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Top Writing Tutors serving Denver

Carson: Denver Writing tutor

Certified Writing Tutor in Denver, CO Call us today to connect with a top Denver Writing tutor (720) 305-6032 Call Now Get Started

...degree in English. During my studies there I tutored at-risk teens at a nearby high school, focusing not only on the academic aspect but on cultivating mutual respect with the students as well. The experience I gained from this position has shown me the underlying tenacity in young men and women to learn if the curriculum is tailored to their interests or presented with a novel perspective. Additionally, my ESL certification has granted me further...

Education & Certification

University of Georgia - Bachelor in Arts, English

ACT English: 32

Jessica: Denver Writing tutor

...creative ideas and methods. As an individual with over seven years of customer service experience, I am capable of demonstrating a positive attitude while using an organized approach to successfully achieve goals. Working in a bank setting for four years showed me just how important it is to demonstrate effective communication skills--not only in an academic setting, but also in any field of work. My strong work ethic ensures that as a tutor, I can...

University of Vermont - Bachelors, English, French, Psychology

Michael: Denver Writing tutor

I am a middle school French teacher in Parker but have taught either Language Arts or ESL for the past seven years. I have a lot of experience working with students of various backgrounds and have had a proven record of success with my classes. I have worked one on one before with students, helping both their grades and skills greatly improve. I'm looking forward to meeting and working with you!... I would spend time getting...

University of Colorado Denver - Bachelor in Arts, English Literature and French

Emilie: Denver Writing tutor

...several young Chinese girls in English where we learned by translating their favorite Taylor Swift songs and watching Justin Bieber on Oprah. I don't believe education should be dull or limited to pencil and paper, and I work hard with my students to find the best way to optimize learning. I am an avid long distance runner and podcast listener. I'm nuts about traveling and hiking and have lived in San Francisco and Alaska within...

University of Minnesota - Bachelor in Arts, Asian Languages and Literature

Katherine: Denver Writing tutor

...English to non-native speakers, so my skills are honed and strategic. If you are confused, I can explain it to you in a way that is useful for you. Now let's talk about Spanish! I would love to help you reach your goals with this fun language. Whether just starting out or working your way through higher college-level classes, you will have fun and feel comfortable under my tutelage. I also love to teach math...

Boston University - Bachelor in Arts, Art History/Philosophy

JoAnn: Denver Writing tutor

...can be a powerful tool in the discovery of one's self and others, for literature can open new doors to new worlds while at the same time validate one's own life and experiences. The art of writing can do the same; it is a source of self-expression and a window into someone else's world. Literature and the language arts are naturally holistic; they touch the head, heart, and hands making learning relevant and valid. These...

Shepherd University - Bachelors, English Education

Shepherd University - Masters, English Education

Ross: Denver Writing tutor

...for more than 10 years, in conjunction with over 20 years of programming and software QA. I love helping people find new ways of looking at problems to reveal solutions. My aptitude for math, programming and robotics stems from my true passion for music, especially music theory. I find that I'm not alone - that many of my technical colleagues share my musical leanings. Let me help you look at those tricky problems differently!... Ask, don't...

University of Colorado Denver - Bachelors, Electrical Engineering

University of Colorado Denver - Masters, Master of Science in Information Systems

Colden: Denver Writing tutor

...University in Vestal, NY with a Bachelors of Science in Cell & Molecular Biology and spent two years conducting independent microbiology research in Binghamton's Center for Biofilm Research. At Binghamton I also acted as a Teaching Assistant and tutored many students, helping them to gain a better understanding of the natural sciences. I look forward to unveiling the magic of education, and helping you to become the best student you can be!

SUNY at Binghamton - Bachelors, Cell & Molecular Biology/ Ecology & Evolution

Katie: Denver Writing tutor

...a delicate process, but one that can be learned with the right help. It is my hope that I can encourage students to write creatively but with a strong grammatical and structural base. I tutor in English and college essay writing and will help with essay editing. My overall tutoring style is one that is fun but serious. While students learn in many different ways, I think being comfortable with their tutor or teacher is...

Hendrix College - Bachelor in Arts, Environmental Studies-Biology

ACT English: 35

ACT Reading: 31

ACT Science: 36

Paige: Denver Writing tutor

...is fulfilling, including standardized test prep. Having lived abroad in Spain and Chile, I also know the importance of connecting classroom learning in Spanish to the actual experience of the language and am always excited to help Spanish come alive beyond conjugation worksheets. Regardless of subject, I strive to ensure that my students build the strategies and confidence they need to be capable, self-directed learners. My own interests include reading, camping and hiking, cooking, and...

Mount Holyoke College - Bachelors, Philosophy

State Certified Teacher

ACT Composite: 32

ACT Reading: 36

Oliver: Denver Writing tutor

...tutoring involves assessing how a student learns and adapting my teaching style to best fit the needs of the student. In this manner a student can learn in a way that seems to come naturally and allows knowledge to flow more seamlessly. Fostering a passion for learning and encouraging growth as a successful student are my main goals as a tutor. Outside of the lab I enjoy exploring what our great state of Colorado has...

University of Colorado Boulder - Bachelors, Biochemistry and Molecular, Cellular, & Developmental Biology

ACT Composite: 33

ACT Math: 33

ACT Reading: 33

Taylor: Denver Writing tutor

I am a recent gradate from the University of Colorado Boulder. I have a passion for both American Sign Language and math. I began learning ASL about 6 years ago and math has always been a favorite subject of mine. If you're looking to learn the basics of ASL or need some math support (Elementary-Algebra 1), I am here for you! I look forward to working with you.

University of Colorado Boulder - Current Undergrad Student, Speech-Language Pathology and Audiology

Erika: Denver Writing tutor

...life, I have a few other interests and hobbies. Music is one of my primary interests: I've played piano since the age of six, I used to play cello, and I am an active singer who participates in Colorado Chorale, one of Denver's prestigious choirs. Likewise, I also used to participate in musical theater productions, so this continues to be something of interest for me. In addition to my musical interests, I love to kayak,...

Regis University - Bachelor in Arts, English and Philosophy

Seth: Denver Writing tutor

...writing they are proud of. It is work I have loved and am excited to continue here in Colorado. I earned my Bachelor of Arts in 2007 from Piedmont College in Georgia, where I studied Philosophy and Religion. In 2010 I earned my Master of Arts in Religion from Yale University. My particular interest is the junction between literature and theology using the tools of textual criticism. In my studies I learned how important it...

Piedmont College - Bachelors, Philosophy and Religion

Yale University - Masters, Theology

Brockton: Denver Writing tutor

I am a neuroscience and psychology double major from CU Boulder working to go to PA school down the road. I am originally from the East coast, but definitely prefer the hiking here. I was a learning assistant (basically student focused teacher aid) at CU, and took a course to learn more effective pedagogy. Afterwards, I was asked to be a mentor, and continued trying to help as much as I can.

University of Colorado Boulder - Bachelor in Arts, Neuroscience

ACT Composite: 34

ACT English: 36

Sarah: Denver Writing tutor

I love working one on one with students and their families. Customizing the learning experience is my number one goal! While tutoring Algebra students in middle school, my students saw an average of two letter grades improvement. I look forward to helping you reach your educational goals.... Customizing to each student is the key to success! I like to find out how you learn best so that we can have the perfect blend of content to...

University of Phoenix-Online Campus - Bachelors, Business Administration and Management

Regent University - Masters, Education

Hank: Denver Writing tutor

Hi, my name is Hank and I am a history major from Virginia Commonwealth University. I enjoy reading, writing, and the outdoors. I am ready to get to work on AP history prep and SAT verbal prep as well as other subjects!... When starting to work, it is important to get to know each other in order to train on the right parts of a particular class.

Virginia Commonwealth University - Bachelors, History

Doug: Denver Writing tutor

...of my students are both intellectually gifted and have a learning disability. I have a Ph.D. in Psychology from the University of Michigan. I have taught college courses in psychology and organizational behavior, and recently received a Master of Arts in Teaching from the University of Northern Colorado. I enjoy working with students of all ages and backgrounds. My tutoring style emphasizes identifying and building upon student strengths, adapting my methods and explanations to best...

University of Washington-Seattle Campus - Bachelors, Psychology

University of Michigan-Ann Arbor - PHD, Psychology

Kaamilah: Denver Writing tutor

...Vanderbilt University’s Aspirnaut STEM Program for elementary and middle school students, while working as a Chemistry Teaching Assistant/tutor for undergraduate courses. In the fall of 2017, I will be attending the University of Cincinnati College of Medicine to complete my post-graduate studies. Daughter of a high school algebra and English teacher, I really enjoy tutoring and helping students understand subjects especially in the areas of math, reading, and science. I find it rewarding to share...

Berea College - Bachelors, Chemistry

Lauren: Denver Writing tutor

I am a recent college graduate with previous experience tutoring NCAA athletes in a variety of subjects. I understand students have different motivators and how to identify what inspires someone to work harder. Additionally, I recognize that each person has their preferences and work with students to customize plans and teaching styles. ... Every student has the ability to learn, it is just a matter of finding a way to make the info "stick" in their...

