Shook 1

January 29, 2019

David J. Shook

Associate Professor of Spanish

School of Modern Languages

I. EARNED DEGREES

B.A., 1985, LutherCollege, Spanish and Management

M.A., 1987, University of Georgia, Spanish Linguistics

Ph.D., 1991, University of Illinois (Urbana/Champaign), Second Language Acquisition and Teacher Education

II. EMPLOYMENT

Associate Professor in SpanishSchool of Modern Languages2001-present

Georgia Institute of Technology

Associate Chair for School of Modern Languages2009-present

UndergraduateStudiesGeorgia Institute of Technology

Director of Undergraduate StudiesSchool of Modern Languages2005-2009

Georgia Institute of Technology

Associate Professor in SpanishDepartment of Modern Languages1998-2001

Georgia Institute of Technology

Coordinator,Center for the Enhancement of1996-2004

TA Development ProgramsTeaching and Learning

Georgia Institute of Technology

Co-Coordinator, Junior/SeniorCenter for the Enhancement of1998-1999

Faculty Teaching Fellows Teaching and Learning

ProgramsGeorgia Institute of Technology

Assistant Professor in SpanishDepartment of Modern Languages1991-1998

Georgia Institute of Technology

Coordinator, First Year SpanishDepartment of Modern Languages1991-2006

Georgia Institute of Technology

Instructor in SpanishDepartment of Modern Languages1990-1991

Georgia Institute of Technology

III. TEACHING

A.Courses Taught (last 5 academic years)

Number

TermCourseof Students

Summer 2013SPAN 1101Patterns of Spanish I10

Fall 2012SPAN 3040A Practical App. of Spanish Grammar18

SPAN 3050Intro. to reading Hispanic Lit16

Summer 2012SPAN 2001Intermediate Spanish I9

Spring 2012SPAN 3813A Practical Rev. of Spanish Grammar20

Fall 2011SPAN 3050Intro. to reading Hispanic Lit18

SPAN 3813A Practical Rev. of Spanish Grammar19

Summer 2011SPAN 1001 Elementary Spanish I22

Spring 2011SPAN 3050Intro. to reading Hispanic Lit.18

Fall 2010SPAN 1101Patterns of Spanish I14

SPAN 3050Intro. to reading Hispanic Lit. 19

Summer 2010SPAN 1001Elementary Spanish I12

Spring 2010SPAN 1002Elementary Spanish II23

SPAN 1002Elementary Spanish II22

Fall 2009SPAN 1001Elementary Spanish I24

SPAN 3050 Intro. to reading Hispanic Lit.24

Spring 2009SPAN 3050 Intro. to reading Hispanic Lit. 18

Fall 2008SPAN 2002 Intermediate Spanish II15

SPAN 3050 Intro. to reading Hispanic Lit.20

B. Individual Student Guidance

Christina Sedor, Spring 2007, SPAN 4699, Development of Supplementary Bilingual Materials

for 5th Grade Level One English Learners

Jennifer Tucker, Spring 2005, SPAN 4901, Interviewing Hispanic Immigrants

David Pusey and Russ Ballard, Fall 2004, SPAN 1102, Patterns in Spanish II

Nina King, Summer 2001, SPAN 4901RBA, Study Abroad in Barcelona

Kimberly Mayo, Spring 2000, SPAN 1002, Elementary Spanish II

Ryan Riggs, Fall 1999, SPAN 4902A3, Intermediate Spanish II

Helen Vantine, Winter 1999, Graduate Reading Course in Spanish (not-for-credit, independent study)

Jacob Trujillo, Fall 1998, SPAN 1003, Elementary Spanish III

David Hodges, Fall 1998, SPAN 4901A3, Readings in Mexican Culture and Politics

Courtney Kinney, Summer 1998, SPAN 4901A3, Intermediate Spanish

Serena Garner, Fall 1997, SPAN 4902A3, Political Status of Puerto Rico

Steve Wilt, Fall 1997, SPAN 4901A3, 4901A2, Hispanic Society in Guatemala

Robert Altman, Spring 1997, Fall 1997, SPAN 1001; Investigating CD-ROM software available for language learning (not-for-credit, independent investigation)

