• MFA, Creative Writing & Publishing Arts, University of Baltimore, MD, 2010, Magna Cum Laude
  • MA, English, North Carolina State University, Raleigh, NC, 2001, Magna Cum Laude
  • BA, Liberal Arts/Journalism, Andrews College, Laurinburg, NC, 1993, Summa Cum Laude

Professional Experience

 English Faculty, Anoka-Ramsey Community College, Coon Rapids, MN   (2019-Present)

Consultant, STS Digital Press, Baltimore, MD                                                    (2013-Present)

Adjunct Professor in English, Academic Literacy, CCBC, Baltimore, MD    (2007-2017)

Communications and Outreach Specialist, Maryland State Dept. of Education (2015)

Communications Specialist,  HighPoint Global, LLC, Baltimore, MD                      (2014)

Visiting Assistant Prof of English, Marshall University, Hntington,WV       (2012-2013)

Adjunct Professor of English, South University, Tampa, FL                           (2011-2012)

Adjunct Professor of English, Shepherd College, Shepherdstown, WV       (2010-2011)

Adjunct Professor in English and Writing Consultant, University of Baltimore, MD     (2009-2010)

Adjunct Professor in English, University of Maryland UC, College Park, MD (2007-2009)

Adjunct in Professor, Loyola University, Baltimore, MD                                      (2008-2009)

Information and Communications Specialist, City of Westminster, MD       (2008-2009)

Adjunct Professor in English, Towson University, Towson, MD                       (2006-2008)

Academic Advisor/ Adjunct Faculty, Mohawk Valley College, Rome, NY       (2005-2006)

Adjunct Professor in English, Utica College Syracuse University, Utica, NY   (2005-2006)

Adjunct Professor in English, Shepherd College, Shepherdstown, WV            (2002-2005)

Director of Education and Outreach, Heartly House, Frederick, MD               (2003-2004)

Director of Public Relations, Connelly School, Potomac, MD                             (2002-2003)

Director of Continuing Education, UNC Chapel, Hill                                            (2001-2002)

Director, Carolina Wren Press, Durham Arts Council, Durham, NC                    (1999-2002)

Manager, Professional Writing Center Manager and Obsidian, NCSU                 (1995-2000)


  • A Place Called Solid, Sweet Tea Sisters Press, 2010, 2015
  • “Music Mountains,” Anthology of Appalachian Writer 2011
  • “Blue Beach,” Palooka Literary Journal,
  • “Delfest Finds Home at Allegany Fairgrounds.” Appalachian Independent:
  • “Bi-Polar Love Affair,” “Intersection,” and “Veil of Maya,” SN Review: 2008
  • “Deja View,” Mountain Echoes: 2005
  • “Blue Beach” excerpt, Now and Then Magazine: 2000
  • “Our Bars,” Now and Then Magazine: 2001


Honors and Awards

  • Appalachian Writers’ Workshop, Hindman Settlement School, Kentucky
  • Allegheny Echoes Writers’ Workshop
  • Writer’s Residency, Wildacres
  • Writer-in-Residence, Weymouth Center for the Arts and Humanities


Academic Experience

  • Culturally Relevant Pedagogy, 2018
  • Quality Matters Certification, 2012
  • Writing Intensive Certified, 2012
  • Writing Across the Curriculum Certified, 2012
  • Read at WVTC Conference, 2012
  • Presented at Create WV Conference, 2012
  • iPed Conference on Teaching and Learning, 2012
  • GREATS common assignment grading session for accreditation, CCBC 2010
  • Professional Development, CCBC, fall 2007
  • Professional Development, CCBC, spring 2007
  • Learning Outcomes Assessment, CCBC, spring 2007
  • Norming Session, CCBC spring 2007 and summer 2007


