resume dot pmooney78 at neverbox dot com
Zotero Profile
LinkedIn Profile
Academia.edu Profile
Personal website

EDUCATION

TEACHING EXPERIENCE

• University of California, Santa Barbara, College of Creative Studies. Fall 2015–Spring 2016. Teaching Associate. Responsibilities include all components of course creation and execution, including planning course direction and thematics, designing assignment structures, organizing and directing seminars, grading student work, holding office hours, and all other facets of course business.

  Literature CS 114, Life after the End of the World: Postapocalyptic Narratives and Thoughts of the Unthinkable (Upper Division). Teaching Associate, Fall 2015. Course on post-apocalyptic fiction, emphasizing very close readings of post-apocalyptic novels, short stories, and films, and including attention to a variety of religious texts. Recurring thematic concerns include the construction and deployment of claims made by genre texts to reveal implicit structures of the extra-literary world outside of the text, and social-intellectual backgrounds that these claims presuppose as natural and obvious.

  Literature CS 114, Life after the End of the World: Postapocalyptic Narratives and Thoughts of the Unthinkable (Upper Division). Teaching Associate, Fall 2015. Course on post-apocalyptic fiction, emphasizing very close readings of post-apocalyptic novels, short stories, and films, and including attention to a variety of religious texts. Recurring thematic concerns include the construction and deployment of claims made by genre texts to reveal implicit structures of the extra-literary world outside of the text, and social-intellectual backgrounds that these claims presuppose as natural and obvious.

  Literature CS 114, Life after the End of the World: Postapocalyptic Narratives and Thoughts of the Unthinkable (Upper Division). Teaching Associate, Fall 2015. Course on post-apocalyptic fiction, emphasizing very close readings of post-apocalyptic novels, short stories, and films, and including attention to a variety of religious texts. Recurring thematic concerns include the construction and deployment of claims made by genre texts to reveal implicit structures of the extra-literary world outside of the text, and social-intellectual backgrounds that these claims presuppose as natural and obvious.

• University of California, Santa Barbara, Department of English. 2013–2014 and 2014–15 academic years. Co-Lead TA. Responsibilities include conducting orientation for new teaching assistants, holding office hours for department TAs, and giving a series of seminars on use of technology in connection with fulfilling pedagogical responsibilities.
• University of California, Santa Barbara, Department of English. Spring 2012–present. Teaching Associate. Responsibilities include all components of course creation and execution, including writing and delivering lectures, assigning paper topics and grading papers, writing and evaluating exams, holding office hours, and all other facets of course business.

  English 10, Introduction to Literary Studies: Deception, Dishonesty, and Bullshit (Lower Division). Teaching Associate, Summer 2015. Introduction to the academic study of poetry, drama, prose fiction, and essays, with an emphasis on developing close-reading methodologies and strategies for writing about literature. Discussion is focalized to allow students to leverage existing understandings of questions of honesty and dishonesty to develop sophisticated hermeneutic methodologies.

  English 192, Science Fiction: Other Worlds, Other Lives (Upper Division). Teaching Associate, Summer 2013. Survey of developments in the science fiction genre across the twentieth and early twenty-first centuries as represented by novels, short stories, a play, and a film. Course focalized discussion of genre tropes and the hermeneutic practices required by the genre through the lenses of alterity and the imagination of alternate possible configurations of gender and political relations.

  English 165EW: Life After the End of the World (Upper Division). Teaching Associate, Winter 2013. Course on post-apocalyptic fiction, emphasizing readings of novels and post-apocalyptic narratives from a variety of religious texts informed by phenomenology, biopolitics, and post-structuralist, Marxist, and psychoanalytic theory. Particular attention paid to the construction of everyday background assumptions and shared social understandings. GSA Excellence in Teaching Award was granted based on this course.

  English 140: Contemporary American Literature (Upper Division). Teaching Associate, Summer 2012. Course on post-World War II American authors, focusing on the most recent quarter-century, including five novels and T.S. Eliot’s Four Quartets. Particular emphasis on the narrative construction of temporal and historical understandings and on the construction of imagined alternatives to present social structures.

  English 104A: American Liteature, 1900–present (Upper Division). Teaching Associate, Spring 2012. Course on twentieth-century American authors, with particular emphasis on the development of twentieth-century understandings of individual, group, and national identity, primarily focalizing discussion through the close examination of small-town novels.

• University of California, Santa Barbara, Department of English. Fall 2010–present. Teaching Assistant, for large lecture classes, with responsibilities involving running discussion sections, grading papers and tests, holding office hours, resolving disputes, and addressing a variety of student concerns.

