Facilitator qualifications
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CURRICULUM VITAE
CONTACT INFORMATION:
Name: Denise
Bacchus
Address: 1000
Del Sol Ave. #2, SB, CA 93109
Cell phone: 805-680-6566
EMPLOYMENT HISTORY:
2002- Present:
Assistant
Professor
Santa
Barbara City College
English
Division, English Skills Department
2001 Internship
Peralta
Community Colleges, California
1992-1994
Lockwood
Elementary School, Oakland, California
5th
and 6th grades
EDUCATION:
Doctor of Philosophy in Education 2002
University
of California at Berkeley
Master of Arts degree in Education 1992
University
of California at Berkeley
Bachelor of Arts Degree in English 1984
Stony
Brook, State University of New York
PROFESSIONAL
QUALIFICATIONS:
TESOL/TESL Teacher Training Certification
Oxford
Seminars, Los Angeles, California, 2006
Reading and Language Arts Specialist Credential
University
of California at Berkeley 1993
School of
Education
Multiple Subject Credential
University
of California at Berkeley 1992
School of
Education
AWARDS:
1999: EEA Scholarship (Graduate School of Education, UCB)
1990/1991: Certificate of Academic
Excellence
University of California at Berkeley
African American Awards Committee
ACADEMIC PRESENTATIONS:
2010: The Novel as a
Bridge to the Real World.
(May of
2010) Caribbean Studies Association Conference, Barbados
2009: Woman to
Woman: Let’s talk (a documentary of oral stories)
Caribbean
Studies Association (CSA) Conference, Kingston, Jamaica
English 103
– Critical reading course
Presented
to colleagues/faculty
2008: Crossing
Borders: An Academic Endeavor.
(May of
2008) Caribbean Studies Association Conference, San Andres, Columbia
2007: Crossing
Borders: An Academic Endeavor (http://instructors.sbcc.edu/bacchus/sohp/diaspora
.
ECCTYC –
English Council of California Two Year Colleges Conference
Caribbean
Studies Association (CSA) Conference, Salvador de Bahia, Brazil
2003: Getting Beyond
Diversity in Thinking to Diversity in Practice
Faculty
Seminars & Lectures.
Santa
Barbara City College
2003: An Afro-Mestizo Village in Mexico: Women, Elders and Culture.”
Stranger
No More Series, Center for Black Studies, Center for Chicano Studies.
University
of California at Santa Barbara
TECHNOLOGY SITE –
DEVELOPMENT IN PROGRESS:
(designed and piloted by Dr. Denise Bacchus in English 103
reading classes)
At present the webblog is a work in progress. Idea: Students along with trained
facilitators across borders collect (interview women) and write oral histories;
students use the oral histories to explore and learn about cultures, write narrative
essays and learn writing structure and grammar.
MOODLE:
English 103: Students discussed and researched historical
novels; they discussed the readings on computers
LANGUAGES:
English: Fluent – native speaker
French: College courses and 6 months in Paris (1989) and
continued study
Spanish: Multiple
visits to the Costa Chica community (Guerrero, Mexico)
(slow conversation ability and learning as
I travel and practice with students)
DETAILED CURRICULUM VITAE
Denise
A. Bacchus
1000
Del Sol Avenue, #2
Santa
Barbara, CA 93109
Ph:
805-965-0581X3062
Cell:
806-680-6566
Summary of Qualifications
Tenured
English professor possessing eleven years' teaching experience; seven years at
one of the community colleges, two years as an after school program
founder/administrator and two years as an elementary school teacher. Have
taught more than 56 English Skills, critical reading, writing and developmental
English courses at all levels--beginner, intermediary, advanced--to several
thousand students over the years.
