The University of Tennessee at Chattanooga

Humanities Program Review, 2012-2013

Self-Study: Undergraduate Program, B.A.

Preface and History

Part I:

Program Outcomes
Mission Statement
Program Outcomes & Criteria
Enrollment & Matriculation
Alumni

Part II:

Curriculum Assessment
Major and Related Courses
Minors in the Program
Program of Study / Program Rationale
Range of Course Offerings
Research or Service Related Opportunities for Students
List of Events Sponsored by Humanities Program
Assessment of our Curriculum

Part III:

Teaching & Learning Environment

Student Advising
Library Holdings

Part IV:

Faculty
Profiles of Faculty
Student Evaluations of Faculty
Faculty Evaluations by Department Head

Part V:

Support
Office Space
Classrooms
Clerical Support
Department Budget

Part VI:

Conclusion
Achievements and Goals

Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:

Print Materials for the Program

Faculty Curriculum Vitae
Sample Syllabi
Clear Path to Graduation plans
External Reviewers Report, 2007-2008

Preface and History

The Humanities Program at the University of Tennessee at Chattanooga falls under the
Department of Interdisciplinary Studies. As a structured program, reflective of the requirements
of the current major, the Humanities Program has been in existence at UTC since AY 19721973. Previous to that, a Humanities B.A. was awarded with particular distribution requirements
in English, history, foreign languages, philosophy, and religion.
Presently, the Program is administered by two coordinators, who are appointed by the
Dean of Arts and Sciences, as well as an interdisciplinary Faculty Advisory Board. The major
itself has three separate tracks: Humanities: Liberal Arts (1440) and Humanities: International
Studies (1441), and Humanities: Womens Studies (1442). Tracks 1440 and 1441, coordinated
and advised by Dr. Bryan Hampton (English), have some contours in place that require
substantial upper-level hours in appropriate courses for the particular concentration, but students
are also granted some freedom to choose their own curriculum of study based on their interests.
Track 1442, coordinated and advised by Dr. Marcia Noe (English), provides a more structured
approach to the discipline of Womens Studies. Additionally, there are a number of
interdisciplinary studies minors that fall under the auspices of the program, each of which has a
separate coordinator. These include Asian Studies, Africana Studies, Humanities, International
Studies, Latin American Studies, and Womens Studies.
Currently, Dr. Wilfred M. McClay holds the SunTrust Bank Chair of Excellence in
Humanities at the University of Tennessee at Chattanooga, where he is also Professor of History,
since 1999. He has also taught at Georgetown University, Tulane University, Johns Hopkins
University, and the University of Dallas, and is currently a Senior Scholar at the Woodrow
Wilson International Center for Scholars in Washington, DC, a Senior Fellow at the Ethics and

Public Policy Center in Washington, DC, and a member of the Society of Scholars at the James
Madison Program of Princeton University. He was appointed in 2002 to the National Council on
the Humanities, the advisory board for the National Endowment for the Humanities. His book
The Masterless: Self and Society in Modern America (North Carolina, 1994) won the 1995 Merle
Curti Award of the Organization of American Historians for the best book in American
intellectual history published in the years 1993 and 1994. Among his other books are The
Students Guide to U.S. History (ISI Books, 2001), and Religion Returns to the Public Square:
Faith and Policy in America (Woodrow Wilson Center/Johns Hopkins University Press, 2003).
He is currently at work on a biographical study of the American sociologist David Riesman
under contract to Farrar, Straus & Giroux, and is editing two collection of essays, one called
Figures in the Carpet: Finding the Human Person in the American Past, which features sixteen
essays by American historians on changing American understandings of self and person, and a
collection of his own essays entitled Pieces of a Dream: Historical and Critical Essays.
Past scholars who have held the Chair of Excellence in Humanities at UTC include the
following: Peter Daly, Robert Detweiler, Gail Levin, Robert Meagher, Boris Novak, and Roger
Wescott.
The Humanities Program was externally reviewed in 2007-2008, the first time since its
inception. The reviewers report can be found in Appendix E. In the last five years, the
Universitys administrators, the Programs coordinators, and its Faculty Board of Advisors have
sought to address the reviewers findings and suggestions. We are eager to find ways to improve
upon its existing strengths, and to assess critically its relative weaknesses for the sake of setting
future goals and meeting the ever-changing needs of our students, as we prepare them for a
future career, and a life enriched by their study of the Humanities.

Part I: Program Outcomes

A. Mission Statement
The humanities traditionally encompass those disciplines which pierce to the core of the
human condition: philosophy, music, art, language and literature, religion, ethics, jurisprudence,
and history. But the field of study for the humanities is becoming increasingly wider as the
definitions of what constitutes and shapes culture broaden; some branches of the social
sciences for instance, such as anthropology, political science, psychology, or archaeology, may
also inform how the human person and the culture to which he or she belongs is to be
understood. These disciplines, often overlooked or undervalued in the Age of Technology and
Information, seek to reawaken the wonder of human accomplishment, to sharpen the intellect
and to fire the imagination, and to reflect on the perennial questions of human existence: What is
the nature of beauty? How does a culture define, express, or represent ultimate reality? What
constitutes a just action or society? How do human beings understand happiness or suffering,
grapple with notions of good and evil, or interpret and articulate the kaleidoscope of human
experience in an incandescent universe? The Humanities Program at the University of Tennessee
at Chattanooga allows the student to foster their wide-ranging interests, and address the
important questions facing them and their world.
A few lines from Alfred, Lord Tennysons poem Ulysses appropriately captures the
spirit of the Program:

I am part of all that I have met;

Yet all experience is an arch wherethrough
Gleams that untraveled world whose margin fades

Forever and forever when I move.

The major seeks to give students the opportunity to interrogate the enduring questions of human
existence, as well as to speculate on the place and perceptions of the human being in the world
around them.

B. Program Outcomes and Criteria

In the Programs first external review, the reviewer recommended that the director, in
consultation with the faculty advisory board, develop a set of learning outcomes for students in
the Humanities program. Since 2009-10, the Humanities Program has participated in the SACS
reaccreditation process by developing, implementing, and adjusting a set of clearly articulated
outcomes.

Humanities: Liberal Arts (1440)

Liberal Arts majors will design a curriculum of study that treats human culture,
experience and perception as an object of study while treading the person as a knowing
subject.

Liberal Arts majors will design a Program Rationale that will provide some over-arching
rubric for organizing the coursework, such as an underlying theme, a set of questions, a
particular culture or region of the world, or time period; and, the Program Rationale will
include a list of potential courses with a short statement about how those courses might
serve the student's interests.

Liberal Arts majors will complete significant upper-level work (21/45 hours) in the
traditional disciplines of the liberal arts, and their curriculum of study will be

interdisciplinary by including at least three different departments.

Liberal Arts majors will complete and turn in a major research-oriented essay or project
for evaluation by the Faculty Board for Humanities. The essay/project represents some of
the students driving interests in the concentration.

Humanities: International Studies (1441)

International Studies majors will design a curriculum of study that treats human culture,
experience and perception as an object of study while treading the person as a knowing
subject.

International Studies majors will design a Program Rationale that will provide some overarching rubric for organizing the coursework, such as an underlying theme, a set of
questions, a particular culture or region of the world, or time period; and, the Program
Rationale will include a list of potential courses with a short statement about how those
courses might serve the student's interests.

International Studies majors will complete significant upper-level work (21/45 hours) in
those disciplines with a global emphasis, and their curriculum of study will be
interdisciplinary by including at least three different departments.

International Studies majors will complete and turn in a major research-oriented essay or
project for evaluation by the Faculty Board for Humanities. The essay/project represents
some of the students driving interests in the concentration.

International Studies majors will have an extended encounter with a foreign culture,
either through exposure to international students on the UTC campus and the Office of
International Exchange, or through personal travel, or through academic foreign
exchange.

Humanities: Womens Studies (1442)

Womens Studies majors will complete successfully at least three Womens Studies
approved courses from different disciplinary perspectives that focus on patriarchy or
gender.

Womens Studies majors will complete successfully a service-learning or a mentoring

project serving women or girls that is embedded in their Senior Seminar.

Womens Studies majors will demonstrate an understanding of what patriarchy is and

how it impacts the lives of women and girls.

Both the 1440 and 1441 tracks require students to submit a substantial research-oriented essay
that has been completed for a representative class at the 3000-4000 level. This essay is evaluated
by one of the six members of the Faculty Board of Humanities, who score the essay (5:
Excellent; 4: Good; 3: Satisfactory; 2: Unsatisfactory; 1: Failure) according to the following
rubric:
I.

Evaluation of the Argument

Excellent (5): The essay has a consistent and clear statement of intent: an argument is formulated, well-supported by
logic and evidence, and sustained throughout the essay, according to the rules of rhetoric and consistent with the
expectations of a junior/senior-level project in the discipline for which it was written.
Good (4): The essay has a fairly clear statement of intent: an argument is formulated and supported according to the
rules of rhetoric, but may not be consistently sustained throughout the essay; and, the essay is generally consistent
with the expectations of a junior/senior-level project in the discipline for which it was written.
Satisfactory (3): The essay's statement of intent is present but vague: an argument is not well-defined according to
the rules of rhetoric; it is supported sporadically or with lapses in logic; it is not sustained throughout the essay; and,
the essay sometimes meets with the expectations of a junior/senior-level project in the discipline for which it was
written.
Unsatisfactory (2): The essay's statement of intent is not present: an argument is not well-defined or supported
according to the rules of rhetoric; it has serious errors in logic; it is not sustained throughout the essay; and, the
essay rarely conforms with the expectations of a junior/senior-level project in the discipline for which it was written.

Failure (1): The essay's statement of intent is not present: an argument is not defined or supported at all according to
the rules of rhetoric; it has serious errors in logic and the evaluation of evidence; it is not sustained throughout the
essay; and, the essay does not conform with the expectations of a junior/senior-level project in the discipline for
which it was written.

II. Evaluation of Research

Excellent (5): The research used to support the argument appears to be up-to-date and appropriate to the discipline
for which the essay was written; primary data and secondary materials by respected authorities have been included
and correctly documented according to major style-book; conflicting viewpoints or assessments of the current
research are present in the essay; and, the student clearly articulates a merited conclusion as a result.
Good (4): The research used to support the argument appears to be mostly up-to-date and appropriate to the
discipline for which the essay was written; primary data and secondary materials by respected authorities are
present, but the essay may at times lean too heavily upon them without critical assessment or incorporation; the
essay demonstrates fairly consistent and correct documentation according to major style-book; conflicting
viewpoints or assessments of the current research are sporadically present in the essay; and, the student's
conclusions based on the research are merited.
Satisfactory (3): The research used to support the argument may not represent up-to-date standards, but is
appropriate to the discipline for which the essay was written; primary data is present but secondary materials are
sparse or of questionable authority; the essay relies too heavily upon secondary materials without critical
assessment; the essay demonstrates inconsistent or incorrect documentation according to major style-book;
conflicting viewpoints or assessments of the current research are sporadically present in the essay; and, the student's
conclusions based on the research are permissible, but not without error.
Unsatisfactory (2): The research used to support the argument is does not represent up-to-date standards, and/or is
appropriate to the discipline for which the essay was written; primary data may be present, but secondary materials
are not incorporated or of questionable authority; the essay relies too heavily upon secondary materials without
critical assessment or original thinking; the essay demonstrates serious errors in documentation according to major
style-book; conflicting viewpoints or assessments of the current research are not present in the essay; and, the
student's conclusions based on the research are of questionable merit due to some errors in logic and/or flawed data.
Failure (1): The research used to support the argument does not represent up-to-date standards, irrelevant, and/or is
not appropriate to the discipline for which the essay was written; primary data may be present, but with serious
errors, and secondary materials are not incorporated or of questionable authority; the essay demonstrates no original
thinking and makes no discernible contribution; the essay consistently demonstrates serious errors in documentation
according to major style-book; conflicting viewpoints or assessments of the current research are not present in the
essay; and, the student's conclusions based on the research are not permissible due to serious errors in logic and the
interpretation of data.
III. Evaluation of Central Concepts
Excellent (5): The student's essay demonstrates a mastery of the central concepts that are being addressed; it
continues the scholarly conversation on the topic in a meaningful way; and, it includes an awareness of critical terms
or case studies that are relevant to the discipline for which the essay was written.
Good (4): The student's essay demonstrates a good command of the central concepts that are being addressed; it
makes an attempt to continue the scholarly conversation on the topic; and, it includes an awareness of critical terms
or case studies that are relevant to the discipline for which the essay was written.
Satisfactory (3): The student's essay demonstrates an adequate use of the central concepts that are being addressed; it
makes an attempt to continue the scholarly conversation on the topic, but with mixed success; and, its use of critical
terms or case studies, that are relevant to the discipline for which the essay was written, is inconsistent or vague.
Unsatisfactory (2): The student's essay does not demonstrate an adequate use of the central concepts that are being

addressed; it makes little or no attempt to continue the scholarly conversation on the topic; and, its use of critical
terms or case studies are sometimes irrelevant or out-dated to the discipline for which the essay was written.
Failure (1): The student's essay does not demonstrate an adequate use of the central concepts that are being
addressed; it makes no attempt to continue the scholarly conversation on the topic; and, its use of critical terms or
case studies are irrelevant or out-dated to the discipline for which the essay was written.
IV. Evaluation of Critical-Thinking (defined according to Bloom's taxonomy application)
Excellent (5): The essay consistently demonstrates the student's ability to master the progression from lower-ordered
thinking skills (knowledge-comprehension-application) to higher-ordered thinking skills (analysis-synthesisevaluation).
Good (4): The essay demonstrates the student's ability to go beyond lower-ordered thinking skills (knowledgecomprehension-application) and to progress to higher-ordered thinking skills (analysis-synthesis-evaluation), though
it may be inconsistently executed.
Satisfactory (3): The essay demonstrates the student's ability to go beyond lower-ordered thinking skills
(knowledge-comprehension-application) and to progress to higher-ordered thinking skills (analysis-synthesisevaluation), though the essay tends to favor lower-ordered thinking.
Unsatisfactory (2): The essay does not demonstrate the student's ability to go beyond lower-ordered thinking skills
(knowledge-comprehension-application) and to progress to higher-ordered thinking skills (analysis-synthesisevaluation). The essay heavily favors lower-ordered thinking.
Failure (1): The essay does not demonstrate the student's ability to go beyond lower-ordered thinking skills
(knowledge-comprehension-application) and to progress to higher-ordered thinking skills (analysis-synthesisevaluation). The essay demonstrates only lower-ordered thinking, and does not manage to master even these.

Beginning in AY 2013-2014, the student artifact will be expanded to include a possible creative
project instead of the traditional research-oriented essay, and the Faculty Board will be
discussing appropriate criteria for its evaluation.

C. Enrollment and Matriculation

Between the academic years 2007-2012, major enrollment with combined numbers from
the Humanities: Liberal Arts (1400), Humanities: International Studies (1441), and Humanities:
Womens Studies, has averaged 48. Peak enrollment occurred in 2010 with 70 student majors.
Between the academic years 2007-2011, the average number of degrees awarded per year, with
combined numbers from all three B.A. tracks, is 8. Below are the enrollment trends for the last
ten years (Figure 1), as well as the number of degrees awarded (Figure 2).

FIGURE 1: ENROLLMENT TRENDS

80
60
40
20
0

Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
15

Majors

15

19

20

15

29

37

47

70

57

52

As anticipated, the number of degrees awarded in Humanities has steadily climbed since 20082009.
FIGURE 2: DEGREES AWARDED

20
15
10
5
0
Degrees

20032004

20042005

20052006

20062007

20072008

20082009

20092010

20102011

20112012

18

Undergraduate retention rates within the major have fluctuated, from as low as 18% 20% in 2002 and 2003 to as high as 58% in 2005, with the latter figure matching college and
university-wide statistics. The most recent figure from the fall of 2010 indicates that 51.2%

returned to the major in Humanities. Several factors may contribute to the fluctuation, not the
least of which is university-wide retention issues. In the fall of 2009, the College of Arts and
Sciences reported 3763 majors within its various departments. The following fall, the College
reported an increase in total majors to 3919; 63.7% of students returned to their major in the
College, 12.1% migrated to other majors, and 24.2% did not return to UTC. One other significant
cause might be attributed to the nature of the degree itself. Many students at freshman or
sophomore level, who are uncertain about their career choices, may declare the Humanities:
Liberal Arts major until their principle focus emerges.
In a 2012 Student Satisfaction Survey, administered by the UTC Office of Planning,
Evaluation, and Institutional Research, students were asked several questions about their overall
experience at UTC, their major, the curriculum, and perceived faculty involvement. Answers
were given with respect to UTC, their particular College, and their individual departments. Only
one Humanities student appears to have completed the survey. Below are the results:

Student Survey Results (NSSE)

QUESTION/STATEMENT

RESPO
NSE
OPTIO
NS

PERCENTAGES
U COLL
TC EGE

DEP
T.**

VALI
D N:
(DEP
T.)*

SATISFACTION WITH UTC

Poor

1. How would you evaluate your entire

educational experience at this institution?

Fair
Good

2. If you could start over again, would you

Excellent
Definitel

2.
4
13
.6
53
.5
30
.4
4.

2.7

0.0

14.8

0.0

51.2

100.0

31.3
5.4

0.0
0.0

go to the same institution you are now

attending?

y no
Probably
no
Probably
yes
Definitel
y yes

7
14
.2
42
.7
38
.3

Very
little
Sometim
es
Quite a
bit
Very
much
Very
little
Sometim
es
Quite a
bit
Very
much
Very
little
Sometim
es
Quite a
bit
Very
much
Very
little
Sometim
es
Quite a
bit
Very
much
Very
little

8.
1
25
.5
36
.9
29
.5
9.
4
24
.1
36
.1
30
.4
4.
6
20
.4
37
.0
38
.0
12
.9
31
.9
34
.6
20
.6
4.
6

14.7

0.0

41.5

0.0

38.4

100.0

10.7

0.0

28.9

100.0

37.2

0.0

23.3

0.0

9.9

0.0

22.5

100.0

37.2

0.0

34.4

0.0

4.3

0.0

20.0

100.0

36.4

0.0

40.3

0.0

13.1

0.0

33.7

100.0

34.9

0.0

18.3

0.0

6.0

0.0

CURRICULUM

1. Institution contributes to you acquiring

job or work related knowledge and skills.

