Cora Agatucci
1996-2000 PIP Update:
Professional Improvement Plan Activities completed
from Spring 1997 to Fall 1998

This report of PIP activities, completed from Spring 1997 through Fall 1998, will update my approved 1996-2000 PIP (linked and on file in the COCC Office of Human Resources).

PIP GOAL 1: Develop my skills and instructional resources for using computer technology and multimedia in the classroom.

Goal 1 Methods:

  1. Build a base of multimedia presentations, course materials, and electronically-enhanced instructional activities and resources for my own and my students’ use in my current courses.
  2. Work with colleagues on related instructional projects and resource development.
  3. Explore possible applications to distance educational delivery formats.

[Note on c: While I have explored distance delivery applications, I have not yet participated in Open Campus, since other Humanities Dept. faculty have elected to be trained and to teach the limited number of writing and literature courses scheduled in the first three years of the Open Campus pilot program, and I now await evaluation results and future planning decisions regarding expanding Humanities Dept. faculty involvement.]

UPDATE ON GOAL 1 ACTIVITIES COMPLETED:

A. Completed PET-approved and funded Multimedia Instructional Projects, Summer 1997, with Kathy Walsh and Margaret Peterson, under trainer Bob McWhorter, and with much follow-up assistance from Kathy Walsh – PET Activities completed:

  1. Trained with Bob McWhorter on the use of my PC laptop (purchased with personal funds in spring 1997) with Windows 95, and PowerPoint 97 and FrontPage97 software; and on the ability to transfer instructional files from my home computer to the Des 1 computer for classroom use, in summer 1997;
  2. Created webpages using FrontPage, and explored audio and video capabilities of the Deschutes 1 multimedia computer and overhead projector;
  3. Learned to work with text and graphic files from Internet [gif and jpeg files], photoCD’s, slides converted to gif and jpeg files, and other sources for integration into my webpages, PowerPoint presentations, course packets and handouts;
  4. Conducted research and identified additional internet resources to link to my webpages;
  5. Increased my proficiency in using COCC’s online catalog, Infotrac, FirstSearch, and other online databases (especially those with access to full-text periodical articles) to support Writing 123 and other research-based courses (approved PET proposal and final report available for review on PET First Class Conference folder).

B. Further Computer Training Completed– Summer 1997 – Fall 1998

  1. Completed training with computer services personnel on using newly installed COCC Modem/Network connection Card in my personal laptop from home and office, in Fall 1997 [Note: In Fall 1997, I gave up my COCC office PowerMac when its capabilities proved too slow and inadequate for interface with Des 1 multimedia computer; I submitted a capital request for a Win95 platform office computer, and, in the interim, I was granted funding to have a modem/network card installed in my personal laptop to allow me continued access to COCC server, FirstClassConference, VAX, Groupwise, COCC website/FrontPage web creation, etc. Subsequently, my request for a Windows 95-platform COCC office computer was filled in Fall 1998, equipped with Microsoft Office98, image composer, FrontPage98, CD and zip drives, etc., needed to support my webwork and multimedia-based instructional interface with the Des 1 computer and multimedia classroom, and to move large image-laden files].
  2. Trained in use of Pioneer Computer Lab & Classroom equipment by Marcia Kipp, Fall 1997; scheduled one class meeting in each of my Writing, Literature/Humanities, Women’s Studies courses per term in 1997-98 in Pioneer computer classrooms to introduce my students to my webpages and other internet resources, structured by informal Internet Explorations assignment to support later individual research for courses. In 1998-99, I continue to demonstrate instructional webresources in literature, humanities, and women’s studies courses scheduled in Deschutes 1, a multimedia classroom.
  3. Trained to use Micrograde, installed on my personal laptop, in Fall 1997, which I have since used for grade keeping in all my courses, as well as for issuing frequent class grade standing reports to my students; and using FrontPage97 software to bookmark and internally hyperlink my webpages, with trainer Kathy Walsh, in Winter 1998.
  4. Reviewed Cat Finney’s Lib 127 website prepared for Open Campus modem course delivery , as member of Cat Finney’s Peer Team in Winter-Spring 1998; our subsequent discussions and materials exchange have enabled us to correlate our Lib 127 and WR 123 courses and webpages more closely, e.g. instruction in academic documentation systems (undergoing intense revision with the proliferation of electronic sources).
  5. Reviewed Chuck Hutchings’ interactive webpages, prepared to support his on-campus and Open Campus Spanish courses, as Chuck’s Designated Evaluator in Fall 1998.
  6. Gained facility in using COCC Library’s Online Catalog and databases to check holdings and compile course bibliographies; learned to order new library acquisitions online via GOBI in my allocation fields (World Authors, Women’s and Gender Studies, and Non-Western Literature) in Fall 1998; and tried out temporary COCC Library subscriptions to Gale Research and Books in Print online databases in Fall 1998, with Cat Finney’s instruction.