Professor Bacchus is n expert at engaging and motivating students across
all academic levels. She has significant experience working with immigrant
populations and students from under-resourced academic environments, in need of
instruction and support. Adept at
integrating new media resources--blogs, video, photography, art--and other
ancillary materials to facilitate student learning. Significant experience
teaching multiple classes per term and coaching/advising students via weekly
one-on-one conferences. Developed web-based literacy program. Proven ability to
develop syllabus and incorporate innovative teaching materials and contribute
to departmental/campus-wide presentations and events while promoting school
mission.
Education
TESOL/TESL: National Certification to teach
English as a second language 2006
Oxford
Seminars
Doctor of Education:
Concentration: Language, Literacy & Culture 2002
Dissertation:
Private Views to Public Voices: Engaging Our Students
University
of California @ Berkeley Berkeley, CA
Master of Arts in Education: Concentration: Developmental
Teacher Education 1992
Multiple
subject credentials, including Reading & Language Arts Specialist
Credential
University
of California at Berkeley
Berkeley, CA
Bachelor of Arts in English 1984
SUNY@Stony
Brook
Stony
Brook, NY
Professional Experience
Tenured Assistant Professor 2002
- present
Santa Barbara City College,
English Department Berkeley,
CA
Seven years' experience
teaching multi-level Critical Reading, Writing, Literacy, Analysis and Study
Skills courses in English Skills division of a highly accredited English
Department.
The English Skills division
prepares students for academic and life success through a sequence of reading
and writing courses. SBCC is one of the leading colleges in the Southern
California community college system, serving 20K students and possesses an
exceptional transfer record to four-year colleges and universities.
·
Teach beginner and
intermediate, and advanced critical thinking, reading, writing, literacy and
study-skills' classes based on Gardner's multiple intelligences. Writing class
focuses on grammar, essay construction, argumentative essays, comparative
essays and expository writing. Reading
class analyzes global literary fiction and diverse oral and literary
traditions.
·
Teach 4 courses, 2x a
week per semester for 1st and 2nd year students. Average class-size: 25-30.
·
Meet with students
individually to provide intensive one-on-one coaching/feedback and assessment
of class-work and progress.
·
-Developed and piloted
a web-based, interactive, multi-level critical reading and writing course
utilizing student-centered website, blogs, photography, videography, oral
interviews, reading, writing, and critical analysis. Successfully piloted in 4 classes. Site
address: www.blogspot.com.
·
Teach and advise
ethnically and socio-economically diverse student population with an immigrant
population.
·
Connect students to
other campus programs and resources that can enhance their learning experience,
as well as further their academic and career goals.
· Participate in departmental
planning sessions, faculty development workshops, and campus seminars.
· Attend and participate in various
pedagogical seminars.
Instructor 2001
Peralta
Community College Oakland, CA
·
Taught developmental
education/English classes to first and second-year
students
·
Suggestion – take this out at Peralta Community College,
·
Peralta Community College is one of the most diverse community
colleges in Southern California. Located
in the Oakland area, Peralta Community College is recognized as a major
learning hub and transfer point for students from low-income and diverse ethnic
communities who plan to attend four-year colleges.
·
Taught reading and writing classes
·
Developed course syllabus and selected reading materials focusing
on grammar, composition, sentence construction, essay writing & student
journals.
·
American & International literary fiction and fiction from
across the Diaspora.
·
Incorporated guest speakers, current events, students' histories
and cultures.
·
Connected students to additional educational programs and
resources to enhance learning and provide remedial education support.
·
Met with students 2x to assess work and provide additional.
·
Program Founder/Chief Program
Administrator/Director/Instructor 1999
Lockwood
Elementary School After-School Program
East
Oakland, CA
·
Developed an innovative after school program targeting reading,
language arts, social studies and study skills for elementary school students.
Program geared specifically towards low-income children ages 9-11 in need of
remedial instruction. Used integrated
approach to create curriculum-rich environment for students in severely
under-resourced, low-income community.
Provided students with safe environment, homework assistance and
enrichment activities: art, music, oral storytelling & trips. School ranked in lowest quartile of
elementary schools across the state. Program open to any student attending
Lockwood Elementary. Admission based on
need and first-come, first-serve application.
