Overview
Work History
Education
Skills
Awards
Publications
Timeline
Generic

Danielle Sandal

Langley,WA

Overview

27
27
years of professional experience

Work History

Online and On-Campus English Composition Instructor

Columbia College, Whidbey Island Base
01.2019 - Current
  • Create original syllabi for both online and campus courses (cap size 27)
  • Study and practice key elements in writing, such as word choice, voice, point-of-view, theme, characterization, structure, symbolism, imagery, rhythm, and tone
  • Introduce a variety of genres: fiction, nonfiction, poetry, and literary essays
  • Maintain a consistent online presence for students to simulate through bi-weekly, thread discussions and writing reviews
  • Utilize small group, online discussions and projects; strive for inclusion and participation of all students
  • Teach students to identify their audience; demonstrate correct essay structure; utilize support (evidence), inner-textuality, and use of academic diction/rhetoric
  • Demonstrate diverse cultural representations and foster inclusion
  • Help students learn to read in-depth, and extract meaning from the literature, relevant not only to their lives and cultures, but other cultures as well
  • Preparatory English (107); English Comp (133); Creative Writing (207); World Literature (264)

Online and Campus English Composition Instructor

Skagit Valley College, Whidbey Island Campus
01.2014 - Current
  • Create original syllabi for both online and campus courses (cap size 27)
  • Study and practice key elements in writing, such as word choice, voice, point-of-view, theme, characterization, structure, symbolism, imagery, rhythm, and tone
  • Introduce a variety of genres: fiction, nonfiction, poetry, and literary essays
  • Maintain a consistent online presence for students to simulate through bi-weekly, thread discussions and writing reviews
  • Utilize small group, online discussions and projects; strive for inclusion and participation of all students
  • Teach students to identify their audience; demonstrate correct essay structure; utilize support (evidence), inner-textuality, and use of academic diction/rhetoric
  • Demonstrate diverse cultural representations and foster inclusion
  • Help students learn to read in-depth, and extract meaning from the literature, relevant not only to their lives and cultures, but other cultures as well
  • English Comp (101& 102); Technical Writing (170); Creative Writing (253)

English Comp (101); ESL

Edmonds Community College, Edmonds WA
01.2019 - 01.2020
  • Create original syllabi for both online and campus courses (cap size 27)
  • Study and practice key elements in writing, such as word choice, voice, point-of-view, theme, characterization, structure, symbolism, imagery, rhythm, and tone
  • Introduce a variety of genres: fiction, nonfiction, poetry, and literary essays
  • Maintain a consistent online presence for students to simulate through bi-weekly, thread discussions and writing reviews
  • Utilize small group, online discussions and projects; strive for inclusion and participation of all students
  • Teach students to identify their audience; demonstrate correct essay structure; utilize support (evidence), inner-textuality, and use of academic diction/rhetoric
  • Demonstrate diverse cultural representations and foster inclusion
  • Help students learn to read in-depth, and extract meaning from the literature, relevant not only to their lives and cultures, but other cultures as well

Instructor of Literature and Composition (111 and 003)

Northern Virginia Community College, VA
01.2003 - 01.2004
  • Create original syllabi and lesson plans for two classes of twenty-six students
  • Instill the concept of writing as a process: draft, write, revise, and revise again
  • Help students learn to read in-depth, and extract meaning from the literature, relevant not only to their lives and cultures, but other cultures as well
  • Foster inclusion among a wide population of Veterans reentering academia, and honor their experience by way of sharing them
  • Introduce a variety of genres: fiction, nonfiction, poetry, and literary essays
  • Facilitate inclusive class discussions
  • Assign short in-class writings; 500-1200 word essays (narrative, compare and contrast, and persuasive)
  • Have students illustrate to their audience an understanding of class discussions as well as demonstrate their individual, educated perceptions of the literature
  • Class time divided between learning to read, and write about the readings
  • Key concepts covered: audience, essay structure, support (evidence), and using academic diction/rhetoric to convey a mastery of topic
  • Essays written: Persuasive; Compare and Contrast; Personal Experience and Change essay

Head Academic Tutor (Composition/Reading)

George Mason University, VA
01.2001 - 01.2003
  • Core English tutor to several student athletes from intercity backgrounds
  • Establish trust and meaningful relationships while mentoring students of all races and ethnic backgrounds
  • Collaborate with faculty from other fields to develop and to offer integrative learning experiences
  • Work one-on-one to improve both writing and reading skills, as well as organizational skills
  • Focus on remedial reading and assistance composing essays in all disciplines

