Faculty Profile  Faculty ProfileLast Modified Time: 07:05:53 PM Wed, 5 May 2010 
Dr. Tracey M. Gau
 Contact Information
Dr. Tracey M. Gau
Contact address   9716 Edgewater Place, Lone Tree, CO 80124     Office LocationLanguage Bldg, Room No.: 409A 
Email  TraceyGau@comcast.net    Contact Number (303) 997-7812    Cell Phone (720) 273-7167   
toggle toggle  Professional Preparation
 Degree Major/Thesis/Dissertation Institution Year
Doctor of Philosophy Specializations:Renaissance Literature,History of Rhetoric, Composition;DISSERTATION:The Re-presentation of Historical Women in English Renaissance Drama Texas Christian University 1998
Master of Arts(High Honors)   University of Nebraska at Omaha 1994
Bachelor of Arts(summa cum laude)   University of Nebraska at Omaha 1992
toggle toggle  Research and Expertise
“Supplementing Shakespeare.”
This project aims to use technology to improve and extend the learning experience in a large-enrollment, upper-division undergraduate section (100 students) of Shakespeare that is now offered in the Department of English. The overarching goal of this project is to develop electronically-delivered learning courseware that moves students through low-level learning at the literal and factual level, into medium-level learning activities that require interpretive and inferential work, and toward cognitively complex learning that involves learning at the meta-cognitive level. To meet this goal, the objectives of the project are to redesign the following areas: self-assessment, discussion groups, compositions, and research.
Large-enrollment Course Redesign: World Literature I & II into a blended format in an effort to improve student-learning outcomes
Web Link
An intensive redesigning of the large-enrollment World Literature I & II courses uses technology to foster a higher level of preparedness in students, to facilitate more active and consistent student participation in discussion and problem-solving, and to promote independent thinking by making students accountable for important aspects of their learning.  2006-Present.
The Re-presentation of Historical Women in English Renaissance Drama
This study demonstrates that English playwrights fashioned the selves of historical women according to contemporary conventions of the late-sixteenth and early-seventeenth centuries. Playwrights such as Marlowe, Shakespeare, Webster, Dekker and Middleton participate in the process of historiography as they appropriate and modify historical sources, subjecting those sources to processes of criticism and transformation. These playwrights use some of the same methods as contemporary historians and chroniclers--the drawing of analogues and parallels, allegorizing historical people, and telescoping a lifetime into a fable. Primarily, however, they re-present stereotypical postures--especially ones that govern a female’s behavior and sexuality--for their particular effects in performance. By re-presenting the interplay of several contemporary discourses, these dramatists formulate rhetorical responses to rhetorically constructed conventions, exposing the gaps inherent within those conventions. They thereby complicate the epideictic function of both literature and history; the ambiguities within the dichotomy of praising virtue and condemning vice become visible. Furthermore, all the dramas in this study caution the audience against accepting conventional postures as authentic. In representing postures through performance, the playwrights are able to promote, remodel, resist, or otherwise make social commentary.

toggle toggle Appointments
Duration (YYYY - YYYY or Present)RankDepartment / SchoolCollege / OfficeUniversity / Company
2000-PresentLecturerEnglish University of North Texas
1998-2000AdjunctEnglish University of North Texas
1999Guest Lecturer  University of North Texas
1994-1998Graduate Teaching Assistant  Texas Christian University
1992-1994Graduate Teaching Assistant  University of Nebraska at Omaha
toggle toggle Publications
  Type  Publications per page   
  YearPublication  Type
“Combining Tradition with Technology:  Redesigning a Literature Course.” 
Tracey M. Gau
Blended Learning: Innovations From the Disciplines. Ed. Francine S. Glazer. Stylus Publishers
Book chapters
"Case Study: Redesigning World Literature." Next Generation Course Redesign. By Philip M. Turner and Ronald S. Carriveau
Philip M. Turner and Ronald S. Carriveau
Peter Lang
Book chapters
"World Literature I: From the Ancients Through the Renaissance." Transforming the Humanities Classroom for the 21st Century.
Kelly McMichael
Bent Tree Press
Book chapters
“Aristotle’s On Rhetoric and Shakespeare’s Measure for Measure:  Notions of Probability.” 
Tracey M. Gau
CCTE Studies 63,92-102
Book chapters
toggle toggle  News
"The Promise of Blending Learning: Redesigning Large Lecture Courses at the University of North Texas."
Web Link

