Juliet Michelsen Wahleithner
Literacy, Early, Bilingual, & Special Education
Kremen School of Education & Human Development
Literacy
jwahleithner@fresnostate.edu
Academic Degrees: (Include teaching credentials, if any)
| Degree | Institution | Area of Emphasis |
|---|---|---|
| Ph.D. | University of California, Davis | Culture with Designated Emphasis in Writing, Rhetoric, & Composition Studies |
| M.A. | University of California, Davis | Single Subject Teaching Credentails Project Impact |
| B.A. | niversity of California, Davis | English major, History minor |
Professional Experience:
| Dates | Position/Institution |
|---|---|
| 2015-present | Assistant Professor, Fresno State |
| 2018-present | Director, San Joaquin Valley Writing Project |
| 2018-present | Director, San Joaquin Valley Writing Project |
| 2014-2015 | Lecturer, niversity of California, Davis |
| 1999-2007 | English Teacher & Instructional Coach, Lodi Unified School District |
Faculty and Administrative Load: (Should total 12 units each semester)
| Fall 2018 | Spring 2019 |
|---|---|
| LEE 167 3 | EDL 580T 4.5 |
| LS 110W 3 | EDL 580T 4.5 |
Community Service
| Dates | Organization | Activity/Accomplishments |
|---|---|---|
| 2019-2020 | St. Agnes Child Development Center | Board Member & President |
| Spring 2020 | Bonner Center for Character Education and Citizenship Award Program | Site Visitation Committee Member |
| 2016 & 2020 | American Educational Research Association | Annual Meeting proposal reviewer |
| 2020 | Educational Action Research | Manuscript Reviewer |
| 2019-present | State Pilot Advisory Committee, Center for the Transformation of Schools, University of California, Los Angeles | Advisory Board Member |
University/School Service
| Dates | Committee | Activity/Accomplishments |
|---|---|---|
| 2015-present | University Senate Sub-Committee on the Teaching of Writing, California State University, Fresno | Department Representative Member |
| 2019-2020 | Search Committee for English Department Writing in the Disciplines faculty member, California State University, Fresno | Equal Employment Opportunity Member |
| 2017-2018 | Search Committee for Elementary Literacy in Multicultural Contexts faculty member, California State University, Fresno | Member |
| 2016-2017 | Annual César Chávez Education with Communities for Inquiry and Equity | Executive Planning Committee Member |
| 2016-present | Development Committee, Kremen School of Education and Human Development, California State University, Fresno | Department Representative Member |
Professional Association Memberships
| Dates | Association/Organization | Role |
|---|---|---|
| 2007-present | American Educational Research Association | Member |
| 2004-present | National Council of Teachers of English | Member |
| 2013-present | Literacy Research Association | Member |
| 2013-present | International Literacy Association | Member |
Publications (Selected)
Billen, M. T., Soltero-Lopez, A., Hart, S., Wahleithner, J. M., Horsley, H., & Alamillo, L. (accepted for publication). If we want culturally sustaining teachers, we must be culturally sustaining teacher educators: Modeling culturally sustaining pedagogy in a teacher education residency program. In S. R. Helfrich & S. L. Hartman (Eds.) Exemplary Clinical Models of Teacher Education. Charlotte, NC: Information Age Publishing.
Paul, M., Torgerson, C., Tracz, S., Coy, K., & Wahleithner, J. (accepted for publication). Engaging the Control-value Theory: A New Era of Student Response Systems and Formative Assessment to Improve Student Achievement. Research in Learning Technology.
Wahleithner, J. M. (2020). The high school-college disconnect: Examining first-generation college students’ perceptions of their literacy preparation. Journal of Adolescent & Adult Literacy. doi: 10.10002/jaal.1057
Wahleithner, J. M. (2018). Five portraits of teachers’ experiences teaching writing: Negotiating knowledge, student need, and policy. Teachers College Record, 120(01302), 60 pages.
Kurlaender, M., Wahleithner, J. M., & Krausen, K. (2016). Literacy development and school reform at Kit Carson middle school: Final evaluation report. California Academic Partnership Program, California State University: Long Beach, CA.
Bennett, L., Athanases, S., & Wahleithner, J. M. (2015). “Like a ball and glove” conceptions of the promise and challenges of conducting classroom inquiry. Action in Teacher Education.
Athanases, S. Z., Bennett, L. H., & Wahleithner, J. M. (2015). Adaptive teaching for English Language Arts: Following the pathway of classroom data in preservice teacher inquiry. Journal of Literacy Research.
Wahleithner, J.M. (2014). The National Writing Project’s Multimodal Assessment Project: Development of a framework for thinking about multimodal composing. Computers and Composition.
Wahleithner, J. M. (2014). Focus on critical reading and analytical writing: Implementing the Common Core Standards: Final Evaluation Report. California Postsecondary Education Commission: Sacramento, CA.
Papers and Presentations (Selected)
Flipping the Script: Using Community Cultural Wealth to Challenge the “Remedial” Accepted for presentation at American Educational Research Association Annual Meeting. With Ana Soltéro-Lopez. 2020.