2. Institution contributed in developing

clear and effective speaking skills.

3. Institution contributed in developing

clear and effective writing skills.

4. Institution contributed to your ability to

solve complex real-world problems.

5. Institution contributes to you acquiring a

broad general education.

Sometim
es
Quite a
bit
Very
much

15
.9
42
.7
36
.8

13.1

0.0

40.1

0.0

40.9

100.0

2.7

0.0

1.2

0.0

2.3

0.0

13.9

0.0

29.0

0.0

29.3

100.0

21.6

0.0

14.9

100.0

43.5

0.0

24.3

0.0

17.3

0.0

7.8

0.0

17.8

0.0

44.6

0.0

29.8

100.0

32.7

100.0

42.8

0.0

16.0

0.0

FACULTY INVOLVEMENT
1
2
3

1. Quality of relationships with faculty

members.

4
5
6
7

2. Talked about career plans with a faculty

member or advisor.

Never
Sometim
es
Often
Very
Often
Poor

3. Overall, how would you evaluate the

quality of academic advising you have
received at your institution?

Fair
Good
Excellent

4. Discussed ideas from your readings or

classes with faculty members outside of
class.

Never
Sometim
es
Often

1.
9
2.
0
3.
9
14
.3
26
.0
31
.1
20
.8
17
.4
43
.0
24
.5
15
.1
7.
8
18
.6
46
.1
27
.5
34
.5
40
.7
15
.1

Very
often

9.
6

8.5

0.0

12.4

100.0

30.2

0.0

26.0

0.0

31.4

0.0

18.8

0.0

36.3

100.0

27.8

0.0

17.1

0.0

8.2

0.0

27.0

0.0

31.6

0.0

33.2

100.0

17.4

0.0

27.4

0.0

35.7

0.0

19.4

100.0

CULTURAL EXPERIENCE AT UTC

1. Had serious conversations with students

of a different race or ethnicity than your
own.

2. Institution encourages contact among

students from different economic, social,
and racial or ethnic backgrounds.

Never
Sometim
es
Often
Very
often
Never
Sometim
es
Often
Very
often
Never

3. Had serious conversations with students Sometim

who are very different from you in terms of es
their religious beliefs, political opinions, or
Often
personal values.
Very
often

4. Institution contributed to your ability to

understand people of other racial and
ethnic backgrounds.

Never
Sometim
es
Often
Very
often

*Valid N = the number of majors answering the

question on the NSSE 2012
**Not enough evaluations completed to analyze
data
Scale: 1 to 7; 1 = Unavailable, unhelpful, and unsympathetic; 7
= Available, helpful, and sympathetic

13
.7
32
.2
26
.1
28
.0
17
.5
36
.4
27
.9
18
.2
10
.8
33
.4
27
.4
28
.5
16
.5
34
.1
31
.9
17
.4

Within the major, the student reported high marks for overall satisfaction, the general breadth of
course work, the quality of academic advising, and their exposure to other cultures. Lower marks
within the major were reported by the student for how well the major prepared them for job
skills, real world problem-solving, and sharpening writing/speaking skills. Two figures that are
difficult to reconcile are the reported high rating (6/7) given to faculty relationships with regard
to the student major, and a low score (Never) given for Talked about career plans with a
faculty member or advisor. The student thus felt as if the institution and the major did not
sufficiently address real-world scenarios and job-related skills.

D. Alumni Report
Many of the Programs alumni and current students have joined the UTC Humanities
Facebook page, which is our primary tool for keeping students connected and staying in touch
with graduates. Graduating seniors also submit a Program Exit Review which asks students to
address questions such as the following: What do you expect to be doing at this time next year?
What would you like to be doing five years from now? How has your program of study helped
prepare you for this endeavor, and how has it failed to provide sufficient training or background?
If you plan further study, please indicate where and in which program and concentration. If you
have accepted full-time employment to begin in the near future, please give details. Do you plan
to stay in this area to pursue your career, or do you anticipate relocation?
The following student-majors have graduated from UTC in the last 5 years; their present
locations and occupations are listed, as compiled by their given status on Facebook, or by
anecdotal information from professors who have maintained contact.

Amy Barger (1441): worked at CEIP Andrade, Pontedeum, Spain; currently an English teacher

in training at Memphis Teacher Residency

Robert Bass (1441): resided in Chattanooga and performed locally in live theater and music
venues; currently working and residing in New York, NY.
Lindsay Baugh (1441): unknown
Emily Bland (1441): unknown
Anne Brettell (1442): enrolled in the MFA program at the University of Alabama and is also
enrolled in the School of Library Science
Katharine Clem (1440): works as an administrative assistant at the Public Education Foundation
of Chattanooga, a non-profit organization that provides training and resources to public
school teachers and administrators in Hamilton County
Chelsea Cooper (1440): pursuing M.D. at University of Tennessee Health Science Center,
Memphis, TN
Cole Davis (1440): unknown
Taryn Ferguson (1441): unknown
Zachary Flowers (1441): pursuing internship with the First Presbyterian Church in Berkeley,
CA
Chassey Foster (1442): accepted a position after graduation at Blue Monarch, a women's
rehabilitation center located near Nashville; currently pursuing M.Ed. in Special
Education at UTC
Carla Fulgham (1442): has applied for a job as Program Coordinator for Girls, Inc. of
Chattanooga
Charlotte Greene (1440): Payroll Coordinator and VMS Administrator for System One Services
in Butler County, PA
Monika Groppe (1441): worked for a non-profit artistic group in Chattanooga; started UTCs

first Sustainability Garden; intends to enroll in UTCs Doctorate of Physical Therapy

program in 2013
Timothy Harris (1442): works as an administrative assistant for the Women's Fund of the Greater
Community Foundation of Chattanooga and Resident Director of Theatre for the New
South; recently directed a version of Euripides classical tragedy Medea for the Allied
Arts of Chattanooga
Jonathan Hoffman (1440): currently employed as an Application Developer for Blue Cross Blue
Shield of TN in Chattanooga
Emily Hurst (1442): a consultant with the Writing Center at UTC; pursuing an M.Ed. from
Vanderbilt University
Abigail Hyde (1441): on staff with Campus Crusade for Christ at UTC
Mark Kehoe (1441): unknown
Jessica Kitchens (1441): earning a certificate in teaching Therapeutic Yoga in and around
Chattanooga
Julia Johnson (1441): unknown
Lindsey McNutt (1440): employed at Aldi, Inc. for TN
Whitney Meredith (1441): pursuing MS in Criminal Justice at UTC
Heaven Morgan (1440): unknown
Sarah Nelson (1440): double-majored in Humanities and Math; lives in Lexington, KY
Christopher Norwood (1440): unknown
Jonathan Parker (1441): unknown
Rachel Pentecost (1440): currently employed with Advanced Photographic Solutions in
Cleveland, TN; plans on enrolling in a graduate program in counseling next fall
Ancey Philip (1441): enrolled in a graduate program in epidemiology at Boston University

Christianna Rice (1441): lives in Denver, CO and employed at Touchstone Medical Imaging
Michelle Richards (1440): currently employed as a server at St. Johns Meeting Place in
Chattanooga; has passed her level two certification for becoming a sommelier, and is
preparing for her level three certification
Nathan Quinn (1440): researching current graduate programs in History
Heather Scholes (1441): currently employed as Communications Coordinator at 4Kids for West
Central Florida
Lauren Shepard (1442): pursuing a graduate degree in the School of Library and Information
Science at Indian University (Bloomington)
Jessica Sloat (1440): resides in Chattanooga
Ryan Shanahan (1441): currently employed as an assistant at a local law firm, and preparing to
take the LSAT for admission to law school.
Samantha Stanley (1440): pursuing an M.A. in English: Rhetoric & Writing at UTC
Natalie Talbott (1440): pursuing M.D. at University of Memphis
Alyssa White (1442): currently attending law school and working as a paralegal for LegalAid
Shana Wolstein (1440): earned M.F.A in Poetry from Western Michigan University; currently
serves as the Managing Editor of Reading Horizons at Western Michigan University

Summary
With regard to program outcomes, the previous reviewer recommended that the director,
in consultation with the faculty advisory board, clarify the identity of the Humanities Program,
what it is about, and why it is beneficial to students. This would help faculty and students to
have a sharper idea of what Humanities courses and Humanities students have in common, and
so it would also help build community among those who have interest in the Humanities.

Moreover, it would help students tell themselves, their parents, representatives of graduate
programs, and prospective employers what they are doing in this program and why it is worth
while. To those ends, the Humanities Program has made progress in defining its identity and
goals to its majors.
One suggestion that the previous reviewer made was to form a Humanities Club and/or
student-led Executive Committee that might serve to increase the majors visibility and enhance
its identity. The latter was attempted during the AY 2008-2009, but there was insufficient
interest among the students to carry through with it; now that the numbers of majors has
increased significantly since then, it would be beneficial to revisit this suggestion.
The Program has increased its visibility and identity on campus in other ways (see II.F
below) and seems to have been most successful in attracting majors through word of mouth and
through sponsoring booths at Freshman Friday, which caters to prospective students and their
parents. Given our rising numbers of majors, it is obvious that so many of our students value the
freedom to determine their own course of study. Moreover, the Program has made progress in
articulating the benefits and skills of a humanities-centered education, as well as in publishing
possible career paths open to graduating students. Since the last program review, much of this
information has been made available to students on the Programs website:
www.utc.edu/humanities.
Based on the most current information available, our alumni from the Program appear to
be gainfully employed despite this trying economy, and many of them have entered or are
preparing to enter graduate programs. This is a good indicator that our majors feel confident in
the education they received at UTC in general, as well as the concentration in particular. The
recent upward trends in the number of students graduating in Liberal Arts, International Studies,
or Womens Studies also is a healthy indicator of the Programs continuing success attracting

and retaining majorsimportant factors to consider, now that the Tennessee-systems state
funding is tied to the number of graduating students rather than the number of students enrolling.
Womens Studies hosts a number of events that attract students from different disciplines and
provides information about vocations in venues such as Career Day.

Part II: Curriculum Assessment

Most of the curriculum listed in the UTC catalogue under the HUM rubric is derived
from other departments; that is, the courses in the HUM rubric are borrowed or cross-listed
from courses offered in other home departments. There are opportunities for Departmental
Honors theses, independent study, and research and service-related projects, as described below.

A. Major and Related Courses

Students earning a major in the Humanities at UTC can pursue a B.A. in Humanities:
Liberal Arts (1440), Humanities: International Studies (1441), or Humanities: Womens Studies
(1442). In all cases, the student must complete the General Education and University Graduation
requirements, in addition to 45 hours in an approved program of study, with 39 of those hours
successfully completed in 3000-4000 level coursework. Students must maintain a minimum 2.0
G.P.A. within their approved course of study. In tracks 1440 and 1441, the students coursework
must be related to the culture of a time and place, unified by a set of questions or interests, or to a
major idea or theme lending itself to analysis through the disciplines of the humanities. A focus
on human experience as revealed in the religious, intellectual, artistic, linguistic, and social
actions which characterize the chosen area of study is encouraged. Moreover, the students
curriculum is contoured for the appropriate concentration.
In the previous external review report, the reviewer recommended that the director, in
consultation with the faculty advisory board, work out more structure for the major to prevent it
from becoming amorphous. To that end, the Program requires that those students in
Humanities: Liberal Arts will pursue substantial coursework in the traditional liberal arts, with at
least 21/45 hours drawn from 3000-4000 level courses in Art, Communication, English, History,

Humanities, Modern and Classical Language & Literature, Music, Philosophy, Religion, and
Theater. Students interested in Humanities: International Studies will pursue substantial
coursework with a global emphasis, with 21/45 hours drawn from 3000-4000 level courses in
Anthropology, Modern and Classical Language & Literature, Political Science, and Religion. In
both tracks no more than 18 hours can be applied towards the major from any one department,
and the Faculty Board for the Humanities may award up to 15 hours of credit for independent
study or travel. By the end of the sophomore year, students must develop and submit a Program
Rationale (see II.G below) that outlines their unified interests in their concentration.
Beginning in AY 2008-2009, the new concentration in Womens Studies emerged,
coordinated by Dr. Marcia Noe (English). The major requires 30 hours with three required
courses: WSTU 2000 (Introduction to Womens Studies), either WSTU 4810 (Feminist Literary
Criticism) or WSTU 4830 (Feminist Theory), and WSTU 4960 (Senior Seminar). The remaining
21 hours must be approved as appropriate to the major, with at least one course selected from the
humanities group, and one from social sciences.

B. Minors in the Program

The Humanities Program offers several minors that fall under the Interdisciplinary
Studies category. These minors have separate faculty coordinators and include the following:
Asian Studies (Bryan Hampton, English), Africana Studies (Vic Bumphus, Criminal Justice),
International Studies (Bryan Hampton, English), Latin American Studies (Aaron Althouse,
History), and Womens Studies (Marcia Noe, English). Each of these minors requires 18 hours
of study, and each has its own core of required courses that must be completed for the minor.
A minor in Humanities was introduced during the 2007-2008 academic year, and reflects
much of the flexibility and spirit of the major. While most minors at UTC require only 18 hours

of course work, the humanities minor requires 24 hours of course work, chosen from at least 3
different departments, in order to sufficiently develop the thematic focus required of the major.
Like the major, a Program Rationale is also required that outlines their proposed program of
study and delineates the students interests and develops a unifying thematic or theoretical line of
inquiry that focuses on human experience as revealed in the humanistic disciplines. A maximum
of 6 hours may be taken as independent study and/or study abroad, and students must maintain a
2.0 G.P.A. in all courses attempted for the minor.
The chart below tracks the number of graduates in each minor for the last 5 years.

FY
08

FY
09

FY
10

FY
11

FY
12

Asian Studies
4518

Africana
Studies
4522

Humanities
4577

International
Studies
4595

10

Latin
American
Studies
4615
Womens
Studies
4680

C. Program of Study / Program Rationale

In consultation with the Program Coordinator, and with the approval of the Faculty
Board, the Humanities major in Liberal Arts and International Studies allows the student to

design their own interdisciplinary curriculum of study, following the completion of the General
Education requirements for the standard B.A. at UTC. When a student files for graduation
candidacy, the Coordinator fills out a Program of Study that confirms to the Registrar the courses
and credits to be applied towards the major requirements.
During the sophomore year, however, the student more clearly defines his or her focus of
study, and must draft a Program Rationale that delineates how their course of study will be
unified, concentrating on any aspect of culture relating to a compelling theory or theme, a
particular epoch or place, or a provocative line of inquiry. In many cases, students submit a
rough draft of the document to the Coordinator for these concentrations, who then offers
suggestions for revisions in order that they may gain a sharper vision for the aims of the
curriculum of study. Students who switch to a Humanities major late in their studies, for instance
as a junior or senior, must still submit a Program Rationale, although this comes with the added
challenge of looking backwards at the work that has been completed and unifying their course of
study under some governing rubric.

D. Range of Course Offerings

In the 2012-2013 undergraduate catalogue, the Humanities Program lists 47 courses, 35
of which have specific content, while the remaining courses include special projects, individual
and group study, and departmental honors. For the most part, the courses that are officially on
the books are courses offered through other departments, as the Humanities Program cannot be
considered a true department with its own faculty and department chair. These official
courses primarily belong to their home rubric (e.g., ENGL or PHIL), but at the time of
registration, they are cross-listed under the HUM rubric as well. Cross-listing under the HUM or
WSTU rubric may attract a wider array of students simply because the course becomes more

visible to students. The previous external reviewers report suggested that more courses in
various departments around campus be cross-listed as Humanities courses. This
recommendation has been met with some success. Between the three concentrations, and with
particular regard to Womens Studies, we have cross-listed courses in Anthropology, Criminal
Justice, Communications, English, History, Music, Modern & Classical Languages, Philosophy,
Political Science, Sociology, Religion, and Theater and Speech.
The following courses are listed under the HUM rubric in the 2012-2013 catalogue,
followed by the credit hours earned for completing the course. Because these courses originate in
other departments, these courses are automatically cross-listed when they are taught, and the
description of the course is taken from the home rubric.

HUM 1999r Special Projects (1-4): Individual and group studies. On demand.

HUM 2300 Contemporary Francophone African Cinema (3): An overview of recent African
films from former French colonies with attention to issues of identity, heritage, and former
colonial status. See Modern Languages 2300 and Theatre and Speech 2300.

HUM 2520 African-American Literature (3): Readings will be largely fiction with supportive
critical works and some poetry and drama to examine the development of African-American
literature from the 1850s to the present. Figures may include Harper, Chestnutt, Washington,
DuBois, Hurston, Wright, Ellison, Brooks, Baldwin, Walker, and Morrison. Spring semester. See
English 2520.

HUM 2540 The Romantic Experience (3): An interdisciplinary survey of Romanticism in

European civilization, ca. 1789 to 1918, addressing and analyzing some of the main historical,
philosophical, and aesthetic forces involved in this broad cultural experience. On demand. See
English 2540.

HUM 3000 The Vietnam Conflict: Then and Now (3): An introduction to the Vietnam War, its
development, its meaning, and its impact on the social, political, economic, and cultural
identities of the U.S. and Vietnam.

