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CURRICULUM VITAE

Tamara J. Berg

 =

 

ADDRESS

 

        &= nbsp;       2701 Century Lane NE

        &= nbsp;       Rochester, MN 55906

        &= nbsp;       (507) 280-4420

 

 

EDUCATION

        &= nbsp;      

        &= nbsp;       Indiana University PhD   Major: English, Minor: Women’s and Gender Studies, 2003

        &= nbsp;       Indiana University M.A.  Major: English, 1992

        &= nbsp;      

        &= nbsp;       University of Wisconsin at Madison B.A., graduat= e of distinction 

        &= nbsp;       Double Major:  English Literature and Creative Writing, 1989

        &= nbsp;       Women’s Studies Certificate

 

        &= nbsp;       Ealing University Fall Semester Exchange Scholar, London, England, 1987

 

 

HONORS

 

        &= nbsp;       2005       Profe= ssor of the Year. Winona State University.

 

199= 2      =     Parker Prize for outstanding teaching by an Associate Instructor in English,

        =         Indiana University.

 

  &= nbsp;           &nbs= p; 1991       Glady= s Epstein Sperber Award (graduate) for excellence in a re= search paper in women's studies, Indiana University.

 

        &= nbsp;       1988    &= nbsp;  Vilas Prize for best critical essay by an undergraduate, University of Wisconsin at Madison.

 

 

ADMINISTRATIVE EXPERIENCE

 

1999-    Director, WomenR= 17;s Studies Program, Winona State University

present   Responsibilities: Dire= ct the Women’s Studies Program, including chair monthly Advisory Council Boa= rd meeting and coordinate other Advisory Council meetings; coordinate and participate on sub-committees addressing assessment, curriculum development= and implementation, programming of women’s studies events, and recruitment/retention; coordinate multidisciplinary, module-based intro cou= rse; teach core women’s studies courses; recruit, schedule and promote core women’s studies courses as well as interdisciplinary elective courses; manage budget; work with administration to fulfill the mission of the Women’s Studies Program as well as that of the University; publicize = and promote program and program goals to increase participation at the student, faculty and community levels; advise and mentor students.

 

1998-    Interim Director, Women’s Studies Program, Winona State University

1999       Re= sponsibilities: See above.

        &= nbsp;           &nbs= p;          

 

TEACHING EXPERIENCE

 

        &= nbsp;       2005-     Associate Profess= or, Women’s and Gender Studies, regularly teaching Intro to Women’s=   present   and Gender Studies, Senior Seminar in

        =             &nb= sp;           Women’s and Gender Studies, and several travel study/service learning courses.

 

   &= nbsp;            1999-     Assistant Profess= or, Women’s Studies 148, “Introduction to Women’s Studies;= 221; a team-

        =         2005     &n= bsp; taught, multidisciplinary, module-based course that introduces students to the

   &= nbsp;           &nbs= p;            &= nbsp;   interdisciplinary study of women and gender in society= . (3 credits each semester.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

199= 9-      =   Assistant Professor, Women’s Studies 2= 20, “Power, Privilege and Gender;” this

pre= sent   course addresses the meaning = of difference and explores the way human beings in contemporary

        =          culture contend with categories of differ= ence. (3 credits each year.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

199= 9-      =   Assistant Professor, Women’s Studies 4= 48, “Senior Seminar in Women’s Studies;”

pre= sent   as the capstone for the Women’s Studies minor, this class requires students to review and ass= ess their work in Women’s Studies, current literature in WS, and the relationship between the minor and their majors (2 credits each year.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

2003       Assistant Professor, English 220, “Sexual Identity in Literature: Twentieth Century Lesbian Novels;” a course focused on an historical and l= iteratary exploration of sexual identity and the rise of the lesbian novel in America= . (3 credits.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

   &= nbsp;           

   &= nbsp;            2001-     Assistant Profess= or, Global Studies 200, “Introduction to Global Studies: Women Across

        =         2002     &n= bsp; Cultures,” this course introduces students to a framework for viewing the world as a u= nit

            =     and explores a variety of contemporary global issues including economic development, environmental problems,

        =        global status of women, global health con= cerns, ethnic conflicts, and work population issues. (3 credit= s each semester.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

199= 9-      =   Assistant Professor, Orientation 100, “Introduction to Higher Education.” (1 credit each year.)

