Documenti di Didattica
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teaching portfolio: www.emilyclymer.weebly.com
EMILY CLYMER
TEACHING EXPERIENCE
Committee Work:
• Canvas (LMS) Committee: In this committee, I am responsible for in-house training of
faculty with the use of Canvas and mentoring faculty on how to integrate their courses
into Canvas. On this committee, we are responsible for the strategic plan regarding the
widespread implementation of Canvas for academic and administrative purposes.
o My duties have included being a secretary for this committee, planning and
delivering Canvas training for faculty, acting as an academic contact person for
Canvas support, and monitoring faculty uptake with the LMS.
• Library & Educational Technology Committee: In this committee, we are responsible
for creating information literacy standards to be applied across all curricula as well as
developing educational training materials related to information literacy for each
department.
o My duties have included being a secretary for this committee and advising on
the development of a Canvas-based Information Literacy course for first year
students.
Additional Contribution:
o Tutored ESL students from beginner to advanced levels 3 times a week for 2
hours and held a weekly Conversation club. Working directly with students
from different classes was a valuable experience to understand the diverse
population of adult students in this Community College program. As a tutor, I
assisted with specific skills students were struggling with (vocabulary retention,
grammar use, pronunciation, and writing) as well as offered support with
homework and projects. The Conversation Club was theme-based and was
either student-led discussion or tutor-led discussions with small group work or
presentations.
• Integrated the use of English Central (an English language learning tech tool) into
course design.
COORDINATOR & ENGLISH INSTRUCTOR August 2010-August 2012
KARATEKIN UNIVERSITY | CANKIRI, TURKEY
A Coordinator of teaching staff that, for 20 hours a week, acted as a liaison between
teaching faculty and administration.
• Developed an English language placement for the English Language Center.
• Created & modified instructional materials used as a supplement to course books.
• Developed end-of-course outcomes for each proficiency level.
• Led monthly meetings with staff alongside the Director of the Language Center.
An English Instructor that delivered 20 hours of instruction on a weekly basis.
• Instructed zero-Beginner to low-Intermediate proficiency adult learners in 8-week
integrated skills courses.
• Instructed academic faculty in Conversational English at the advanced proficiency
level in 15-week courses.
• Developed curriculum for a 12-week intensive English program for outgoing Erasmus
students.
• Designed formative and summative assessments for General English and Academic
English courses.
CONSULTING & TRAINING EXPERIENCE
TEACHER TRAINER
February 2019-PRESENT
AMERICAN UNIVERSITY OF AFGHANISTAN | KABUL, AFGHANISTAN
In February 2019, I presented a 2-hour workshop, which included a teaching demo, on
how different approaches to teaching Reading as an integrated skill. The audience of this
workshop were Access Program teachers, a program funded by the U.S. Embassy to
increase English language education to underprivileged youth in Afghanistan.
In April 2019, I presented a 4-hour workshop, which included a teaching demo, on how to
adapt classroom materials while planning and on-the-spot decision making. The audience
of this workshop were primary, middle, and high school teachers in Kabul. To date, I have
trained over 50 teachers in Afghanistan in 2019.
TEACHER TRAINER
January 2017-August 2017
AL-MUHAMMADIYA SCHOOL | SHAFA BADRAN, JORDAN
As a teacher trainer at this private primary and secondary school, I offered 50 hours of
workshops for English language teachers on the following topics: classroom management,
teaching integrated skills, lesson planning, teaching writing as a process, integrating peer
feedback, teaching reading strategies, creating speaking and writing assessments and
rubrics, and how to create end-of-year and mid-year learning outcomes.
email: eclymer@auaf.edu.af
teaching portfolio: www.emilyclymer.weebly.com
PROFESSIONAL DEVELOPMENT
Relevant Graduate Coursework
email: eclymer@auaf.edu.af
teaching portfolio: www.emilyclymer.weebly.com
PUBLICATIONS
Zaidan, M., Alghazo, S., & Clymer, E. (2018). Native-Culturism in Jordanian University
Students’ Cognitions about Literature. International Journal of Arabic-English Studies.
Alghazo, S., Zaidan, M., & Clymer, E. (December 2018). Forms of Native-Speakerism in the
Language Learning Practices of EFL Students. Manuscript submitted for publication.
Clymer, E., Alghazo, S., Naimi, T., & Zaidan, M. (January 2019). Discipulus Oeconomicus:
CALL, Native-Speakerism/Culturism, and Neoliberalism. Manuscript submitted for publication
RELEVANT SKILLS
Computer: Microsoft Suite, Google Apps, SPSS, Final Cut Pro, Photoshop
Educational Tech Tools: Google Suite, Qualtrics, Kahoot, Quizlet, English Central,
Duolingo, Padlet, Vialogues, EdPuzzle, Edmodo, Moodle, Canvas
Languages: Conversational in Turkish, Beginner in Arabic (Levantine Dialect), Beginner
in Dari
email: eclymer@auaf.edu.af
teaching portfolio: www.emilyclymer.weebly.com