"Next Generation Course Redesign."
Web Link

toggle toggle Presentations and Projects
  Presentations/Projects per page   
1  2 3 4 
Start DateEnd DatePresentation/Project
2010 2010 Workshop: Finding the Right Blend: The Next Generation Course Redesign Project." Sloan Consortium Blended Learning Conference and Workshop. Chicago. April 2010. | Sloanconsortium.org
2009 2009 "The Effect of Course Redesign on Student Academic Success." Indiana and Purdue Universities Assessment Institute. October 2009. | Read More...
2009 2009 "Hands-on Collaborative Learning in Large-Enrollment Courses." Association for American Colleges and Universities. Seattle. Jan 2009.
toggle toggle Intramural Funding
 Performance PeriodTitleSponsorFundingRoleStatus
2008-2009Grant to redesign the large-enrollment undergraduate sections of World Literature II into a blended format to improve student learning as a companion to the redesigned World Literature I courseUNT’s Quality Enhancement Plan (QEPIII)$12,000OtherActive
2008Learning Enhancement Grant: “Supplementing Shakespeare.” $5,000OtherActive
2006-2007Grant to redesign the large-enrollment undergraduate sections of World Literature I into a blended format in an effort to improve student-learning outcomes for implementationUNT’s Quality Enhancement Plan (QEPI)$12,000OtherActive
2007-PresentNext-Generation Faculty FellowUNT’s Quality Enhancement Plan$4,000OtherActive
toggle toggle Teaching
College Writing I
.Using a variety of texts, I focus on teaching students how to present their own ideas and, gradually, how to incorporate the ideas of others into their own writing. Students are required to submit 20-25 typed pages of writing for a grade. They write at least four major papers, most of which incorporate source material, analyzing and constructing arguments in a variety of rhetorical situations. Classroom focus is on group discussions with occasional lectures.

College Writing II
Primarily, the course teaches students how to articulate and substantiate their own ideas and how to incorporate the ideas of others into their own writing. The class serves as a practice arena as students strive to accomplish the following objectives:
1.To think of reading as a social interaction
2.To establish a relevancy between texts and experiences of reading and of life, to put ideas in the context of other ideas
3.To practice strong, aggressive, labor-intensive reading by being guided by your own impressions
4.To pose problematic questions about the texts read, to look for the limitations, to provide alternate interpretations, to find examples that challenge the ideas
5.To assert a problematic, significant, and surprising thesis supported with reasons and evidence
6.To substantiate your ideas with textual examples
7.To summarize and paraphrase, to put others’ ideas into your terms, to provide your account of what they are saying
8.To evaluate the reliability of sources, especially electronic and web source material
9.To incorporate and cite secondary materials skillfully, smoothly, and accurately--without losing sight of your own main idea
10.To refine your idea/thesis through rigorous revision
11.To give and receive productive, constructive, and thoughtful feedback on others’ writing
12.To compose an annotated bibliography

Early British Literature Survey
This course highlights British literature from the appearance of the earliest English-language poetry, Anglo-Saxon epic and elegy, through the 17th century and teaches strategies for reading, evaluating, and responding to written texts in academically productive ways. Students read poetry, prose, and drama of the late Middle Ages and the Renaissance. The emphasis throughout is on careful reading, thorough literary analysis, and understanding the historical development of literary forms and movements

Early Modern Prose Fiction
An upper-division undergraduate course that explores poetical, historical, fictional, and psuedo-nonfictional writings of the 16th and 17th centuries, including Erasmus’ Praise of Folly, More’s Utopia, and prose fiction from Gascoigne, Lyly, and Nashe. We examine how these texts intervene in and comment upon the historical moment in which they are produced. Topics include the prospect and enactment of censorship; the centrality of the patronage system; courts and courtiers; changing views of the monarchy and obedience; religious controversy; issues of gender, ethnicity, and class; and early book production and circulation.