University of Minnesota- Twin Cities - Bachelor of Science, Health and Wellness

Private Writing Tutoring in Denver, CO

Our interview process, stringent qualifications, and background screening ensure that only the best Writing tutors in Denver, CO work with Varsity Tutors. To assure a successful experience, you're paired with one of these qualified tutors by an expert director - and we stand behind that match with our money-back guarantee.

Receive personally tailored Writing lessons from exceptional tutors in a one-on-one setting. We help you connect with the best tutor for your particular needs while offering flexible scheduling to fit your busy life.

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Colorado Writing Project

Bring joy to the teaching and learning of writing., karen hartman (director):.

I consult in schools about reading and writing workshops, teach at least one of our summer workshops every summer, and read lots of Young Adult Literature. Sheila Kaehny and I give booktalks on new YAL several times a year. I also serve on the board of the Colorado Language Arts Society as director of conferences. When not busy with CWP, I spend my time with my three children and five grandchildren and with lots of wonderful friends. I Love to travel and, since retiring from Thornton High School, have traveled extensively with my late husband and friends. Beach vacations are a necessity in my life!

Matthew Gustafson:

Stay tuned to learn more about one of our newest consultants, Matt.

Sheila Kaehny:

Katie Miles:

I was lucky enough to take Colorado Writing Project I in the summer before my first year teaching. Since then, I have spent the last 13 years teaching writing in a wide range of school settings. From progressive, project-based environments to traditional college-prep environments, the foundation I learned with CWP has been at the core of my instructional framework. I am honored to be a part of this work and to invite others into the transformative learning it brings. A Colorado native, I earned a BA in English Literature and my MS in Curriculum and Instruction from CU Boulder, then recently returned there to complete a MS Certificate in Teacher Leadership. I currently teach at Fairview High School. Outside the classroom, my four-year-old son keeps me busy and humble (and gives me plenty to write about).

Stevi Quate:

While growing up, I had two dreams: to become a ballerina or to teach. Teaching won out. Most of the 25 years that I spent in the classroom were in Adams Five Star District, just north of Denver, where I taught middle school language arts and high school English with a short stint at teaching social studies. As a teacher at Thornton High, I learned about writing workshop and with my fellow English department members studied how to engage students in writing texts that mattered to them and how to provide timely feedback that would grow them as writers.

Little did I know that I would become a published writer myself. A few years ago, my colleague, John McDermott, and I wrote Clock Watchers and The Just Right Challenge . In addition, my published writing includes a short story, multiple journal articles, and a few chapters about professional development.

I never imagined that I would leave the classroom, but when I was encouraged to apply to be the literacy coordinator at Colorado Department of Education (CDE), I thought I would give it a try. For over four years at CDE, I lived the early journey of CSAP and implementation of the state standards. At the same time, I co-directed Colorado Writing Project, which ended up being a ten-year adventure. After CDE, I moved to the teacher education program at the University of Colorado at Denver. Since I officially retired from UCD, I’ve worked as a staff developer with PEBC (Public Education and Business Coalition), consult internationally, and continue my work with CWP.

Erica Rewey:

I grew up in St. Paul, MN and came to Colorado to attend Colorado College where I earned an English degree with a minor in Education. I’ve been a high school English teacher for twenty-five years, and in 2012 I earned my MAT from CC with an emphasis in Southwest Studies.  Additionally, I just earned my certification in Social Studies. While I miss the watery wilderness of the Midwest, Colorado is now my home.

I took my first CWP workshop with Karen and Stevi nearly fifteen years ago, and the experience transformed me as a teacher and a writer. The workshop model opened my eyes to the power of student voice and changed the way I gave feedback on student work. I have continued to pursue my writing personal writing passions by earning a Certificate in Professional Nonfiction Creative Writing from DU, and I’m on my way to writing my first book!

Besides reading and writing, I spend my time traveling, camping, hiking, and hammocking whenever the weather allows. I also enjoy photography, birding, and artistic endeavors all of kinds. Currently, I teach at The Village High School in Colorado Springs Academy District 20, where my course load includes AP Language and Composition, Writing Lab, Journalism, Jewelry Making, Native American Studies, and Comparative Religion.

I’m overjoyed to learn and write alongside you!

Crystal Sabatke:

Sarah M. Zerwin:

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• University of Denver
• University Writing Program

University Writing Program Faculty & Staff

Explore this Section

For questions relating to First Year Writing, please email Richard Colby at [email protected];

For questions related to the University Writing Center, please email Juli Parrish at [email protected]

For all other questions, email [email protected].

Meet the faculty and staff that comprise the University Writing Program.

Since 2010, Brad Benz has been a faculty member in the Writing Program. He teaches Advanced Seminar, First-Year Seminar, Environmental Writing, and WRIT 1122/1133. His research focuses on mentoring, green rhetoric, genre, and writing across the curriculum. He lives in Denver with his daughter and their dog. 

Teaching Professor  PhD, University of Washington  Office: AAC 380K Phone: 303-871-7608  Email: [email protected]

Benz website:  https://bpbenz.com  

My approach to teaching is tied to a strong belief in writing as a social act, an opportunity for connection, community, and activism. The act of making, for many, is both revolutionary and sustaining. I am also a maker myself, of music, poetry, fiction, and essays. These are my passions, and these passions have given me a voice and provided me a community. In my courses, I ask students to write about their own passions and interests, to consider the role writing and research plays in their communities. I'm also passionate about the environment and about the relationship between environmentalism and social justice. I often invite students to develop writing and research projects that explore these relationships and offer potential modes of social action around causes of environmental collapse as well as environmental justice issues in their communities.  

Teaching Assistant Professor  MFA, University of Michigan  Office: AAC 380Q  Phone: 303-871-7519  Email:  [email protected]

Jennifer Campbell has been a dedicated teacher of undergraduate writing and student advocate for over 25 years and joined the DU Writing Program in 2006. Her teaching, scholarship, and service interests include: writing and well-being; inclusive pedagogy; technical and professional writing; writing across the curriculum; curriculum and assessment; and transfer student support. Campbell served as our first Assistant Director for First-Year Writing, helped develop the Minor in Writing Practices, and co-authored Situating Research , a textbook for WRIT 1133. She has worked extensively at the University level on shared governance and general education revision and is currently Chair of the Academic Planning Committee of the Faculty Senate. 

Teaching Professor  PhD, Auburn University  Office: AAC 381B  Phone: 303-871-7698  Email:  [email protected]

Sheila Carter-Tod teaches composition theory and pedagogy courses, courses in rhetoric and race and first-year writing courses. She is the director of the Black Studies Minor and teaches introduction to Black Studies and the Black Studies capstone course.  Disciplinarily, she has chaired and served on numerous NCTE’s committees, and held leadership roles on CCC and CWPA’s executive boards and committees. She has published in College Composition and Communication, Enculturation, Composition Studies, Council of Journal of Writing Program Administration and others. In her research teaching, service and outreach, she works to create equitable, visible and accessible structures and infrastructures. 

Executive Director, University Writing Program & Associate Professor of English  PhD, Virginia Tech  Office: AAC 282B   Phone: 303-871-7447  Email: s [email protected]

For me, writing delivers both self-knowledge and "poetic world-making" (Warner 2002) - a techne that makes every classroom encounter an opportunity for re-imagining our potential as ethical rhetorical agents. I think teaching writing also requires a sense of play, and an awareness of the materiality of both our bodies and the writing process. For that reason, I incorporate a variety of visual, sonic, and kinaesthetic practices into class; more often than not, you'll find crayons and voice recordings a part of the classroom experience. That multimodal disposition also informs my community-engaged research in prisons, making use of rhetorical phronēsis as a methodological framework for both fieldwork and the curation of that research. 

Teaching Associate Professor  PhD, University of California, Irvine  Office: AAC 380F  Phone: 303-871-7520  Email:  e [email protected]

April Chapman-Ludwig has been teaching in the University Writing Program since 2007. During that time, she has taught writing courses centered around narrative rhetoric, women’s rhetorics, multimodal rhetorics, folklore, (auto)ethnographic studies, documentary, and transfer student experiences. Her current research and service center on support for transfer students. In that spirit, she was instrumental in piloting WRIT 1533, a course-specific for transfer students, and is a co-investigator on a six-year longitudinal study. She has also presented at national and international conferences including CCCC, AAC&U, RSA, and ISHR.    

Teaching Associate Professor  MA, Illinois State University  Office: AAC 381A Phone: 303-871-6620  Email:  [email protected]

Richard Colby is originally from sunny southern California, home of smog, movies, and Disneyland. His courses focus on writing in various nonfiction genres, including travel, food, and especially games. His primary research interest is the intersections between writing studies and computer, board, and card games. He has presented at numerous national conferences on writing and teaching. His most recent books include the co-edited collections  The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom  and  Rhetoric/Composition/Play through Video Games . Richard earned his PhD in Rhetoric & Writing at Bowling Green State University.

