Congratulations to Northwest Vista College English faculty member, Melinda Zepeda. She was awarded $2,500 from Florida International University’s Latin American and Caribbean Center Minority Institutions Building Resources to Ignite Development and Growth in Education (MI-BRIDGE) Curriculum Development Grant. To be considered for this award, faculty must meet certain eligibility requirements to include teaching at an MCI
By NVC Faculty Melinda Zepeda Why this curriculum? Why Northwest Vista College? Faculty at Northwest Vista College have a responsibility to center course content on the identities of our student population and consider content that represents diverse and Latinx voices since NVC is a Hispanic-serving institution. As a result of the Fulbright Hays Seminars Abroad
By NVC English Faculty Melinda Zepeda To try to sum into words the Fulbright-Hays Summer Seminar experience that I was selected to participate in this past August 2021 is like trying to shove Cinderella’s stepsister’s foot into Cinderella’s own glass slipper. It just doesn’t work. The Fulbright Hays Seminar to Mexico that I participated in
Melinda Zepeda and Marisela Barrera, of the NVC English Department, recently held a reading of selected creative works at “Towards an Aesthetics of South Texas Women Artists Conference” held at Texas A&M University, Kingsville. The conference was held on Oct. 11 and it brought together a number of visual artists, writers, and educators to explore the concept.
Congratulations to Melinda Zepeda, who serves as associate professor of English at Northwest Vista College. She was selected to participate in the 2018-2019 cohort of the NAFSA Diversity Impact Program and will have the opportunity to attend the organization’s annual conference in Philadelphia in May. NAFSA: Association of International Educators is the world’s largest nonprofit
Melinda Zepeda, associate professor of English, presented at the Two-Year College English Association – Southwest Chapter. Her presentation titled, “Students Teach the Teacher: Why I Write with My Students” focused on her personal pedagogical decisions to write with students in order to help students critically analyze their own identity formation.
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