Jesse Rowell, Spring 1995, SPAN 4901A3, 4902A3, Society in Ecuador

Robert Williams, Spring 1994, SPAN 4901A3 Intermediate Spanish

John Harris, Summer 1993, SPAN 4901A3 Literature and Society of Revolutionary Hispanoamerica

Walter Grace, 1992, Computer Science Senior Design Project, Macintosh-based vocabulary-building software package

Randy Davis, Summer 1991, SPAN 4902A2 Intermediate Spanish

C. OTHER TEACHING ACTIVITIES

“Practical applications of Spanish Grammar” SPAN 3813 Fall 2011, Spring 2012; approved Fall 2011 as SPAN 3040.A review of important structures of Spanish, presented in communicative contexts vital to the academic careers of students. Taught in Spanish.

“An introduction to reading Hispanic literature” SPAN 3813 Fall 2005; approved Spring 2007 as SPAN 3050

This class was designed to bridge the gap faced by some students who move from an intermediate-level of language to classes focused on reading literature. This class led students to develop a knowledge of reading strategy development as well as introduced them to some extended reading passages of various genres in Spanish. As a final project, students first selected and read a 3-5 page short story in Spanish, then wrote a review of the story (in Spanish) as well as an analysis of their use of reading strategies (in English).

“Patterns of Spanish I, II” SPAN 1101,1102 Fall 2003, Spring 2004

Outgrowth of the Special Topics SPAN 1801/1803 taught previously. Full-year sequence for students coming to GeorgiaTech with 1-3 years of high school study of Spanish. New books chosen, new materials developed.

“Accelerated Elementary Spanish” SPAN 1002 Fall 1999, SPAN 1801 Spring 2000

This class was designed to provide a unique learning experience for students coming to Tech with 1-3 years of high school study of Spanish, providing them with the necessary review and the introduction to new topics to allow them to successfully enter into the SPAN 2001-2 sequence.

“Elementary Spanish II/III” SPAN 1002/1003 Summer 1997

This combined class was a testing ground for two purposes: 1) to determine the ability of the students coming to Tech with some high school study of Spanish to review that Spanish and progress in their abilities via an intensive elementary class; and 2) to examine the sequencing of some material that will be combined when reducing the elementary sequence from 3 to 2 courses during the conversion to semesters.

“Contemporary Hispanic Culture I” SPAN 2021 Summer 1996

An arrangement was made with Heinle and Heinle Publishing to pilot-test a new set of materials available for second-year Spanish classes, the “Mundo 21” series by Samaniego, Alarcón, and Rojas. In exchange for a free use of the materials during the course, the students were allowed to analyze and critique their usefulness for the 2XXX classes here at Georgia Tech.

“Readings in Elementary Spanish” SPAN 49OlA3 Summer 1992

The purpose of this class is to provide an introduction to reading Spanish to people who have never received formal training in that language. By taking the course, students develop an understanding of important and efficient strategies to utilize in order to read basic Spanish. Along with the acquisition of certain reading strategies, students learn how to use a Spanish-English dictionary effectively, and gain insights into the basic grammatical structures of Spanish. As a final project, each student individually selects, and reads, and reports on an appropriate article or short story in his/her area of interest.

IV. SCHOLARLY ACCOMPLISHMENTS

A. Published Books and Parts of Books

“First-year Spanish textbooks: Towards connecting students, professional goals, language and culture,” 1-27in Gueldry, Michel (Ed.), How Globalizing Professions Deal with National Languages: Studies in Cultural Conflict and Cooperation. Edwin Mellon Press. 2010.