Pathways to Leadership: Stories from the California Writing Project. LeadLearn 2020. With Peter Kittle, Tim Dewar, Laurie Stowell, Jackie Smith, Hillary Walker, & Jenn Wolfe. San Diego, CA, March 4, 2020.
Using Mentor Texts to Engage Students. Invited lecturer for Every Neighborhood Partnership’s Read Fresno mentor class session. CSU Fresno, Fresno, CA. Nov. 7, 2019.
Fresno State as Home: Finding Support & Building Connections. New Student Convocation. CSU Fresno, Fresno, CA. August 19, 2019.
Understanding the trajectory of preservice teachers’ development of an inquiry stance. American Educational Research Association Annual Meeting. Toronto, Canada, April 5-7, 2019.
Disrupting deficits through extended engagements with inquiry in preservice. American Educational Research Association Annual Meeting. With Lisa H. Bennett & Cathy Yun. Toronto, Canada, April 5-7, 2019.
Finding their academic voices: Tracing the development of two first-generation Latina writers. American Educational Research Association Annual Meeting. New York, NY, April 14, 2018.
Enduring commitment to college: First generation students’ journeys from middle school to adulthood. American Educational Research Association Annual Meeting. With Kelsey Krausen & Michal Kurlaender. New York, NY, April 16, 2018.
Communication as the Key to Connecting with Students. Student Success Summit. CSU Fresno, Fresno, CA. March 27, 2019.
Using Mentor Texts to Construct Arguments. Invited lecturer for Reading & Beyond Class Session. CSU Fresno, Fresno, CA. March 21, 2019.
Adopting an Inquiry Approach in the Invitational Summer Institute. National Writing Project Annual Meeting. With Karen Yelton-Curtis & Trish Renfro. Atlanta, GA, November 17, 2017.
Supporting new teachers in their instruction of writing: Examining the mentoring model of San Joaquin Valley Writing Project’s New Teachers’ Writing Collaborative. CLEAR Sixth Annual Mentoring Summit. With Jaclyn Smith. California State University Fresno, Oct. 7, 2017.
The high school-college disconnect: Examining first-generation students’ perspectives on their experiences as college writers. American Educational Research Association Annual Meeting. San Antonio, TX, May 1, 2017.
The impact of participation in Early Start on students’ literacy practices. American Educational Research Association Annual Meeting. San Antonio, TX, May 1, 2017.
Toward focus group as self-study method. American Educational Research Association Annual Meeting. San Antonio, TX, April 29, 2017.
The transition to college: Examining the literacy practices of first-generation college students. Literacy Research Association Annual Conference. Nashville, TN, November 30, 2016.
Supporting new teachers in their instruction of writing: San Joaquin Valley Writing Project’s New Teachers’ Writing Collaborative. California Subject Matter Project Conference, LeadLearn2016. With Jaclyn Smith. University of California, Los Angeles. October 4, 2016.
The impact of context on how writing gets taught. American Educational Research Association Annual Meeting. Washington, DC, April 10, 2016.
Investigating a literacy-focused professional development effort: What happens when key elements are missing. American Educational Research Association Annual Meeting. With Kelsey Krausen & Michal Kurlaender. Washington, DC, April 8, 2016.
An evaluation of Fresno State’s First Year Experience Program: Examining the program’s impact on overall student success and student literacy development. 2016 Kremen School of Education & Human Development Spring Research Colloquium. CSU Fresno, Fresno, CA. April 4, 2016.
What Does It Mean to Teach Writing? San Joaquin Valley Writing Project Workshop on Writing. CSU Fresno, Fresno, CA. October 24, 2015.
The Teaching of Literacy: Examining How Teachers Develop Knowledge of Literacy and What They Do When They Have That Knowledge. 2015 Doctoral Program in Educational Leadership at Fresno State Faculty Research Colloquium. CSU Fresno, Fresno, CA. October 10, 2015.
Exploring high school English teachers’ perceptions of their preparation for and practice of teaching writing. Accepted for presentation at the American Educational Research Association Annual Meeting. Chicago, IL, April 2015.
Exploring the development of teacher knowledge and self-efficacy for teaching. Accepted for presentation at the American Educational Research Association Annual Meeting. With Kelsey Krausen & Michal Kurlaender. Chicago, IL, April 2015.
Understanding high school writing instruction: Examining the role of context in what gets taught. National Council of Teachers of English Annual Convention. Washington, DC, November 22, 2014.
Exploring practices and tools for conducting teacher inquiry. National Writing Project Annual Meeting. Washington, DC, November 20, 2014.
How youth perceive the importance of college: A descriptive analysis of information sources. American Educational Research Association Annual Meeting. With Manuelito Biag, Kelsey Krausen, & Michal Kurlaender. Philadelphia, PA, April 3, 2014.
Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy. American Educational Research Association Annual Meeting. Philadelphia, PA, April 7, 2014.
How youth perceive the importance of college: A descriptive analysis of information sources. Accepted for presentation at Sociology of Education Association Annual Meeting. With Manuelito Biag, Kelsey Krausen, & Michal Kurlaender. Asilomar, CA, February 21, 2014.
