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SPRING SEMESTER

The University Advisory Council on Teaching (UACT) is honored to welcome to our campus this semester Marshall Gregory, Harry Ice Professor of English, Liberal Education and Pedagogy at Butler University. Dr. Gregory will conduct seminars for both faculty and staff during the Spring of 2002.

Dr. Marshall Gregory - Biographical Information
Marshall Gregory received his Ph.D. from the University of Chicago and has held teaching positions at the University of Wisconsin-Milwaukee, the University of Indianapolis, and Butler University. From 1983-1986 he served as national director of the Lilly Endowment's Post-Doctoral Teaching Awards Program. He is co-author with Wayne Booth of the Harper & Row Reader and the Harper & Row Rhetoric, and co-author with Ellie Chambers of Traveling in the Realms of Gold: Teaching Literature in the Undergraduate Classroom. Dr. Gregory has also studied at Oxford, at the School of Criticism and Theory, and has published numerous articles on professional issues, liberal education, and literary criticism in such journals as Narrative, Essays in Criticism, Liberal Education, Modern Literary Studies, Style, Journal of College Teaching, ADE Bulletin, Change Magazine, Journal of General Education, Perspectives, Journal of Teaching Writing, and CEA Critic. Dr. Gregory is a frequent keynote speaker at liberal education and faculty development conferences and has spoken in this role at Colgate University, Emory University, John Carroll University, University of South Florida, Valparaiso University, University of Alabama-Tuscaloosa, University of Wisconsin-Parkside, University of Utah, San Jacinta Central College, Berea College, Ball State University, North Dakota State University, University of Southern Indiana, the Tennessee Regents' Conference on Higher Education, and other places. Dr. Gregory has served as an NEH consultant, as department head (1989-94), as a board member of the Indiana Humanities Council, as a member of the Executive Committee of the Association of Departments of English, as President of the Indiana Teachers of Writing, as President of the Association for General and Liberal Studies, and currently holds the Harry Ice Chair of English, Liberal Education, and Pedagogy at Butler University.

Faculty Seminar
Dr. Gregory will conduct a faculty pedagogy seminar that will last for ten weeks. Professor Gregory previously has conducted several successful seminars for faculty in Emory College. The seminar will provide an opportunity to inquire into the theories and ideas that contribute to improved teaching. Rather than take a workshop approach, the seminar will encourage teachers to be reflective about their teaching and the intellectual infrastructure of ideas and values that supports good teaching. The content will cover a range of pedagogical ideas and issues, such as the ethics of teaching, metaphors of teaching, professionalism vs. the "calling," the core vs. the major, the de-centering of teacher authority, the implications of multiculturalism, the tension between deliberate pacing and maximum coverage, and a number of different pedagogical strategies (such as peer tutoring, collaborative learning, feminist pedagogy, postmodern pedagogy, subversive pedagogy, and confessional pedagogy).

Staff Seminars
Dr. Gregory will be hosting a series of professional development seminars for staff from across the university. Entitled "The Idea of the University," this series aims to create bridges of understanding across the faculty/staff divide. The seminars are designed to provide participants with a greater understanding about the history and development of colleges and universities and about the ways that their professional roles support the missions and activities of Emory and its faculty in this historical context. These sessions will cover the traditions and relationships within the university, with additional emphasis on university relationships with the groups and constituents that Emory serves. Participants are expected to come away with an enhanced sense of how their work connects to Emory and higher education in general and a greater sense of integration of their work with that of faculty.
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