2001       <= b>Winona State University, Winona, Minnesota

        &= nbsp;      

   &= nbsp;            1998-     Fixed-term Instru= ctor, Women’s Studies 148, “Introduction to Women’s Studies;= 221; a 

        =         1999       team taught, multidisciplinary, module-b= ased course. (3 credits each semester.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

   &= nbsp;            1997-     Adjunct Instructo= r, Women’s Studies 148, “Introduction to Women’s Studies;= 221; a team-

        =        1998     &n= bsp;  taught, multidisciplinary course. (3 credits each semester.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

        &= nbsp;       1997       Adjun= ct Instructor, English 151, “American Indian Literature.” = (3 credits.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

        &= nbsp;       1997       Adjun= ct Instructor, Women’s Studies 348, “Feminist Theories.” (3 credits.)

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

        &= nbsp;      

        &= nbsp;       1996       Adjun= ct Instructor, English 094, “Introduction to College Writing: Sentence to Paragraph.= ” (3 credits per semester.)

        &= nbsp;           &nbs= p;           Rochester Community and Technical College, = Rochester, Minnesota

 

        &= nbsp;       1995-     Fixed-Term Instru= ctor, “Elementary Composition” and “Advanced Composition¾        &= nbsp;           &nbs= p;     

        =         1996  =      Research Writing.” (3 credits per quarter.)<= /p>

        &= nbsp;           &nbs= p;           Winona Sta= te University, Winona, Minnesota

 

        &= nbsp;       1994       Assoc= iate Instructor, “American Film Culture;” an advanced-level English class emphasizing film and cultural studies. 

        =             &nb= sp;            With Professor Murray Sperb= er. (2 sections.)&nb= sp;            =             &nb= sp;            =          

        =             &nb= sp;            Indiana University, Bloomington, Indiana

 

        &= nbsp;       1994       Adjun= ct Instructor, Business Writing, “Professional Writing Skills;” a = cross-listed course in Business and English emphasizing effective             =             &nb= sp;            =             &nb= sp;            =             &nb= sp;    transactional writing, workplace politics, and achieving career goals. (3 sections.)          &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p; 

        =             &nb= sp;           Rochester Community College, Rochester, Minnesota

 

        &= nbsp;       1993       Adjun= ct Instructor, English 119, “English and American Short Fiction, Thinking and Writing About Literature: The Human Experience;”

        =             &nb= sp;            a course geared to develop reading and wr= iting skills as well as higher level thinking skills. (2 sect= ions.)  &n= bsp;            = ;                   &= nbsp;           &nbs= p;          

        =             &nb= sp;           Rochester Community College, Rochester, Minnesota

 

        &= nbsp;       1993       Adjun= ct Instructor, English 117, Composition, “Theories of Education: Group Rights, Individual Freedoms, and Political Correctness;”

        =             &nb= sp;            a refined inquiry-based writing course. <= span style=3D'mso-tab-count:3'>        &= nbsp;           &nbs= p;            &= nbsp;        (2 sections.)

        &= nbsp;           &nbs= p;           Rochester Community = College, Rochester, Minnesota

 

        &= nbsp;       1992       Assoc= iate Instructor, Composition, “Theories of Education, the University, and = the Self;” an experimental inquiry-based pilot course. (2 sections.)

        &= nbsp;           &nbs= p;           Indiana Un= iversity, Bloomington<= b>, Indiana

 

        &= nbsp;       1991       Assoc= iate Instructor, Composition and Literature, “Literature of the Vietnam War;” with Professor Barry Kroll.  (2 sections= .)

