Curriculum Vitae

Marcia Farr

Professor of Education and English

The Ohio State University
216A Ramseyer Hall
29 West Woodruff Ave.
Columbus, OH 43210
Phone: (614) 292-0095
Fax: (614) 292-4260

Email: farr.18@osu.edu

Education

  • Ph.D. Georgetown University. January 1976. Linguistics.
  • M.A. American University. June 1970. Linguistics.
  • B.A. Ohio Wesleyan University. June 1965. English.

Professional Experience

  • 2002- present. Professor of Education and English, Ohio State University.
  • 1982 - 2002. Professor of English and Linguistics, Dept. of English, University of Illinois at Chicago.
  • 1976 - 1982. National Institute of Education, Senior Research Associate and Team Leader for Research on Writing.

Grants and Fellowships

  • OSU Libraries Course Enhancement Grant (with Juyoung Song), 2007-2008
  • OSU Libraries Course Enhancement Grant (with Juyoung Song), 2006 – 2007
  • Great Cities Institute Scholar Award, UIC, AY 2001-2002
  • Spencer Foundation Small Research Grant (Rancheros in Chicagoacán: Language, Ideology and Identity in a Transnational Community), April, 1999 - April, 2000. $35,000.
  • Spencer Foundation Research Grant (”Language, Literacy, and Gender: Oral Traditions and Literacy Practices among Mexican Immigrant Families”), June, 1995 - June, 1998. $265,130.
  • Spencer Foundation Unsolicited Award (Member of Spencer Foundation Mentor Network — Financial Aid for Doctoral Students), April, 1995 - April, 1997. $50,000.
  • Fulbright Research Scholar at El Colegio de Michoacán, Zamora, Michoacán, Mexico; American Republics Research Program (Mexico), 1995-96
  • Chicago Studies Program, Office of Social Science Research, UIC and Campus Research Board, UIC (”Language, Literacy, and Gender: Oral Traditions and Literacy Practices among Mexican Immigrant Women”), AY 1993-94. $1500 and $6,000 respectively.
  • Center for the Study of Women and Gender, UIC (”Verbal Art among Mexican Immigrant Women”), Spring semester, 1993. $5,000.
  • Spencer Foundation grant (”Oral Folk Texts and Literacy among Mexican Immigrants in Chicago”), Sept., 1990 - Sept., 1993. $296,700.
  • National Science Foundation (Linguistics Program) grant (”Mexican American Literacy in Chicago: A Sociolinguistic Study of Two Neighborhoods”), Aug.1, 1988 through July 31, 1990. With Professor Lucía Elías-Olivares. $75,180.
  • U.S. Census Bureau contract (”Sociolinguistic Analysis of Mexican-American Patterns of Non-response to Census Questionnaires”), Oct. 1, 1988 through Sept. 30, 1989. With Professor Lucía Elías-Olivares. $32,870.
  • Planning Grant for Center for the Study of Writing (ranked first out of 14 applications), National Institute of Education (March 1985 - October 1985). $15,000. (Full proposal for Center for the Study of Writing was submitted August, 1985; it was ranked second out of three finalists)
  • Univ. of Illinois Research Board Grant (September 1983 - June 1984), “Basic Writing Students: Investigating Oral and Written Language.” $6,000.
  • National Science Foundation Fellowship (Support for Graduate School) (September 1970 -June 1971 and September 1971 - June 1972)

