CURRICULUM VITAE

Dan Ehrenfeld
(267) 670 3056  / daniel.ehrenfeld@stockton.edu

ACADEMIC EMPLOYMENT
Assistant Professor of Writing and First-Year Studies (tenure-track)
Stockton University
Galloway, NJ
2017 – present

Teaching Associate (Instructor of Record)
University of Massachusetts Amherst
Amherst, MA
2012 – 2017

EDUCATION

Ph.D in English with Specialization in Rhetoric and Composition
University of Massachusetts Amherst
2012 – 2018 (degree conferred Feb. 1)
Dissertation: Rhetorical Investments: Writing, Technology, and the Emerging Logics of the Public Sphere
Directed by Donna LeCourt, with Janine Solberg and Jon Olsen

M.A. in Secondary Education with Specialization in Academic Instruction for English Language Learners and Diverse Student Populations & California Teaching Credential (English Language Arts)
Loyola Marymount University
2005 – 2007

B.A. in English
Wesleyan University
2001 – 2005

PEER-REVIEWED SCHOLARLY PUBLICATIONS

“Online Public Spheres in the Era of Fake News: Implications for the Composition Classroom.” (with Matthew Barton) Computers and Composition (forthcoming in Computers and Composition, 2019)

“Ecological Investments and the Circulation of Rhetoric: Studying the ‘Saving Knowledge’ of Dr. Emma Walker’s Social Hygiene Lectures.” Methodologies for the Rhetoric of Health and Medicine, edited by Lisa Meloncon and J. Blake Scott, Routledge, 2017.

“The Cloud and the Mine: A Conversation with Media Artist Brian House about Big Data and the Circulation of Digital Writing.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy, vol. 21, no. 1, Aug. 2016.

AWARDS AND SCHOLARSHIPS

The Gerard Hauser Award
The Rhetoric Society of America 17th Biennial Conference, Atlanta, GA. May 2016
Best paper presented by a graduate student (four recipients)

The CCCC Chairs’ Memorial Scholarship
The Conference on College Composition and Communication, Houston, TX. April 2016
(four recipients)

The Michael Leff Award
The Rhetoric Society of America 6th Biennial Summer Institute, Madison, WI. June 2015
(five recipients)

The Walker Gibson Prize
University of Massachusetts Amherst, Amherst, MA. April 2014
Best graduate essay on a topic in Rhetoric and Composition (one recipient)

CONFERENCE PRESENTATIONS

“Public-Engaged Pedagogy and the Fifth ‘Position’ on Digital Democracy.” MIT’s International Media in Transition 10 Conference. Cambridge, MA. May 2019

“Emerging Practices of Networked Mass Persuasion: Implications for Public Writing Pedagogy.” Computers and Writing Conference. East Lansing, MI. June 2019

“Aristotle’s Chronos and the Shared Temporalities of Writing on the Social Web.” The Rhetoric Society of America Conference, Minneapolis, MN. June 2018

“Composition Pedagogy and the Social Imaginaries of the Digital Landscape.” The Conference on College Composition and Communication, Kansas City, MO. March 2018

“The Circulation of Rhetoric and the Question of Change: Networks, Systems, and Ecologies on a Historical Timescale.” The Rhetoric Society of America Conference, Atlanta, GA. May 2016

“Technologies for Going Public: The Circulation of Student Writing and the Spatiotemporal Logics of the Digital Public Sphere.” Computers and Writing Conference, Rochester, NY. May 2016

“Material Circulation and the Networked Public Sphere: Rethinking the Social and Spatial Politics of the ‘Public Turn.’” The Conference on College Composition and Communication, Houston, TX. April 2016

“Following the Threads: Writer-Audience Relationships and the Mediating Role of Digital Interfaces.” Computers and Writing Conference, Pullman, WA. June 2014

“‘Us Against Them’: Pitfalls of Open Access for Publics and Counterpublics.” The Conference on College Composition and Communication, Indianapolis, IN. March 2014

TEACHING

GAH2180: Introduction to Digital Writing
Stockton University, Galloway, NJ
Fall 2019
This course introduces students to interdisciplinary scholarship regarding the nature of digital writing while engaging them in writing projects that ask them to experiment with emerging genres of writing. Working within a rhetorical genre studies (RGS) framework, students create texts such as memes, social media threads, video essays, online dialogues and arguments, and viral content.

