CURRICULUM VITA

Kristin Bourdage 

Department of Education Otterbein University

1 South Grove St. Westerville, OH 43081 (614) 823-1114 kreninger@otterbein.edu

Ph.D., Integrated Teaching and Learning, The Ohio State University, Columbus, OH, June, 2007. Cognate areas: literacy and language learning, teacher education, and sociocultural theories of teaching and learning.

Dissertation Title: Intermediate-level, Lower-achieving Readers’ Participation and High-level Thinking in Group Discussions about Literary Texts.

Advisor: Dr. Ian A.G. Wilkinson, School of Teaching and Learning, The Ohio State University.

M.S. in Teaching, With Distinction, State University of New York (SUNY) College at Potsdam, Potsdam, NY, December, 1995.

B.A., Magna Cum Laude, Spanish and Psychology, SUNY College at Potsdam, December, 1993.

Teacher Certifications

New York State teacher certifications in Elementary Education, P-6; Spanish, 7-12; and TESOL, K-12 (pending completion of the New York State TESOL certification exam).

Professional Experience

Associate Professor of Education, Department of Education, Otterbein University, Westerville, OH, July 2013-present.

Director of Graduate Programs in Education, Department of Education, Otterbein University, Westerville, OH, June 2013-present.

Assistant Professor of Education, Department of Education, Otterbein University, Westerville, OH, September 2007-present.

Instructor of Education, Center for Teacher Education, Ohio Northern University, Ada, OH, 2006-2007.

Graduate Research Associate, Group Discussions as a Mechanism for Promoting High-Level Comprehension of Text, U.S. Institute of Education Sciences, funded project, School of Teaching and Learning, The Ohio State University, Columbus, OH, 2003-2006.

Graduate Teaching Assistant, Early and Middle Childhood M.Ed. Programs, Student Teacher Coach and Supervisor; Curriculum Planner; Seminar Facilitator, School of Teaching and Learning, The Ohio State University, 2002-2005.

Graduate Teaching Assistant, Early and Middle Childhood M.Ed. Programs, Student Teacher Coach and Supervisor; Seminar Facilitator, Concepcion, Chile, South America with The Ohio State University’s teach-abroad program, The Ohio State University, summer 2003.

Adjunct Instructor of Literacy Courses, School of Education, Professional Studies, and Social Work, Capital University, Columbus, OH, 2004-2005.

P-12 Teacher, Grades K-12, ESL and Grades 9-10, Alternative Education Program for At-Risk Students, Lewiston-Porter Central School, Youngstown, NY, 1998-2002.

P-12 Teacher, Grades 5-8 and 2, Saints Peter and Paul School, Williamsville, NY, 1996-1998. P-12 Teacher, Pre-K (3’s and 4’s), YMCA of Greater Buffalo, Kenmore, NY, 1996.

 

Related Professional Experience and Service

Volunteer ESL Tutor, Westerville North High School, Westerville, OH, 2009-2011. Volunteer Math Tutor, Conger Elementary School, Delaware, OH, 2006-2008.

Volunteer Reading Tutor, Columbus Literacy Council, Columbus, OH, 2002-2006.

Volunteer Presenter, Global School Bus, International Public School Outreach Program, The Ohio State University, 2003-2006.

Coordinator, Reading Center for Diagnostic Testing, SUNY Potsdam, Potsdam, NY, 1994-1995.

Project Aide, North Country Migrant Education and Outreach Program, Potsdam, NY, 1992- 1995.

Program Coordinator, After-School Program, YMCA of Greater Buffalo, Kenmore, NY, 1996.

University-Level Courses Taught

Graduate-level courses

Teacher Leadership Data-driven decision making: Graduate course required for MAE candidates in the Curriculum & Instruction Program.

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Second Language Literacy, Grades 6-12: Graduate course in TESOL literacy methods. Literacy for Young Adolescents: Graduate course for students seeking a middle childhood

license.

Literacy Research and Instruction: Graduate course required for MAE candidates seeking an Ohio Reading Endorsement.