Director of First Year Writing  Teaching Professor  PhD, Bowling Green University  Office: AAC 282A  Phone: 303-871-7702  Email:  [email protected]  

In the classroom, I try to create a friendly, nurturing environment that puts student processes of discovery and invention at its center. My side gig is writing and editing poetry, and I bring that spirit of collaboration and creativity into the classroom. My focus is less on producing "better writing" during the quarter but on creating better writers long-term.  Writers who are prepared to confront whatever writing situations their academic, civic, and professional lives might bring them. 

Teaching Professor  MFA, Indiana University  Office: AAC 380G  Phone: 303-871-7803  Email:  [email protected]

My main classroom focus is teaching with archives; I collaborate with librarians across the disciplines to encourage students to explore the diverse and often challenging contexts of materials that resist easy interpretation. My classes address real audiences in the DU Community with exhibits of student work in public places on campus that invite students into important conversations about public discourse and knowledge. Outside the classroom, I’ve co-lead a multi-year research project and curriculum pilot program that’s helped to created new programming for transfer students at DU, and I coordinate the Community Writing Center at The Gathering Place. My scholarship explores rhetorical theory and how university archives can shape institutional identities.   Teaching Associate Professor  PhD, University of Denver  Office: AAC 380N  Phone: 303-871-7725  Email:  [email protected]

Concerned with relationships between language and responsibility, my teaching and scholarship focus on the intersections of rhetoric and ethics. My teaching emphasizes writing for and listening to diverse audiences, often in community-engaged contexts, such as service learning projects at local schools. My scholarship explores rhetorical and ethical theories and their applications in arenas ranging from lyric poetry to pedagogy to civic life.    Teaching Professor  PhD, Texas A&M University  Office: AAC 380D  Phone: 303-871-7966  Email:  s [email protected]

I've taught writing for 40 years now, which signifies two things. One, obviously, is that I've been around awhile. But more important, I think is that writing is still endlessly fascinating, and teaching still endlessly important. One of my scholarly interests is creative nonfiction: memoir, personal essay, immersive journalism, profiles, travel writing and the like. I'm fascinated with the craft and possibilities of writing, the decisions available to writers, the consequences of those decisions: the aesthetics as well as the rhetoric. This fascination informs all my teaching. I'm a past President of NCTE; past Chair of CCCC; and past President of WPA and have held other leadership roles. 

Affiliate Faculty, Former Executive Director of Writing and Professor of English  PhD, University of Iowa  Office: Sturm Hall 4th Floor  Phone: 303-871-2266  Email:  [email protected]  

Be it through remix videos, essays and written research, soundscapes and scripted podcasts, or my current experiments with analogue/board games, I encourage students to write in different contexts. Outside the classroom my current projects include games as rhetorical theory and a research project about the histories of sound and rhetorical violence.

Teaching Associate Professor  ABD, Michigan Technological University  Office: AAC 380J  Phone: 303-871-7808  Email:  [email protected]

Dr. Veronica House teaches community-engaged writing courses on food studies, critical food literacies, and public writing. She is Founding Director of the Conference on Community Writing and Founding CEO & Executive Director of the international non-profit the Coalition for Community Writing. Veronica is also co-editor of the Community Literacy Journal . She enjoys consulting with faculty at colleges and universities across the country to design community-engaged courses and programs.

Veronica is the author of several books and articles on local food movements, community engaged work in higher education, and connections between language and power. She is recipient of Campus Compact's Engaged Scholar Award; University of Colorado's Women Who Make A Difference Award; and numerous teaching awards.  

Teaching Associate Professor  PhD, University of Texas at Austin  Office: AAC 380T  Phone: 303-871-7573  Email:  v [email protected]

Megan J. Kelly is Teaching Professor in the Writing Program at the University of Denver. Her pedagogy is deeply influenced by her time working in writing centers, both as a graduate student and as the former Assistant Director of the DU Writing Center. She teaches classes on storytelling for social change, writing for well-being, and training peer tutors in antiracist and anti-ableist practices. In her service and scholarship, she is further committed to supporting students and faculty as writers. Her current research project centers the experiences of disabled and neurodivergent students in writing classes. The founding faculty advisor for the student organization Divest DU, she is also invested in the rhetorical work of student activists in the climate justice movement. As Program Coordinator for Faculty Writing Support, she organizes and facilitates faculty writing groups and retreats.   Teaching Professor  ABD, University of Washington  Office: AAC 380E  Phone: 303-871-7507  Email:  [email protected]

In my classes, I encourage students to draw on their diverse backgrounds and interests in shaping meaningful argumentative and personal writing. My teaching has focused on the rhetoric of journalism, oral history, and ethnography, which has also been a subject of my research and service. I am a member of the DU Ethnography Lab (DUEL) which supports students, faculty, and community partners in conducting socially engaged ethnographic work. My work with DUEL has led to several conferences and publications, including an article for The Annals of Anthropological Practice and a chapter for the 2020/21 IWAC proceedings. Other teaching and research interests include Slavic Studies, immigration, multilingual writing, and visual rhetoric. 

Teaching Associate Professor  PhD, University of Chicago  Office: AAC 380W  Phone: 303-871-7831  Email:  [email protected]  

I am a former K-12 special education teacher and current Teaching Assistant Professor at the University of Denver. I am also a mother, Midwestern white woman, writer, partner, and friend. My courses focus on writing, language, and disability justice and ask students to make interventions toward a more just writing and research future. I also seek to be a co-conspirator who collaborates with students as a mentor, co-teacher, and co-researcher to center students’ lived experiences in teaching and research.

In my scholarship, I mix research and creative writing with participatory and ethnographic methods to value the literacies and knowledges of people who do essential labor and carework like custodial work and childcare.  My scholarship has been supported by the Spencer Education Foundation and has been published in Research in the Teaching of English, Inside Higher Education, the Community Literacy Journal, and The Journal of Multimodal Rhetorics. I am grateful to scholarly lineages like Chicana feminist, womanist, and critical race theorists that have informed my work along with mentors in education including the students, families, and co-researchers I have worked with over the years.

On weekends you will find me drawing and playing dress-up with my daughter.

Teaching Assistant Professor  PhD, University of Wisconsin, Madison Office: AAC 380R  Phone: 303-871-7484 Email:   catherine.marotta @du.edu   

A writing professor for over twenty years, Heather N. Martin, Ph.D., centers the mutual exchange of ideas in her classroom. Inviting students to research and write about subjects like stand-up, comedy, food access, and wellness, Dr. Martin uses a mentoring approach to foster inclusive learning environments for all writers. Many of her classes are community-engaged, wherein students are invited to explore greater Denver and likewise learn from experiences in the field. At the end of the day, Dr. Martin’s primary goal is to support students on their journey to becoming thoughtful, intentional, and effective writers.

Teaching Professor  PhD, University of Denver  Office: AAC 380B  Phone: 303-871-7837  Email:  [email protected]

Logan Middleton is a Teaching Assistant Professor in the University Writing Program. He earned his PhD in English with a concentration in writing studies from the University of Illinois at Urbana-Champaign in May 2022. Logan’s research is located at the intersections of abolition and community literacies, where he seeks to identify and combat carceral logics of surveillance, obfuscation, and control in educational settings. In his teaching, Logan encourages students to experiment with multimodal meaning-making and also strives to center justice-oriented forms of community learning and praxis.

Teaching Assistant Professor  PhD, University of Illinois at Urbana-Champaign Office: AAC 380A Phone: 303-871-7566 Email:  l [email protected]

Alfred Owusu-Ansah joined DU’s Writing Program after earning his PhD from Michigan Technological University. Having worked with many francophone and international students, he has years of experience teaching writing classes to people who use English as an additional language. He is currently the lead instructor for the Writing Program’s English for Academic Purposes course. Alfred’s research and teaching seeks to amplify the voices of missing people – people whose writing and knowledge making practices are usually overlooked. His research seeks to argue for a broader understanding of literacy-in-action by advancing a posthman pedagogy for writing and programming. He has a paper in Composition Studies that discusses implications of generative AI on users of postcolonial varieties of English. His work with STEM faculty has led to co-authoring publications in IEEE Frontiers in Education and IEEE International Conference in Professional Communication. Alfred has previously served on the committee that directs the activities of the CCCC’s Writing and Rhetoric of Code group.  

Teaching Assistant Professor  PhD, Michigan Technological University Office: AAC 380X Phone: 303-871-7727 Email:  a [email protected]

Juli Parrish is a Teaching Professor of Writing and Director of the University Writing Center. She earned her PhD in English with a concentration in literacy and pedagogy from the University of Pittsburgh in 2007. Juli’s research focuses on writing center theory and practice and on archives of unpublished writing by students; her work has appeared in Across the Disciplines , WLN Journal of Writing Center Scholarship , South Atlantic Review , and multiple edited collections, including her co-edited book, Literacy and Pedagogy in an Age of Misinformation and Disinformation.  She is a co-editor of Literacy in Composition Studies  and currently serves as president of the Rocky Mountain Writing Centers Association.      Director of the Writing Center  Teaching Professor  PhD, University of Pittsburgh  Office: AAC 282C  Phone: 303-871-7431  Email:  [email protected]

LP Picard (she/her) is a Teaching Professor in the University Writing Program. Since joining DU in 2012, LP has taught WRIT and FSEM courses themed around the popular artifacts that shape, reflect, and constitute human culture. LP’s writing assignments are open-ended and narrative-driven which 1) allows students to refine their unique writerly voices and 2) encourages students to take ownership of their intellectual and creative pursuits.