        &= nbsp;           &nbs= p;           Indiana University, Bloomington<= b>, Indiana

 

        &= nbsp;       1991       Assoc= iate Instructor, Basic Skills Composition, Summer GRO= UPS Program geared to acclimate

         =             &nb= sp;          no= n-traditional students to the university setting as well as provide basic writing instruction. (2 sections.) 

        &= nbsp;           &nbs= p;           Indiana Un= iversity, Bloomington<= b>, Indiana

        &= nbsp;      

        &= nbsp;       1990-     Associate Instruc= tor, Composition. (4 sections.)

        &= nbsp;       1991       Indiana Un= iversity, Bloomington<= b>, Indiana

 

        &= nbsp;       1990-     Basic Skills Writ= ing Tutor, Writing Tutorial Services. 

        &= nbsp;       1992       Indiana Un= iversity, Bloomington<= b>, Indiana

        &= nbsp;      

 

GRADUATE ASSISTANTSHIP

 

        &= nbsp;       1989       Coord= inator/tutor, Writing Center. Indiana University.

 

 

PUBLICATIONS

 

“Insights & Implications: = New Orleans in the Aftermath of Hurrica= ne Katrina; A Service-Learning Course Taught Spring 2006.” In: Handbook on Service Learning in Women's Studies, Interdisciplinary Studies, and the Disciplines, The Institute for Teaching = and Research on Women (ITROW); in press.

 

 

        &= nbsp;       “Faculty and Student Perspectives on Mentoring: FORGE, WSU Women’s Studies Stu= dent Group,” Conference Proceedings, Women’s Lives, Women’s Voices, Women’s Solutions: Shaping a National Agenda for Women in Hig= her Education, University of Minnesota, Twin Cities, March 27-29, 2000.

 

        &= nbsp;       Scientific and Technical Writing: How to Get Your Work Published. McLean, VA: Health Physics Society; 1997.

 

        &= nbsp;       "Pornography and Professionalism."  The Minnesota Women'= s Press. April 1994.

 

        &= nbsp;       "How to Write a Paper that Will be Accepted and Publi= shed in Health Physics.” (with Richard Vetter).  Health Physics  66(Suppl.):S133-S134; 1994.

 

 

CONFERENCE PAPERS

 

   &nbs= p;            “Developing and Strengthening Women’s Studies Programs Through Service Learning,̶= 1; 2006 National Women’s Studies Association Conference (NWSA), Oakland,= CA, June 15-18, 2006.

 

        &= nbsp;       “Service Learning and the Field of Women’s Studies,” 2006 Wisconsin Women’s Studies Conference, Black River Falls, WI, April 21-22, 2006.

 

        &= nbsp;       “Service-learning Across the Curriculum: Applying academic skills to real world needs,” = 7th Annual Conference on Teaching and Learning, UW-La Crosse, La Crosse WI, Jan= uary 17, 2006.

 

        &= nbsp;       “How Do I Get from Here to There?  Answering Questions about Service-Learning,” presented as part of a panel with Tammy Swenson-= Lepper and Todd Paddock. Midwest Consortium for Service-Learning in Higher Education: Extending Learning and Enriching Live= s. Vermillion, SD, September 22-24, 2005.

 <= /span>

        &= nbsp;       “Constructing the Activist Classroom,” 30th Annual Conference of the University of = Wisconsin System Women's Studies Consortium, Madison, WI, April 15, 2005.<= /p>

 

        &= nbsp;       “Service Learning and the Third Wave,” presented as part of a panel (“In= ternships and Field Experiences with Women’s Social Agencies”), 2004 Nati= onal Women’s Studies Association (NWSA) Annual Conference, Milwaukee, WI, June 2004.

 

        &= nbsp;        “Ann Stephens: Separate Spher= es, Self Imag(in)ing an= d the Specter of the Native American Other,” Society for the Study of Ameri= can Women Writers (SSAWW) Conference, Fort Worth, TX, September 24-28, 2003.