TESOL Field Practicum: Graduate course required for all teacher candidates seeking Ohio’s TESOL Endorsement; includes a 30-hour field experience.

Language Arts Instruction in the Middle Grades: Graduate course required for all middle childhood majors with a language arts concentration.

Curriculum and Instruction: Using Data to Make Instructional Decisions: Graduate, required course for MAE candidates in curriculum and instruction; includes a job-embedded action research project in curriculum.

Field Experience Seminar (co-taught): Graduate, year-long seminar, required for all interns and student teachers, The Ohio State University, Columbus, OH.

Group Discussions as a Mechanism to Foster Reading Comprehension (team-taught): Graduate, year-long course for professional educators, The Ohio State University, Columbus, OH.

Undergraduate-level courses

Literacies in the Content Areas: Undergraduate course, required for all education majors. Reading Skills and Methods for the Middle Level: Undergraduate course required for all middle

childhood majors; includes a 25-hour field experience.

Intermediate Language Arts Instruction: Undergraduate/Graduate course, required for all teacher candidates seeking Ohio’s Grades 4-5 Endorsement.

Middle Childhood Methods: Responsive Schools for Young Adolescents: Undergraduate required for all middle childhood majors; includes a 40-hour field experience.

Middle Childhood Instructional Practice: Undergraduate course required for all middle childhood majors; includes a 50-hour field experience.

Integrated Language Arts: Undergraduate course required for all early childhood and middle childhood majors with language arts concentration.

Phonics for Student Learning: Undergraduate course, required for all early and middle level education majors.

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Professional Service

Undergraduate Honors Program Committee, 2013-present.

Co-Editor, Journal of Teacher Initiated Research (Electronic), Otterbein University, 2011- present.

Student Research Fund, Otterbein University, 2011- present.

Cardinal Council, Center for Community Engagement, Otterbein University, 2011-present.

Family and Civic Engagement Committee, Westerville City Schools, spring 2010 – 2011.

Otterbein Collegiate Middle Level Association, Faculty Supervisor, 2009 – present.

Otterbein University Curriculum Committee, fall 2009 – spring 2010.

Faculty Search Committees, Department of Education, Otterbein University, winter 2009, summer 2010, summer 2012.

Reviewer, Journal of Teacher Initiated Research, Otterbein University, 2007-2011.

NCATE: Middle Childhood Program Review Committee, Otterbein University, 2007-present.

Reviewer, K-12 Education Series at Jossey-Bass, spring 2009.

Graduate Student Representative, Faculty Search Committee, Integrated Teaching & Learning, The Ohio State University, April-June, 2005.

Introducer for Dr. Brian Street, the keynote speaker, National Council of Teachers of English Assembly for Research, Midwinter Conference, Columbus, OH, February, 2005.

Reviewer, Office of Reading Improvement, Ohio Department of Education, 2004. Reviewer, Educational Reports, The Ohio State University, 2003-2006.

Publications

Reninger, K.B. (Writer). (2010). Teaching English Learners in the Mainstream Classroom [DVD]. Available from Teacher Quality Enhancement Program, School of Teaching and Learning, The Ohio State University, Columbus, OH.

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Wilkinson, I.A.G., & Reninger, K.B., & Soter, A. (2010). Developing and using a professional development tool to assess the quality of discussions. National Reading Conference Yearbook, spring 2010.

Reninger, K.B., & Wilkinson, I.A.G. (2010). Using discussions to promote striving readers’ high-level comprehension of literary texts. In J. Collins & T. Gunning (Eds.), Building Struggling Students’ Higher Level Literacy: Practical Ideas, Powerful Solutions. International Reading Association, Newark, DE.

Reninger, K.B., & Rehark, L. (2009). Discussions about text in a fourth-grade classroom: Using exploratory talk to promote children’s dialogic identities. Language Arts, 86, (4).

Soter, A. O., Wilkinson, I. A. G., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal Educational Research, 47, 372-391.