HUM 3110 Music of the World (3): An introduction to the folk and ethnic music of various
world cultures. Consideration of how musical styles relate to social, cultural and aesthetic
practices and attitudes. Spring semester. See Anthropology 3110 or Music 3110.

HUM 3230 African-American Slave Narrative (3): Study of slave narratives and subsequent
literature influenced by them. On demand. See English 3230.

HUM 3850r International Fiction (3): A study of works by fiction writers from the international
community, exclusive of works from and about the British Isles, Canada and the United States.
Content may vary. See English 3850r.

HUM 3970 Music, the Arts, and Ideas (3): A comparison of musics and musical values in Africa,
Indonesia, India, Europe, and among various indigenous peoples; an exploration of the role of art
in various societies and other aesthetic issues relating to the arts. Essay exams, papers. See Music
3970.

HUM 4830 Feminist Theory (3): A history of feminist theory from the eighteenth century to the
present. Extensive reading, papers. See Philosophy 4830 or Womens Studies 4830.

HUM 4900 Senior Educational Experience (3): Thesis; oral and written presentation of progress
required. The complete project will be presented for approval to the Faculty Board for the
Humanities in the students final semester. On demand.

HUM 4995r Departmental Honors (1-3 per term, 4 hours for the two terms): On demand. See
Departmental Honors.

HUM 4997r Research (1-4): On demand.

HUM 4998r Individual Studies (1-4): On demand.

HUM 4999r Group Studies (1-4). On demand.

Womens Studies offers a diverse curriculum from courses that are cross-listed from
many different departments; in addition to offerings in special topics, departmental honors,
individual studies, and group studies, the concentration offers several courses of its own. These
include WSTU 2000 Introduction to Womens Studies, WSTU 2020 Womens Issues in South
Asia, WSTU 4550r Topics in Womens Studies, and WSTU 4960 Senior Seminar. Below are the
courses listed and cross-listed in Womens Studies.

WSTU 1999r Special Projects (1-9). Individual or group projects. On demand. Prerequisite:

department head approval.

WSTU 2000 Introduction to Womens Studies (3). An examination of human experience from a
feminist perspective. An exploration of the ways in which women have been defined and have
defined themselves. A multi-disciplinary teaching context with focus on womens self identity,
womens identity in families, and womens identity in society. Prerequisite: ENGL 1010 or
ENGL 1011 or UHON 1010 or department head approval.

WSTU 2020 Womens Issues in South Asia (3). A survey of contemporary issues for women in
South Asia. On demand.

WSTU 2950 Violence Against Women (3). Examines a variety of forms of violence against
women in the United States including domestic violence, sexual assault, sexual harassment and
pornography. Explores how violence against women has been minimized in society and how the
criminal justice system has rarely developed effective ways to address these types of crimes.
May be registered as CRMJ 2950. Credit not allowed in both CRMJ 2950 and WSTU 2950.

WSTU 3010 French Women Writers in Translation (3). Contributions of French women writers
to the social, economic and political institutions of French culture. Readings from literary
selections in several genres. Topics studied are gender roles, systems of authority,
masculine/feminine representations of reality, and the concept of feminine writing. On
demand. Prerequisite: ENGL 1010 or ENGL 1011 or ENGL 1020 or UHON 1010 or
UHON 1020 or department head approval. No foreign language credit. May be registered as
MLNG 3010. Credit not allowed in both MLNG 3010 and WSTU 3010.

WSTU 3020 Latin American Women Writers in Translation (3). Latin American culture.
Readings from literary selections in several genres. Topics will include gender roles, systems of
authority, masculine/feminine representations of reality, and the concept of feminine writing.
On demand. Prerequisite: ENGL 1010 or ENGL 1011 or ENGL 1020 or UHON 1010 or
UHON 1020 or department head approval. No foreign language credit. May be registered as
MLNG 3020. Credit not allowed in both MLNG 3020 and WSTU 3020.

WSTU 3040 Gender in the Workplace (3). The impact of gender in the workplace. A close study
of cultural factors as they pertain to modern attitudes, beliefs, and practices concerning working
men and women. Prerequisite: ENGL 1020 or department head approval. May be registered as
PANM 3040. Credit not allowed in both PANM 3040 and WSTU 3040.

WSTU 3050 Sex and Gender (3). Evolutionary and cross-cultural analysis of formation of sex
and gender in human societies, with special focus on the relative status of women, and the
development of masculine and feminine differences in communication and activities.
Prerequisite: ANTH 1520 or ANTH 2070 or ANTH 2080 or ANTH 2100, or department head
approval. May be registered as ANTH 3050. Credit not allowed in both ANTH 3050 and WSTU
3050.

WSTU 3070 Gender and Society (3). Analysis of how ideas about gender are socially
constructed and the importance of women-centered theories on this approach; the interplay of
gender and various social structures including education, religion, politics, family, health, work
and sexuality. Prerequisite: SOC 1510 with a minimum grade of C or department head approval.

May be registered as SOC 3070. Credit not allowed in both SOC 3070 and WSTU 3070.

WSTU 3180 Gender, Crime, and Criminal Justice (3). This course is intended to provide an
overview of womens involvement in the criminal justice system as offenders, victims and
professionals. Considerable attention will be given to women as victims of crime, the social
system and the criminal justice process. On demand. Prerequisite: CRMJ 1000 or CRMJ 1100 or
completion of social science general education requirement or department head approval. May
be registered as CRMJ 3180. Credit not allowed in both CRMJ 3180 and WSTU 3180.

WSTU 3210 American Women Writers (3). A survey of American women writers of the 20th
century. On demand. Prerequisite: ENGL 1020 or department head approval. May be registered
as ENGL 3210. Credit not allowed in both ENGL 3210 and WSTU 3210.

WSTU 3240 Race, Gender, and the Media (3). Examines U.S. mass media construction of race,
ethnicity, gender, and sexuality within an historical context and investigates the role of women
and minority groups in U.S. media industries. On demand. Lecture 3 hours. Prerequisite: junior
standing or department head approval. May be registered as COMM 3240. Credit not allowed in
both COMM 3240 and WSTU 3240.

WSTU 3360 Women in Politics (3). An examination of the role and status of women in the
American political system. Special emphasis given to the impact of selected public policies upon
women. On demand. May be registered as POLS 3360. Credit not allowed in both POLS 3360
and WSTU 3360.

WSTU 3660 Goddess Traditions (3). A cross-cultural survey of major goddess traditions of wide
geographic distribution, this course addresses implications of what it means to talk about deities
using female terminologies and associations. The seminar format involves reading, discussion,
writing, and original research. May be registered as REL 3660. Credit not allowed in both REL
3660 and WSTU 3660.

WSTU 4020 Theater and Feminism (3). Readings, discussion and writing about a wide variety of
plays by modern feminist playwrights. On demand. Prerequisite: ENGL 1020 or UHON 1020 or
department head approval. May be registered as ENGL 4020 or THSP 4020. Credit allowed in
only one of the three courses.

WSTU 4120 Classical Women (3). A survey of the history of women and their representation
from the heroic age and Homer to the Roman Empire of the 2nd century AD. Evidence from
legal texts and literature along with epigraphic, numismatic and artistic depictions of women will
be considered from several key periods, including 5th century Athens and Rome during the late
Republic and early Empire. May be registered as CLAS 4120 or HIST 4120. Credit allowed in
only one of the three courses.

WSTU 4150 European Womens History to 1800 (3). A survey of the history of European
women in the medieval and early modern eras. Topics covered will include pre-modern ideas
about gender and women; womens role in and relationship to religion; womens work; womens
position within the household; the effect of class, marital status, and urban vs. rural residence on
women; the emergence of womens rights; and the effect of historical changes such as the
Reformation and capitalism on the condition of women. May be registered as HIST 4150. Credit

not allowed in both HIST 4150 and WSTU 4150.

WSTU 4170 Women in the Economy (3). The role of women in the U.S. economy. An economic
analysis of womens labor force participation, discrimination against women in the labor market,
womens paid and unpaid work, the child care industry, and female poverty. On demand.
Prerequisites: ECON 1010, ECON 1020 or department head approval. May be registered as
ECON 4170. Credit not allowed in both WSTU 4170 and ECON 4170.

WSTU 4340 Politics of Child Care (3). An examination of child care policy in the United States
and its implications for public policy making in general. Prerequisite: POLS 2000. May be
registered as POLS 4340. Credit not allowed in both POLS 4340 and WSTU 4340.

WSTU 4420 African Americans Womens History (3). Survey concentrating on the central
themes in African American Womens history. Course includes such topics as gender roles in
Africa, the slave experience, feminism, and popular culture. May be registered as HIST 4420.
Credit not allowed in both WSTU 4420 and HIST 4420.

WSTU 4450r Major American Figures (3). A reading course in the works of a major American
writer or writers. Writers to be studied will be specified in the schedule of classes. On demand.
Maximum credit 6 hours for the degree. May be registered as English 4270r only when the
content focuses on female authors.

WSTU 4510 Psychology of Women (3). Analysis of empirical data and theoretical viewpoints
concerning the psychological development of women. Psychological effects of sex roles,

achievement motivation, and abilities of women; models of socialization practices, personality

development, and stages of adjustment. Fall semester. Prerequisite: 6 hours of psychology and
junior standing or department head approval. May be registered as PSY 4510. Credit not allowed
in both PSY 4510 and WSTU 4510.

WSTU 4550r Topics in Womens Studies (3). Specific topics, themes and subjects related to
womens studies. On demand. Prerequisite: ENGL 1010 or ENGL 1011 or UHON 1010 or
department head approval.

WSTU 4810 Feminist Literary Criticism (3). The history, theory and practice of feminist literary
criticism studied in cultural context. Prerequisite: ENGL 1010 or ENGL 1011 or UHON 1010 or
department head approval.

WSTU 4830 Feminist Theory (3). A history of feminist theory from the eighteenth century to the
present. Extensive reading, papers. Maybe registered as HUM 4830 or PHIL 4830. Credit
allowed in only one of the three courses.

WSTU 4850 Womens Rhetoric (3). A theoretical, historical, and, primarily, rhetorical
examination of womens discourse through the study of speeches, essays, and other rhetorical
artifacts. Special attention will be given to the ways women have used traditional rhetorical
strategies and how they have subverted this tradition and/or brought strategies from private life
to bear on public discourses. On demand. Prerequisites: ENGL 1020 and ENGL 2050, or
department head approval. May be registered as ENGL 4850. Credit not allowed in both ENGL
4850 and WSTU 4850.

WSTU 4960 Senior Seminar (3). Senior seminar for womens studies majors that comprises
directed readings, presentations, and discussions that will inform a supervised research paper or a
service learning project appropriate to the students area of interest and experience. Prerequisite:
senior standing and approval of coordinator or department head approval.

WSTU 4995r Departmental Thesis (1-3). Every semester. Requires University Honors approval.
Department may have additional prerequisite requirements. Student must submit an Individual
Studies/Research Contract to the Records Office at the time of registration.

WSTU 4997r Research (1-9). Every semester. Prerequisite: department head approval.
Department may have additional prerequisite requirements. Student must submit an Individual
Studies/Research Contract to the Records Office at the time of registration.

WSTU 4998r Individual Studies (1-9). Every semester. Prerequisite: department head approval.
Department may have additional prerequisite requirements. Student must submit an Individual
Studies/Research Contract to the Records Office at the time of registration.

WSTU 4999r Group Studies (1-9). On demand. Prerequisite: department head approval.
Department may have additional prerequisite requirements.

Additionally, in the last two years we have been experimenting with some
interdisciplinary courses that are cross-listed as HUM 1999r/ENGL 1999r. Faculty members in
English submit proposals and sample syllabi that are considered by Dr. Hampton in consultation

with the department head of English, Dr. Joe Wilferth. These courses have been topic-oriented
classes, and include the following: Appalacia: People, Place, and Protests, Greek Myth and
the Hero in the 20th Century, The Nature(s) of the South, and Celts and Kells: Irish Culture
and Mythology. One course, Artifact and Artifice: The Cult of St. Thomas Becket, was
scheduled for the Fall of 2012 and had over 10 students enrolled, but the course had to be
cancelled because the faculty member was needed to teach a staple ENGL course for General
Education hours. So far in this trial period, the Program has relied on faculty in English for such
courses, but there is perhaps room for inviting other departments to develop such courses and
cross-list them with HUM, if their faculty are available to teach them. Faculty in other
departments may want to consider developing and teaching such interdisciplinary, topic-driven
courses in addition to their normal course load, if only for the prospect of earning extra money
(under a new formula, $3000) by the addition of the course overload. Another challenge has been
answering how a HUM 1999r/ENGL 1999r course will count, especially for those students
who enroll in such a class who may be outside the major. General Education currently has a
category Humanities and Fine Arts which requires students to take 6 hours (at least 3 of those
in Fine Arts) from a list of courses, but it is restrictive about which classes count for General
Education credit in the category. Fortunately, General Education has been undergoing a
transformation during the last two years, and early indications of the new requirements appear to
be less restrictive, and may actually encourage a proliferation of such courses. The Humanities
Program could play a pivotal role in serving the university in this capacity.
In 2012 the Office of Planning, Evaluation, and Institutional Research conducted a
Student Survey which assessed student satisfaction with their curriculum of study. Below are the
results of the survey, with only one student major representing the Humanities Program. The
highest ranking recorded by the student major occurred in response to Question 5 regarding the

breadth of education. Hopefully all of our student majors would agree with this one student,
since the goal of the major is to give students a chance to integrate many courses from different
disciplines.

FIGURE 6: STUDENT SURVEY RESULTS (CURRICULUM)

Question/Statement
1. Institution contributes to you
acquiring job or work related
knowledge and skills
2. Institution contributed in
developing clear and effective
speaking skills.
3. Institution contributed in
developing clear and effective
writing skills.
4. Institution contributed to your
ability to solve complex realworld problems.
5. Institution contributes to you
acquiring a broad general
education.

Response
Options
Very Little
Some
Quite a bit
Very much
Very Little
Some
Quite a bit
Very much
Very Little
Some
Quite a bit
Very much
Very Little
Some
Quite a bit
Very much
Very Little
Some
Quite a bit
Very much

Percentages
UTC
8.1
25.5
36.9
29.5
9.4
24.1
37.8
30.4
4.6
20.4
37.0
38.0
12.9
31.9
34.6
20.6
4.6
15.9
42.7
36.8

College
10.7
28.7
37.2
23.3
9.9
22.5
34.2
34.4
4.3
20.0
36.4
40.3
13.1
33.7
34.9
18.3
6.0
13.1
40.1
40.9

Dept
0.0
100.0
0.0
0.0
0.0
100.0
0.0
0.0
0.0
100.0
0.0
0.0
0.0
100.0
0.0
0.0
0.0
0.0
0.0
100.0

Valid N:
Dept*
1

*Valid N = the number of majors answering the question on the 2006 NSSE.
Source: 2012 National Survey of Student Engagement, Evaluation Office of Planning, Evaluation and
Institutional Research.

E. Research and Service-Related Opportunities for Students

For undergraduates, opportunities for individual research consist primarily of signing up

for independent study with faculty members via HUM 4998. Such study is officially registered in

advance, and the faculty member and the student enter into a formal contract in which the area of
study and the intended results of that study are clearly spelled out. Occasionally, undergraduate
students and faculty may work together on research projects intended for publication.
As an institution, UTC has identified service-learning as a vital component in student
education and in building partnerships in the community. The University of Tennessee at
Chattanooga was named to the 2009 Presidents Higher Education Community Service Honor
Roll, the highest federal recognition a college or university can receive for its commitment to
volunteering, service-learning and civic engagement. The Humanities Program has been
instrumental in providing academic credit to our students serving in this capacity. In recent years,
many students have registered for service-learning projects under the HUM 4998 rubric, and in
most of these cases the professor of record is Dr. Bryan Hampton. In addition to a supervisors
evaluation of the students performance and/or a log of the students volunteer hours, the student
is often required to complete a few academic assignments for their grade for the course. These
might include a photographic journal, a series of short book reviews that are relevant to the topic,
a 10-12 page research-oriented essay, and formal reflective essay on the experience. Since 2007,
the following HUM 4998 sections have been centered around service-learning:

Fall 2012
Service Learning: Camp Vesper Point
Summer 2012
Golden Age of Steam Documentary
Spring 2012:
Instruction of Production Design for Film
ESL, Religion, and Culture in Dominican Republic
Service Ministry in Belize

Service at Bridges Resettlement

The House Ministry in Belize
Service Learning at Chatt Bethlehem Center
Missions Service Project in Greece
Fall 2011:
Shadowing Medical Interpreters
If I Had A Hammer: Appalachian Service Project
Internship: The House Ministry
Starlight Childrens Charity (AUS)
Intership w/ Sen Corker
Sum 2011:
Creativity & the Arts: Young Girls in Chattanooga
Childhood Arts/Culture: Vietnam
Vietnamese Orphanage
Spring 2011:
Bridges Refugee Settlement Chattanooga
Leadership Development: The House Ministry
Fall 2010:
College Ministry Internship
Young Life Internship
Sum 2010:
Conservation & Cultural Immersion: New Zealand
Spring 2010:
Christian Childrens Ministry Internship: First Presbyterian
Sum 2009:
City of Refuge: Tijuana Orphanage
Spring 2007:
Guatemala Teaching I: Orphanage
Guatamala Teaching II: Orphanage

Also offered to eligible students, under the rubric HUM 4995r, is Departmental Honors.
The high academic standards of eligibility for this program result in low numbers of DHON
students each year. Approval of student candidacy for Honors, and of proposed projects, is
granted by the Faculty Senate on recommendation by the university-wide Departmental Honors
Committee. Below are the figures for students involved in research projects with faculty and/or
DHON projects.

