email: eclymer@auaf.edu.

af
teaching portfolio: www.emilyclymer.weebly.com

EMILY CLYMER
TEACHING EXPERIENCE

ENGLISH LANGUAGE INSTRUCTOR July 2018-PRESENT

AMERICAN UNIVERSITY OF AFGHANISTAN | KABUL, AFGHANISTAN
As a lecturer within the newly established preparatory English program, my duties
include:
• Teaching and developing course content for undergraduate courses in Academic
Writing and Reading & Vocabulary preparation courses.
• Designing formative and summative assessments for designated courses (quiz,
portfolio, and rubric design)
• Mentoring adjunct faculty by assisting with course design, assessments design and
course material creation and adaptation.
• Advising students on their academic performance; tracking at-risk students and
offering one-on-one support.

Committee Work:
• Canvas (LMS) Committee: In this committee, I am responsible for in-house training of
faculty with the use of Canvas and mentoring faculty on how to integrate their courses
into Canvas. On this committee, we are responsible for the strategic plan regarding the
widespread implementation of Canvas for academic and administrative purposes.
o My duties have included being a secretary for this committee, planning and
delivering Canvas training for faculty, acting as an academic contact person for
Canvas support, and monitoring faculty uptake with the LMS.
• Library & Educational Technology Committee: In this committee, we are responsible
for creating information literacy standards to be applied across all curricula as well as
developing educational training materials related to information literacy for each
department.
o My duties have included being a secretary for this committee and advising on
the development of a Canvas-based Information Literacy course for first year
students.

ENGLISH LANGUAGE INSTRUCTOR December 2017-June 2018

NORTHAMPTON COMMUNITY COLLEGE | BETHLEHEM, PENNSYLVANIA
As an instructor within the ESL Department of the community college my duties
included:
• Teaching undergraduate ESL skills-focused courses (Oral Skills and Writing) and
integrated skill courses to beginner, low-intermediate, and intermediate level
multilingual learners.
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teaching portfolio: www.emilyclymer.weebly.com

• Instructional materials and assessments (formative and summative) for designated

courses
• Maintain a course LMS and assign weekly assignments in order to develop learners’
word processing skills.

Additional Contribution:
o Tutored ESL students from beginner to advanced levels 3 times a week for 2
hours and held a weekly Conversation club. Working directly with students
from different classes was a valuable experience to understand the diverse
population of adult students in this Community College program. As a tutor, I
assisted with specific skills students were struggling with (vocabulary retention,
grammar use, pronunciation, and writing) as well as offered support with
homework and projects. The Conversation Club was theme-based and was
either student-led discussion or tutor-led discussions with small group work or
presentations.

ENGLISH LANGUAGE INSTRUCTOR September 2016-October 2017

UNIVERSITY OF JORDAN | AMMAN, JORDAN
I assumed this position as an English Language Fellow, which is a selective teaching
fellowship through the U.S. State Department’s English Language Programs.
As a lecturer at the university, I was engaged in the following activities:
• Teaching undergraduate courses within the Linguistics program in the English
Language & Literature Department.
• Creating syllabi & updated instructional materials for courses within the Linguistics
Department, which include Public Speaking, Pronunciation & Speech, and Computer-
Assisted Language Learning, Introduction to Writing, Introduction to Study and
Research Skills, Academic Research Writing, and Advanced Reading & Listening
Comprehension.
• Supervising a student-led club aimed at developing critical thinking.
• Mentoring faculty members with supportive one-on-one meetings as they piloted
Blended Learning courses.

Secondary projects within Jordan included:

• Conducting teacher development workshops with Primary & Middle School English
language teachers at a local private school in Shafa Badran.
• Developing an English Language curriculum with Primary & Middle School English
language teachers at a local private school in Shafa Badran.
TESOL CERTIFICATE PROGRAM MENTOR July 2016-August 2016
COLUMBIA UNIVERSITY | NEW YORK, NY
A senior-teacher mentor in the TESOL Certificate program, operated through Teachers
College, Columbia University.
• Led bi-weekly lesson planning meetings with novice teachers.
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• Conducted weekly observations & post-observation meetings with novice teachers.

• Evaluated lesson plans, teaching skills and reflective practices of novice teachers.
• Collaborated with other senior mentors to best meet the needs of our teachers.

