame and friendliness were so well-known that she seemed to spend half of each year flying the country and delivering lectures, participating in conferences, collaborating with her frequent co-author Lisa Ede, and consulting with writing program directors everywhere. When we graduate students didn’t refer to her as Glinda the Good Witch, we referred to her as “Our Lady of the Tarmac.” When Andrea was elected Chair of CCCC (Conference on College Composition and Communication), she composed her keynote ad- dress in less than an hour; she wrote the first draft while stuck in traffic, leaning her notebook on the steering wheel as she scrawled it. When she won a lifetime service award from the Modern Language Association, she took the time to mention a current graduate student from Kenya standing in the back of a packed room. When she was nominated for President of the MLA, she proposed that all the candidates collaborate in giving a talk at the Presidential Forum, which is exactly what happened the following year. Always elegant, tall, and drop-dead gorgeous, Andrea once came to a party at our house in Columbus dressed in a brilliant blue T-shirt and pearly white trousers. As Andrea conversed with some colleagues about the latest kink in postmodern theory, she reached for a chicken wing and stood there munching on it meditatively. My tubby old cat Molly, never shy, waddled over to Andrea, reared up on her back legs, and sank both paws and all their claws into Andrea’s perfect trousers. As Molly’s eyes never left the piece of chicken, Andrea continued to chew contentedly, remarking only, “But what does it signify?” Andrea is now a professor of English at Stanford University. I like to imagine her in her new home with her lucky graduate students. No doubt, guest speakers regularly visit her house, friends drop by frequently, and a bubbly hot casserole of Boston baked beans is on its way out of the oven. ♦

11-The Freestone Focus the Nation: The Department’s Pivotal Role in Climate Change Education By Marlena Stanford & Katie Shapiro

n January 30 and January 31, CSU, along many different disciplines in order to highlight, as Calderazzo put it, the “multidisciplinary Owith over a thousand other colleges array of ways to consider this topic.” There were about fifty speakers for twenty-five events; and universities nationwide, hosted Focus each event covered a different topic pertaining to global warming and climate change. Topics the Nation. Focus the Nation was a two-day included climate change and the economy, climate change and art/literature, national security national teach-in dedicated to global warm- and peak oil, the science of climate change, communication strategies for cli- ing and climate change solutions. Focus the mate change, alternative energies, ecosystems affected by climate change, Nation’s website (www.focusthenation.org) and policy. There were also two panels addressing what the govern- described the event as a “simultaneous edu- ment can do about climate change; these panels included state cational symposia held across the country.” representatives John Kefalas and Randy Fischer, as well as The event was directed at both education and state senators Steve Johnson and Bob Bacon. In addi- civic engagement. Each institution participat- tion to the teach-in, there were ongoing displays in ing was encouraged to have a teach-in, invite the Lory Student Center. government officials, and broadcast “The 2% One English department graduate student, Solution,” an interactive webcast. Arguably Shane Bondi, presented a paper about reducing the cornerstone of Focus the Nation at CSU your carbon footprint, which she wrote for was the teach-in, an educational effort that John Calderazzo’s nonfiction class. Bondi included participation in workshops and pan- claimed, “Judging from the feedback I got els to explain climate change and brainstorm on my presentation, I feel like it went pret- global warming solutions. ty well. I was invited to present [the paper] Professors John Calderazzo and SueEl- again in April at the Colorado Global len Campbell championed Focus the Nation Climate Conference…and at least a few at CSU. In a recent interview, they explained people spoke to me afterward and said that their involvement began through various that they were going to make changes e-mails received from both national organiz- in their lives based on my presentation. ers and various colleagues at CSU. Calderazzo As far as I’m concerned, if I can make claimed that, at first, he was confused why he even one person think about his or her and Campbell were receiving these e-mails life and try to make positive changes, I’ve when, “after all, we are English professors, done something successful.” hardly scientists.” But Calderazzo soon real- Many CSU faculty members and un- ized that the correspondence was a result of dergraduate and graduate students from his and Campbell’s “already [having] estab- diverse academic backgrounds helped orga- lished themselves on campus as the go-to nize the event. Campbell claimed, “We want- folks for general-interest programs on climate ed to make as varied a set of talks as we could change, thanks to the program that we had muster available to as many listeners as possible.” already created here and were co-directing.” According to Campbell, the goal and hope for Fo- That program—a series of talks on campus cus the Nation was “to involve a fairly large number intended primarily for faculty but open to all of faculty members, including those who had not previ- interested—is called Changing Climates @ ously done presentations on climate change issues.” CSU (http://changingclimates.colostate.edu/ Meanwhile, Calderazzo led many public relations efforts Home.html). Changing Climates @ CSU ran to attract students and members of the Fort Collins community. throughout the fall of 2007 and will resume in There were about 2400 people in attendance. Most of the attendees the fall of 2008. Campbell said that the aims were students, but there were a significant number of people from the com- of this program “are to bring together CSU’s munity as well. Campbell said the event “abundantly” met their goals. current expertise on the subject, to educate We are still seeing positive results on campus, in our community, and throughout the faculty about more aspects of the issue so country. Said Calderazzo, “We have learned about talks and presentations in town, around that they can [then] educate more students, the state, and across the country about how universities might best teach climate change, how and along the way, offer more information to scientists can better communicate with the public, and so forth. That’s all very exciting. We the community.” Calderazzo and Campbell also heard that many classes were following up the events with class discussions, research used this prior experience and networking to projects, papers, and so forth.” lay the groundwork for Focus the Nation. Campbell is also optimistic that the hard work she and others put into the Focus the Na- Focus the Nation pulled presenters from tion event will be well worth the effort: “We just have faith that the effects of this sort of Photo: NASA 12-The Freestone Large Lessons Pam Coke’s Most Memorable Teacher