Related Experience

  • Created Maryland State Department of Education, Early Learning web site, 2014
  • Created City of Westminster, Maryland Web site, 2010
  • Coordinated Initiatives for City of Westminster through communication and events, including Capital for a Day with Governor Martin O’Malley (2009)
  • Developed Community Classroom Series, UNC Friday Center, Continuing Education (2001)
  • Developed youth summer series for writing and poetry for at-risk youth, Durham, NC, 2001
  • Co-Coordinated North Carolina State University Creative Writing Alumni Reunion (2000)
  • Faculty, North Carolina Writers Network, fall Conference (2000)
  • Advisory Board, sauti mpya, University of North Carolina at Chapel Hill (1998-2001)
  • Associate Editor for Sandhills Review (1997-1999)
  • Fiction Judge for Wake County Public Schools writing competition (1999)
  • Advisory Committee, Town of Cary Page One Festival of Books (1995-1997)



  • Kendra Kopelke, University of Baltimore (2007, 2010)
  • Marion Winik, Memoir, UB, (2007-2009)
  • Leslie Rubinkowski, Memoir, Goucher College (2006)
  • Philip Gerard, Memoir, Goucher College (2006)
  • Kate Long and Paul Epstein, Songwriting (2001)
  • Joyce Dyer, Nonfiction (2001)
  • Kirk Judd and Sherrell Wigal, Poetry (2001)
  • Betty Adcock, Poetry (2000)
  • Katherine Stripling Byer, Poetry (2000)
  • Lee Smith, Fiction (1999)
  • Lucinda Mackethan, Non-fiction (1997)
  • John Kessel, Fiction (1996)
  • Angela Davis-Gardner, Fiction (1995)
  • Stephen Smith, Poetry (1992)

Computer Experience

  • Creative Suite 5
  • Graphics using Photoshop 5, scanner, electronic files, and digital camera
  • Contact Management Software, Act!, Goldmine, VOCUS, Constant Contact, and Outlook
  • Academic classroom management software: Blackboard, WebCT, Banner, Simon, WebTycho, Banner, WebAdvisor, Sakai, eCompanion, an Moodle


Classes Taught

ENG 201—Advanced Composition (Marshall)

  • This course groups students by college to provide increased investment in research and writing as students collaboratively discuss, explore, and write about questions and ideas of both broad and specific interest to them within their disciplinary foc Moving the second course in the composition sequence to the 200 level ensures that students have finished their First Year Seminar and two critical thinking (CT) courses, making them better prepared to engage in rigorous reading, research and writing.


ENG 225—Southern Writers

  • Southern Writers is three credits and is the study of selected writers of the American South from the beginnings to the present with special attention on writers after (PR: Completion of Core II composition requirement). This is a writing intensive course. This course satisfies 3 hours of the Writing Intensive requirement as well as 3 hours of the COLA literature requirement.


ENGL 204 – Survey of American Literature (Shepherd)

  • A critical study of representative writers and works from Native American oral traditions to the present, reflecting a broad range of literary and philosophic ideas and the cultural and ethnic diversity of the American experience Prerequisites: ENGL 102, 103, or 104.

 WRIT 200 Practicum in Writing (UB)

  • Designed to increase students’ mastery of the word, the sentence and the paragraph. Emphasis is given to correctness and appropriateness in the choice of words, sentence structures and modes of paragraph development. Models for expository writing are drawn from a variety of contemporary materials. May not be counted toward the requirements of the major.

 WRTG 391 Advanced Expository and Research Writing (UMUC)

  • Instruction and practice in methods of presenting ideas and factual information clearly and effectively. Emphasis is on developing skills fundamental to academic writing. Published writings are discussed and evaluated. Assignments include composing a total of 6,000 words (approximately 25 pages). Students may receive credit for only one of the following courses: WRTG 391, WRTG 391X, ENGL 391, or ENGL 391X.

