Mia Zamora, Ph.D. is Associate Professor of English, Director of the Kean University Writing Project, and Coordinator of the World Literature Program at Kean University in Union, NJ. Dr. Zamora is a faculty leader committed to encouraging lifelong reading and writing. Her passion for literature is rooted in her belief that reading and writing are essential to communication, learning, and citizenship.
Dr. Zamora received a National Endowment for the Arts grant to direct the Big Read program at Kean University. This program is designed to restore reading to the center of American culture. Her research interests in Comparative Literature, Postcolonial Literature, nationalism, and cultural studies are reflected in her book entitled Nation, Race, History in Asian American Literature: Re-membering the Body and her Postcolonial Studies Book Series. She has an active interest in the Digital Humanities and how digital technologies are transforming education in the 21st century.
Dr. Zamora has won the presidential excellence award for teaching, she is a Fulbright scholar, and she is a past president of the New Jersey College English Association. Dr. Zamora completed her M.A. and Ph.D. in Comparative Literature at the University of Wisconsin-Madison, where she was a fellow of the Center for Southeast Asian Studies. She received her B.A. with Honors distinction from Hamilton College. Dr. Zamora was a Postdoctoral Teaching and Research Fellow at Fordham University in 2003-2005.
Writing Project Site
Unlearning is not easy for all involved. It is a radical shift setting everyone a bit adrift on an unknown course. But, this kind of paradigmatic sea change is about transformation. Transformation is indeed a complex, energy requiring developmental process. Like all meaningful change, I suspect it cannot occur without some necessary discomfort. And, I am experiencing this now first hand.
My CLMOOC friend and colleague Kevin Hodgson (@dogtrax) recently wrote a blog post for the Connected Courses community that prompted us to think about the importance of “lurking” in a connected learning environment. For those of you who might not be familiar with the term within the context of online behavior, to “lurk” means to click here and there (and check out what content and commentary is being generated by a community) while remaining an observer more than a contributor to the unfolding conversation.
There has been a great deal of buzz lately about "making" and production-centered learning. As a professor of literature and writing, I have been enthusiastic about the role "making" might play in the classroom. (Even those classrooms or courses that don't inherently seem to lend themselves to making in the most obvious sense.) But the truth is, this new found enthusiasm is sometimes an uphill march. Should we relinquish our valuable classroom time to such endeavors that seem at best a crafty indulgence, or at worst, a waste of precious instructional time? This summer, I have continued to ruminate on these significant challenges, and certain moments have helped clarify my thoughts