told her, “I don’t believe in hell.” She was I incredulous. “But, Pam, how can you not believe thing are real—if usually hard to see and often delayed.” in hell? Don’t you see how everything in life is about Faculty and students of the English department will in fact be participating in balance? You can’t have peace without war. You climate change issues in the near future. Next semester the CO 150 common syl- can’t have love without hate. You can’t have heaven labus—a syllabus given to new graduate teaching assistants and optional for other without hell.” CO 150 instructors—will present issues and questions relating to energy I have to admit, she made me stop and think. use, which will no doubt lead to discussions about global climate That was Sister Catherine Jean’s great gift to me: change. David Bowen, a special appointment instructor in she taught me how to think, not what to think. the English department, is finding and compiling read- Sister Catherine Jean didn’t want me to blindly ings for next semester’s syllabus. Bowen claimed accept every concept she taught, but she did want that this topic will be successful in a first-year me to consider the multiple facets of ideas. She writing course because “complex, immediate taught critical thinking before it was en vogue. problems tend to be the best kind to put She was my sixth grade teacher at St. Anthony under a critical microscope in a writing Catholic School in Dubuque, Iowa. Sixth grade class. We consume energy every day, was a big year for me: my older sister was battling and the way these resources are pro- Hodgkin’s disease, my friendship circles were in duced and consumed has resulted in flux, I had my first boyfriend. Life was constant widespread challenges that impact drama. But Sister Catherine Jean taught me how everyone everywhere.” to quiet the voices outside of myself. This semester Bowen is test- As we were all busy working on a science ex- ing out the focus on energy and periment or taking a test, she walked around the climate change in his CO 150 room. I watched her constantly. She stopped to classes. He said that students’ answer questions, gently putting her hand on experiences with Focus the Na- a student’s shoulder, and looking directly into tion this semester have not only the student’s eyes. She answered every question helped them become better writ- as though it were the most important task she ers and thinkers, but they have could have. Sometimes she closed her eyes as she also helped students understand walked, and I knew she was quieting her other climate change issues in the con- voices, focusing on something inside herself, yet text of their everyday lives. “My bigger than herself. students benefitted enormously She was a gift to me, a model of a balanced from their individual and collective teaching life. She had an inner peace and an outer experiences of the Focus the Nation happiness that I admired a great deal. Whenever presentations, which have been key in someone gives me a compliment about my own expanding the inquiry they’re pursuing in teaching, they are complimenting Sister Cath- their research and critical writing. They’re erine Jean. starting to make connections between cli- While I was in graduate school at the Univer- mate change and food production, economic sity of Iowa, she wrote me a letter and said she development, the presidential race, religion.” thought I would make a fine nun. Had I consid- There is still much we can and should do as students ered this as a possible calling? (Those of you who and teachers of English. Speaking to this, Campbell said, know me are probably laughing out loud at this “We’d like to see more faculty members and graduate students point.) At the time, I was engaged to my husband, get involved in their own ways. We’d hope literary historians might Ken. I let her know that while she had, indeed, think about the effects of climate on the cultures whose texts they’re reading, instilled a calling in me, that calling was to teach. for instance, or rhetoricians might think about what kinds of communication about She thought that sounded like a good plan, too. global warming are most effective and why.” Climate change affects every discipline, Sixth grade was a long time ago. I’m still not and it is important to consider how it might affect English studies. Furthermore, as sure if I believe in hell, but I do know that the effective writers and communicators we have the ability to engage a wide audience time I spent in Sister Catherine Jean’s classroom about climate change. As Bondi claimed, “In the English department we have the was a taste of heaven. ♦ opportunity to use our skills as writers to communicate with people, and to use our classrooms as places to study the writings of people who try to understand and ap- preciate the world around them.” ♦

13-The Freestone Changing Degree dia, and visual rheto- rics; the writing of Programs Better Fit community college students; and even “A Student Interests Rhetorical Analysis of By Julie Van Scoy the Freestone”) would fit into the Rhetoric and umors have been circulating and word Composition program Ris finally out—big changes are in store anyway. for the degree programs offered by the CSU Indeed, Langstraat Photo: Susan A. Kitchens familyoralhistory.us / 2020hindsight.org English department. After this semester, said there has been the Communication Development (CD) dwindling interest in the CD program since nalism, Poetry/Nonfiction Mixed Genre program will retire, and soon prospective the beginning of the Rhetoric and Composi- workshops, and Major Authors. Specifically, students might find a master’s in Creative tion program in 2002, with only thirteen ap- Writing and the Body, a new course that will Nonfiction (CNF) to be an option. Faculty plications last year. Around 70 percent of be taught jointly by professors Sarah Sloane members involved in the retirement of the those applicants, she said, were interested in and Debby Thompson, will “explore several CD program and the proposal for the CNF creative nonfiction. Sloane, a member of the genres of creative nonfiction-science writ- program stress that though the two changes CNF proposal committee, said, “While the ing, memoir, medical discourse, literary es- are not officially linked, they are both driven portfolio option in creative nonfiction was says, and informational pieces,” said Sloane. by motivations to offer courses that better designed to respond to this growing student The CNF program should take two years to cater to student needs and interests. interest, we quickly realized that offering this complete and will likely require three non- According to assistant chair Kate Kiefer, option alone wasn’t enough.” And while CD fiction writing workshops, two nonfiction retiring the CD program has come up re- students have focused on nonfiction, Lang- literature courses, an annotated bibliogra- peatedly in the past few years. It began in the straat said, “Those students shouldn’t have to phy, and a thesis or project. Campbell said, early 1970s as an interdepartmental program take ‘Theories of Writing’ and other courses “We want a program that gives equal weight involving the English, Speech Communica- that don’t relate to their interests.” to the reading and the writing of creative or tion, and Journalism and Technical Commu- Now, said SueEllen Campbell, another literary nonfiction—and that includes a wide nication departments. Now affiliated only member of the CNF proposal committee, range of types of writing within this broad with the English the new program category.” If all goes according to plan, the department, CD can address the in- new program will start up officially in the fall has evolved over the “While the portfolio creasing interest in of 2009, though current students who are years, but according creative nonfiction interested could start taking coursework that to Lisa Langstraat, option in creative in a more relevant follows the informal guidelines the commit- program director, nonfiction was designed way. And with tee is working on now. the program no lon- growing faculty in- Meanwhile, those already enrolled in the ger gives graduate to respond to this growing terest and publica- CD program have nothing to fear. Lang- students the tools tion in the genre, straat stresses that current CD students will they need to be suc- student interest, we Sloane said, a new still receive full faculty support. She also cessful. Langstraat quickly realized that emphasis in CNF notes that the degree will continue to be said that CD en- seems especially rel- valuable as those students enter the job mar- courages a generalist offering this option alone evant. ket, especially for those who tailor the degree approach to English wasn’t enough.” John Calder- to their specific interests. studies, while the azzo, chair of the Langstraat said, “We’re really excited about field of English now proposal commit- this change.” She and the other faculty in- emphasizes specialization in one area. tee, said current nonfiction courses will be volved emphasize that student interests will In fact, said Langstraat, CD has become offered more regularly with the addition of always be top priority, and that while empha- a “catchall,” an alternative for students in- new courses such as Reading Literary Jour- ses are shifting, students fulfilling require- terested in an array of topics including edit- ments in any of the department’s programs ing, nonfiction, and cultural studies. But as are still graduating with an MA in English. Langstraat said, the department does not Sloane seemed to speak for all involved have the resources to offer classes allow- when she said, “In our proposed changes we ing students to specialize in all areas of look forward to continuing the departmental interest. And, according to Sarah Sloane, tradition of valuing good writing, insight- most of the master’s theses or projects Ran Tom Photo: ful readings, and perceptive thinking as they completed by CD students in recent years have been realized in the past.” ♦ (covering such diverse topics as studies of desktop publishing, web design, hyperme-

