1. Kim J. Palmore
De Anza College, Cupertino
21250 Stevens Creek Blvd. ▪ Cupertino, CA 95014
Ph.D. University of California, Riverside
English, June 2010
Playing and Passing: Identity Expression and the Destabilization of Gender
George Haggerty (chair), Kim Devlin, and Steven Axelrod
MA California State University, Long Beach
English, May 2003
BA California State University, Long Beach
English, December 2000
AA Long Beach City College, Long Beach
Liberal Arts, May 1998
Kristine M. Scarano Memorial Endowed Scholarship 2009
Award based on academic achievement and commitment to peace, social justice, and feminist concerns
Prolit: PhD Programme in Literature, Scholarship: Fiction +Reality. Resisting Texts. 2008
Full support for a one-month international book project. One of ten chosen from a world-wide call
Ludwig-Maximilians-Universität. Munich, Germany.
Eugene Cota Robles Award: Fellowship at University of California at Riverside 2004-2008
This elite, four-year fellowship package is based on diversity, high potential and promise, and a desire to
pursue an academic career in teaching.
Graduate Dean’s List of University Scholars and Artists 2003
Awarded to only three graduating Master’s students in the Humanities
Outstanding Comprehensive Exam 2003
The Isabelle McCaffrey Horn Memorial Scholarship: Fiction Award 2003
University competition for short fiction
Summa Cum Laude 2000
Awarded for a cumulative 4.0 GPA
De Anza College, Cupertino: Department of English
Instructor: Winter 2012- Present
Fundamentals of Writing (EWRT 200)
This five-unit course focuses on developing foundational skills in writing. Practices include
focused, purposeful writing in several formats to different audiences with a variety of sentence
structures responding to, engaging with, or inspired by written or visual texts, and revision and
editing to correct errors in the major conventions of Standard Written English.
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Preparatory Reading and Writing Skills (EWRT 211)
This five-unit course focuses on development of abilities necessary for college level reading and
essay writing. Emphasis is on writing in response to critical questions about assigned readings.
Reading and Composition (EWRT 1A)
This five-unit course serves as an introduction to academic reading and writing. Close
examination of a variety of texts (personal, popular, literary, professional, academic) from
culturally diverse traditions. Practice in common rhetorical strategies used in academic writing.
The course emphasizes the composition of clear, well-organized, and well-developed essays, with
varying purposes and differing audiences, from personal to academic.
Reading, Writing, and Research (EWRT 1B)
This five-unit course focuses on development of analytical, comparative skills in reading and
writing, academic (interpretive, analytical, argumentative) writing based largely on reading of
literary/imaginative texts linked by a common theme or issue, and outside research leading to
analysis, comparison, and synthesis in documented research paper.
Literature and Composition (EWRT 1C)
This five-unit course applies the analytical, critical, and synthesis skills developed in English
Writing 1A and 1B to the ways meaning can be made in the diverse cultural, social, and historical
contexts in prose, poetry, and drama by reading and analyzing texts and critical interpretations
and by composing critical responses, analyses, and arguments.
Critical Reading, Writing, and Thinking (EWRT 2)
This five-unit writing course is designed to prepare students for research and argumentation.
Students study the principles of argumentation, such as the logical structure of arguments, how to
use evidence effectively, and how to move an audience, and they practice generating, structuring,
and supporting their own arguments through guided practice and formal writing projects.
Creative Writing (EWRT 30)
This four-unit class introduces writers to fiction, poetry, drama, and creative non-fiction, through
both critical analysis and intensive practice.
Introduction to Fiction (ELIT 10)
This four-unit class is an intensive study of fiction and includes reading, discussion, and analysis
of structure and meaning in selected novels and short stories.
Introduction to Shakespeare (ELIT 17)
This four-unit class focuses on reading, study, and analysis of representative Shakespearean sonnets,
histories, tragedies, and comedies placed within the literary and social context of the Renaissance as well as
the context of contemporary culture.