“Student Investigations of Cultural Identity in the Foreign Language Classroom,” 126-130 in Turnbull, M., J. Sinclair Bell, and S. Lapkin (Eds.), From the Classroom: Grounded Activities for Language Learning.Toronto: Canadian Modern Language Review. 2002.

“Instructor's Resource Manual” for Conexiones, 2e. Upper Saddle River, NJ: PrenticeHall. December 2001.

“Workbook to Accompany Temas.”Boston: Heinle and Heinle. January 2000.

“Accessing cultural and linguistic input from foreign language literary texts in the beginning language classroom,” 41-56 in Alley, D. and P. Heusinkveld (Eds.), Dimensions '98: Communications, Cultures, Connections, Comparisons, Communities. Valdosta, GA: Southern Conference on Language Teaching. 1998.

B. REFEREED PUBLICATIONS

“What FL reading recalls reveal about the input-to-intake phenomenon.”Applied Language Learning, 9.2, 1998: 1-39.

“Investigating Hispanic cultural identity in the Americas: A student-centered approach.”The Canadian Modern Language Review, (54.2) 1998: 284-288.

“Identifying and overcoming possible mismatches in the beginning reader-literary text interaction.” Hispania, 80.2, 1997: 234-243.

“Teaching culture in a North American context: Reading authentic texts in Spanish.”Mosaic, 3.3, 1996: 9-12.

“Foreign language literature and the beginning learner-reader.”Foreign Language Annals, 29.2, 1996: 201-216.

“FL/L2 reading, grammatical information, and the input-to-intake phenomenon.”Applied Language Learning, 5.2, 1994: 57-93.

C. OTHER PUBLICATIONS

Review of Jordan, G., Theory Construction in Second Language Acquisition, Amsterdam: John Benjamins, 2004. Modern Language Journal, 90.2, 2006: 279-280.

Review of Cordeiro, E. and J. E. Rizzitano, Quiosco and Quiosco Workbook, Upper Saddle River, NJ: Prentice Hall, 2002. Modern Language Journal, 88.2, 2004: 322-323.

Review of Lowman, Joseph, Mastering the Techniques of Teaching, San Francisco: Jossey-Bass, 1995. The Classroom, Spring 2004: 12-13.

Review of Seebauer, E. G. and R. L. Barry,Fundamentals of Ethics for Scientists and Engineers, New York: OxfordUniversity Press, 2001. The Classroom, Spring 2003: 3.

Review of Gedalof, A.J., Teaching Large Classes. The Classroom, Fall 2002: 8-9.

“TA Web—Making ‘IT’ work for TA training.” With D. Llewellyn. The Classroom, Fall 2001: 1-3.

Review of Schoenfield, A.C. and R. Magnan, Mentor in Manual (2nd ed.). The Classroom, Spring 2001: 10-11.

Review of National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine, Advisor, Teacher, Role Model, Friend: On being a mentor to students in science and engineering. The Classroom, Spring 2001: 11.

Review of Boice, R., Advice for New Faculty Members: NihilNimus. The Classroom, Fall 2000: 8.

Review of Grunert, J., The Course Syllabus: A Learning-Centered Approach. The Classroom, Fall 2000: 9.

Review of ToImprove the Academy, (Kaplan and Lieberman, Eds., Anker Publishing, 1998). The Classroom, Spring 2000: 6.

Review of More Quick Hits: Successful Strategies by Award-Winning Instructors (Stocking et al, Eds., Indiana University Press, 1999). The Classroom, Spring 2000: 7.

“Language teachers and the Internet.” Winter Newsletter, AATSP-Georgia. 1994.

D. PRESENTATIONS

“Matching the professional goals of students and their language development in the first-year classroom”, American Council on the Teaching of Foreign Languages (ACTFL), Orlando, FL, November 2013.

With K. Mormino and V. McGlone. “Foreign language program development in the 21st century,” Southern Conference on Language Teaching, Atlanta, GA, March 23, 2012.