Outside of the classroom, LP is involved in projects that showcase and celebrate student authors. Her research interests include student agency, authenticity in writing classrooms, and the rhetorical opportunities of drag performance (for which she draws upon her experiences as a local performer and show organizer). LP earned the Distinguished Teaching Award in 2021.

Teaching Professor  MFA, Emerson College  Office: AAC 380P  Phone: 303-871-7505  Email:  [email protected]

David Riche (he/him) is a Teaching Associate Professor in the University Writing Program. Since joining the program in 2016, he has taught a wide range of courses, including seminar-style classes about rhetorical theory, creative nonfiction, analog games, and the transfer student experience. As a teacher, David emphasizes the importance of rhetorical awareness, creative thinking, and student-centered authorship. As a scholar, he works at the intersection of writing studies, game studies, and contemporary rhetorical theory; his scholarship appears in Literacy in Composition Studies , Best of the Journals in Rhetoric and Composition 2019 , and a forthcoming collection on teaching with analog games.   Teaching Associate Professor  PhD, Louisiana State University  Office: AAC 380Z  Phone: 303-871-3259  Email:  d [email protected]

Since becoming a member of the DU Writing Program in 2006, Rebekah Shultz Colby’s research and teaching has examined how digital media, especially games, deepens rhetoric, writing, research, and pedagogy. She co-edited two collections, The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom and Rhetoric/Composition/Play through Video Games . She is writing a book exploring how teachers use games to teach writing nationally and has articles in Computers and Composition and Technical Communication Quarterly adapted from two chapters. As a member of the CCCCs Council for Play and Game Studies, she is organizing C’s the Day. She earned her PhD in Rhetoric & Writing at Bowling Green State University.

Teaching Professor  PhD, Bowling Green University  Office: AAC 380Y  Phone: 303-871-7597  Email:  [email protected]  

I enjoy helping students discover how to more effectively share their passions and perspectives through rhetoric. My classes often focus on genre theory and reflective practices as ways to promote transfer - I want students to use what the learn in my classes in contexts far beyond the bounds of their academic careers. My research interests include the relationship between gender and religious writing; social justice and literacy; and promoting writing transfer through self-assessment and reflective genres.    Teaching Professor  PhD, Texas Christian University  Office: AAC 380C  Phone: 303-871-7704  Email:  [email protected]

I earned my Ph.D. in American literature at Purdue University. Since 2006, I have been teaching composition and rhetoric here at DU. I also enjoy helping in the Writing Center, doing research on Writing Center practices, and birdwatching.   Teaching Professor  PhD, Purdue University  Office: AAC 380L  Phone: 303-871-7607  Email:  [email protected]

I've been teaching for over 20 years, and I'm also a documentary filmmaker, co-owner of a toy / game store, and dad to a rascal 6-year-old. I design courses that ask students to look closer. For me, the purpose of a writing course, a pedagogy course, a digital studies course, is to encourage students to engage more thoughtfully with their world. Writing is a practice and a process, thus the "-ing" on the end of the word. In my courses, we focus on the inventing, the doing, and the revising--not as much on the finishing, the being done. Writing is a tool, a medium we use to engage our subjects, however we also consider the nature of writing itself. I teach about games, maker-culture, film, horror, and queer rhetorics. I also teach courses focused on "writing about teaching" and "teaching about writing."    Teaching Assistant Professor  PhD, University of Colorado Boulder  Office: AAC 380H  Phone: 303-871-7705  Email:  j [email protected]   Twitter: @Jessifer

Writing allows us to think critically, to imagine, and to engage with world. In class, I encourage students to do all three of these things simultaneously.    Teaching Associate Professor  ABD, University of Wisconsin-Madison  Office: AAC 380U  Email:  [email protected]  

Amanda joined the University Writing Program as Program Manager in March 2023 after working in the Daniels College of Business for over three years.  She loves working with faculty and students at all stages of their educational journeys.  

Program Manager  MA, University of Oklahoma Office: AAC 282 Phone: 303-871-7448 Email:  a [email protected]

Olivia R. Tracy is a teaching assistant professor in the Writing Program and currently serves as assistant director of the Writing Center. Her teaching and research explore rhetoric and gender in technical writing, especially recipes, cookbooks, and botanical and medical texts. She also advocates for access in writing centers and writing classrooms, particularly through embodied and spatial practices. Her work has appeared in WLN: A Journal of Writing Center Scholarship, Praxis: A Writing Center Journal,  and The Journal of Haitian Studies . Whether in the classroom or in consultations, she seeks to help writers compose across diverse rhetorical situations and discover the practices that benefit their individual writing processes.

Teaching Assistant Professor  PhD, University of Denver  Office: AAC 380M Phone: 303-871-7950  Email:  o [email protected] u

Nicole (Niki) Turnipseed joined the University Writing Program as a Teaching Assistant Professor in 2022  Broadly, Niki studies holistic literate development across disciplines, spaces, and lifeworlds. Her recent research includes work on a National Science Foundation funded transdisciplinary action research and mentoring project called Writing Across Engineering and Science (WAES) and a cross-institutional, ethnographic study of cross-disciplinary social justice programs in higher education. Her scholarship, teaching, and service are committed to cultivating open, equitable, and collaborative environments where community members are empowered to develop and express their individual and collective capacities as learners, teachers, and historical change agents.

Teaching Assistant Professor  PhD, University of Illinois at Urbana Champaign Office: AAC 380V  Phone: 303-871-7518 Email:  n [email protected]

Adjunct Faculty

Our adjunct faculty members also teach courses in the University Writing Program, but their primary assignments or responsibilities are outside the school.

Kreg Abshire joined the University Writing Program as an adjunct faculty member in 2024. He studies American Culture of the 20th and 21st centuries; and his work brings together the study of literature, film, and music with a focus on the construction of class. He is interested in the ways that cultural forms serve to reproduce structures of inequality and the ways cultural forms can be used to disrupt those same structures. He has published essays in Resources for American Literary Study , War, Literature and the Arts , the Columbia Journal of American Studies , and the Colby Quarterly ; he has published creative nonfiction in Hobart , Lost Magazine , and You are Here: The Journal of Creative Geography .

PhD, University of South Carolina  Office: AAC 356 Email: k [email protected]  

With a background in TEFL (Teaching English as a Foreign Language), I’ve worked with students from all over the world, from teaching English literacy to Buddhist nuns in rural Nepal to helping international business school students with their research papers and cover letters. My graduate research focused on utilizing creative writing and reflection exercises to make first-year college writing more engaging and meaningful for students. I aim to help students discover and develop their own writing (and thinking) process through discussion, collaboration, connection, reflection and joy. 

MA, Johns Hopkins University Office: AAC 356 Email: m arisa alger @du.edu  

Fredrica Markson Eduaful is the STEM Writing Support Initiative project manager and an adjunct. She holds an MA in Philosophy from the University of Cape Coast in Ghana and is currently completing her Ph.D. in Rhetoric, Theory, and Culture at Michigan Technological University. Fredrica is an award-winning instructor with years of experience teaching composition and technical communication to college students.   She is particularly interested in the use of rhetorical and social justice perspectives in science and technical communication. Furthermore, she has previously worked as an assistant editor of College English , a journal published by the National Council of Teachers of English. In addition to completing her Ph.D. and managing the SWSI, she is researching rhetorical power in science communication. She recently co-authored a chapter on how ineffective metaphorical choices undermined health communication during the COVID-19 pandemic.

Project Manager, STEM Writing Support Initiative Adjunct Faculty , University Writing Program ABD, Michigan Technological University  Office: AAC 331 Phone: 303-871-3198  Email:  [email protected]

PhD, University of Denver Office: AAC 356 Email: [email protected]  

MA, University of Wisconsin Office: AAC 356 Email:  [email protected]

My approach to teaching writing and rhetoric is deeply rooted in my background as a linguist. In my courses, we don’t just write essays; we interrogate our own writing practices and try to understand the unique practices of different discourse communities. I’m constantly curious about how language choices shape our identity, influence social dynamics, and how we use language to define ourselves or set ourselves apart from others. Outside of school, I’m a mom to an amazing little human who wants to be a librarian and a paleontologist when she grows up. I’m a science fiction nerd, a competitive tennis player, and an experimental baker.

MA, Columbia University Office: AAC 356 Email:  [email protected]

PhD, The University of Chicago Office: AAC 356 Email: c [email protected]

Teaching Associate Professor Emerita

PhD English/Creative Writing, University of Denver

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The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

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The Best Student Writing Contests for 2023-2024

Help your students take their writing to the next level.