Major American Writers: 1914- Present (ELIT 48C)
This four-unit course focuses on the reading and critical analysis of representative works by
major writers such as Faulkner, Hemingway, Hurston, Morrison, Fitzgerald, Hughes, Wright,
Ellison, Williams, Cisneros, Stevens, Sexton, Eliot, Vonnegut, Pynchon, O’Connor, Plath,
Carver, Wilson, and O’Neill.
Previous Teaching Experience
California State University, Long Beach: Department of English
Instructor: Fall 2003-Fall 2009
Basic Writing Skills (English 001)
This is a pre-baccalaureate course for students not quite prepared for freshman English. This
basic course in writing offers intensive practice in every stage of writing process: strategies at the
level of word, sentence and paragraph. This course also emphasizes methods for developing and
organizing ideas in coherent essays using conventional mechanics, spelling, and grammar.
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English Composition (English 100)
This is a required freshman composition course. The focus is writing, revising, and editing non-
fiction prose, with emphasis on exposition and argument. It also focuses on critical reading
strategies for research. English 100 satisfies the baccalaureate degree requirement for one course
in written composition in English.
American Ethnic Literature (English 375)
This is an upper Division study of texts that demonstrate the diversity and perspective of various
ethnic authors. Themed with a “passing” motif, this course emphasized the dual nature of the
passing concept as both reinforcing and destabilizing social constructions.
Modern Drama (398)
Upper Division: Continental, English, and American drama from Ibsen to the present.
Century British Literature (457/557)
Upper Division: Prose and poetry of Shaw, Conrad, Yeats, Lawrence, Joyce, Woolf, and others
emphasizing artistic experimentation and the development of modern value systems.
Seminar in British Literature (659)
Graduate Level: Intensive studies in English literature from about 1900 to the present. Authors
whose work may be included in this course include Woolf, Forster, Conrad, Joyce, Lawrence, and
University of California, Riverside
Assistant Director, Composition Program, Fall 2006-Spring 2007
Worked closely with Professor Rise Axelrod, the director of UCR’s first-year Composition
Program. Mentored graduate student teaching instructors in various approaches to teaching
introductory writing courses. Lectured on syllabus building, time management skills, grading
methods and policies, daily lesson plans, and essay assignments. Presented workshops to show
the benefits of incorporating technology, like Blackboard, into the classroom.
English 301 Introduction to the Teaching of English
Flexible program of meetings and workshops specifically devoted to orienting apprentices and
transfer TAs to the writing program at UC Riverside. Individual and group conferences.
Concentrates on the problem of organizing and teaching ENGL 001A, ENGL 001B, and ENGL
001C or its equivalent.
ENGL 302 Teaching Practicum
Flexible program of meetings and conferences on the problems and techniques of writing
instruction most pertinent to Basic Writing or to ENGL 001.
Teaching Associate, English Composition, Fall 2005-Spring 2007 and Fall 2008-Spring 2009
English 4 (English Writing-Developmental Composition)
Covered ground rules of academic inquiry and exchange in English writing. Focused on critical
reading of assigned texts, organizing essays, honing syntax, and asking and answering academic
English 1A (Beginning Composition)
Introduced students to the strategies of personal writing in a multicultural context.
English 1B (Intermediate Composition)
Emphasized the transition from personal to public writing in a multicultural context.
Teaching Associate, Winter 2007
Century American Literature (English 32)
Designed lesson plans for and taught three discussion sections for lecture course. Wrote and
graded essay assignments. Used Blackboard to stimulate discussion by having students post a
question about the text and then hypothesize an answer. Students worked on their own entries
and added to others’ comments.