FIGURE 7: HUMANITIES MAJORS INVOLVED IN RESEARCH PROJECTS

15
10
5
0
Honors Research

2008-2009

2009-2010

2010-2011

2011-2012

Fall 2012

Additionally, majors and non-majors have participated in foreign travel or travel abroad
study programs. Since 2007, Humanities majors in the International Studies concentration have
studied in or traveled abroad in Australia, Belize, Burma, Chile, China, Czech Republic,
Dominican Republic, Ghana, Greece, Guatemala, Iceland, Japan, Morocco, New Zealand,
Rwanda, Thailand, Wales, and Vietnam. In cases where the transfer of credit to UTCs
curriculum is not obvious, and to alleviate the need for the students having to submit a formal
academic petition to the university, the Humanities Program extends credit under the HUM 4999
rubric if the student can demonstrate that the demands for the course are appropriate for an
upper-level course. Several students choose to participate in internships, and if the work is

appropriate, they may receive Humanities credit. These have included: working for a U.S.
Senator in his Chattanooga office; training with college ministry groups on campus for future
careers in the ministry; or securing competitive internships with The Washington Center, which
provides diverse, highly motivated interns to thousands of organizations in government, business
and the non-profit sector. All students who have participated in these service-related courses
would agree that the value of such experiences far exceeds what they accomplish in the standard
classroom.

F. List of Events Sponsored by the Humanities Program

In the previous external review report, the reviewer recommended that the director, in
consultation with the faculty advisory board, seek to increase visibility for the program on
campus. One suggested avenue was to co-sponsor events (lectures, films and the like) with
other departments and programs. The Humanities Program has vigorously sought to accomplish
this by maintaining a presence on campus through its sponsorship of several public lectures and
panel discussions, both originating in the department and outside the department, through its
sponsorship of the North Callahan Undergraduate Essay Contest, and through its sponsorship of
a student-centered documentary film series.
Since 2007, the Humanities Program has sponsored the UTC Lecture in the Humanities, a
public lecture delivered by a speaker whose work demonstrates the value, vibrancy, and
malleability of a Humanities education. These have included the following:

Dr. Robert K. Carlson (Casper College & Wyoming Catholic College), What is the Real
Crisis in the Humanities?

Dr. Scott Huelin (Valparaiso), The Hermeneutics of Hospitality

Dr. Gavin Townsend (UTC), Architecture of Imperial Power: The American

Renaissance and the Hunter Mansion in Chattanooga

Dr. Clifton Cleveland (UTC/UT-Erlanger Hospital), Imaging and Imagination:

Technological and Literary Probes into Illness

Dr. Wilfred McClay (UTC), The Burden of the Humanities

Dr. Jewel Spears Brooker (Eckerd College), The Discordant Self: Mind and Body in
T.S. Eliots Poetry

Anticipated for Spring 2013, Dr. Kenneth Jones (Baylor University), a lecture on Homer

Since 2010, the Humanities Program has also contributed sponsorship to the annual C.S.
Lewis Lecture, begun at UTC in 1983. Over the years, the Committee has sought scholars whose
work accords with the spirit of C.S. Lewiss own vocation as a teacher devoted to the care of his
pupils minds and souls, as well as his legacy as literary critic, childrens author, Christian
apologist, and popular philosopher and theologian. Recent speakers have included the following:

Dr. Mark Noll (Notre Dame)

Dr. Timothy George (Beeson Divinity School, Samford University)

Dr. Peter Kreeft (Boston College)

Dr. Ralph C. Wood (Baylor University)

The Program also hosts and administers the North Callahan Undergraduate Essay Contest
every spring semester. The North Callahan Essay Prize is awarded each year to an undergraduate
whose exceptionally fine essay addresses a subject related to the traditional disciplines in the

Humanities (art, music, philosophy, religion, rhetoric/literature, history, or interdisciplinary

studies that combine these disciplines). Essay submissions are evaluated by an interdisciplinary
committee of professors. The prize carries a $1000 award, funded by an endowment established
by the late Dr. North Callahan, distinguished Professor Emeritus of History (New York
University), author of seventeen books, and alumnus of The University of Chattanooga. In recent
years, the following students have been awarded the prize:

Tiffany Pascal, The Alchemical Garden of a Pious Man: Bosches Art

Chelsea Cooper, On Emptiness and Nonseparability: The Use of Different Languages

for Similar Concepts

Megan Dale, Nancy Drew, Girl Detective: The Paradoxical Nature of Femininity in the
1950s

The Womens Studies program has an active presence on campus through several events.
It hosts and sponsors an interdisciplinary lecture series throughout the academic year, delivered
by faculty at UTC and elsewhere. These include the following:

Spring 2012

Dr. Catherine Brekus, Sara Osborns World: The Rise of Evangelical Christianity in
Early America

Dr. Sharon Redhawk-Love, Dr. Helen Eigenberg, Dr. Tammy Garland, Karen McGuffie,
J.D., Sara Peters, Injustices Against Women

Dr. Carrie Baker, Social Change from the Grassroots: The Women's Movement against
Sexual Harassment

Dr. Marcia Noe and Emily Hurst, One Girl Reporter, a Rope, a Canary, a One-Act Play,
and the Stanford Law Review

Womens History Month (Mar 2012)

Screening and discussion: You Dont Know Dick: Courageous Hearts of Transsexual
Men, hosted by film director Candace Schermerhorn

Screening and discussion: The Naked Option: 600 Courageous Women, 700 Hostages, 5
Million Barrels of Oil, 1 Uprising, hosted by film director Candace Schermerhorn

Panel discussion: The Balancing Game: A Panel Discussion on Meeting the Demands of
Work and Family, moderated by Bea Lurie of Girls, Inc.

Dr. Carrie Baker, Social Change from the Grassroots: The Womens Movement against
Sexual Harassment

Fall 2012

Dr. Marcia Noe, Are the Mommy Wars Real?: Seeds of the Mommy Wars in MidTwentieth Century Womens Literature

Patrick Sweetman and Dr. Ralph Covino, Euripides War on Women: Blake Harriss
Production of Medea

Dr. Jessica Auchter, Re-imagining the Burqa: Furkhunda Zahra Naderis

Campaign for Afghan Parliament

Michael Jaynes, Porn in the USA: A White Male Feminist Perspective

Dr. Stephanie Bellar, The War on Women and the 2012 Elections

Fall 2011

Dr. Kit Rushing, Journal of a Georgia Woman

Dr. Joanie Sompayrac & Dr. Fran Bender, Teaching & Learning at UTC

Laura Herron, The Modern History of Womens Athletics at UTC

Panel discussion: Cara Vandergriff, Blake Harris, Nora Ketron, Carla Fulgham, and
Lauren Shepard, Student and Recent Alumnae Discuss Womens Studies and Life After
College

Dr. Steve Cox, Emma Bell Miles: Struggles of an Early 20th Century Appalachian
Woman

Spring 2010

Dr. Shela Van Ness, Women in Correctional Facilities: A Sociologists Perspective

Dr. Victoria Steinberg, Cocteau and Queer Theory

Dr. Ralph Covino, Criminality and the Liberated Women of the Late Roman Republic

Dr. Sara Jorgensen, American Women Missionaries and Social Reform in 19th Century
Southern Africa

Dr. Lorraine Evans, Technology, Community and Sex-Work: An Analysis of Internet

Postings by British Escorts

Dr. Bonnie Morris, Revenge of the Womens Studies Professor

Dr. Lisa Cothran, The F Word and the B Word: Feminists, Feminist Orientation and the
Use of Sexual Epithets

Dr. Michelle White, Catherine Who? The Often Overlooked Queen Consort of King
Charles II

Career Day Panel Discussion (Mar 2009)

Cathy Allshouse, Attorney at Southeast Tennessee Legal Services

Elaine Bradway, Expansion Office Director of the Sexual Assault Center of NW Georgia

Missy Crutchfield, Department of Education, Arts and Culture City of Chattanooga

Sandra Hollett, The Partnership for Families, Children and Adults

Bea Lurie, Girls Inc.

Sara Peters, Director of UTC Womens Center

Rhonda Seeber, Communication Manager of the Department of Parks and Recreation

Womens History Month (Feb 2008)

Dr. Leigh Johnson, Why Gender is so Troublesome

Dr. Michelle White, The European Witch Craze

Dr. Heather Palmer, The Postmodern Body

Dr. Elizabeth Gailey, Cosmetic Surgery Shows

Dr. Talia Welsh, The Politics of Fat

Dr. Marcia Noe, Edith Wharton

Fall Kickoff Month for the Minor: Exploring Gender (Oct 2008)

Dr. Stephanie Dykes, What Becomes a Woman? Transsexual Perspectives

Michael Jaynes, Meat and Porn: An EcoFeminist Perspective on Connected Cruelty

Film screening: Frida (2002)

The Core Ensemble, Legendary Latinas: Tres Vidas, a musical show featuring
actress/singer Karina Barros portraying Mexican artist Frida Kahlo, Salvadoran activist
Rufina Amaya, and Argentinian poet Alfonsina Storni

Finally, the Humanities Program is an active sponsor of Awake and Engaged, a campus
organization that screens activist-based and socially conscious documentary films with the aim
of fostering a renewed interest in some of the pressing political and social issues confronting
students. Since the fall of 2011, these films have included the following:

Gasland (2010)

Dive! (2010)

No Impact Man (2009)

Back to Bosnia (2005)

Green Fire: Aldo Leopold and a Land Ethic for Our Time (2010)

The Devil Came on Horseback (2007)

The Last Mountain (2011)

Good Fortune (2010)

UTC Student-Made Doc Film Contest (approx. 15 students participating, along with
workshops)

Surfwise (2008)

Greenwashers (2010)

The Coca-Cola Case (2009)

G. Assessment of Our Curriculum

How effective is the present curriculum in preparing students for future work or further
study? The question is difficult to address in some ways, given the fact that the majors and
minors select their own course of study in order to pursue their own interests and future work.
The Program Rationale requires the students to deliberate on what they hope to gain by their own
course of study. For many, their concentrations prepare them for study towards advanced
degrees, including masters, doctoral, J.D., and M.D. programs. Other majors have opted to
pursue non-academic careers in dance, museum work, education, ESL, national defense,
international business or not-for-profit work, creative writing, or the ministry.
The report submitted by the external reviewer five years ago praised the Programs
open-ended structure because it gives students almost complete freedom to take courses
across the university. The danger, however, is that the program could slide into the category of
the no-major major that offers little focus, encourages little depth in intellectual development,
and has little integrity (integration). Thus, the recommendation was to find an adequate
balance between freedom and order by tightening up on the Program Rationale for majors in
Liberal Arts (1440) and International Studies (1441) so that students are required to organize
their coursework around a historical period, a theme, or a set of questions across disciplines. This
suggestion has been implemented with great success.
Recent graduates in Liberal Arts (1440) have pursued interests that are wide-ranging, and
ones that are most practical to their anticipated vocations. For instance, Michelle Richards
wanted to pursue a focus in wine and hospitality management, but no such program existed at
UTC. To that end, she set up several HUM 4998 Independent Studies sections including Italian
Wine and Culture, or Tennessee Wineries: Behind the Scenes, and she developed a full wine
education program for her coworkers at a local Italian restaurant (Alleia). These independent
studies, along with her business minor, has spurred her thinking about owning her own winery

some day. Kris Jones, a film instructor at Chattanooga State, is currently pursuing his interests in
the development and practices of the American film industry. He has taken courses such as
COMM 3550 Documentary I: History, Theory, and Practice, ENGL 4999 Theory of the Western
Film, INTD 3200 History of Design, THSP 1430 Basic Design in Theater, as well as some HUM
4998 Independent Studies sections that include completing commissioned work on a
documentary on the Golden Age of Steam, and a course he designed and implemented at
Chattanooga State on the Instruction of Production Design for Film. Chelsea Cooper was a
Biology pre-med major who felt as if her education in the hard sciences could be impacted by
thinking about health through other disciplines such as philosophy, psychology, and religion.
Thus, she built her curriculum on courses such as PHIL 0325 Biomedical Ethics, PHIL 0442
Philosophy of Mind, PSY 0470 Physiological Psychology, PSY 0470 Psychology of Religion,
and REL 3170 Buddhism.
Recent graduates in International Studies (1441) have organized their coursework around
a particular area of the world. In his Program Rationale, Zack Flowers, for instance, expressed an
interest in how the past has shaped third world countries, and pursued courses such as ECON
4040 International Economics and HIST 3850 National History of Africa. These courses, in turn,
helped him understand the culture of the Haitian refugee district of Barahona in the Dominican
Republic that he visited during spring break. As an aspiring political science professor, and
double major in International Studies and Political Science, Kathleen McAuliff designed her
curriculum around the culture and history of East Asia, taking courses such as HIST 3640
Modern Japan, HIST 3610 Traditional China: History and Culture, HIST 3620 Traditional Japan:
History and Culture, POLS 3460 Comparative Politics: China. Additionally, she studied on
exchange with Portland State University and abroad at Toyo University, taking courses in
language, Asian philosophy, Asian Art History, and the Japanese economy. Ancey Philip was a

chemistry minor and wanted a humanities education to broaden her interests as she moves
towards an eventual career in medicine or dentistry, anticipating future travels to undeveloped
countries to provide patient care. Her curriculum of study included SOC 0365 Medicine and
Disease: A Cross-Cultural Perspective, REL 0320 Religions of India, POLS 3140 Contemporary
Political Ideas. Christopher Hollis is a veteran who spent many years abroad, and has returned to
school to pursue his interests in European politics and national identities, with a view towards
working in a government agency, a multi-national corporation, or a non-profit agency. To that
end, he has organized his courses around HIST 3260 Europe in the Twentieth Century, HIST
4010 Nationalism & Ethnic Identity in Europe, POLS 3430 Comparative Government and
Politics, language preparation in German, and a minor in Geography.

Summary
Since the reviewers last report, the Humanities Program has become a more visible
entity on campus through its sponsorship of public lectures, panel discussions, and studentcentered programs such as the documentary film screenings, and maintains an active presence
through the events sponsored by Womens Studies. The reviewer also suggested increasing
visibility of the Program by organizing perhaps once a semester, panel presentations (with
faculty and students presenting) on hot-topic issues of burning interest to students. As a regular
practice, this has not yet emerged in the Liberal Arts or International Studies tracks, but
Womens Studies has featured several panel discussions since the major and minor were first
added.
The implementation of the reviewers recommendations about the curriculum has been
paying off, and increasingly, students are researching their own career paths and thinking
teleologically as they try to match their curriculum of study with the demands, skills, and

theoretical knowledge that will serve them best in a future career. Not all student Program
Rationales are as creative or integrative as those above, but the Program is improving in its
ability to help students think through their interests during advising sessions, and in requiring
some students to submit revisions to their Program Rationale if appropriate.
The Program has also given more shape to the concentrations in both Liberal Arts and
International Studies, by requiring substantial work (21/45 concentration hours) at the upper
level in the appropriate disciplines for the concentration, but without compromising the strengths
of the Programs freedom and flexibility.
More difficult to address has been the reviewers recommendation that the three
concentrations share a common core of classes in order to enhance a sense of shared curricular
identity among the student-majors, particularly by adding a Junior-Senior seminar that all majors
must take before graduation. Reaching such a curricular goal has not been achieved, and likely
will be further complicated by recent talk of a new program in interdisciplinary Leadership
Studies, which would begin as a minor under Humanities, but would progress towards becoming
a major. The best solution to creating a shared sense of identity perhaps will not be through the
curriculum, but through other avenues. The UTC Humanities Facebook page has helped majors
in different concentrations identify each other and build community. Womens Studies does have
three common courses required of their majors, and hosts events and lectures scattered
throughout the academic year that pull together its majors. Further, a large proportion of
International Studies majors have travelled together to foreign countries to serve on short-term
mission projects for their churches or campus ministry groups to which they belong, and they
have received academic credit for their work through HUM 4998 Independent Study.

Part III: Teaching and Learning Environment

UTC has long prided itself on its tradition of excellent teaching, and those faculty whose
courses are regularly cross-listed with the Humanities rubric prove the rule. Strong teaching is
encouraged through home departments in a number of ways: by supporting faculty who are
accepted as Teaching, Learning, and Technology Faculty Fellows, by encouraging attendance at
the annual Instructional Excellence Retreat, by supporting Faculty Development and
Instructional Excellence grant applications aimed at improving ones teaching, and by offering
teaching workshops on such topics as designing effective writing assignments, teaching well
with technology, and making the most out of our course management software (Blackboard).
To achieve excellence in teaching and student learning, faculty whose courses are crosslisted under humanities engage in a number of effective practices. They design courses according
to best practices in the field; offer opportunities for students to work with each other, local
faculty, and professionals in the field, as for instance, in the noted Meacham Writers Workshop,
where creative writing students meet with prominent national writers in a workshop atmosphere;
or through other campus events: the annual UTC Lecture in the Humanities, delivered every
spring semester by an outside speaker whose life and work reflects the spirit of the humanistic
disciplines; regular campus lectures sponsored by the Philosophy Club, on topics as wideranging as David Humes skepticism or the ethics of belief and democracy; or, the Take Five
Lecture Series, which features a series of one-hour lectures and 45 minute panel discussions by
five English professors on five separate novels. Moreover, many courses seek to understand the
perspectives of underrepresented groups, as for instance in courses such as African-American
Literature, African-American Slave Narrative Tradition, Music of the World, Cross-Cultural
Perspectives on Disease, or various movements in Feminist Theory. Professors also devote a

good deal of attention to careful advising; regularly review and lobby for library resources need
for their area of study; and reflect on the feedback received from each semesters course
evaluations, making adjustments as needed to accommodate student needs.
Along with the wide variety of courses taught in the Program comes a range of
instructional practices. Rarely will an observer see only one instructional method at work in any
given meeting of a course in the Program. For some, traditional lecturing has given way to
shorter mini-lectures that set the stage for discussing an assigned text or provide important
background material before beginning a writing project. Many faculty encourage discussion by
posing provocative discussion questions, asking students to open class with a brief written
response to readings, or setting up short-term group learning projects to help students better
understand a course text or concept. In some courses, students create presentations to illustrate
how they have applied important course concepts.
To do even more of this kind of teaching, several faculty have noted the need for teaching
spaces that are more conducive to group dynamics and discussion. Nearly all classrooms in the
building which house the majority of humanities courses, Holt Hall, are outfitted with individual
desks set up in rows. Teachers make the best use possible of the seating available, but these
desks make some instructional practices almost impossible: students have trouble working with
more than one text at a time on the small desktop surfaces; brief small group discussions are
easily achievable when students simply turn their desks to face each other, but extensive
collaboration is difficult or impossible because of a lack of shared workspace.
Home departments of participating faculty focus on student learning by working to keep
class sizes manageable. Most professional and departmental organizations have
recommendations for student-teacher ratios, and home departments are careful to place

appropriate caps for their courses. Cross-listed classes are generally 3000-4000 level seminars,
and average 10-20 students.

