Faculty and Staff

Education

• Ph.D., English Studies, Illinois State University
• M.A., English and American Studies, Michigan State University
• B.A., English and History, University of Wisconsin-Milwaukee

Education

• Ph.D. in Writing Studies, University of Minnesota – Twin Cities, 2023 
• M.A. in English, South Dakota State University, 2015 
• B.A. in English, University of Minnesota – Twin Cities, 2011

Research Interests

Mark’s research fits broadly into the discipline of Rhetoric and Composition, and specifically explores the uses of literacy in changing technological, cultural, pedagogical, professional, and creative contexts. His work has appeared in Pedagogy: Critical Approaches to Language, Literature, and Culture (Duke University Press, 2023), The Minnesota Writing and English Journal (2023), as well as various edited collections such as The Twenty-First Century Western (Lexington Books, 2020). Works in progress include an essay on agonistic rhetorics in writing pedagogy, as well as an interview-based exploration into the fading literacy work of typewriter repairers. At UWRF, he teaches a variety of writing courses, including the Practicum for Peer Tutoring and Writing Instruction, Cyberliteracy, Technical Writing, Editing, and Rhetorical Theory. 

Mark is an emotionally invested follower of the Minnesota Twins. He collects (and uses!) manual typewriters. He listens to old folk and country music. Lefse is his favorite food.

Education

• B.A., Pepperdine University
• M.A., Claremont Graduate School
• Ph.D., University of Minnesota-Twin Cities

Areas of Specialization
Courses developed at UWRF:

• ENGL 228 - Literature of Environmental Justice    
• ENGL 266 -  'Green' Business Writing (online)     
• ENGL 310 -  U.S. Environmental Literature     
• HUM 305 - Human-Animal Studies
• WGSS 214 - Women's Literature   
• WGSS 215 - LGBTQ Literatures

Background

Greta Gaard is Professor of English and served as Founding Coordinator of the Sustainability Faculty Fellows at the University of Wisconsin-River Falls (2015-2019). Her scholarship and teaching emerge from the intersections of student-centered pedagogy, antiracist feminisms, environmental justice, queer ecologies and critical animal studies, exploring a wide range of issues, from postcolonial ecofeminism to children’s environmental literature, and the ecopolitics of climate change. Gaard has served on the Executive Council for the Association for the Study of Literature and Environment (ASLE), and on the editorial board for the organization’s journal, Interdisciplinary Studies in Literature and Environment (ISLE) since 1995. Author or editor of six books of ecocriticism and feminist praxis, Gaard anchors her most recent volume, Critical Ecofeminism (2017), in Australian ecophilosopher Val Plumwood’s foundational work. Gaard’s current research advances conversations across the fields of critical ecofeminism and climate justice, Mindfulness pedagogy, Happiness Studies and Writing Pedagogy, and the Environmental Humanities.

Access her published research.

Education

• Ph.D., State University of New York at Buffalo

Certification

• Secondary School Teaching Certification in English, Ministry of Education, Science and Technology, South Korea  
• TESOL Certificate, California State University, Eastbay, CA

Courses Taught

• ENGL 100 Academic Reading and Writing (Undergrad)
• ENGL 101 Freshman English for International Students (undergrad)
• ENGL 201 Investigating Ideas: Reading, Writing, and the Disciplines for English Language Learners
• ENGL 211 Introduction to TESOL: Reading and Writing (Undergrad)
• ENGL 220 Structure of English (Undergrad)
• ENGL 360 Theory and Methodology of TESOL (Undergrad)
• ENGL 420 Pedagogical Grammar (Undergrad)
• ENGL 450/650 Non-Native Speakers in the Midwest (Undergrad/Grad, online)
• TESL 767 Teaching ESOL Reading (Grad, online)

Research Interests

• Bilingual and biliteracy education
• Dual immersion programs
• Reading engagement (motivation and metacognitive strategies)
• Culturally and linguistically sustaining pedagogy
• Academic resilience