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University of California, Riverside
Director, Professional Development, Graduate Division, July 2010 to January 2012
Created and developed programs that contribute to the professionalization of the graduate
students at UCR. Directed the GradPREP program, which includes a long-standing Teaching
Assistant Development Program and multiple two-year old programs: Graduate Student
Mentoring, English Language Development, and University Teaching Certification. Opened both
a new Graduate Student Writing Center and a Graduate Student Resource Center in 2011.
Supervise 6 GradPREP coordinators and 22 graduate student mentors; Oversee 60 incoming
mentees and 800+ University TAs. Other responsibilities include grant writing, grant
management, website development, event planning, staff, faculty, and student coordination, and
Teaching Assistant Development Program, Coordinator, August 2009-July 2010
Provided various levels of training for UCR’s 800+ Teaching Assistants. Mentored instructors,
Supervised mentor TAs, organized instruction orientations, managed workshops, and counseled
TA mentors in their various interactions with TAs. Accomplishments: revitalized a stagnant
program, turning it into a vibrant department within the Graduate Division.
“Subversive Ruptures in Time: The Liberation of Gender in Virginia Woolf’s Orlando.”
Resisting Texts: Exploring Positions in a Complex Relationship. Eds Brigitte Rath and Stefan
Schukowski: Munich, Germany: Meidenbauer, 2011.
“Transgender Articulations in Hall, Kane, and Feinberg.” Journal of Lesbian and Gay Studies.
Work in Progress
“Professionalizing First-Generation Graduate Students: Issues, Approaches, and Solutions.”
Ø “Adjusting Projects and Capturing Results: UCR’s Graduate Mentoring Program.” FIPSE Project
Directors Conference. Washington D.C. December 2010.
Ø “Rap Music, Gender Codes, and Cultural Oppression.” Phillips Graduate Institute: Encino CA.
Ø Presiding Officer. “Teaching with Technology and the Internet.” Pacific Ancient and Modern
Language Association. 111th Annual Conference of the Pacific Ancient and Modern Language
Association. Bahia Resort Hotel, San Diego CA. November 2013.
Ø Presiding Officer. "Gay and Lesbian Literature." Pacific Ancient and Modern Language
Association: Chaminade University, Honolulu, HI. November 2010.
Ø Panel Chair. “British Modernism.” Featuring four graduate students from CSULB.
(Dis)junctions Conference 2008: University of California, Riverside. Riverside CA. April 2008.
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Ø “Subversive Ruptures in Time: The Liberation of Gender in Virginia Woolf’s Orlando.” Pacific
Ancient and Modern Language Association. 111th Annual Conference of the Pacific Ancient and
Modern Language Association. Bahia Resort Hotel, San Diego CA. November 2013.
Ø “Enhancing the Classroom Experience through Technology: The Processes and Advantages of an
Online Component.” Pacific Ancient and Modern Language Association. Seattle University,
Seattle. October 2012.
Ø “Mentoring for Professionalization.” Career Advising and Mentoring Conference. The UC
Partnership for Faculty Equity and Diversity. University of California, Irvine. November 2011.
Ø “Mentoring First-Generation Graduate Students.” 2011 Mentoring Conference “Learning Across
Disciplines.” The Mentoring Institute at the University of New Mexico. Albuquerque, NM.
Ø “Nurturing the SEED: Mentoring Working-Class Students.” Working-Class Studies Association
Conference. Chicago Center for Working-Class Studies. Chicago, IL. June 2011.
Ø “Classing Queers: Heteronormativity, Culture, and Queer Conventions.” How Class Works
Conference. Suny Stonybrook. Long Island, NY. June 2010.
Ø “Transgender Articulations in Sarah Kane's 4.48 Psychosis and Cleansed and in Leslie Feinberg's
Stone Butch Blues.” Modern Language Association. San Francisco, CA. December 2008.
Ø “My Àntonia” Western Literature Association: 41st Annual Conference: Feeling Western. Boise
State Univeristy. Boise ID. 25-28 October 2006.
Ø “Dismantling Time.” (Dis)junctions Conference: University of California, Riverside. Riverside
CA. April 2006.