C. Websites Created Summer 1997 – Fall 1998:

  1. Created homepage [including WIC/WAD resource links], and linked webpages for my vita, schedule, classes, and standards [educational reform links] – Available: www.cocc.edu/cagatucci
  2. Created new hyperlinked websites for all my Writing courses taught since summer 1997: WR .5256 (now WR 20), WR .5257, Wr 121, Wr 122, Wr 123, and Univ. Center/EOU Wr 316 and Engl/Wr 403-407, including webpages for syllabi, course plans, selected online handouts, links to other useful websources, & samples of student writing– with graphics integrated from Internet and other sources to enhance webpage backgrounds and visual communication formats - available via links from: www.cocc.edu/cagatucci/classes
  3. Created special webpages - Links for Writers and Researchers and A Guide to Documentation- to support all courses involving writing and research, with special attention to keeping abreast of changing documentation formats for citing electronic sources in research based courses – and served as consultant for other faculty and interested community members on electronic documentation formats and plagiarism guidelines - available: www.cocc.edu/cagatucci/classes/wr121/links
  4. Created new hyperlinked course webpages for all my Humanities/Literature courses taught since summer 1997: Hum 211, WS 101, EOU Engl 390, Hum 210, WS 102, including syllabi, course plans, selected online handouts, examples of student writing– with graphics integrated from Internet and other sources to enhance webpage backgrounds and visual communication formats.

D. Special Topic Webpages Created Summer 1997 – Fall 1998:

[Note: Versions of some of these webpages I have converted to PowerPoint course presentations and/or Microsoft Word files for reproduction in course packets]:

  1. Hum 211: African Literary Map, African Timelines, African Authors [Chinua] Achebe and [Tsitsi] Dangarembga, African Films & Film Contexts, African Storytelling: Oral Traditions, and African Links – available via links from: www.cocc.edu/agatucci/classes/hum211
  2. WS 101/102: Women’s & Gender Studies Links, Humanities Topics links, Women’s Arts, hyperlinked Women’s Studies Historical Timelines, Women’s History Month, WS Assignments (selected online handouts & example student writing solicited from volunteers and webpublished with student permission) – available via links from: <www.cocc.edu/agatucci/classes/ws101> and <www.cocc.edu/cagatucci/classes/ws102>
  3. Hum 210/EOU Engl 390: Asian Links, with webpages for Chinalinks, Indialinks, and Japanlinks; Asian Timelines, with hyperlinked webpages for literary histories of China, India, and Japan; Asian Timelines Table of Contents in table format correlating events in Chinese, Indian, and Japanese literary history; Haiku; Hum 210 Assignments page [selected online handouts and example student writing, solicited from volunteers, with student permission to webpublish]: available via links from: www.cocc.edu/agatucci/classes/hum210

E. Ongoing Webwork Fall 1997 – Fall 1998:

  1. Continue to update and revise my existing course and special topic webpages;
  2. Continue to research, download and/or bookmark, and hyperlink internet websources relevant to my course and special topic webpages;
  3. Continue to identify existing COCC Library sources in order to create and update webpage bibliographies and abstracts of local informational resources for my students’ use in relevant courses;
  4. Explore useful COCC websources (e.g., FirstClass E-mail Account Application site, COCC Library website, Eleanor Latham’s Writing Lab webpage) and (hyper)link to my webpages to facilitate their access by my students’.
  5. Send information on websites of special interest to others (that I know about): e.g., to Kathy Walsh, Stacey Donohue, Bill Buck, Terry Krueger, Patricia O’Neill, Nancy Zens.

