David Shane Wallace

4004 Avenue S ½, Galveston, Texas 77550~email: [email protected]~Phone: (404) 408-4272~Skype: david.shane.wallace

ACADEMIC APPOINTMENTS
2014-Present Associate Professor of English and Humanities, Department of Arts and Humanities, Galveston College
2011-2014 Assistant Professor of English and American Studies, Department of Arts, Languages, and Literature,
American University in Bulgaria
2010-2011 Visiting Assistant Professor, Department of English, Salisbury University
2008-2010 Lecturer, Department of English, Texas A&M University
2001-2003 Instructor, Department of English, University of Tennessee

EDUCATION
2011 Ph.D. in English, Louisiana State University
2001 M.A. in English, University of Tennessee
1998 B.A. in English, Kennesaw State University
1993 A.B.J. in Advertising, University of Georgia

ADDITONAL EXPERIENCE
Spring 2017 Adjunct Professor of Writing, College of Human Sciences and Humanities, University of Houston-Clear Lake
2002-2003 Writing Consultant, University of Tennessee Thornton Student Life Center
1999-2000 Writing Center Tutor, University of Tennessee Department of English
ACADEMIC SERVICE
Galveston College
2018-Present Appointed Member, English Language and Literature Field of Study (FOS) Advisory Committee, Texas Higher
Education Coordinating Board
2017-Present Discipline Coordinator, Department of English and Humanities
2017-Present Member, Faculty Professional Development Committee
2017-Present Member, Search Committees: Developmental Reading and Writing Faculty, Full-time English Faculty,
Development/Foundation Project Manager
2015-Present Institutional Representative, Texas Gulf Coast International Education Consortium
2016-2017 Member, Instructional Affairs Council
2016-2017 Chair, Curriculum Committee
2016-Present Faculty Cohort, Galveston College QEP, Read Deeper
2015-Present Member, Institutional Review Board (IRB Certified)
2015-2017 Faculty Senator, Arts and Humanities
2015-2017 Guest Cast Member, The Best Christmas Pageant Ever, The Taming of the Shrew, It’s a Wonderful Life Radio Show
2014-2016 Member, Recruitment, Retention, and Student Life Committee

American University in Bulgaria

2013-2014 Chair, Department of Arts, Languages, and Literature
2012-2014 Co-Chair, Interdisciplinary Program in American Studies (w/ Dept. of History and Civilizations)
Oct. 1-7, 2012 Faculty Representative, Admissions Recruitment (Ulaanbaatar, Mongolia)
Sep. 28-Oct. 1, 2012 Faculty Guide, International Students Association, (Istanbul, Turkey)
2012-2014 Member, Academic Affairs Committee
2012-2014 First Year Student Faculty Advisor
2011-2014 Member, Admissions Committee
Nov. 6-11, 2011 Faculty Representative, Admissions Recruitment (Chisinau, Moldova)
Oct. 15-21, 2011 Faculty Guide, Manaki Brothers International Cinematographers’ Film Festival (Bitola, Macedonia)
2011-2012 Member, Faculty Research Committee
2011-2012 Member, Learning Outcomes and Assessment Committee
2011-2014 Founding Member, American Studies Program

COMMUNITY SERVICE
2016-Present Volunteer, Galveston’s Own Farmers Market, Galveston, TX
2015-Present Faculty Discussion Panel Participant, Galveston Reads, Galveston, TX
2015-Present Volunteer, Island East End Theatre Company, Galveston, TX
Dec. 1, 2012 Faculty Panelist, World AIDS Day Program, Blagoevgrad, BG
Aug. 2007-May 2008 English as Second Language Instructor, Catholic Charities Migration and Refugee Services, Baton Rouge, LA
Summer, 2005 Teacher’s Academy Facilitator, Encouraging Student Scholarship and Excellence through Native
Centered Education (ESSENCE) Program, Baton Rouge, LA
Summer, 2003 Reading Instructor, Ronald McNair Knoxville Project GRAD Summer Institute, Knoxville, TN
PUBLICATIONS
Articles:
“The White Female as Effigy and the Black Female as Surrogate in Janet Schaw’s Journal of A Lady of Quality and Jane Austen’s Mansfield
Park.” SI: Studies in the Literary Imagination. 47:2 Ed. Kristine Jennings (Fall 2014): 117-130.
“Copway’s Homage to Cooper: Redefining the ‘Vanishing American.’” James Fenimore Cooper Society Miscellaneous Papers No. 29. Ed. Steven
Harthorn (January 2013).
“’Come the Final Throwdown, What is s/he First, Black or Gay?’: Revolutionary Arguments in Randall Keenan’s A Visitation of Spirits and
Me’shell Ndegeocello’s Cookie: the Anthropological Mixtape.” Ed. Miriam Fernández Santiago. “Queer America” AMERICAN @ 4.1
(Spring 2006): 94-110. (English and Spanish)
“(Re)constructing Whiteness: The Ideology of Race in Kate Chopin’s At Fault, "Désirée's Baby," and The Awakening.” Southern Literary
Journal (under review).