·
Program's core elements based on Gardner's multiple intelligence
principles, student-centered teaching, parent-teacher contract,
reading/phonetics & grammar immersion, creative projects.
·
Developed the program while working on my PhD and working
part-time in the Office of the President of Berkeley University.
PhD Program
School
of Education: Language, Literacy and Culture 2002
Dissertation: Private Views to
Public Voices: Engaging Our Students.
Followed
several of my former Lockwood Elementary school students from junior high
school through high school.
Focus:
What is the meaning of student engagement; how do we achieve and maintain it?
Masters Program
Developmental
Teacher Education Program
Theory
and Practice
Master’s degree,
multiple subject credential, and reading specialist credential
Teacher/Instructor
Lockwood
Elementary School 1992 - 1994
·
Taught all subjects for Grade 5.
·
Lockwood Elementary School is one of the most economically and
resource challenged communities in California with a diverse multi-lingual
population. Students were enthusiastic and bright but severely under valued and
under challenged. School ranked in the lowest quartile of schools in the state;
student pass-rate on statewide reading and math exams was below 25%.
·
Designed student-teacher/student-parent/parent-teacher contracts,
study plans, goal setting, student journals and individualized student
calendars. Incorporated diverse enrichment activities: including current
events, guest speakers, arts & crafts projects, music, trips to museums,
and theater.
Multimedia Projects
·
Designed student oral histories project:
http://instructors.sbcc.edu/bacchus/sohp/diaspora. Students used weblog for
interaction, dialogue and analysis of reading.
Program focus was on improving literacy by accessing and integrating
technology in the study of women's lives, nontraditional communities and
students' cultures and histories.
·
Moodle:http://moodle.sbcc.edu:
Reading students discuss and research historical novels. Utilize technology to promote research
supporting writing and introduction to global society.
·
Independent Women's Diaspora Research: women's oral project:
Ongoing research of women of African descent throughout the Diaspora. Research includes videotaped interviews,
diaries, videography of women of all ages in: Cuajiniqilapa, Accompong,
Jamaica, San Andres, Columbia. The women speak languages of their cultures and
experiences as women of African descent.
Languages include: English, Spanish, French Patois, Creole, among
others. Project/Research shared at
conferences, uploaded to central website. Ultimate goal: An interdisciplinary
reading/history and culture research course, which will also include articles on
findings and book a about the women's experiences.
Conferences
and Presentations:
Caribbean
Studies Association University of the
West Indies, Barbados 2010
The
Novel as a Bridge to the Real World
Caribbean
Studies Association, University of the West Indies, Kingston, Jamaica 2009
Woman
to Woman: Let's Talk: Women throughout the Diaspora
Santa
Barbara Community College 2008
Critical
Reading Course: Presentation to Colleagues & Visiting Faculty
ECCTYC:
English
Council of California: Conference of Southern California 2-Year Colleges 2007
Caribbean
Studies Association(CSA, Salvador de
Bahia, Brazil 2007
Panel: Crossing Borders: An Academic Endeavor
Santa
Barbara Com. Col. Faculty Seminars & Lectures, Santa Barbara, CA 2003
Panel:
Getting Beyond Diversity in Thinking to Diversity in Practice
Center
for Black Studies & Center for Chicano Studies
University
of California Santa Barbara, California 2003
Santa
Barbara Community College
Panel:
An Afro-Mestizo Village in Mexico: Women, Elders & Culture
Publications:
Book
Review: The Garifuna, A Nation Across
Borders: Essays in Social Anthropology
Joseph A. Palacio (ed.). Belize: Cubola Books, 2005. 270 pp
Social
and Economic Studies Vol. 57, Nos. 3&4, Sept/Dec 2008
Writing
sample
The Garifuna: A nation across borders: Essays in Social Anthropology by Joseph O. Palacio (Ed.)
