|Last Modified Time: 07:05:53 PM Wed, 5 May 2010 |
|Dr. Tracey M. Gau|
| 9716 Edgewater Place, Lone Tree, CO 80124 Language Bldg, Room No.: 409A |
| TraceyGau@comcast.net 303-997-7812 720-273-7167 |
| 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|
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.
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.
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.
|Duration (YYYY - YYYY or Present)||Rank||Department / School||College / Office||University / Company|
|2000-Present||Lecturer||English|| ||University of North Texas|
|1998-2000||Adjunct||English|| ||University of North Texas|
|1999-1999||Guest Lecturer|| || ||University of North Texas|
|1994-1998||Graduate Teaching Assistant|| || ||Texas Christian University|
|1992-1994||Graduate Teaching Assistant|| || ||University of Nebraska at Omaha|
| Year||Publication|| Type|
“Combining Tradition with Technology: Redesigning a Literature Course.”
Tracey M. Gau
Blended Learning: Innovations From the Disciplines. Ed. Francine S. Glazer. Stylus Publishers
"Case Study: Redesigning World Literature." Next Generation Course Redesign. By Philip M. Turner and Ronald S. Carriveau
Philip M. Turner and Ronald S. Carriveau
"World Literature I: From the Ancients Through the Renaissance." Transforming the Humanities Classroom for the 21st Century.
Bent Tree Press
“Aristotle’s On Rhetoric and Shakespeare’s Measure for Measure: Notions of Probability.”
Tracey M. Gau
CCTE Studies 63,92-102
|Start Date||End Date||Presentation/Project|
| ||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 ||"The Effect of Course Redesign on Student Academic Success." Indiana and Purdue Universities Assessment Institute. October 2009. | Read More...|
| ||2009 ||"Hands-on Collaborative Learning in Large-Enrollment Courses." Association for American Colleges and Universities. Seattle. Jan 2009.|
| ||2008 ||Teaching and Learning Conversations|
With Dr. Philip Turner and Dr. Elizabeth Turner (History). TCU. November 2008.
| ||2008 ||Educational Enhancement Series|
With Dr. Philip Turner and Dr. Lee Hughes (Biology). University of Texas at Dallas. March 2008
| Performance Period (YYYY - YYYY or Present)||Title||Sponsor||Funding||Role||Status|
|2007-Present||Next-Generation Faculty Fellow||UNT’s Quality Enhancement Plan||$4,000||Other||Active|
|2008-2009||Grant 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 course||UNT’s Quality Enhancement Plan (QEPIII)||$12,000||Other||Active|
|2008||Learning Enhancement Grant: “Supplementing Shakespeare.”|| ||$5,000||Other||Active|
|2006-2007||Grant to redesign the large-enrollment undergraduate sections of World Literature I into a blended format in an effort to improve student-learning outcomes for implementation||UNT’s Quality Enhancement Plan (QEPI)||$12,000||Other||Active|
.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.
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
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
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.
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
|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.|
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
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.
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.
|Duration (YYYY - YYYY or Present)||Committee||Position||Classification|
|2006-Present||Pre- and Post-Assessment Surveys that the Department of English uses as part of the accreditation requirements||Facilitator||making all Pre- and Post-Assessment Surveys available electronically via Blackboard for all 6 sophomore-level literature courses offered.|
|2004-Present||Center for Student Rights and Responsibilities||Academic Integrity Workshop Designer and Facilitator||Designed 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|
|2002-2004||the Shakespeare in Popular Culture sessions at the Southwest/Texas Popular Culture Association (SW/TX PCA||Area Chair|| |
| || ||QEP Senior Assessment Specialist||trained to develop measurable program-, course-, and classroom-level learning outcomes to demonstrate that students are achieving a defined body of objectives|
|Duration (YYYY - YYYY or Present)||Organization||Position||Classification|
| ||College English Association|| || |
| ||CCTE|| || |
| ||League for Professional Women|| || |