Professional Memberships and Responsibilities

  • American Anthropological Association (Fellow)
  • Spencer Foundation Dissertation Fellowship Program (Selection Panel), 1998 - 2000
  • Spencer Foundation Mentor Network, 1995 - 1997
  • English Advisory Board, Academic Systems, Mountain View, CA (1995-2000)
  • Advisory Board, Center for the Study of Writing, University of California at Berkeley, 1986-1996
  • Advisory Board, Reading Research Quarterly, 1991-1994
  • Writing Consensus Panel, National Assessment of Educational Progress, Educational Testing Service, 1989
  • U.S. National Committee, International Assessment of Reading Literacy, National Center for Educational Statistics, U.S. Dept. of Education, 1988-1991
  • NCTE Commission on the English Language,1986-89
  • NCTE Assembly for Research (Chair, 1985-86)
  • National Council of Teachers of English (NCTE) Standing Committee on Research, 1983-86
  • Advisory Board, ERIC Clearinghouse on Reading and Communication Skills, 1983-86
  • American Association for Applied Linguistics (Executive Committee; Program Chair, 1981, New York)

Editorial Positions

  • Editorial Board of Language and Linguistics Compass, 2009-present
  • General Editor of series, Written Language, Hampton Press, 1992 - 2000
  • General Editor of series, Writing Research: Multidisciplinary Inquiries into the Nature of Writing, Ablex Publishing Co., 1982 -1992.
  • Editorial Board of Discourse Processes journal, 1983 - 1991
  • Editorial Board of Written Communication journal, 1989 - 2008