  English 133SO: Studies in American Regional Literature: Southern Literature (Upper Division). Teaching Assistant, Spring 2014. Course on regional literature of the American South, with emphases on developments in twentieth-century novel form, history and culture of the South, the South as an oral culture, and on theoretically informed close reading methodologies.

  English 193: Detective Fiction (Upper Division). Teaching Assistant, Winter 2014 and Fall 2012. Course on detective fiction from the nineteenth to the early twenty-first century, concentrating on the English-language noir tradition and on epistemic and evidentiary concerns inherent in the genre, and with a particular emphasis on developing analytical and creative writing skills.

  English 150: Anglo-Irish Literature (Upper Division). Teaching Assistant, Fall 2013. Reading-heavy course on Irish literature from 1880 onwards, focusing on development of identity and nationalist sentiment as instantiated in literary productions of this period.

  English 10: Introduction to Literary Studies (Lower Division). Teaching Assistant, Spring 2013. Gateway course for the English major at UC Santa Barbara, focusing on developing analytical reading and writing skills and understanding of basic conventions of poetry, drama, and fiction.

  English 193: Detective Fiction (Upper Division). Teaching Assistant, Fall 2012. Course on detective fiction from the nineteenth to the early twenty-first century, concentrating on the English-language noir tradition and on epistemic and evidentiary concerns inherent in the genre, and with a particular emphasis on developing analytical and creative writing skills.

  Comparative Literature/English 133TL: Transpacific Literature (Upper Division). Teaching Assistant, Winter 2012. Course on Pacific Rim literatures, cultural encounters and (mis-)perceptions, and imaginative representations of transpacific cultures.

  English/Environmental Studies 122LE: Introduction to Literature and the Environment (Upper Division). Teaching Assistant, Fall 2011 and Fall 2010. Interdisciplinary survey reading for environmental thematics in texts ranging from the Epic of Gilgamesh through Milton's Paradise Lost and the environmental movement of the 1960s.

  English 103B: British Literature, 1789–1900 (Upper Division). Teaching Assistant, Spring 2011. Course on British Romantic/Victorian literature, with emphasis on poetry and development of revolutionary/liberatory textual concerns and strategies.

  English 104A: American Literature, 1900–Present (Upper Division). Teaching Assistant, Winter 2011. Course on twentieth-century American authors with particular emphasis on the development of twentieth-century racial identities and of modernist form.

  English/Environmental Studies 122LE: Introduction to Literature and the Environment (Upper Division). Teaching Assistant, Fall 2010. Interdisciplinary survey reading for environmental thematics in texts ranging from the Epic of Gilgamesh through Milton's Paradise Lost and the environmental movement of the 1960s.

• University of California, Santa Barbara, Writing Program. Fall 2014–Spring 2015. Teaching Assistant for the Writing Program at UC Santa Barbara, involving all aspects of lesson planning, grading, and classroom management under the supervision of a Writing Program faculty member.

  Writing 2: Academic Writing (Lower Division). Teaching Assistant, Fall 2014, Winter 2015, and Spring 2015. Standard freshman composition course at UCSB, involving weekly small- or large-scale writing assignments and emphasizing students’ critical awareness of their own writing process and development of essay structure, style, voice, and phrasing. Readings emphasized linkage of reading and writing processes and the development of critical thinking skills.

  Writing 2: Academic Writing (Lower Division). Teaching Assistant, Winter 2015. Standard freshman composition course at UCSB, involving weekly small- or large-scale writing assignments and emphasizing students’ critical awareness of their own writing process and development of essay structure, style, voice, and phrasing. Readings emphasized linkage of reading and writing processes and the development of critical thinking skills.

  Writing 2: Academic Writing (Lower Division). Teaching Assistant, Fall 2014. Standard freshman composition course at UCSB, involving weekly small- or large-scale writing assignments and emphasizing students’ critical awareness of their own writing process and development of essay structure, style, voice, and phrasing. Readings emphasized linkage of reading and writing processes and the development of critical thinking skills.

OTHER PEDAGOGICAL EXPERIENCE

• Santa Barbara City College Writing Center.

  College writing courses. Writing Tutor, January 2012–May 2013.

  Provide feedback on student papers as necessary. Encourage development of self-editing responsibilities and other traits and practices related to ownership of a student's own writing process.

• Upward Bound, a TRIO Program.

  Orienteering, Computers I. Summer Instructor at Southwestern Oregon Community College, June–July 2005.

  Taught courses as part of a summer enrichment program for high-school students, primarily those from low-income families and those who anticipate being first in their families to attend college. Developed curricula, lectures, and presentations for classes. Tracked and reported student grades. Organized out-of-class activity trips for students.

• Southwestern Oregon Community College Learning Resource Center.

  Literature, German, philosophy, and college mathematics through trigonometry. Tutor, October 1996–June 1999 and January–September 2003.