GEN2428: Digital Writing and Social Change
Stockton University, Galloway, NJ
Fall 2018 – Spring 2019
Through hands-on digital writing projects and readings of work in political theory, media theory, rhetorical studies, and writing studies, this interdisciplinary course engages students in the study and practice of writing in the digital public sphere

GEN2153: Professional Writing and Design
Stockton University, Galloway, NJ
Spring 2018
A service-learning course in which students use digital tools to develop materials for real-world clients, including resumes, flyers, emails, social media content, and other professional documents Students draw upon theories of digital design and rhetorical theory.

FRST1101: College Writing
Stockton University, Galloway, NJ
Fall 2017 – Fall 2018
A reading-intensive developmental writing class focused on questions of U.S. diversity, incorporating digital writing and public writing practices

ENGL379: Introduction to Professional Writing
University of Massachusetts Amherst, Amherst, MA
Fall 2016
An overview of the field of professional writing in both theoretical and practical contexts, with an emphasis on changing media and genre conventions

ENGL698V: Teaching Basic Writing (co-taught)
University of Massachusetts Amherst, Amherst, MA
2015 - 2016
A year-long practicum course that supports new instructors through mentoring, teaching observations, lesson planning activities, and sessions about Basic Writing theory and pedagogy (including sessions focusing on English language learners and developmental reading strategies)

ENGLWRIT111: Basic Writing
University of Massachusetts Amherst, Amherst, MA
2014 – 2016
A theme-based, reading-intensive developmental writing class focused on questions of U.S. diversity and difference, taught workshop-style in a computer classroom and augmented by a learning management system

ENGLWRIT112: College Writing
University of Massachusetts Amherst, Amherst, MA
2012 – 2014
A rhetorically-based first-year writing course focusing on writing for a variety of audiences—academic, professional, civic, and personal—in a variety of genres and media

Beginning, Intermediate, and Advanced ESL
Columbia West College, Los Angeles, CA
2008 – 2011
Literacy-based second language courses aligned with discussion, reading, and writing goals

9th Grade and 10th Grade Literacy Intervention and English Language Arts courses
Alain Leroy Locke High School, Los Angeles, CA
2005 – 2007
Courses designed for students who have struggled to master academic literacies, including many English language learners and students with learning disabilities, aligned with California state standards

PROGRAM ADMINISTRATION, CURRICULUM DEVELOPMENT, AND SERVICE

Advising Council
Stockton University, Galloway, NJ
Fall 2018 – present
Serving on a committee that oversees institution-wide advising practices

Program Standards Working Group
Stockton University, Galloway, NJ
Spring 2019
Serving on a working group that is developing program standards for the evaluation of University instructors

Writing Placement Working Group
Stockton University, Galloway, NJ
Spring 2018
Researched programmatic approaches to assessing and placing students in first-year writing courses as a member of a temporary working group in the First-Year Studies (FRST) Program

Search Committee Member
Stockton University, Galloway, NJ
Fall 2017 – Spring 2018
Served as a member of search for a tenure-track Assistant Professor of Writing and First-Year Studies

Assessment Workshop Participant
Stockton University, Galloway, NJ
December 21, 2017
Participated in day-long workshop focusing on university, program, and classroom assessment practices

Basic Writing and Placement Coordinator
University of Massachusetts Amherst, Amherst, MA
Fall 2015 – Summer 2016
Co-facilitated a basic writing pedagogy practicum, supported instructors through classroom observations, training, and curriculum design, redesigned elements of Basic Writing curriculum based on interviews with instructors, developed exam prompts and holistic scoring scale, co-planned the design and launch of the Writing Program’s online course placement process, co-facilitated the training of placement exam readers according to holistic scoring methods