Reviewer: Denise Bacchus, Santa Barbara City College
The Garifuna: A nation across borders should be viewed as an important contribution to a growing body of
knowledge on the Garifuna in particular and people of African descent in the
Caribbean in general. Books that raise
the voices of ancestors, books that tell stories of resistance past and
present, books that map for us the movement and unity of people are crucial to
balanced and well developed scholarship.
The Garifuna: A nation across borders is, as Nigel Bolland states in his
foreword, “timely” in its relevance to the study of people as they navigate the
global community; and, it is “timely” in that it enters the academic world as
scholars grapple with methods and techniques to preserve culture.
As a native Garifuna who has done extensive work in his community and as
editor of this text, Joseph Palacio's introduction to this anthology whets the
reader’s appetite for a rich intellectual experience. The Garifuna take center stage, but as a
member of the larger community, the reader, as a scholar, as a gendered subject
experiences community with them while the experiences of other such societies
come to mind. One thinks of Haiti, San
Andres, Columbia, the Vera Cruz and Costa Chica areas of Mexico, the community
of Halifax, Nova Scotia, Canada, the Black Seminoles of the United States, the
people of Limon in Costa Rica, and many more.
The Garifuna story, in
this anthology, begins in St. Vincent and it ends in the halls of the United
Nations. A variety of experienced
scholars, including several Garifuna, have contributed thoughtful and detailed
information for the reader’s perusal.
Part 1, “Charting New Grounds in Garifuna History,” includes four
contributions from anthropologists Joseph Palacio, Alfonso Arrivillaga Cortes,
Mark Moberg, and Peter Hulme. Part 2,
“Topics on Contemporary Garifuna Society,” has seven papers with additional
contributors: Byron Foster, Francesca Gargallo, Gabriel Izard, Oliver Greene,
Jr., Marion Cayetano and E. Roy Cayetano, a member of the National Garifuna
Council (NGC). The themes touched upon
are resistance, identity, spirituality, and gender relations; the vibrant
thread of historical resistance is present in all of the stories. In this anthology, Palacio and his colleagues
take on the monumental task of painting historical portraits and they make
valiant efforts at bridging the past to the present.
One very vital outcome of this anthology is that the reader learns that
the Garifuna team’s application to UNESCO for the preservation of their culture
was successful. As the reader learns
about the energy and effort poured into the creation of this application,
his/her awareness of the value of culture across the globe is magnified. The success of this application should be lauded
and declared an example that many others can follow.
The concept of voice is
ever present in the academic world and, the question of who speaks is becoming
a factor of interpretation in multiple discourses. "Lift every voice" is a powerful
refrain in the African American national anthem. This message of resistance rings clear in a
number of these writings. The written
word has been the exalted medium of expression and the only one recognized in
academia. It is important to interrogate
critically this paradigm that has been used for years. Whose claim is it that written communication
is superior to the oral? Who claims that
"intelligence" and "truth" are measured only by the written
word? How have the interpretations of
outsiders served to distort and disenfranchise black communities – not only
historically, but to the present day?
How have those "writings" contributed to the mis-education of
the populace across and within borders? The articles in this
anthology begin to answer these questions and they contribute considerable
intellectual nourishment.
As the reader reflects on the composition of the book itself, he/she
might ask a few questions and hope that future volumes will take note of
them. Why, in the midst of continuous
resistance to oppression, was only one female voice chosen to be included in a
body of ten male voices? Why, if the paradigm is being challenged,
was an essay raising the representational voices of two colonial powers chosen
for the opening of such an anthology?
And, why, when diversity is so prevalent today, would the voices of two
men be reflected in about 40% of the writing in this volume?
Overall, the book delivers information long overdue in the world of
academia. The authors leave their
audience with renewed vitality and a quest for continued dialogue and the need
for change. Relationships are developed
between the past and the present and consequently, an understanding of
connections between men and women, between people and territory, culture and
politics, spirituality and ritual and between generations is enhanced.
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