A. Student Advising
All students in Humanities: Liberal Arts and Humanities: International Studies are
assigned to Dr. Hampton as their principle advisor; all Humanities: Womens Studies majors are
assigned to Dr. Marcia Noe as their principle advisor. Both have attended advising training
sessions through their home department of English. Students with more than one major are often
assigned to the appropriate departmental faculty.
Each semester the Universitys Office of Registration provides computer-generated
profiles (MyMocsDegree) of each students academic progress that are consulted during
advising. When students log in with their assigned identification number, MocsDegree allows
students to track precisely the classes/hours they need to graduate; these include the courses
which satisfy the General Education hours, as well as major-specific classes. Since Humanities
1440 and 1441 have no required courses after General Education, and each student is pursuing a
course of study that is particular to their interests, the Program Rationale, which the student has
ideally drafted by the end of the sophomore year, serves as a road-map for them to consult when
selecting classes. When the student files for graduation status, Records sends the Coordinator a
request for an official Program of Study; this document lists the 45 hours to be counted towards
the concentration, based on the Program Rationale. From this document, which is signed by both
the Coordinator and the student, the graduation specialist in Records is able to complete the
degree check.
Students schedule appointments to meet with the Coordinator during the advisement
period outlined by the Universitys academic calendar. The strength of having one advisor is

obvious; from their entrance into the program until their graduation, students get consistent
attention from one person that knows their needs and goals well. At the end of the sophomore
year, majors develop the Program Rationale with the Coordinator to determine their course of
study, so that their courses are tailor-made to achieve their academic goals. In addition to
advising, the Coordinator also provides or directs students towards information about graduate or
professional school opportunities and careers.

B. Library Holdings
Library Personnel, Budget and Facilities
The Library engages 17 faculty librarians and 13 support staff specialists to support the
UTC community. The total Library budget for 2011-2012 was approximately 2.9 million dollars.
The library building is 116,349 square feet; has a book shelving capacity of 500,000 volumes;
and a seating capacity of 675 readers. The building was first occupied in 1974 and is typically
open over 92 hours a week. The campus is currently in the building phase of a new library with
an anticipated opening date of Fall 2013.

Library Collections
As of June 2012 the Librarys monograph collection consists of 327,178 unique titles, of
which 173,978 are books supporting the humanities including titles in such areas as: history,
literature, music, theater, art, religion, and philosophy. The Librarys collection of audiovisual
material consists of 21,211 unique titles of which over 9,300 support research and study in the
humanities. In regards to support for one-time expenditures, each year a portion of the Librarys
materials budget is allocated to purchase books, audio-visual materials, and other one-time
resources. The 2011-2012 allocation for one-time expenditures to support Interdisciplinary

Studies: Humanities is $1,250 from a total allocation of $195,550 across all academic
departments. Overall, one-time purchases in the humanities account for over fifty percent of the
one-time purchases budget.
As of June 2012, the Library, through subscriptions to full-text resources, databases,
journal packages, and individual journals makes available close to 25,000 serial titles, including
open access titles. Of those, over 13,000 titles are direct subscriptions in digital, print, and
microfilm. For example, a sample title list of close to 100 literature subscriptions are attached.
A full list of humanities titles can be compiled upon request. All electronic subscriptions are
accessible 24/7 from any internet connection.
The primary discovery tools used to identify journal articles and other materials in the
area of the humanities are: ArtStor (full-text image collection), Humanities Full Text, Art Index,
Camio (full-text image collection), MLA International Bibliography, Historical Abstracts,
America History & Life, Philosophers Index, and more. In addition the Library subscribes to
multidisciplinary databases such as Academic One File, OmniFile Full Text, Project Muse,
JSTOR, PsycInfo, PsycArticles, ABI-Inform, and other useful titles. In 2011-2012 the Library
paid $1,051,024 for direct subscriptions, journal packages, and databases.

Library Services
The Library has a robust and well-respected Library Instruction program. Last year our
Instruction Team taught 367 courses and reached 5,965 students. Library faculty work closely
with discipline faculty to design instruction sessions tailored to course and assignment
objectives. The Library did not conduct any classes for Interdisciplinary Studies: Humanities.
The Library has created research guides that provide students easy access to relevant
databases, journals, electronic books, and helpful information, including citing sources.

Numerous guides would be useful to students studying the humanities including history, music,
theater, philosophy, etc. For example, here is a link to the English guide:
http://guides.lib.utc.edu/english.
The Library has a Library Liaison Program where a librarian is assigned to each
academic department to enhance communication, collection development, and general support
for students and faculty. The Library Liaison to Interdisciplinary Studies Department is Andrea
Schurr. Professor Schurr has worked with faculty in the department in support of resources and
services for the Department.
The Library has friendly borrowing policies and allows semester-long borrowing of
monographs for students, and year-long borrowing for faculty members. In 2011-2012 total
monograph and audio-visual circulation was 32,201.
The Library offers free interlibrary loan (ILL) service to students and faculty who need to
acquire materials that are not owned by the Library. The electronic ILL management system,
ILLiad, allows patrons to submit and track the progress of requests, receive email notification of
arrival dates, and receive articles electronically. The Library also participates in a program
called Rapid ILL which expedites the delivery of the requests to the patron. Last year 21,429
interlibrary loan borrowing requests were filled for the UTC community of scholars, of those, 60
were faculty or students in Interdisciplinary Studies: Humanities.
The Librarys Reference Desk is open 80 hours per week to assist faculty and students
with research queries. Last year the Reference Desk fielded 16,097 questions and consultations.
In addition to physical assistance, the Library offers online reference services in the form of realtime instant messaging assistance and an email reference service. One on one research
consultations are available to any students seeking in-depth assistance. In the past 2 years the
Library conducted 18 one-on-one appointments for students taking classes in the humanities. The

Library also staffs information desks on the 2nd and 3rd floors to provide assistance in the use of
the print periodical and circulating book collections.
The Library offers a well utilized Course Reserve service for faculty and students so that
faculty may place high demand materials on electronic or print reserves to ensure they are
available to students. Last year 3 faculty members teaching Humanities courses made materials
available via Course Reserves for 3 classes.
In addition to the services described above the Library makes 60 laptop computers, other
equipment (cameras, calculators, e-book readers, and more), and group study rooms available to
students. Last year the laptops and other equipment circulated 40,749 times, while our 12 group
study rooms were checked out 6,351 times.

Interdisciplinary Studies: Humanities

Subscriptions, Sample List, Literature Focus
August 2012
Title
American literary history
American literary realism: 1870-1910
American literary scholarship
American literary scholarship
American literature
Boundary 2
Chaucer review
Childrens literature
Childrens literature association quarterly
Childrens literature: the great excluded (irregular)
Classroom notes plus (NCTE package)
College composition and communication (NCTE
package)
College English (NCTE package)
College literature
Comparative literature
Comparative literature studies
Contemporary literature
Diacritics

Format
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web

Early American literature

Eighteenth century fiction
ELH
Emily Dickinson journal
English education (NCTE package)
English journal (NCTE package)
English leadership quarterly (NCTE package)
English literary renaissance
English studies: a journal of English language and
literature
ESQ
Essays in criticism
Fourth genre
Hemingway review
Henry james review
James joyce quarterly
Journal of modern literature
Journal of narrative theory: JNT
Joyce studies annual
Language arts (NCTE package)
Legacy
Lion and the unicorn
Literature and medicine
Manoa
MFS: modern fiction studies
Milton quarterly
Missouri review
Narrative
NCTE (National council of teachers of english-all
journals)
New German critique
New literary history
Novel
Orbis Litterarum
Pedagogy
Pedagogy
Philosophy and literature
Poetics
Poetics today
Prooftexts
Red cedar review
Research in the teaching of English (NCTE
package)
Review of English studies

Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web

Rhetoric & public affairs

Rhetoric society quarterly
River teeth: a journal of nonfiction narrative
School talk (NCTE package)
SEL: studies in English literature
Shakespeare quarterly
SHAW: the annual of Bernard Shaw studies
Southern literary journal
Studies in American Indian literature
Talking points (NCTE package)
Teaching English in the two year college (NCTE
package)
Tolkien studies
Tulsa studies in womens literature
Victorian poetry
Victorian studies
Voices from the middle (NCTE package)
World Englishes
Years work in critical and cultural theory
Years work in English studies
Childrens literature review (irregular)
Contemporary literary criticism (irregular)
Short story index
Twentieth-century literary criticism (irregular)
Writers market
Literature resource center
Best American short stories
Milton studies
New stories from the south
Renaissance drama
Shakespeare survey (irregular)
English language notes
Genre
JAC: journal of advanced composition
Journal of commonwealth and postcolonial studies

Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Web
Ref
Ref
Ref
Ref
Ref
eresource
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3rd
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3rd
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3rd
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2nd
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Literature and belief

Scriblerian and the Kit-Cats
Southern poetry review
Word

2nd
floor
2nd
floor
2nd
floor
2nd
floor

2012 FALL SEMESTER HOURS

Book Stacks, Circulation Desk, and Audiovisual Desk Hours
Monday-Thursday
7:45 a.m.---12:00 a.m.
Friday
7:45 a.m.---5:00 p.m.
Saturday
1:00 p.m.---5:00 p.m.
Sunday
2:00 p.m.---12:00 a.m.
Reference Desk Hours
Monday-Thursday
7:45 a.m.---12:00 a.m.
Friday
7:45 a.m.---5:30 p.m.
Saturday
1:00 p.m.---5:00 p.m.
Sunday
3:00 p.m.---12:00 a.m.

Summary
The funding model has changed for Tennessee higher education with the passage of the
Complete College Act of Tennessee, so that state funding is tied to the number of graduates from
an institution rather than to the number of enrolled students. Faculty contact with students,
particularly students in their respective majors, play a crucial part in helping the administration
identify, support, and keep track of our students. As a result, the institution and every department
at UTC have been forced to think more aggressively about retention, and to address the issue of
student retention partially through the role of advising in two ways: the Clear Path to Graduation,
and a Departmental Retention Plan.
The Clear Path to Graduation is an advising tool that helps students map out requirements
for the major, and delineates which semesters such requirements should be met. This presents
unique challenges to students in Liberal Arts and International Studies especially, whose
concentrations have no particular class requirements, but instead require 21/45 hours from
appropriate departments, listed above in II.A. The Clear Path to Graduation templates for all
tracks are included in Appendix D.
The Retention Plan requires the incorporation of the three broad strategies, including
Facilitating Progression to Graduation, Providing Effective Academic Support for all Students,
and Engaging Students in the UTC Community. The Retention Plan is currently being
developed.

Part IV: Faculty

The number of faculty who choose to have their courses cross-listed varies from semester
to semester, with 100% of the courses offered being taught by regular faculty, either with a
lectureship or instructorship, with tenure, or on the tenure-track. Most have the terminal degree
in their field. The total number of faculty for the last five years is 27 (19 are women; 8 are men).
Below are faculty profiles as they appear on department websites. Complete curriculum
vitae for faculty are included in Appendix B.

A. Faculty Profiles
(I= Instuctor; L= Lecturer; TT= Tenure-track; T = Tenured)

Sybil Baker (TT; English): Sybil Baker teaches creative writing, Western humanities, and
literature. A Pushcart Prize nominee, she is author of The Life Plan, Talismans, and Into This
World. She is a guest faculty member of the City University of Hong Kong's low residency MFA
program and the Yale Writers' Conference. She has received Outstanding Teacher and Creative
Scholarship Awards from UTC's College of Arts and Sciences, is the co-advisor for UTC's
literary magazine The Sequoya Review, and is Assistant Director of the Meacham Writers'
Workshop. She is also the Fiction Editor for Drunken Boat, a journal of art and literature.
Stephanie Bellar (T; Political Science, Public Administration, and Non-Profit Management): For
her doctoral dissertation, Dr. Stephanie Bellar specialized in public budgeting, government and
the economy, public policy, and the resources, roles, and perspectives of women and minority
candidates for city council positions. Since coming to UTC from Texas Tech University her
research has focused on issues related to child care, the role of women in public agencies, and
public budgeting.
Earl Braggs (T; English): Earl Braggs teaches creative writing, poetry, African American
literature, and Russian literature. He is the author of six collections of poetry and a chapbook.
His latest book is Younger Than Neil (Anhinga Press 2009). Braggs is the recipient of the
Anhinga Poetry Prize, the Jack Kerouac Literary Prize, the Gloucester Country College Poetry
Prize and the Cleveland State Poetry Prize (unable to accept because he won the Anhinga Prize
the same year with the same manuscript). His novel, Looking for Jack Kerouac, was a finalist in
the James Jones First Novel Contest. His teaching awards include the UTNAA Outstanding
Teacher Award and two Student Government Association Outstanding Professor awards.

Libby Byers (I; Psychology): No online profile provided

Lisa Cothran (no longer employed at UTC; Psychology): Research interests include:
Multicultural Psychology, Psychology of the Black Experience, Psychology of Women, Social
Psychology, Theories of Personality
Ralph Covino (TT; History): Dr Covino teaches courses in the history and culture of the peoples
of the ancient Mediterranean world and how they interact with the present for both the History
Department and the University Honors Program; he also contributes courses to the Freshman
Seminar, Classics, Humanities, and Womens Studies programs. He has received the College of
Arts & Sciences Outstanding Advisor Award (2010), the UTC Echos Funniest Professor
Award (2011), and the UT Alumni Associations Outstanding Teacher Award (2012). Active in
not just teaching and research but also service and faculty governance, Dr Covino is a graduate
of Allied Arts of Greater Chattanoogas Holmberg Arts Leadership Institute and recently
completed two years in office as one of the vice-presidents of UTCs Faculty Senate. He is
currently the UTC campus representative to the UT Faculty Council, the faculty advisory body to
University of Tennessee System President Joseph DiPietro.
Helen Eigenberg (T; Dept. Head Criminal Justice): Research interests: Institutional Corrections;
Violence Against Women; Gender and Crime; Women in Academe
Lorraine Evans (TT; Sociology and Anthropology): Dr. Lorraine Evans earned her PhD in
Sociology from the University of Georgia in 2006, specializing in Education and Work and
Occupations. Her major areas of research include: occupational socialization, particularly for
new workers; education policy, such as school choice and teacher education, and how different
media - virtual and conventional -operate to influence work understandings. The courses Dr.
Evans currently teaches include Introduction to Sociology, Gender and Society, Work and
Society.
Elizabeth Gailey (T; Communications): Elizabeth Gailey is a scholar and critic of mainstream
media, as well as an independent film maker and social activist. Along with media activism and
social change, her teaching and research interests focus on national and transnational media
discourses about gender, racial, and sexual identities. Her first documentary, Girl Fight (2008),
draws attention to the growing problem of in-school violence against girls, and she is currently
working on a documentary about talk-radio culture and activism that focuses on the work of
Chattanooga talk-show host Jeff Styles. She is the author of Writing to Death: News Framing of
the Right-To-Die Conflict from Quinlans Coma to Kevorkians Conviction and most recently of
Self-Made Women: Cosmetic Surgery Shows and the Construction of Female
Psychopathology, published in Makeover Television: Realities Remodelled.
Matthew Guy (T; English): Matthew Guy specializes in literary theory and criticism,
phenomenology, eighteenth- and nineteenth-century studies, comparative literature, and world
literature. His current research examines the works of the philosopher Emmanuel Levinas,
revealing the hermeneutics of Levinas's Talmudic readings.
Bryan Hampton (T; English): Bryan Hampton has teaching and research interests in the crosscurrents of early modern literature, politics, and religion. He regularly teaches courses on Milton