“Towards connecting students, professional goals, language and culture,” Seventh Annual Southeast Coastal Conference on Languages and Literatures, Statesboro, GA, April 2, 2010.

“Language Learning in a ‘Flat’ World,” Fifth International Conference on Language Teacher Education, Minneapolis, MN, June 1, 2007.

“’Business’ and ‘Technology’ in lower-division Spanish courses,” CIBER Business Language Conference, Atlanta, GA, April 2006.

“Personalizing instruction and learning in the classroom,”Georgia Conference on College and University Teaching, Kennesaw State University, Kennesaw, GA, February 2003.

With D. Llewellyn and M. Bachman. “TAWeb: An online tool for training and practice,” Professional and Organizational Development Network in Higher Education, St. Louis, MO, October 2001.

With J. Donnell and A. Gable. “What they didn't tell you about academic writing,” Georgia Conference on College and University Teaching, Kennesaw State University, Kennesaw, GA, February 2000.

“Foreign language reading in an input-processing perspective: What instructors need to know about 'mismatches' in order to enhance the linguistic and cultural development of their students.” Foreign Language Alliance for International Rapport, Augusta, GA, January 1999.

“Accessing cultural and linguistic input from foreign language literary texts in the beginning language classroom.” Southern Conference on Language Teaching and Foreign Language Association of Georgia, Savannah, GA, February 1998.

“Implications from foreign language research for reading literary texts in the beginning language classroom.” Foreign Language Association of Georgia. Savannah, GA, February 1997.

With D. Sabia and J. Anderson. “Opportunities for exchange: The search for 'cultural identity' in Argentina today.” Foreign Language Association of Georgia. Augusta, GA, February 1996.

“Literature as input in beginning foreign language classrooms and textbooks.” Session on Teacher Education, American Association of Teachers of Spanish and Portuguese, San Diego, CA, August 1995.

“Developing strategies for reading literature in the beginning Spanish classroom and beyond!” Session on Reshaping the Curriculum: Integrating Language, Culture, and Literature at All Levels, American Association of Teachers of Spanish and Portuguese, Phoenix, AZ, August 1993.

“Theories of teaching and theories of learning: Which come first?” Session on Teacher Education, American Association of Teachers of Spanish and Portuguese, Cancún, México, August 1992.

“Theories of teaching and theories of learning: A question of which come first,” Modern Language Group of the University Center of Georgia, Kennesaw State College, Kennesaw, GA, January 1992.

“Using background knowledge in reading activities,” Faculty Roundtable Discussion, Department of Modern Languages, Georgia Institute of Technology, Atlanta, GA, April 1991.

“Can learners get grammar from the input?” American Association of Teachers of Spanish and Portuguese, Miami Beach, FL, August 1990.

“L2 reading and grammar acquisition: An input-processing perspective,” Second Language Acquisition and Foreign Language Learning Conference II, University of Illinois, April 1990.

“Building background knowledge in FL reading: Working with familiar and unfamiliar topics,” American Association of Teachers of Spanish and Portuguese, San Antonio, TX, August 1989.

“The roles of language abilities and background knowledge in reading comprehension,” American Association of Teachers of Spanish and Portuguese, San Antonio, TX, August 1989.

“Can learners get grammar from written input?” Second Annual SIP SLATE Colloquium, University of Illinois, May 1989.

“Grammar, vocabulary, and background knowledge: A study of their interaction in second language reading,” SIP Linguistics Club, University of Illinois, December 1988.

“The interaction between lexical knowledge, grammatical knowledge, and background knowledge on reading in a second language,” SIP SLATE Colloquium: Research on Foreign Language Reading, University of Illinois, May 1988.