Instructor of Literature and Composition (212)

George Mason University, VA
01.2001 - 01.2002
  • Create original syllabi and lesson plans for two classes of twenty-five students
  • Encourage students to embrace writing as a process and see it as an important tool for success (across all disciplines as well as outside academic life)
  • Encourage students to read in-depth and extract meaning from literature, relevant to their lives
  • Challenge students to read a variety of literature and compose essays which examine cultures and experiences outside of their own
  • Utilize small group discussions and strive for inclusion and participation of all students
  • Teach students to identify their audience; demonstrate correct essay structure; utilize support (evidence), inner-textuality, and use of academic diction/rhetoric

Fiction Editor

George Mason University, Virginia
01.2000 - 01.2002
  • Read, selected, and edit stories, which best suit the journal's commitment to represent the multiplicity of women's lives
  • Work with a crew of brilliant women to organize fund-raising events, which subsidize journal
  • Visit campus classrooms and speak with women about the process of writing and its power to transform and empower
  • Send back-issues of journals to women incarcerated in WA State penitentiaries and rouse them to write their stories
  • Attend AWP (American Writer's Programs) conference in New Orleans. Meet with editors, trade ad space with other feminist journals, and distribute our publication
  • Organize annual fiction contest and queried well-known women authors, such as Kathryn Trueblood and Bonnie Jo Campbell, to judge finalists
  • Assist in scheduling journal interviews, layouts, graphics, and printing for each issue
  • So To Speak, Feminist Journal of Arts and Language

Publicity Coordinator (Humanities Dept.)

George Mason University, VA
01.2000 - 01.2002
  • Liaison between department, alumni, campus media, and students to keep communication lines open and department events well publicize
  • Interview local authors, students, alumni and faculty about current projects and concerns within the perpetually changing world of the arts
  • Interviews included in the department newsletter, which help make the artists' work more accessible. Format and create bi-semester newsletter designed to keep the academic and surrounding communities connected and informed about the local literary scene
  • Provide an open forum that discusses and celebrates local artists and their work
  • Assist in organizing and promoting local literary events such as Text and Community and Fall For the Book Fair
  • Attend all AWP events and assisted in school promotion

Instructor of Literature and Composition (101 & 201)

Western Washington University, WA
01.1998 - 01.1999
  • Create original syllabi and lesson plans for two classes of twenty-six students
  • Instill the concept of writing as a process: draft, write, revise, and revise again
  • Demonstrate multicultural understanding; foster equality and diversity through text choice
  • Help students learn to read in-depth, and extract meaning from the literature, relevant not only to their lives and cultures, but other cultures as well
  • Students read a variety of genres: fiction, nonfiction, poetry, film, and literary essays
  • Compare film and literature and study cultural “symbols” in all forms of communication
  • Facilitate inclusive class discussions
  • Assign short in-class writings; 500-1200 word essays (narrative, compare and contrast, and persuasive)
  • Have students illustrate to their audience an understanding of class discussions as well as demonstrate their individual, educated perceptions of the literature
  • Class time divided between learning to read, and write about the readings
  • Key concepts covered: audience, essay structure, support (evidence), and using academic diction/rhetoric
  • Essays written: Persuasive; Compare and Contrast; Personal Experience and Change essay

Education

BA - English Literature

Western Washington University
Bellingham, WA
01.1999

Masters in Fine Arts - Creative Writing (Fiction)

George Mason University
Fairfax, VA
01.2007

Skills

  • Curriculum development
  • Strong communication skills
  • Class instruction
  • Lesson planning
  • Expertise in subject matter
  • Collaborative team player
  • Student engagement
  • Online teaching experience
  • Technology integration
  • Student evaluation
  • Multicultural sensitivity
  • Cultural sensitivity
  • Student rapport
  • Student advocacy
  • Student-centered learning focus
  • Diverse student populations
  • Adult learning
  • Critical thinking development
  • Interactive teaching and learning
  • Student-centered learning

Awards

2001: Mary Rinehart's Award; Grant, 2003: Text and Community Award in Fiction for Blue Collar Voices, 2002-2003: Heritage Award in Fiction; Fellowship (GMU), 2004: Hedgebrook: Whidbey Island, WA; Residency, 2012: Hugo House: Seattle; grant for fiction writing seminar, 2013: Wigleaf's Top 50: Online; Best Short Stories published online