Articles and Chapters

  • Farr, M. 2009. Language, education and literacy in a Mexican transnational community, in M. Farr, L. Seloni & J. Song (eds.), Ethnolinguistic diversity and education: Language, literacy and culture. London: Routledge.
  • Farr, M., L. Seloni & J. Song. 2009. Introduction: Ethnolinguistic diversity in language and literacy education, in M. Farr, L. Seloni & J. Song (eds.), Ethnolinguistic diversity and education: Language, literacy and culture. London: Routledge.
  • Farr, M. 2007. Playing with race in transnational space: Rethinking mestizaje, in J. Brutt-Griffler & C. Evans Davies (eds.), English and ethnicity. New York: Palgrave Macmillan.
  • Farr, M. 2007. Literacies and ethnolinguistic diversity: Chicago. In B. Street (ed.), Volume on Literacy, Nancy Hornberger (ed.), Encyclopedia of language and education. Heidelberg, Germany: Springer-Verlag.
  • Farr, M. and Dominguez, E. 2005. Mexicanos in Chicago: Language ideology and identity. In A.C. Zentella (ed.), Building on strengths: Language and literacy in Latino families, and communities. New York: Teachers College Press.
  • Farr, M. 2003. Oral traditions in greater Mexico, Oral Tradition, 18/2: 159-161.
  • (Guerra, J. and) Farr, M. 2002. Writing on the margins: Spiritual and autobiographic discourse among mexicanas in Chicago, in G. Hull and K. Schultz (eds.), School’s out! Literacy at work and in the community. New York: Teachers College Press.
  • (Ball, A. and) Farr, M. 2002. Language varieties and teaching the English language arts, in J. Flood, D. Lapp, J. Squire, and J. Jensen (eds.), The Handbook of Research on Teaching the English Language Arts. Hillsdale, NJ: Erlbaum.
  • Farr, M. and Ball, A. 2001. Standard English and educational policy, Concise encyclopedia of sociolinguistics. Oxford, UK: Elsevier Science.
  • Farr, M. 2000. A mí no me manda nadie! Individualism and identity in Mexican ranchero speech, in V. Pagliai and M. Farr (eds.), special issue of Pragmatics (10:1) on Language, performance and identity, pp. 61-85.
  • Farr, M. 2000. Literacy and religion: Reading, writing, and gender among Mexican women in Chicago, in P. Griffin, J. K. Peyton, W. Wolfram, & R. Fasold (eds.), Language in action: New studies of language in society. Cresskill, NJ: Hampton Press, pp. 139-154.
  • Farr, M. and Ball, A..1999. Standard English and educational policy, in B. Spolsky (ed.), Concise encyclopedia of educational linguistics. Oxford, England: Elsevier.
  • Farr, M. 1998 . El relajo como microfiesta, in H. Pérez (ed.), Mexico en fiesta. Zamora, Michoacán, Mexico: El Colegio de Michoacán.
  • Farr, M. and Nardini, G. 1996. Essayist literacy and sociolinguistic difference, in E. White, W. Lutz, and S. Kamusikiri (eds.), The politics and policies of assessment in writing. New York: Modern Language Association.
  • Farr, M. and Guerra, J. 1995. Literacy in the community: A study of mexicano families in Chicago, Discourse Processes Special Issue, Literacy among Latinos, 19:1, 7-19.
  • Farr, M. 1994a. En los dos idiomas: Literacy practices among mexicano families in Chicago. Literacy across communities. Ed. Beverly Moss. Cresskill, NJ: Hampton Press.
  • Farr, M. 1994b. Biliteracy in the home: Practices among mexicano families in Chicago, in D. Spener (ed.), Adult biliteracy in the United States. McHenry, IL and Washington, D.C.: Delta Systems and Center for Applied Linguistics.
  • Farr, M. 1994c. Echando relajo: Verbal art and gender among mexicanas in Chicago, in M. Bucholtz, A.C. Liang, L.A. Sutton, and C. Hines (eds.), Cultural performances: Proceedings of the third women and language conference, April 8-10, 1994. University of California, Berkeley.
  • Farr, M. 1993. Essayist literacy and other verbal performances, Written Communication, 10:1, 4-38.
  • Farr, M. 1993. Standard English and educational policy, in The encyclopedia of language and linguistics. Edinburgh: Pergamon Press and Aberdeen University Press.
  • Farr, M. 1990. Dialects, culture, and teaching the English language arts: A review of research, in J. Jensen, J. Flood, D. Lapp, and J. Squire (eds.), Handbook of research on teaching the English language arts. New York: Macmillan.
  • Gundlach, R., Farr, M. and J. Cook-Gumperz. 1989. Writing and reading in the community, in A. Dyson (ed.), Collaboration through writing and reading: Exploring possibilities. Urbana, IL: NCTE. (Also Occasional Paper No. 7, Center for the Study of Writing, University of California, Berkeley.)
  • Farr, M. 1986. Language, culture, and writing: Sociolinguistic foundations of research on writing, in E. Rothkopf (ed.), Review of research in education, special issue on writing (XIII). Washington, D.C.: American Educational Research Association.
  • Farr, M. and M. Janda. 1985. Basic writing students: Investigating oral and written language, Research in the Teaching of English, 19, 1:62-83.
  • Farr, M. 1985. Review of J. Chambers (ed.), Black English: Educational equity and the law, Language and Society 14: 108-13.
  • Farr, M. 1985. Review of R. Beach and L. Bridwell (eds.), New directions in composition research, Contemporary Psychology 30, 8: 648-9.
  • Farr, M. 1984. Writing growth in young children: What we are learning from research, in C.Thaiss and C. Suhor (eds.), Speaking and writing, K - 12. Champaign, IL: NCTE.
  • Farr, M. 1983. Writing growth in children: Four studies, English Journal research review column, April.
  • Farr, M. 1983. What research is contributing to writing assessment, in Notes from the national testing network in writing. New York: City University.
  • Farr, M. 1982. Writing research: What we know and need to know, in Susan Kleimann and Anne Franzak (eds.). Proceedings of the Maryland composition conference 16 April 1982. College Park: University of Maryland.
  • Whiteman, M. F. 1981. Dialect influence in writing, in M. F. Whiteman (ed), Variation in writing: Functional and linguistic‑cultural differences. Hillsdale, N.J.: Lawrence Erlbaum Associates.
  • Whiteman, M. F.1980. What we can learn from writing research: A review of current work, Theory into Practice, 19, 3:150-6.
  • Whiteman, M. F.1972. Dialect differences in testing the language of children, Working Papers in Linguistics, no. 5: Sociolinguistics. Washington, D.C.: Georgetown University Press.
  • (Wolfram, W. and) Whiteman, M. F. 1971. The role of dialect interference in composition, The Florida FL Reporter, spring/fall.

