Education
PhD in English and Education, expected 2022, University of Michigan, Ann Arbor, MI
Dissertation: Social Annotation in First-Year Composition
This design-based research study investigates how social annotation technology and pedagogy shape students’ annotation practices in a first-year composition class. Based on think-aloud protocols and analysis of students’ social annotations, I explore the tensions between reading to prepare for writing as individual and social practice.
Committee: Professor Anne Ruggles Gere (Co-Chair), Professor Barry Fishman (Co-Chair), Associate Professor Melanie Yergeau, Assistant Professor Chandra Alston
MAT in Secondary Education, May 2007, Western New Mexico University, Gallup, NM
BA in English Literature; minor in Spanish, May 2004, Miami University, Oxford, OH
summa cum laude, University Honors
Teaching Experience
Graduate Student Instructor, University of Michigan, Ann Arbor, MI 2016 – present
ENG 125: Writing and Academic Inquiry
ENG 225: Academic Argumentation
EDUC 302/304: Problems and Principles of Secondary Education
EDUC 307: Practicum II
EDUC 440: Methods of Teaching English
Instructor, Central New Mexico Community College, Albuquerque, NM, 2014 – 2016
EDUC 2285: Curriculum Development, Assessment, and Evaluation I
EDUC 2286: Curriculum Development, Assessment, and Evaluation II
Publications
Sprouse, M.L. (forthcoming, January 2020). “Social annotation as transcontextualization in graduate reading practices.” For Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture special issue edited by Ellen Carillo and Alice Horning.
Sprouse, M.L. (2019, April). “Social annotation and layered readings in composition.” In Chen Chen, Kristopher Purzycki, and Lydia Wilkes (Eds.) Proceedings of the Annual Computers and Writing Conference, 2018. Fort Collins, CO: The WAC Clearinghouse. https://wac.colostate.edu/docs/proceedings/cw2018/sprouse.pdf
Sprouse, M.L. (2018, April). “Racialized and gendered flights through history: Woolf’s Orlando and Alexie’s Flight.” Virginia Woolf Miscellany, 92: Fall. https://virginiawoolfmiscellany.files.wordpress.com/2018/04/vwm92fall2017winter20181.pdf
Sprouse, M.L. (2017, June). “The consequential validity of the M-STEP.” Language Arts Journal of Michigan, 32:2. http://scholarworks.gvsu.edu/lajm/vol32/iss2/10/
Sprouse, M.L. (2016, November). “Collaborative professional development through a critique protocol.” English Journal, 106:2. http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1062-nov2016/EJ1062Collaborativepword.pdf
Under Review
Sprouse, M.L. “Social annotation in the writing classroom via Hypothesis.” For Kairos Praxis Wiki.
Presentations
Sprouse, M.L. (2020, November). Empowering teaching and learning with collaborative annotation. To be presented at the NCTE Annual Conference, Denver, Co.
Sprouse, M.L. (2020, November). How to study your classroom and improve your practice with ethnographic writing methods. To be presented at the NCTE Annual Conference, Denver, Co.
Sprouse, M.L. (2020, May). Surveilling and scoring students or teaching reading strategies?: Social annotation technologies in the writing classroom. To be presented at the Computers and Writing Conference, Greenville, NC. Cancelled due to Covid-19.
Sprouse, M. L. (2020, March). Commonplace books updated: Pedagogies for cultivating an inclusive student commons. To be presented at the CCCC Annual Convention, Milwaukee, WI. With Meg Sweeney and Kristin vanEyk. Cancelled due to Covid-19.
Sprouse, M. L. (2020, March). What we don’t know we don’t know: Stumbling into the common spaces of rhet/comp, Graduate Student Standing Group Panel. To be presented at the CCCC Annual Convention, Milwaukee, WI. With Alisha Karabinus, Millie Hizer, and Angela Morris. Cancelled due to Covid-19.
Sprouse, M.L. (2019, July). Listening to lost voices: Methods for humanizing research on the margins. Presented at the MLA International Symposium, Lisbon, Portugal. With Anne Gere, Meg Eunice Garver, and Kristin Vaneyk.
Sprouse, M.L. (2018, November). Bogged down by blogs: Negotiating authentic reflective practices with pre-service teachers. Presented at the NCTE Annual Conference, Houston, TX.