Reference Book Entries:

“William Wells Brown.” The New Encyclopedia of Southern Culture, 2nd Edition. Ed. Thomas Inge. Chapel Hill, North Carolina: University of
North Carolina Press (2008).
“Go Tell It On the Mountain.” Encyclopedia of African-American Literature. Ed. Wilfred D. Samuels. New York: Facts on File (2007).
“Another Country.” Encyclopedia of African-American Literature. Ed. Wilfred D. Samuels. New York: Facts on File (2007).

Book Manuscript Under Review:

From Native to Nation: Copway’s American Indian Newspaper and the Formation of American Nationalism
AWARDS, HONORS, STIPENDS, & GRANTS
Fall 2017-Spring 2019 Director, National Endowment for the Humanities Initiatives Grant, “Coastal Culinary: Exploring
Food Narratives”
Fall 2012 Phi Beta Delta Honor Society for International Scholars
Summer 2012 Faculty Research Grant, AUBG
Spring 2012 International Conference Travel Grant, AUBG
Spring 2009 Department of English Travel Grant, TAMU
Summer 2008 Isaiah Thomas Stipend, American Antiquarian Society Summer Seminar, “The Newspaper and the Culture of
Print in the Early American Republic”
Spring 2008 Department of English Travel Grant, LSU
Spring & Fall 2007 College of Arts and Sciences Travel Grant, LSU
Spring 2005 & Fall 2007 GRADS Travel Award, LSU

ASSISTANTSHIPS & FELLOWSHIPS

2009-2010 Faculty Fellowship, The Glasscock Center for Humanities Research, TAMU
2007-2008 Editorial Assistantship, Atlantic Studies, LSU
2006-2007 Research Assistantship, “Atlantic Studies Research Project,” LSU
2005-2006 Research Assistantship, Dr. Katherine Henninger, LSU
2003-2008 Graduate Teaching Assistantship, Department of English, LSU
1999-2001 Graduate Teaching Assistantship, Department of English, UTK
1999-2001 John C. Hodges Graduate Fellowship, UTK
1999-2000 Clyde Hoffman Graduate Fellowship, UTK