When students write for teachers, it can feel like an assignment. When they write for a real purpose, they are empowered! Student writing contests are a challenging and inspiring way to try writing for an authentic audience— a real panel of judges —and the possibility of prize money or other incentives. We’ve gathered a list of the best student writing contests, and there’s something for everyone. Prepare highly motivated kids in need of an authentic writing mentor, and watch the words flow.

1.  The Scholastic Art & Writing Awards

With a wide range of categories—from critical essays to science fiction and fantasy—The Scholastic Awards are a mainstay of student contests. Each category has its own rules and word counts, so be sure to check out the options  before you decide which one is best for your students.

How To Enter

Students in grades 7-12, ages 13 and up, may begin submitting work in September by uploading to an online account at Scholastic and connecting to their local region. There are entry fees, but those can be waived for students in need.

2.  YoungArts National Arts Competition

This ends soon, but if you have students who are ready to submit, it’s worth it. YoungArts offers a national competition in the categories of creative nonfiction, novel, play or script, poetry, short story, and spoken word. Student winners may receive awards of up to $10,000 as well as the chance to participate in artistic development with leaders in their fields.

YoungArts accepts submissions in each category through October 13. Students submit their work online and pay a $35 fee (there is a fee waiver option).

3. National Youth Foundation Programs

Each year, awards are given for Student Book Scholars, Amazing Women, and the “I Matter” Poetry & Art competition. This is a great chance for kids to express themselves with joy and strength.

The rules, prizes, and deadlines vary, so check out the website for more info.

4.  American Foreign Service National High School Essay Contest

If you’re looking to help students take a deep dive into international relations, history, and writing, look no further than this essay contest. Winners receive a voyage with the Semester at Sea program and a trip to Washington, DC.

Students fill out a registration form online, and a teacher or sponsor is required. The deadline to enter is the first week of April.

5.  John F. Kennedy Profile in Courage Essay Contest

This annual contest invites students to write about a political official’s act of political courage that occurred after Kennedy’s birth in 1917. The winner receives $10,000, and 16 runners-up also receive a variety of cash prizes.

Students may submit a 700- to 1,000-word essay through January 12. The essay must feature more than five sources and a full bibliography.

6. Bennington Young Writers Awards

Bennington College offers competitions in three categories: poetry (a group of three poems), fiction (a short story or one-act play), and nonfiction (a personal or academic essay). First-place winners receive $500. Grab a poster for your classroom here .

The contest runs from September 1 to November 1. The website links to a student registration form.

7. The Princeton Ten-Minute Play Contest

Looking for student writing contests for budding playwrights? This exclusive competition, which is open only to high school juniors, is judged by the theater faculty of Princeton University. Students submit short plays in an effort to win recognition and cash prizes of up to $500. ( Note: Only open to 11th graders. )

Students submit one 10-page play script online or by mail. The deadline is the end of March. Contest details will be published in early 2024.

8. Princeton University Poetry Contest for High School Students

The Leonard L. Milberg ’53 High School Poetry Prize recognizes outstanding work by student writers in 11th grade. Prizes range from $100 to $500.

Students in 11th grade can submit their poetry. Contest details will be published this fall.

9. The New York Times Tiny Memoir Contest

This contest is also a wonderful writing challenge, and the New York Times includes lots of resources and models for students to be able to do their best work. They’ve even made a classroom poster !

Submissions need to be made electronically by November 1.

10.  Nancy Thorp Poetry Contest

The deadline for this contest is the end of October. Sponsored by Hollins University, the Nancy Thorp Poetry Contest awards prizes for the best poems submitted by young women who are sophomores or juniors in high school or preparatory school. Prizes include cash and scholarships. Winners are chosen by students and faculty members in the creative writing program at Hollins.

Students may submit either one or two poems using the online form.

11.  The Patricia Grodd Poetry Prize for Young Writers

The Patricia Grodd Poetry Prize for Young Writers is open to high school sophomores and juniors, and the winner receives a full scholarship to a  Kenyon Review Young Writers Workshop .

Submissions for the prize are accepted electronically from November 1 through November 30.

12. Jane Austen Society Essay Contest

High school students can win up to $1,000 and publication by entering an essay on a topic specified by the Jane Austen Society related to a Jane Austen novel.

Details for the 2024 contest will be announced in November. Essay length is from six to eight pages, not including works cited.

13. Rattle Young Poets Anthology

Open to students from 15 to 18 years old who are interested in publication and exposure over monetary awards.

Teachers may choose five students for whom to submit up to four poems each on their behalf. The deadline is November 15.

14. The Black River Chapbook Competition

This is a chance for new and emerging writers to gain publication in their own professionally published chapbook, as well as $500 and free copies of the book.

There is an $18 entry fee, and submissions are made online.

15. YouthPlays New Voices

For students under 18, the YouthPlays one-act competition is designed for young writers to create new works for the stage. Winners receive cash awards and publication.

Scroll all the way down their web page for information on the contest, which accepts non-musical plays between 10 and 40 minutes long, submitted electronically. Entries open each year in January.

16. The Ocean Awareness Contest

The 2024 Ocean Awareness Contest, Tell Your Climate Story , encourages students to write their own unique climate story. They are asking for creative expressions of students’ personal experiences, insights, or perceptions about climate change. Students are eligible for a wide range of monetary prizes up to $1,000.

Students from 11 to 18 years old may submit work in the categories of art, creative writing, poetry and spoken word, film, interactive media and multimedia, or music and dance, accompanied by a reflection. The deadline is June 13.

17. EngineerGirl Annual Essay Contest

Each year, EngineerGirl sponsors an essay contest with topics centered on the impact of engineering on the world, and students can win up to $500 in prize money. This contest is a nice bridge between ELA and STEM and great for teachers interested in incorporating an interdisciplinary project into their curriculum. The new contest asks for pieces describing the life cycle of an everyday object. Check out these tips for integrating the content into your classroom .

Students submit their work electronically by February 1. Check out the full list of rules and requirements here .

18. NCTE Student Writing Awards

The National Council of Teachers of English offers several student writing awards, including Achievement Awards in Writing (for 10th- and 11th-grade students), Promising Young Writers (for 8th-grade students), and an award to recognize Excellence in Art and Literary Magazines.

Deadlines range from October 28 to February 15. Check out NCTE.org for more details.

19. See Us, Support Us Art Contest

Children of incarcerated parents can submit artwork, poetry, photos, videos, and more. Submissions are free and the website has a great collection of past winners.

Students can submit their entries via social media or email by October 25.

20. The Adroit Prizes for Poetry & Prose

The Adroit Journal, an education-minded nonprofit publication, awards annual prizes for poetry and prose to exceptional high school and college students. Adroit charges an entry fee but also provides a form for financial assistance.

Sign up at the website for updates for the next round of submissions.

21. National PTA Reflections Awards

The National PTA offers a variety of awards, including one for literature, in their annual Reflections Contest. Students of all ages can submit entries on the specified topic to their local PTA Reflections program. From there, winners move to the local area, state, and national levels. National-level awards include an $800 prize and a trip to the National PTA Convention.

This program requires submitting to PTAs who participate in the program. Check your school’s PTA for their deadlines.

22. World Historian Student Essay Competition

The World Historian Student Essay Competition is an international contest open to students enrolled in grades K–12 in public, private, and parochial schools, as well as those in home-study programs. The $500 prize is based on an essay that addresses one of this year’s two prompts.

Students can submit entries via email or regular mail before May 1.

23. NSHSS Creative Writing Scholarship

The National Society of High School Scholars awards three $2,000 scholarships for both poetry and fiction. They accept poetry, short stories, and graphic novel writing.

Apply online by October 31.

Whether you let your students blog, start a podcast or video channel, or enter student writing contests, giving them an authentic audience for their work is always a powerful classroom choice.

If you like this list of student writing contests and want more articles like it, subscribe to our newsletters to find out when they’re posted!

Plus, check out our favorite anchor charts for teaching writing..

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Competitions in STEM, ELA and the arts, and more! Continue Reading

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Is teaching students how to write still a Rutgers priority? It doesn't seem like it

3-minute read.

I’ve been a teacher in the Rutgers-New Brunswick Writing Program for the past 14 years. A  few weeks ago, while driving from a department meeting to teach a class, I received a text from the program director saying, “Check your email.” I pulled off the road and learned that this would be the last semester that I and 37 of my adjunct lecturer colleagues would be teaching in the Writing Program.

Rutgers has been an exceptional place to work. Before landing there I was an itinerant adjunct, teaching at various schools up and down the New Jersey Turnpike, trying to piece together a living. I quit working at those other jobs after various insults and injuries of the kind that adjuncts routinely suffer. But I found a home teaching in New Brunswick, a uniquely collegial environment, where my adjunct status was irrelevant. We were all “one faculty,” sincerely dedicated to providing the best education to our students. I am — err, was — proud to teach there.

