Rachel Drummond
American English Institute
Agate Hall
1787 Agate Street
Eugene, OR 97403-5212
USA
EDUCATION
Masters of Education, December 2005
Major: Teaching & Learning – Content areas: Middle & Secondary Spanish and ESOL
University of Oregon, Eugene, Oregon
Bachelor of Arts, September 2003
Major: Spanish
University of Oregon, Eugene, Oregon
TEACHING EXPERIENCE
University of Oregon – ESOL Instructor
September 2012 – Present
American English Institute – Eugene, Oregon
Full-time teaching: 12 contact hours per week
• Taught Academic English for International Students (AEIS) matriculated courses in listening and speaking, reading, and writing
• Taught reading, writing, and grammar in the Intensive English Program (IEP) at a variety of proficiency levels
• Researched, designed, and taught a new listening and speaking course for graduate school-bound students in the IEP
• Designed and taught a cross-cultural communication course for a group of students from Basrah University in Iraq, and Nippon Sports Science University in Japan
• Taught Internet-based TOEFL and Project-Based Learning electives in the IEP
• Guest moderated in AEI eLearning courses: Web Skills and TESOL Methods
University of Oregon – Adjunct ESOL Instructor
April 2006 – June 2012
American English Institute – Eugene, Oregon
Full-time teaching: 18 contact hours per week
• Taught reading, writing, and grammar and listening and speaking in Intensive English Program (IEP) at a variety of proficiency levels
• Taught IEP elective courses: English for Business and Experience Eugene
• Served as a Lead Teacher in the IEP for groups of 4 – 10 instructors
• Taught matriculated Academic English for International Students (AEIS) writing courses
• Co-taught a Computer-Assisted Language Learning (CALL) course for graduate students in the Language Teaching Specialization program
• Served as a primary advisor for language teaching graduate students’ final projects
• Participated in a needs analysis research project with other teaching faculty members to assess international students’ listening and speaking needs
International University of Japan – Visiting Professor
July – September 2011-2012 Intensive English Program – Niigata, Japan 2014-2016
Full-time teaching: 16 contact hours of teaching per week
• Taught oral communication and listening skills
• Organized and taught yoga and dance fitness classes to IEP students and faculty
• Interacted and lived on campus with a diverse array of students from Japan and also from developing Asian countries
University of Oregon – Middle/Secondary Student Teacher September 2004 – College of Education – Eugene, OR December 2005
• Served as a partial and full time Spanish and ESOL instructor
• Taught middle and high school students
• Collaborated with a cooperating teacher and a content advisor
• Reflected regularly on my daily teaching practices
• Planned lessons and incorporated required textbooks
• Designed lessons and applied best K-12 language instruction teaching practices
PROFESSIONAL DEVELOPMENT EXPERIENCE
University of Oregon April 2006 – Present
American English Institute – Eugene, Oregon
• Served as an Academic Advisor for matriculated international students
• Served on annual review committees for adjunct and non-tenured faculty
• Hosted Second Language Acquisition and Teaching undergraduate student interns in listening and speaking and literate skills classes
• Selected to serve on the Learning Management System (LMS) task force committee by University of Oregon Libraries & Media Technologies
• Piloted a learning management system platform, Canvas, for possible campus-wide adaptation by University of Oregon Libraries & Media Technologies
• Appointed by the University of Oregon Faculty Senate to the Student Health Center Advisory Committee as a faculty representative to better understand the health needs of international students
• Co-designed teacher training materials for tutors for international students
• Participate regularly in collaborative instructional groups comprised of ESOL faculty and teaching faculty in other disciplines on campus
• Engage regularly in course curriculum and assessment development
• Member of Summative Observation Committee, trained by Kathi Bailey of Middlebury Institute of International Studies, Monterrey, CA
ADMINISTRATIVE EXPERIENCE
University of Oregon April 2006 – Present
American English Institute – Eugene, Oregon
• Served as Activities Coordinator and planned trips and outings for 125 students
• Redesigned the IEP Safety Orientation curriculum for new students to include more information about crime prevention, transportation options, personal safety, and sexual assault awareness
• Collaborated with other faculty members on CEA (Committee on English Language Program Accreditation) renewal committees
• Served as chair of the Adjunct Instructor Hiring Committee
CONFERENCE PRESENTATIONS
Blended Learning Basics: Creating Online Course Materials: a 90-minute, a hands-on and computer-based workshop presented at Tri-TESOL, October 2015, Des Moines, Washington (co-presented with Sean McClelland).
