Marlen Elliot Harrison

Dr. Marlen Elliot Harrison’s student-centered and project-based approaches to language and composition education have led him to teaching in over 50 different academic programs at more than 15 different universities across three continents. A current graduate instructor for Southern New Hampshire University’s MA English programs and Tiffin University’s M.Ed. programs, Marlen has previously guest-lectured or taught at Florida International University (FL), Indiana University East (online), University of Jyväskylä (Finland), University of Helsinki (Finland), University of Liège (Belgium), Aarhus University (Denmark), Doshisha University (Japan), and the George Washington University (DC). Prior to his career in education, he worked in public and mental health at institutions such as the Psychiatric Institute of Washington (DC), Johns Hopkins Hospital (MD), and the North Baltimore Center (MD).

Having earned a PhD in writing and language teaching from Indiana University of Pennsylvania (PA), Marlen also earned a Masters degree in Education and human Development (Counseling) from The George Washington University (DC) and a Bachelors degree in Psychology from Appalachian State University (NC). In 2020, Marlen began his MFA in Creative Writing at Southern New Hampshire University.

Marlen is the recipient of numerous research and educational grants/fellowships such as a Best of JALT (Japan, 2006) award for his research examining learner autonomy and creative assessment, and international grants/honoraria to teach in Canada (Simon Fraser University), Japan (Saitama University), Finland (University of Rovaniemi), Denmark (NordPlus; University of Aarhus), and Belgium (Erasmus; University of Liege). He has delivered over 80 academic presentations at international conferences and symposia, and has published more than 30 academic manuscripts in The Qualitative Report (USA), Qualitative Research in Psychology (USA), Language Learning in Higher Education (UK), Writing on the Edge (USA), Reflections on English Language Teaching (Singapore), CALL-EJ (Australia), and The Language Teacher (Japan). In 2015, he was contracted to organize a group of international scholars to assist in the curation of a collaborative online exhibit among Smithsonian’s National Museum of the American Indian, National Postal Museum, and the US Postal service. In 2017 he developed the Writing Center and EAP program for the new American University of Malta, and served as the Assessment Coordinator for the general education program.

As a journalist, Dr. Harrison is the founder and editor-in-chief of The AutoEthnographer literary and arts magazine. He was a contributor to and Managing Editor of the Fragrantica family of websites (a magazine and database dedicated to fragrance and olfaction read by over 12 million viewers a month and published in 17 different languages), working with a staff of more than 20 international, multilingual writers. Dr. Harrison has also contributed to BusinessInsider.com, Basenotes.com, NowSmellThis.com, The Washington Blade, MensJournal.com, MensFitness.com, Playboy.com, NYTimes.com, WSJ.com (Wall Street Journal), Forbes.com,  and international publications such as Finland’s Anna and Viva magazines and Canada’s Glow magazine. His writing has earned him international recognition and invitations to speak at events such as the 2008 Symposium of the American Society of Perfumers in NYC and the 2016 Esxence Fragrance exhibition in Milan.

After calling Japan, UK, Malta, and Finland home, he has returned to Florida, his birthplace, where he lives with his husband and dog.

GET IN TOUCH

In this brief, animated autoethnography, I utilize the concept of a sociocultural third space as explored by theorists Bhabha, Packer, hooks, and Oldenburg to consider why evocative autoethnography can benefit from its own literary and arts journal. I also utilize this presentation as an opportunity for reflective practice, considering my various identities as a magazine-reader, writer, editor, and autoethnographer in order to examine my rationale for development of the journal, and to explore how the numerous cultures in which I participate – online education, digital publishing, and the creative arts – have conspired to support my technicolor vision for a digital celebration of autoethnography.

Presented at the 2022 International Symposium on Autoethnography and Narrative, January 3-5, 2022, https://IAANI.org.

Featured image by Pexels for Pixabay

Saurabh Anand, University of Georgia
Marlen Harrison, Southern New Hampshire University

(Submitted 2/14/22 to the Learner Development Journal for the upcoming Volume 7)

The last two decades of learner development scholarship has seen an expansion in applications of autoethnography, a qualitative research method that uses personal experience as evidence with which to investigate culture by uniting aspects of ethnography and autobiography. The education field, specifically, has seen a shift in the focus of this method from largely professional development purposes for educators (for example, see Bayne, Land, & Oliver, 2005; Long, 2008; Spenceley, 2011) to more convention-challenging, student-centered practices. For example, Mynard (2020) recommends autoethnography as a method to investigate student self-access language learning; Alm & Ohashi (2020) used autoethnography to analyse the interrelationship of their experiences as foreign language learners, educators, and researchers; and Sah’s (2019) critical autoethnographic study explores his English language learning and adjustment difficulties in the UK. As such, this manuscript – a duoethnography – seeks to examine the rationale for the increased use of autoethnography as a tool to promote/support language learner autonomy, capitalizing on the personal experiences of the authors, a multilingual, early-career, PhD candidate in language and literacy who is a published autoethnographer, and a multilingual, veteran, language professor who has been practicing and advocating for autoethnography in a variety of settings since 2006. Our own experiences with autoethnography will be presented alongside our review of the scholarship in order to more deeply contextualize the approaches and possibilities inherent in supporting language learner autonomy as well as to address the role of culture – classroom, department, campus, community, etc. – in language learner development. Secondary purposes of this project include identification of a) theoretical orientations that embrace autoethnography, b) best practices in the use of autoethnography as evidenced by the current language learner autonomy research, and c) future directions for application of autoethnography in learner development and autonomy.

References

Alm, A. & Ohashi, L. (2020). From self-study to studying the self: a collaborative autoethnography of language educators as informal language learners. CALL for widening participation: short papers from EUROCALL 2020. (pp.1-6). Research-publishing.net. 10.14705/rpnet.2020.48.1156.

Bayne, S., Land, R., & Oliver, M. (2005). Editorial. E-Learning and Digital Media, 2(4), 314–316.

Long, L. (2008). Narrative autoethnography and the promotion of spiritual well-being in teacher research and practice. Pastoral Care in Education, 26(3), 187–196. https://doi-org.ezproxy.snhu.edu/10.1080/02643940802246575

Mynard, J. (2020). Ethnographies of self-access language learning. Studies in Self-Access Learning Journal, 11(2), 86-92. https://doi.org/10.37237/110203

Sah, P. K. (2019). Academic discourse socialization, scaler politics of English, and racialization in study abroad: A critical autoethnography. The Qualitative Report, 24(1), 174-192.

Spenceley, L. (2011). Breaking the wall? Autoethnography and the transition from subject specialist to professional educator in FE. Journal of Further and Higher Education, 35(3), 409–421.

In 2015, Dr. Harrison worked as a Project Coordinator and Writer for The Smithsonian’s Indians at the Post Office virtual exhibit, a joint project of the US Postal Service, the National Postal Museum and the National Museum of the American Indian. For this project, Dr. Harrison:

•  Was awarded a contract with the National Museum of the American Indian.
• Assembled a team of international researchers to develop scholarly texts that explicate American post office murals featuring Native Americans.
• Assigned texts to writers based on geographic location and expertise; edited and proofread drafts.
• Contributed to the project as a researcher/writer.
• Selected subject matter experts to read and referee texts; provided them honoraria for their efforts.
• Is developing a scholarly text for peer-reviewed publication discussing the pragmatic administration and cultural implications of such a writing project.

About Indians at the Post Office and Murals as Public Art

“In 1934, during the era of the New Deal, the Section of Painting and Sculpture of the Treasury Department, in a non-relief effort, established a “48 States” art competition to commission artists to create public art in post offices. All of these visual stories, created as a result of this national contest, were the work of mostly non-Native artists whose chosen themes were also influenced by the desires of local post office communities. Many of the artists were unfamiliar with the region connected to the post office they were assigned, and most, unless they were Native artists themselves, were unfamiliar with American Indian culture. While some mural images succeeded in capturing the importance of Native peoples in the American historic tableau as a result of an increased national consciousness, others were based on rumor, legend, and stereotype resulting in dramatic and sometimes bizarre inaccuracy. Post office murals across the United States are telling and re-telling these American Indian stories to the general public every day.

In early 2013, A History and Culture Research group at the Smithsonian National Museum of the American Indian examined the 1,630 black and white images of post office murals and sculptures which were loaned exclusively to the NMAI on archived discs by the United States Postal Service. The NMAI team created notebook printouts of all of these murals in black and white, which can now be available to researchers. The review effort showed that 400 murals contained images of American Indians. Only 24 of these were created by American Indian artists. A very few of the 400 have been professionally photographed in color and from a pleasing angle; an issue we hope to address through grant applications and the good will of local historical societies. Until then, we will offer you what we can gather.