Publications

  • 2012 New Orleans Review, “Bird to Kill” (poem) http://www.neworleansreview.org/dani-sandal/
  • 2012 Stirring, Sundress Publications, “Sister Says” (fiction): http://www.sundresspublications.com/stirring/archives/v13/e12/sandal.htm
  • 2013 Deep South Magazine, “1947-1967” (poem): http://deepsouthmag.com/2013/04/1947-1969/
  • 2013 Monkey Bicycle, “Compass” (fiction): http://monkeybicycle.net/compass/
  • 2013 Adirondack Review, “Someday” (fiction): http://adirondackreview.homestead.com/danisandal.html
  • 2012 Thrush Poetry Journal “My Father Talks Sex While I gut Fish” (poem): http://www.thrushpoetryjournal.com/november-2012-dani-sandal.html
  • 2013 PANK Magazine, “Maria in Drag” (interview): http://www.pankmagazine.com/pankblog/interviews/the-lightning-room-with-dani-sandal/
  • 2013 PANK Magazine, (flash) : http://www.pankmagazine.com/maria-in-drag/
  • 2013 Puerto Del Sol, “House Call 1936” (poem): http://www.puertodelsol.org/archives/html/2013-winter.html
  • Spring 2013 Raleigh Review, “What Remains” (fiction, print issue): http://www.raleighreview.org/flash_fiction.html
  • 2013 Mad Hatter’s Review, “Messenger” (poem): http://madhatlit.com/messenger-by-dani-sandal/
  • 2013 THRUSH Poetry Journal, “Soldier’s Gemini Dream” (poem):http://www.thrushpoetryjournal.com/september-2013-dani-sandal.html
  • 2013 Dr. T. J. Eckleburg Review, “Sacrificing Billy” (fiction) https://www.eckleburg.org/fiction-sacrificing-billy/
  • 2013 Camroc Press, “Back to School” (non fiction) http://www.camrocpressreview.com/search/label/Dani%20Sandal
  • 2014 Camroc Press, “Benevolence of Forgetting” (flash fiction) http://www.camrocpressreview.com/search/label/Dani%20Sandal
  • 2015 Referential Magazine, “Too Late” (Fiction) http://referentialmagazine.org/dani-sandal/
  • 2015 Baltimore Review, “(Dis) Connect” (Prose Poem) http://baltimorereview.org/index.php/winter_2015/contributor/dani-sandal
  • 2015 Adroit Journal, “97%” (fiction) http://www.theadroitjournal.org/issue-nine-dani-sandal/
  • 2015 Seattle Review of Books, “Compass” (fiction reprint) http://www.seattlereviewofbooks.com/notes/2015/11/07/rahawa-hailes-short-stories-of-the-day-oftheprevious-week-for-november-7-2015/
  • 2015 PANK Magazine Issue 11, Print, “Eucharist” (fiction) http://pankmagazine.com/printissues/pank-11
  • 2016 Raleigh Review, “What Remains” (fiction reprint, online) http://www.raleighreview.org/flash_fiction.html
  • 2016 Winter, Referential Magazine Best Of, “Too Late” (fiction): http://referentialmagazine.org
  • 2026 Winter (forthcoming), Carve Magazine, “All In” (fiction)

Timeline

Online and On-Campus English Composition Instructor

Columbia College, Whidbey Island Base
01.2019 - Current

English Comp (101); ESL

Edmonds Community College, Edmonds WA
01.2019 - 01.2020

Online and Campus English Composition Instructor

Skagit Valley College, Whidbey Island Campus
01.2014 - Current

Instructor of Literature and Composition (111 and 003)

Northern Virginia Community College, VA
01.2003 - 01.2004

Head Academic Tutor (Composition/Reading)

George Mason University, VA
01.2001 - 01.2003

Instructor of Literature and Composition (212)

George Mason University, VA
01.2001 - 01.2002

Fiction Editor

George Mason University, Virginia
01.2000 - 01.2002

Publicity Coordinator (Humanities Dept.)

George Mason University, VA
01.2000 - 01.2002

Instructor of Literature and Composition (101 & 201)

Western Washington University, WA
01.1998 - 01.1999

BA - English Literature

Western Washington University

Masters in Fine Arts - Creative Writing (Fiction)

George Mason University

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Danielle Sandal