Sandbox Time with Mobile Devices: 90-minute mini-workshop presented at the TESOL Convention Electronic Village, March 2014, Portland, Oregon (co-presented with Sean McClelland).
Pedagogical Benefits of Video Recorded Assessment: 90-minute poster session presented at the EDUCAUSE Annual Conference, November 2012, Denver Colorado.
Pedagogical Benefits and Challenges of Video Recorded Assessment: 30-minute invited speaker mini workshop presentation for international English teachers from the Access Teacher Development Online Program, September 2012, Eugene, Oregon.
Re-evaluating the Speaking and Listening Demands of University Classes: 50-minute presentation for teaching faculty at the American English Institute at the University of Oregon, December 2011 (presented with Brendan DeCoster, Jennifer Rice, Korey Rice, Beth Sheppard, and Nathan Soelberg).
Interactive Whiteboards: Practical Applications for Learners and Teachers: 90-minute poster session presented at the EDUCAUSE West/Southwest Regional Conference, February 2011, Austin, Texas.
Interactive Whiteboards: Collaborative and Practical Applications for Learners and Teachers: 60 minute presentation and 45-minute Electronic Village demonstration at the TESOL Convention, March 2010, Boston Massachusetts.
Making Use of a Collaborative Learning Environment: 45-minute invited speaker presentation at the University of Oregon Collaboration Center Symposium and Open House, November 2008, Eugene, Oregon.
Podcasting By Level: Practical Applications for Teachers: 60-minute presentation at the TESOL Convention, April 2008, New York, New York.
PUBLICATIONS
Drummond Sardell, R. (2014). Wellness in the Winter. ORTESOL Newsletter, Vol. 37 (4).
Drummond Sardell, R. (2014). University of Oregon and TESOL 2014. ORTESOL Newsletter, Vol. 37 (1).
Drummond Sardell, R. (2013, May 13). Interactive Whiteboards Are Front and Center in College Classrooms. Ed Tech. http://www.edtechmagazine.com/higher/article/2013/05/interactive-whiteboards-are-front-and-center-college-classrooms
Rice, J., DeCoster, B., Sheppard B. & Drummond Sardell R. (2011). What oral skills do our IEP students really need? A report on research in-progress at University of Oregon. ORTESOL Newsletter, Vol. 34 (1).
PROFESSIONAL MEMBERSHIPS
• ORTESOL (Oregon Teachers of English to Speakers of Other Languages)
• TESOL (Teachers of English to Speakers of Other Languages)
• EDUCAUSE: a nonprofit association and the foremost community of IT leaders and professionals committed to advancing higher education
• ELI (EDUCAUSE Learning Initiative): a collaborative community committed to advancing learning through IT innovation
• National Organization for Women (NOW)
RESEARCH INTERESTS
• Teacher training efficacy and foreign language instruction (current)
• Impacts of globalization on instructional efficacy in higher education (current)
• Research of oral and aural skills needs of matriculated university students at the University of Oregon (2010)
TRAINING & CERTIFICATION
Whole Person Certified Life Coach
March 2017 – Present
Coach Training World – Bakara Institute, Portland, Oregon
Fire Starter Sessions Facilitator
April 2017 – present
LANGUAGES
Spanish (beginning-intermediate proficiency)
Japanese (very basic proficiency)