V. SERVICE

A. Professional CONTRIBUTIONS

  • Chairman, Student-of-the-Year Committee, Georgia Chapter, American Association of Teachers of Spanish and Portuguese, 1996-1999.
  • Chairman, Teacher-of-the-Year Committee, Georgia Chapter, American Association of Teachers of Spanish and Portuguese, 1994-1996.
  • Listed as Georgia humanities scholar on Georgia Humanities Council World Wide Web Homepage, July 1996.
  • Read proposals for Americas Council Fellowships, June 1996.
  • Participant and Advisor, CareerDevelopmentCenter, LutherCollege, 1995-2000.
  • Session chair, Acquisition of Spanish as a First or Second Language, American Association of Teachers of Spanish and Portuguese Annual Meeting, August 1995.
  • Member-at-large for Colleges and Universities, Georgia Chapter, American Association of Teachers of Spanish and Portuguese, 1994-1997.
  • State Director, National Spanish Exam, American Association of Teachers of Spanish and Portuguese, 1992-1993.
  • Visiting Committee Member for Foreign Languages, Southern Association of Colleges and Schools, Eagle's LandingHigh School, McDonough, Georgia, 1993.
  • Assistant Site Director, National Spanish Exam, American Association of Teachers of Spanish and Portuguese, 1992.

B. Campus CONTRIBUTIONS

School of Modern Languages (2001-present)

  • Member, SML Website committee, 2013-present.
  • Member, SPAN search committee, 2012-2013.
  • Interim Leadership team, School of Modern Languages, Fall 2011-Summer 2012.
  • Coordinator, SPAN Candidate visits, January-February 2011.
  • SPAN representative, Interview Committee at the MLA, January 2011.
  • Associate Chair for Undergraduate Studies, 2009-present
  • ML representative, Georgia Tech Academic Advisors Network, 2005-2009.
  • ML representative at GT recruitment activities (Connect With Tech, Shadow Day, etc.), 2005-present.
  • Director of Undergraduate Studies, 2005-present.
  • Associate Director of Undergraduate Studies, 2004-2005.

Participated in DUS activities in transition with Catherine Marin.

Attended Summer 2004 FASET advising sessions.

  • Chair, Swann Renovation Committee, 2003-2005.

Led decision-making efforts in facilities planning for Swann classrooms, offices, and student areas.

Made off-campus visits to ML facilities at University of Minnesota and St.OlafCollege, January 2004.

  • ML Promotion and Tenure Committee, 2003-present.
  • Member, ML Awards Committee, 2002-2004.
  • Spanish coordinator of College of Computing Summer Program in Barcelona, 2002-present.

Made site visits to ENFOREX Institute, Summer 2004.

  • Undergraduate Advisor for Spanish, 2001-2002.

Department of Modern Languages (1991-2001)

  • Spanish coordinator of College of Computing Summer Program in Barcelona, 1999-2001.
  • Modern Language representative to Foreign Language Academic Advisory Council to the Board of Regents, University System of Georgia, 1999-present.
  • Member of Modern Language Technology Committee, 1998-present.
  • Proposed development of Modern Language Technology Committee, Fall 1998.
  • Modern Language representative for Academic Information Session, President's Scholarship Weekend, April 3, 1998.
  • Advised on and conducted exit interviews for INTA Masters students completing their language requirements

Winter 1998 2 students

Spring 1998 1 student

Winter 1999 1 student

  • Coordinated electronic files for semester conversion class proposals/syllabi for Spanish group, Department of Modern Languages, Fall 1997.
  • Initiated new permit/advising procedures for SPAN 1001-2-3, Winter 1997.
  • Organizer, Quality Interactive Language Learning Laboratory Open House, 1993.
  • Conducts exit interviews (Oral Proficiency Interview) for all students completing the SPAN 1001-2-3 sequence, 1993-1999; SPAN 1001, 1002, 1801, 1999-present.
  • Member, Spanish Curriculum Development Committee, 1992-present.
  • Representative for Modern Languages, Academic Senate and General Faculty Assembly (elected), 1992-1994
  • Co-creator, FASET Slide Presentation for Modern Languages, 1992.
  • Host for Tomás Furth, Advisory Board Member, 1992.
  • Computer Coordinator, Department of Modern Languages, 1991-1998.
  • Member, Language for Business and Technology (LBAT) Committee, 1991-1996.
  • Coordinator, Faculty Roundtable Discussion Series, 1991-1993.