Conference Presentations

• Jang, E., Seo, Y.S., & Brutt-Griffler, J. (2024, April) Exploring reading motivation, metacognitive strategies, and achievement among multilingual and English-dominant students, 2024 AERA Annual Meeting, Philadelphia, PA.
• Jang, E., & Seo, Y.S. (2023, March). The effects of motivational and cognitive engagement on multilingual students’ reading achievement. Paper accepted for the 2023 Conference of the AAAL, Portland, OR.
• Jang, E. (2021, April). Contextual understanding of literacy skills of language-minoritized bilinguals: A cross-country comparative study. Presented at the Student Academic Excellence Poster Presentations, SUNY at Buffalo.
• Brutt-Griffler, J., & Jang, E. (2021, April). Early biliteracy development: Key factors that facilitate its development in a dual language program. Presented at the 2021 AERA Annual Meeting (virtual conference).
• Brutt-Griffler, J., & Jang, E. (2021, March). Early biliteracy development: Research and policy implications for dual language programs, Presented at the 2021 Conference of the AAAL.
• Brutt-Griffler, J., & Jang, E. (2019, April). Dual language programs: An exploration of students’ academic achievement, bilingual proficiencies and school identification. Presented at the 2019 AERA Annual Meeting, Toronto, Canada.
• Jang. E. (2017, April). Exploring language program pipelines to bachelor’s degree attainment. Presented at 2017 Graduate School of Education Symposium, SUNY at Buffalo, NY.
  Jang. E. (2017, March). Heritage language as a bridge to higher education. Presented at the 2017 Conference of the AAAL, Portland, OR.
• Riazantseva, A., & Jang. E. (2016, April). The relationship between L2 English proficiency and academic success in higher education. Presented at the 2016 Conference of the AAAL, Orlando, FL.
• Jang, E., & Han, Y. (2015, March). EFL graduate students’ socialization into academic discourse in American university. Presented at the TESOL 2015 International Convention & English Language Expo, Toronto, Canada.

Professional Associations 

• American Association for Applied Linguistics
• American Educational Research Association
• TESOL International Associations (2015–present)
• WITESOL

Publications

• Jang, E., & Brutt-Griffler, J. (2023). Between- and within-school tracking and literacy skills of multilingual young adults: Across-national comparative study. International Journal of Educational Research, 120, 102210.https://doi.org/10.1016/j.ijer.2023.102210
• Jang, E., Seo, Y. S., & Brutt-Griffler, J. (2023). Building academic resilience in literacy: Digital reading practices and motivational and cognitive engagement. Reading Research Quarterly, 58(1), 160-176. https://doi.org/10.1002/rrq.486 (Recognized as a top cited article 2022-2023)
• Brutt-Griffler, J., & Jang, E. (2022). Dual language programs: An exploration of bilingual students’ academic achievement, language proficiencies and engagement using a mixed methods approach. International Journal of Bilingual Education and Bilingualism, 25(1), 1–22. https://doi.org/10.1080/13670050.2019.1616670
• Jang, E., & Brutt-Griffler, J. (2019). Language as a bridge to higher education: A large-scale empirical study of heritage language proficiency on language minority students’ academic success. Journal of Multilingual and Multicultural Development, 40(4), 322–337. https://doi.org/10.1080/01434632.2018.1518451
• Jang, E., & Kim, J. (2015). Uses of smartphone apps for English listening practice. Studies in English Education, 20(1), 27-53.
• Jang, E., & Kim, J. (2012). The effects of task types on English writing performance in social media-based learning environments. English Language & Literature Teaching, 8(2), 45-66.
• Jang, E., Won, E., & Jeong, D. (2011). The effects of using Smartphones to assist lexical inferencing strategies in vocabulary learning. Modern English Education, 12(3), 342-367.
• Jang, E., Won, E., Kang, K., & Jeong, D. (2010). The university learner responses to mobile social media-based vocabulary learning. English Language & Literature, 15(2), 145-165.

About Eunjee

Eunjee Jang joined the English department as an assistant professor of TESOL in 2023. She earned her PhD from the State University of New York at Buffalo. Her research focuses on equity-oriented language and literacy education for English Learners in both monolingual and bilingual settings. She has a particular interest in bilingual and biliteracy education, dual immersion programs, reading engagement (motivation and metacognitive strategies), culturally and linguistically sustaining pedagogy, and academic resilience. In exploring these topics, she employs quantitative and mixed-methods approaches, drawing on data from international and national large-scale assessments. Her recent research published in Reading Research Quartey has been recognized as one of the top cited papers in the journal (2022-2023). She serves on the editorial board of Multimedia-Assisted Language Learning, sponsored by the Korea Association of Multimedia-Assisted Language Learning. In her free time, she enjoys collecting fridge magnets, stickers, and pins. She is bilingual, speaking Korean and English.

Education

• Ph.D., University of Alabama-Tuscaloosa
• M.A., B.A., Winona State University

Erik's research is wide-ranging, but primarily focuses on disability, trauma, addiction and religious experience in American fiction and creative nonfiction. His work has appeared in The F. Scott Fitzgerald Review (Penn State University Press) and Let Us Now Praise Famous Men at 75: Anniversary Essays (University of Tennessee Press). A member of the 2020 cohort of the American Examples workshop, a working group aimed at scholarship in American religious history and sponsored by the Henry Luce Foundation, Erik has a forthcoming essay, which focuses on the influence of psychedelia in American religion in the workshop’s second volume of essays, and he will be a co-editor of Volume 3.