and Shakespeare, along with a number of seminars examining the literature of the Bible, the
devotional poetry of John Donne and George Herbert, and Renaissance epic. He has published in
Studies in English Literature, The Upstart Crow, and Milton Studies, and has written several
articles for edited volumes on Milton's prose and poetry. Professor Hampton has been honored
with awards for outstanding teaching from both the College of Arts and Sciences at UTC and
from the University of Tennessee National Alumni Association, and currently serves as the
coordinator of UTC's interdisciplinary Humanities major. His book, Fleshly Tabernacles: Milton
and the Incarnational Poetics of Revolutionary England (University of Notre Dame Press, 2012)
examines how Milton's radical theology of the Incarnation informs his poetics, hermeneutics,
and politics.
William Harman (T; Philosophy and Religion): Dr. William Harman has a Ph.D. from the
University of Chicago and served as the Department Head from 2002-2008. He co-edited with
Selva J. Raj the book Dealing with Deities: The Ritual Vow in South Asia (SUNY Press,
2007) to which he also contributed three essays. Recently, he has published articles on the Hindu
Goddess of Fevers, dynamics of personal religious devotion in Hinduism, miracles in
Hinduism, the performance of ritual jokes in a joint Muslim/Hindu festival in India, and female
martyr (suicide) bombers in the Sri Lankan civil war. In the summer of 2004, he wrote a
successful grant to take a group of UTC students to India to study Indian culture and religion. He
spent much of 2008 in Canada, India, and Sri Lanka studying the dynamics of the Sri Lankan
civil war. He teaches "Religions of India;" "Goddess Traditions;" "Introduction to Religions;"
"Satanism, Witchcraft, and Spirit Possession;" and "Religion and Violence." He is a member of
the 4-person executive committee directing the Conference for the Study of Religion in India,
and currently is writing about terrorism and religious commitment in the international network of
the Tamil Tiger militants.
Richard Jackson (T; English): Richard Jackson teaches creative writing, poetry, and humanities
in UTC's interdisciplinary honors program, and is a frequent guest lecturer at the MFA writing
seminars at Vermont College, University of Iowa Summer Writers' Festival, and the Prague
Summer Program. He is the author of ten books of poems including Resonance (2010) (Eric
Hoffer Award), Half Lives: Petrarchan Poems (2004) and Unauthorized Autobiography: New
and Selected Poems (2003). He has also published two books of translations, Last Voyage: The
Poems of Giovanni Pascoli from Italian (2010) and Alexandar Persolja's Journey of the Sun from
Slovene (2008). He is also the author of two critical books, Acts of Mind: Conversations with
American Poets (Choice Award) and Dismantling Time in Contemporary Poetry (Agee Award
Winner), and has edited two anthologies of Slovene poetry, as well as the journal Poetry
Miscellany. His work has been translated into fifteen languages and has appeared in The Best
American Poems, among other collections. He has been awarded the Order of Freedom Medal by
the President of Slovenia for literary and humanitarian work in the Balkans, and has been named
a Guggenheim Fellow, Fulbright Fellow, Witter-Bynner Fellow, NEA fellow, NEH Fellow, and
has lectured and given readings at dozens of universities and conferences in the U.S. and abroad.
In 2009 he won the AWP George Garret National Award for Teaching, Writing and Arts
Advocacy, and has had 5 Pushcart Prize Poem appearances. He leads a group of writing students
to Europe each May.
Immaculate Kizza (T; English): Immaculate Kizza specializes in African literature, the slave
narrative tradition, British modernism, and literary analysis; she also teaches African culture and

literature in the University's interdisciplinary honors program. Her current research interests
include the slave narrative tradition, the African oral tradition, and inter-textual threads in
African and African American literatures. In addition to numerous articles on literature, she is
the author of Africa's Indigenous Institutions in Nation Building: Uganda. She has also been
named Outstanding Teacher by The University of Tennessee National Alumni Association.
Sara Knox (I; Criminal Justice): Research interests: Women and Crime; Ethics; Media and
Crime
Felicia McGhee-Hilt (L; Communications): Born and raised in Pontiac, Michigan, Felicia
McGhee-Hilt graduated from the University of Michigan in 1992 with a Bachelors Degree in
Communication. Ms. McGhee-Hilt has more than 13 years of broadcasting experience. Upon
graduation, she worked as a news anchor at WQBH Radio in Detroit, Michigan. Less than a year
later, she accepted a job as a news reporter at the ABC Affiliate in Montgomery, Alabama. She
worked as a morning news anchor at WTOK, the ABC affiliate in Meridian, Mississippi and
eventually made her way to WTVC, the ABC affiliate in Chattanooga where she was a
reporter/fill-in anchor. She is currently the host and moderator of WTCIs Tennessee Insider, the
only local primetime public affairs show in Chattanooga. The show airs Fridays at 8:30p.m. and
Sundays at 10:30a.m., it can also be seen online at www.wtcitv.org. She has also hosted special
reports, such as One-on-One with the Candidates, a 30-minute special featuring the recent
senatorial candidates and provided political commentary for The News Hour with Jim Lehrer
during the presidential primary. In addition to her on-air work, Ms. McGhee-Hilt is also a
doctoral candidate at the University of Tennessee-Knoxville. She is currently working on her
dissertation entitled, Communication in a Social Movement: A Case Study of the Montgomery
Bus Boycott. She received her Masters Degree in Public Administration from the University of
Tennessee-Chattanooga. Ms. McGhee-Hilt has been teaching in the Communication Department
for nine years. Her research interests include framing and civil rights issues. Ms. McGhee-Hilt is
also very involved in the community. She has served as a panelist and moderator for numerous
events such as; the Minorities in the Media panel, moderator of Racial Profiling in America
panel, and host of the UTC student celebration of the 50th anniversary of the Brown vs. Board of
Education decision. She is a member of the National Association of Black Journalists, Alpha
Kappa Alpha Sorority and Kappa Alpha Tau.
Lyn Miles (T; Sociology and Anthropology): Dr. Miles is a UC Foundation Professor of
Anthropology., She was trained in the evolution of language and coginition and primate behavior
at Yale University and the University of Connecticut, where she received the doctorate in
anthropology based on her study of chimpanzee sign language conversations. In 1978 she began
Project Chantek and raised an orangutan Chantek and taught him sign language and aspects of
human culture, including games, rules for social behavior, and making stone tools, arts and
crafts, and jewelry. This research has resulted in over 200 publications and papers and two
books, The Mentality of Gorillas and Orangutans (Cambridge University Press), and
Anthropomorphism, Anecdotes and Animals (SUNY Press). Her research is featured in two
exhibits in the Smithsonian Institution as well as international documentary films on the
Discovery Channel, A&E, PBS, Animal Planet, BBC and NHK, and in the New York Times,
Washington Post, Time Magazine, and London Sunday Times Magazine. She is currently
working on a book about Chatek's abilities, as well as a book on how individuals integrate their
prior beliefs with learning about human evolution. She has been an Affiliate Scientist at the

Yerkes Regional Primate Research Center of Emory University, and has received grants from the
National Institutes of Health and the National Science Foundation. She teaches courses in ape
language, human evolution, primate behavior, and physical anthropology, and has won a Student
Government Association Outstanding Professor Award and a College of Arts and Sciences
Research Prize. She is one of the original signers of the Great Ape Project delcaration of rights
for great apes.
Marcia Noe (T; Coordinator of Womens Studies; English): Marcia Noe teaches courses in
American literature and women's studies. She is the author of Susan Glaspell: Voice from the
Heartland and over twenty other publications on this Pulitzer Prize-winning playwright. In 1993
she was Fulbright Senior Lecturer-Researcher at the Federal University of Minas Gerais in Belo
Horizonte, Brazil; with Junia C.M. Alves, she has edited a collection of essays on the Brazilian
theatre troupe Grupo Galpao (Editora Newton Paiva, 2006). She is a senior editor of The
Dictionary of Midwestern Literature, editor of the journal MidAmerica, and chairs the editorial
committee of the Society for the Study of Midwestern Literature, which gave her the
MidAmerica Award for distinguished contributions to the study of midwestern literature in 2003.
She has supervised 27 student conference presentations and supervised or co-authored 27 student
publications. In 2004 she won the UTC College of Arts and Sciences Outstanding Teacher award
and is an elected member of UTC's Council of Scholars and Alpha Society.
Heather Palmer (T; English): Heather Palmer specializes in Ancient and Modern Rhetorical
History and Theory, gender studies, and critical theory. Her most recent work has been published
in Pedagogy and Modern Language Studies. She teaches classes on rhetorics of postmodernism,
embodiment, queer theory, and propaganda. Currently, she is working on a project about the
function of parrhesia, or free speech, in the history of women's rhetorics from the Delphic
Oracles to the Second Sophistic. Her other interests include the arts of improvisation as a model
for global ethical communication, and has been invited to speak on this topic at several high
profile music festivals, most recently the "Big Ears" festival, featuring Phillip Glass.
Sara Peters (I; Director of UTC Womens Center): Sara Peters has been at UTC since 2005 when
she was hired as the Coordinator for Education and Advocacy for the Transformation Project. In
2008 she became the founding Director of the UTC Women's Center. Ms. Peters continues to
serve as the primary victim advocate for the UTC campus and is also an adjunct faculty member
in the Women's Studies Program and Criminal Justice Department. Ms. Peters earned both her
B.A. and M.A. in History from Auburn University. While in graduate school, Ms. Peters served
as the graduate assistant to the Women's Studies Program. She specializes in 19th century
women's history and violence against women.
Dennis Plaisted (T; Philosophy and Religion): Dennis Plaisted received his Ph.D. in philosophy
from the University of California at Santa Barbara and a J.D. from the University of Southern
California. He teaches courses in applied ethics, logic and philosophy of religion. His current
research focuses primarily on issues in analytic theology, a field in which concepts of philosophy
are deployed to analyze religious doctrines. He is presently trying to finish a book that employs
the applied ethics notion of appropriation of evil to understand the purity rules of Leviticus. He
has also published articles in applied ethics and the philosophy of Leibniz, and is the author of
Leibniz on Purely Extrinsic Denominations (University of Rochester Press, 2002).

Leila Pratt (T.; Economics): My current research has centered around explaining differences in
publication rates among different groups of economists. I have just finished a paper that
compares the publication record of male and female economists who received their PhD in 1985.
In the near future I will begin comparing the publication record of the 1985 PhD class to the
1991 PhD class. In addition, I am completing research that examines the various factors that
contribute to a student successfully completing the principles of economics courses.
Felicia Sturzer (T; Dept. Head, Modern & Classical Languages): In addition to serving as Head
of the Department of Foreign Languages and Literatures, Felicia Sturzer specializes in 18thcentury French literature, with a focus on the epistolary novel and women writers. She teaches
all levels of language and literature courses, has taught womens studies, and is active in the
Womens Studies program at UTC, which she helped establish. She has published on Julie de
Lespinasse, Marie-Jeanne Riccoboni, Pierre Carlet de Marivaux, and pursues research interests
in Enlightenment sociability. She serves on the Editorial Board of Women in French Studies and
XVIII-New Perspectives on the Eighteenth Century. She has served on the Executive Board for
the Southeastern American Society for Eighteenth-Century Studies, and was President and VicePresident of the Tennessee chapter of the American Association for Teachers of French.
Shela Van Ness (T; Sociology and Anthropology): Dr. Shela Van Ness earned her MA and
Ph.D.degrees in Sociology from Kent State University, with specialties in Corrections,
Criminology, Deviant Behavior and Urban Studies. Before coming to UTC, Dr. Van Ness
worked in several Ohio correctional institutions doing counseling, management and research
projects in habilitation. She is currently engaged in national research and service projects on
school violence prevention, and drug/alcohol prevention in partnership with local schools. In the
community she is active wtih the local Endeavors Program for ex-offenders, the Interfaith
Homeless Project, Beyond the Bars support group for families of incarcerated persons, the
Domestic Violence Coalition, the death penalty abolition movement, and her church.
Thomas Ware (retired; English): Research interests: 19th and 20th century British literature;
British transitional period
Tamara Welsh (T; Philosophy and Religion): Research interests: Continental Philosophy;
Phenomenology; Philosophy of Psychology; Feminist Theory; Aesthetics
Michelle White (T; History): UC Foundation Professor Michelle White holds a Ph.D. from York
University and joined UTCs History Department in 2001. She teaches World Civilizations II as
well as upper-level survey courses on English history, Seminars in History, and Women in
European history. In 2007 she received the UT Alumni Association (UTAA) Outstanding
Teacher Award as well as the Student Government Association (SGA) Outstanding Professor
Award. Dr. Whites primary research focuses on Stuart England, principally the roles of queens
consort. Among her publications include the monograph Henrietta Maria and the English Civil
Wars (Aldershot: Ashgate, 2006) as well as a chapter on Henrietta Maria in Queens and Power
in Medieval and Early Modern England (Lincoln: University of Nebraska Press, 2009). She has
reviewed books for H-Albion, The Journal of British Studies, The Canadian Journal of
History/Annals canadiennes dhistoire and The Historian and has contributed ten biographical
entries to A Biographical Encyclopedia of Early Modern Englishwomen, Exemplary Lives and
Memorable Acts, 1500-1650 (Aldershot: Ashgate, forthcoming). Dr. Whites most recent

research project examines the life of Charles IIs queen consort Catherine of Braganza. Her
thematic biography Catherine of Braganza: Charles IIs Neglected Queen (under contract with
Palgrave Macmillan) explores issues of diplomatic influence, global trade, and the changing
tastes of Restoration England. At the heart of this work is an analysis of a queen whose domestic
and foreign influence was much greater than earlier surmised.

B. Faculty Evaluations by Students

In accordance to UTC policy, all faculty are evaluated in every course they teach during
the fall semester and in any other course taught in the spring or summer for which they have not
previously been evaluated in that academic year. By request, a faculty member may be evaluated
for the same course when it is offered in a different semester.
During this program review period, the University has used course evaluation forms that
ask students to respond to five questions:

1.) The instructor of this class is an effective teacher.

2.) My instructor presents the subject matter clearly.
3.) My instructor is well prepared for class.
4.) My instructor is willing to help students.
5.) My instructor grades fairly.

Student responses may include the following: strongly agree, moderately agree, slightly agree,
moderately disagree, or strongly disagree. For the fall semester of 2006, student evaluations for
faculty whose courses were cross-listed were quite good, and in many cases, student responses to
these questions exceeded the averages for both the College of Arts and Sciences and the

University as a whole. Below is the breakdown of student responses for those courses crosslisted with Humanities.

FIGURE 9: STUDENT RATINGS OF FACULTY

Source: Student Evaluation of Faculty, Fall 2011. Office of Planning, Evaluation, and Institutional Research.

Responses to statement: The instructor of this class is an effective teacher.

100%
80%
60%
40%
20%
0%

UTC

College

Dept

Slightly Agree

9%

9%

6%

Moderately Agree

21%

21%

15%

Strongly Agree

61%

61%

73%

Responses to statement: My instructor presents the subject matter clearly.

100%
80%
60%
40%
20%
0%

UTC

College

Dept

Slightly Agree

10%

10%

8%

Moderately Agree

21%

20%

15%

Strongly Agree

59%

59%

72%

Responses to statement: My instructor is well-prepared for class.

100%
80%
60%
40%
20%
0%

UTC

College

Dept

Slightly Agree

6%

6%

4%

Moderately Agree

17%

17%

16%

Strongly Agree

72%

73%

77%

Responses to statement: My instructor is willing to help students.

100%
80%
60%
40%
20%
0%

UTC

College

Dept

Slightly Agree

7%

7%

4%

Moderately Agree

15%

16%

8%

Strongly Agree

72%

71%

85%

Responses to statement: My instructor grades fairly.

100%
80%
60%
40%
20%
0%

UTC

College

Dept

Slightly Agree

7%

7%

3%

Moderately Agree

17%

18%

12%

Strongly Agree

69%

68%

82%

These numbers indicate that faculty members teaching humanities courses meet, and in many
cases exceed, the averages for all rated faculty in both the College and the University, bearing
testimony to the talent and commitment of our humanities professors.

C. Faculty Evaluations by Department Head

All faculty at UTC are evaluated by their respective Department Heads, including those
whose courses are cross-listed under the Humanities rubric. The primary method by which the
department head reviews and assesses faculty performance is the annual Evaluations and
Development by Objectives (EDO) process, a University-wide method of setting yearly
objectives and assessing how well faculty achieved those objectives later in the academic year.
In the late spring or early summer, in consultation with their department head, each faculty
member sets individual objectives he or she aims to achieve in the coming academic year in three
areas: 1.) Instructional and Advisement Activities, 2.) Research, Scholarly, and Creative

Activities, and 3.) Professional Service Activities. These objectives are sometimes the next phase
in on-going projects or a new professional goal the faculty member wants to set. Although most
faculty members are expected to achieve in all three areas, faculty members are often stronger in
one or two areas than another in any given year, in accordance with the objectives they have set
with the department head. As the Faculty Handbook notes, Lesser participation in one area
should be counterbalanced by greater participation in others (7). Balance across the department
is important as well. While all of the faculty members participating in the Humanities Program
are strong teachers, some pursue scholarly or creative publication more vigorously than others,
and some provide invaluable, extensive service to the University. Without such service, much of
our faculty governance and institutional review processes would grind to a halt.
In the following spring, faculty members assess how well they have achieved the years
objectives. The department head reviews these self-assessments, consults with faculty members
as needed, writes a brief narrative evaluation of the years work, and assigns one of four possible
designations for each person: Exceeds Expectations for Rank (Department Head recommends to
the Dean), Meets Expectations for Rank, Needs Improvement for Rank, and Unsatisfactory for
Rank. According to Chapter 3.2.2.3 of the Faculty Handbook, faculty can appeal their rating and
review designation.
Faculty who have had their courses cross-listed have performed well in EDOs, as no one
(to my knowledge) has received below a Meets Expectations for Rank.

Summary
An effective cohort of professors teach the wide-range of cross-listed courses that the
Humanities Program offers to its majors. A number of these faculty (Baker, Braggs, Covino,
Hampton, Jackson, Kizza, Miles, Noe, White) have been recognized by the university with

significant awards for teaching or service, while others have been recognized with grants,
executive committee appointments, or other awards by colleagues within their own fields (Baker,
Braggs, Jackson, Harman, Miles, Noe, Sturzer, White). Moreover, students consistently rate
participating faculty higher than College or University averages, leading to the conclusion that
the Humanities Program draws upon some of UTCs best faculty.