14-The Freestone Gaining Experience & Credit at the Writing academic work with and listen to WC con- sultants from other schools. Through this in- Center & Center for Community Literacy ternship, my idea of writing has moved away By Laura Puls from the finished page handed to a profes- sor and has become a living action of real hen I first heard about an internship writers what they thought. This way, writers people who continually create with and for Wwith the Writing Center, I imagined understood why we thought our suggestions other people. that I would teach revising skills that I had would help, while they maintained ownership Leerssen and Nicols had similar experi- picked up in my classes to help others improve of their writing. ences with how this internship affected their themselves as writers. After going through Leerssen loves writing and wanted oth- own writing. Leerssen learned to look at her the internship, I now understand how those ers to find that same interest. “After taking writing from different perspectives: “I dis- skills work in real situations, when writers do so many writing classes, this was a way to covered new strategies when writing my own not know where to start revising or they do put what I learned in the classroom into ac- papers that I never thought of before. Since not want to revise aspects that might need tion. Writing always came naturally to me, so I was looking at so many different papers work. I had to explain to writers—as well as I wanted to show others how it can be en- and styles, it really opened my eyes to how I figure out for myself—why some strategies joyable and how writing is much more than could make my own writing even better.” worked in different situations. I have become grammar and punctuation,” she said. Nicols was surprised how helping others more aware of what my professors asked me The internship gave Nichols new ways affected her own approaches to writing: “By to do in writing because I have seen theory to talk effectively with others about their learning to talk other people through the is- and practice come together through this writing, both at the WC and at writing work- sues that they are having with their papers, internship. shops she leads, in I have come to be so much more cognizant This fall was conjunction with of what’s going on in my own writing. I have the first time the Center for been writing better thesis statements because that internships Community Lit- I am more aware of focus than I ever have at the Writing eracy, at the boys’ been.” Center (WC) and girls’ Turn- and Community ing Point Houses. his year, the CLC welcomed six interns: Literacy Cen- “I was afraid that TLaura Barron, Mandy Billings, Sydney

ter (CLC) have Ludwin Kern Deanna Photo: any kind of com- Fox, Kathryn Hulings, Jessi Rochel, and counted toward mentary might Melanie Witt. Each intern works within the English de- discourage already a project of the CLC that focuses on a gree; before, self-conscious writ- different aspect of literacy. they were lim- ers. However, the Tobi Jacobi, co-director of the CLC, ited to elective Laura Puls helps her client with an academic essay. questioning that we points out that these initiatives show in- credit. English do at the WC is less terns that literacy practices exist beyond the faculty members Lisa Langstraat, Tobi Ja- likely to come off as critiquing. It gets stu- schoolroom. “When interns work with writ- cobi, and the undergraduate committee have dents to think about their writing and how ers outside of the classroom, they see a dif- been discussing the change for the last three all of those different factors affect different ferent reality. Interns must learn how to get years. Langstraat, the WC director, explained readings. It has also been an immensely use- people excited about literacy who may not how internships meet the major’s require- ful tool at Turning Point,” she said. have had a good experience with traditional ments. As an additional component of our in- literacy practices,” she said. “Internships blend experiential learning ternship, Nicols, Leerssen, and I researched One branch of the CLC is SpeakOut!, a and academic research. They are a kind of WC topics and produced projects that would program that meets at multiple locations and dynamic work. Students begin to understand help future consultants. Nicols discussed is led by interns Mandy Billings (MFA Fic- writing processes in multiple ways,” she said. different strategies consultants could use to tion) and Kathryn Hulings (Senior, English Seniors Emily Nicols and Carmody deal with attitudes that disrupt consultations; Education). Billings leads a creative writing Leerssen and I, a junior, were the first WC Leerssen researched ways for consultants workshop for women at the Larimer County interns to earn core credit for our work. The to help clients see an audience beyond the Detention Center, and Hulings, along with WC trained us and gave us guidelines that professor for their writing; I suggested using WC intern Emily Nicols, works with at-risk we could use to begin talking about a paper, aspects of psychoanalytic theory and visual youth at Turning Point Center for Youth and but most of our learning about writing took aids for writers to consider their writing in Family Development. place in actual sessions with clients. As con- new ways. Billings explained why she decided to sultants, we read papers aloud with clients, Our writing and research was not isolated: participate in this internship: “I thought this listened to their concerns, asked questions we discussed our ideas with each other, our project would be a positive application of and offered ideas for revision. The whole directors, and other consultants. I presented what I feel strongly about: feminist theory- experience was interactive; we explained the my research at a WC conference in Wyo- reasoning behind our suggestions and asked ming, a great opportunity for me to share my continued on page 20

15-The Freestone New Faculty and collision of very different elements,” graduate and undergraduate level, but he By Charles J. Malone “cyphers,” “whimsy,” and “landscapes.” The looks forward to branching out into litera- drawings serve as a way of keeping in touch ture. with the student. Beachy-Quick tells me of Sue Doe’s door equals Beachy-Quick’s in aculty members’ doors are windows to their correspondence and does not hesitate representing her passions and interests. It’s Ftheir very souls. Dan Beachy-Quick’s to say the student is also a gifted poet. Look- a collage of current ar- door verifies this idea. ing over the small collection of drawings, ticles from the New York He shows me a photo Beachy-Quick said, “I like to think about a Times and the Chronicle a friend sent of a continuity of teaching and students.” of Higher Education. The piece of mosaic floor Below these drawings is another one, first piece is a discourse representing the phrase signed “Hana,” with the two a’s stacked on analysis of key words “know thyself ” carved top of each other. Beachy-Quick’s daughter used by presidential over the Delphic oracle. moved here along with his wife, Kristy. He candidates in debates. It In addition to that left a teaching position at the School of the visually portrays what candidates talk about wisdom, I see a bit of Beachy-Quick’s interest Art Institute of Chicago and returned to the and how they relate to one another. Next to in the classical. I am reminded both of an state he and his wife grew up in. Of course this article, a story from the Times looks at earlier conversation when Beachy-Quick he misses the friends they made in the city the possible buyout of the Collegian. Also on speaks of a teacher advising him to “make and the access he had to the museum at the the door is an article looking at one of Sue’s friends with the dead ones” and the strong Art Institute, but Beachy-Quick is glad to be areas of research; this clip from the Chronicle presence of the great tradition of poetry in out of the city-its difficulties, traffic and reports the unionization of non-tenure-track Beachy-Quick’s teaching and writing winters. faculty at the University of Maryland. In the Also decorating his door are fascinating Beachy-Quick is the newest member of juxtaposition of the Chronicle and the Times drawings from a student in the very first class the creative writing program faculty. He it should be apparent that the intersection Beachy-Quick taught. He sees a “collage teaches exclusively poetry now at both the continued on next page