Reports

Books

Selected Presentations

  • Farr, M. April, 2008. Literacy Ideologies: Local Practices and Cultural Definitions, invited presentation at Latin American Literacy Studies Seminar, Crefal, Pátzcuaro, Mexico.
  • Farr, M. March, 2008. Urban Multilingualism: Language Practices and Language Policy in Chicago, invited presentation at University of Antwerp Workshop on Urban Multilingualism and Intercultural Communication.
  • Farr, M. Jan., 2008. Ethnolinguistic Chicago: Studies of Language in the City’s Neighborhoods, presentation at the North American Association for the History of the Language Sciences, Chicago.
  • Farr, M. Sept., 2007. Rancheros in Chicagoacán: Daily Talk and Identity. Invited presentation at Northeastern Illinois University.
  • Farr, M. June, 2007. Book presentation at Casa Michoacán (community organization), Chicago, IL. Sponsored by the University of Illinois at Chicago, Latin American and Latino Studies Program.
  • Farr, M. Nov, 2006. “Binacionalidad en la región: Visión general, (Binationality in the region: A General View),�? presentation at Seminario Internacional: La construcción de una agenda ciudadana binacional en América del Norte (International Seminar: The construction of an agenda for binational citizenship in North America), Pátzcuaro, Michoacán. Supported by the Governor of Michoacán.
  • Farr, M. April 21, 2006. “Speech Play and Verbal Art: Feminist Rhetoric in a Mexican Transnational Community,�? one of three invited presentations for a Symposium on Gender and Latina Discourse: Vernacular Rhetorics, Language, and Expressive Culture. Texas A & M University, Department of English, Discourse Studies Program.
  • Farr, M. June, 2006. Mexican Language Socialization in Chicago. Paper presented at the American Association of Applied Linguistics, Montreal.
  • Farr, M. July, 2005. Language Ideologies and Identity among Mexican Families in Chicago. Paper presented at International Association of Applied Linguistics Conference in Madison, Wisconsin.
  • Farr, M. April, 2005. Franqueza and the individualist ideology of progress among Mexican rancheros. Invited presentation at Department of Sociology’s Culture Workshop, Northwestern University.
  • Farr, M. March, 2005. Mexican Language Socialization in Chicago. Paper presented at Fifth International Conference on Bilingualism, Barcelona, Spain.
  • Farr, Marcia. September, 2004. Language and Race in Transnational Space: Shifting identities. Language Institute, University of Wisconsin-Madison.
  • Farr, Marcia. April, 2004. Language and Race in Transnational Space: Rethinking Mestizaje, Ethnic Studies Dept., University of California at San Diego.
  • Farr, Marcia. October, 2003. Speech Play and Verbal Art: New Perspectives on Feminist Rhetorics, Plenary address at The Fourth Biennial Feminism(s) and Rhetoric(s) Conference, Columbus, Ohio.
  • Farr, Marcia. September, 2003. Respeto and Relajo: Language and Identity Among Transnational Mexican Rancheros, paper presented at Language and (IM)Migration in France, Latin America, and the United States: Sociolinguistic perspectives, University of Texas at Austin, Austin, Texas.
  • Farr, Marcia. April, 2002. Respeto and Relajo: Language and Gender among Transnational Mexican Rancheros, presentation at EPICS I Symposium, Universidad de Sevilla, Spain.
  • Farr, Marcia. 2000. Language in ethnographies of communication, paper presented at annual meeting of the American Anthropological Association, San Francisco.
  • Farr, Marcia. 2000. Border Crossings and Identity Maintenance: The Case of Mexican Rancheros, invited paper presented at Conference on Globalization and Civic Education, Northwestern University.