Honors Composition I
Using a demanding text, Bartholomae and Petrosky’s Ways of Reading, I present students with strong, aggressive, and labor-intensive readings and challenge them to think of reading as a social interaction. The writing assignments are sequenced, requiring the students to make connections among the readings and to develop their own point of view in concert with those of the authors

Honors World Literature I
This core-curriculum humanities course encourages students to engage in critical analysis and research, to form aesthetic judgments, and to develop an appreciation of literature as fundamental to the health and survival of any society.

Major British Writers
A sophomore-level literature course in which I emphasize the epic and its variations.  Texts included excerpts from Chaucer’s Canterbury Tales, Spenser’s Fairie Queene, Milton’s Paradise Lost, Shakespeare’s second tetralogy (Richard II to Henry V), and Charlotte Bronte’s Jane Eyre.  (TCU Spring 1995)

An upper-division undergraduate course that introduces students to the golden period of English dramatic literature by putting the Shakespearean text into cultural perspective without causing the text to disappear. I seek to facilitate the students’ ability to connect words, characters, actions, and ideas of Shakespeare’s texts with the political institutions, social practices, and the theatrical milieu that contributed to their creation

World Literature I
Combining tradition with technology within a blended format (partially online, partially face to face), students encounter some of the greatest works of ancient, medieval, and renaissance world literature.  Classes meet in both large and small face-to-face groups.  In addition, interactive on-line activities, debates, and self-assessment exercises encourage students to experience�"not just read about�"the literature and to apply its lessons to their own lives.  The course learning goals are that students (1) demonstrate awareness and understanding of the scope and variety of works of literature, (2) read critically and analytically, and (3) construct informed, organized and coherent written responses to literary texts.

Writing About Literature I & II
Texas Academy of Math and Science (TAMS) courses for incoming college students, taught in the computer classroom, which offers representative readings in drama, poetry, and novels in order to teach strategies for reading, evaluating, and responding to written texts in academically productive ways. Students learn to present their own ideas in writing while using literary material as evidence to substantiate those ideas. Becoming familiar with and using a grammar handbook is a required component of the course. Course activities include writing responses, summaries, various kinds of analyses and themes.

toggle toggle Committees
Duration (YYYY - YYYY or Present)CommitteePositionClassification
2006-PresentPre- and Post-Assessment Surveys that the Department of English uses as part of the accreditation requirementsFacilitatormaking all Pre- and Post-Assessment Surveys available electronically via Blackboard for all 6 sophomore-level literature courses offered.
2004-PresentCenter for Student Rights and ResponsibilitiesAcademic Integrity Workshop Designer and FacilitatorDesigned a 2-part workshop for the Student Center for Rights and Responsibilities in an on-going series about academic integrity. Lead monthly workshops that focus on training students on the ethics and methods of avoiding plagiarism
2002-2004the Shakespeare in Popular Culture sessions at the Southwest/Texas Popular Culture Association (SW/TX PCAArea Chair 
  QEP Senior Assessment Specialisttrained to develop measurable program-, course-, and classroom-level learning outcomes to demonstrate that students are achieving a defined body of objectives
toggle toggle Memberships
Duration (YYYY - YYYY or Present)OrganizationPositionClassification
 College English Association  
 League for Professional Women  
toggle toggle Professional Community Engagement
YearOrganizationRoleType of Service
 the “Art-To-Go” Program, an elementary-level art appreciation program, at Anderson Elementary, Allen, Texas- School CoordinatorSchedule and organize 40 volunteers who participate, as I do, in monthly presentations of pre-selected prints to every grade level
 St. Jude’s Catholic Church, Allen, TX.- Religious education catechist and Vacation Bible School teacher 
 Cookie Mom for Girl Scout Troop 2274 service unit 101
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