explore new territory in their research and Carol Cantrell, a recent Carol Mitchell, Jon teaching. Additionally, in her tenure at CSU, pilgrim in the footsteps of Mitchell has been a Fulbright scholar in In- Ezra Pound, has brought a Thiem, & Carol dia, and encouraged by experience abroad, great amount of erudition Cantrell Retire she returned to develop brand new Asian to the department. Inspired literature and beginning mythology classes by Pound’s words “to set By Erin Parsons & Madeline Smith with Jon Thiem. here the roads of France,” Jon Thiem has done his Cantrell found Pound to be an excellent his year the English department sees the share of traveling the world tour guide via his journals and descriptions Tdeparture of three of its most innovative and exploring diverse sub- of the country. This greater understanding professors, as Carol Mitchell, Jon Thiem, and jects. In earlier years, he of Pound’s landscape has been helpful to Carol Cantrell all prepare for their coming taught in Ghana as a Peace her in her graduate seminar this semester on years of retirement. With expertise ranging Corps volunteer. In his ten- the poet. It has also fed into her interest of from ecofeminism to Asian literature, each ure as a professor, he has ecofeminism theory, which may seem “coun- of these teachers has shared not only their authored, translated, and edited a number ter-intuitive” to Pound’s writings, but has ac- own knowledge, but cultural influence from of books including translations, fiction an- tually proved very important to Cantrell in all over the world in their teaching careers. thologies, and volumes of poetry-among reaching deeper into the complex meanings Carol Mitchell, an early them Lorenzo de’Medici: Selected Poems and Prose of Pound’s various poems. In her final semes- advocate of women’s ad- (Penn State Press), which was short-listed for ter at CSU, she is teaching a class on Modern vancement, chaired the first the Columbia Translation Center Prize; this Poetry, which she said was a delightful part- Salary Study Committee is the first book-length collection in English ing gift from the department. Her research for Women and Minorities of the literary works of de’Medici. Thiem interests have always been within modern at CSU. She has published has focused his research on the mythos in- poetry and feminism, and she is ending her articles on women in epics, volved with those who follow the lives and career on that same note. folklore and literature, joke works of great postmodern writers, such These professors will be missed, certainly. telling and mythology. She said that one of as the biographers, translators, and readers. Each has had a great impact on the conversa- the best things about working at CSU is the Additionally, he has explored the theme of tions in literature and on the generations of opportunity to learn and teach diverse sub- book destruction and anti-intellectualism in students that arrived at CSU in time to have jects, where professors have the space to world literature. them as teachers. ♦

16-The Freestone working in Durango. and Technology. Her interests are in com- Inspiring Moments Carrie Lamanna is at first uncom- puters and composition, specifically new Jennifer DiJulio’s Most Memorable Teacher fortable with the importance I give to the media technology. Video, sound, motion, items displayed on and animation all fascinate Lamanna in their remember scribbling away on a short story her door, but after relationships to composition and literacy. I while still a little girl living in England. When moving beyond One of the assignments Lamanna shared the teacher came by and looked over my shoul- the metal name asks students to conduct an interview and der, she exclaimed, “That’s quite good!” The plate and small produce both a written text and an edited au- surprise in her voice made me realize that she schedule card, dio version of the same interview. Lamanna really meant it. It resulted in an “ego-boost” and many of her inter- finds that students respond to these issues in the creation of many more short stories. ♦ ests become ap- different ways. Often they are nervous but at parent. the same time many students really get into NEW FACULTY: continued from previous page First is a photograph of a woman and enjoy the opportunities. “For students, between the academic environment and the taking a photograph with her camera point- when they get to the college level, they know broader public interests Doe very much. ed back at the observer. The card suggests to how to use the computer for certain things Doe currently teaches Writing in the Dis- Lamanna the idea that “the researcher needs but their grade anxiety goes up when they re- cipline of Social Sciences and serves as the to have her tools turned back on her.” alize they are going to be graded on learning a gtPathways coordinator supporting faculty The rest of Lamanna’s subversive postcard new computer skill.” Although some students and graduate students across disciplines as collection deals with issues of gender and feel anxious about these skills, their applica- writing becomes a larger part of the course- education. It’s clear the way these ’50s style tions already surround us. I can’t help but feel work in the specific disciplines offered here. postcards poke fun at that period doesn’t dif- a little bit jealous of their opportunity. Her students write for purposes beyond fer much from problematic messages in soci- Lamanna and her husband have just academic assignments. She has embraced an ety today. There’s a little girl with bizarre wire moved out here, leaving family behind in idea of Kate Kiefer’s involving students in contraptions from a 1930s home-permanent Cleveland, Greensboro, and Tallahassee. Al- community partnerships. This way they write machine coming out of her hair, which refer- though she came here to interview just after for real world circumstances. This direction ences Lamanna’s stated struggles with curly the blizzard last year, she was not dissuaded “surprises students” and demands a “huge hair and ideas of beauty in our society. from giving Fort Collins a chance and has shift in their thinking.” We look at two small been enjoying the weather this year. She said, “Hopefully stu- comics critiquing class- dents can put these [docu- “Faculty members’ room practices that beat Next time you go looking for a faculty mem- ments] in their portfolios, down creativity. All these ber, take a minute to muse over the faces and when they go on the doors are windows playful images pushing they present to us through the canvas of the job market they will be against traditional practic- office door. ♦ able to demonstrate that to their very souls.” es echo the way Lamanna they are actually able to talks about technology as produce texts for a variety opening up new poten- All new faculty photos: Charles J. Malone of situations—not just courses.” tials in composition. Retirees’ photos courtesy of Carol Mitchell, Jon Although new to her current faculty posi- Lamanna has so far taught Writing in the Thiem, and Carol Cantrell. tion, Doe has been part of CSU since 2000, Humanities, Writing Online, and Literacy working on her doctoral degree and teach- ing in a non-tenure-track position by special appointment across the disciplines of Edu- Making Use of Props cation and Language Arts. Doe loves this Lisa Seed Trujillo’s Most Memorable Teacher community: “There’s something about this department that is just extraordinary. It’s a ilbert Findlay had a tie for every day of the semester—and wonderful community. I love the cross-sec- Gquite possibly a tie pin. Masterfully, he matched each tie and tions of different disciplinary interests and tie pin/clip to at least one of the topics or themes of one of the the intersections of all these different ap- classes he was teaching that day. I loved that it took many students proaches to English Studies. It’s just an op- quite a while to catch on; some never did. There were days when portunity to learn every single day.” I’d miss the intro to the class because I was trying to figure out the Doe is drawn to Fort Collins as a univer- “meaning of the tie.” Photo: Bethany Shorb sity town with all its problems and potentials. He also had a really interesting technique for getting the class’s www.cyberoptix.com She sees a healthy, sunny environment and is attention when the majority seemed to be drifting and/or sleeping—he could get, without proud to state, “I raised my children here.” being obvious, his hearing aid to squeak in a way that would make everyone jump...hysteri- Her oldest son, Adam, and daughter, Mag- cal, really. And quite a unique approach to redirecting the class. I loved his class; his passion gie, live in Chicago. Her other son, Steve, a for literature and teaching were absolutely contagious! ♦ CSU English graduate, is currently living and