College- and Institute-wide Contributions

  • Invited Participant, GT Leadership Roundtable, Institute for Leadership and Entrepreneurship, March 2012-present.
  • Presenter on Study-Abroad opportunities, IAC Shadow Day sessions, February and March, 2012.
  • Member, LCC Chair Search Committee, 2012.
  • Invited member, Advising Awards Committee, February 2011.
  • Invited member, IAC Legacy Awards Committee, March 2008, 2009, 2012.
  • Presenter, IAC Shadow Day sessions, February and March 2008.
  • Invited member, Tech Academic Advising Award Committee, January 2007.
  • Invited member, Registrar Committees on Registration and on Schedule ofClasses, 2006-present; sub-committee investigating daily class schedules, March 2007-present.
  • Invited participant, IAC Town Hall Meeting, November 2006.
  • Co-presenter, GT High School Advisory Board Meeting, November 2005.
  • IAC Associate Dean Search Committee, Summer 2005.
  • Invited Member, Academic Technology Advisory Committee, 2004-2006.
  • Invited Member, IUCC sub-committee on Undergraduate Teaching Assistants, Fall 2004.
  • Elected Member, Student Grievance and Appeals Committee, 1999-2004

Chair, 2003-2004

  • Member of Joint Commission on Enhancing Undergraduate Learning, Fall 2000.
  • Elected Member, Academic Services Committee, Computing Subcommittee, 1995-2000.
  • Member, General Education Assessment Seminar Series, 1992-1995.

Center for the Enhancement of Teaching and Learning (1996-2004)

Coordinator, Teaching Assistant (TA) Development Programs

  • Led 5 meetings of Chemistry TA Practicum, Fall 2002; Fall 2003; Fall 2004.
  • “Preparing for academic careers.” Presentation to BIOL 8106, February 2002; September 2003.
  • Presentation to Materials Science Engineering students, October 2003.
  • Presentation to Public Policy graduate students, October 1999; January 2004.
  • Presentation to Management Ph.D. students, August 1999.
  • Observations of Biology Gann Fellows, Spring 1998; Winter 1999.
  • Presentation to Graduate FASET, Fall 1998; Fall 1999.
  • Attended the International Consortium for Educational Developers Biennial Conference, Austin, TX, April 1998.
  • Presentation to College of Computing GTAs, December 1, 1997.
  • Attended Sixth National TA Conference, Minneapolis, MN, November 1997.
  • Presentation to Chemistry GTAs, September 22, 1997.
  • Designed first World Wide Web pages for GTA development programs.
  • Led group of GTAs to the Georgia Conference on College and University Teaching, KennesawStateUniversity, Spring 1997; Spring 1998.
  • Planned and led TA Awards Luncheon, Spring 1997-2004.
  • Reviewed nominations for the CETL/BP Outstanding TA Award, Spring 1997-2005.
  • Observations of Psychology GTAs, Winter 1997-2001.
  • Presentation to Psychology Practicum: “Effective Classroom Discussions”, Spring 2001.
  • Presentation to Psychology Practium: “Effective Classroom Discussions and Handling Classroom Problems”, Spring 2000.
  • Presentation to Psychology Practicum: “Videotaped Classroom Critiquing ”, Winter 1997; Winter 1998; Winter 1999.
  • Implemented newsgroup for CETL GTA announcements (git.grad.gta)
  • Developed Listserve discussion group ().
  • Produced GTA Newsletter, Fall 1996, Spring 1997.
  • Developed and led the Academic Intern Program

Fall 1996: The GTA as student and teacher: Tips for getting the degree and effective teaching