He teaches a variety of literature courses in UWRF’s English program, including American literature surveys, African American literature, International Short Fiction, Contemporary American literature, and Literature of War.

A native of the Twin Cities, Erik is grateful to return to the upper Midwest as an educator at UWRF.

Education

• Ph.D., Second Language Acquisition, University of Hawaii at Manoa, Honolulu, 2007. Dissertation: “Impacts of Oral Error Feedback in Korean University EFL Classrooms.”

• M.Ed., TESOL / Ed. Tech., University of Southern Queensland, Australia, 2002.

• M.A., Political Science, University of Hawaii at Manoa, Honolulu, 1992.

• A.B., Selected Studies, Syracuse University, Syracuse, NY, 1986.

Certification

• TESOL Leadership Development Certificate, TESOL, Inc., 2011.

• Korean Language Certificate, University of Hawaii at Manoa, 2005.

• Teaching English as a Foreign Language, The English Language Centre, London, 1998.

• FCC Radio Operator License, KTUH Radio, Honolulu, 1991.

Courses Taught

• Introduction to Language and Linguistics
• Theory and Methodology of TESOL
• Acquisition of Language
• Educational Linguistics
• Phonetics and Phonology
• Assessment and Testing in TESOL
• Language and Culture
• Special Topics in TESOL

Research Interests

• Oral error feedback
• Second language acquisition
• Pronunciation in language teaching
• Learner strategies
• Assessing language acquisition and proficiency

Publications

• Douglas Margolis, "Handling Oral Error Feedback in Language Classrooms." MinneWITESOL Journal, 27, (2010), 4-17.
• Douglas Margolis. “Teaching implications of Korean tertiary student use of compensation strategies,” English Teaching, 58, (2003), 177-199.
• Douglas Margolis. “Compensation strategies of Korean college students".Korea TESOL Journal, (2001), 37-56.
• Douglas Margolis. “Korean students' compensation strategies observed during interview exams". PAC Journal , 1 (2001), 163-174.
• David D. I. Kim, and Douglas Margolis. “Korean student exposure to English listening and speaking: Instruction, multimedia, travel experience and motivation.” The Korea TESOL Journal, 3 (2000), 29-54.

Conference Proceeding Papers

• Douglas Margolis. “Differences between low and intermediate level students in compensation strategy use.” KOTESOL Proceedings 2001, (2002), 15-29.
• Douglas Margolis and David D. I. Kim. Korean Exposure to Spoken English: Learner Analysis for Instructional Design. KOTESOL Proceedings 2000, Casting the Net: Diversity in Language and Learning, (2001), 33-45.
• Douglas Margolis. Learning strategies for English acquisition in Korea. KOTESOL Proceedings 2000, Casting the Net: Diversity in Language and Learning(2001), 137-143.
• David D. I. Kim and Douglas Margolis. Teaching English pronunciation to Koreans: Development of an English pronunciation test--EPT. KOTESOL Proceedings PAC2, 1999 The Second Pan Asian Conference, (2000), 89-112.

Non-refereed Articles

• Douglas Margolis. “Teaching pronunciation.” The English Connection, 12, 3 (2008) 28-29.
• Douglas Margolis. “Vocabulary knowledge and skill.” The English Connection, 12, 2 (2008) 16-17.
• Douglas Margolis. “Implementing extensive reading.” The English Connection, 12, 1 (2008) 18-19.
• Douglas Margolis. “Making grammar less difficult.” The English Connection, 11, 4 (2007) 28-29.
• David Ellis and Douglas Margolis. “Assessing student writing.” The English Connection,9, 2, (2005) 20-21.
• Douglas Margolis. “Developing worthwhile achievement tests, part 3: Reliability analysis.” The English Connection, 9, 1 (2005) 34-35.
• Douglas Margolis. “Developing achievement tests, part 2: Item analysis.” The English Connection, 8, 4(2004) 34-35.
• Douglas Margolis. “Developing worthwhile achievement tests, part 1.” The English Connection, 8, 3 (2004) 36-37.
• Douglas Margolis. "Correcting oral errors." The English Connection, 8, 2 (2004) 10-11.