Part V: Support

A. Office Space
In the previous external review, the reviewer recommended that the university secure a
Humanities Program Room on campus, to function as a.) a Program Office, to keep files and all
materials relevant to this program; b.) to develop and display new advertizing material; c.) a
meeting place for Humanities Students, a place on campus they can call home, and a place where
the Executive Committee can meet; and d.) an advising center for this program, with appropriate
written materials and a computer (perhaps a working, used computer that was recently handed in
by a faculty member who just received a new computer). Overall, these goals have not been
met, but the possibilities for securing such a space may increase with the addition of the new
library in Fall 2013, and the renovation of the old library space.
The Humanities Program is currently administered out of the offices of Dr. Bryan
Hampton (Liberal Arts and International Studies) and Dr. Marcia Noe (Womens Studies). These
offices are the primary meeting places for planning and student advising. Womens Studies is
also assigned Holt 328D for office and work space and for the student assistant. At this time, this
arrangement appears to be satisfactory, but students still have no home base.

B. Classroom Space
Classroom space is at a premium on our campus. In many recent semesters, the
University has used literally every classroom space available on campus at prime times. For
this reason, as well as to accommodate the needs of working or otherwise nontraditional
students, the university has begun offering more classes in mid- and late-afternoon times, and is

encouraging students to incorporate the summer semesters as a component of their regular

progress-to-degree.
Most faculty whose courses are cross-listed teach in Holt Hall, but some faculty teach in
nearby buildings including the Engineering building (EMCS), Grote Hall, and Brock Hall, and
occasionally in buildings farther away from Holt, including Hunter Hall or Fletcher Hall. For
most faculty, the distance to class is only a minor inconvenience, and most of these classrooms
have been suited with smart podiums. The smart podiums and projection systems include a
computer with the Office package, Internet access, DVD, CD, and VHS players, and a document
camera that we use to project 3-D objects such as work students write in class, photographs, or
other texts. The podiums have transformed teaching for many faculty and made them wish that
every classroom on campus had such a luxury. Not all do, of course, but the IT department does
offer a mobile podium cart that they will bring to any classroom. These carts include all the
equipment and internet accessibility of a permanent smart podium except the document
camera.
Most faculty would agree that UTC has a real need for more diversified teaching spaces.
Most classrooms in Holt are outfitted with individual desks arranged in rowsan arrangement
that suits lecture-based teaching, but is less useful for more interactive teaching practices. The
smart podiums help to invite classroom participation via technology, but the small desks inhibit
broad collaboration on texts the students produce. During the summer of 2012, the English
Department renovated Holt 229F into a seminar room with a smart-podium and a center desk
around which students sit for discussion.
Holt Hall has two computer classrooms, Holt 199 and Holt 399. English is given the
priority for use of these classrooms.

Also located in Holt Hall is the University Writing Center, which serves students and
faculty across the University. The Writing Center was designed to be a high-tech space, with
hardware and software to support most writing assignments given across campus. Despite severe
space limitations on campus, the Writing Center expanded in 2002 to twice its size by annexing
the classroom space adjacent to it. When the new library is completed in the fall of 2013, the
Writing Center will likely have designated space there.
The Humanities Program has direct access to a Risograph, a small photocopy machine,
and a fax machine, all of which is owned by the English Department and shared with the
Department of Philosophy and Religion. Individual faculty who cross-list their courses use the
equipment as designated by their home departments.

C. Clerical Support
Most of the clerical work for the Program is performed by Dr. Hampton and Dr. Noe; in
exchange for performing the necessary administrative tasks, the Coordinators are released from
one course per semester. Additionally, the Coordinators benefit from the occasional services of
Heather Grothe, an administrative secretary in the Department of English with more than 25
years of service to UTC; Womens Studies also employs student administrative assistants when
the need arises.

D. Departmental Budget
No portion of faculty salaries is paid by the Humanities Program, and all faculty whose
courses are cross-listed with Humanities is paid by the university through their home
departments. When the external review was conducted five years ago, the total allocation for the
Humanities Program (then encompassing only a B.A. in Humanities and a B.A. in Humanities:

International Studies) in 2006-2007 was $3493.00; the reviewer recommended that the university
increase the program annual budget to $6000 in order to cultivate the number of events that
Humanities could co-sponsor on campus with other departments, to add a second annual lecture,
to increase advertising, and to host social events.
The annual budget has been increased by the university, and we have made great strides
to use the money efficiently to implement all of the recommendations from the reviewer. For
2011-2012, the total allocation for the program budget was $6726.00. The budget for Liberal
Arts and International Studies ($3243.00) is separate from the budget for Womens Studies
($3280.00). Additionally, there is a Gift Fund that accrues through private donation. For Liberal
Arts and International Studies in 2011-2012, the total Gift Fund was $1737.30; for Womens
Studies in 2011-2012, the total Gift Fund was $7878.35, with the majority of those funds raised
from the sale of tickets for an event sponsored by Womens Studies.
The total operating budget is used exclusively for the aims and support of the Program
and its students. At this time, the Programs budget appears to be satisfactory.

Summary
The Humanities Program has grown and flourished in the last five years, despite campuswide budget cuts since 2009, and has displayed a remarkable efficiency for managing its budget
allotment. Finding a dedicated and centralized space on campus for the Program would be
beneficial. At this time, the student administrative assistant appears to serve Womens Studies, in
particular, very well for clerical tasks.

Part VI: Conclusion

Achievements and Goals

As this self-study has tried to demonstrate, the Humanities Program continues to serve a
vital function in meeting the needs of its majors, by offering students the most flexibility and the
most control over their college course of study, with crucial guidance along the way. The range
of cross-listed courses that are offered is quite broad, and have been taught by UTCs finest
faculty, with a good balance between celebrated veteran and promising junior professors.
This self-study has also revealed that the Program should pursue the following longer
term goals for its undergraduate program:

1. Continue to work on alumni tracking. Most departments across campus continue to struggle
with adequate means to keep in touch with undergraduate alumni, and this Program is no
exception. Social media, such as Facebook, has improved the frequency of contact between the
Program and its graduates in the major.

2. Expand efforts to collect information on scholarships or internships in the humanities,

graduate programs in the humanities, as well as career materials that would suit the major.
Students often shy away from majoring in Humanities because it seems so impractical in a
society driven by information and technology. Collecting career materials that couple
information and technology businesses with a strong foundation in the humanities would be a
valuable advising tool. Moreover, although this information is available in other places on
campus, scholarship information for humanities majors, and professional and graduate programs
which require crucial preparation in the liberal arts needs also to be a deep file from which to

draw. Inviting recent graduates back to campus, who have secured employment or who have
entered advanced degree programs in the Humanities, would prove helpful for helping current
majors see the possibilities for careers with a Humanities background.

3. Continue working to build a stronger identity within and between the Humanities: Liberal Arts
(1440), Humanities: International Studies (1441), and Humanities: Womens Studies (1442). It
seems improbable that departmental identity will derive from a shared curriculum between the
three tracks, and as stated earlier, another concentration in Leadership will likely appear soon,
making it even more difficult. More can be done within the tracks themselves to build identity,
especially with regard to the concentrations in Liberal Arts and International Studies.

4. Find ways that the Program, and the concentration in International Studies in particular, can
promote the universitys Strategic Plan to encourage international study or travel abroad for
UTC students, as well as the universitys emphasis on service-leanring. Current majors have
been able to garner significant academic credit at the upper-level for service-related projects
abroad. The Program could play a key role in these two areas.

5. Find ways to draw students towards the Humanities minor, as well as to the other minors
which fall under the Department of Interdisciplinary Studies. Every UTC student graduating
with a B.A. must declare a minor. The numbers of students who declare a minor among Asian
Studies, Africana Studies, International Studies, Latin American Studies, and Womens Studies
tends to be quite low. Better communication and coordination is needed between the separate
coordinators for these minors as we strategize how to recruit students to these programs, and a

limited internal review of the course requirements for those minors ought to be pursued and
reevaluated.

6. A continuing effort by the Coordinators to promote the disciplines through sponsoring on

campus events, displaying information at booths on Freshman Friday each semester, or through
advising transfer students. The Program has made great strides in finding events on campus to
lend its support, and doing so increases the visibility of the major. The Office of Planning and
Advising has also assigned a point-person to advise and direct freshmen who initially declare a
Humanities major. Retaining them within the major means greater coordination and
communication between the Programs coordinators and the Office of Planning and Advising.

8. Develop, as much as possible, a more hands-on relationship between the Program and its
majors and the Chair of Excellence in Humanities. The Chair of Excellence in Humanities is a
position that carries with it a heavy burden of responsibility to organizations and foundations
outside the university; his schedule is by necessity packed. But students can benefit from his
influence and his presence. Ideally, the Chair would deliver a lecture once a year, or conduct an
informal round-table discussion about the future and relevance of the humanities in the present
culture.

Appendix A:
Humanities Program Print Materials

Appendix B:
Faculty Curriculum Vitae

SYBIL BAKER
1003 E. 11th St
Chattanooga, TN 37403
423-266-0492
sybilbaker@utc.edu
www.sybilbaker.com
EDUCATION
Master of Fine Arts, Writing
Vermont College, Montpelier, Vermont, July 2005

Critical Thesis: That Girl

Eight out of ten stories from my creative thesis have been published.

Critical Thesis: Lost Generations: The American Expatriate Experience

Published in the September 2005 issue of The Writers Chronicle.

Graduationg Lecture: Writing Large: An Expatriates Plea

Published under the title In Defense of Telling in Segue (March 2008)\
Masters of Arts, English Literature
University of Colorado, Boulder, Colorado, 1990

Thesis won the Denver Womens Press Association prize.

Awarded four-semester TA teaching creative writing, 2/2 load.

Bachelor of Arts, Communication Studies (English minor)
Virginia Tech, Blacksburg, Virginia, 1986

Two stories published in the universitys student literary journal.

Features editor and humor columnist for the award winning The Collegiate
Times.
Cambridge RSA Certificate in English Language Teaching to Adults (CELTA)
St. Giles College, San Francisco, California, 1995
Prague Summer Seminars
Czech Republic, July 2002

Took Fiction Writing and Expatriate Literature courses for graduate credit.
TEACHING EXPERIENCE
University of Tennessee, Chattanooga, Department of English
Assistant Professor, Creative Writing, August 2007
Teach graduate and undergraduate classes in writing and literature. Courses
taught include the following:
Fiction workshop
Novel writing
Advanced Short Fiction workshop

Asian American Literature

Literary Editing and Publishing
Traditions in Short Fiction
Contemporary Southern Literature
Introduction to Creative Writing
Intermediate Rhetoric and Composition
Western Humanities
Freshman Composition
City University of Hong Kong.
International Faculty, Low Residency MFA Program, July 2011Yale University Summer Programs.
Resident Faculty, Yale Writers Conference, June 12-22, 2012.
Yonsei University, Department of English, Seoul, South Korea
Lecturer, Fall 1999 to June 2007

With a student body of more than 20,000, Yonsei University is the second-ranked
university in Korea. Admitted students usually place in the top 1% on the national
SAT test.

Taught Writing, Advanced Writing, and Speech courses to English majors.

Student evaluations consistently above department and university average.

Served on CE Curriculum Advisory Committee (2002) and Global Lounge

Advisory Committee (2002).

Authored A Perspective on Writing Goals and Strategies for the Department of

English.
Other departments and courses at Yonsei University:
University College
Fall 1999 to June 2007

Taught Beginning and Intermediate Composition, Beginning and

Intermediate Conversation.

Taught AP English (literature and writing), Winter and Summer sessions, 2006.
Underwood International College
Advanced Writing Tutorial 1, Spring 2006

Taught rhetoric, composition, and creative writing to international freshman

students.
Graduate School of Education
Spring 2000 to June 2007

Taught graduate courses on teaching English as a foreign language.

Hanyang University, Ansan, South Korea

Instructor, Practical English Education Center, Fall 1996 to Summer 1999
Courses taught: English Literature (Freshman English, English Conversation)
University of Colorado, Department of English, Boulder Colorado
Graduate Instructor, 1988 to 1990 (four semesters, 2/2 load)
Courses taught: Introduction to Creative Writing, Fiction Writing, Freshman
Composition
PUBLICATIONS
Fiction
What We Learned From Their Bones (Prose poem). The Journal of Compressed Creative Arts
forthcoming.
Allison (excerpt) The Collagist June 2012
Excerpt from Into This World (excerpt) The Nervous Breakdown 30 May 2012
Into This World. Engine Books. May 2012.
The Age of Spiritual Machines. Prime Number 15 Fall 2011.
Women Who Smoke. Prime Mincer Summer 2011. (Nominated for a Pushcart Prize);
Reprinted in Numero Cinq Magazine June 2012.
Agamemnons Wife Speaks from Hades. The Journal of Compressed Creative Arts August
2011.
Talismans. C&R Press December 2010.
Picturing Snakes. Slow Trains March 2010.
Moles. The Otter Tail Review Vol. 3 Fall 2009.
Talismans. Transnational Literature Flinders University. Adelaide, Australia, 2:1 Fall 2009.
The Life Plan. Casperian Books Mar. 2009.
Tempo. MOTIF: Writing by Ear (anthology). MotesBooks Winter 2009.
Dog House. And Now for a Story (anthology). Casperian Books Nov. 2008.
The Cape of Good Hope. upstreet Jun. 2008.

The Place People Play. 3 am magazine Oct. 2007.

The Ice Queen. Paper Street Spring 2007.
Blue. The Bitter Oleander Fall 2006.
Firefly. Owen Wister Review 2003.
The Navy Pea Coat. RE:AL 2003.
Grape Island. The Willow Review 2002.
Green Green Grassy Hills. Kalliope 1990.
Personal Essays
Books and Bonding. A Daughters Story. June 2010.
The Kind of Traveler I Am. A Womans World Again (anthology). Travelers Tales Oct. 2007.
Hope Springs Eternal. Seoul Essay Contest Grand Prize Winner ($3,000) Dec.2005.
Seoul magazine Feb 2006.
Critical Essays/Interviews
An Interview with William Gay. Glimmer Train. Forthcoming 2013.
Surrendering to the Demands of Place. Situations: Cultural Studies in the Asian Context. Vol.
5. Winter 2012.
Access: Thirteen Tales (book review) Prime Number 17 Winter 2012
Anatolia and Other Stories (book review). Prairie Schooner Fall 2011.
Earl Braggs: Poet of Place. Alehouse Fall 2008.
In Defense of Telling: How to put your ideas in your short fiction. Writers on Writing. Segue
Magazine Mar. 2008.
Lost Generations: The American Expatriate Experience. The Writer's Chronicle Sept. 2006.
High School English Textbook (with Lee Kee Dong et al.). Neung Yule Publishers. Seoul: 20022009.

Online articles
Writing the Unfamiliar: Incorporating Different Cultures and Lands into Your Fiction
Glimmer Train Bulletin 68
http://www.glimmertrain.com/b68baker.html

She Did Not Stop to Thank Him, This Stranger: An Interview with Excerpts The Collagist
June 2012.
http://www.dzancbooks.org/blog/2012/6/26/she-did-not-think-to-stop-him-this-stranger-aninterview-in.html
How We Spend Our Days Catching Days June 2012
http://catchingdays.cynthianewberrymartin.com/2012/06/01/how-we-spend-our-days-sybilbaker/
Self Interview The Nervous Breakdown. May 2012
http://www.thenervousbreakdown.com/tnbfiction/2012/05/sybil-baker-the-tnb-selfinterview/?utm_source=rss&utm_medium=rss&utm_campaign=sybil-baker-the-tnb-selfinterview
Linking Stories. Hunger Mountain 24 Sept. 2011 http://www.hungermtn.org/linking-story/
Author Talk: Xu Xi and Sybil Baker Daily s-Press June 2011
(http://dailyspress.blogspot.com/2011/06/author-talk-xu-xi-and-sybil-baker.html)
Travel Writing: 6 Tips to Make it Better. Expat Women 10 Jan 2011.
http://www.expatwomen.com/travelers/travel-writing-6-tips-to-make-it-better-sybil-baker.php
Novels vs. Short Stories. Tricia Suttons Blog 7 Jan 2011.
http://dfmil09.wordpress.com/2011/01/07/novels-vs-short-stories-guest-post-with-sybil-bakerand-book-giveaway/
Interview. Musings from the Slushpile 5 Jan 2011.
http://blog.juliealindsey.com/julie-lindsey/writer-wednesday-welcomes-author-sybil-baker/
Interview. A Writers Life 29 Dec. 2010.http://carolineclemmons.blogspot.com/2010/12/sybilbaker-on-talismans-and-free-book.html
Women Write Travel. Women Travel 11 Dec. 2010 .
http://www.womentravelblog.com/index.php/2010/12/women-travel-writing/

Interview. Words from the Heart 26 Dec. 2010

http://contemplativeed.blogspot.com/2010/12/interview-with-sybil-baker.html
Finding a Talisman. Momcentric 17 Dec. 2010.
http://sybilbaker.blogspot.com/search?updated-max=2010-12-27T07:28:00-08:00&maxresults=7
Confessions of a Writer and English Professor. Books, Books, The Magical Fruit 14 Dec.
2010. http://booksbooksthemagicalfruit.blogspot.com/2010/12/guest-blog-giveaway-sybilbaker.html
Novels vs. Short Stories. Musings from the Slushpile 15 Dec. 2010.
http://blog.juliealindsey.com/julie-lindsey/short-stories-vs-novels-by-sybil-baker/
Short Fiction vs. Novels. Writer Inspired 13 Dec. 2010. http://blog.juliealindsey.com/julielindsey/short-stories-vs-novels-by-sybil-baker/
How to Promote Your Book. The Write Spot 10 Dec. 2010 http://www.the-writespot.com/2010/12/how-to-promote-your-book.html
Travel Writing. Writing Come Hell or High Water 7 Dec. 2010.
http://bethiswriting.com/2010/12/07/special-guest-post-with-sybil-baker-2/
Guest Columnist. Blog Tour. 15 Mar-15 Apr. 2009.
Was interviewed or wrote guest columns on writing in support of The Life Plan for more
than twelve high-traffic websites.
PRESS
Print
Bailey, Rich. Revelations and Reversals. The Pulse 5 July 2012.
Sauls, Rachel. UTC Professor Baker Launches Into This World.
Chattanooga Times Free Press 13 June 2012.
Boatwright, Charlotte. A Passion for Writing: Chattanoogas Literary Arts. CityScope
Magazine Aug. 2009. http://cityscopemag.com/august_2009/passion_for_writing.aspx
One of six local writers featured.
Miller, Rebecca. Baker signs book at Rock Point. Chattanooga Times Free Press 11 Mar.
2009.
Audio