ENGL 232 American Literature Since 1865 (TU)

  • Literary movements and major writers since the Civil War, such as Dickinson, Twain, James, Frost, Hemingway, Fitzgerald, and Faulkner. Prerequisite: ENGL (UG)

ENG 221 Creative Essay Writing (SU)

  • In this course, student will study and practice writing using voice and style in short personal and informal essa Students read and analyze various types of non-fiction essays and explore a range of approaches in their writing. Students write from their own experiences but also use research and outside resources to expand the scope of their essays. Workshops and discussions focus on close reading and revision of writing assignments. Prerequisite(s): ENG 152 or equivalent General Education: 200-level writing skills course for select majors.

  ENGL 151 Composition & Writing from Sources (SU)

  • Develops the ability to write clear, coherent, and well-developed expository prose. This course requires analytical reading and critical thinking and includes instruction and practice in research methods and writing from sources. Prerequisite(s): Placement (see above) or a grade of “C-” or better in ENG 148.

ENGL 152 Writing About Literature (SU)

  • Through close reading of poetry, drama, and fiction, develops analytical writing skills, an appreciation of literature, and an understanding of major literary terms. Continues instruction in writing and requires an essay incorporating and documenting secondary sources. Prerequisite: “C” or better in ENG 151 or HON 171 (fall and spring 2006-7).

ENG 210 Business Writing (SU)

  • Emphasizes basic principles of effective business writing and communica Includes a range of assignments from memos, emails, and letters to more complex proposals, recommendations, and research reports. Includes oral reports and presentations, digital communication, APA style, and resume writing. Prerequisite: ENG 152 or equivalent. Three credits (summer 2007).

ENGL 102 – Writing For A Liberal Education (TU)

  • Learning the critical methods of liberal education by writing college-level prose about significant books in four areas: the natural sciences, the humanities, the social sciences, and the fine arts.

ENGL 101 College Composition I (CCBC)

  • Provides instruction that focuses on writing skills, evaluating and explaining ideas, conducting library and Internet research, developing a research paper, and documenting research. Placement is based on assessment and/or successful completion of ENGL 052 or LVE 2 or ESOL 052 and RDNG 052 or ESOL 054 or LVR 2 (fall 2006)

ENGL 102 –College Composition II (CCBC)

  • Increases the writing and thinking skills developed in English 101; covers applying critical thinking and writing skills to a variety of academic assignments, including analyzing complex texts (spring 2007).

EN 228 Interpersonal Communications, (Herkimer County Community College)

  • This course is designed to increase interpersonal effectiveness by developing skills in self-expression, listening and responding, and communicating support and resolving conflict. Essential skills and outcomes to be acquired through the course include: an ability to self-disclose; an ability to describe feelings; an ability to demonstrate effective non-verbal behavior; an ability to engage in different styles of listening and responding; an ability to give constructive feedback; an understanding of how to express acceptance of another individual; an ability to effectively use paragraphing; an ability to confront another individual and negotiate a solution; an ability to recognize and manage stress. Required texts and materials: Reaching Out: Interpersonal Effectiveness and Self- Actualization, 8th Edition, by David W. Johnson, UM Press and various in-class handouts as well as a student computer account or home computer for online research. Students also need a composition book for assignments and journaling (fall 2005).

 ENG 099 Writing Skills (Utica College)

 Provides in-depth review of grammar, improvement of mechanical accuracy, emphasis on sentence writing, and construction of paragraph. Prepares students for Written Communications I (fall 2005)

ENG 101 Written Communications I (Utica College)

  • Practice in College Level writing, focusing on research. Students will demonstrate the ability to write logically, clearly, precisely, and persuasively through accurate reading and observation; and to acquire, organize, present, and document information and ideas.

ENG 102 Written Communications I, (Utica College)

  • Further practice in college-level writing, focusing on research (fall 2005 to spring 2006)

ENG 135 Introduction to Literature, (Utica College)

  • Study of literary genres: fiction, poetry, drama, basic strategies for better understanding and enjoyment of literature (spring 2006).