The long-range goal of this project titled Indians at the Post Office: Native Themes in New Deal-Era Murals, is to critique, from a contemporary vantage point, all 400 of these murals. The purpose is to address both the virtues and the inaccuracies in these historic depictions, and to launch and continue to populate a web-based virtual exhibition on the Smithsonian National Postal Museum website. Our focus is to eventually have all of the mural research essays written by American Indians through collaborations with tribal and state college faculties and students, particularly from the areas and cultures depicted within the murals.

In an on-going effort to challenge stereotyping, and correct the current nature of education concerning American Indians, the NMAI will devote the required scholarship to inform and assess these permanent visual statements.”

• https://postalmuseum.si.edu/exhibition/indians-at-the-post-office
• Marlen’s text about the Seminole Indians, pictured above: https://postalmuseum.si.edu/exhibition/indians-at-the-post-office-murals-indian-lifeways-and-the-non-native-artist/seminole

From the Cosmos: How I Met Tapputi

How I met Tapputi: Sometime in 2019 I stumbled upon a Cosmos article discussing Tapputi Belatekallim. I was astounded that I hadn’t previously learned about the first-named perfumer in recorded history:

We know little of Tapputi’s background or personal life, but history has left us with one of her recipes: a fragrant salve for the Babylonian king. In this fascinating relic, Tapputi takes the reader through the step-by-step routine necessary to produce a royal ointment containing water, flowers, oil and calamus, which may either refer to lemongrass or a reedlike plant that is still used in perfumes today.

I was immediately curious. As a longtime perfume collector and beauty journalist with a deep appreciation for ancient cultures and historical fiction, I began considering who this woman was. What else might we know about her? But it wasn’t until summer of 2020, amidst the uncertainty of the COVID pandemic, that I decided the time was right to finally pursue a long-gestating creative project (or two, the other is HERE).

Take Her to School

Upon exploring MFA curricula, I learned that a full length novel could be the final thesis requirement. As such, I immediately thought of two things: historical fiction and Tapputi. I usually gravitate to historical fiction as a reader, and my life’s most robust passion is perfume. Could this be my opportunity to write a novel with the added guidance of seasoned instructors and fellow authors? Could I really write about a 3200 year old woman, of which we know so very little?

Imagined Assyrian Queen, from learningsites.com

I stopped and considered all of my years writing about perfume and the knowledge I had amassed as well as my longtime desire to tackle a novel. “Why not?” was the only response I could think of. So, in autumn of 2020 I began an MFA in Creative Writing. I have been developing Tapputi ever since.

Why Tapputi?

But what was it that so intrigued me? It wasn’t so much that she was a woman, for I’ve long understood the hidden histories of female and queer contributions to science and technology. Or maybe it was precisely because she was a woman that her story needed to be told? Also, I think it was the fact that I could actually name someone from so long ago who might have shared my own curiosities about aroma. That we knew her recipe, her title, her eventual legacy, but little else so intrigued me. There seemed to be a lot of room to fill in the gaps with imagination.

But WHOA! That’s a scary task! Who am I to take on another person’s story? How could I possibly get all this right? Would the genre of historical fiction afford me any allowances? And the amount I’d need to learn about both an ancient civilization and their perfume chemistry seemed staggering. Insurmountable? Mad?

Call me mad for I’ve started the climb. With every book I finish I realize I’ll need to read two more just to get a handle on my topic. I’ve enjoyed the first steps but am not sure I’ve found a steady pace just yet. I think I still need to survey my surroundings before I move any farther.

And in his Science as he did Excell,
In her high Favour he did always dwell…

December of 1602, London, England. A grieving and feeble Queen Elizabeth I has decided to retire her court to Richmond Palace, a move that will require her royal apothecary, Hugh Morgan, and his staff to perform the expected scenting of every hall, room, wardrobe, and piece of cloth the queen will encounter. While planning this momentous undertaking, Morgan recounts to his apprentice stories from the nearly thirty years of service to the queen as the man responsible for her medicines, her cosmetics, and most unforgettably, her scent. With tales of new botanical discoveries, poisoned plots, and experiments in early aromatherapy, Morgan’s story offers new insight into the scented life of Queen Elizabeth I.

When a heartbroken but headstrong temple assistant in the 13th century BC Mesopotamian land of Ashur is befriended by the king and promoted to the palace perfumery, her intoxicating creations will change her future. But now with the king going mad, her closest friend in danger, and her competitor’s jealousy threatening to derail her innovations, Tapputi’s initial success is turning into a devastating challenge: She must harness her faith and risk everything in the pursuit of a perfume with the power to save those she loves.

The Perfumer of Ashur, a work of historical fiction, explores the imagined life of Tapputi Belatekallim, the world’s first, documented, female chemist and perfumer.

EDUCATION

Interested in creative expression and psychological development, I began my education with a focus on counseling and expressive arts therapies. After some years working in public health and then international English education, I decided to pursue an interdisciplinary degree in English. One highlight of this doctoral program was the dual focus on language and composition thereby preparing me to teach both writing and communication to international learners. More recently, I began an MFA in Creative Writing to support my goals as a writer and non-profit publisher, and an MA in Public History to support my future goals of working in museum studies.

2023 – Present MASTER OF ARTS

• Public History
• Southern New Hampshire University Online, NH

2020 – Present MASTER OF FINE ARTS

• Creative Writing
• Southern New Hampshire University Online, NH

2020 – 2023 GRADUATE CERTIFICATE

• Professional Writing
• Southern New Hampshire University Online, NH

2006 – 2010 DOCTOR OF PHILOSOPHY

• English Composition and TESOL
• Indiana University of Pennsylvania, PA

1996 – 1997 MASTER OF ARTS

• Education and Human Development
• The George Washington University, DC

1992 – 1995 BACHELOR OF SCIENCE

• Honors Program in Psychology
• Appalachian State University, Boone, NC

1994 – 1995 INTERNATIONAL EDUCATION

• Psychology of Freud and Jung
• Kingston University, UK

UNIVERSITY EXPERIENCE

I began my post-secondary experience as a graduate assistant in my MA Education program. I so enjoyed teaching that I pursued additional avenues and eventually moved to Japan to teach English writing and communication at a number of universities; this was where I realized my “calling”. I continued teaching college writing & literature in the USA at my doctoral institution and have been teaching in the humanities and social sciences continuously both on the ground and online since then.

2015 – Present, GRADUATE FACULTY & SUBJECT MATTER EXPERT (SME) (ongoing, part-time)

• Southern New Hampshire University COCE, Master of Arts (M.A.) in English, and English & Writing, online, USA
• 2024 Outstanding Educator Award
• Creating, adapting, and teaching online (Blackboard; D2L) graduate courses in theory and pedagogy of writing; official subject matter expert (SME) for the MA capstone (literature, pedagogy, composition) thesis course.
• Supervising/coaching/evaluating a team of ~20 faculty as Team Lead for Graduate Programs in the Humanities.
• Voluntarily collaborating with graduate students on extracurricular research endeavors.
• Creating and managing multimodal online materials (graphics, interactive activities, original video, etc) for a variety of courses and purposes.
   

2016 – Present, EDUCATION, GRADUATE FACULTY & SUBJECT MATTER EXPERT (SME) (ongoing, part-time)

• Tiffin University, Masters programs online (English, Education Departments), USA
• 2024 Outstanding Online Educator Award
• Creating, adapting, and teaching online (Moodle) graduate courses in an array of subjects including Leadership, Professional Writing, Educational Diversity, Critical Thinking, Research Skills, and Higher Ed Assessment.
• Contributing to the development of an annual graduate research conference.
• Creating and managing multimodal online materials (graphics, interactive activities, original video, etc) for a variety of courses and purposes.

2018 – 2021, VISITING ASSISTANT TEACHING PROFESSOR, ENGLISH (contract; full-time)

• Florida International University, Dept of Writing and Rhetoric, USA
• Developed and taught courses in first year writing, research writing, and professional & technical writing with both undergraduates and international graduate applicants, on campus and online (Canvas).
• Contributied to the Professional & Technical Writing Committee; Online Teaching Committee; grant-funded research project in critical thinking (Blatt et al.).

2017 – 2019, ENGLISH GRADUATE FACULTY (part-time)

• Indiana University East, Graduate Certificate in Composition, online, USA
• Developed, adapted, and taught original online (Canvas) graduate courses in “Contemporary Literacies”, “Practicum on Teaching Composition”, “Advanced Argumentative Writing”, “Composition Theory & Pedagogy”, and “Teaching Composition: Issues & Approaches”  

2017, VISITING ENGLISH ASSISTANT PROFESSOR (contract, full-time)

• American University of Malta, General Education Writing Faculty, Malta
• Developed and directed the university Writing Center
• Developed and taught university EAP (English for Academic Purposes) program
• Acted as Director of Assessment for university general education
• On hiring committees for faculty and staff
• Responsible for evaluation and placement of multilingual international students
• Utilized Moodle LMS; offered workshop for faculty on using Moodle
• Created workshop for faculty on utilizing rubrics for evaluation and assessment
   

2012– 2013, VISITING ENGLISH ASSISTANT PROFESSOR (contract, full-time)

• University of Tampa, Department of English and Writing, USA
• Taught courses in first year writing including Freshman Composition, ESL Writing and Research Writing
• Co-recipient of University Learning Enrichment grant (with the Writing Program Director) for development of website (WordPress) and handbook for the first-year writing program.
• Created and managed multimodal online (WordPress) materials (graphics, interactive activities, original video, etc) for a variety of courses and purposes.

