This is the current online residence of William Patrick Wend. I am an Assistant Professor of Communication Arts (Tenured 2018) who specializes in teaching grammar, composition, and literature. My writing has appeared in The Chronicle Of Higher Education, College English Forum, The Quarterly Conversation, The Victorian, and many other platforms. I am also a blogger for Blogging Woolf. I have spoken at Bergen Community College, Ocean County College, Rowan University, Rutgers University, Seton Hall University, and Stockton University plus a number of THATCamp unconferences. I have also organized two graduate symposiums and a further four THATCamps.
This website contains my weblog and information about my work and educational experiences, publications, coursework taken and taught, instructional materials I have prepared, and other things that do not fit into a category.
Briefly, A History
I am an Assistant Professor of Communication Arts for Composition, Film, and Literature in the Liberal Arts division at Rowan College At Burlington County in Mount Laurel New Jersey. I teach our required composition courses, which focus on writing, grammar, and critical thinking skills. I also teach a variety of literature courses including both British Literature surveys, Shakespeare, Woman's Literature, and courses on adaptation, cinema, and graphic narratives. I have been at RCBC since 2009, first as an adjunct and then as a full time faculty member as of January of 2011. I also worked at Ocean County College in Toms River New Jersey during the 2010-2011 school year teaching Composition and Developmental English. I am the faculty adviser to the Reading Roundtable book club. I am also the coordinator for RCBC's Honors program. I was awarded tenure in 2018.
I earned my MA in English in 2009. I organized two symposiums for my department and participated in two others. Two of my presentations later became published journal articles. My MA Thesis "A Threat To The Known: The Unknown Descendants Of The Bounded Text" looked at the role of reader agency and how it is affected by hypertext fiction and the move from print to electronic text. Caitlin Fisher's These Waves Of Girls and The Unknown Collective's The Unknown are used to examine and close read the literary and aesthetic nature of electronic literature. Bram Stoker's Dracula is contrasted as a canonical touchstone to discuss the potential role of hypertext fiction in the literary canon.
In 2006, I received my BA in Literature (with minors in Philosophy/Religious Studies and Writing) from Stockton University. While at Stockton I was a student researcher for Dr. Ken Tompkins' Advanced Shakespeare course and an active member of the Gay/Straight Alliance from 2001-2004. While a student at Stockton University, I worked in three secondary school districts as a substitute teacher. I worked at Southern Regional from 2002-2009. I worked in the Barnegat school district from 2009 to 2010. In between, I also worked in the Pinelands Regional school district during the 2005-2006 school year.
I am proud to say I am also a former community college student, having completed a Liberal Arts AA in 2000.
Over the years, I have worked on a number of digital projects. I have been a lifelong user of computers going back to my childhood, but as an adult the first digital project I worked on was the digitization of the American Weekly Mercury newspaper, which was Philadelphia's first newspaper during the colonial period in 2003. I worked on both research and coding ends of this project to create annotations for various parts of each issue. I have been a blogger since 2004 (and had a “weblog” as early as 1999 before there really was a vocabulary for it) on Movable Type, Wordpress, and now more recently Squarespace. Later in 2004, I wrote my first hypertext novel entitled War Prayers. Inspired by the work of The Unknown Collective, Shelley Jackson, and others I began writing constrained, 300 word, entries on and off for the next year. I self published print fanzines from 1995-2002 covering independent music and culture. These fanzines, plus new and previously unreleased material from a 2003 fanzine project that never got off the ground, have been collected on Signifying Nothing, where I have also done 50 podcasts and created new content on and off since 2005. You can read an interview with me about Signifying Nothing here. In 2007, I combined my love of independent music and the digital humanities to creates Hardcore Show Flyers. HSF serves as an archive of gig flyers and ephemera with a focus on the years 1980 to more recent times. This archive has greatly aided the research of a number of books about independent music and has been featured on Brooklyn Vegan, Mojo Magazine, Verbicide Magazine and many weblogs and fanzines.
At RCBC, one of my favorite projects I get to work on is the annual THATCamp Community College unconference. I helped organized a previous THATCamp at Stockton University in 2011. I also organized two symposiums for my program while in graduate school at Monmouth University in 2007 and 2008.
My service work on campus continues to be something I am proud of. Since 2012, I have been a sponsor of students entering the Phi Theta Kappa Honor Society. My annual book drive has donated over 1,200 books to local schools and organizations. In the spring of 2015, I founded a yearly scholarship going to an RCBC student transferring to Stockton University. Since 2017, I have awarded a scholarship to a student from our international student community.
You can also email me at williamATwilliampatrickwendDOTnet
Follow me on Twitter @wpwend
Primarily, I see myself as a guide for students who are developing the skills they will need to succeed in college level reading and writing. In my classroom, my focus is on using collaboration and interactivity between myself and students whether during lectures, group work, or one on one interaction. I encourage open discussion and peer collaboration at all times. My goal in my classroom is for students to feel like they can ask any question, raise any point they feel is important, and more generally feel like their ideas are valued and essential to the collective learning process. In most classes, the first question I ask my students is what direction they want our discussion to go whether it is a question, comment, or idea. I could lecture for hours in front of a classroom of students, but my concern is with developing my student’s ideas and skills and offering a forum where they can discuss them without fear or judgment.
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