17-The Freestone A Fascinating Life: TILT Launches Teaching Certificate Program Aparna Gollapudi By Madeline Smith By Erin Parsons f anything can be learned from this year’s launch of the graduate teaching certification IProgram by The Institute for Learning and Teaching (TILT), it is the importance of hen I first contacted Aparna teacher education across disciplines. By initiating this program, CSU has latched on to a WGollapudi about an interview, she national trend toward recognizing the importance of instructing future teachers in graduate confessed that her life often seemed “dull education. This TILT program, coordinated by Lisa Langstraat, offers graduate students as dishwater” and didn’t imagine we would from any department at CSU the opportunity to earn a teaching certificate. have much to talk about. Upon sitting The new certificate program provides countless benefits for everyone involved. Not only down and speaking with her, however, I is there a frequent shortage of qualified GTAs, but roughly 70 percent of graduate students found that her life is anything but dull. plan on making use of their higher education through teaching. Hence, it seems quite im- Educated in India, Gollapudi moved to portant for these students to have the chance to develop their skills as future post-secondary the United States and received her PhD educators. Besides providing practical opportunities for graduate students to earn credentials, in English at the University of Connecti- gain experience, and develop a portfolio, this certificate program calls for recognition of cut and then continued on to teach and teaching as an intellectual discipline. study. In India, she told me, students spent Directed by English professor Mike Palmquist, TILT offers professional development months on a single work, exploring the programs and activities for teachers, supports research on learning and teaching, and pro- many nuances of every single line, which motes collaboration within and across disciplines. Toward these ends, the almost sixty gradu- helped them with the distinctive testing ate students enrolled in the teaching certificate program attend workshops and colloquia methods. When she first began teaching in offered by TILT with CSU faculty members. the United States, she found this approach Additionally, certificate candidates practice teaching and gain feedback from their students, did not always work. Now, she observes teachers, and colleagues. An e-portfolio is also required, composed of sample lesson plans, that the breadth of looking at many works syllabi, relevant research, teaching evaluations, and an expression of teaching philosophy. The in a single class is more useful to the dif- teaching certification program thus affords graduate students the opportunity to create docu- ferent grading methods here, and also that ments that are necessary components of the teaching position application as well as feedback classes here respond better to this way of on these documents and, eventually, professional credentials. teaching. Because of the interdisciplinary nature of the program, students can pursue one of four Her research interests lie in 18th-cen- pathways to achieve the teaching certificate. Each pathway is flexible, allowing students to tury literature, which she admitted to not tailor their education to their own plans and goals. Two of these pathways are more intense particularly liking as an undergraduate. As programs, directed at College Teaching and Service Learning. These pathways require forty- her education continued, however, she hour commitments including twenty hours of teaching, tutoring, or other hands-on experi- discovered that she had just been reading ence in either college teaching or service learning–related activities. The other two programs the “wrong things.” Dramas in particular are technology-based and involve a twenty-hour commitment to be completed by the end caught her interest, and she gave many of the year; these are the certificate programs in Teaching with Technology and in Learning amusing examples of how theater works Management Systems (LMS). much differently today than in previous The program is a wonderful opportunity for graduate students to refine both their skills centuries, with competing performances and their curricula vitae. The teaching certificate program emphasizes the importance of between the actors on the stage and the education, and thus fosters an academic culture that values excellence in learning as well as audience. teaching. ♦ Gollapudi still goes back to visit India and looks forward to finding a happy bal- ance between research and teaching in the coming years. ♦

Unforgettable Personalities: Take Two How could I refuse? Bloom was, shall we Bruce Ronda’s Most Memorable Teacher say, not a very good discussion leader, valu- ing few opinions more highly than his own rom 1970 to 1972 I worked in a Bloom’s American Romantic Poetry, and I (he was probably right about that). After he Flaboratory at Yale Medical School would often come in at the very last minute, unleashed his anger at one tactless student as a conscientious objector during the still wearing my white lab coat. who had the gall to challenge his interpre- Vietnam War. Through the generosity of I think Bloom took pity on me, and may- tation of a Dickinson poem, we learned the graduate school and the American be appreciated what I was doing; he some- that the best approach was to ply him with Studies program, I was also taking some times waved me into the chair next to his, questions and listen to his wonderful mono- courses toward the completion of my which the other students usually avoided logues on Emerson, Ammons, and Ashbery. PhD One of these courses was Harold and took other places around the big table. I still have all my notes, of course. ♦

18-The Freestone Kin: A Memorial of Sorts of the courses except Lester Hurt’s, and in- Leslee Becker’s Most Memorable Teachers stead of attending classes, I hopped buses to Syracuse and Ithaca to watch movies and plays, returning to campus to gawk at library lannery O’Connor and Faulkner could I said, we didn’t have a guidance counselor, picture books of movie stars and freaks, and Fdo this story justice, so just pretend that but during my junior year, Ned Hoey, the every volume of Theatre World to read about you’re in their hands. all-purpose administrator, and science and Broadway and off-Broadway plays. I landed Our story begins in the early 60s, and I’m phys-ed teacher, assumed the role of guid- roles in a cou- suddenly in college. I’m seventeen, set loose ance counselor, and asked me one day about ple of Albee from a small town in the Adirondacks, Au my plans. and Ionesco Sable Forks, and a high school legendary for “I’m going to be an actress. I’m going to plays, and what it lacked and what it had in abundance. go to the American Academy of Dramatic also landed It lacked a guidance counselor and college- Arts in New York City.” on academic prep courses, but it had multitudes of old, He told me to take algebra, physics, and and social blue-haired ladies whose faces were “as French-“just to be on the safe side.” p r o b a t i o n , Photo: Miriam Berkley broad and innocent as a cabbage,” and who That year we had an English teacher, Ad- the latter for taught typing, home economics, accounting, dison Wight, a sad, damaged man, always not wearing and business arithmetic. The typing teacher, dressed in a threadbare tweed suit tapestried dresses at Mrs. Bowen, had a missing digit, and when with chalk dust and cigarette ashes, another Sunday teas we tried to cheat by looking under the metal drinker who’d ended up in Au Sable Forks and brunch- Leslee Becker hood she placed over our typewriters, she’d as a last resort. He tried to teach us Shake- es, and for having contraband in my dorm drive the stump of her index finger into our speare. The only stuff we’d read was Hot Rod room-beer, discovered during furtive room necks. and a peculiar story told through the point checks. Latin and French were offered occasion- of view of a snake. “Miss Becker, I am sorely disappointed in ally, but never in a reliable sequence. The I won a NY State Regents’ Scholarship my you,” Lester Hurt said, and gave me a choice. foreign language teacher was Mrs. Shea, a senior year, with a proviso that I must attend I could drop out, and spare everyone a load tall, dignified widow who’d fallen on hard a state school. My mother assumed all along of trouble, or I could take dummy math, times, and had to support two daughters and that I was destined to be a ward of the state, botany, and psychology in the summer, but a drinking habit. She tried to prepare me for an inmate at Dannemora, and I still had that also take any English courses I desired my the New York State Regents’ Exam by tutor- goal of becoming an actress, so I delayed ap- sophomore year to prove that I deserved to ing me after school in her car. While I conju- plying to college, and then in September said, be in college. I took his course in the Bible gated verbs, Mrs. Shea sipped whiskey from a “I’m going.” as Literature and other courses from him that perfume bottle, smoked cigarettes, and mut- We drove to Cortland, and missed out on allowed me to read Melville and Faulkner. tered French phrases. orientation. We hauled He was considered the most demand- Thirty-three kids were my stuff to the dorm. ing teacher on campus, notorious for giving in my senior class, most The authorities assigned quizzes with one question worth 100 points. of them the sons and “While I conjugated me to the boys’ dorm, In the Bible course, the question pertained daughters of workers at verbs, Mrs. Shea long before co-ed habita- to the exact number of cubits of Noah’s ark, the paper mill, the enter- tion and conjugal privi- and an explanation of what cubits meant. prise responsible for the sipped whiskey from leges, and my roommate With Faulkner, the question involved some Technicolor river that ran said, “Hey, there’s been arcane thing in The Sound and the Fury. through town, its hues a perfume bottle, a mistake. You don’t be- I think that Lester Hurt liked my stupid influenced by paper dyes. smoked cigarettes, long here.” wonder at what writers did. I was doing just Other townsfolk had to The first snafu was fine in his courses, and planned to write a travel to Dannemora to and muttered French followed by many others, spectacular paper on Faulkner, and then one work at the state prison, phrases.” including my not meeting day someone entered the classroom, and an- or try to find odd jobs in up with an advisor. That’s nounced that Professor Hurt had died on his a town devoted to oddity. how I ended up with Les- way to school—a cerebral hemorrhage. Teachers were not ea- ter Hurt, another man in Social probation meant that I was forbid- ger to come to our town, unless something tweed, but with a Southern accent and an at- den to leave campus. I hitchhiked to Homer catastrophic landed them there, like Mrs. titude, something that bespoke of old-world to attend Lester Hurt’s graveside service. The Shea. It’d be pretty to think that she saw manners and a legendary impatience with Dean of Women picked me up. I figured it something in me, some spark, or potential, rubes. He signed me up for the usual spate was curtains for me for my flagrant violation to explain why she chose to tutor me gratis of freshman courses, despite my avowal that of the rules, but she treated me like a com- in her car. Something, or a combination of I wanted to specialize in dramatic arts. panion, not a criminal. things, led me to her, and also to college. As I didn’t buy the books required for any continued on next page