2010 – 2012 ENGLISH WRITING & COMMUNICATION LECTURER (contract, full-time)

• University of Jyväskylä, Language Centre, Finland
• Developed original graduate and undergraduate courses for numerous departments such as Combined Academic Reading, Writing, Research and Communication; Conference and Presentation Planning; and English Pedagogical Skills.
• Invited by University of Jyväskylä to present teaching philosophy and multilingual writing curriculum to representatives from the Finnish Ministry of Education.
• Co-recipient of university development grant for developing the Teaching Academic Content through English (TACE) faculty training program; autonomously developed interactive web platform (WordPress) and online community for the program.
• Recipient EU Teacher Mobility Grant (e.g. Erasmus) for teaching and presentation of research in Belgium.
• Developed and taught writing seminars on conference poster presentations, autoethnographic writing, and conference and project skills courses for graduate students and faculty.
• Member, Hiring Committee for English Language Group, Language Centre.
• Developed and maintained personal website for classroom and course management purposes, blended learning, and community development.
• Developed and implemented innovative peer mentoring initiative.

2007 – 2010 ENGLISH WRITING & HUMANITIES INSTRUCTOR (contract, full-time)

• Indiana University of Pennsylvania, Department of English, USA
• English 100 (Basic Writing), English 101 (Freshman Composition), English 121 (Humanities Literature), English 202 (Research Writing)
• Worked with the Writing Program Director on annual portfolio evaluation and exemption evaluation reviews.
• Developed and maintained personal website (WordPress; Blackboard) for classroom and course management purposes, blended learning, and community development.
• Member of the University LGBTQ Commission and the University Safe Zone project.
• Committee to establish an LGBTQ Studies Minor; Committee to establish an LGBTQ Resource Center.
• Developed and facilitated first-ever LGBTQ Studies Conference at IUP.
• President’s LGBTQ Committee Award for Service to the Community, 2010.
• Created and managed graduate program website and online community (WordPress).

2006 ESL ENGLISH WRITING GRADUATE TEACHING ASSISTANT (part-time)

• Indiana University of Pennsylvania, USA
• Graduate Teaching Assistant in English 101 and 202 ESL writing courses with international students.

2002 – 2006 ENGLISH WRITING & COMMUNICATION INSTRUCTOR (contract, full-time)

• St. Andrews (Momoyama Gakuin) University, Osaka, Japan
• Developed and implemented original interdisciplinary curriculum for a variety of English language classes including reading, writing and oral communication.
• Contributed to the design and development of an English textbook – Here and Now – for use by 1st year non-English majors.
• Developed interactive website for language learning (Moodle).
• Contributed to the creation of common exams for 1st year non-English majors.
• Received university research grant as co-researcher examining curriculum development.

2003 – 2006 ENGLISH WRITING & COMMUNICATION INSTRUCTOR (part-time)

• Doshisha University, Kyoto, Japan
• Developed and implemented original interdisciplinary curriculum for a variety of English language classes including reading, writing and oral communication.
• Developed and implemented innovative peer mentoring initiative.

2003 – 2004 ENGLISH WRITING & COMMUNICATION INSTRUCTOR (part-time)

• Doshisha Women’s College, Kyoto, Japan
• Developed and implemented original interdisciplinary curriculum for a variety of English language classes including reading, writing and oral communication.

SELECT ADDITIONAL EXPERIENCE

Much of my additional experience has focused on teaching; field-related activities such as editing, proofreading, and exam-scoring; and writing and journalism. I have worked in some capacity as a professional writer/journalist (academic and popular) since the mid-90s and have also enjoyed editorial and technical responsibilities.

2021 – Present NON-PROFIT FOUNDER, EDITOR-IN-CHIEF

• The AutoEthnographer Literary & Arts Magazine

2018 – 2019 EXTERNAL REVIEWER, ENGLISH

• International Baccalaureate Organization, UK

2012 – 2020 EXTERNAL REVIEWER for TOEIC, IELTS & TOEFL STUDY GUIDES

• Barron’s Educational Publishing, USA

2009 – 2019 MANAGING EDITOR (2016) & JOURNALIST, WEBSITE/MAGAZINE

• Fragrantica.com & BeautyAlmanac.com
• Columnist: Creating, designing and publishing visual/textual content for online magazine.
• Managing Editor: Overseeing 20+ international, multilingual writing and editing staff; regular development and editing of group projects in a CMS platform; regular proofreading and translation; design and layout; etc.

2015 WRITING PROJECT COORDINATOR & RESEARCHER, “INDIANS AT THE POST OFFICE”

• National Museum of the American Indian at The Smithsonian, Washington, DC

2015 CULTURAL ARTS PROGRAMMING STAFF

• National Museum of the American Indian at The Smithsonian, Washington, DC

2008 TEST SCORER, ETS

• TOEIC verbal test scorer

2007 STAFF WRITER

• Indiana University of Pennsylvania Office of Public Relations

2002 – 2006 ENGLISH & MUSIC INSTRUCTOR (part-time)

• Osaka International School, Mino, Japan
• Developed and implemented original interdisciplinary curriculum for K-5 grades in English and music.

2000 – 2002 ASSISTANT CASE COORDINATOR

• The Law Firm of Arnold and Porter, Washington, DC

2000 PSYCHOTHERAPIST

• The North Baltimore Center, Child and Adolescent Services, Baltimore, MD

1999 ADMINISTRATIVE ASSISTANT & OFFICE MANAGER

• Johns Hopkins Hospital, Department of Surgery, Baltimore, MD

1997 – 1998 STAFF WRITER

• The Washington Blade, Washington, DC

1997-1998 PSYCHOTHERAPIST

• The North Baltimore Center, Adult and Group Therapy Services, Baltimore, MD

SCHOLARSHIP

Throughout my career I have enjoyed numerous funded opportunities to present, lecture, teach, and research. The highlights of my scholarship include a 2012 European Union Erasmus teaching grant at University of Liege in Belgium and being awarded a 2006 Best of JALT award for research in language learner autonomy.

RESEARCH/DEVELOPMENT GRANTS:

• Adjunct Professional Development Grant, 2023, from Southern New Hampshire University to participate at the 2024 International Association of Autoethnography and Narrative Inquiry Forum in St. Petersburg, Florida
• Learning Enrichment Grant, 2013, to co-develop website and handbook for the First-Year Writing Program at The University of Tampa
• Undergraduate Honors Research Fellowship (Advisor/Co-author), 2013, to oversee and co-author research with the fellowship recipient, a University of Tampa student.
• Undergraduate Honors Research Fellowship (Advisor/Co-author), 2013, to oversee and co-author research with the fellowship recipient, a University of Tampa student.
• Foreign Invited Professor (Teaching & Research) Grant, 2012, to teach at Saitama University, Tokyo, Japan (Unfulfilled due to illness)
• ERASMUS Teaching Grant, 2012, to teach at Universite de Liege, Belgium.
• University Teaching Grant from University of Aarhus, Denmark, 2012, to teach in the Dept of Sport and Health Sciences
• University Development Grant (co-recipient), 2011-2012, from University of Jyväskylä for developing the Teaching Academic Content through English (TACE) faculty training program. http://jyutace.info
• Graduate Student Development Grant, 2009, from IUP (PhD) to chair a session on queer composition and rhetoric at the Lavender Languages and Linguistics conference at American University, Washington, DC
• Doctoral Research Grant, 2009, from Indiana University of Pennsylvania to fund my dissertation in Composition and TESOL
• University Research Grant (co-recipient), 2004, from St. Andrews (Momoyama Gakuin) University to examine the university’s English language curriculum

TRAVEL GRANTS:

• Travel Grant, 2013, from The University of Tampa to attend Conference of College Composition & Communication
• Travel Grant, 2012, from University of Lapland to deliver a workshop to the staff of their Language Centre
• Travel Grant: 2012, from University of Aarhus, Denmark to teach and speak to their Dept of Public health – Sport Sciences
• Travel Grant, 2011, from University of Jyväskylä to speak at JALT Conference, Tokyo, Japan
• Travel Grant, 2011, from University of Helsinki to present in their Language Centre’s colloquium series, Helsinki, Finland
• Travel Grant, 2010, from IUP (PhD) to speak at TESOL Conference, Boston, USA
• Travel Grant, 2009, from IUP (PhD) to speak at SSSS Conference, Puerto Vallarta, Mexico
• Travel Grant, 2009, from IUP (PhD) to speak at AMSA Conference, Montreal, Canada
• Travel Grant, 2009, from IUP (PhD) to speak at CCC Conference, San Francisco, California, USA
• Travel Grant, 2008, from IUP (PhD) to speak at JATL/JACET Conference, Nagoya, Japan
• Travel Grant, 2007, from IUP (PhD) to speak at Nara JALT, Nara, Japan
• Travel Grant, 2005, from St. Andrews to speak at JALT National conference, Shizuoka, Japan
• Travel Grant, 2003, from St. Andrews to speak at Learner Development conference, Kobe, Japan

FELLOWSHIPS/SCHOLARSHIPS:

• IUP Foundation Academic Fellowship (PhD), Indiana University of Pennsylvania, 2007 -2008
• Graduate Merit Scholarship (PhD), Indiana University of Pennsylvania, 2006-2007
• Graduate Student Assistantship (PhD), Indiana University of Pennsylvania, 2006 -2007
• IUP Foundation Academic Fellowship (PhD), Indiana University of Pennsylvania, 2006 -2007
• Academic Excellence Fellowship (MA), The George Washington University, 1996-1997
• Academic Scholarship (BS), Appalachian State University, 1992-1995

RECOGNITION:

• 2024 Outstanding Online Educator Award, Tiffin University
• 2024 Outstanding Educator Award, Southern New Hampshire University
• President’s GLBT Commission Award, for service to the campus community, IUP, 2010
• Phi Kappa Phi, Honor Society, 2008-2010
• “BEST OF JALT” Winner, 2006, for the 2005 Learner Development Mini-Conference presentation in Osaka, Japan: Emphasizing Student Autonomy through Collaborative Test Creation
• Chi Sigma Iota, International Counseling Honor Society, 1996-1997
• Psi Chi, International Psychology Honor Society, 1993-199

HONORARIUM:

• 2019, October: Florida International University: Participant in grant-funded research study about critical thinking skills in the humanities (Blatt et al)
• 2018, February: University of Tampa: Guest Lecturer in Department of Speech and Dance
• 2017, February: University of Tampa: Guest Lecturer in Department of Speech and Dance
• 2016, November: Barron’s Educational Publishing: Reviewer for TOEIC materials
• 2016, October: Barron’s Educational Publishing: Reviewer for IELTS materials
• 2016, March: University of Tampa: Guest Lecturer in Department of Speech and Dance

• 2015,December: Barron’s Educational Publishing: Reviewer for TOEFL materials
• 2015,December: Barron’s Educational Publishing: Reviewer for TOEFL materials
• 2015,November: Barron’s Educational Publishing: Reviewer for TOEIC materials
• 2015,August: Barron’s Educational Publishing: Reviewer for TOEIC materials
• 2015,March: University of Tampa: Guest Lecturer in Department of Speech and Dance
• 2014,November: Barron’s Educational Publishing: Reviewer for TOEIC materials
• 2014,March: University of Tampa: Guest Lecturer in Department of Speech and Dance

• 2013,June: Barron’s Educational Publishing: Reviewer for TOEFL materials
• 2013,May: Barron’s Educational Publishing: Reviewer for TOEFL materials
• 2013,March: Barron’s Educational Publishing: Reviewer for TOEIC materials

• 2012, December: Barron’s Educational Publishing: Reviewer for TOEIC materials
• 2012, November: Barron’s Educational Publishing: Reviewer for TOEFL materials
• 2012, October: Barron’s Educational Publishing: Reviewer for IELTS materials
• 2012, September: Barron’s Educational Publishing: Reviewer for TOEIC materials

• 2011,November: Invited Guest Lecture, University of Jyväskylä: “Language and Sexuality in Japan: An introduction to Linguistic Relativity”
• 2011,November: Osaka Chapter of JALT: “Bridging Passion and Profession: Supporting Agency and Investment in Multilingual University Writers”
• 2011,November: Osaka Chapter of JALT: “The Post-Japan, Doctoral Experience in TESOL: Pursuing Language and Sexuality Research”
• 2011,November: Nara Chapter of JALT: “Innovation in writing: examining dialogues between instructors of English writing and Japanese learners of English”
• 2011,October: University of Helsinki: “Bridging Passion and Profession: Supporting Investment and Agency in Multilingual Writers”

• 2008,July: Pearson Education: Invited reviewer of new publications
• 2008,June: ESL Magazine: Published manuscript
• 2008,June: Wakayama chapter of JALT: Communities of Practice, Internet, & the Language Classroom: An Introduction to Blogging
• 2008,June: Nara chapter of JALT: Critical approaches to teaching composition: Mindfulness and the power of “no”
• 2008,June: Chiba chapter of JALT: Critical approaches to teaching composition: Mindfulness and the power of “no”
• 2008,June: Gunma chapter of JALT: Critical approaches to teaching composition: Mindfulness and the power of “no”
• 2008,June: Crossing Boundaries: An inter-disciplinary approach to learner autonomy, JALT LD sig: Discovering Voice, Expressing Identity

• 2007, October: Department of Linguistics at Simon Fraser University, British Columbia, Canada: Linguistic Research and Gay Speech: Performance and perception (by invitation)
• 2007, April: Nara chapter of JALT: Communities of Practice, Internet, & the Language Classroom; An Introduction to Blogging
• 2005, May: Nara chapter of JALT: Counseling Skills Every Teacher Should Know
• 2004, January: Osaka University, Graduate School of Engineering Sciences: Guest Speaker, Similarities between Japanese and American Modes of Communication
• 2003, February: Ibaraki International Learning Association: Guest Speaker

PUBLICATIONS

Although my focus is firmly on cultural studies, pedagogy, and student support, I also enjoy exploring classroom and professional practices via action research; investigating identity and communication; and co-authoring with students and colleagues. I have also worked as a journalist in arts and beauty since the 1990s. I most recently established an online literary and arts magazine dedicated to creative cultural expression.

Magazine

1. Editor-in-chief and founder, https://theautoethnographer.com

Articles in Progress:

1. Harrison, M., et al. (in progress). How We Utilized Autoethnography in Graduate Literary Studies to Explore Culture, Identity, and Visibility: 10 Researchers Reflect on Their Experiences. Journal of Autoethnography.
2. Harrison, M., et al. (in progress). Stories of digital mentorship in an online graduate English program: A community autoethnography. Qualitative Inquiry.

Peer-reviewed Articles & Chapters:

1. Harrison, M. E. (2023). Why I utilize autoethnography to promote learner development: A reflexive narrative of English teacher development. The Learner Development Journal, 7, 118–127. https://doi.org/10.37546/JALTSIG.LDJ7-7
2. Li, S., Fogaça, J., & Harrison, M. (2020). Can writing be wrong? Collaborative autoethnography as critical reflective practice in sport, exercise, and performance psychology. The Qualitative Report, 25(10), 3562-3582.
3. Ronkainen, N.J., Harrison, M., Shuman, A., & Ryba, T.V. (2016). “China, why not?”: Serious leisure and transmigrant runners’ stories from Beijing. Leisure Studies, 36(3), 371-382.
4. Ronkainen, N., Harrison, M., & Ryba, T. (2013). Running, being and Beijing – An existential, autoethnographic exploration of a runner identity. Qualitative Research in Psychology, 11(2), 189-210.
5. Harrison, M. et al. (2013). Bridging passion & profession: Supporting agency and investment in multilingual university writers. Language Learning in Higher Education, 3(1), 1-25.
6. Harrison, M. (2012).  Critical approaches to teaching composition: Mindfulness and the power of “no”. Writing on the Edge, 22(2), 36-46.
7. Harrison, M. (2010). The scented word: Context, intrigue and the problem of olfactory literacy. Household and Personal Care, Supplement. January,(1), 6-10.
8. Messekher, H., Reilly, J., & Harrison, M. (2010). Humanizing pedagogy in action: Observations of an English composition classroom. In G. Park (Ed.), Observation of teaching: Bridging theory and practice through research and teaching (pp.109-122). USA: LINCOM.
9. Harrison, M. (2006). Taking the teacher out of the test: Exploring student automomy in EFL classroom testing. In M. Koyama & E. Skier (Eds.) More autonomy you ask (MAYA) . (pp. 137-146). Tokyo: JALT LD.
10. Decker, W., Harrison, M., & Romney, C. (2006). Multi-purpose “Student Sheets” for rapport-building, teaching classroom English, and record-keeping. The Language Teacher 30(2), 50-51.
11. Harrison, M. (2006). Developing keypal projects in the Japanese university classroom. National University of Singapore: Reflections on English Language Teaching, 5(1), 141-148.
12. Harrison, M. & Kitao, K. (2005). Keypal friendships and their influences on ESL learner development. In Nozawa, K. & Levy, M. (Eds). CALL-EJ 7(1).