That’s in the past tense now because the new Dean of the School of Arts and Sciences, or SAS, figured she could increase “instructional efficiency” by eliminating three dozen upper-level writing classes. She also seems to have figured that the “invisible hand of the market” would magically funnel students displaced by her plan to under-enrolled courses elsewhere in the university that also meet the core writing requirement. That these courses don’t teach students how to write doesn’t seem to have figured in her calculations. Meanwhile , by raising the number of students in every remaining writing class to 24, she could further reduce the number of classes—and fire “instructionally inefficient” lecturers. The extensive research showing that the maximum number of students in a writing class should never exceed 20 apparently wasn’t a consideration.

Many people know that so-called “contingent faculty” like me are seriously underpaid and lack benefits and job security. But last spring, we at Rutgers began to turn that around by going on strike and winning significant salary increases and a modicum of security. Now that we are earning near-living wages, we must have become too expensive, because our assignments are being reduced or eliminated (and not only in the Writing Program). It is no coincidence that we are losing our jobs right now before our job security gains kick in this coming fall.

My colleagues and I did not passively accept these measures. We put up a pretty good fight: Nearly every Writing Program instructor signed a petition that we then taped to the door of the dean’s office; at Rutgers Day in New Brunswick, we set up a “graveyard” of hundreds of pencils — each pencil representing one semester taught by a laid-off lecturer; we organized a campaign to ask our students, colleagues, and the public to send thousands of emails protesting the cuts to the university president, the New Brunswick chancellor, and the SAS dean. Over two hundred people showed up at the annual all-faculty SAS meeting to challenge the dean for an unrelenting hour. This show of support for us laid-off adjuncts culminated in a resolution demanding the cuts be rolled back, which was approved by 90% of the SAS faculty who voted.

Opinion: How much of a 'beloved community' is Rutgers for Jonathan Holloway?

But despite our efforts, it’s clear that the bean counters have won this round. I’ll miss my work at Rutgers and definitely the income. But I also think about the effect on students, who will have fewer courses to choose from and larger class sizes to endure. The dean has managed to shatter our special community of educators passionate about Rutgers’s mission. These past 14 years, I have taught and counseled hundreds of students and written scores of letters of recommendation for grad school, internships, and employment. But in three months’ time, all those connections will be severed when my Rutgers email address is retired. I will also lose all access to a decade and a half of student writing — and my students will lose all access to me. What possible justification can there be to wreak this kind of havoc? Rutgers has the money for their favored projects; apparently teaching students how to write is not one of them.

Howie Swerdloff is Secretary of the Rutgers Adjunct Faculty Union, AAUP/AFT, and a 14-year instructor in the New Brunswick Writing Program.

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Gifted Teacher, Career Champion, Relationship Builder Retires After 49 Years

by Lorne Fultonberg | Jun 7, 2024

Hundreds of students know Ron Rizzuto for his personal touch, at Daniels and beyond

Ron Rizzuto

It seems everyone who met Ron Rizzuto in the classroom has a story about him outside of it.

For Tad Yo (MBA 1994), it was a nudge toward an internship that led to a 15-year career at Time Warner Cable. For June Travis (MBA 1978), an education that raised her game and elevated her entire office. For David R. Duncan (MBA 1994), it was the business plan that developed into his collection of wineries.

“His influence was the seed of the vine that grew into where we are today. In my mind, that’s unquestionable,” said Duncan, the proprietor, chairman and CEO of Silver Oak Cellars and Twomey. “Like thousands of other DU students, Ron had a profound effect on the way I look at the world.”

Thousands is no exaggeration.

During his 49 years at the University of Denver’s business school (nameless, when he was hired), the Daniels College of Business and the Reiman School of Finance , it is estimated that Rizzuto has personally interviewed more than 5,000 students. His goal is to understand what they are interested in, where they want to be and—if possible—how he can help get them there.

Mind over matter

About 70 miles southeast of Pueblo is Rizzuto’s hometown of La Junta, Colorado. About 8,000 people lived in the quiet town, but Rizzuto grew up in the hustle and bustle of a family business. His dad’s wholesale candy and tobacco business was all-consuming and left no time for vacations.

With a PhD from NYU, teaching would become his career. He arrived at the University of Denver in 1976, where he would solidify his expertise in corporate mergers, strategic partnerships and acquisitions—especially in the cable industry.

Plus, he would meet an economics professor named Katherine Freeman, who became his wife and rock as he balanced personal and professional life. Even so, staying at DU long term was not part of the plan.

“I figured that I would be here a few years, sort of get the lay of the land, see if I liked it, Rizzuto said. “I found each year, you got more interested; you got new projects and things to work on. I developed some real research interests, but working with students, teaching, cultivating them, seeing them grow and progress—I think that was the good part.”

Ron Rizzuto delivers a lecture in 2016.

Kindness in the classroom

Rizzuto loved teaching—and his students loved him back. His classes certainly weren’t easy, but his pupils remember his tranquility, empathy and humor.

“Finance is not my strong suit, to say the least, and he was very, very encouraging and patient,” said June Travis, who was one of the first to graduate from a Daniels Executive MBA program . “We had to write a big paper at the end of class and his comments back were that I didn’t quite get all of the financial facts quite right, but that they were expressed beautifully. That’s what made him special. He encouraged you, even if you weren’t getting everything.”

Nowhere is that more evident than in the one-on-one interviews he has conducted with every student in his classes for at least the last decade.

“You pick up some things as you go around the classroom,” Rizzuto explained, “but there’s no substitute for just saying, ‘Tell us about yourself. How did you get here? What are you looking at doing? Do you have a job? Can we help you?’”

In so many cases, the answer is yes. Whether it’s through independent study, continuing education, classroom lecture or office hours, Rizzuto is always finding ways to help.

“Ron is a truly master teacher,” said Randy Lewis , an adjunct faculty member who has co-taught classes with Rizzuto for 20 years. “His ability to facilitate students’ learning is almost unequalled. Couple that with his interest in knowing and supporting his students and you have a truly extraordinary member of the Daniels faculty who has delivered generations of top performers to our community.”

Rizzuto has raised the bar for faculty too, Lewis said. At every turn, he has encouraged growth and experimentation. It opened the door for Lewis to write cases that have become part of the national curriculum for several organizations.

For 17 years, Rizzuto led the Chinese Executive Media Management Program, which offered lessons in the U.S. industry and regulatory structure.

Rizzuto hasn’t been afraid to push the envelope either. During his career at DU he has designed curriculum for MBA programs , founded an entrepreneurship program and facilitated the Chinese Executive Media Management program —a partnership with John Sié that has upskilled the country’s media executives and public officials.

He’s done it all with an eye toward professional success.

“Because I think an important part of what we do is, obviously, we teach,” Rizzuto said, “but we also have to help students launch their careers—find internships, cultivate a network for them.”

Connecting students to career opportunities

When DU presented Rizzuto with its Faculty Career Champion Lifetime Achievement Award , students, faculty, advisors and career coaches all testified to his ardor for excellence beyond graduation day.

He understands what the industry is looking for, and what roles students are looking for, they said in a video honoring his achievement. He’s never afraid to lean into his network, engage and forge connections. And he’s always willing to share his leads with career services offices across campus.

“Whether his advice and support led them to Wall Street, to the telecom and tech industry, or to corporate banking or financial services, Ron’s tireless mentorship made a huge difference in students’ lives,” said Bob Kumagai , executive director of Daniels Career Services .

Rizzuto craves connections, however they present themselves. He has set countless students up with those he has met in the industry over the years. His Rolodex is full of alumni and corporate contacts. And he doesn’t limit himself to the business world.

When an alum’s daughter was interested in attending the Josef Korbel School of International Studies, for example, Rizzuto talked with her and set her up with those he knows across campus. When he realized that a freshman in the Department of Business Information Analytics was the grandson of someone he knew, Rizzuto took them to lunch.

A personal touch

Much of Rizzuto’s success can be attributed to the personal relationships he has developed over the years.

His planner is packed with phone calls, lunch meetings and dinner dates. With Ron, so many say, it’s personal.

“The key is the fact that he’s a good human being, someone you want to reach out to to say hello or just catch up,” said Tad Yo. “Even now, as I reach the twilight of my career, I still seek his advice and counsel at times, when I have issues related to my career or when I need to be introduced to someone.”

Ron Rizzuto, second from right, dines with five students from the first MS in Finance program, who graduated in 1997.

Rizzuto estimates he keeps in touch with hundreds of students, maintaining a relationship for years, even decades after they graduate.

David R. Duncan is committed to continuing that legacy. He has helped establish the Ron Rizzuto Student Opportunity Fund , which will support a broad range of causes. Students may receive stipends to help them attended professional development conferences or simply make ends meet while they complete an internship. Some money may also be directed to the student finance club and course development.

Ultimately, Duncan said, the fund is designed to represent Rizzuto’s kindness, humility and empathy.