    &= nbsp;           &#= 8220;The Rewards and Perils of Offering Women’s Studies Core Courses as Part o= f a University Studies Curriculum,” 2003 National Women’s Studies A= ssociation (NWSA) Annual Conference, New Orleans, LA, June 18, 2003.

 

“The WILL Program: Theory and Practice (Is Your Campus Ready for WILL?),” presented with Sandra Krajewski at the 26th Ann= ual Conference of the Univers= ity of Wisconsin System Women's Studies Consortium, "Interconnections in Women's Studies: Teaching and Learning," University of Wisconsin-Waukesha, November 2-3, 2001.<= /o:p>

 

“Staying Afloat, Challenging the Climate, Building the Future: Women’s Studies Programs at Smaller Schools,” presented with Barbara Scott Winkler, B= etsy Eudey, Carla Groh, Victoria Kill, Nancy Jabbra, Catherine M. Orr, Erika = Pilver, Alison Sainsbury, 2001 National Women’s Studies Association (NWSA), Minneapolis, MN, June 13-15, 2001.

 

“FORGE and WILL: Leadership and Learning Opportunities,” (with Regina Elliot= , a WILL student and FORGE member) presented at the Women & Leadership Conference, Minnesota State University, Mankato, February 9, 2001.

 

        &= nbsp;       “Mary Eastman’s Preoccupation with ‘The Abandon of Indian Life’,” presented at the Thirty-fifth Annual Northern Great Pla= ins History Conference, Mankato, Minnesota, September 28-30,= 2000.

 

        &= nbsp;       “Faculty and Student Perspectives on Mentoring: FORGE, WSU Women’s Studies Stu= dent Group,” presented at Women’s Lives, Women’s Voices, Women’s Solutions: Shaping a National Agenda for Women in Higher Education, University of Minnesota, Twin Cities, March 27-29, 2000.

 

        &= nbsp;       “Critical Thinking and Women’s Studies,” (with J. Karjala, S. Smith, C. Hyman) presented at the 4th Annual Winona State University Criti= cal Thinking Conference, Winona, Minnesota, April 23-24, 199= 9.

 

        &= nbsp;       “Scientific and Technical Writing: How to Get Your Work Published,” presented at = the Health Physics Society Annual Meeting, Seattle, Washington, July 20-25, 199= 6.

        &= nbsp;      

        &= nbsp;       “Composition, Theory, and Magic: The Confessions of a R= adical Teacher,” presented at the "Graduate Works in Progress Symposium," Conference sponsored by Indiana University<= /st1:PlaceType>, Department of English, April 23, 1994.

 

        &= nbsp;       “Breast Feeding and Working Mothers: Everybody Benefits,” presented at the 19= 94 Minnesota WIC Conference, Minn= eapolis, Minnesota, March 1994.

 

        &= nbsp;       “The Crypto-Feminism of Willa Cather,” presented at the Graduate Works in Progress Symposium, Conference sponsored by Indiana University<= /st1:PlaceType>, Department of English, April 18, 1993.

 

        &= nbsp;       “Virginia Woolf and the Times Literary Supplement:  ‘A Gesture of Her Own,’” presented at the Graduate Works in Progress Symposium, Conference sponsored by Indiana University, Department of English, April 24, 1992.

 

 

INVITED PRESENTATIONS

 

        &= nbsp;       “Getting Over the ‘F-Word’: Feminism and the Survival of Women’s Studies,” Univer= sity of Minnesota—Duluth, Duluth, MN, March 29, 2002 (keynote presentation for the 20th Anniversary of= the Women’s Studies Department at UMD).

 

“WILL at Winona State University,” invited presentation, 2001 WILL Replication Workshop, Un= iversity of Richmond, Richmond, Virginia, March 23-25, 2001.

 

        &= nbsp;       “Classism: A Personal Perspective,” presented as= part of the Women’s Resource Center’s Advocate Training Session, Win= ona, Minnesota, April 10, 1999.