Wilkinson, I. A. G., Soter, A. O., & Reninger, K. B. (2006). Talk assessment tool for teachers (TATT). Unpublished document, School of Teaching and Learning, The Ohio State University, Columbus, OH.

Wilkinson, I.A.G., & Reninger, K.B. (2005, August 31). Reading comprehension assessment: Return to the search for the holy grail(s). [Review of the book Children’s Reading Comprehension and Assessment]. PsycCRITIQUES—Contemporary Psychology: APA Review of Books, 50 (No. 9), Article 1.

Reninger, K.B. (2004). The nature of difficulty and ease in an advanced second language reader’s comprehension process with text: An exploration of Hauptman’s hypotheses. In M.W. Daniels (Ed.), Edward F. Hayes Graduate Research Forum Proceedings (pp. 97- 108). Columbus, OH: Council of Graduate Students, The Ohio State University.

Book Proposals

Wilkinson, I.A.G., & Reninger, K.B., (in review). Making Informed Decisions about Discussions to Promote Quality Talk About Text. In N. Duke (Ed.). Research-Informed Classroom Series, Heinemann, Portsmouth, NH.

Research and Teaching Presentations

Reninger, K.B. How do I help students meet the Common Core State Standards in Language Arts, Speaking and Listening?: Research-based ‘talk moves’ to promote rich discussions about text. Interactive presentation at the annual conference of the Association of Middle Level Education, Minneapolis, MN, November 7-9, 2013.

Reninger, K.B. Dialogic talk about non-fiction text in a fourth-grade classroom: A teacher’s approach to promoting student reasoning and dialogic talk during discussions. Paper submission to the Annual Meeting of the Literacy Research Association Annual, Dallas, TX, 2013.

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Reninger, K.B., & Wenner, J. (2011, November). Partnering with a University Teacher Education Program to Improve Academic Language and to Launch a College Experience for Middle Level English Learners. Paper presentation at the Annual Meeting of Ohio TESOL, Columbus, OH, November, 2011.

Reninger, K.B., Delozier, D., & Wilkinson, I.A.G., (2010, December), Exploring the role of the teacher in scaffolding striving readers’ discourse in discussions about text. Roundtable presentation at Annual Meeting of the National Reading Conference/Literacy Research Association, Forth Worth, TX, December 2, 2010.

Reninger, K.B., (2010). Teaching English Learners in the Mainstream Classroom. Invited, teaching presentation. Teacher Quality Enhancement Grant, The Ohio State University and Columbus City Schools. Columbus, OH, April-May 2010.

Wilkinson, I.A.G., Reninger, K.B., & Soter, A. (2009, December). Learning to enact text-based discussions: Improving the quality of talk in classrooms. Paper presentation at the Annual Meeting of the National Reading Conference, Albuquerque, NM, December, 2-5, 2009.

Reninger, K.B., & Delozier, D. (2009, October). How do I improve the quality of discussions about text in my classroom? Techniques for making sure discussions about text promote learning and high-level thinking. Paper presentation to be given at the 14th Great Lakes International Reading Association’s Regional Conference, Grand Rapids, MI, October, 29-30, 2009.

Reninger, K.B., (2008, November). Facilitating discussions of read-alouds to promote high- level thinking. Presentation at the annual Ohio Council of the International Reading Association State Conference, Columbus, November, 2008.

Reninger, K.B., (ongoing presentations, 2007-present). TESOL: Second Language Literacy. Grant-funded, one-day workshops for practicing teachers at Metro Nashville Public Schools, Nashville, TN.

Reninger, K.B., (ongoing presentations, 2007-present). TESOL: Issues and Challenges in Reading for English Language Learners. Grant-funded, one-day workshops presented to practicing teachers at Metro Nashville Public Schools, Nashville, TN.

Reninger, K.B., (ongoing presentations, 2007-present). TESOL: Analyzing classroom language to promote ELL oral language development. Grant-funded, one-day workshops presented to practicing teachers at Metro Nashville Public Schools, Nashville, TN.