19-The Freestone KIN: continued from previous page INTERNSHIP: continued from page 15 He was buried in a pine box. It was- and connected with places that I springtime, and I endowed the setting with didn’t know about before.” all things Southern—lush trees drooping The most recent initiative at and panting in the humidity, cicadas drum- the CLC is called Partnerships ming in the field, and the widow, regal and for Literary Success. Under the sophisticated, swathed in a shimmery or- direction of co-director Fabiola chid dress, and smelling of verbena. I was Ehlers-Zavala, intern Melanie

infatuated with connections and associa- Photo courtesy of the CLC Witt (MA TESL/TEFL) leads tions, and still am, always believing that the project. She works with such emotions are authorized because CORE (Community Organizing I’ve stepped into a story or novel, and to Reach Empowerment) to in- while this might sound like the product crease ways for English-language of a girl’s imagination, I know that I saw, learners in Fort Collins to ap- next to Lester Hurt’s un-manicured plot, a proach literacy through individual neighboring tombstone that said Faulkner. A SpeakOut! participant works on a poem at the Larimer tutoring, more language classes, I even presumed to approach Mrs. Hurt, County Detention Center. and publication opportunities. uncertain of what to say, except, “I liked and working with people who traditionally Witt plans to teach English abroad, using the him. I respected him. He saved me.” don’t have a voice.” skills that she is learning now while teaching She told me he’d talked about me, even Participants in SpeakOut! listen to lo- for the Intensive English Program at CSU and had one of my papers and the vial of bull cal writers’ presentations, write from a given Partnerships at CLC. semen I’d given him. I can’t recall why I prompt, and discuss writing together. At the Another way that interns can participate in chose bull semen as a gift, maybe because end of the semester, they host a celebratory the CLC is through administrative work. Ju- of a connection with something we’d read reading and have their work published in nior Laura Barron is an administrative assis- in class that set me on my way, leaving SpeakOut! Journal, which is distributed for free tant intern who promotes the CLC programs, campus, breaking the rules, to meet with a in public libraries, coffee shops, and book- writes grant Photo courtesy of the CLC farmer to get sperm. stores. proposals, and I like to think it’s because Lester Hurt “By having this workshop at [Larimer maintains data- handed me a life, and through a compli- County Detention Center and Turning Point], bases of con- cated genealogy, we were kin, and my which so many people see as populations not tacts and fund- forebears (Mrs. Shea, Mr. Wight) and all worth listening to, we come in to say, ‘We want ing sources. She the people in the books I read, and all the to hear you and give you a space to publish is learning what writers who were connected. your writing so others can hear you,’” Billings is needed for a I still have my Modern Library collec- said. nonprofit orga- tion of Faulkner’s stories. I paid $2.45 for Another initiative of the CLC is the Inter- nization to op- it, and I marked passages that affected me generational Book Club and Writing Project, erate effectively. and that I needed to pay attention to for which brings together different age groups to The Writing one of Lester Hurt’s quizzes. His voice read, discuss books, and write. This is the sec- Center offers and Faulkner’s are still in my head, telling ond year that intern Jessi Rochel is heading up internships for me about “verities,” “immutable progres- this project. three to four CLC Intern Melanie Witt teaches an ESL class at CORE Center. sion,” “the old fierce pull of blood,” “the “Basic reading and writing is not done students in the human heart in conflict with itself,” and at any one point in our lives. With this club, fall, while internships at CLC are yearlong how we’re meant “not only to endure, but community members can take time to read commitments for three to five students. Some to prevail.” and share their opinions with a wide audi- interns, such as Emily Nichols and Mandy Now we come to a dog-eared page of ence,” Rochel said. Billings, have participated in both programs. “The Bear” that must’ve struck me in 1963 In the fall, Rochel selects six books and Students interested in either internship must as being noteworthy: sends out brochures to tell people how to sign complete applications in the spring. ♦ up. People register in pairs and pick one free So he should have hated and feared Lion. Yet he book that they want to read together. They IF INTERESTED did not. It seemed to him that there was a fatality can also log on anytime to an online forum In a Writing Center internship, in it. It seemed to him that something, he didn’t to post responses to Rochel’s discussion ques- contact Lisa Langstraat at Lisa. know what, was beginning; had already begun. It tions. The Intergenerational Club includes was like the last act on a set stage. It was the be- writing workshops, and participants can pub- [email protected]. ginning of the end of something, he didn’t know lish their work in a collaborative journal. what except that he would not grieve. He would be Of the internship Rochel said, “I have In a position with the CLC, contact humble and proud that he had been found worthy learned how to be in charge and make deci- assistant director Janelle Adsit at to be a part of it too or even just to see it too. ♦ sions. I am more involved in the community [email protected].