CONFERENCE PRESENTATIONS
May 2012 “The Potency of the Pen: Constructing and Contesting Literary Indianness in Copway’s American
Indian Newspaper.” American Literature Association. San Francisco, CA
May 2009 “Toni Morrison’s A Mercy and the Lamentable Return of the Vanishing Native.” Toni Morrison
Society Panel, American Literature Association. Boston, MA
Feb. 2009 “Red Performing Red: George Copway’s Transformation from Kah-ge-ga-gah-bowh into
Hiawatha.” Native American Literature Symposium. Albuquerque, NM
Apr. 2008 “Twice Told Tales from the Wigwam: George Copway and the Work of Early American Indian
Folklore.” Institute of Native American and Indigenous Studies Association Conference, “Who
Are We? Where Are We Going?” Athens, GA
Oct. 2007 “Natives, Newspapers, and the Nation: Copway’s American Indian and the Construction of
Nineteenth-Century American Indian Identity.” SAGES Conference-Textual Nationalism(s):
History, Community, Identity, Norman, OK
Oct. 2005 “George Copway ‘A Stranger in a Strange Land’: Christian Conversion and the Formation of
American National Identity,” The LeMoyne College Forum on Religion and Literature, Syracuse, NY
Apr. 2005 “The White Female as Effigy in Janet Schaw’s Journal of A Lady of Quality.” Annual Eighteenth-
and Nineteenth-Century British Women Writers. Lafayette, LA
Apr. 2005 “’Hate is Not Pride’: Racial/Sexual Reasoning in Me’shell Ndegeocello’s Cookie: the
Anthropological Mixtape.” College Language Association. Athens, GA
Mar. 2005 “’Come the Final Throwdown, What is he First, Black or Gay?’: Revolutionary Arguments in
Randall Kenan’s A Visitation of Spirits.” American Culture Association/Popular Culture
Association. San Diego, CA
Feb. 2005 Organizer and Chair, “18th-Century White Women Writing New World Slavery,” “’A Sacrifice to
the System’: New World Slavery’s White Female Effigy in Jane Austen’s Mansfield Park,” St. Simons Island, GA
Apr. 2003 “Unraced and Reraced: The Destabilization and Reestablishment of Racial Assignations in the
Fiction of Kate Chopin,” College Language Association, Washington, D.C.
GUEST LECTURES
Jun. 5, 2012 “Are We Ethnic?: Comparative Race and Ethnicity Construction.” Gypsy Language and Culture
(LIN 322), Dr. Ian F. Hancock, University of Texas at Austin
Apr. 9, 2002 “Eric Lott’s Love and Theft,” Studies in American Literature II: Passing and the New Millennium
Minstrel Show (ENG 661), Dr. LaVinia Jennings, University of Tennessee
Nov. 8, 2002 “Whiteness and the Literary Imagination.” Readings in Black American Literature (ENG 552),
Dr. LaVinia Jennings, University of Tennessee
INVITED LECTURES & ROUNDTABLES
Oct. 2017 Invited Lecture. “Oh, the Places You’ll Go, How International Experiences Have Shaped My Pedagogy,”
Galveston College Professional Development First-Friday Lecture Series.
Feb. 2009 Invited Lecture. “Liquor, Sacrifice, and Murder: A Native Tale in Three Tellings,” Stories, Songs,
Signs, Survivance: A Symposium on Indigenous Discourse, Texas A&M University
Feb. 2007 Invited Respondent. “Race and Literature” Panel. English Graduate Student Association Annual
Mardi Gras Conference: “Members Only: Gatekeepers and the Future of Literary Studies,”
Louisiana State University
Apr. 2005 Invited Lecture and Roundtable Discussant. “The Current State of Sranan and Gullah.” For panel
on “Marginal Languages: Can They Continue to Exist? Should They Continue to Exist?” The
Program in Louisiana and Caribbean Studies Annual Conference, Louisiana State University
Feb. 2002 Invited Roundtable Discussant. “Toni Morrison’s Playing in the Dark: Whiteness and the Literary
Imagination.” English Department Faculty Enrichment Series, University of Tennessee
CONFERENCES, SEMINARS & WORKSHOPS
Jun. 2017 2017 Summer Foodways Symposium, Southern Foodways Alliance, Charlotte, NC
Jun. 2016 2016 Summer Foodways Symposium, Southern Foodways Alliance, Nashville, TN
Apr. 2016 Conference on College Composition and Communication (CCCC), Houston, TX
Nov. 2012 American International Consortium of Academic Libraries Workshop on “Collaborative Learning
Technologies,” American University in Cairo
Jun. 2012 Convening of the Global Liberal Arts Alliance: “The Liberal Arts Future Quest: Purpose,
Content, and Context Transnational Perspectives on Liberal Education,” American College in Greece
Jun. 2008 Summer Seminar in the History of the Book in American Culture, “The Newspaper and the Culture of Print in
the Early American Republic,” American Antiquarian Society, Worchester, MA
COURSES TAUGHT
Galveston College
Spring 2017 Multi Ethnic American Literature
Spring 2015/16 American Literature: 1865 to Present
Spring 2015/18 Technical and Business Writing (online)
Summer 2015 Introduction to Humanities
Fall/Spring 2014-18 Composition I
Fall/Spring 2014-18 Composition II (face-to-face and online)
Fall 2014-16 American Literature: Beginnings to 1865
Fall 2014 /17 World Literature I (online)

American University in Bulgaria

Spring 2014 The Native American Renaissance
Spring 2013 American Literature: 1865-Present
Spring 2012-14 Persuasion
Fall 2012 Comparison and Contiguity in Romani Diasporas (Independent Study)
Spring 2012 Literature of the Jazz Age
Fall 2011-13 Exposition
Fall 2011 American Literature: Beginnings to Present

Salisbury University
Spring 2011 Survey of African-American Literature
Spring 2011 The Short Story
Fall 2010 American Women Writers of Color
Fall 2010 First-Year Composition

Texas A&M University

Fall 2008-Spring 2010 American Literature Survey: 1865 to Present
Fall 2009-Spring 2010 Introduction to Literature
Fall 2008-Spring 2010 Composition and Rhetoric

Louisiana State University

Spring 2006 Literature and Ethnicity
Spring 2005 African-American Literature Survey (Service Learning)
Spring 2004-2008 Composition II
Fall 2003-Summer 2008 Composition I

