Teresa M. Redd, Ph.D.
Redd Ed Consulting, LLC
http://reddedconsulting.com

OBJECTIVE

To empower faculty, administrators, and other employees by providing training, developing curricula, designing online course sites, building programs, and supplying other educational services as needed.

EMPLOYMENT

Howard University, Washington, DC

Professor Emerita| Retired June 30, 2016

Founding Director| 2003 – 2016

Center for Excellence in Teaching, Learning, and Assessment (CETLA)

 Staffed, equipped, and developed the strategic plan and curricula for the Center prior to opening it in October 2003.

 Launched several innovative programs, including Green Teaching, FrieND Mentoring, HU-Teach Course Redesign, the Writing Matters Campaign, and the online “Teaching at Howard” orientation for new faculty. Also, designed the curriculum for the University’s Chair Leadership Academy.

 Proposed, organized, and chaired the University’s first Teaching, Learning & Technology (TLT) committee to facilitate communication and collaboration between the users and providers of instructional technology.

 Engaged nearly two thirds of Howard’s faculty (from all 13 schools and colleges) in on-campus or online activities.

 Increased faculty adoption of Howard’s Blackboard learning management system by more than 700%.

 Certified more than 300 faculty to teach hybrid courses and more than 200 to teach fully online courses. Facilitated the growth of fully online courses from fewer than 10 per year to more than 150, while supporting the expansion of Howard’s first “homegrown” online programs.

 Increased the number of faculty trained to teach in smart rooms by 100%.

 Maintained an average customer service and workshop satisfaction rating of at least 90%.

 Supported faculty grants. EXAMPLES: Increased faculty participation ten-fold to help Howard’s Institute for Entrepreneurship, Leadership, and Innovation retain a $3.1 million grant from the Kauffman Institute; supported the Graduate School’s implementation and retention of a $5 million grant from the National Science Foundation to expand the Center for the Integration of Research, Teaching & Learning (CIRTL) at Howard; coordinated the curriculum design and faculty development for a freshman interdisciplinary research initiative that garnered a $390,000 implementation grant from the Mellon Foundation; contributed the assessment component to a proposal that won a $425,000 grant from the National Institutes of Health to develop a Cultural Competence and Health Disparities program.

 Achieved national recognition as a finalist for the Professional and Organizational Development (POD) Network’s Innovation Award upon developing CETLA’s Syllabus Database.

 Became a much-sought-after model for establishing or enhancing centers, especially at HBCUs and African universities. Keynoted at a United Negro College Fund/Ford Foundation seminar to help HBCUs institutionalize faculty development. Hosted delegations from HBCUs such as Morehouse College, Philander Smith College, Fisk University, St. Augustine’s College, Lemoyne-Owen College, and Chaflin University. Also, hosted delegations from institutions such as the University of South Africa (UNISA), University of Fort Hare, and Addis Ababa University as well as Nenan Normal University of China and King Saud bin Abdulaziz University for the Health Sciences in Saudi Arabia.

Director of Writing Across the Curriculum| 1992 – 2016

 Co-wrote the guidelines to establish a Writing Across the Curriculum (WAC) program in the College of Arts & Sciences.

 Designed the WAC website.

 Launched the first writing-intensive courses in the disciplines.

 Proposed, with the Chair of English, an on-campus writing center and set up the facility and technology.

 Designed, with the Director of the Writing Center, an online writing center.

 Designed the course site and taught WAC Online, an interactive online version of WAC training for faculty.

 Proposed, with the Chair of English, Howard’s first Virtual Summer Bridge Program for incoming students who scored below the English Department’s SAT or ACT cut-off. The program empowered the students to use an adaptive online learning application during the summer to prepare for an on-campus exam that could qualify them for a college-level English class.

 Launched a one-of-a-kind Writing Matters Campaign in 2011, soliciting pledges to increase faculty expectations, student accountability, and writing assistance in eleven of Howard’s schools and colleges. Secured pledges from nine schools by 2015.

Professor of English| 1982 – 2016

 Achieved the rank of a Tenured Full Professor in 2007, after serving as the Director of WAC, Associate Professor, Graduate Faculty, Assistant to the Director of Freshman English, Assistant Professor, and Instructor.

 Published Revelations: An Anthology of Expository Essays by and about Blacks, which was adopted by Howard’s first-semester writing program for more than 20 years.

 Served as the lead author on A Teacher’s Introduction to African American English: What a Writing Teacher Should Know, published by the National Council of Teachers of English.

 Contributed chapters to books published by the National Council of Teachers of English, Lawrence Erlbaum, and Heinemann.