Conference Proceedings

1. Harrison, M. et al. (2023). What do Literary Editors Look for When Vetting Evocative Autoethnographies and How has this Process Evolved? Proceedings of the 2023 ISAN Conference.
2. Harrison, M. (2022). Technicolor Third Space: An autoethnography about developing The AutoEthnographer, a new literary and arts journal. Proceedings of the 2022 ISAN Conference.
3. Harrison, M., Meadows, J., Mitchell, S., & Ogo, O. (2022). Using autoethnography to explore culture and identity in advanced literary studies. Proceedings of the 2022 ISAN Conference.
4. Harrison, M. & Schnarrs, P.(Eds.). (2011). Growing our field: Emerging perspectives on masculinities and men’s lives. The 18th annual American Men’s Studies Association conference proceedings. USA: Men’s Studies Press.
5. Schnarrs, P. & Harrison, M. (2011). Introduction: Growing our field, a look back on thirty-five years of inquiry into men’s lives. In M. Harrison & P. Schnarrs (Eds.) Growing our field: Emerging perspectives on masculinities and men’s lives. The 18th annual American Men’s Studies Association conference proceedings. USA: Men’s Studies Press.
6. Harrison, M. & Schnarrs, P.(Eds.). (2010). Beyond borders: Masculinities and margins. The 17th annual American Men’s Studies Association conference proceedings. USA: Men’s Studies Press.
7. Harrison, M. (2010). Introduction: A definition in terms. In M. Harrison & P. Schnarrs (Eds.) Beyond borders: Masculinities and margins. The 17th annual American Men’s Studies Association conference proceedings (pp.7-13). USA: Men’s Studies Press.
8. Harrison, M. & Lingle-Martin, M. J. (2008). Epilogue: Which comes first? Performance or literacy?The proceedings of the annual conference for the English Association of Pennsylvania State Universities (EAPSU), 2007. PA: EAPSU.
9. Harrison, M. & Lingle-Martin, M. J. (Eds.). (2008).The proceedings of the annual conference for the English Association of Pennsylvania State Universities (EAPSU), 2007. PA: EAPSU.
10. Harrison, M. (2006). Using impressionist images to practice self-expression. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 conference proceedings. (pp. 694-700). Tokyo: JALT.
11. Harrison, M. (2006). Keypal projects in English language classes: What do students really think? In T. Gutierrez (Ed.), Glocalization through CALL: Bringing people together (The proceedings of JALTCALL 2005 ) (pp. 94-99). Nagoya: The JALT CALL SIG.
12. Harrison, M., Carpenter, C., et al. (2006). Learner development forum: Sharing our stories of creativity. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 conference proceedings. (pp. 252-263).Tokyo: JALT.
13. Carroll, M., Harrison, M., Douglas, L., & Tsurii, C. (2005). ESL Curriculum: What do teachers do and what do students think of it? In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 conference proceedings. (pp. 262-298). Tokyo: JALT.

PhD Dissertation:

1. Harrison, M. (2011). Discovering voices, discovering selves: Auto-ethnographic examinations of the relationships between Japanese queer sexualities and English and language and culture. Indiana University of Pennsylvania.

Books

1. Harrison, M. (Ed.) (in progress). Autoethnography in higher education: Theories and practices. TBA.
2. Carroll, M., Douglas , L., Harrison , M. & Head, E. (2003, 2004). English here and now. St. Andrews (Momoyama Gakuin) University Press: Japan.

Other Publications:

1. Harrison, M. (2017). Seminole Indians. Indians at the Post Office (online exhibit). Smithsonian National Postal Museum, Smithsonian National Museum of the American Indian & US Postal service.
2. Harrison, M. (2014). Book Review: Critical ELT in action: Foundations, promises, praxis. JALT Journal 37(2) 46-47.
3. Harrison, M. (2008). The closet in the classroom: A personal narrative. ESL Magazine, Summer 2008, 43-45.
4. Harrison, M. & Abass, F. (2008). Discovering voices, discovering selves: A dissertation about language and sexuality in Japan. GALE Newsletter, Spring 2008.
5. Harrison, M. (2006). Book review: This is culture. The Language Teacher 30(5), 42.
6. Harrison, M. (2006). Book review: A dynamic approach to everyday idioms. The Language Teacher 30(1), 33.
7. Harrison, M. & Matheny, W. (2006). An E-mail dialogue with Marlen Harrison: Counseling skills every teacher should know. The School House 13(3), 15-23.
8. Evans Nachi, H.E., Stephenson, J., et al. (2005). Learner development forum: Empowering learners for class and beyond. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 conference proceedings. (pp. 372-386). Tokyo: JALT.
9. Harrison, M., Head, E., Haugh, D., & Sanderson, R. (2005). Self-evaluation as motivation for active participation. In McCasland, P. & Robertson, M. (Eds.) Learner development context, curricula, content: Proceedings of the Kobe Conference 2003. (pp. 107-121). College and University Educators and Learner Development SIGs of JALT.
10. Harrison, M. (2005). The impressionists: Monet, Renoir and Tomoko too! On CUE, 13(2), 47-49.
11. Harrison, M., Vye, S., Caspino, B., Fellner, T. & Carpenter, C. (2005). Inspiration and therapy: The power of a mini-conference. Learning Learning12(2), 3-11. http://ld-sig.org/LL/LL2005b.pdf
12. Apple, M., Harrison, M., Haugh, D., Evans Nachi, H., Stephenson, J., Wakui, Y. (2005) A day celebrating learner development: Poster session reflections. Learning Learning 12 (1), 13-21.http://ld-sig.org/LL/Cover2005a.pdf
13. Carroll, M., Douglas , L., Harrison , M., Tsurii, C. (2004). Curriculum change: Working with teacher’s professional knowledge rather than against it. St. Andrew’s University Bulletin of the Research Institute 30(1), 69-87.

Arts & Fragrance Journalism; Online Columns:

1. 2009-2019: Managing Editor and Columnist, Fragrantica.com
2. 2017: Contributed to/ Interviewed for article in FourTwoNine
3. 2017: Contributed to/ Interviewed for article in Healthy Living Made Simple (Sam’s Club)
4. 2016: Contributed to/ Interviewed for article in BusinessInsider.com
5. 2014: Contributed to/ Interviewed for article in Playboy.com
6. 2014: Contributed to/ Interviewed for article in MensFitness.com
7. 2013: Contributed to/ Interviewed for article in MensJournal.com
8. 2012: Contributed to/ Interviewed for article in Olivia Magazine (Finland)
9. 2011: Contributed to/ Interviewed for article in Anna Magazine (Finland)
10. 2011-Present: ThePerfumeCritic.com
11. 2006-2010: PerfumeCritic.com
12. 2008: Contributed to/ Interviewed for article in, NYTimes.com
13. 2007: Contributed to/ Interviewed for article in Forbes.com
14. 2005-2006:Basenotes.net
15. 2005-2006: NST.com
16. 1998-1999: The Washington Blade

PRESENTATIONS & GUEST LECTURES

I regularly pursue opportunities to share my passion and experiences with colleagues and students alike. One of my favorite professional endeavors is to coordinate or oversee academic conferences/workshops, especially where students have an opportunity to enter the academic community.

2024

1. March: International Symposium on Autoethnography and Narrative: “How We Utilized Autoethnography in Graduate Literary Studies to Explore Culture, Identity, and Visibility: 10 Researchers Reflect on Their Experiences” (with Ainsworth, Hurst, Lavergne, Leire, McClinton, Miner, Schwope, Shim, Vazquez, & Zabala)
2. January: International Association of Autoethnography and Narrative Inquiry Forum, Florida: Technology and Autoethnography, panel (with Dunn, Myers, & Osvath)

2023

1. June: Guest Speaker, Ankara University, Turkey: “What is autoethnography and how do we do it?”
2. May: Guest Speaker, American University of Madaba, Jordan: “What is autoethnography and how do we do it?”
3. May: 19th International Conference on Qualitative Inquiry: “Magazine as Collage”, part of “Collage as Method” panel (with Gullion, J.S. and Harper, S.)
4. January: International Symposium on Autoethnography and Narrative: “What Do Editors Look for When Vetting Evocative Autoethnographies and How Has This Approach Evolved?” (with Meadows, J., Mitchell, S., & Ogo, O., Gullion, J.S., Faulkner, S., Simoy, LF, Hayirli, DI, & Khair, N.)