Reninger, K.B., (2007, October). Vocabulary Instruction at the Middle Level. Invited professional development seminar presented at the Westerville City School DistrictMiddle Schools, Westerville, OH, October, 2007.

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Reninger, K.B., (2007, May). Quality Talk during group discussions: A tool for developing high-level thinking about text. Invited professional development session presented at the pre-conference institute of the International Reading Association Annual Convention, Toronto, ONT, Canada, May 2007.

Reninger, K.B., & Son, E.H., (2006, May). Learning with a discourse coach: Professional development in classroom discussions about literary texts. Invited brown bag seminar presented at the School of Teaching and Learning, The Ohio State University, Columbus, OH.

Reninger, K.B., Wilkinson, I.A.G., & Soter, A.O. (2006, April). Are my students engaging in high-level thinking?: Development of a tool for teacher assessment of talk during discussions about text. Poster presentation at the annual meeting of the American Educational Research Association, San Francisco, April, 2006.

Reninger, K.B., (2006, April). On creating a scholarly identity: A discussion of Ernest Boyer’s report, Scholarship Reconsidered. Invited brown bag seminar presented at the School of Teaching and Learning, The Ohio State University, Columbus, OH.

Reninger, K.B., (2005, May). Unlocking the mysteries of the candidacy exam. Invited brown bag seminar presented at the School of Teaching and Learning, The Ohio State University, Columbus, OH.

Wilkinson, I. A. G., Reninger, K. B., & Murphy, P. K. (2005, May). Engaging students in discussions to promote high-level comprehension of texts. Invited paper presented at the Research Conference of the International Reading Association, San Antonio, TX.

Wilkinson, I.A.G., & Reninger, K.B., (2005, April). What the approaches look like: A conceptual framework for discussions: making sense of group discussions designed to promote high-level comprehension of texts. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 2005.

Wilkinson, I.A.G., Soter, A., & Reninger, K.B., (2005, February). Who’s doing the talking and why does it matter?: Small group discussions about literature to promote students’ high- level thinking and comprehension. Invited, interactive presentation at Dublin City Schools’ Annual Literacy Conference, Dublin, OH, February 26, 2005.

Reninger, K.B., (2004, May). “Getting back on the horse after you’ve fallen off”: An examination of a preservice teacher’s experience with critical reflective practice. Paper presented at the College of Education Diversity Conference, The Ohio State University, Columbus, OH.

Reninger, K.B., (2004, April). The nature of difficulty and ease in an advanced second language reader’s comprehension process with literary texts: An exploration of Hauptman’s hypotheses. Paper presented at the 18th Edward F. Hayes Graduate Research Forum, The Ohio State University, Columbus, OH.

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Galbraith, J.P., Uchida, C., & Reninger, K.B., (2004, April). Multiple contexts in an early childhood teacher preparation program: Stories that speak within and across cultural contexts. Graduate student symposium presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 2004.

Reninger, K.B., (2001, October). Reaching farther, making meaning: Using pictures and art to connect readers with texts. Invited presentation of a “Best Practice” at the New York State Alternative Education Regional Conference, Rochester, NY.

Reninger, K.B., (2000, April). How to start-up an ESL program. Presentation at Western New York’s Regional TESOL Conference, Buffalo, NY.

Honors, Awards, and Recognitions

Scholar-in-Residence, AAC&U Grant, Center for Community Engagement, Otterbein University, 2011-2012.

Recipient, New Teacher of the Year Award, Otterbein College, June, 2008.

Graduate Teaching/Research Assistant and Tuition Scholarship, The Ohio State University,

2002-2006.

First-place award, 18th Edward F. Hayes Graduate Research Forum Competition, The Ohio State

University, April, 2004.

Travel Grant for AERA presentations, College of Education, The Ohio State University, spring

2004; spring 2006.

Recipient, Lorraine A. Lange Graduate Fellowship, College of Education, The Ohio State

University, 2002.

Recipient, Antoinette Lowry Barr Scholarship, College of Education, The Ohio State University,

2002.

Finalist, Western New York’s Teacher of the Year, 1997.