  Tutored students individually and in small groups. Designed review curricula and study aids to meet student needs. Served as conversational English tutor for international students.

PAPERS PRESENTED

• Horse-Trade, Mule-Trade, Woman-Trade: Comparative Economic Geographies in William Faulkner's Snopes Trilogy. Panel presentation at the 38th Annual Faulkner & Yoknapatawpha Conference, University of Mississippi, Oxford. Presented on 20 July 2011.
• Modern Technology's Problems and Promises. Presented at the First Annual Student Writers' Conference on Culture, Environment, and Technology at Southwestern Oregon Community College, Coos Bay, Oregon, 6 June 1998.

WORKS IN PROGRESS

• In balance with this life, this death: An Archaeology of Suicide in Twentieth-Century Literary Culture. Dissertation under the supervision of Professors Candace Waid, Enda Duffy, and Glyn Salton-Cox.
• Trading on the Panopticanonical: The Strange Forgery Case of the 'Hitler Diaries.'
• Blindness and Ideology: A Walk Through Postindustrial Capitalist Representations of Space.

PUBLICATIONS

• The Existential Anguish of J. Alfred Prufrock. Essay on CD-ROM accompanying Literature: An Introduction to Fiction, Poetry, and Drama, Eighth (Interactive) Edition. Ed. X. J. Kennedy and Dana Gioia. New York: Longman, 2002.
• Symbolic Language in Coleridge's Kubla Khan. Essay on CD-ROM accompanying Literature: An Introduction to Fiction, Poetry, and Drama, Eighth (Interactive) Edition. Ed. X. J. Kennedy and Dana Gioia. New York: Longman, 2002.

RESEARCH POSITIONS

• WhatEvery1Says Research Project, a project of the 4Humanities initiative. 2014–15 academic year. Research Assistant, University of California, Santa Barbara.

  One of three RAs working under the supervision of Alan Liu on this ambitious project that assembles a large corpus of public discourse about the humanities with the goal of analyzing these texts using machine-reading technologies in order to determine what is actually being said about the humanities. Assisted with selection of encoding schemas, development of topic-modeling methods, and selection of elements of corpus.

VOLUNTEER AND ELECTED POSITIONS

• United Auto Workers Local 2865. University of California, Santa Barbara. 2014–present.

  Elected position as campus representative sitting on the legislative body of the union representing 13,000 TAs, readers, tutors, and other academic workers at the University of California.

ACADEMIC AWARDS

• Graduate Students Association Excellence in Teaching Award, University of California, Santa Barbara. 2012–2013 academic year.

  Very competitive campus-wide award recognizing graduate student excellence in teaching. Received award for winter 2013 course, English 165EW, Life After the End of the World.

• Academic Senate Outstanding Teaching Assistant (nominee), University of California, Santa Barbara. 2011–12, 2012–13, 2013–14, and 2014–15 academic years.

  Campus-wide award recognizing excellence in teaching, creative and innovative teaching methods, and rapport with students. Nominated, but did not receive award.

• Academic Senate Outstanding Teaching Assistant (nominee), University of California, Santa Barbara. 2013–2014 academic year.

  Campus-wide award recognizing excellence in teaching, creative and innovative teaching methods, and rapport with students. Nominated, but did not receive award.

• Academic Senate Outstanding Teaching Assistant (nominee), University of California, Santa Barbara. 2012–2013 academic year.

  Campus-wide award recognizing excellence in teaching, creative and innovative teaching methods, and rapport with students. Nominated, but did not receive award.

• Academic Senate Outstanding Teaching Assistant (nominee), University of California, Santa Barbara. 2011–2012 academic year.

  Campus-wide award recognizing excellence in teaching, creative and innovative teaching methods, and rapport with students. Nominated, but did not receive award.

• Arnhold Graduate Fellow, Department of English, University of California, Santa Barbara. 2009–2010 academic year.

  Competitive fellowship awarded to two students annually, providing full academic funding and stipend to cover living expenses.

• Valedictorian, Southwestern Oregon Community College. 1999.
• Σωφροσύνη Award for Excellence in Philosophy, Southwestern Oregon Community College, 1999.

  Philosophy department award, presented for excellence in personal academic work and in providing tutorial assistance to other students. One presented each year.

• Outstanding English Student, Southwestern Oregon Community College, 1999.

  English department award. One presented each year.

• Outstanding Student Scholar, Southwestern Oregon Community College, 1999.

  Oregon Community College Association and Governor John Kitzhaber . Thirty-five presented statewide, two to students from Southwestern Oregon Community College.

• Best Editorial, Oregon Newspaper Publishers' Association Collegiate Newspaper Contest, 1999.