  • Farr, Marcia. Invited participant. Nov., 1999. Gender, language, and transnationalism, presentation at Feminismos, Luso-Hispanic Feminisms Conference, Univ. of Illinois, Urbana-Champaign.
  • Farr, Marcia. Invited Speaker, Representing Others, Representing Ourselves, Business Meeting of Writing Special Interest Group, American Educational Research Association, Chicago, March 26, 1997.
  • Farr, Marcia. 1997. Language, culture, and literacy in a transnational community: Old traditions in new settings, invited presentation at American Educational Research Association annual meeting, Chicago.
  • Farr, Marcia. Honor and shame in la sociedad ranchera: Ideology and religious literacy in Chicago and Michoacán, paper presented at American Anthropological Association annual meeting, San Francisco, Nov., 1996.
  • Farr, Marcia. El relajo como microfiesta, presentation at annual colloquium, El Colegio de Michoacán, Zamora, Michoacán, Mexico, October, 1996.
  • Farr, Marcia. Being a woman, or a man: Speaking in the gendered space of the home, presentation at Latin American Studies Association annual meeting, Washington, D.C., Sept., 1995.
  • Farr, Marcia. Countering violence with the Word: The uses of literacy by a Catholic charismatic woman, presentation at American Anthropological Association annual meeting, Atlanta, Nov., 1994.
  • Farr, Marcia. Literacy and religion: Practices among Mexican women in Chicago. Catholic Student Center, UIC, October 13, 1993. (Also presented at NCTE Assembly on Research in Chicago, February 12, 1994.)
  • Farr, Marcia. 1991. Spanish literacy in the religious domain: An analysis of two events, presentation at Espanol en Los Estados Unidos conference, University of Southern California.
  • Farr, Marcia. 1990. Essayist literacy and `other’ genres of argument, presentation at the Modern Language Association meeting, Chicago.
  • Farr, Marcia. 1990. Joking performances among Mexican women in Chicago, presentation at American Anthropological Association meeting, New Orleans.
  • Farr, Marcia. 1990. Census-taking in Mexican neighborhoods: Reasons for the Undercount, presentation at American Anthropological Association meeting, New Orleans.
  • Farr, Marcia. 1989. Learning literacy lyrically: Informal education among Chicago mexicanos. Paper presented at the annual meeting of the American Anthropological Association, Washington, D.C.
  • Farr, Marcia. 1989. Empowerment, orality, and literacy: Mexicano spontaneous speeches. Paper presented at the Conference on College Composition and Communication annual meeting, Seattle.
  • Farr, Marcia and Lucía Elías-Olivares. 1987. Mexican American language use in Chicago: Persuasive talk and literacy. Paper presented at the American Anthropological Association annual meeting, Chicago.
  • Language diversity and writing instruction, presentation at International Reading Association, Anaheim, CA, May 5, 1987.
  • Cultural differences in writing, presentation at UIC/CCC Conference on Cultural and Cognitive Approaches to Teaching Writing and Mathematics to Undergraduates,” April 24, 1987.
  • Keynote speaker, Maryland Composition Conference. Writing research: What we know and need to know. April, 1982.
  • Invited paper, Models for educational research: The case for interdisciplinary work on writing, American Association for Applied Linguistics, San Antonio, 1981.
  • Dialect influence in writing: Black and white, International Reading Association (IRA) Pre-convention Institute on Writing, St. Louis, April 1980.
  • CBS‑TV Appearance on Sunday Morning, discussing Vernacular Black English and education in light of the Ann Arbor decision, December 30, 1979.