Placement Assistant
University of Massachusetts Amherst, Amherst, MA
Fall 2014 – Summer 2015
Contributed to the development of the Writing Program’s online placement exam and holistic scoring system

Placement Exam Reader
University of Massachusetts Amherst, Amherst, MA
2013 – 2015 (summers)
Assessed student essays using holistic scoring methods

Administrator and Curriculum Developer
NoteFull ESL, an interactive online educational program
2011 – 2012
Designed, implemented, and maintained all aspects of a stand-alone “digital textbook,” using web-based systems to teach, assess student work, provide interactive feedback, and facilitate course placement for English language learners. Used HTML and CSS to build user interface

English Language Arts Curriculum Development
Alain Leroy Locke High School, Los Angeles, CA
2005 – 2007
Designed curricula to serve 9th/10th grade English Language Arts students—including many English language learners and “literacy intervention” students—and administered language proficiency tests in order to differentiate instruction. Participated in normed assessment workshops, scoring district-wide standardized tests and department-specific writing tasks in collaboration with other faculty members

CAMPUS WORKSHOPS AND SYMPOSIA

“Meta-Reflecting About How Technological Practices Shape Our Relationships with Audiences.” University of Massachusetts Amherst Writing Program Spring Symposium, Amherst, MA. January 2016

“Teaching Multilingual Writers.” (A Workshop Required for Second-Year Teaching Associates in the Writing Program), University of Massachusetts Amherst, Amherst, MA. November and December 2015

“Synthesizing Sources and Drafting: Challenges and Strategies for the Basic Writing Classroom.” University of Massachusetts Amherst Writing Program Spring Symposium, Amherst, MA. January 2015

“The Holistic Assessment and Online Placement Exam Development Workshop” (Session Leader), University of Massachusetts Amherst, Amherst, MA. September 2014

“Reading + Writing: How Do We Make Texts Highly Relevant in the Writing Classroom?” University of Massachusetts Amherst Writing Program Spring Symposium, Amherst, MA. January 2014

PROFESSIONAL AFFILIATIONS

The Rhetoric Society of America (RSA)
The Conference on College Composition and Communication (CCCC)
National Council of Teachers of English (NCTE)
Teach for America (Corps Member 2005 - 2007)  

OTHER RESEARCH ACTIVITY

Research Assistantship, Prof. Donna LeCourt
University of Massachusetts Amherst, Amherst, MA
2015 – 2017
Researched scholarship in digital writing pedagogy, circulation studies, public writing, and digital activism

Research Network, The Rhetoric Society of America Conference. Atlanta, GA. May 2016

Research Network Forum, The Conference on College Composition and Communication. Houston, TX. April 2016

“Theory Building in the Rhetoric of Health and Medicine.” Rhetoric Society of America 6th Biennial Summer Institute Workshop. Madison, WI. June 2015

Graduate Research Network, Computers and Writing Conference. Pullman, WA. June 2014

GRADUATE COURSEWORK

Rhetoric and Composition
Writing Histories of U.S. Women
Composition Theory
Introduction to Research on Writing
Digital Writing and the Public Sphere
Literacy Studies
Introduction to Rhetorical Theory

Writing Pedagogy Practica
Practicum in the Teaching of Basic Writing
Technology and Writing Pedagogy: Writing for Public Audiences
Language Diversity: Discussion, Peer Review, and Teacher Response
The Role of Reading in Basic Writing and College Writing
Introduction to Teaching Writing                                

Secondary Education
Theories of Second Language Acquisition
Applied Educational Psychology for the Childhood and Adolescent Years
Teaching Culturally and Linguistically Diverse Students with Exceptional Needs
Methodology in English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE)

LANGUAGE STUDY

Advanced-Intermediate Spanish
Instituto Cultural Oaxaca
Oaxaca City, Oaxaca, Mexico
June 2008 – July 2008

REFERENCES

Available upon request