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Oliver, Eileen



Professor, English Education, Curriculum and Instruction
School of Teaching and Learning
College of Education

University of Florida
2406 Norman Hall
Gainesville, Florida 326011
352 273-4372
eoliver@coe.ufl.edu

Research Biography

I am currently a Professor in the School of Teaching and Learning in the College of Education. My experience in Teacher Education and English/Language Arts in a variety of settings has taught me the importance of literacy at every level. My research interests are in the areas of multicultural literature, composition pedagogy, online literacy and access to higher education for non-traditional students.

Degrees

Ph.D. – University of Texas at Austin, Curriculum and Instruction/English Education

Standard Secondary Teaching Credential — English, History, California State University, San Francisco.

B. A. – English and History, University of California at Berkeley

Key Professional Appointments

Professor, School of Teaching and Learning, College of Education, University of Florida—2010-

Interim Dean, Division of Continuing Education, University of Florida – 2008-2010 (Associate Dean – 2005-2008) Affiliate Professor, School of Teaching and Learning, College of Education, University of Florida – 2005-present

Activities

National Council for Accreditation of Teacher Education (NCATE) — Board of Examiners, 1997 – present

National Council of Teachers of English (NCTE) –SPA Accreditation Reviewer, 1993 – present

Cultivating New Voices Among Scholars of Color Grant Program, Mentor, 2000-2202; Research in the Teaching of English, reviewer, 2000-2002; The Diversity Connection for The ALAN Review, Column Editor, 1996-1998

Washington State Council of Teachers of English, Board Member, 1995-1998; Committee on Teaching and Learning English in Diverse Contexts, 1995-1996

California Commission on Teacher Credentialing (CCTC) Board of Institutional Reviewers, 1999-2003

ArtsZone: YouthARTS, Board of Directors, Education of Pasquotank County, North Carolina, 2004-2006

North County Professional Development Federation, Steering Committee, San Diego County School District, 2001-2003

Standards and Performance Committee, National Association of Teacher Educators, 1987-1989

Teaching Awards

Award for Best Graduate Seminar, Teaching Multicultural Literature, English Graduate Organization, Washington State University

Distinguished Teacher Award, English Department, St. Cloud State University, Minnesota.

Selected Grants

Northeast North Carolina Access Project (NNCAP): Teacher Education Licensure through E-Learning – 2004; NNCAP: II – 2005, $135,000; $85,000

California Commission on Teacher Credentialing-Senate Bill 2042 Early Adopter Grant – 2002 National Writing Project/Northwest Inland Writing Project (NIWP) – 1993, 1994; Washington State Writing Project – 1992, $35,000, $13,000

Selected Publications

Books

Pathways to Success in School: Culturally Responsive Teaching. (1999). Etta R. Hollins and Eileen I. Oliver, Editors. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. (1994). Urbana: National Council of Teachers of English (NCTE).

Chapters

Expanding the Literary Canon through Perceptions of Diversity and the American Dream. (1995). In Lenora (Leni) Cook and Helen C. Lodge, Eds. Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, 28. Urbana: NCTE.

An Afrocentric Approach to Literature: Putting the Pieces Back Together. ( 1990). In F. Z. Schullstrom (Ed.). Expanding the Canon: Bridges to Understanding. (pp. 54-61). Urbana, Ill.,National Council of Teachers of English. Reprinted from English Journal, 1988. 77, 49-53.

Articles

Evolution of Online Composition Pedagogy. Encyclopedia of Distance and Online Learning, 2nd Edition. (2009). Boettcher, J., C. Rogers, G. Berg, C. Howard, L. Justice and K. Schenk, Eds.

Taking Responsibility for What We Teach. (Spring 1998). The ALAN Review, 25, 57-60.

The Power of the Word: Centrality of Diverse Literature in the American Canon (Spring 1997). The ALAN Review, 23, 48-50.

The Writing Quality of Seventh, Ninth, Eleventh Graders, and College Freshmen: Does Rhetorical Specification in Assignment Prompts Make a Difference? (December, 1995). Research in the Teaching of English, 29, ‘422-450.

Traditional Literature Only for Today’s Students? Or, Closing the Barn Door after the Horse Gets Out. (Summer, 1995). Inland: A Journal for Teachers of English Language Arts, 13-15.

Multiculturalizing the Curriculum for a Democratic Society. (Summer, 1994). Multicultural Education, 17-19.

The Multiple Values of Journaling. (Spring/Summer, 1994). Inland: A Journal for Teachers of English Language Arts, 17, 22-25.

Contemporary Literature, Heterogeneous Style. (1993). English Leadership Quarterly, 15, 6-7.

Promoting Cooperation between High School and College Writing Programs. (1989) Conference for Secondary School English Department Chairpersons, 11, (now English Leadership Quarterly) 4-5.

Effects of Assignments on Writing Quality at Four Grade Levels. (1989). English Quarterly, 11, 224-232.

An Afrocentric Approach to Literature: Putting the Pieces Back Together. (1988). English Journal, 77, 49-53.

Tapping Teacher Potential Using Tapping Potential, (1988). English Journal, 77, 20-23.

Selected Links

College of Education