Conferences, Symposia, and Panels Organized and Directed

  • CHILL (Chicago Language and Literacy) Conference, annually at Office of Social Science Research, UIC, 1990-96.
  • Panel, Reconstructing Literacy: Recognizing Other Voices, American Anthropological Association, Chicago, November, 1991.
  • Panel, The Ethnographic Experience: Methodological and Conceptual Dilemmas, CCCC annual meeting, Chicago, March, 1990 (roundtable discussion of inevitable conflicts and tensions in ethnographic research by myself, B. Moss, R. Cintron, J. Mahiri, J. Guerra, K. Walters)
  • Panel, Observation Alone Will Never Suffice: Three Ethnographic Studies, CCCC annual meeting, St. Louis, March, 1988
  • American Association for Applied Linguistics, Program Chair, December, 1981, New York City.
  • Pre‑conference Session on Writing, Georgetown University Round Table on Languages and Linguistics, March, 1981 (focus on writing process and on qualitative studies of writing in the classroom).
  • NIE/FIPSE Inter‑agency Grantee Workshop, Moving Between Practice and Research in Writing, Los Alamitos, California, September, 1980 (collaboration with the Fund for the Improvement of Postsecondary Education to encourage communication between writing researchers and practitioners; proceedings published by SWRL Research and Development Laboratory, Los Alamitos, California, March, 1981).
  • Symposium on Dialect Influence in Writing: New Directions, held at Conference on College Composition and Communication (CCCC), Washington, D.C., March, 1980 (presentations on Vernacular Black and White English, Appalachian English, Hispanicized English and Indian English).
  • Writing Research Grantee Workshop, Washington, D.C., June 1979 Seminar on Vernacular Black English and Education: Reactions to Ann Arbor, National Institute of Education, Washington, D.C., September, 1979
  • National Institute of Education Writing Conference, Los Alamitos, California, June, 1977 (initial research area planning conference)

Ph.D. Dissertations Directed

UIC

  • Mary Ann Janda (1987). Talk into writing: How collaborative writing works. (Co-directed with J. Mellon)
  • Beverly Moss (1988). The Black church sermon as literacy event (A community text arises: Literate texts and literacy traditions in African American churches, Hampton Press, 2001).
  • Ralph Cintron (1990). The use of oral and written language in the homes of three mexicano families (Angels’ town: ‘Chero ways, gang life, and rhetorics of the everyday, Beacon Press, 1997).
  • Juan Guerra (1991). An ethnographic study of the literacy practices of a Mexican immigrant family in Chicago (Close to home: Oral and literate practices of a Mexican transnational community, Teachers College Press, 1999).
  • Jabari Mahiri (1991). Discourse in sports: A study of African-American pre-adolescents (Shooting for excellence: African American and youth culture in new century schools, Teachers College Press and NCTE, 1998).
  • Virginia Young (1992). Politeness phenomena in university writing conferences.
  • Gloria Nardini (1995). Che Bella Figura! The power of performance in an Italian ladies’ club in Chicago (SUNY Albany Press, 1999).
  • Julie Lindquist (1995). “Bullshit on What If!” An ethnographic rhetoric of political argument in a working-class bar (A place to stand: Politics and persuasion in a working-class bar, Oxford University Press, 2002).
  • Raul Ybarra (1997). Latino students and Anglo-mainstream instructors: An ethnographic study of a composition classroom.
  • Tony DelValle (1998). Literacy features of three Puerto Rican family networks in Chicago: An ethnographic study (2001, New York: Mellon Press).
  • Richard Gelb (1998). Magic, orality, and literacy: The role of written texts in the Santeria religion.
  • David Seitz (1998). Who can afford critical consciousness? Non-mainstream students’ responses to critical writing pedagogy.
  • Daiva Markelis. (1999). Jurgis acquires the reading habit: Lithuanian language and literacy in early 20th century Chicago. 
  • David Cahill. (Co-Chair with John Rohsenow.). (1999). Contrastive rhetoric, orientalism, and the Chinese second language writer.
  • Jeanne Herrick. (Co-chair with Caroline Heller). (1999). A carnival of meaning: The ethnographic story of a culturally-diverse workplace.
  • Rachel Reynolds.(2002). Welcome Ndi Igbo: West African public identities and persuasion in performance.
  • Elias Dominguez. (2002). Reconciling cognitive universals and cultural particulars: A Mexican social network’s use of proverbs.
  • Jennifer Cohen. (2003) Making their own way: Literacy, identity, and education among Mexican American high school girls in southeast Chicago.
  • Mary Zajac (co-chair with Richard Cameron) (2003). The comfort of knowing: An ethnography of adult literacy and learning in a Catholic Bible study.
  • Brenda Aghahowa. (2004). Grace under fire: The rhetoric of Watergate and patriotism, Barbara Jordan style.