20-The Freestone SOME RECENT FACULTY PUBLICATIONS

POETRY Dan Beachy-Quick “Lines” in Poetry; “Poem (Coriolanus)” in Cultural Society; four poems in Front Porch.

John Calderazzo “Mount St. Helens” in Catastrophe and Renewal at Mount St. Helens (Oregon State University Press).

Matthew Cooperman Poem from a new manuscript, “Spool,” in Electronic Poetry Review; five poems from “Spool” in Denver Quar- terly; “Still: Noir” in Lana Turner.

Deanna Kern Ludwin “My Lover’s Greatest Fear” in Gertrude.

Sasha Steensen The Future of an Illusion (Dos Books); seven poems in Little Red Leaves; five poems inmid)rib.

FICTION Leslee Becker “Terrier” in Kenyon Review.

David Milofsky “Biofeedback” in The Best of Bellevue Literary Review. Photo: Elaine Emswiler Todd Mitchell Ghost Year (Candlewick Press).

Dan Robinson “Annie’s Place” in Weber: The Contemporary West.

NONFICTION Dan Beachy-Quick “The Indweller’s Aversion: Thoreau’s Sacrificial Wonder” inLiterary Imagination; “A Whaler’s Dictionary” in GutCult.

Pam Coke “Uniting the Disparate: Connecting Best Practices and Educational Mandates” in English Journal; “‘What Happened to the Children?’: Involving Students in Reading Comprehension Assessment” in the Ohio Jour- nal of English Language Arts.

Fabiola Ehlers-Zavala “Teaching Adolescent English Language Learners” in Reading Success for Struggling Adolescent Learners.

Doug Flahive “A Reconsideration of the Contents of Pedagogical Implications (PIs) and Further Research Needed (FRNs) Moves in the Reporting of Second Language Writing Research and their Roles in Theory Build- ing” in Practicing Theory in Second Language Writing.

David Milofsky “Cripple’s Kid” in Bellevue Literary Review.

Terry Sandelin Miniatures in Minutes (C & T Publishing).

Barbara Sebek Editor, Global Traffic: Discourses and Practices of Trade in English Literature and Culture from 1550 to 1700 (Pal- grave Press).

Sasha Steensen “Revisiting Ekphrasis: The Field Report in the Creative Writing Classroom” in The Best of the AWP Peda- gogy Papers 2008.

Jon Thiem Rabbit Creek Country: Three Lives in the Heart of the Mountain West (University of New Mexico Press). and Deborah Dimon

Debby Thompson “Diggin the Fo’ Fathers: Suzan-Lori Park’s Histories” in Contemporary African American Women Playwrights: A Casebook (Routledge).

Sonya Veck “Chaucerian Counterpoise in The Canterbury Tales: Newfanglesness, Suffisaunce and the 21st Century Reader” in The Canterbury Tales Revisited: 21st Century Interpretations (Cambridge Scholars Press).

21-The Freestone SOME RECENT STUDENT & ALUMNI PUBLICATIONS

Janelle Adsit (MA) Poetry: “Expectant” in the Oyez Review; an untitled postcard poem in Amoskeag; “Amen to the sound of a daisy planted” in Inkwell; “Seeing Another” and “California Drowning” in IMPROV: An Anthology of Colo- rado Poets; “Nonverbal III” in the Broken Bridge Review; “A few more guesses” and “Start” in Red Clay Review.

Jessica Baron (MFA) Poetry: “one” and “two” in Wheelhouse Magazine.

Chad Davis (MA ’00) Nonfiction:Struts 2 in Action (Manning Press).

Tabitha Dial (MFA) Poetry: “March Storm” and “21 grams” in IMPROV: An Anthology of Colorado Poets; “Untitled Affair” in The Indelible Kitchen.

David Doran (MFA) Poetry: “Empire, MI” in Word For/Word.

Aby Kaupang Cooperman Poetry: “In our Unbuilt Bodies beyond DeKooning’s River Door” in Parthenon West Review. (MFA ’07)

Allison Mackin (MFA) Poetry: “Rend,” “Lamp and Give,” and “Truce” in Interim.

Devin Murphy (MFA) Fiction: “Augustine’s Mountain’s” in Many Mountains Moving.

Drew Nolte (MFA) Poetry: “Drug” in DIAGRAM; “The Insertable,” “Lt. McNeil,” and “Scribes and Illuminators” in Phoebe.

Kathy Palmquist (MA) Nonfiction: “Thresholds in Space: Willa Cather’s Reticent Furnishings” in theSigma Tau Delta Review. Poetry: “Anticipation” and “Pay Attention” in IMPROV: An Anthology of Colorado Poets.

Laura Pritchett Editor, The Gleaners: Eco-Essays on Recycling, Re-Use, and Living Lightly on the Land (University of Oklahoma (BA ’93; MA ’95) Press).

Jared Schickling (MFA) Poetry: “the emergence” in Artvoice; submissions (Blazevox).

Cisco Tharp (BA ’07) Nonfiction: “Mate’s Circle” inSilk Road.

Julie Van Scoy (MA) Nonfiction: “Through the Lens” inMarginalia .

AWARDS & RECOGNITIONS

The New Orleans Review will run a feature on Carol Cantrell was awarded the College of sional creative artists from all nations and Dan Beachy-Quick’s poetry. Liberal Arts John N. Stern Distinguished backgrounds; its mission is to nurture the Professor Award at an honors event in Feb- creative process by providing an opportunity Leslee Becker was a finalist in the Michigan ruary. This award is presented annually by for artists to work without interruption in a Literary Awards Contest for her novel “Cold the college to honor faculty who have dem- supportive environment. River City,” and her story “A Summer Tale,” onstrated exemplary accomplishments in all was a finalist in the Moondance International aspects of their professional responsibili- Fabiola Ehlers-Zavala has been elected as Film Festival competition. ties over an extended period of time. Other the Research Representative for the TESOL English department faculty members who 2009 Nominating Committee. The Nominat- Gerry Callahan appeared October 18 on have received the Stern Award include John ing Committee works on identifying future Minnesota’s Public Radio to discuss antibi- Clark Pratt (Creative Writing/Fiction), Bill members of TESOL’s Board of Directors. otic-resistant staff and his book Infection: The McBride (English Education), Mary Crow This is an international election, and mem- Uninvited Universe. Additionally, he was inter- (Creative Writing/Poetry), and Bill Tremblay bers are elected to this position by its inter- viewed by U.S. News and World Report as well (Creative Writing/Poetry). national membership. Additionally, Ehlers- as Austrian National Radio about his book, Zavala’s “Effective Teachers of English and he gave the keynote address to the Clini- Judy Doenges held the month-long James Language Learners (ETELL)” proposal has cal Laboratory Conference on April 30 in Silberman and Selma Shapiro Residency at been selected as one of the Carl H. Bimson Denver. Yaddo. Yaddo offers residencies to profes- continued on next page

