Curriculum Vitae

Education | Academic Employment | Courses Taught | Additional/Professional Experience | Service | Scholarship | Recognition | Technical Proficiencies

Alison Ersheid is a seasoned English Instructor focused on fostering a love for writing and literature. She is an accomplished writer with a successful background in curriculum and course development, corporate marketing communications and technical writing. She is dedicated to promoting the importance of written / verbal communication, teamwork, and the power of the written word. Her passion lies in engaging student interest, encouraging lively discussions, and assigning projects that empower students to make real-world connections with the course content. Experienced in community-based, developmental education, she celebrates diversity and believes in building the learning experience around the student.


Immaculata University, West Chester,PA
Spring 2017

Continuing Education
Course of interest: EDL 635: Psychology of Learning

George Mason University, Fairfax,VA                                                                                                                                        Spring 2007

Master of Fine Arts in Creative Writing, Fiction
Courses of interest: ENGL 615: Composition Instruction and 701: Literary Scholarship

University of Pittsburgh, Johnstown,PA                                                                                                                                 Spring 1998

Bachelor of Arts, English Writing


Academic Employment

West Chester University, West Chester PA
Aug. 2017 – Present
English Faculty

Cheyney University, Cheyney PA
Jan. 2014– May 2017
Executive Associate to the Provost (June 2016-May2017)
English Faculty (Jan. 2014-June 2016)

Kutztown University, Kutztown, PA
Aug. 2013– Dec. 2013
English Faculty

Academy of Achievement, Washington, DC
May 2009 – August 2016
E-Learning Course and iTextbook Developer

Art Institute of Washington, Dulles, VA
Jan. 2011 – Dec. 2012
Program Coordinator, General Education (Oct. 2012 – Dec. 2012)
Full-time English Faculty (Jan. 2011 – Dec. 2012)

Northern Virginia Community College, Manassas, Virginia
Aug. 2011 – May 2012
Adjunct English Faculty

George Mason University, Fairfax, VA
Aug. 2005
Graduate Teaching Assistant, English Department (Jan. 2006 – Dec. 2006)
Graduate Tutor  (Aug. 2005 – Dec. 2005)


Courses Taught

Preparing for College Writing, Elements of Writing
Designed for students coming from diverse backgrounds and varied educational experiences and preparations. This course is focused on building confidence around writing and the writing process, identifying and addressing individual needs, and preparing students for first-level English courses. This is accomplished through a deep dive into the brainstorming and drafting process and helping students navigate the grammar, structure, and punctuation snares that come with mastering effective English writing for multiple audiences.

 English Composition I
Writing skills course that focuses on developing students’ writing abilities through a progressive succession of papers. Engage students in a semester theme encouraging critical thought, help build confidence in expressing their voice, their view on issues, and their understanding of the world. The primary goal of this course is to build writing skill and the critical thought process followed closely by instilling a respect for and passion around mastering the craft.

 English Composition II
A second-level course designed to teach the deeper cognitive skills of argumentation and research. This course is been is enhanced by a semester theme for focus and supplemental readings around both fiction and non-fiction. The main goal of this course is to provide students with tools to help them become better able to develop and articulate their well-founded and supported arguments through a varied arsenal of academic tools, including schools of criticism, primary and secondary sources, literary devices, and textual evidence.

Creative Writing
An advanced elective, workshop-style course that supports a cross-section of multiple disciplines and majors that all share a love of creative writing. Working closely with students to help them understand how the elements of this course could be applied to their life pursuits, this course focused on the role the creative process plays in all successful careers. The course culminated in a substantially drafted piece of fiction focusing on developing core elements such as voice, perspective, character development, and plot sequence.

Professional Communications and Writing for Public Relations
Leveraging first-hand professional background experience to develop content for a course focused on addressing the importance of professional writing and communication in the workplace for virtually any career path. Covered various business writing topics, including developing / evaluating online presence, résumé writing and interview preparation, and professional written and oral communications and presentations in a corporate setting.

Business and Organizational Writing

Leveraging first-hand professional experience to develop writing style and skills relevant to the business environment. A deep understanding of purpose and audience was a critical component of the course. Developing business plans, proposals, and customer-focused brochures and crafting cover letters and resumes were cornerstone elements of the course.

Technical Writing

Drawing from experience as a technical writer, this course crystalized the process and skill of creating technical documentation and web content for a non-technical audience. This course focused on creating and revising web copy, end-user instructions, and user manuals.