Monographs

• Douglas Margolis. Impacts of Oral Error Feedback in Korean University EFL Classrooms, ProQuest Publication No. AAT 3288121, ISBN: 9780549320180. (2007) 199 pp.
• Douglas Margolis and H. Gene Edgerton. English Management Conversation Textbook, Seoul: Song-Am Girls’ Information Industrial High School.(1998) 48 pp.
• Douglas Margolis and H. Gene Edgerton. Kookmin University’s English Coach, Seoul: Kookmin University (1997) 47 pp.

Conference Presentations

• Douglas Margolis and Barbara Beers, "What's Up With That? Suprasegmental Extremes," presented at the International TESOL Conference in Boston, March 25, 2010.

• Douglas Margolis, "Handling Oral Errors in the Language Classroom," presented at the annual conference of MinneTESOL in Minneapolis, Nov. 7, 2009.

• Colleen Meyers, Douglas Margolis, and Barbara Beers. “Investigating Korean rise intonation in international teaching assistant discourse,” presented at the Inaugural conference on Pronunciation in Second Language Learning and Teaching in Ames, IA: Sept 18-19, 2009.

• Douglas Margolis. “New choices for oral error feedback,” presented at the MinneTESOL Teacher Educators’ Interest Section Spring Meeting in St. Paul, MN: May 16, 2009.

• Douglas Margolis. “Imagined terrain: Relevance of error feedback research to classroom practice,” presented at the American Association for Applied Linguistics (AAAL) Annual Conference, Denver, CO: March 24, 2009.

• Kristin Powell and Douglas Margolis. “Intonation assessment & instruction,” presented at the MinneTESOL Conference in Minneapolis, MN: Nov. 8, 2008.

• Douglas Margolis. “Error feedback impacts observed in Korean university EFL classrooms,” presented at the American Association for Applied Linguistics (AAAL) Annual Conference, Costa Mesa, CA: April 23, 2007.

• Douglas Margolis. “Error feedback lessons from a semester observing Korean university EFL classrooms,” presented at the Applied Linguistics Association of Korea (ALAK) Annual Conference, Seoul, Korea: October 28, 2006.

• Douglas Margolis. “Attributes of oral error feedback,” presented at the Korean Association of Teachers of English (KATE) Annual Conference, Seoul, Korea: June 23, 2006.

• Douglas Margolis. “Improving interaction in task-based teaching,” presented at the Task-Based Language Teaching (TBLT) Conference, Leuven, Belgium: September 22, 2005.

• Douglas Margolis and David D.I. Kim. “Conducting research in the Asian context,” presented at the Fourth Pacific Asian Conference (PAC 4), Taipei, Taiwan: Nov. 9, 2002.

• Douglas Margolis. “Bursting boundaries: Identity& culture in language teaching,” presented at the Fourth Pacific Asian Conference (PAC 4), Taipei, Taiwan: Nov. 8, 2002.

• Douglas Margolis. “Strategies for motivating students,” presented at the Korea Teachers of English to Speakers of Other languages (KOTESOL) Annual Conference, Seoul, Korea: Oct. 5, 2002.

• Douglas Margolis. “Guessing and second language acquisition,” presented at Korea Association of Teachers of English (KATE) Conference, Pusan, Korea: July 4, 2002.

• Douglas Margolis. "Compensation strategies during oral exams," presented at the Third Pacific Asian Conference (PAC3), Kitakyushu, Japan: Nov. 23, 2001.

• Douglas Margolis. "Pronunciation assessment," presented at Korea Teachers of English to Speakers of Other Languages (KOTESOL) Annual Conference, Seoul, Korea: Sept. 30, 2000.

• Douglas Margolis and Youngsoo Chung. “Reading Skills! Not Memorizing,” Korea Teachers of English to Speakers of Other Languages (KOTESOL) Spring Conference, Seoul, Korea: March 18, 2000.

• David D.I. Kim and Douglas Margolis. “Pronunciation assessment research,” presented at the Second Pacific Asian Conference (PAC2), Seoul, Korea: Oct. 2, 1999.

Professional Associations

• American Association of Applied Linguists
• Korea TESOL
• Minnesota TESOL
• Teachers of English to Speakers of Other Languages

Awards and Honors

• 2006 Korea TESOL Service Award

• 2006 Language Learning Dissertation Grant

• 2005 University of Hawaii Graduate Division Travel Award

• 2002 KOTESOL Research Scholarship

• 1990 Pacific-Asian Scholarship, University of Hawaii

• 1985-86 Abraham L. Mailman Scholar, Syracuse University

• 1985 Honorable Mention, Peter Nagoe Prize for fiction, Syracuse University

• 1985 Soling Windfall II prize for creativity, Syracuse University

Education

• B.S., M.A., University of Arkansas at Little Rock
• Ph.D., Technical Communication & Rhetoric, Texas Tech University 

Areas of Specialization

• Technical Communication and Rhetoric
• Cyberliteracy

Education

• B.A., M.A., Utah State University
• Ph.D., English Literature, Purdue University.