ENGLISH INSTRUCTOR May 2015-August 2016

NEW YORK LANGUAGE CENTER | NEW YORK, NY
An English instructor that delivered 20 hours of instruction on a weekly basis in
addition to private tutoring.
• Instructed Low-Intermediate to Advanced proficiency adult learners in 8-week
integrated skills courses.
• Prepared engaging, relevant and communicative language-learning activities using
authentic contexts.
• Designed formative and summative assessments, including descriptive rubrics.
• Tutored private students from zero Beginner to Intermediate proficiency level as well
as private tailor-made Business English mini courses.
ADJUNCT ENGLISH INSTRUCTOR August 2015-January 2015
NEW YORK UNIVERSITY | NEW YORK, NY
An English instructor that delivered 6 hours of instruction on a weekly basis.
• Instructed High-Intermediate to Advanced proficiency adult learners in a 15-week
Reading & Writing-focused course.
• Designed syllabus & instructional materials that were relevant, emphasized process
writing and maintaining writing portfolios.
• Designed formative assessments, including self-reflection & peer-feedback tasks.
SUPPLEMENTARY SKILLS INSTRUCTOR September 2014-May 2015
BOROUGH OF MANHATTAN COMMUNITY COLLEGE | NEW YORK, NY
This part-time position in BMCC’s Linguistics Department offered support for its
advanced L2 writers. Over two semesters, I acted as both a push-in and pull-out tutor
with six different advanced ESL courses.
• Designed supplementary materials to help struggling students with in-class tasks.
• Met regularly with students for tutorials, in & outside of class time, to work on
grammar, vocabulary, reading, and writing skills.
• Liaised with six different professors on a weekly basis about the progress of their
students & how to best meet their needs.
ENGLISH INSTRUCTOR August 2012-August 2014
BILKENT UNIVERSITY | ANKARA, TURKEY
An English instructor that delivered 20 hours of instruction on a weekly basis.
• Instructed Beginner to High-Intermediate proficiency adult learners in 8-week
integrated skills courses.
• Designed weekly course planners, based on core curricula, and create relevant
supplementary materials.
• Designed project-based assessments.
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• Integrated the use of English Central (an English language learning tech tool) into
course design.
COORDINATOR & ENGLISH INSTRUCTOR August 2010-August 2012
KARATEKIN UNIVERSITY | CANKIRI, TURKEY
A Coordinator of teaching staff that, for 20 hours a week, acted as a liaison between
teaching faculty and administration.
• Developed an English language placement for the English Language Center.
• Created & modified instructional materials used as a supplement to course books.
• Developed end-of-course outcomes for each proficiency level.
• Led monthly meetings with staff alongside the Director of the Language Center.
An English Instructor that delivered 20 hours of instruction on a weekly basis.
• Instructed zero-Beginner to low-Intermediate proficiency adult learners in 8-week
integrated skills courses.
• Instructed academic faculty in Conversational English at the advanced proficiency
level in 15-week courses.
• Developed curriculum for a 12-week intensive English program for outgoing Erasmus
students.
• Designed formative and summative assessments for General English and Academic
English courses.
CONSULTING & TRAINING EXPERIENCE

TEACHER TRAINER
February 2019-PRESENT
AMERICAN UNIVERSITY OF AFGHANISTAN | KABUL, AFGHANISTAN
In February 2019, I presented a 2-hour workshop, which included a teaching demo, on
how different approaches to teaching Reading as an integrated skill. The audience of this
workshop were Access Program teachers, a program funded by the U.S. Embassy to
increase English language education to underprivileged youth in Afghanistan.
In April 2019, I presented a 4-hour workshop, which included a teaching demo, on how to
adapt classroom materials while planning and on-the-spot decision making. The audience
of this workshop were primary, middle, and high school teachers in Kabul. To date, I have
trained over 50 teachers in Afghanistan in 2019.

TEACHER TRAINER
January 2017-August 2017
AL-MUHAMMADIYA SCHOOL | SHAFA BADRAN, JORDAN
As a teacher trainer at this private primary and secondary school, I offered 50 hours of
workshops for English language teachers on the following topics: classroom management,
teaching integrated skills, lesson planning, teaching writing as a process, integrating peer
feedback, teaching reading strategies, creating speaking and writing assessments and
rubrics, and how to create end-of-year and mid-year learning outcomes.
 email: eclymer@auaf.edu.af
teaching portfolio: www.emilyclymer.weebly.com

BLENDED LEARNING PROJECT

October 2016-September 2017
UNIVERSITY OF JORDAN | AMMAN, JORDAN
I consulted on both curriculum design and assessment design on a committee of faculty
members on the integration of Blended Learning courses at the university. As a
consultant, I regularly met with teaching faculty on their course design in order to make
the new course compatible with a Blended-Learning design as well as offering assistance
in the development of alternative formative and summative assessment methods.
CURRICULUM DESIGN & ASSESSMENT
April 2016-July 2017
NEW YORK LANGUAGE CENTER | NEW YORK, NY
Collaborating with two colleagues, we redesigned the curriculum of a private English
language school that offers courses from zero-Beginner to Advanced proficiency levels. In
addition to defining new end-of-level outcomes as well as end-of-course outcomes and
mid-course objectives, we designed summative assessments across all proficiency levels
and differentiated assessments across 3 different locations, as student profiles across these
locations varied greatly. This process continues as we analyze collected data from
students’ performance across the next academic year in order to make informed changes to
the curriculum and assessments.
EDUCATION