“I think Ron represents such a great part of what DU is today, Duncan said. “Obviously there’s been a lot of people who have created a lot of good things at DU, but Ron is a wonderful avatar of what the university can be—and is to me.”

As he steps away from campus, Rizzuto is once again focused on personal relationships—only this time, they are even more centered around his family. He expects to log plenty of miles visiting his eight grandchildren, celebrating the milestones that sometimes conflicted with the academic calendar. He’ll be taking Spanish lessons, to better communicate with his son, daughter-in-law and grandchild in Peru. And he’ll be learning to swim, a skill that eluded him to this point.

After 49 years, a new routine will take some getting used to, Rizzuto admits. He will miss his colleagues and the campus, but he expects to stay involved. Maybe by teaching an odd course, maybe through some informal counseling.

He may be “graduating” from a successful tenure on campus but, like he has demonstrated with so many alumni, his relationship is likely here to stay.

Donate to the Ron Rizzuto Student Opportunity Fund

The Ron Rizzuto Student Opportunity Fund honors Ron’s legacy by embracing his values: elevating leadership, promoting mentorship and celebrating purpose. This fund will support a broad portfolio of experiences that will bolster student resumes and equip them to launch successful careers. Learn more and donate

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Insecure 's Jay Ellis Stapled His Hand to ‘Profess My Love’ to Third Grade Teacher: ‘My First Heartbreak’ (Exclusive)

The actor shares the story in his new memoir, ‘Did Everyone Have an Imaginary Friend (or Just Me?)’, out July 30

Carly Tagen-Dye is the Books editorial assistant at PEOPLE, where she writes for both print and digital platforms.

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Jay Ellis is sharing his story in a new, ‘90s nostalgia-infused memoir. Speaking at a pre-publication event for his forthcoming memoir, Did Everyone Have an Imaginary Friend (or Just Me?) , the Insecure and Top Gun: Maverick star, 42, shared a specific story that stood out to him throughout the writing process: one involving his mischievous imaginary friend and a former teacher. “My first love was my third grade teacher, Ms. Calloway,” the actor told PEOPLE. “Mikey, my imaginary friend, told me to staple my hand because if I stapled my hand, then I would get to sit in the chair next to Ms. Calloway's desk, and then I could profess my love to her and tell her why I was the man that she should be with in third grade.”

Steve Granitz/FilmMagic

“It was my first heartbreak,” he added. Earlier this year, the actor announced the summer publication of the debut memoir. Did Everyone Have an Imaginary Friend puts Ellis’ childhood imaginary friend, Mikey, in the spotlight. Mikey kept Ellis company throughout his military family’s frequent moves during his childhood, and stood by his side through difficult moments in Ellis’ life, such as losing his cousin.

The book is an ode to childhood wonder, and the importance of keeping it alive, even in adulthood. Ellis said that switching gears from acting to writing was challenging, even though the subject matter was familiar.

The PEOPLE Puzzler crossword is here! How quickly can you solve it? Play now !

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“Writing is hard. Writing is so hard. It's very much challenging,” Ellis said. “I think as a performer, I get the words, and then I breathe life into those words, and I get to create a character. Absolutely love that, adore that. I hope I do that until the end. When you have to write it, it's a completely different thing.”

There's another element to writing that Ellis didn't foresee.

“I think there's a vulnerability thing, too, that I didn't clock,” he added. “I was going to have to open up in a way where it was me opening up versus me performing a character who's opening up.”

“It was a beautiful thing. It was fun. It was terrifying. It was miserable,” he said. “My editor, God bless her soul, she went through all of it with me and I'm grateful for it.”

Never miss a story — sign up for  PEOPLE's free daily newsletter  to stay up-to-date on the best of what PEOPLE has to offer​​, from celebrity news to compelling human interest stories.  Did Everyone Have an Imaginary Friend (or Just Me?) will be published on July 30 and is now available for preorder, wherever books are sold.

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Explore how Microsoft's partnership with Khan Academy is enhancing the future of education with AI innovation and tools for teachers >

• AI in education
• Published Jan 23, 2024

Meet your AI assistant for education: Microsoft Copilot

• Content Type
• Microsoft Copilot

With new advancements in AI happening faster than ever before, you might be wondering how you can use these tools in your classroom to save you time and energy. Educators worldwide are making strides to understand and integrate AI into their work and often find it to be a valuable tool. You can use AI to save time creating rubrics, personalized content for students, and educational materials such as quizzes and lesson plans.   

Generative AI is a newer piece of technology and a unique category of AI that focuses on creating new content. With generative AI you can generate new content like text, images, code, or audio. It achieves this by learning patterns from existing data and understanding the context and intent of language. This provides you with new opportunities for content creation, personalization, and innovation. Because this technology is creating new content, checking for accuracy in generative AI is essential—especially in the field of education.  

Microsoft Copilot is a tool that uses generative AI to serve as a helpful assistant to you in the classroom. Copilot can help you save time, differentiate instruction, and enhance student learning. With Copilot, you can easily create lesson plans, quizzes, rubrics, and other class resources for any level of learner.  

5 ways to use Copilot in education 

Here are just a few examples of the many ways you can use Microsoft Copilot to save time and energy: 

• Personalized learning: Copilot can support personalized learning by helping you create content, tailored feedback, and guidance for students based on their individual needs and learning styles. 
• Brainstorming: You can use Copilot to brainstorm new ideas for activities, lesson plans, supporting materials, and assignments.  
• Lesson planning: Copilot can help you plan lessons by suggesting or drafting activities, resources, and assessments that align with learning objectives. You can also use Copilot to start a rubric for the lessons. 
• Provide feedback: Copilot can help you draft initial feedback and ideas for students on their work, which you can edit and personalize for your students.  
• Get quick answers: Copilot can help you get quick answers to your questions without having to read through multiple search results. Also, Copilot provides links to content sources so you can assess the source or dive deeper into the original content. 

Microsoft Copilot showing suggested prompts for educators. Copilot uses generative AI to serve as a helpful assistant to you in the classroom. 

Getting started with Microsoft Copilot

To get started with Microsoft Copilot, you can follow these steps:  

• Open copilot.microsoft.com or select the Copilot icon on the sidebar in your Microsoft Edge browser. 
• Type your prompt into the chat window. 
• Review the sources linked at the bottom by “Learn more.” You can fact-check the information provided or dive deeper into a topic by accessing the original articles, studies, or reports. 
• Review the response to make sure the output is what you want and accurate. You are the expert, and you decide what goes into the classroom. 
• To get the most out of Copilot, you can keep the conversation going by following up on your prompts. This helps you collaborate with Copilot to gain more useful, tailored responses.   

You can also give feedback to Copilot based on the quality of its responses to help the AI learn and match your preferences.  

How to write a prompt for AI 

To effectively guide generative AI, you want to give it clear and concise instructions, known as prompts. A well-crafted prompt enhances the generative AI’s output in the quality, relevance, and diversity. A good prompt should be clear, specific, and aligned with the goal of the generation task. A bad prompt can lead to ambiguous, irrelevant, or biased output. To get the best response from Copilot, consider the following tips:  

• Define clear objectives.  Determine the main goal of the prompt and the role AI should take. Whether creating a syllabus, drafting a quiz, or revising lesson content, have a clear vision of the end goal. 
• Be specific.  Chat experiences operate best when given detailed instructions. Specify grade level, subject, topic, or any other relevant parameters. For instance, “secondary math quiz on algebraic expressions” is clearer than “math quiz.” 
• Structure the prompt.  Break complex tasks into smaller parts. Instead of asking the AI to draft an entire lesson, request an outline, then delve into specific sections. 
• Iterate and refine.  The first response from AI might not always align perfectly with expectations. Don’t hesitate to rephrase the prompt, ask follow-up questions, or provide more context based on the initial output. 
• Combine expertise.  Use AI as a tool to enhance and streamline work but remember to overlay its suggestions with your educational expertise. AI can suggest content, but the educator decides the best way to edit and present it to their audience.   

A infographic about how to write AI prompts to get better answers from Copilot. A good prompt should be clear, specific, and aligned with the goal of the task. 

Want a fun way to practice creating effective prompts? Minecraft Education just announced Prompt Lab for Minecraft Educators , a free playbook on how to use Microsoft Copilot to write compelling prompts, develop interactive learning content and assessments, and generate creative ideas for Minecraft lesson plans.   

Create images from text with Copilot 

You can use Image Creator from Designer in Copilot to create personalized, engaging visuals for all sorts of lessons or topics. You can type in a description of an image, provide additional context like location or activity, and choose an art style. Image Creator generates an image straight from your imagination. Prompts can begin with “draw an image” or “create an image.” You can use this tool to create images for a class newsletter, lesson, or Teams post.   

• Get started in Copilot prompting “create an image…”  
• Then build out your prompt with adjective + noun + verb + style.  
• Click on your favorite image to open the result in a new tab and save the image. 

 An example would be “Create an image of an adorable black puppy wearing a hat in photorealistic style.” 

An example of Copilot creating an image of a black dog wearing a hat in a photorealistic style, based on text descriptions. 