F. Multimedia Instructional Materials Developed Summer 1997 – Fall 1998:

  1. Created (and subsequently revised) Des 1 PowerPoint Multimedia presentations for Hum 211, Hum 210, and WS 101-102: Introduction to Cultural-Literary Histories of Africa, India, China, and Japan; "Literary" Map of Africa; Mahabharata; Haiku; Women’s History Month; 4th UN Conference on Women; Orality and Literacy; African Oral Epics: Sunjiata; Female Griots: Oumou Sangare; Introduction to Women’s and Gender Studies – Humanities Topics; and Women’s Domestic Arts: Quilts (in progress);
  2. PowerPoint and Website demonstration for PIP presentation to Humanities Dept. faculty in Des 1, 29 Oct. 1997; provided introductory instruction to Bill Buck in creating PowerPoint presentations on 17 Oct. 1997; and to Kake Huck on downloading GIF and JPEG image files from internet and other sources on 4 Feb. 1998.
  3. Continue to research and acquire (mostly with personal funds) CD’s and audiotapes of African, Indian-Pakistani, Chinese, and Japanese music and oral arts for integration into Hum 211 and Hum 210 course presentations; as well as of recorded author interviews, poetry readings, etc., relevant to Intro to Literature and Western world literature courses.
  4. Continue to identify and preview, rent (with personal funds) and/or submit acquisition requests for COCC purchase, videotapes of African, Indian, Chinese, and Japanese films, of Women’s films and films relevant to Gender studies; of film performances relevant to Eng 104, Eng 105, Engl 109 (Intro to Literature: Fiction and Drama, and Western World Literature: Modern Period) for incorporation into my non-Western culture and literature, women’s and gender studies, introduction to literature, and Western world literature survey courses.
  5. Shared Asian, African, and Women’s/Gender Studies film/videotape proposals and book acquisitions, with relevant Humanities Dept. faculty and Patricia O’Neill in Fall 1998.

GOAL 2: Continue to implement proficiency-based instruction and strengthen the coherence and effectiveness of student learning across the curriculum.

Goal 2 Methods:

  1. Identify appropriate student learning outcomes and proficiencies in writing and humanities courses, working with Humanities and other cross-disciplinary faculty as desirable to build consensus and strengthen curricular coherence.
  2. Continue to adapt my instructional objectives and methods to proficiency-based instruction and criterion-based assessment consistent with these student learning outcomes and proficiencies.
  3. Support colleagues in Humanities and other departments working toward similar goals to strengthen the coherence and effectiveness of instruction and student learning across the curriculum.
  4. Continue to support inter-institutional Oregon educational reform efforts, as opportunity and time allow. [Note: I ended my tenure on the Oregon Writing and English Advisory Committee in Fall 1997, and no further projects have been assigned me as OCCS "Communications Champion" for PREP since 1997]

UPDATE ON GOAL 2 ACTIVITIES COMPLETED:

A. Drafted, Revised, and/or Implemented Course Competencies (Ongoing) for:

Wr 5256(now WR 20), Wr 5257 (now WR 40), Wr 121, Wr 122, Wr 123:

  1. Continued my Writing course revisions to integrate approved competencies/student learning outcomes (developed and approved the Humanities Dept. Composition Committee) into syllabi and proficiency-based instruction– including administering and tallying student exit self-assessment surveys on achieved course competencies, and adapting new textbook adoptions in Wr 121 and Wr 122 to proficiency-based instruction;
  2. Continued service on the Humanities Dept. Composition Committee, in 1997-98 and in 1998-99 [note, however, that my mother’s fall and subsequent disability in April 1998, prevented me from active participation in spring term 1998]: activities have included developing competency/learning outcome statements for the remainder of the Writing courses, posting curricular ideas to the Humanities Conference and hosting workshops for Writing faculty on implementing new and existing writing course competencies.