African American Literature (Rome Art and Community Center)

  • This course will survey some African American literature exploring how differences in geography, gender, and race affect the voices of various African American writers, including Douglass, Chesnutt, Jacobs, King, Hughes, Wright, Dove, DuBois, and more. A familiarity with other forms of writing will be necessary to place these fictional works into a larger context. Develop a better understanding of how these questions, and answers offered, have helped to shape our society and its culture today (spring 2006).

ED100 College Seminar (MVCC)

  • College Seminar is an opportunity for students to develop the skills necessary to improve the chances for success in the college environment. General College procedures, the fundamental notions of time management and study skills, and the specific responsibilities of today’s students in a variety of local and global environments are discussed. One or more collaborative projects will ben integral part of the course. Corequisites: The course must be taken in the student’s first thirty hours of study. General first year courses would usually be taken at the same time.

EN 102: Ideas & Values in Literature (MVCC)

  • This course seeks to deepen the students’ understanding of human nature and the human condition through the study of ideas and values expressed in both imaginative literature and a full-length book of non-fic To this end, students use and develop critical thinking and language skills. They do so mainly in their attempts to raise and answer questions in their readings, discussions, and expository writing tasks, which may include exploratory writing, an academic journal, reports and essays. A library-oriented research project is required. Prerequisite: EN101 English 1: Composition or EN105 English Composition for Speakers of Other Languages

ENGL 101: Written English I (Shepherd University)

  • To develop students’ critical reading, thinking, and writing skills. Students will be expected to read, understand, analyze, and relate selections from the Jacobus text to their experience and/or other ways of knowing. To help students develop critical reading, thinking, and writing strategies over the term, the Department asks teachers to present writing as a process. Ideas for brainstorming (i.e. clustering, free writing, et), revising drafts, editing, and proofreading should be taught. Designing a series of assignments, which build upon each other (i.e. grouping assignments thematically, reading one author through another, etc.) will help students make connections and synthesize information. Students will also be expected to become familiar with expository modes of writing and rhetorical strategies (spring 2003 to fall 2004).

ENGL 102 Writing for the Humanities (Shepherd University)

  • To develop students’ critical reading, thinking, and writing skills as they discuss and write about a variety of literary genres: fiction, poetry, and drama. The readings for this course will include American and world literature selections that reflect a range of ethnic and cultural diversity, and a thematic approach may be utilized as long as characteristics of the genres and close reading skills and textual analysis are ta Emphasis is placed on learning to develop clear, logical, well- structured critical essays, free from serious usage/mechanics errors. To help students accomplish these goals, teachers are asked to present writing as a process. Students will also receive instruction in research techniques and in writing the research paper. In addition, students will become familiar with and cultivate an appreciation for stylistic characteristics of each literary genre and the timeless insights into the human condition provided through the reading and study of literature (spring 2003 to fall 2004).

ACFN 010: Introduction to Critical Composition (Shepherd University)

  • Provides practice in composition and usage skills to bridge the gap between high school and college English courses. Objectives are for the student to utilize a central idea or thesis; to compose essays which include an introduction, body, and conclusion; to compose paragraphs with topic sentences and supporting details; to write complete, grammatically correct sentences with some variety in syntax; to demonstrate appropriate diction; to use transitions to provide a clear flow from one part of a composition to another. The student will demonstrate proficient use of Standard Written English. Required texts are: Real Writing with Readings, 3rd edition by Anker, A Writer’s Reference, 5th edition by Hacker, Handout Packet, and a good dictionary and thesaurus.

ACLT 052: Academic Literacy (CCBC)

  • Academic Literacy provides intensive instruction in critical thinking, reading, and writing in preparation for English 101 and other 100-level courses. Using theme-based readings from a variety of genres, coursework will emphasize the independent reading of complex academic texts, critical response to ideas and information in academic texts, and writing essays that integrate ideas and information from academic texts.