University of Tennessee
Fall 2001-Spring 2003 Business and Technical Writing
Fall 2002/Spring 2003 Introduction to Fiction
Fall 2001/Spring 2002 Introduction to World Drama
Spring 2000-Spring 2003 Composition and Rhetoric
 David Shane Wallace
Teaching Philosophy

My approach to teaching is influenced by my experience as a student. I believe that the most effective
teachers are those who enter into the classroom as students expecting to gain as well as impart knowledge. For this
reason, I inform my students that I am not there to provide answers, but rather to introduce them to the tools of
analysis that will allow them to come to their own understandings of the world around them. I look forward to
having my ideas challenged within the classroom setting and have on several occasions had students provide
perspectives that altered the way I approach a subject, my methods of teaching, and my overall way of thinking. I
have learned to listen to what my students can teach me, and I now strive to ask questions without having
expectations about the answers I will receive. As a result, I have been surprised by my students' ability to inspire me.
My overarching goal is to provide students with the necessary means to explore and interrogate the various
works that have shaped American consciousness, as well as global consciousness, and to demonstrate these skills
through their writing. In an effort to meet my students’ differing requirements, I have had to become more
interdisciplinary in my teaching and provide detailed historical contexts, explanations of political movements,
lectures on religious developments, and examples of social trends as a means of connecting the “texts” we
encounter in the classroom to larger cultural developments. I look for opportunities to relate current issues to
concepts we are addressing during the course to show students how an understanding of literary discourse assists in
a deeper understanding of the issues that impact their lives. I have students explore these connections through a
range of writing assignments, including reading journals, on-line discussions, blog postings, digital projects, in-class
responses, cross-cultural email exchanges, and research essays.
Each of these types of writing and communication comes with a different set of expectations and audiences
and I endeavor to help students to master the terrain of these various genres by providing models of each and
analyzing the models’ strengths and weaknesses during class. I also prompt students to consider the audiences for
whom they are writing and the specific goals they need to achieve. These writing assignments all serve as a means of
assessing student learning. Through peer evaluations and my comments, students are able to reflect upon their own
strengths and weaknesses and apply these newfound understandings to their future reading and writings in the
course and later in their lives. No two classes are the same and I believe teachers should always be willing to work
with their students and remain flexible in their approaches. These assessments help me to tailor my teaching to
address those areas where students struggle the most. I connect my success as a teacher to both my students’
outcomes and their future application of the skills emphasized in my courses. I feel I have succeeded in my job
when, at some point during the semester, students begin making connections between readings and theoretical
concepts thereby demonstrating their mastery of the analytical tools introduced during the course.
 In order to foster critical engagement in my courses, I employ a variety of teaching methods. I focus much
of my class time on discussion because I think the best measure of student engagement is discourse. However,
students have diverse learning styles and engage more fully with different modes of instruction. Therefore, in
addition to in-class discussion, I employ a mixture of traditional lectures, audio and video elements, group activities,
reading quizzes, handouts, blog entries, and occasionally games to facilitate student learning and retention. This
variety of methods demonstrates critical engagement in the course as it acknowledges the diversity in student
learning styles and informs students of my desire to engage numerous instructional methods and technologies. I
find this has become increasingly important and effective with students who are digital natives and who are familiar
with newer technologies. Adapting my courses to the use of ever-changing technology has been both challenging
and rewarding; it has forced me to engage with previously unfamiliar tools, but has proved to enliven and increase
student learning and application as well as my own teaching and research.
Much of my teaching and research of multi-ethnic American literature and writing necessarily involves
addressing issues of race, class, ethnicity, nationality, gender, religious affiliation, and sexual orientation and
acknowledging my own identity politics, as well as my students’ identity politics, is essential to ensuring a respectful
and productive learning environment. I always encourage my students to bring their experiences to their reading
and writing, emphasizing that a reader’s subject position is just as important to any text as is that of its author’s. No
matter a student’s background, I have found that she, when encouraged, is virtually always able to connect any new
material to her life knowledge. In addition to crafting discussions and assignments that force students to interrogate
positions of privilege and oppression, I include texts by authors with varying cultural backgrounds, which express
differing viewpoints on the topics we are exploring in the course. It is important for students to hear these various
perspectives that challenge the hegemonic discourse both as a means of increasing their understanding of the
literature and to encourage them find their own unique writing voices. Notably, remaining open to student input is
crucial in courses that often deal with sensitive issues. Through their candid feedback, both in and out of the
classroom, my students have taught me how texts speak differently to dissimilar people. At the same time, they have
enforced my belief that despite the varied ways in which a writer communicates with the many diverse members of
her audience, if given the chance, she will speak and make at least some connection with each and every one.