Try creating an image in Copilot for your lesson, or just for fun!   

Protected AI-powered chat

At Microsoft, our efforts are guided by our AI principles and Responsible AI Standard and build on decades of research on grounding and privacy-preserving machine learning. Copilot provides commercial data protection and delivers a secure AI-powered chat service for educational institutions. This means user and organizational data are protected, chat prompts and responses in Copilot are not saved, Microsoft has no eyes-on access to them, and they aren’t used to train the underlying large language models. Additionally, our  Customer Copyright Commitment  means education customers can be confident using our services and the output they generate without worrying about copyright claims.  

Get to know your Copilot 

Dive deeper into the world of generative AI and unlock its full potential for your classroom.  

• The new  AI for Educators Learning Path  on  Microsoft Learn is made up of three modules to help educators learn about and benefit from AI. 
• Prompt Lab for Minecraft Educators demonstrates how to use Microsoft Copilot with Minecraft Education to design engaging learning experiences. Level up your Minecraft teaching with this useful new resource! 
• AI classroom toolkit provides instructional information for educators and students to use generative AI safely and responsibly. 
• AI for education on  Microsoft Learn is a collection of resources and courses on how to use AI for educational purposes.  

Ready to elevate your teaching with Microsoft Copilot? Start using Copilot today! copilot.microsoft.com  

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Virginia Education, School Reports, Teachers Monthly School Reports, Sept.–Nov. 1869, Part 1

About the project.

The Bureau of Refugees, Freedmen, and Abandoned Lands, often referred to as the Freedmen’s Bureau, was established on March 3, 1865. The duties of the Freedmen’s Bureau included supervision of all affairs relating to refugees, freedmen, and the custody of abandoned lands and property. These documents come from the Records of the Superintendent of Education for Virginia, Series 4: School Reports. 

Additional resources are available on the Freedmen's Bureau Instructions Page . Please help us transcribe these records to learn more about the lives of formerly enslaved men and women in Virginia during the Reconstruction Era.

Monthly school reports of teachers, November 1865 and January 1866–June 1871, are arranged chronologically and were prepared on forms devised in the Office of the Superintendent of Education. The forms contain statistical data furnished by individual teachers concerning the number of pupils enrolled; attendance; subjects taught in day, night, and Sabbath schools; and the amount of tuition paid by students. Some forms also contain more lengthy narrative remarks by teachers. Some of the reports apparently pertain to non–Bureau schools. Filmed directly after the school reports is a bound register containing the names of teachers to whom forms and envelopes were sent, May 1869–June 1870; the names are arranged alphabetically by name of county.

About Project Difficulty

Level 1 - beginner.

Content: all typed Language: English Format: letters, diaries, flyers, pamphlets, and one-page documents Subject Area Expertise/Special Skills: none required

Content: mostly typed, handwritten in print, or otherwise very clearly written/readable Language: English Format: memorabilia, advertisements, image captions, telegrams, diaries, letters, notes Subject Area Expertise/Special Skills: none required

Level 3 - INTERMEDIATE

Content: typed and handwritten materials in cursive or print Language: English Format: newspaper clippings, scrapbooks, letters/diaries/notes that may include annotations or margin notes Subject Area Expertise/Special Skills: experience reading cursive writing may be useful

Content: handwritten materials, primarily in cursive or somewhat difficult to read (predominantly from the 19th and 20th centuries) , audio recordings that are relatively easy to hear/decipher, and scientific materials Language: English and/or other languages that use Roman script but may require the use of diacritics (French, Spanish, German, Italian, etc.) Format: audio recordings, letters, diaries, notes and other written materials, projects with templated fields and special instructions Subject Area Expertise/Special Skills: some knowledge of non-English Roman-character/script languages and diacritics may be useful, as well as experience reading cursive handwriting. A general knowledge or familiarity with scientific terminology.

Level 5 - ADVANCED

Content: handwritten materials in cursive (from the 19th century or earlier) or in a non-Roman script language, audio recordings that are difficult to hear or are not in English, specialty materials/projects such as numismatics projects and the Project Phaedra notebooks Language: foreign languages that use non-Roman characters (Chinese, Japanese, Arabic, Greek/Cyrillic, Native American and Indigenous languages, etc.) and English Format: audio recordings, columned data/tables, manuscripts, letters, diaries, notes, currency sheets, coins Subject Area Expertise/Special Skills: knowledge of a specific language and access to a keyboard with the characters in that language may be required for certain projects. Experience reading cursive handwriting and familiarity with 19th century (or prior) handwriting and conventions/abbreviations may be useful, as well as knowledge of scientific terminology, astrophysics data, or linguistics.

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Think Creatively

Creative writing.

This course of study offered by the Department of English is designed to develop a student’s ability to read literature responsibly and imaginatively, to foster an understanding and appreciation of our literary inheritance, and to provide the historical perspective from which to evaluate contemporary writing and to produce it.

Program Learning Goals

English Major Creative Writing Requirements

General Requirements:   Students majoring in English must complete a minimum of 39 hours in English. A minimum of 27 hours must be earned in upper-division courses.  None of the required 39 hours may be taken Pass/Fail.  Only courses completed with a grade of C- (1.7) or better may be counted toward the major.  Students must achieve a minimum cumulative major GPA of 2.0. All graded attempts in required and elective courses are calculated in the major GPA.  A minimum of 15 upper-division (3000-level and above) credit hours of work in the English Major must be taken with the CU Denver English faculty. Core composition courses ENGL 1010, 1020, and 2030 do not count toward the English Major. 

NOTE :  Double majors in English and English Writing must complete 63 hours total for both majors.

Advanced Standing:   CLEP and AP credit will not count toward the English Major or the English Writing Major.  Such credit may apply toward the College writing requirement (ENGL 1020 and 2030) or be counted as general electives. Check with CLAS Advising for details.

Minors: The English Department also offers minors in Literature, Film Studies, and English Writing, Rhetoric and Technology.  Courses counted in a minor cannot be counted toward the major. 

Honors Program:   Latin Honors may be earned by participating in the department’s Honors Program.  You are encouraged to begin the program in your junior year.  The program requires additional coursework and affords you the opportunity to work individually with the professor of your choice.  Speak to a professor or click on this link ( https://clas.ucdenver.edu/english/latin-honors ) for more information on honors in the English Department.

Internships: Internships are also available to students who have completed over 60 credit hours; for information, contact The Experiential Learning Center at 303-315-7258 in the Tivoli, Suite 260.  Internships count as upper-division electives.

I.  Required Courses (15 credit hours)

• ENGL 2450 Introduction to Literature
• ENGL 3020 Poetry Workshop
• ENGL 3050 Fiction Workshop
• ENGL 4025 Advanced Poetry Workshop
• ENGL 4055 Advanced Fiction Workshop

II. Area Requirements (9 hours) Choose 1 track:

A. fiction or b. poetry, a.  fiction.

• ENGL 4610 Narrative: Form & Theory 
• ENGL 4850 Senior Fiction Workshop  

Choose 1 course

• ENGL 4200 Survey of the English Novel to 1900 
• ENGL 4220 African-American Literature 
• ENGL 4230 The American Novel 
• ENGL 4236 The American Short Story 
• ENGL 4802 Special Topics in Creative Writing (Emphasis in Fiction) 

B.  Poetry 

• ENGL 4160 Poetics  
• ENGL 4820 Senior Poetry Workshop 

Choose 1 course. 

• ENGL 4166 History of American Poetry 
• ENGL 4801 Special Topics in Creative Writing (Emphasis in Poetry) 

III. Required Electives (15 hours) Choose 5 courses.  

The first seven courses below are strongly recommended. However, any upper division ENGL course not  already completed for another major requirement can be applied as an elective. *Courses with an asterisk may be taken more than once, if the topic/titles differ. 

• ENGL 3001 Critical Writing   
• ENGL 3106 Writing for Print Media 
• ENGL 3416 Magazine Writing 
• ENGL 4800 Special Topics in Creative Writing* 
• ENGL 4801 Special Topics in Creative Writing: Poetry*
• ENGL 4802 Special Topics in Creative Writing: Fiction* 
• ENGL 4810 Literary Editing Practicum 
• ENGL _______ Any 3000 or 4000 level 

To complete this major: 39 Credit Hours

• Major - Creative Writing
• Major - English Film Studies
• Major - English Writing, Rhetoric and Technology
• Major - Literature
• Minor - Creative Writing
• Minor - English Writing, Rhetoric, and Technology
• Minor - Film Studies
• Minor - Literature
• Certificate - Proposal and Grant Writing (PGW)
• Certificate - Technical and Professional Writing Certificate (TPW)
• Certificate - Undergraduate Certificate in Teaching English Language Learners (CTELL)

Don't miss the Creative Writing Reading Series! Past guest readers for the annual Jake Adam Yorke Memorial Reading have included: 

• Alexander Chee
• Tarfia Faizullah
• Manuel Muñoz
• Natalie Diaz
• Danielle Evans
• Eduardo Corral  
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