Teachers College, Columbia University | New York, NY 2016

Masters of Arts in Teaching English to Speakers of Other Languages (TESOL)
Temple University | Philadelphia, PA 2010
Bachelor of Arts in Journalism
CERTIFICATES

In-Service Certificate of English Language Teaching (ICELT) 2013

Cambridge English | Cambridge University
An English language teaching training course of over 120 hours of study in combination
with 10 observed hours of teaching adults in a Turkish university’s English preparatory
program. This course was completed at Bilkent University and moderated through
Cambridge University.
Teaching English as a Foreign Language (TEFL) Certificate 2010
TEFL Institute | Chicago, IL
Completed an internationally accredited 120-hour certificate course that included a 20-
hour teaching practicum. My teaching practicum was completed at the Community
College of Philadelphia’s ESL Program.

PROFESSIONAL DEVELOPMENT
Relevant Graduate Coursework
 email: eclymer@auaf.edu.af
teaching portfolio: www.emilyclymer.weebly.com

Designing Curriculum & Instruction Second Language Assessment

Tech-Based Language Teaching & Material Design TESOL Classroom Practices
Immigration & Curriculum Development How Adults Learn
Academic & Professional Involvement

“Building Content & Modules: A Canvas Presentation” January 2019

American University of Afghanistan
Presented two professional workshops over 60 faculty members that reviewed the basics
of the Canvas LMS and how to build content online for their courses. This Canvas
training was divided into three parts in which I presented an introduction session for new
faculty, this session to all faculty, and organized a third session on specific uses of Canvas
led by three other faculty members.

“Introduction to Canvas” August 2018

American University of Afghanistan
Presented a training workshop for more than 50 faculty members that introduced them to
the concept of an LMS and how to begin to use Canvas for the first time. This training
was divided into two separated days and was designed to both introduce faculty to the
platform as well as provide hands-on practice with the platform itself.

“Flipped Learning & Blended Learning”, A Workshop May 2017

University of Jordan
Presented a workshop for 40 faculty members, across Science & Humanities faculties, on
the theory and practical implementation of both teaching methods. This more practical
hands-on workshop was a follow-up to a larger presentation of 200 faculty members and
university Deans who attended a presentation on new teaching methods to be applied at
the University of Jordan this year.

“Flipped Learning & Project Based Learning”, A Workshop April 2017

University of Jordan
In collaboration with a colleague, we presented on the pedagogical approaches as well as
illustrated guide as to how to realize such approaches in future classrooms. Attendees
included faculty of the Foreign Languages Department, English Language and Literature
Department, and Linguistics Department.

“Backwards Planning: Curriculum Development”, A Workshop March 2017

University of Jordan
Presented to the faculty of the Linguistics Department on the methods of Understanding
by Design, a curriculum method and method of planning instruction and assessments.

“Alternative Approaches to Teaching Reading”, A Workshop February 2017

Manama, Bahrain
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Presented a workshop for 50 local teachers at a conference entitled “Planning Future

Success”, an English Language Teaching Professional conference coordinated by the U.S.
Embassy and English Language Programs. This workshop included how to approach
teaching reading strategies with different techniques and tasks in and outside the
classroom.

“English or englishes?”, An Academic Talk

University of Jordan December 2016
In collaboration with two professors within the Linguistics Department, I presented on
the history of Computer-Assisted Language Learning, the current trend of language
learning software, and the prevalence of native-speakerism within these software
programs.
“After graduation, what’s next?”, An Academic Workshop
University of Jordan November 2016
Organized an event to inform upcoming graduates on their professional and academic
options within applied linguistics, as well as the process of applying for graduate school in
the United States.

PUBLICATIONS

Zaidan, M., Alghazo, S., & Clymer, E. (2018). Native-Culturism in Jordanian University
Students’ Cognitions about Literature. International Journal of Arabic-English Studies.

Alghazo, S., Zaidan, M., & Clymer, E. (December 2018). Forms of Native-Speakerism in the
Language Learning Practices of EFL Students. Manuscript submitted for publication.

Clymer, E., Alghazo, S., Naimi, T., & Zaidan, M. (January 2019). Discipulus Oeconomicus:
CALL, Native-Speakerism/Culturism, and Neoliberalism. Manuscript submitted for publication

RELEVANT SKILLS
Computer: Microsoft Suite, Google Apps, SPSS, Final Cut Pro, Photoshop
Educational Tech Tools: Google Suite, Qualtrics, Kahoot, Quizlet, English Central,
Duolingo, Padlet, Vialogues, EdPuzzle, Edmodo, Moodle, Canvas
Languages: Conversational in Turkish, Beginner in Arabic (Levantine Dialect), Beginner
in Dari
 email: eclymer@auaf.edu.af
teaching portfolio: www.emilyclymer.weebly.com