Ø “Fears, Jeers, and Queers: Homosexuality Constructed for the Male Gaze.” (Dis)junctions
Conference: University of California, Riverside. Riverside CA. April 2005.
Ø “Clothing, Sex, Compulsory Heterosexuality and Hetero-gendered Pairings in Shakespeare’s
Twelfth Night” Eleventh Annual California State University Shakespeare Symposium. California
State University, Fullerton. December, 2001.
Twentieth Century British and American Literatures; Queer Studies; Minority, Gender, Class, and
Feminist Studies; Writing and Writing Centers.
Modern Language Association
Pacific Ancient and Modern Language Association
Western Literature Association
Working Class Studies Association
Professionalizing Instruction in Composition
Advanced Teaching Practicum (English 302): Fall 2008; Winter, Spring, Fall 2009
Teaching Composition Practicum (English 301): Fall 2005 through Winter 2007
Introduction to Teaching of English Composition (four day intensive workshop): UCR Fall 2005
Directed Research: Teaching Composition (English 697): CSULB Fall 2002; Spring 2003
Theories and Practices of Composition (English 535): CSULB Spring 2003
Directed Studies in Composition (English 497): Individual Instruction: CSULB Spring 2001
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Proficiency in speaking, reading, and writing
Oral Communication (Spanish 314)
Advanced Spanish I and II (Spanish 312/13)
Cuernavaca, Mexico: Cetlalic Language Institute: three-week intensive, 2000.
Salamanca/Barcelona, Spain: Don Quijote Language Institute: four-week intensive, 2001.
Fair in speaking, reading, and writing
The Art of Translation (French 460)
Intermediate Conversation (French 214)
Paris, France: Accord, Ecole de Langues: three-week intensive, 2003.
Other Professional Experience
Private Enterprise 1999-2009
Coached students from second grade through first year of college. Worked with students on both
school projects and material beyond the traditional curriculum.
Goal for program: teach critical thinking skills via reading and writing projects using texts from
the Early Modern period, including a full survey of Shakespeare; novels, drama, and poetry from
Centuries, including Austen, Dickens, and Twain; and a full curriculum of 20th
British and American works from authors like Conrad, Joyce, Woolf, Beckett, Stoppard,
Faulkner, Cather, Hemingway, Steinbeck, Williams, Miller, and August Wilson.
General themes: racial minorities, gender, class, colonialism, and modernism.
Advanced topics: Justice, Education, and Ethics and Morality via Nietzsche, Marx, Plato, Cicero,
Bacon, Thoreau, King, and Woolf.
Writing projects: formal poetry to creative drama to literary criticism to argumentation.
English Majors Support Committee 2015-Current
Dedicated to helping English majors navigate De Anza, transferring to universities,
considering graduate school, and investigating career options.
Personal Statement Workshops 2014-Current
Create, organize, and lead workshops on writing the personal statement thrice annually.
Language Arts Division Retreat Committee 2014
Organized and led a day-long retreat for the multiple departments in Language Arts
Task Force for Campus Climate 2014-Current
Ensure equity for Faculty, staff, and students campus-wide
Club Advisor 2013-2014
Interim advisor for the LGBTQ+ club at De Anza College
SLO and Curriculum Revision 2013-Current
Devise and revise appropriate student learning outcomes. Update curriculum to ensure
statewide and college goals are being met.
Literature Committee 2012-Current
Assist in creating, organizing, and staffing literature classes at De Anza College.
AGEP Summer Project for Underrepresented Minorities at UCR: Summers: 2010 and 2011
Developed and facilitated a series of workshops to help 25+ incoming grad students write
essays for NSF fellowships. Read and provided feedback on those essays.
SACNAS (Society for Advancement of Chicanos and Native Americans) Conferences: 2010-11
SACNAS conference organizing committee at UCR. Designed layout of booth, managed
technology and communication systems, and recruited students.