Areas of Specialization

• English Renaissance Literature
• Early Modern Cultural Studies
• Shakespeare
• Literary Theory
• Gender and Sexuality Studies

Publications

• "La Jupe Blanch: (Ad)dressing ElizabethI". Prose Studies 28 (2006): 168-83.
• Rev. of Shakespear's Violated Bodies: Stage and Screen Performance, by Pascale Aebischer.The Sixteenth Century Journal: The Journal of Early Modern Studies 37 (2006): 617-18.
• Rev. of Words That Count: Early Modern Authorship: Essays in Honor of MacDonald P. Jackson, Edited by Brian Boyd. The Sixteenth Century Journal of Early Modern Studies 37 (2006): 617-18.

Autobiographical Information

Michelle Parkinson has published critical works in Prose Studies and The Sixteenth Century Journal. Her creative work has appeared in The Sycamore Review and Utah State University Magazine. Her dissertation focused on sexuality politics in early modern England through readings of the letters and speeches of Elizabeth I and the plays of John Lyly and Christopher Marlowe. She has attended numerous conferences in the United States and the U.K. Recently, she traveled to Scotland as an invited speaker at the University of Strathclyde in Glasgow to deliver a talk on the execution of Mary Queen of Scots. Her current research centers on the political, religious, social and legal rhetoric surrounding the phenomenon of execution in early modern England. She teaches Shakespeare, Introduction to Literary Studies, British Literature Survey I, Shakespeare on Film and Human Issues in Literature.

Education

• B.A., University of Minnesota
• M.A., University of Nebraska
• Ph.D., University of Wisconsin-Milwaukee

Research Interests

• Creative Writing
• Creative Writing Pedagogy
• Fiction Writing
• World Literatures in English
• Contemporary Novels

Joe Rein is a Wisconsin native and taught at five other midwestern institutions before coming to UWRF in 2012. He currently serves as faculty advisor to Prologue, UWRF's student-run literary magazine, and has editorial experience with a variety of literary journals including Prairie Schooner and cream city review. He is co-editor of the book Dispatches from the Classroom: Graduate Students on Creative Writing Pedagogy. His fiction, poetry, and essays have appeared in over fifteen journals and anthologies, most recently The Pinch Literary Journal, Hawai'i Review, Laurel Review, and Beyond the Workshop. His screenplay, 15 Minutes with Jacob, was produced into a short film in 2013.

Education

• B.A., University of Wisconsin-River Falls
• M.A., University of St. Thomas

Education

• B.S., M.A., St. Cloud State University

Education

• B.S., University of Wisconsin-River Falls
• M.A., University of Arkansas-Fayetteville

Education

• B.S., University of Wisconsin-River Falls
• M.F.A., University of Arkansas-Fayetteville

Education

• M.A., ESL, University of Minnesota-Twin Cities, 2010
• B.A., History and Political Science, University of Wisconsin-Madison, 1999

Courses Taught

• ENGL 101 English for International Students
• ENGL 201 Investigating Ideas: Reading, Writing, and the Disciplines for English Language Learners
• ENGL 211 Introduction to TESOL: Reading and Writing
• ENGL 252 Multicultural Education: Language, Media, and Philosophy
• ENGL 322 Language Acquisition
• ENGL 373 Techniques in Tutoring: TESOL Practicum
• TED 432 English Techniques
• ENGL 450 Non-Native speakers in the Midwest
• TED 428 TESOL Techniques
• ESL courses in the English Language Transition Program

Professional Affiliations

• American Council on the Teaching of Foreign Languages (ACTFL)
• International Association of Teachers of English as a Foreign Language (IATEFL)
• Fulbright Association
• Minnesota TESOL (MinneTESOL)
• Teachers of English to Speakers of Other Languages (TESOL)
• Wisconsin Association of International Educators (WAIE)
• Wisconsin Association for Talented & Gifted (WATG)
• Wisconsin TESOL (WITESOL)

Professional Awards

• U.S. Fulbright Scholar, Narva Collage, University of Tartu, Estonia, 2018-2019
• UWRF Evidence-Based Teaching Fellow, 2017-2018
• UWRF College of Arts and Sciences Excellence in Service Award, 2015
• Ruth Crymes TESOL Academy Fellowship, 2013
• UWRF Compass Award for Outstanding Advising and Support for First Year Students, 2012

Research Interests

• Teaching and learning strategies
• English language learners
• Teacher education
• Professional development