OSU

  • Hyungmi Joo (with Shelley Wong) (2005). Biliteracy Development: A Multiple Case Study of Korean Bilingual Adolescents.
  • Juyoung Song (2007). Language Ideologies and Identity: Korean Children’s Language Socialization in a Bilingual Setting.

Courses

  • Oral Genres and Verbal Performance (graduate seminar on ethnolinguistic (ethnopoetic) studies of oral language)
  • Theories of Literacy (graduate seminar on studies of orality and literacy)
  • Modern English (graduate and advanced undergraduate course, introduction to linguistics)
  • Sociolinguistics (graduate and advanced undergraduate course on sociolinguistic research)
  • Language and Gender (graduate and advanced undergraduate course on the co-construction of language and gender)
  • Language and Society (undergraduate introductory course in sociolinguistics)
  • Language, Literacy and Culture (graduate seminar on oral traditions and literacy practices across cultures)
  • Ethnography of Communication (graduate seminar on the ethnography of language and literacy)
  • Applied Linguistics
  • Language Socialization (graduate course on language learning across cultures)
  • Language and Society (graduate course on sociolinguistics and language teaching)
  • Bilingualism and Biliteracy (graduate seminar on multilingualism in society and education)
  • Linguistic Diversity and Literacy (graduate seminar on varieties of English and implications for literacy)

Department and College Service

  • College of EHE Promotion & Tenure Committee, 2007-2009
  • Chair, Search Committee, Clinical Reading, T&L, OSU, 2004-2005
  • Graduate Studies Committee, OSU COE (2003-2004)
  • Departmental IRB Committee, UIC (2000-01)
  • Search Committee Member, Dept. Eng., UIC (1985-1994, 1998-99)
  • Graduate Committee, Dept. Eng., UIC (1983-87; 1994-95; 1996-00)
  • Steering Committee, Dept. Eng., UIC (1999-00)
  • Chair, Committee on Merger of English and Linguistics Departments, UIC (1993-1995)
  • Chair, Language, Literacy and Rhetoric Area Group, English Dept., UIC (1986-1990; 1994-1996; 1998-2000)

University Service

  • Member, OSU Council on Academic Affairs (presidential appointment for 3 years), 2006-2009
  • Program Committee for NWAV Conference, OSU Linguistics Dept., 2006
  • Faculty Affiliate, OSU Center for Latin American Studies
  • Executive Committee, Literacy Studies @ OSU, College of Humanities, 2003-present
  • Oversight Committee, OSU Center for the Study and Teaching of Writing, 2004-2008
  • Latino Studies Program, OSU, 2004-present
  • Adjunct Faculty in Department of Anthropology and Latin American and Latino Studies Program, College of LAS; College of Education, UIC
  • Search Committee Member Office of Social Science Research (1989-90); Latin American Studies Program, UIC (2000-01)
  • Organizer of CHILL (Chicago Language and Literacy) Project, Office of Social Science Research, UIC (1989-95)
  • Committee for Human Subjects Clearance, Office of Social Science Research, UIC (1999-2002)
  • Promotion and Tenure Committee, Latin American Studies Program, UIC (1999-00)
  • Committee on Latin American Studies Graduate Concentration, UIC (1999-2000)
  • Advisory Board, Literacy Center, College of Education, UIC (1990-93)
  • Promotion and Tenure Committee, Department of Communication, UIC (1994-95)

2/2010