Sprouse, M.L. (2018, October). Opening social annotation in first-year composition. Presented at the Open Education Conference, Niagara Falls, NY.
Sprouse, M.L. (2018, June). Social annotation as transcontextualization in graduate reading practices. Presented at the I Annotate Conference, San Francisco, CA.
Sprouse, M.L. (2018, May). Social annotation and layered readings in composition. Presented at the Computers and Writing Conference, Fairfax, VA.
Sprouse, M.L. (2018, March). Pedagogies of rhetorical reading in first-year composition. Presented at the CCCC Annual Convention, Kansas City, MO.
Sprouse, M.L. (2017, July). Collaborative digital annotation. Presented at the International Literacy Association Annual Conference, Orlando, FL.
Sprouse, M.L. (2017, June). Reading strategies and social annotation in the composition course. Presented at the 2017 CCCC Summer Conference, Clermont, OH. https://scholar.uc.edu/works/generic_works/bc388858z
Sprouse, M.L. (2017, March). The consequential validity of the M-STEP. Presented at the GSCO/BET School of Education Student Research Conference, Ann Arbor, MI.
Limlamai, N., Day, J., Van Eyk, K, Carlson, M. and Sprouse, M.L. (2017, March). Cultivating a peer review culture that engages in productive conflict. Presented at the GSCO/BET School of Education Student Research Conference, Ann Arbor, MI.
Sprouse, M.L., Caldwell, S. & Siow, V. (2016, November). Student and teacher critique: Advocating for our own improvement. Presented at the NCTE Annual Conference, Atlanta, GA.
Sprouse, M. L., Abeita, T., Chapo, R., Charlie, S. & Jaramillo, E. (2016, March). Writing ourselves as heroes: 8th-grade girls’ responses to Bruchac’s Killer of Enemies. Presented at the Native American Literature Symposium, Albuquerque, NM.
Sprouse, M.L. (2016, January). Text annotation: Getting students to think while they read. Presented at the Teach for America New Mexico Teaching Expo, Albuquerque, NM.
Siow, V., Caldwell S., & Sprouse, M.L. (2015, November). Teaching Native American literature in the middle grades: Developing literacy, empathy, and inquiry through units rooted in essential questions. Presented at NCTE Annual Conference, Minneapolis, MN.
Caldwell, J. Krause, J., Siow, V. & Sprouse, M.L. (2015, August). Portfolios as performance assessments in Native American literature. Webinar hosted by ASCD.
Siow, V., Caldwell S., & Sprouse, M.L. (2015, March). Perspectives on teaching Native American literature in an urban middle school. Presented at The Native American Literature Symposium, Albuquerque, NM.
Siow, V., Caldwell S., & Sprouse, M.L. (2014, November). Using Understanding by Design (UbD) to create authentic literature studies. Presented at the New Mexico Indian Education Summit, Albuquerque, NM.
Mitchell, M.L. (2004, May). An intertextual analysis of the representations of women in Homer’s Odyssey and Joyce’s Ulysses. Poster presented at the Undergraduate Research Symposium, Miami University, Oxford, OH.
Invited Talks
Sprouse, M.L. (2019, March). Social annotation: Making sense with students of the social space. University of Michigan Digital Studies Institute Winter Colloquium. Ann Arbor, MI.
Sprouse, M.L. (2017, November). Revised-repurposed assignments. English Department Writing Program Craft Session, University of Michigan, Ann Arbor, MI.
Sprouse, M.L. (2017, April). The pedagogy of collaborative annotation. Webinar hosted by Hypothesis.
Sprouse, M.L. (2017, April). Collaborative annotation as discussion forum 2.0. Webinar hosted by Hypothesis.
Research Network Forum Participation
Sprouse, M.L. (2019, June). Sponsoring social annotation in first-year composition. Presented at the Computers and Writing Graduate Research Network, Lansing, MI.
Sprouse, M.L. (2019, March). Social annotation in first-year composition. Presented at the CCCC Research Network Forum, Pittsburgh, PA.
Sprouse, M.L. (2018, March). Pedagogies of rhetorical reading in first-year composition. Presented at the CCCC Research Network Forum, Kansas City, MO.