 

 =

ACADEMIC AND COMMUNITY SERVICE

 

        &= nbsp;       1997-     Member and Chair (1998-present) Women’s Studies Advisory Board,  

        =         present   Winona State University

        &= nbsp;      

        &= nbsp;       1997-     Member of Women&#= 8217;s Studies Advisory Board subcommittees on assessment,

        &= nbsp;       present   curriculum development and implementation, programming, and recruitment/retention, Winona State University

 

199= 7-      =   Member of the MNSCU Interfaculty Organization Feminist Issues Committee

present   (Chair, 2000-present; State Representative 1995-96 and 1998-present; Co-Chair State

        &= nbsp;       Committee, 2003-present), Winona State University.<= /p>

 

        &= nbsp;       1997-     Member of Gender = Issues Committee. Winona State University.

        &= nbsp;       present  

 

199= 8-      =   Participant, Faculty Mentoring Program

present   = Winona State University.

 

        &= nbsp;       1999-     Advisor, FORGE (Women’s Studies Student Group), Winona State University.

        =         present

&n= bsp;

   &= nbsp;            2000-     Director, Women Involved in Living and Learning (WILL) Program, Winona State

         =        Present   Universi= ty

        &= nbsp;      

        &= nbsp;       2000-     Residential Colle= ge Steering Committee, Winon= a State University.

        =        present

 

        &= nbsp;       2001-     Board Member, Women’s Resource Center (Co-Chair, 2002-present), Winona, Minnesota.

        =         present

 

        &= nbsp;       2003-     Faculty Coordinat= or, Gender and Culture Living and Learning Community, Residential

         =       present&n= bsp;   College, Winona State University

&nbs= p;

200= 3-      =   Member of the IFO Student Affairs Committee,= Winona State University

present  

 

        &= nbsp;       1999-     Resource Realloca= tion Committee, Winona State University.

        =         2001=

 

        &= nbsp;       2000-     Search Committee,= Dean, College of Liberal Arts, Wi= nona State University.

        =        2001

        &= nbsp;      

        &= nbsp;       1999-    = NCA College of Liberal Arts Assessment Committee.

        =         2000

 

        &= nbsp;       1998-     Vice President, <= st1:place w:st=3D"on">Southeastern Minnesota Arts Council.

        &= nbsp;       2002

 

        &= nbsp;       1996-     Board Member, Southeastern Minnesota Arts Council.

        &= nbsp;       2002

 

        1993-     Member of Rochester Community College’s Women= 217;s Studies Task Force.

  &= nbsp;     1994       Plann= ed and organized a speaker series featuring women from the <= st1:place w:st=3D"on">Rochester community titled “Wise = Women Culture Bearers.” Secured funding for the event.<= /span>

 

1990-     Graduate Student = Representative on the Women's Studies Coordinating Committee,          

1992       Indiana University

 

        &= nbsp;       1991-     Graduate Student Representative on the English Department/Women's Studies             &= nbsp;      

        =         1992     &n= bsp; Hiring Committee, Indiana University

 

        &= nbsp;       1991-     Graduate Student Representative on the English Department Teaching Committee,        &= nbsp; 

        =         1992   = ;    Indiana University.

 

        &= nbsp;       1991-     Member of the Gra= duate Student Advisory Committee, Department of English,            &= nbsp;       

        =         1992     &n= bsp; Indiana University

 

 

TEACHING INTERESTS

 

        &= nbsp;       Women's Studies

        &= nbsp;       Gender Studies

        &= nbsp;       Feminist Theories

        &= nbsp;       American Literature, Twentieth Century

        &= nbsp;       Global Studies

        &= nbsp;       Native American Literature

        &= nbsp;       Contemporary American Fiction

        &= nbsp;       Contemporary American Poetry

        &= nbsp;       African American Literature

        &= nbsp;       Global Literature by Women    =        

        &= nbsp;       Composition and Literature

        &= nbsp;       Elementary Composition

        &= nbsp;       Basic Skills Composition

        &= nbsp;       Research Writing/Advanced Composition

        &= nbsp;       Technical and Professional Writing

   &nbs= p;