Fantasy Literature and Writing
Led dynamic discussions with a small group of students revolving around five fantasy novels. Focused on fostering solid understanding of the basics of fiction and the writing process. Instructed and supported students in completing multiple drafts of an original work of fantasy fiction.

 English Literature
Survey of English literature that drew on the classic study of the elements of fiction as a basis of discussion and writing, while relying heavily on the rolling tumult of class discussion and student contribution to lead the conversation. The course required students to develop both creative and academic papers.


 Additional/Professional Experience

The Academy of Achievement, Washington, DC
May 2009 – August 2016

E-Learning Course and iTextbook Developer
Design eCourses and author eTextbooks for an international non-profit organization committed to making education accessible to all. The eTextbooks have been downloaded over 130,000 times. The eCourses have a current, collective enrollment of more than 300,000 students and have spent many consecutive weeks as Apple’s number one downloaded course. Textbooks and courses include:

Appfluent Technologies, Arlington, VA
May 2001 – Aug. 2005

Marketing Communications Manager

Organized and managed marketing communications activities for a telecommunications solutions company.

  • Played key role in website management, including content and design; collateral creation and design; and lead generation activities, including postal mail, email, webinars, and tradeshows.
  • Led inside sales initiative, overseeing scripting, training, target-market research and database building, and reporting results to management team.

CyberCash, Inc., Reston, VA
Mar. 1998 – Oct. 2000

Senior Specialist, Technical Communications

Managed and represented the west coast documentation efforts. Produced, researched, and managed documentation projects both independently and in collaboration with a team.

  • Assisted in developing and running UI usability testing and developed online help systems.
  • Wrote technical and marketing materials, built intranet for documentation department, and implemented departmental Customer Support call access line to listen in on calls.



Academic Learning Communities – Executive Leadership Committee
Jul. 2015 – May 2016
Responsible for planning and executing a campus-wide common theme and reader and academic cohorts to be rolled out for the 2015/16 academic year for the purpose of bolstering student retention and satisfaction and enhancing student learning and University profile.

 Academic Learning Communities – Supervisory Board
Mar. 2014 – May 2014
Represent English Department in coordinating Cheyney University’s pilot first-year experience effort to be rolled out Fall 2014. Coordinate General Education efforts to integrate assignments to support the success of learning communities. Train and support English Faculty participating in learning communities. Also served as Student Cohort Faculty Advisor. Currently a key advisor and contributor to developing phase II of the first-year experience to be rolled out Fall 2015.

Academic Support Center Founder and Coordinator
Jan. 2011 – Dec. 2012
Created from the ground up, staffed, and managed an academic support center focused on supporting students in trouble areas, such as writing and math.

  • Developed ASC-based road shows conducted in classrooms to raise awareness, train faculty on services available, and train and manage student tutors on conducting and managing sessions.
  • Oversee all promotion and advertising activities for center.
  • Track statistics and trends on center use and report to administration.

Faculty Development Committee Chair
Jan. 2011 – Dec. 2012
Lead the planning, organization, and execution of quarterly faculty development days.

Admissions Committee Chair
May 2011 – Dec.2012
Responsible for evaluating applications for admission to the Art Institute of Washington and evaluate transfer courses for relevancy and equivalency.

 Acting Academic Dean
Sept. 2012 – Oct. 2012
Assumed the role of Academic Dean during an extended absence.



SoTLA Conference – Presenter                                                                                                                                                January 2018

Emotional Intelligence and Student Success
Alison Ersheid, Instructor, West Chester University
The 1990 article “Emotional Intelligence,” by Peter Salovey and John D. Mayer, birthed a litany of research and study on the importance of Emotional Intelligence to academic success. The robustness of student emotional and social health has been linked to student engagement factors ranging from retention and persistence to depression and substance abuse. Because Emotional Intelligence is rooted in the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action, promoting an awareness of its importance has tremendous implications for classroom engagement and pedagogical success.

University Workshop – West Chester University – Facilitator                                                                               January 2018
Incorporating Emotional Intelligence into Your Classroom



  • Academic Learning Community Executive Leadership Certificate of Appreciation, 2016
  • Academic Learning Community Executive Leadership Certificate of Appreciation, 2015
  • Faculty of the Year, 2012
  • Faculty of the Quarter, 2011
  • The Society for Technical Communication International Technical Publications Competition Award Winner, Mar. 1999
  • CyberCash Certificate of Excellence, July 2000


Technical Proficiencies

Desire2Learn (D2L)



Microsoft Office

Adobe Photoshop



Adobe Acrobat


Web Development/HTML

Microsoft Project

Articulate E-Learning Software

iBook Author


References available upon request.