Research Positions
Research Assistant, Directed Self Placement, Dr. Tessa Tinkle, Sweetland Center for Writing, 2019-present.
Research Assistant, M-Write Project, Dr. Anne Ruggles Gere, Sweetland Center for Writing, 2019.
Research Associate, Teaching Over Time Project, Dr. Brian Rowan and Dr. Chandra Alston, Institute for Social Research, 2018.
Research Assistant, First Year Summer Research Project, Dr. Anne Ruggles Gere, 2017.
Academic Fellowships and Grants
Rackham Humanities Research Candidacy Fellowship, 2020.
Rackham Dissertation Fellowship, 2019.
Rackham Graduate Student Research Grant, 2019.
Open Educational Resources Research Fellowship, 2017-2018.
Rackham Travel Grant for Conference Presentation, 2016, 2017, 2018, 2019.
English and Education Travel Grant for Conference Presentation, 2017, 2018, 2019.
Awards and Recognition
David and Linda Moscow Prize for Excellence in Teaching Composition, University of Michigan, 2020.
Golden Apple Excellence in Teaching Award Nominee, New Mexico, 2015.
Teacher of the Year, Native American Community Academy, 2014-2015.
National Board for Professional Teaching Certification, English Language Arts, Early Adolescence, 2014.
Phi Beta Kappa, 2004.
Phi Beta Phi, 2004.
Miami University Undergraduate Summer Scholar, 2003.
Professional Service
Reviewer, English Journal, 2020-present.
Proofreader, Michigan Reading Journal, 2019-present.
Reviewer, AERA Annual Meeting Division C, Learning and Instruction, Section 1.a. Literacy, 2021.
Reviewer, Conference on College Composition and Communication, 2020.
Reviewer, AERA Annual Meeting Division C, Learning and Instruction, Section 3.B. Technology-Based Environment, 2020.
English Language Arts Teacher Educators-Graduate Strand, Campus Liaison, 2018-present.
Reviewer, Summer Conference Proposals, Conference on English Education, 2017.
Judge, Norman T. Mailer High School Writing Award, NCTE, 2016.
University Service
Judge, Feinberg Family Writing Prize, English Department Writing Program, University of Michigan, 2017, 2019.
Faculty Judge, Undergraduate Research Symposium, University of Michigan, 2019.
Chalk & Cheese Series Co-Facilitator, Joint Program in English and Education, University of Michigan, 2018-2019.
Graduate Student Workshop Chair, 2018 GSCO/BET Graduate Student Research Conference, University of Michigan, 2018.
On-call writer, Rackham Graduate School and Sweetland Writing Center Writing Together Session, University of Michigan, 2017.
Other Service
Coach and volunteer assistant, Science Olympiad On Target team, Angell Elementary, Ann Arbor, MI, 2018-2020.
Faculty Advisor, co-founder, and editor, Eye of the Eagle student literary magazine, Native American Community Academy, Albuquerque, NM, 2015-2016.
Participant, End of Course Assessment Conference and Standard Setting Meeting, July 2014, Santa Fe, NM.
Editor, Inklings undergraduate literary magazine, Miami University, Oxford, OH, 2002-2003.
Community Outreach
Sprouse, M.L. (2020, April). Third Grade Reading Law, SW Learns, Detroit, MI. Cancelled due to Covid-19.
Sprouse, M.L. (2019, March). Standardized tests: The high costs of high stakes. Michigan Education Justice, Dearborn Heights, MI.
Prior Professional Experience
Teacher, Native American Literature, 6-8th grade, Native American Community Academy, Albuquerque, NM, 2007-2016.
Teacher, Title 1 Reading, 10th grade English, Communications, Tsé Yi Gai High School, Pueblo Pintado, NM, 2004-2007.
Teacher, Bilingual Pre-Kindergarten, Teach for America Summer Institute, Houston, TX, 2004.
Teaching Assistant, EDL 304, The Nature of Group Leadership, Miami University, Oxford, OH, 2002-2003.
Languages
Reading and writing competency in Spanish, Miami University, 2004
Basic reading proficiency in Latin, Miami University, 2003
Professional Memberships
Conference on College Composition and Communication
English Language Arts Teacher Educators
National Board for Professional Teaching Standards
National Council of Teachers of English