2022

1. December: Annual Graduate Research Conference, Tiffin University, Ohio: Keynote: “Technicolor Third Space: An autoethnography about developing The AutoEthnographer, a new literary and arts journal”
2. November: American Anthropological Association (AAA) Annual Conference: “Technicolor Third Space: An autoethnography about developing The AutoEthnographer, a new literary and arts journal”
3. January: International Symposium on Autoethnography and Narrative: “Using autoethnography to explore culture and identity in advanced literary studies.” (with Meadows, J., Mitchell, S., & Ogo, O.)
4. January: International Symposium on Autoethnography and Narrative: “Technicolor Third Space: An autoethnography about developing The AutoEthnographer, a new literary and arts journal”

2019

1. March: 1^st Annual Graduate Research Conference, Tiffin University, Ohio: Keynote, “Creating Opportunities for Student Professional Development in Online Programs”; presentation, “Course Mentors in the Online Classroom”

2018

1. August: American Psychological Association (APA) Annual Conference: “Storytelling as reflective practice: Rethinking author-evacuated writing in Sports Psychology field notes”(with S. Li & J. Fogaça)
2. February: Guest Lecturer in Department of Speech and Dance, University of Tampa

2017

1. November: American University of Malta Colloquium series: “Why Your Experience Matters: Autoethnography & the Researcher as Participant in Any Discipline”
2. October: American University of Malta Teacher Development Seminar: “Using online learning systems: An introduction to Moodle”
3. September: American University of Malta Techer Development Seminar: “Developing and using rubrics for clearer instruction and university assessment”
4. May: 2017 Scholarship of Teaching & Learning (SoTL) Conference, Tiffin University: “Maximizing Online Learning: Peer Mentorship in Tiffin’s M.Ed. Program” (with T. Watson)
5. February: Guest Lecturer in Department of Speech and Dance, University of Tampa

2016

1. December: Applying Intellectual Presence in Online Grading Feedback (SNHU COCE Department Presentation)
2. November: 2016 South Atlantic Modern Language Association: “The Caribbean Immigrant Student: Immigration, Education, and Representation” (with N. Jones-Young)
3. April: 2016 Esxence (Milan, Italy): Judging & Criticism of Artistic Perfumery (with B Kubartz, C. Noppeney & S. Wilson-Brown).
4. March: Guest Lecturer in Department of Speech and Dance, University of Tampa

2015

1. March: Guest Lecturer in Department of Speech and Dance, University of Tampa

2014

1. March: Guest Lecturer in Department of Speech and Dance, University of Tampa

2013

1. June: 2013 Congress of the Federation of Humanities & Social Sciences (Victoria, Canada): “The Invisible Wor(l)d: A Student & Instructor’s Perspective on the College Writing Classroom & Human Sexuality” (with A. Baiano)
2. March: University of Tampa, College of Arts and Letters: “Invitation to Innovation: An Introduction to Teaching with WordPress and Canvas” (with K. Tillman & G. Vivinetto)
3. February: Fundamentals in Multilingual and Intercultural communication (University of Jyväskylä): “Language and Sexuality in Japan: An introduction to Linguistic Relativity”
4. February: University of Tampa Teaching Guild: “Responding to and Assessing Student Writing” (with A. Colombe)

2012

1. September: CERCLE-S European Language Centers Conference: “Bridging Passion and Profession: Supporting Investment and Agency in Multilingual Writers” (represented by M. Ussipaikka & T. Räsänen)
2. June: JYU Summer School of Applied Language Studies: “Bridging Passion and Profession: Supporting Investment and Agency in Multilingual Writers”
3. May: University Language Centre Guest Presenter, University of Lapland, Finland
4. May: Graduate Studies in Sport & Health Sciences Teaching Grant, University of Aarhus, Denmark
5. April: Erasmus Teaching Grant, University of Liege, Belgium
6. February: Lavender Languages and Linguistics Conference, American University: Session Co-Chair: “Identity and voice: Locating the lavender in composition and rhetorical studies”; Presentation: “The Closet in the Classroom: Constructing Queer Teacher Identities in Second Language Teaching”

2011

1. November: Osaka Chapter of JALT: “Bridging Passion and Profession: Supporting Agency and Investment in Multilingual University Writers”
2. November: Osaka Chapter of JALT: “The Post-Japan, Doctoral Experience in TESOL: Pursuing Language and Sexuality Research”
3. November: Nara Chapter of JALT: “Innovation in writing: examining dialogues between instructors of English writing and Japanese learners of English”
4. November: Japan Association of Language Teaching (JALT) Annual Conference: “‘I’m Only Gay in English’: Using Autoethnography to Examine Language and Sexuality in Japan”
5. November: Invited Guest Lecture, University of Jyväskylä: “Language and Sexuality in Japan: An introduction to Linguistic Relativity”
6. October: Crosscurrents in Language and Culture, ETMU Days 2011: “Bridging Passion and Profession: Supporting Investment and Agency in Multilingual Writers” (with M. Ussipaikka, T. Räsänen, D. Raitala and H. Huumonen)
7. October: Invited Guest Lecture, University of Helsinki: “Bridging Passion and Profession: Supporting Investment and Agency in Multilingual Writers”
8. June: New Dynamics in Language Learning, University of Jyväskylä: “Writing Across the Curriculum: Providing Opportunities for English Scholarship via JYU’s Language Centre”, Poster Session Chair and Poster
9. February: Lavender Languages and Linguistics Conference, American University: Session Co-Chair: “Identity and voice: Locating the lavender in composition and rhetorical studies; Presenter: “The issue of gay and lesbian parenting: Rhetorical examinations of Finnish university students’ beliefs” (with Varmavuori, E.)
10. February: University of Jyväskylä Language Campus Conference: Writing Across the Curriculum: Providing Opportunities for English Scholarship via JYU’s Language Centre

2010

1. April: Lavender Languages and Linguistics Conference, American University: Session Chair: “Identity and voice: Locating the lavender in composition and rhetorical studies;” Presenter: “Language and sexuality research: The power of “I” in autoethnographic narratives”
2. April: 1st Annual Symposium on Gender and Sexuality, IUP: Gay at school, straight at home: An introduction to language and sexuality studies
3. March: TESOL: Navigating the complexities and rich moments as (N)NES Researchers  (with Park, G., Seloni, L., Liu, E., Zhang, Q., & Messekher, H)
4. March: TESOL: Perspectives and Directions in Identity Research for Classroom Teachers (with Park, G., Seloni, L., Oda, T., Zacharias-Lim, H., Baek,S., & Bang, J.)

2009

1. December: American Anthropological Association: Gay in English, not in Japanese: Autoethnographies of language and sexuality in Japan (accepted)
2. November: Society for the Scientific Study of Sexuality: Negotiating masculinity and male sexuality: Examining the relationships between social context and sexual literacies (panel presentation with Robert Heasley, PhD & Phillip Schnarrs)
3. September: 1st Annual Teacher-Scholar Symposium, IUP: Learner, Teacher, Foreigner, Queer: Examining identity competition and conflict
4. August: American Sociological Association: Learner, Teacher, Foreigner, Queer: Examining identity competition and conflict
5. April: 17th Annual Conference on Men and Masculinities (AMSA): “He Sounds Like a Fag!” Constructions of Masculinity in Queer Linguistic Research
6. March: College English Association (CEA): Monomythic Design: Self-analysis as an Approach to Understanding Literature
7. March: Conference of College Composition and Communication: Disturbing Writing (co-presenter with Susan Kanter, PhD; Tina Perdue, PhD; & Helen Sitler, PhD)
8. February: Lavender Languages and Linguistics Conference, American University: Gay in English, Not in Japanese
9. January: IUP English Department Colloquium: Disturbing Writing (co-presenter with Susan Kanter, PhD; Tina Perdue, PhD; & Helen Sitler, PhD)

2008

1. November: IUP English Department Colloquium: Identity research in language and education: Perspectives and directions (co-presenter with Sharon Deckert, PhD; Gloria Park, PhD; & Lisya Seloni, PhD)
2. October: Celebrating Literacies Conference (IUP Department of English): Discovering the Hero Within
3. June: Nara chapter of JALT: Critical approaches to teaching composition: Mindfulness and the power of “no”
4. June: Wakayama chapter of JALT: Communities of Practice, Internet, & the Language Classroom: An Introduction to Blogging
5. June: JALT Osaka Chapter Technology in the Classroom Mini-Conference: Using Joomla to create e-learning environments in the language classroom
6. June: Chiba chapter of JALT: Critical approaches to teaching composition: Mindfulness and the power of “no”
7. June: Gunma chapter of JALT: Critical approaches to teaching composition: Mindfulness and the power of “no”
8. June: Crossing Boundaries: An inter-disciplinary approach to learner autonomy, JALT LD sig: Discovering Voice, Expressing Identity
9. June: JALT/JACET Joint Conference, 2008: Language teaching and the transmission of ideas about sexuality
10. June: American Society of Perfumers, Invited Symposium panelist
11. April: Sniffapalooza, NYC, Invited Speaker: Language and Olfaction
12. April: 16th Annual Conference on Men and Masculinities (AMSA): Constructions of Masculinity in the Teaching of English as a Foreign Language
13. March: American Association of Applied Linguistics (AAAL): The Closet in the Classroom: The positioning of queer identities in TESOL materials and practices
14. January: Edgewise Magazine, Invited Speaker: Understanding Blogging, Voice, and Audience
15. January: IUP English Department Colloquium: Communities of Practice, Internet, & the Language Classroom: An Introduction to Blogging