Hum 211, Hum 210, WS 101, WS 102, Eng 109

  1. Drafted student learning outcomes/competencies, and student exit surveys based on these competencies, for non-Western and American multiculturalism courses in consultation with Kathy Walsh and Stacey Donohue in 1997-98; Terry Krueger joined our team in Fall 1998 to coordinate course competencies in all the Non-European Culture and Literature and American Multiculturalism sequences—these draft competencies I now continue to revise and refine for posting to Chairmoot Conference Competencies folder and for future offerings of these courses.
  2. Drafted competencies/learning outcomes statements for Women’s Studies 101 and 102 (still in development), and have been assigned drafting competencies for English 109 (Western World Literature: Modern Period) – due by end of spring term 1999.

B. Accreditation Team Training and Service

  1. Completed Evaluator Training in revised 1996 Accreditation Handbook standards and policies, Northwest Assn. Of Schools and Colleges: Commission on Colleges, Sheraton Portland Airport Hotel, Portland, OR, 25 February 1998.
  2. Contributed several postings on revised Accreditation standards and policies to First Class Conference folders to inform and update relevant college committees in 1997-1998.
  3. Evaluator, Accreditation team assigned to Edmonds Community College, for the Commission on Colleges, Northwest Association of Schools and Colleges,5-8 April 1998 [Note: unfortunately, although I did extensive preparation, including reading and setting up on-site interviews, for this assignment, I contracted the flu in Seattle on April 5 and was unable to complete my evaluation for Edmonds CC]; nevertheless, reading the Edmonds CC Self-Study and related materials has further educated me in ongoing Washington community colleges’ efforts to measure educational effectiveness of general education core and related instruction, associates’ degree and certificate programs, and faculty evaluation policies.
  4. Conducted Workshop on Accreditation Requirements and Writing Course Competencies, for Chairmoot on 21 April 1998 (handouts posted to Competencies folder of Chairmoot Conference; and for Humanities Dept. 18 May 1998; follow-up consultations on developing course competencies with various faculty members.

C. Related COCC Professional Service:

  1. Academic Affairs Committee (elected representative for Humanities, Social Sciences, & Fine Arts, 1997-2000): 1997-98 projects included re-examination of COCC’s 4-degree structure in light of recent curricular changes and approaching re-accreditation; and current 1998-99 projects include revising COCC’s Long Range Academic Plan in accordance with the further development of COCC Board Ends and Vision.
  2. Chair, Academic Affairs Basic Skills Task Force in Winter 1998: with members Julie Downing, Ken Mays, Rebecca McCowan, Helen Pruitt, Mike Sequeira, and Kellie Smith, investigated current rationales and basic skills requirements for COCC’s four associates degree programs; we submitted an extensive report and recommendations to Academic Affairs Committee in early Spring 1998 (see Basic Skills Task Force folder in Academic Affairs Conference), including recommendations for meeting accreditation standards and aligning programs with relevant Oregon educational reform standards.
  3. Tenure Committee, 1997-2000 (elected faculty representative): in 1998, under Chair Margaret Peterson, the committee developed and published a Tenure criteria statement.
  4. Peer and Designated Evaluator for full- and part-time faculty within and outside the Humanities Dept.
  5. Publication: Co-Authored with Gloria Ahern, Ken Mays, Jack McCown, and Mike Sequeira, "Central Oregon Community College Peer Evaluation Guidelines" was solicited for publication by ERIC (Educational Resources Information Center) and released for reproduction by Bart Queary in July 1998 [Note: this document was developed by the Peer Evaluation Task Force, which I chaired, submitted to AA Policy Subcommittee in Jan. 1995; and adopted by the College as part of the COCC Faculty Evaluation Handbook in Oct. 1995].

GOAL 3: Investigate new currents in teaching composition and writing across disciplines, and provide leadership and support for writing, WIC and WAD faculty.

Goal 3 Methods:

  1. Pursue directed reading and research projects, and seek appropriate professional development opportunities.
  2. Provide support and leadership for the Humanities Department writing program faculty through continued service on the Composition Committee.
  3. Provide support and leadership for faculty in other departments using writing in their courses through programs such as WIC and WAD.

UPDATE ON GOAL 3 ACTIVITIES COMPLETED

Note Goal 3-related activities already listed above under "Update on Goal 1 Activities Completed" and "Update on Goal 2 Activities Completed."