Grants and Research
| Dates | Activity/Agency | Amounts |
|---|---|---|
| September 2020-June 2021 | National Writing Project | $5,000 |
| July 2020-June 2022 | California Subject Matter Projects | $69,675 |
| July 2018-June 2021 | California Subject Matter Projects | $36,185 annually |
| June 2018-June 2021 | California Department of Education, Every Student Succeeds Act | $39,082 annually |
| February 2017-August 2018 | National Writing Project | $20,000 |
Collaborative Works/Projects (with public schools, community agencies, etc.)
Associate Executive Director, California Writing Project, (June 2018-present)
• collaborate with Executive Committee to oversee and provide support to statewide network of 15 California Writing Project sites; coordinate with local CWP site representatives to engage in advocacy at the local, state, and national levels; coordinate state-level one-day conference.
Director, San Joaquin Valley Writing Project, CSU Fresno, (June 2018-present).
• oversee work of local site of National Writing Project; oversee multiple grants, budgets, and reporting; apply for relevant grants to support work of site; engage in advocacy with local, state, and national legislators; develop partnerships with local schools and districts to design relevant professional development experiences for K-12 teachers; coordinate Invitational Summer Institute; meet with Leadership Team approximately three times per semester; assemble and meet annually with Advisory Board.
Collegial Works/Projects (i.e., grants, articles, conference presentations, etc.)
Billen, M. T., Soltero-Lopez, A., Hart, S., Wahleithner, J. M., Horsley, H., & Alamillo, L. (accepted for publication). If we want culturally sustaining teachers, we must be culturally sustaining teacher educators: Modeling culturally sustaining pedagogy in a teacher education residency program. In S. R. Helfrich & S. L. Hartman (Eds.) Exemplary Clinical Models of Teacher Education. Charlotte, NC: Information Age Publishing.
Paul, M., Torgerson, C., Tracz, S., Coy, K., & Wahleithner, J. (accepted for publication). Engaging the Control-value Theory: A New Era of Student Response Systems and Formative Assessment to Improve Student Achievement. Research in Learning Technology.
Flipping the Script: Using Community Cultural Wealth to Challenge the “Remedial”
Accepted for presentation at American Educational Research Association Annual Meeting. With Ana Soltéro-Lopez. 2020.
Disrupting deficits through extended engagements with inquiry in preservice. American Educational Research Association Annual Meeting. With Lisa H. Bennett & Cathy Yun. Toronto, Canada, April 5-7, 2019.
Professional Development
Virtual Summer Institute for Online Teaching, participated in three-week intensive course to further develop knowledge and skills to create effective online learning spaces, June 8-28, 2020.
rally
Responsive and Sustaining Teaching Practices into Teacher Education, attended three-day conference to connect with other Teacher Educators and learn more about efforts across the state, October 17-19, 2019.
Fresno State Faculty/Staff Mentor Program, was accepted to participate in campus-wide faculty mentor program; included regular cohort meetings with campus leaders and monthly meetings with mentor, September 2019-May 2020.
California Multi-Tiered Systems of Support Professional Learning Institute, attended two-day conference to learn more about statewide efforts related to Multi-Tiered Systems of Support, July 29-30, 2019.
Building Capacity to Create Equitable Learning Environments, represented Fresno State at two-day retreat, June 11-12, 2019.
Online Teaching Preparation Program, participated in intensive 10-week two-course series focused on developing knowledge of creating effective online learning spaces in preparation for teaching online courses, Summer 2018.
Service-Learning Summer Institute, attended one-week intensive institute with colleagues to re-design course to incorporate meaningful Service-Learning activities, May 21-25, 2018.
NVIVO Faculty Learning Community, participated in faculty learning community focused on developing knowledge of qualitative coding software, Fall 2016-Spring 2017.
Equity & Social Justice Faculty Reading Group, participated in faculty reading group, reading assigned texts focused on issues related to equity and social justice, Fall 2016-Spring 2017.
National Writing Project Annual Meeting, attended two-day conference to connect with NWP site directors from across country, November 17-18, 2016.
Universal Design for Learning Faculty Development Workshops, participated in faculty workshops focused on developing knowledge of principles of Universal Design for Learning, Sept. 9 & Sept. 16, 2016.
Strategic Teacher Education Partnership (STEP) Summer Academy, participated in two-week summer academy focused on partnering liberal studies faculty with K-6 teachers to improve instruction in liberal studies courses, June 27-July 8, 2016.
DISCOVERe Faculty Learning Community & Summer Institute, participated in sessions throughout semester plus one-week summer institute focused on integrating tablets into course instruction, Spring semester 2016 & June 13-17, 2016.
Service-Learning, participated in faculty workshops to learn about Service-Learning and how to incorporate meaningful Service-Learning experiences into courses, Fall 2015-Spring 2016.
Honors (Optional)
Classroom Excellence Award—College, California Association of Teachers of English, February 21, 2020.
Provost’s Award for Promising New Faculty, Office of the Provost, CSU Fresno, May, 2019.
Extraordinary Faculty Award, Kremen School of Education & Hu
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