AMY GOODBURN, PhD
Associate Professor
Department of English and Women's Studies
139 Andrews
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0333
(402) 472-1831

Biography

Amy Goodburn is Associate Dean of the College of Arts and Sciences and Professor of English and Women's and Gender Studies at UNL. She received her PhD from the Ohio State University. Dr. Goodburn has several ongoing research and teaching projects, particularly with respect to teacher development and multicultural and critical pedagogies in English education curriculum. She is currently developing a book project on social location and the teaching of writing and reading at the secondary and post secondary level. As Co-Coordinator of UNL's Peer Review of Teaching Project, she is engaged in the national scholarship of teaching movement, focusing on developing strategies for helping faculty to document and make visible the intellectual work of their teaching. While this interest focuses on post secondary contexts, SOTL initiatives rely heavily on teacher research/inquiry models developed by teachers in K-12 schools. Her most recent co-authored books include Making teaching and learning visible: Course portfolios and the peer review of teaching (Anker, 2006) and Inquiry into the college classroom: A journey toward scholarly teaching (Jossey-Bass, 2007).

Dr. Goodburn regularly teaches pre-service English Education courses in "Reading Theory and Practice" and "Composition Theory and Practice" as well as summer institutes for K-12 teachers such as the Nebraska Writing Project, the Literacy Project, and the Community Literacy Project. Most recently she has taught graduate seminars in "Teacher Research and Classroom Inquiry," "Pedagogies and Difference," and "The Scholarship of Teaching."

Recent Publications

Journal Articles

Goodburn, A., & Camp, H. (Spring 2004). Course designs: English 354: Advanced composition. Writing ourselves/communities into public conversations. Composition Studies, 32, 89-108.

Goodburn, A. (2003). From the editors: The ethics of representation. Writing on the Edge, 13, 3-4.

Goodburn, A. (2002). (Re)viewing teaching as intellectual work in English studies: Insights from a peer review of teaching project. Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy, 47, 83-108.

Goodburn, A. (2001). Writing the public sphere through family/community history. Readerly/Writerly Texts, 9, 9-24.

Goodburn, A., & Ball, K. (Spring 2000). Composition studies and service learning: Appealing to communities? Composition Studies, 28, 78-94.

Goodburn, A., & Ritchie, J. (Spring 2000). Collaborating toward intellectual practice: Re-imagining service in English studies. Concerns: A publication of the women's caucus for the MLA, 27, 5-15.

Goodburn, A. (Winter 1999). Literacy practices at the Genoa Industrial Indian School, Genoa, Nebraska. The Great Plains Quarterly, 19, 35-52.

Book Chapters

Goodburn, A., & Minter, D. (2008). Shifting contexts for teaching and learning: The challenges and opportunities of postsecondary leadership. In Extending our reach: Composition specialists in positions of university administration. Utah State UP.

Goodburn, A., & Lambert, A. (2007). Teacher advocacy in English education. In Closing the gap: English educators address the tensions between teacher preparation and teaching writing in the high school. Greenwich, CT: Information Age Publishing Inc.

Goodburn, A. (2004). A view from writing-program administration. In W. Bishop & D. Coxwell Teague (Eds.), Teacher's sourcebook (pp. 49-51). New York: Houghton Mifflin.

Goodburn, A., & Minter, D. (2004). A critical reading and revision strategy: Glossing arguments as cultural work. In P. M. Gantt & L. L. Meeks (Eds.), Teaching ideas for university English: What really works (pp. 271-283). Norwood, MA: Christopher-Gordon.

Goodburn, A. (2003). Girls' literacy in the progressive era: Female and American Indian identity at the Genoa Indian School. In J. Greer (Ed.), Girls and literacy in America: Historical perspectives to the present (pp. 79-101). Santa Barbara, CA: ABC-CLIO.

Goodburn, A., & Leverenz, C. S. (2002). You both look the same to me: Collaboration as subversion. In N. Welch, C. G. Latterrell, S. Carter-Tod, & C. Moore (Eds.), The dissertation and the discipline (pp. 126-136). Portsmouth, NH: Heinemann/BoyntonCook.

Goodburn, A., & Minter, D. (2002). Writing curriculum: Disciplinarity, institutional histories, and collective identity. In D. Downing, C. M. Hurlbert, & P. J. Mathieu (Eds.), Beyond English, Inc. (pp. 139-150). Portsmouth, NH: Boynton/Cook.

Minter, D., & Goodburn, A.(2002). Composition, pedagogy, and the scholarship of teaching. Portsmouth, NH.: Boynton/Cook.

Goodburn, A. (2001). The ethics of students' community writing as public text. In E. J. Isaacs & P. Jackson (Eds.), Public works (pp. 26-34). Portsmouth, NH: Boynton/Cook.

Goodburn, A. (1999). Racing (erasing) teacher/research authority in writing about race. In K. Gilyard (Ed.), Race, rhetoric, and composition (pp. 66-86). Portsmouth, NH: Boynton/Cook.