 Contributed articles to journals such as Research in the Teaching of English, Written Communication, and the Journal of Advanced Composition.

 Taught College Grammar, Freshman Composition, Technical Writing, Principles of Editing, Advanced Essay Writing, Current Events & Language, and other writing courses.

 Linked Freshman Composition to Introduction to Engineering to create Freshman English for Engineers, an expository writing course that integrated technology and the engineering design process in the writing process. The students published a Blacks in Science newsletter, an article in the Howard Engineer Magazine, and the pamphlet On(the color)line: Networking to End Racism—an Internet collaboration with white art students in Montana that was featured in the Chronicle of Higher Education.

Montgomery College, Takoma Park, MD

Adjunct Instructor|1982

 Taught an introductory composition course, primarily for full-time parents and employees.

Time-Life Books, Alexandria, VA

Writer-Editor|1976 – 1979

 Edited consultants’ chapters about nature and science.

 Wrote essays for the World War II and Seafaring series.

EDUCATION

 May 1987 Ph.D. in Education, University of Maryland, College Park, Maryland. Curriculum & Instruction. Major: Composition & Rhetoric. Minor: Linguistics. GPA: 4.0. Sigma Tau Delta. Phi Delta Kappa. Dissertation: The Effects of Audience Specification on the Quality of Undergraduate Writing.

 May 1982 M.A. in English, Howard University, Washington, DC. Major: African-American Literature. Minor: Linguistics. GPA: 4.0. Thesis: “What Is Africa to Me?”: A Thematic Study of Poems about Africa from the 1920s and the 1960s.

 Summer 1980 Graduate study in linguistics, Georgetown University, Washington, DC.

 June 1976 B.A. magna cum laude in Slavic Languages and Literature, Princeton University, Princeton, NJ. Certificate in Russian Studies. Major: Russian. Minor: French. GPA: 3.9. Phi Beta Kappa. Senior Thesis: The Cultural Identity of Uzbek Children in Uzbekistan.

 Spring 1974 Foreign Exchange, Leningrad State University, Leningrad, U.S.S.R.

 Summer 1972 Russian Summer School, Middlebury College, Middlebury, VT

 Summer 1970 Study Tour. Universite de la Source, Orleans, France.

SPECIAL SKILLS

 Mastery of a variety of instructional technologies (e.g., Blackboard, Epson “smart” projector, Poll Everywhere, PbWorks, Google Sites, Tegrity, SurveyMonkey, Turnitin)

 Successful completion of training for Quality Matters certification.

 Qualified Reader for the Educational Testing Service (SAT II)

 Knowledge of SPSS and statistical analysis.

 Knowledge of Russian, French, and Spanish.

 Technical and feature-story writing.

PROFESSIONAL SERVICE

Board Member

 2016 – 2017, National Advisory Board of the Howe Center for Writing Excellence, Miami University

 2004 – 2007 Editorial Board of WPA: Writing Program Administration

 1999 – 2001, Editorial Board of College Composition & Communication

 1998 – present, Board of Consultants for the International Network of Writing Across the Curriculum Programs (formerly the National Network of Writing Across the Curriculum Programs)

 1994 – 2003, Editorial Board of Written Communication

Officer

 2002- 2003, Chair of the Resolutions Committee for the Conference on College Composition and Communication

 2007-2009, At-large officer for the South Atlantic District of the Phi Beta Kappa Society.

 President (1996-2000), Vice President (2001-2010), and Treasurer (1991-1996) of the Howard University Gamma Chapter of Phi Beta Kappa

 1995-1998, Elected member of the Executive Committee of the College Composition & Communication Conference

Consultant

 2004 – 2008 College Board’s Writing Test Advisory Committee (SAT)

 2002 – 2003, Consultant for Educational Testing Services (LSAT)

 2002, Consultant for Educational Testing Services (GRE)

Featured Speaker

 2014, Invited plenary panelist, “Breaking out of the Box: Expanding the WAC Program at Howard University, Conference on Academic and Professional Writing, University of Maryland, College Park

 2008, Luncheon keynote speaker, “Cooking with CETLA: A Recipe for Institutionalizing Faculty Development,” United Negro College Fund/Ford Foundation Faculty Roundtable, Atlanta, GA

 1999, Invited speaker, CCC Winter Workshop on Teaching Composition to Undergraduates,, “Collaborating via the Internet,” Conference on College Composition & Communication, Clearwater Beach, FL

 1997, Invited speaker, “Networking to End Racism,” African American Heritage Day Series, Gunston Hall Plantation, VA