A. Curriculum Development & Research

1. WIC Courses proposed and approved by Academic Affairs Curriculum Subcommittee in 1997-1998: Hum 210, Hum 211, WS 101, and WS 102; Note EOU English courses I teach (ENGL 390, ENGL 403-407) are also WIC.

2. Eastern Oregon University Discourse Studies Degree Program, under Coordinator Kathy Walsh:

3. PET Visual Literacy Project, with George Jolokai:

4. University of Oregon Humanities Degree Program Planning, coordinated by Kathy Walsh and Bill Buck: Participated in November 1998 meeting with University of Oregon provost and COCC-University Center Humanities Dept. faculty to explore the possibility of beginning a UofO Humanities degree baccalaureate program on-site at COCC through the University Center.

5. Memberships & Subscriptions: Maintained memberships in the National Council of Teachers of English, Oregon Council of Teachers of English, Conference on College Composition and Communication, as well as subscriptions to College English, CCC, DoubleTake, Harper’s, Atlantic Monthly, New Yorker, and Open Spaces Quarterly: Views from the Northwest.. I also read, when time allows, departmental and COCC Library periodicals relevant to composition, rhetoric and English.

B. Presentations & Workshops

  1. Prepared and presented "Writing across Cultural and Disciplinary Differences: (Re)Thinking Codes of Conduct, Proficiencies, Genres, and Technologies for Cross-Boundary Discourse," with supporting packet of handouts, at the 9th Annual Oregon Conference on Composition & Rhetoric, Univ. of Oregon, Eugene, OR, 25 April 1998.
  2. Assisted in COCC WAD Workshop on PET/Visual Literacy Project, led by George Jolokai, 11 May 1998, in Deschutes 1, for all interested faculty: introduced annotated slide collection of print advertisements [housed in Humanities Dept. office], student handouts and sample student essays for Writing course classroom use [also available: cocc.edu/cagatucci/classes/wr122/assignment], print bibliography and Visual Literacy internet links [available via my Homepage: http://www.cocc.edu/cagatucci/], and results of Winter 1998 student evaluations of the Wr 122 unit on George and Cora’s visual literacy presentations, handouts, and ad analysis essay assignment;
  3. Organized and led COCC WAD-WIC workshop, 30 October 1998, Bend Woolen Mill, Bend, OR; attended by 20 COCC faculty [Note: Requested College Hour times in winter and spring 1997, and fall 1998 to lead presentation on WIC and WAD, but was unable to secure a place on the schedule].

C. Text/Book Reviews:

  1. Addison Wesley Longman: (a) reviewed table of contents "Persuasion and Academic Argument" by Atwill and Lauer for editor Karen Milholland; (b) reviewed ms "Persuasion as Intervention" by Atwiller and Lawler, for editor Laura McKenna and Katharine Glynn in Aug. 1998; and (c) "Longman Guide to Research," by Leo Rosen, a promising writing-and-research-across the curriculum textbook emphasizing interdisciplinary and technology-assisted academic research writing in Oct. 1998:
  2. St. Martin’s Press-Bedford Books: (a) reviewed ms "Rhetoric and Writing to Learn" by Warriner for Rhetoric, Composition, and Literature editors Jason Noe and Leah Edmonds in Dec. 1997; and (b) completed user textbook survey for planned revision of Ways of Reading, 3rd ed., by Bartholomae and Petrosky for editor Katherine Gilbert in Dec. 1997. I have since been asked by Editorial Asst. Katie Gilbert to contribute Wr 316 assignments and student writing on Ways of Reading selections to a website that Bedford/St. Martin’s is developing for the 5th ed. of Ways of Reading.
  3. Fiction Reviewer for Questar/Multnomah Publishers, Sisters, OR: a) reviewed novel ms "The Grace that Springs Eternal" by Wright in Aug. 1997; (b) reviewed novel ms "Beyond the Veil" by Bauer in Nov. 1997; and (c) reviewed novel ms "Mystic Sweet Communion," by Kirkpatrick, in May 1998 – all for fiction editor Rod Morris.

GOAL 4: Continue to develop effective cross-cultural instructional materials and approaches to teaching multicultural and global culture courses, and to support the goals of multicultural and international education.

