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Ghanashyam Sharma

Degrees

Awards, Honors

Professional Development

Education

Teaching

Research,
Scholarship

Service, Admin Experience

New Media

Ph.D. in Rhetoric and Composition, University of Louisville, Louisville, Kentucky, 2008-2012.

Dissertation: "Ideological Tensions, Pedagogical Gaps: Multilingual Engineering Scholars’ Response to Language Variations in Academic Writing"

Committee: Joanna Wolfe (director), Bruce Horner, Min-Zhan Lu, Beth Boehm, Tatjana Soldat-Jaffe

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Under the mentorship of some of the best scholars in the field, and through the opportunity to work in various academic/professional projects, I was able to gain tremendous amounts of knowledge, skills and experiences in four years of my doctoral work at the University of Louisville.
In the first two years, I did the following coursework:
> Composition Theory (Min-Zhan Lu)
> Research Methods in Composition (Joanna Wolfe)
> Politics of Language (Bruce Horner)
> Narrative Theory and Composition (Debra Journet)
> Biology, Technology, and Composition (Marilyn Cooper, visiting, Michigan Tech U)
> Teaching English as a Second Language (Karen Mullin)
> Popular Culture and Literacy (Bronwyn Williams)
> Nineteenth Century American Literature (Susan Ryan)
> African American Literature (David Anderson)
> Postmodern Culture (Thomas Byers), and
> Queer Theory (Karen Kopelson).
> Digital Media and Composition (Cynthia Selfe and Scott Dewitt, The Ohio State University
In addition to completing coursework and qualifying exams and teaching composition and literature courses as a GTA, the doctoral program allowed me to develop professionally through working in service and administrative positions in and beyond the English Department. While taking the fellowship in the first year, I supported the Center for Teaching and Learning (Delphi Center) as an instructor of academic technologies; during the second year, I worked as an Assistant Director of Composition and as a graduate research assistant to the Dean of the School of Interdisciplinary and Graduate Studies (Graduate School); I continued my research assistant position with the Dean into the third year in the doctoral program, while teaching composition courses part of the time. As a doctoral student, I also got the opportunities to be involved in student organizations, lead and organize professional development workshops, mentor new graduate students and serve as a student ambassador for the graduate school, serve on search and planning committees, participate in shared governance initiatives, and work on a grant project. In short, the four years of my doctoral education at UofL have been most stimulating and productive both professionally and intellectually.

hoodingM. A. in English (Rhet-Comp focused), University of Louisville, Louisville, Kentucky, 2006-2008.

Thesis: "Epistemological Agency in Literacy Narrative as a Cultural Function"

Committee: Beth Boehm (director): Carol Mattingly, Tatjana Soldat-Jaffe

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University of Louisville's MA program is technically a literature program but it is flexible for master's degree students to take a considerable number of courses primarily intended for doctoral students in the Rhetoric and Composition program. The MA degree involves two years of coursework, a foreign language proficiency requirement, and a choice for culminating project or thesis. I did a thesis based on empirical research, studying literacy narratives by undergraduate students. I analyzed the ways in which students exercise their epistemological agency through seemingly stereotypical narrative motifs and structures.
My coursework included
> Writing Center Theory and Practice (Mary Rosner)
> History of Rhetoric (Carol Mattingly)
> Teaching College Composition (Bronwyn Williams)
> Critical Pedagogy (Bruce Horner)
> Introduction to English Studies (Glynis Ridley)
> Sociolinguistics (Tatjana Soldat-Jaffe)
> Early Modern British Literature (Dale Billingsley)
> Teaching Literature (Beth Boehm)
> Modern and Postmodern Critical Theory (Karen Hadley)
> Shakespeare (Julia Dietrich).

The two years of my master's degree were also highly productive. Besides doing the coursework and working as a Writing Center tutor/consultant and first year writing instructor as part of my GTA-ship, I took advantage of many professional development opportunities that the English department and the university offer to graduate students. I worked as an Assistant Director of the Writing Center during the second year, participated in numerous pedagogy workshops offered by the Composition program, worked at the Delphi Center for Teaching and Learning where I collaboratively developed and implemented a plagiarism prevention project through which I shared pedagogical strategies for dealing with plagiarism with faculty members across the disciplines, and I took part in various Delphi Center training on teaching myself. I also served as an executive member on the English Graduate Organization.


M. A. in English (Literature), Tribhuvan University, Kathmandu, Nepal, 1997-1999.

Thesis: "The Language of Silence in Harold Pinter's The Homecoming"

Supervisor: Anita Dhungel

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Tribhuvan University is still Nepal's only public university system, and the Department of English at the university's Central Campus in Kathmandu attracts the best teachers as well as students in the country. At the time of my study, the MA program in English literature included courses like

> Llinguistics and stylistics,

> L iterary criticism and theory,

> S urveys of all major genres of English literature,

> History of British literature, and

> Thesis

I wrote my thesis on the subject of "silence" as a communicative and rhetorical strategy as used in late twentieth century British drama, illustrating my arguments with a rhetorical analysis of Harold Pinter's The Homecoming.

I stood first class first of the year in this program nationally and won the academic excellence award given by the King, the "Mahendra Bidya Bhusan" honor and gold medal (2000).

 

B. Ed. in English (ELT), Tribhuvan University, Kathmandu, Nepal, 2004.
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I completed this degree after my MA in English literature. While the MA program in literature was remarkably substantive in its curricular content--for instance, a first year course in British fiction contained one and a half dozen classic-length novels along with some critical essays on how to study/analyze fiction--it paid less attention to preparing students for teaching, which was the primary professional work that they did after the degree. Therefore, in order to enhance my teaching skills, I studied this one-year BEd in English from the Faculty of Education at TU. Coursework in the B.Ed program included:

> Philosophical Foundation of Education,

> Educational Psychology,

> Curriculum and Evaluation,

> Foundation of Language and Linguistics,

> English Language Teaching Methods, and

> Practicum in ELT.

 

B. A. in English, Butwal College, Tribhuvan University, Butwal, Nepal, 1994- 1996.
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The Butwal branch of the Tribhuvan University of Nepal is located in a city with that name in western Nepal. Coursework that I did as a BA student in this College included:

> College English (called compulsory English) I and II,

> Compulsory Nepali, and

> Sequences of courses in my English and Economic dual majors.

During this degree, I maintained excellence in coursework and participated in various co-curricular activities, while also starting my professional career as a teacher at a private school in the locality. Besides earning diligence scholarships in the College, I also won a national essay writing award given by the Central Bank of Nepal.


High School, St. Joseph’s School, Manipur, India, 1992
(Intermediate of Arts, Tribhuvan University, Butwal, Nepal, 1992-1994).
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I went to school in Manipur, a region in Northeast India. I completed the then 10th-grade high school diploma from St. Joseph's, a Catholic school, which was prestigious for high academic standards and well-rounded development of students.
Back home in Nepal, I did an "intermediate of arts" degree from TU's affiliate campus in Butwal, excelling especially in English (due to my strong background from the "mission" school in India.) Interestingly, however, because I grew up abroad, even though I could read and write in half a dozen other languages, I was almost illiterate in my "first" language, Nepali. It took me a panicky first year to gain the necessary proficiency in reading and writing Nepali at college.

© Shyam Sharma, 2011