22-The Freestone AWARDS: continued from previous page Humanities Seminars for 2008–2009. She guistics (AAAL). This is an international Press poetry chapbook contest. has been awarded $9,000 and her project will competition, and only two graduate students involve teachers of English-language learn- are recipients of the award each year. Devin Murphy (MFA) was the 3rd Place ers from Middle School, Adams County S.D. Winner of Glimmer Train’s Short Story #14, located in Commerce City. In her noti- Aby Kaupang Cooperman’s (MFA ’07) Award for New Writers with “Augustine’s fication letter, Professor Irene Vernon stated: manuscript “little ‘g’ god grows tired of me” Mountains.” “The selection committee spoke highly of was named as a finalist in the Switchback the value of [the] project in not only fulfilling Books Competition. Her chapbook “Scenic Louann Reid was interviewed about being the goals of the seminar program but also its fences│houses innumerable” was runner- a literacy leader and videotaped for future outreach to underserved school districts and up in the Caketrain chapbook competition showing on NCTE’s website, and she was at-risk youth.” judged by Claudia Rankine, a finalist for the honored for her work on English Journal with Laurel Review/Greentower Press 2007 Mid- a reception at the Annual Convention of the Roze Hentschell was awarded a National west Chapbook Competition, and a runner- National Council of Teachers of English. Endowment for the Humanities Summer up in the CRANKY chapbook competition. Stipend to work on her new book project, Paul Trembath was invited to give three “The Cultural Geography of St. Paul’s Pre- Deanna Kern Ludwin has been awarded a public lectures at Yonsei University in Seoul, cinct, 1580–1625.” 2007 Habitat for Humanity Hammer Award Korea, on January 7, 8, and 9. He present- “for creating Books for Humanity” and for ed “Three Lectures on Poststructuralism”: Mary Hudgens Henderson (MA TESL/ her “partnership in providing books and a “What Derrrida Does with Plato and Sau- TEFL and MA Foreign Languages) received brighter future for our families.” Also, this ssure,” “What Lacan Does with Freud,” and a Graduate Student Travel Award 2008 from year Deanna’s chapbook It Isn’t Sex If was “What Foucault and Deleuze Do with Nietz- the American Association for Applied Lin- one of five finalists in the 2007 Gertrude sche.”

CONFERENCE PRESENTATIONS

Rhiannon Adkins (MA), Fabiola Ehlers-Zavala, Graham Convention and Exhibit. Douglas (MA), Deokyeong Jeong (MA), and Melanie Witt (MA) “TESL/TEFL advocacy week in Colorado” at the Annual Roze Hentschell “Sermons and Satire at Paul’s Cross” at the annual COTESOL Conference and at International TESOL 2008. colloquium, “Seminars in Early Modern Preaching”; “‘The peruser of everie mans works’: Reading the Reader in St. Paul’s Precint” at John Calderazzo “Nature Abhors a Box: Writing Poetry in The the Modern Language Association Convention. Canopy Confluence” at the Ecological Society of American annual conference; “Science and the Science in Poetry” at the Association Tobi Jacobi “Politics of Feminism in Jail Writing Workshops” at the for the Study of Literature & Environment annual conference. Sixth Biennial Feminism(s) and Rhetoric(s).

Matthew Cooperman “Ed Dorn and the Western World” at the Ed Justin Jory (MA) “Wikifying Writing: From Traditional Limitations Dorn Symposium. to New Possibilities” at the 29th Annual Meeting of the Southwest/ Texas Popular Culture and American Culture Associations. Sue Doe “Discussion-in-Action: A Strategy for Collegial Discourse Among Tenure-Track and Non-Tenure Faculty” at the Sixth Biennial Louann Reid “Teachers Writing for Publication” at the conference Feminism(s) and Rhetoric(s) Conference. of the Colorado Language Arts Society in Denver; “Mapping His- tory through Graphic Novels” at the Annual Convention of the Na- Fabiola Ehlers-Zavala and Doug Flahive “Trends and Perspectives tional Council of Teachers of English. in L2 Reading Research” and “Classifying Conceptual Metaphors in Written Academic Discourse” at International TESOL 2008. Sarah Sloane “Paranoia/Schizophrenia” from her memoir The Ant- ler Diaries at the annual Western Literature Association conference; Fabiola Ehlers-Zavala, Hannah Grant-Boyajian (MA), Mary “Reading the Margins of ‘The Magic Book’: Theorizing ‘Mixed Real- Hudgens-Henderson (MA), and Melanie Witt (MA) “Percep- ity’s’ Reading Spaces” at the Modern Language Association Conven- tions of teacher accent in ESL students” at International TESOL tion. 2008. Marlena Stanford (MA) “Mainstream Raunch and Foucault’s Bio- Fabiola Ehlers-Zavala and Mary Hudgens Henderson (MA) “Per- politics: Redefining Ideas of Sex Appeal” at the 29th Annual Meet- ceptions of Teacher Accent by Spanish Speakers” at the Annual Meet- ing of the Southwest/Texas Popular Culture and American Culture ing of the American Association for Applied Linguistics. Associations.

Doug Flahive “What Happened to Reading to Write Research?” at the “Breakfast with TESOL’s Best” for the 42nd Annual TESOL

23-The Freestone Editors Writers Photographers e hope you enjoy the fifteenth Janelle Adsit Janelle Adsit Eric Adsit edition of the Freestone. We trust Stacy Burns Mandy Billings Will Allen W Stacy Burns Miriam Berkley that this newsletter will bring together Copyeditor Sue Doe Sue Doe students, faculty, and alumni of the CSU David Doran Elissa Hoffert Elaine Emswiler English department for many years to Kathryn Hulings Elissa Hoffert Faculty Advisor Charles J. Malone Susan A. Kitchens come. You can help by keeping us informed Sue Doe M.T. Northrup Deanna Kern Ludwin of your recent activities and achievements; Erin Parsons Charles J. Malone e-mail Sheila Dargon any time during the Monique Pawlowski M.T. Northrup Laura Puls Monique Pawlowski academic year at sheila.dargon@colostate. Katie Shapiro Tom Ran edu with news. Cameron Shinn Bethany Shorb If you would like to make a contribu- Gwen Shonkweiler Amanda Woodward Madeline Smith tion to help us meet future publishing Marlena Stanford costs, please send a check made payable to Julie Van Scoy Colorado State University Department of Lacey Wilson English, c/o Freestone.

The Freestone staff would like to extend special thanks to Stephanie G’Schwind for her help and expertise and Tracy Wager, graphic Thank you for your support! artist for the College of Natural Resources (CEMML), for her time and efforts in locating the image found on pages 12 and 13.

NONPROFIT ORGANIZATION US POSTAGE Department of English P A I D FORT COLLINS, CO 80523 Fort Collins, CO 80523 PERMIT NUMBER 19