Goal 4 Methods:

  1. Refine teaching strategies and build instructional resources for Hum 210, Hum 211, WS 101, WS 102, Eng 105, and Univ. Center-EOSC Engl 390 (Multicultural Literature).
  2. Pursue directed reading and research projects, and seek appropriate professional development opportunities to keep abreast of new theories, pedagogies, and resources for cross-cultural studies in the humanities.
  3. Work with colleagues in the Humanities and other departments pursing similar ends.

UPDATE ON GOAL 4 ACTIVITIES COMPLETED

Note Goal 4-related activities already listed above under Updates on Goal 1, 2, & 3 Activities Completed.

A. Publications & Presentations

  1. Publication: "Michelle Cliff," a 2500-word article, was submitted on 1 Aug. 1997, for Contemporary African-American Novelists: A Bio-Bibliographical Critical Sourcebook, ed. Emmanuel Nelson (Prof. of English, SUNY-Cortland); the manuscript has since been formally accepted for publication by Greenwood Press forthcoming in January 1999.
  2. Assisted in coordinating two COCC public guest presentations at COCC on "Oral Poetry and Modern African Culture" by Univ. of Oregon Professor Olakunle George for the Nancy R. Chandler Visiting Scholar Program, 7 Nov. 1997. In Summer-Fall 1998, I coordinated a return visit of UofO Prof. Olakunle George, who gave three guest presentations at COCC in fall 1998: "Modern African Cultures and Literatures" (open to the public and coordinated with Hum 211), and "Perceptions vs. Realities of Africa" (for Dan Early’s cultural anthropology classes).
  3. Proposed presentation, with Valerie Verley, entitled "Teaching and Learning across Cultures in the Community College," for session "Experiencing Culture in the Community College," for Dec. 1997 MLA Conference [Note: unfortunately, our practice-oriented proposal was rejected in favor of those more theoretically-oriented, per the session organizer].
  4. Prepared and presented "African Storytelling," for College 101, 5 March 1998; and for All College Retreat, 11 Sept. 1998.
  5. Panel proposal, with Stacey Donohue and Kathy Walsh, on defining student learning outcomes and implementing multimedia materials and new pedagogies for teaching multicultural literature developed in May 1997; the revised panel proposal, "Turning Theory into Practice: Teaching Methods and Learning Outcomes for Multicultural Literature Courses," with Kathy Walsh, was accepted by Community College Humanities Association Conference, and presented 6 Nov. 1998, Benson Hotel, Portland, OR.
  6. Engaged by Teresa Wadden and Jennifer Kelly in July 1998, to prepare three seminars on African Women’s Literature: Tsitsi Dangarembga’s Nervous Conditions for senior English College Sampler course offered by Sunriver Preparatory School in Dec. 1998; also served as consultant on COCC media resources to support this and other course seminar topics.
  7. Preparing for publication, Fall 1998: "Eric Walrond," a 3000-word article nearly completed for publication in the forthcoming sourcebook tentatively entitled African-American Writers, 1745-1945: A Bio-Bibliographical Critical Sourcebook, at the invitation of editor Emmanuel Nelson (SUNY-Cortland).