Training

 2013, Writing across the Curriculum training for faculty, University of South Africa (UNISA)

 1999, Writing across the Curriculum training for faculty, Virginia State University

 1999, Writing across the Curriculum training for faculty, Bowie State University

 1999, Writing across the Curriculum training for faculty, Spelman College

 1996, Writing across the Curriculum training for faculty, South Carolina State University

 1995, Technical Writing training for staff, Government Accounting Office (GAO)

AWARDS AND HONORS

Honor Societies

 Phi Beta Kappa (Princeton University, 1976)

 Sigma Tau Delta (Howard University, 1982)

 Phi Delta Kappa (University of Maryland, College Park, 1987)

Awards and Fellowships

 Finalist, Innovation Award, Professional & Organizational Development (POD) Network, 2007

 Vice President’s Award for Teaching Excellence, Howard University, 1994

 PEW Humanities Dissertation Fellowships, United Negro College Fund, 1985 and 1986

Media Coverage

 Featured in the PBS Annenberg telecourse “English Composition: Writing for an Audience,” 2001.

 Featured on the talk show Evening Exchange, WHMM-TV, August 19, 1996.

 Featured in the Chronicle of Higher Education, “Networking to End Racism,” September 1995.

SELECTED PUBLICATIONS

Books and Chapters

 Redd, Teresa. “Accommodation and Resistance On(the color)line: Black Writers Meet White Artists on the Internet.” Electronic Communication Across the Curriculum. Ed. Donna Reiss, Dickie Selfe, and Art Young. Urbana, IL: National Council of Teachers of English, 1998, 139-50.

 ___. “A Cultural Perspective: Teaching Composition at a Historically Black University.” Strategies for Teaching First-Year Composition. Ed. Duane Roen, Veronica Pantoja, Lauren Yena, Susan K. Miller, Eric Waggoner. Urbana, IL: National Council of Teachers of English, 2002. 21-34.

 ___. “Keepin’ It Real: Delivering Composition at an HBCU.” Delivering Composition. Ed. Kathleen Blake Yancey. Portsmouth, NH: Heinemann, 2006. 72-88.

 ___, ed. Revelations: An Anthology of Expository Essays by and about Blacks. 4th ed. Needham Heights, MA: Pearson Education, 2001.

 ___, “’Talkin bout Fire Don’t Boil the Pot’: Putting Theory into Practice in a First-Year Writing Course at an HBCU.” First-Year Composition: From Theory to Practice. Ed. Deborah Coxwell-Teague & Ronald F. Lunsford. Anderson, SC: Parlor Press, 2014. 146-83. [Note: The first printing contains a copy-editor’s errors.]

 ___. “Untapped Resources: ‘Styling’ in Black Students’ Writing for Black Audiences.” Composing Social Identity in Written Language. Ed. D. Rubin. Hillsdale, NJ: Lawrence Erlbaum, 1995. 221-240.

 ___, and Karen Schuster Webb. A Teacher’s Introduction to African American English: What a Writing Teacher Should Know. Teacher’s Introduction Series. Urbana, IL: National Council of Teachers of English, 2005.

Refereed Articles

 Graves, Michael F., Wayne H. Slater, Duane Roen, Teresa Redd-Boyd, Ann.H. Duin, David W. Furniss, and Patricia Hazeltine. “Some Characteristics of Memorable Expository Writing: Effects of Revisions by Writers with Different Backgrounds.” Research in the Teaching of English 22 (1988): 242-265.

 Redd, Teresa. “Exposition by Design: Using the Expository Strategies to Link Freshman English and Introduction to Engineering.” Composition Studies/Freshman English News 25.1(1997): 67-82.

 ___. “In the Eye of the Beholder: Contrasting Views of Community Service Writing.” Reflections 3 (2003): 14-35.

 ___. “’Tryin’ to Make a Dolla Outa Fifteen Cent’: Teaching Composition with the Internet at an HBCU.” Computers & Composition 20 (2003):359-73.

 ___. “The Voice of Time: The Style of Narration in a Newsmagazine.” Written Communication 8 (1991): 240-258.

 ___, and V. Massey. “Race on the Superhighway: How E-mail Affects African American Student Writers.” Journal of Advanced Composition 17.2 (1997): 245-66.

 Redd, Teresa, and Carl Brown, Jr. “Using Students to Support Faculty Development.” To Improve the Academy, 29 (2011):233-245.

 Redd-Boyd, Teresa, and Wayne H. Slater. “The Effects of Audience Specification on Undergraduates’ Attitudes, Strategies, and Writing.” Research in the Teaching of English 23 (1989): 77-108.

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