Vickie Conner, Graduate Instructor
Office: Minard 318E6
Hello! My name is Vickie Conner, and I currently hold a BS in elementary education, English education, and in psychology, as well as a M. Ed. in Education in Curriculum and Assessment. I am originally from the Southwestern part of North Dakota.
Academically, I have been in the Master’s program at North Dakota State University for the past two years in the English Department and working on my Master’s paper in English in the composition track. As I finish this track, I am also beginning my Ed. D. studies in Education in the Occupational track. My goal is to further my knowledge about pedagogy, curriculum development, and assessment, as the transition to the Common Core Standards is implemented into the ND curriculum.
While teaching high school language arts and college composition for several years, I have been interested in researching what best will prepare our students, high school and college level, for the real world of writing. It seems future genres of writing are found in newly invented jobs, and perhaps changing writing to be conducive to writing in these new careers is a next step.
My current research on genre theory is looking to find whether teaching writing using a variety of genres and focusing on the five factors of writing will further increase writing effectiveness for students as they enter their future careers. Furthermore, I am also assessing first-year college composition students to see if the Common Core standards are also improving writing effectiveness in the areas of research and using research in rhetoric.
Concurrently, as a new doctoral candidate in Education, I am working as a mentor in the new teacher support program to ensure new teachers who have graduated from NDSU are having positive experiences as new teachers and will maintain a positive teaching attitude as they develop their pedagogical skills. Furthermore, this position as mentor allows me to give these new teachers the tools and support they may request to maintain a healthy mindset in teaching.
I am excited to be able to work in this position with student teacher candidates and new teachers to further provide my expertise in pedagogy, psychology, and classroom management. As a teacher myself, I understand the rewards as well as the frustrations in a new teacher’s world; furthermore, I also know the power of the educational family as being there to support one another, and I am thrilled to be able to make a positive difference with these new educators who work so diligently for our students to ensure success in all areas of life.
Most importantly, it is such a great pleasure to work in both the English and Education departments concurrently to work as a liaison to connect writing and education to increase effectiveness of student learning.