Selected participant, SUNY Potsdam Teacher Exchange Program, Great Britain, 1995. Graduate Research Assistantship and Tuition Scholarship, SUNY Potsdam, 1994-1995.

Experiences with Language and Cultural Diversity

P-12 teacher in a diverse school district that included rural, suburban, and Native American reservation communities, Youngstown, New York.

Teach abroad program supervisor at a bilingual school in Concepción, Chile, South America. Teach abroad participant in Lincoln, England.

ESL teacher for children and family literacy coach for families from: Mexico, Guatemala,

Russia, Belarus, China, Korea, Germany, Denmark, and Guam. ESOL volunteer tutor for Latino/a adults from: Columbia, Mexico, and Peru. Study abroad semester in Puebla, Mexico.

Languages Other Than English

Spanish, fluent in reading, writing, speaking, and listening.

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Professional Affiliations

Literacy Research Association

International Reading Association

Association of Middle Level Education

Ohio Council of the International Reading Association Ohio TESOL

Phi Delta Kappa

Kappa Delta Pi International Honor Society in Education

Selected Professional Development and Involvement

National Middle School Association, 2010 and 2011, attended sessions about the literacy standards in the Common Core Curriculum and NCATE program review procedures.

International Reading Research Conference, 2010, attended sessions about Common Core Curriculum in language arts, RTI, and adolescent literacy.

National Middle School Association, 2009, attended sessions about technology in teaching and learning.

Ohio Middle Level Association’s Annual Conference, 2009, attended session about teaching vocabulary and spelling in the middle grades.

IRA Annual Conference, Toronto, ONT, May 2007, attended sessions about fluency, vocabulary, and reading comprehension.

IRA Reading Research Conference, Reaching Readers through Research, San Antonio, TX, April 30, 2005, attended sessions about reading comprehension, early literacy, and multiple literacies.

Ohio Consortium of Teacher Education Organizations, spring conference, Columbus, OH, March, 2005, attended presentations about teacher education assessment practices.

NCTEAR mid-winter Conference, Literacies Across Time, Space, and Place: New Directions in Literacy Research for Political Action, Columbus, OH, February, 2005, attended presentations about reader response theory and multiple literacies.

EDU P&L 929, Program Development in Teacher Education, The Ohio State University, winter, 2005, topics studied: NCATE accreditation, INTASC standards, Praxis III Domains, and Ohio’s teacher education programs.

AERA Annual Meeting, San Diego, CA, April 2004, attended sessions about second language literacy, critical literacy, and professional development.

QSR International’s Qualitative Software Training (NVivo), University of Georgia, Athens, Georgia, April, 2004.

University of Buffalo,12 credit hours in TESOL to complete NYS certification requirements, Buffalo, New York, 1999-2002.

Adobe Go Live Web Page Development Training, Lewiston-Porter Central School, Youngstown, New York, spring, 2002.

Differentiated Instruction Training, Lewiston-Porter Central School, Youngstown, New York, spring, 2001.

New York State TESOL Conferences and Workshops, Literacy and Language Learning, 1999- 2001.

Rubrics as Assessment Tools, Williamsville Central School, Williamsville, New York, spring, 1997.

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References

Dr. Sue Constable (current supervisor) Chair, Department of Education Otterbein University

Westerville, OH 43081

sconstable @otterbein.edu (614) 823-1419

Dr. Ian A.G. Wilkinson

(former dissertation advisor and former graduate research associate supervisor)

Associate Professor, The School of Teaching and Learning The Ohio State University

Columbus, OH 43210

wilkinson.70@osu.edu

(614) 292-8716

Dr. Barbara Seidl, Ph.D. (former academic advisor and former supervisor) Associate Professor, The School of Teaching and Learning

The Ohio State University

Columbus, OH 43210

seidl.5@osu.edu

(614) 292-8031

Dr. Alan Hirvela (former dissertation committee member) Associate Professor, The School of Teaching and Learning The Ohio State University

Columbus, OH 43210

hirvela.1@osu.edu

(614) 292-0137

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