2007

1. November: IUP, EGO: Communities of Practice, Internet, & the Language Classroom; An Introduction to Blogging
2. October: Celebrating Literacies Conference (IUP Department of English): Romeo and Juliet Live: Performance-based instruction in the high school English classroom. (co-presenter with Susan Kanter, PhD)
3. October: English Association of Pennsylvania State Universities (EAPSU): “And the winner is…”: Performance as Project-Based Learning in the Language Classroom, a How-to Guide
4. October: Department of Linguistics at Simon Fraser University, British Columbia, Canada: Linguistic Research and Gay Speech: Performance and perception (by invitation)
5. September: Three Rivers TESOL Conference: The Positioning of Sexual Identities in the TESOL Classroom
6. September: Three Rivers TESOL Conference: The Performance of Second-Language Identities: A panel discussion
7. April: Nara chapter of JALT: Communities of Practice, Internet, & the Language Classroom; An Introduction to Blogging
8. March: Sniffapalooza Fragrance Festival, New York City: Fragrance and Identity
9. February: Sniffapalooza Fragrance Festival, Los Angeles: Fragrance and Identity

2006

1. November: IUP, EGO: Using blogs in the EFL/ESL classroom
2. October: Three Rivers TESOL 2006 Conference: Brainstorming Blogging: Using blogs in language and writing courses
3. October: Sniffapalooza Fragrance Festival: The Power of Criticism in Emerging Internet Communities

2005

1. October: JALT National Conference: Using Impressionist Images to Practice Self-Expression
2. October: JALT National Conference: Learner Development Forum: Sharing our stories of creativity (Facilitator)
3. August: EuroCALL Conference: Keypal Projects in the Japanese EFL Classroom: How keypal friendship affects learner development (represented by Kathi Kitao, PhD)
4. July: JALT Learner Development Mini-Conference: Emphasizing Student Autonomy through Collaborative Test Creation
5. June: JALT Osaka Chapter Technology in the Classroom Mini-Conference: Using SurveyMonkey.com to create On-line Questionnaires
6. June: JALT CALL National Conference: Keypal projects in the English Classroom: What students really think
7. May: JALT Nara Chapter: Counseling Skills Every Teacher Should Know

2004

1. November: JALT National Conference: Curriculum: What do teachers do and what do students think of it? (co-presenter with Lynne Douglas & Chie Tsurii)
2. October: JALT Learner Development Mini-Conference: Keypal Projects in English Classes: Interpersonal and pedagogical aspects
3. August: EuroCALL Conference: Keypal Projects in English Classes: Interpersonal and pedagogical aspects (represented by Kathi Kitao, PhD)
4. January: Osaka University, Graduate School of Engineering Sciences: Guest Speaker, Similarities between Japanese and American Modes of Communication

2003

1. October: JALT LD/CUE Learner Autonomy Conference: Self-evaluation as Motivation for Active Participation (co-presenter with Denise Haugh, Ellen Head & Bob Sanderson)
2. February: Ibaraki International Learning Association: Guest Speaker

THESIS SUPERVISION/ADVISING

I have been working with graduate students since 2010 as a peer mentor and guest instructor in research methods courses. I began formally advising in 2011 and since 2015 I have served continuously as an MA English thesis advisor/director.

2015 – Present, MA THESIS DIRECTOR

• SNHU, LIT 690 Capstone Thesis course instructor
• Regularly direct 6-14 theses each term (consecutive ten-week terms) in topics including classroom pedagogy of composition and literature; TESOL; reading instruction; literary analysis; autoethnography; theory & criticism; digital rhetoric; teacher development; etc.

2011 – 2012  PhD THESIS/DISSERTATION CONSULTANT

• 2012: Crystal Green, PhD student, University of Jyväskylä: Collaboration and Professional Identity in Teacher Education: a comparative study of Finland and Japan
• 2012: Magreth Matonya, PhD student, University of Jyväskylä: Accessibility of Higher Education in Tanzania, Experiences of Women with Disabilities

VOLUNTEER/LEADERSHIP/SERVICE

• Reading Committee & Awards Committee, ISAN Proceedings, 2023
• Reading Committee & Awards Committee, ISAN Proceedings, 2022
• Online Learning Committee, FIU Dept of English, 2019 – 2021
• Professional & Technical Writing Committee, FIU Dept of English, 2018 – 2021
• Assessment Coordinator, General Education Program, American University of Malta, 2017
• Taste TV, Artisan Fragrance Festival, Judge: 2014, 2015, 2016
• Theater Tampa Bay, Judge, 2013 – 2014 season
• Board of Directors: Tampa International Gay and Lesbian Film Festival, 2013
• Faculty Advisor: Sigma Tau Delta, Int’l English Honor Society, 2013
• Session Chair, 19th Annual Lavender Languages and Linguistics, 2012
• Session Chair, 18th Annual Lavender Languages and Linguistics, 2011
• Steering Committee, JYU Language Campus, 2011 – 2012
• Planning Committee, New Dynamics of Language Learning Conference, JYU, 2010 – 2011
• Editorial Board/Reviewer, Journal of Men’s Studies, 2010 –
• Conference Chair, Symposium on Gender and Sexuality, IUP, 2010
• Session Chair, 17th Annual Lavender Languages and Linguistics, 2010
• Board Member, American Men’s Studies Association (AMSA), 2009 – 2011
• Coordinator, Sex and Sexuality Affinity Group (AMSA), 2009 – 2010
• Volunteer, College Composition and Communication Conference (CCCC) Queer Caucus, 2009
• Volunteer, Committee to establish an LGBTQ Studies Minor (IUP), 2009 – 2010
• Volunteer, Committeeto establish an LGBTQ Resource Center (IUP), 2009 – 2010
• Reading Committee, Manuscripts for the ILA 2007 Japan Conference Proceedings, 2008
• Planning Committee, 2009 Teacher Scholar Symposium (IUP), 2008-2009
• Facilitator, Teaching Circle (IUP): Archetypes across the curriculum, 2008-2009
• Consultant, Edgewise Magazine (blogging and communities of practice), 2008
• Board Member, GLBT Faculty Commission, IUP, 2007 – 2010
• Co-Editor, EAPSU 2007 Conference Proceedings, 2007
• Reading Committee, EAPSU 2007 Conference Proceedings, 2007
• Secretary, EAPSU, 2007-2008
• Website Designer/Webmaster, English Association of Pennsylvania State Universities (EAPSU.org), 2007 – 2009
• Reading Committee, Manuscripts for World of Writers, undergraduate English publication, IUP, 2007
• Website Designer/Webmaster, IUP Graduate Studies in Composition and TESOL (Composition-TESOL.info ), 2007 – 2010
• Volunteer, Three Rivers TESOL, 2007
• Volunteer, English Graduate Organization (EGO), IUP, 2006-2007
• Technology Coordinator, Three Rivers TESOL Annual Conference, 2007
• Editor, IUP Composition & TESOL Newsletter, 2006 – 2009
• Workshop Coordinator, English Graduate Organization, IUP, 2006 – 2007
• Editor, LD-Wired Newsletter (JALT Learner Development Special Interest Group), 2006
• Proofreader, Learning Learning (JALT Learner Development Special Interest Group), 2005
• Reading Committee, Manuscripts for Proceedings, JALT National Conference Proceedings, 2006
• Reading Committee, Manuscripts for Glocalization, T. Guttierez (Ed). Tokyo: Japan. 2006
• Forum Facilitator, Learner Development Forum: Sharing our stories, at the JALT National Conference, Shizuoka, Japan, 2005
• *Conference Coordinator & Facilitator, LD/Osaka 2nd Annual Mini-Conference, July 17th, 2005 (*Recipient of 2006 Best of JALT award)
• Reading Committee, Presentation proposals, JALT National Conference, 2005
• Reading Committee, Manuscripts for Proceedings, JALT National Conference Proceedings, 2005
• Co-Coordinator (Learner Development sig), Japan Association for Language Teaching (JALT), 2003-2006
• Treasurer (Osaka Chapter) Japan Association for Language Teaching (JALT), 2004-2006
• Volunteer, Washington Council of Lawyers, 2000
• Volunteer Counselor, Gay Men’s Counseling Collective of Metropolitan DC, 1996