B. Curriculum Development & Research

  1. MIC Courses proposed and approved by Academic Affairs Curriculum Subcommittee in 1997-1998: Hum 210, Hum 211, WS 101, and WS 102.
  2. New or Revised Course Packs developed, with visually enhanced hardcopy materials and bibliographies drawn from instructional websites and PowerPoint presentations (see Update on Goal 1 Activities Completed" above), for WS 101 in Winter 1998, and WS 102 in Winter 1999, to support revised slate of guest faculty presentations and course topics; Hum 210 in Spring 1998, and Hum 211 in Fall 1998; University Center/EOU Engl 390 (Multicultural Literature, linked to Hum 210) in Spring 1998: my Engl 390 Course Packet has been passed along to Kathy Walsh, who will adapt parts of it for use in her spring 1999 offering of Multicultural Literature.
  3. Coordinated new guest speakers and/or topics, and revised assignments for WS 101 in winter 1998, and WS 102 in winter 1999; My own new/revised presentations included: What is Women’s and Gender Studies? Feminisms Yesterday and Today, Women’s History Month, International Women’s Issues: 4th UN Conference (Beijing); To Be a Woman and a Writer; Toni Morrison’s Beloved, Women’s Spheres & Creative Traditions, Carol Shields’s The Stone Diaries.
  4. Library research and journal article reproduction at Portland State University and book acquisitions (with personal funds) at Portland area bookstores to support COCC and EOU courses in African and Asian cultures and literatures, multicultural literature, women’s and gender studies, and advanced prose writing on 25-26 Feb. 1998 (during same trip to Portland for Accreditation Training Workshop on 25 Feb. 1998).
  5. Conducted research in Summer-Fall 1998, to develop extensive lists of library book acquisition requests in the fields of African, African Diasporic, and Asian cultures, literatures, and film; of Women’s and Gender Studies (in consultation with WS 101/102 guest faculty presenters); and of multicultural literatures and World Authors (with attention to building holdings in Nobel and Book Prize winners).
  6. Compiled and submitted media requests to Christy Handschuch for African (Hum 211), Asian (Hum 210), and Women’s/Gender Studies videotapes and CD’s in Oct. 1998; and some of my media acquisition requests were approved.
  7. Maintained memberships in the National Council of Teachers of English, Oregon Council of Teachers of English, Conference on College Composition and Communication, Modern Language Association, , as well as subscriptions to College English, PMLA, African-American Review, Research in African Literatures, Women’s Studies Quarterly, New York Times Online, Scout Report (online), and Civilization. I also read, when time allows, departmental subscriptions and COCC Library periodical databases and subscriptions to relevant journals on literature, humanities, women’s studies, multicultural and global cultures, literatures, and film. And I regularly rent/review videotapes of new feature and documentary films relevant to my teaching areas.

C. Text/Book Reviewer:

  1. Reader for the collection of essays on Yambo Ouloguem edited by Christopher Wise [Western Washington University], and submitted Reader’s Reports on "Plagiarism, Poyphony [sic], and Pornography: A Feminist Reading of the Voices of Yambo Ouologuem," by Ann Elizabeth Wiley, and on a draft of the book’s Introduction by Christopher Wise, in Oct. 1997. [Note: While I began research in preparation for writing an article on Yambo Ouologuem’s Bound for Violence, from a feminist post-colonial perspective, I could not complete the project by Dec. 1997.]
  2. For Addison Wesley Longman: (a) reviewed ms. "Visions and Voices: An Introduction to World Drama" by Greenwald, Schultz, and Pomo, for editor Marlene Agriesti Miriello in April 1998; and (b) reviewed revised ms "Visions and Voices: An Introduction to World Drama" by Greenwald, Schultz, and Pomo, for editor Ruth Halikman, in Jan. 1999.

EVALUATION AND DOCUMENTATION

1. Recipient of the COCC Faculty Achievement Award, June 1997.

2. My webpages may be reviewed at any time, via links from my Homepage
Available: http://www.cocc.edu/cagatucci/

3. My course webpages have attracted considerable electronic correspondence (mostly praise, many research queries, and a few helpful corrections) since 1997; the Hum 211 course website, in particular, has been honored as follows:

4. Reports of Activities for 1996-1997, and for 1997-1998, with attachments and comments of designated evaluators Kathy Walsh and Bill Buck, are on file in the Office of Human Resources and the Humanities Department Office.

5. Student evaluations in all my Winter 1997, Spring 1998, and Fall 1998 courses are on file in the Office of Human Resources and the Humanities Department Office.

6. My 1997-98 & 1998-99 Designated Evaluators--Bill Buck and Kathy Walsh--and my 1998-99 major evaluation year Peer Team members --Terry Krueger and Mike Sequeira—may be contacted to discuss my recent teaching activities and materials.

7. References may be obtained from others named who have worked with me on activities listed in this PIP Update.

8. Postings to relevant First Class Conference folders are available for review anytime, and I will supply a list of such postings upon request.

9. Copies of published articles, conference presentations, course packs, syllabi, handouts, PET proposals, reviews, and other documents referenced above will be supplied upon request.

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