PROFESSIONAL AFFILIATIONS

Present

• Community of Literary Magazines and Presses (CLMP)
• International Association of Autoethnography and Narrative Inquiry (IAANI)
• National Council for Teachers of English (NCTE)
• Modern Language Association (MLA)
• Learner Development (special interest group) of Japan Association of Language Teaching (JALT)

Previous

• College Composition and Communication (CCC)
• American Psychological Association (APA)
• TESOL
• American Counseling Association (ACA)
• American Sociology Association (ASA)
• American Anthropology Association (AAA)
• American Association of Applied Linguistics (AAAL)
• Society for the Scientific Study of Sexuality (SSSS)
• American Men’s Studies Association (AMSA)

SKILLS

• Intermediate Proficiency: Japanese (speaking, listening), French (reading, listening), Spanish (reading, speaking, listening), Finnish (rudimentary)
• Basic Proficiency: Japanese (reading, writing); French (writing, speaking); Spanish (writing); Italian (listening, reading), Finnish (speaking, listening, reading)
• Piano and Music Instructor
• Internet/Computer Technology: WordPress, Blogger, Web Design & HTML, Joomla, Microsoft Front Page, Microsoft Office, Moodle, SurveyMonkey, Blackboard, Canvas, Quality Matters
• Painting (Acrylic Medium)
• Composer, Pianist, and Vocalist

UNIVERSITY COURSES TAUGHT

USA (2006-2010; 2012-present):

• Education 646 (graduate) – Educational Philosophy
• Education 624 (graduate) – Crisis Prevention & Intervention in Education
• Education 590 (graduate) – Learning & Assessment
• Education 585 (graduate) – Recruitment and Retention in Higher Education
• Education 552 (graduate) – Educational Leadership
• Education 541 (graduate) – Educational Research
• Education 532 (graduate) – Education & Diversity
• Education 514 (graduate) – Professional Writing for Higher Education Professionals
• English 690 (graduate) – MA Thesis Capstone
• English 682 (graduate) – Seminar in Composition: Modern Literacy Practices (Writing & Technology)
• English 670 (graduate) – Seminar in Teaching Writing
• English 620 (graduate) – Advanced Argumentative Writing
• English 590 (graduate) – Teaching Composition: Theories and Applications
• English 555 (graduate) – Theory and Teaching of Writing
• English 550 (graduate) – Graduate Studies in English Language
• English 526 (graduate) – Critical Thinking & Reading
• English 525 (graduate) – Research Methods
• English 505 (graduate) – Graduate Rhetoric and Composition
• English 501 (graduate) – Graduate Practicum in Composition
• English 500 (graduate) – Composition Pedagogy and Theory
• English 3249 (undergraduate) – Professional & Technical Writing for IT/Computing
• English 3213 (undergraduate) – Professional & Technical Writing
• English 1102 (undergraduate) – Advanced Writing and Rhetoric
• English 1102 I (undergraduate) – Advanced Writing and Rhetoric for International Graduate Applicants
• English 1101 (undergraduate) – Writing and Rhetoric
• English 301 (undergraduate) – Professional Communication
• English 121 (undergraduate) – Humanities Literature
• English 110/111 (undergraduate) – Freshman Composition for ESL Students
• English 102/202 (undergraduate) – Research Writing
• English 101 (undergraduate) – Freshman Composition
• English 100 (undergraduate) – Basic Writing
• Psychology 505 (graduate) – Creativity & Healing

Invited Guest Instructor (USA):

• Spring 2018: Speech 300
• Spring 2017: Speech 300
• Spring 2016: Speech 300
• Spring 2015: Speech 300
• Spring, 2014: Speech 300
• Spring, 2013: Japanese II
• Spring, 2013: Speech 300: Dynamics of Storytelling: Voice, Script, and Movement
• Fall, 2012: Dance 312 Teaching Methods for Adults and Diverse Populations (Dept of Dance)
• Summer, 2010: English 805 (graduate) – Language and Social Context
• Spring, 2010: Liberal Studies 499 – Sociology of Queer Sexuality
• Fall, 2009: English 805 (graduate) – Language and Social Context
• Summer, 2009: English 865 (graduate) – Topics in English Literature as Genre
• Summer, 2009: English 815 (graduate) – Qualitative Research Methods
• Summer, 2009: English 805 (graduate) – Language and Social Context
• Summer, 2009: Liberal Studies 499 – Men and Masculinities
• Spring, 2009: English 694 (graduate) – Observation of English Language Teaching
• Fall, 2008: English 336 – Language, Gender and Society
• Fall, 2008: English 808 (graduate) – Technology & Literacy
• Spring, 2008: English 730/830 (graduate) – Teaching Writing

Malta (2017):

• English for Academic Purposes 1 & 2

Finland (2010-2012):

• Combined Academic Skills: Reading, Writing, Communication, & Research for Philosophy Students (graduate and undergraduate)
• Combined Academic Skills: Reading, Writing, Communication, & Research for Psychology students (graduate and undergraduate)
• Combined Academic Skills: Reading, Writing, Communication, & Research for Political science Students (graduate and undergraduate)
• Critical Information Management/Professional Writing for Masters students in Mobile Technology and Business (graduate)
• Integrated Research Communication/Professional Writing for Masters students in Gerontology & Sports Psychology (graduate)
• English Academic Skills for International Studies (graduate and undergraduate)
• Project and Conference Planning Skills (graduate and undergraduate), including designing conference website, abstracts, planning committees, etc: CLICK ME to view students’ work.
• English Pedagogical Skills; Experience and Training in an English-Speaking Research Classroom (undergraduate and graduate)
• Academic Communication Skills for Sport and Health Sciences (graduate and undergraduate)
• Writing Module for Faculty and Doctoral Students: Conference Posters
• Writing Module for Faculty and Doctoral Students: Autoethnography, Writing About Self
• Writing Module for Faculty and Doctoral Students: Research Writing Consultation
• Combined Academic Skills: Reading, Writing, Communication, & Research for Social Work Students (graduate and undergraduate)

Invited Guest Instructor (Finland):

• Spring, 2013: (graduate and undergraduate) Fundamentals in Multilingual and Intercultural communication (JYU)
• Spring, 2012: Japanese II (JYU)
• Spring, 2012: (graduate) Dept of History & Ethnology: “Authors’ Studio” course on academic writing in international journals (JYU)
• Fall, 2011: (graduate and undergraduate) Fundamentals in Multilingual and Intercultural communication (JYU)
• Fall, 2010: (graduate and undergraduate) Communication in a Multicultural Workplace (JYU)

Japan (2002-2006):

• Oral Communication (English)
• Speaking & Listening (English)
• Advanced Writing Seminar (English)
• English Writing for English Majors
• English Reading for English Majors
• Introduction to English for Non-English Majors for Freshman (IB & IIB); for Sophomores (IIIB & IVB); for students who failed one of the above courses (R)
• Introduction to English-Speaking Cultures
• English Workshop (Self-designed, project-based learning curricula included  ”We Will Rock You – The Grammy Awards”; “And the Oscar Goes To – The Academy Awards”)
• English Topics (Self-designed curricula included Interviewing Skills; Introduction to Shakespeare’s Romeo & Juliet)
• English Studies for 2nd year English Majors
• English for Study Abroad Purposes
• Small Group Communication (English)

Invited Guest Instructor (Japan):

• Fall, 2011: TOEFL and English Communication for Study Abroad (Saitama University)

Many student researchers approach the MA English thesis with an expectation to recapitulate an author-evacuated, pseudo-objective, literary analysis. We argue that while such an approach is key to the development of literary scholars and the hallmark of our field, introduction of additional methodologies, in this case autoethnography, can stimulate innovative work while supporting significant transdisciplinary and critical self awareness. In this presentation, we will explore why and how an MA thesis director introduces autoethnography as an alternative research discourse to MA English thesis students, and examine student responses. Pedagogical implications, teaching resources, and thesis examples will be presented in order to highlight the myriad creative possibilities for using autoethnography to both celebrate and interrogate literature, literacy, and language.

Submitted for presentation to the IAANI 2022 Conference. Co-researchers include Jay Meadows, Odessa Ogo, and Shanita Mitchell.

BOOK 1: JAPAN

When a chance discussion introduces the idea of teaching English in Japan, the gregarious yet still single Mitchell Taylor decides the time is right to shake his depression, find direction, and venture out into the world. But as a queer, Jewish American twenty-something who has never taught English or been to Japan, and with little knowledge of Japanese language and culture, the learning curve will be a little scary, sometimes funny, and always an adventure. Mitchell’s fish-out-of-water experiences as the hilariously-named “skinhead sensei” lead him to a chance at romance, a zany new group of friends, and a reevaluation of his passion and purpose. The English Teacher: Japan, the first in a three-book series, explores how teachers are unexpectedly born, and how we sometimes have to lose ourselves to find ourselves in the unlikeliest of places.