Morning Brew Interview Phil Whelan. Radio Hong Kong July 2012.
Interview: Sybil Baker's New Novel Unearths Family Secrets In South Korea. Mike Miller.
WUTC May 2012.
Interview. Niapromotions Podcast 30 Dec. 2010. http://niapromotions.com/blog/.
Interview. Mike Miller. WUTC 30 Nov. 2010.
Interview. Joan Helzer. The Writers Show. 30 Sept. 2010 www.wawl.org.
Interview: Local Authors at West Gate Library. Mike Miller. WUTC. Chattanooga, Tennessee. 1
Sept. 2010
The Life Plan. The Authors Show. 7 Jan. 2010.
Interview: The Life Plan. Mike Miller. WUTC. 25 Feb. 2009.
REVIEWS
Into This World
Into This World by Sybil Baker. Amye Barrese Archer. The Ampersand Review 29 Aug 2012
Into This World by Sybil Baker Susan Jupp. Necessary Fiction 25 May 2012.
Are You My Father? Sarah Norris. Chapter 16 21 May 2012
Into This World. Sara Habein Glorified Love Letters 17 May 2012
Into This World Review. Lavinia Ludlow. Small Press Reviews 30 Mar 2012
Talismans:
Review: Talismans. Lavinia Ludlow. Plumb May 2011.
http://plumbblogdotnet.wordpress.com/2011/05/22/reviews-of-talismans-by-sybil-baker-andsherry-narcotics-by-nina-marie-gardener/
Something Thin in Her Pocket. Jodi Paloni. Contrary Magazine March 2011.
http://contrarymagazine.com/2011/03/talismans-sybil-baker/
Talismans. Rays Reviews 22 Feb 2011. http://znaturalist.blogspot.com/2011/02/talismans.html

Going Native. Paul Griffith. Chapter 16 18 Feb. 2011.

http://www.chapter16.org/content/going-native
Talismans, Secrets, & Oscars: Coming Attractions. Galley Cat 11 Jan. 2011.
http://www.mediabistro.com/galleycat/talismans-secrets-oscars-coming-attractions_b20946
Shelf Unbound (print magazine) Jan 2011.
Sybil Bakers Talismans Misadventures with Andi 4 Jan 2011.
http://www.misadventureswithandi.com/2011/01/sybil-bakers-talisman.html
Midwest Book Review. 30 Dec. 2010.
Book Review: Talismans. Colloquium 20 Dec. 2010.
http://www.jhsiess.com/2010/12/20/talismans/
Santas Book List: Grab an indie paperback for nice and naughty readers. Tuscan Weekly 18
Nov. 2010. http://www.tucsonweekly.com/tucson/santas-book-list/Content?oid=2348874
The Life Plan:
Midwest Book Review: http://www.midwestbookreview.com/rbw/oct_09.htm#christy
The New Book Review: http://www.thenewbookreview.blogspot.com/
Women Writers Get Together: http://womenwritersgettogether.squarespace.com/sybil-bakersthe-life-plan/
The Printed Page: http://printedpage.us/2009/01/24/pondering-the-pages-day-4/
PRESENTATIONS AND READINGS
Featured Writer (presentation and reading). American Writers Festival. US Embassay and Wee
Kim Wee Centre of Singapore Management University. Singapore 22-27 Oct. 2012.
Reading. City University of Hong Kong. Hong Kong 21 Jul 2012.
Reading. West Vancouver Library. West Vancouver, Canada. 18 Jul 2012.
Reading. North Vancouver Library. North Vancouver, Canada. 17 Jul 2012.
Asian Voices in English: Writing and Reading Transnationally. International Conference on
the Short Story in English. Panel Presentation. North Little Rock, AR, 27 Jun 2012.

Fuse Box Reading Series. Chenowith Gallery. Chattanooga, TN. 24 Jun 2012.
Reading. Yale Bookstore. New Haven CT 20 Jun 2012.
Book launch and Reading. Winder Binder Bookstore. Chattanooga, TN.
How I Learned to Stop Worrying and Love the Web. After-words Bookstore (off-site reading,
AWP) 1 Mar. 2012, Chicago, IL.
Reading. City University of Hong Kong. Hong Kong 31 Jul 2011.
Guest Speaker: Travel Writing. Georgia Writers Alliance. Kennesaw, GA. 14 May 2011.
Visiting Writer. Middle Tennessee State University 21 Mar 2011.
Guest Speaker. Chattanooga Writers Guild 8 Mar. 2011.
Video Book Readings: Emerging Stars in Fiction and Poetry. Anis Shivani. The Huffington
Post 17 Feb. 2011. http://www.huffingtonpost.com/anis-shivani/video-bookreadings_b_822987.html#s240951&title=Sybil_Baker_reads
Fiction Workshop. Chattanooga Writers Guild 8 Feb. 2011.
Book Reading/Signing. Associated Writers Programs Conference. Washington, DC 4 Feb 2011.
Prose Readings. Meacham Writers Workshop Oct. 2007, Feb. 2008, Oct. 2008, Mar. 2009, Oct.
2009, Mar 2010, Oct. 2010, Mar 2011, Oct. 2011. Chattanooga, Tennessee.
http://www.meachamwriters.org/writers/sybil-baker.htm
Prose Reading. Winder Binder/A Novel Idea. Chattanooga, Tennessee 7 Dec 2010.
Writers ReadingFaculty from The University of Tennessee at Chattanooga. Tennessee Council
of Teachers English Conference. Chattanooga, Tennessee 24 Sept. 2010
Four Ways of Looking at a Text Faculty from The University of Tennessee at
Chattanooga. Tennessee Council of Teachers English Conference. Chattanooga, Tennessee. 24
Sept. 2010
How Creative Writers Teach Creative WritingFaculty from The University of
Tennessee at Chattanooga. Tennessee Council of Teachers English Conference. Chattanooga,
Tennessee. 25 Sept. 2010.
Prose Reading. East Gate Library. Chattanooga, Tennessee. 5 Sept 2010.

Guest Speaker and Workshop Coordinator. Chattanooga Writers Guild. 10 Aug. 2010.
Guest Speaker. Philanthropic Educational Organization. Signal Mountain, Tennessee. 3 Aug.
2010.
Keynote Speaker and Guest Author. Virginia Tech Women in Leadership and Philanthropy
Conference. The Hotel Roanoke and Conference Center. Roanoke, Virginia. 13-15 June 2010.
Prose Reading. Hanks Books Caf. Seoul, South Korea. 15 May 2010.
Prose Reading. Read Around Tennessee. Winder Binder. 17 Apr. 2010.
Keynote Speaker. Young Southern Student Writers Awards Ceremony. Chattanooga, Tennessee.
30 Mar. 2010.
Panelist. One and One are Three: The Creation of Character, Self, and the Singular, Many-tailed
Bird of the Sentence Advanced Writing. South Atlantic Modern Language Association
Conference. Atlanta, GA. 7 Nov. 2009.
Prose Reading. Dalton State College. Dalton, GA. 24 Mar. 2010.
Prose Reading. Chattanooga Writers Guild. Chattanooga, Tennessee. Jul. 2009.
Prose Reading. UTC Summer Writers Conference. UTC. Jul. 2009.
Prose Reading. Johannesburg, South Africa. May 2009
Prose Reading. Rock Point Books. Chattanooga, Tennessee. 2 Mar. 2009.
Guest Writer and Speaker. Georgia Writer's Association. Kennesaw State University. Kennesaw,
GA. 14 Mar. 2009.
Visiting Writer. Creative Writing Class. Lee University. 17 Mar. 2009.
Prose Reading. Blue Elephant Book Shop. Decatur, GA. 25 Mar. 2009.
Visiting Writer. Creative Writing Class (Dr. Elaine Philips). Tennesee State University. 27 Mar.
2009.
Prose Reading. Sigma Tau Delta Conference. Chattanooga Tennessee 27 Mar. 2009.
Reading. upstreet-sponsored reading. AWP. Chicago, Illinois Feb. 2009
Panelist. Lee Universitys Writers Conference. Cleveland, Tennessee January 2009

Novel Excerpt. Works in Progress Series. University of Chattanooga, Tennessee. Sept. 2008.
The Pinwheel Approach: How to Organize Small Groups and Develop Writing Projects for
Maximum Learning and Interaction. Tennessee Council for the Teachers of English Annual
Conference 27 Sept. 2008. Gatlinburg, Tennessee.
The New Realism Symposium. Mid-American Review Winter Wheat Festival 8 Nov. 2007
Bowling Green State University. Bowling Green, Ohio.
In Defense of Telling: How to Put Ideas in Your Short Fiction. Mid-American Review Winter
Wheat Festival 10 Nov. 2007. Bowling Green State University. Bowling Green, Ohio.
Writing Large: An Expatriate's Plea. July 2005. Vermont College of Fine Arts. Montpelier,
VT.
Willingness to Communicate among 4,000 Learners(with Peter Edwards and Shinhae Kim.
Keimyung University). American Association for Applied Linguistics. Spring 2004.
Korea TESOL. Fall 2003.
Korea Association of Teachers of English. Summer 2003.
Willingness to Communicate Survey Results. Freshman English Department meeting
luncheon. Fall 2003.
Communicative Writing Activities. Freshman English Department meeting. Fall 2003.
Second Language Acquisition: Survey. Created, conducted, analyzed, interpreted and
presented data from joint university survey (Yonsei and Keimyung universities) of 4,000 Korean
freshman students on their willingness to communicate in English.
GRANTS, AWARDS, AND SCHOLARSHIPS
UC Foundation Professorship. Aug 2012.
Equity and Diversity Grant Feb 2012, Oct. 2012. University of Tennessee, Chattanooga.
Outstanding Teaching Award 2011. The College of Arts and Sciences. University of Tennessee,
Chattanooga.
Faculty Development Grant. Nov. 2007, Sept. 2008, Sept. 2009, Feb 2011, June 2012.
UTC Summer Fellowship for Summer 2010. University of Tennessee, Chattanooga.
Received $5,000 research fellowship to research and write a novel in progress set in Korea.

Exceeds Expectations. English Department. University of Tennessee, Chattanooga. 2007-2008,

2009-2010, 2010-2011, 2011-2012.
UTC Library Grant of $875 for Book Industry Study Groups Book Industry TRENDS 2009.
Provosts Student Research Award Spring 2010 ($1000 for student Katie Christie)
With the student attended the Small Press Book Fair in New York to conduct marketing
research for small presses.
Outstanding Creative Scholarship Award 2009. The College of Arts and Sciences. University of
Tennessee in Chattanooga. ($500)
The award is given to one faculty member each year for their creative scholarship.
Uhon Assistantship (for Katie Christie) Jan. 2009-Dec. 2010.
Teaching Excellence Award, 2006 ($1,000); 2001 ($500). Yonsei University, Seoul, South
Korea.
Merit Award Scholarship (three semesters 2003-2005). Vermont College. Montpelier, Vermont.
Denver Women's Press Association Fiction Award. 1990.
Jovanovich Writing Award .University of Colorado, Boulder. 1988.
SERVICE
University
Chair. Speakers and Special Events. Aug 2011Assistant Director. Meacham Writers Workshop. Sept. 2008 Help write and administer grants.
Oversee, plan, and coordinate conference readings, publicity, and brochures.
Raise outside money for visiting writers.
Advisor. The Sequoya Review literary magazine. University of Tenneseee. Chattanooga,
Tennessee. Dec. 2007-present.
Member. Publications Board. UTC. Sept. 2010-2011.
Judge. North Callahan Undergraduate Essay Prize. March 2010.
Member. Library Committee. UTC. Aug. 2008-2010.

Director. UTC Summer Writers Conference. Chattanooga, Tennessee. 25-30 Jul. 2009.
Successfully directed UTCs first summer writers conference.
Ran a fiction writing workshop for participants.
Department
Member, One-year Faculty Review Committee Aug 2011Member, Curriculum Committee. Aug 2011-2012
Chair, Creative Writing Committee, UTC English Department. Aug. 2008-2011. Member, Aug
2007-present
Member. Senior Seminar Committee (ad-hoc). Mar. 2010-Dec. 2010.
Member, Sequoyah and Softball Committee. UTC English Department. Aug. 2008-2010.
Faculty Advisor. The UTC Authors Society. Sept. 2008-present.
Judge. Sally B. Young Award. Mar. 2010.
COMMUNITY
Fiction Editor. Drunken Boat. Dec 2011-present.
Arts and Education Council, Chattanooga (AEC). 2008Board Member. July 2009-present.
Planning Committee. Conference on Southern Literature. 2011, 2013
Strategic Planning Committee member. November 2009-2011.
Coordinator. Tennessee Council Teachers of English Conference. Read House. Chattanooga,
Tennessee. 17-19 Sept. 2010.
As Vice-President, worked closely with the president to organize and coordinate the
annual TCTE Conference.
Vice President. Board of Directors. Tennessee Council of Teachers of English (TCTE). 20082010.

OTHER COMMITTEES
Member. CE Curriculum Advisory Committee. Yonsei University. Seoul, Korea. 2002.

Member. Global Lounge Advisory Committee. Yonsei University. Seoul, Korea. 2002.
ADVISING/THESIS COMMITTEES
MA Thesis Director:
Eli Carnley Spring 2013.
Evan Frees, Fall 2011.
Brandon Buckner, Fall 2010.
Rebecca Miller, Spring 2010.
John McCormack, Summer 2009.
Committee Member
MA Thesis:
Garrett Crowe, Spring 2012.
Ben Duvall, Spring 2012.
Jennifer Davis, Spring 2010.
Brian Conn, Spring 2010.
George Conley, Spring 2010.
DHon Thesis Director:
Jared Sullivan
UHon Thesis, committee member:
Laurel Jones, Spring 2012
Trenna Sharpe Fall 2011
Cara Vandergriff, Spring 2011
Anne Brettell, Spring 2010.
Adam Binkley, Spring 2009.
Joe McCormick, Spring 2008.
Senior BFA Art Thesis:
Cheryl Leary, Spring 2010.
PROFESSIONAL AFFILIATIONS
Associated Writing Programs (AWP). 2003-present.
Arts and Education Council. 2008-present.
Tennesseans for the Arts. Sept. 2009-present.
Chattanooga Council for Teachers of English 2008-present
Tennessee Council for Teachers of English. Dec. 2007-2010

National Council for Teachers of English. Dec. 2007-2010.

Modern Language Association. 2009-2010.
Korean Association for Teachers of English (KATE). 2003-2007.
TESOL. 1999-2004.
KOTESOL. 1999, 2003, 2006.
OTHER
Editorial Board. Tennessee English Journal. 2009-2010.
Mentoring
Official mentor for senior at Girls Preparatory School (2009-2010).
Mentor for two students at Soddy Daisy High School, two students at Central High
School, one at Chattanooga School for Arts and Sciences for 2009-2010 year.
Organize and coordinate visits to local high schools to promote creative writing.
Guest Writer (in support of Allied Arts). Orchard Knob Elementary. 25 Feb. 2009.
Soddy Daisy High School, Soddy Daisy, Tennessee. Nov. 2008, Nov. 2009.
Chattanooga School for the Creative Arts, Chattanooga, Tennessee. Oct. 2008.
Central High School, Chattanooga, Tennessee. Nov. 2007, Spring 2010.
Reader for Young Southern Student Writers Fall 2007-present.
Sybils Musings on Writing, Teaching, and Travel regularly updated blog on writing,
www.sybilbaker.blogspot.com Aug. 2008-2012.
Guest editor. The Mockingbird Literary Magazine. Eastern Tennessee State University. Spring
2009 Issue.
Co-trip leader for Creative Writing Europe study abroad trip. May 2008.
English interviewer/assessor for selecting the first civilian Korean astronaut, Nov. 2006.
Intermediate-level Korean (finished level 4 out of 8 at Yonsei Universitys Korean Language
Institute).
English speech contest judge for several Korean district school competitions.

Freelance editor (edited university catalogues, theses, and journal papers).

Stephanie L. Bellar

University of Tennessee at Chattanooga

615 McCallie Ave.
Chattanooga, TN 37405
(423) 425-5351
Stephanie-Bellar@utc.edu
Education: Ph.D., Political Science, University of Kentucky, 1986
M.S., Psychology, Austin Peay State University, 1980
B.S., Political Science and Sociology, Austin Peay State University, 1978

Administrative Experience:
Interim Dean, The Graduate School, University of Tennessee at Chattanoona, 2008-current
Associate Dean, The Graduate School, University of Tennessee at Chattanooga, 2005-2008
Acting Associate Dean, Graduate School, University of Tennessee at Chattanooga, 2004-2005
Director of Political Science/Masters in Public Administration Interns/ CDWSP Interns, 19952006
Director of Recruitment and Retention, Graduate School, University of Tennessee at
Chattanooga, 1999-2001
Teaching Experience:
Present- Full Professor, University of Tennessee at Chattanooga
2004-1999 Associate Professor, University of Tennessee at Chattanooga
1999-1988 Assistant Professor, University of Tennessee at Chattanooga
1985-1988 Assistant Professor, Texas Tech University
1984-1985 Instructor, Midway College
1981-1984 Teaching Assistant, University of Kentucky
Publications: Still Chilly After All These Years: A Longitudinal Study of Corporate Board
Composition in Tennessee, Business Perspectives, Vol. 19, No.2 Winter/Spring 2008:46-53, coauthors, Dr. Deborah E. Arfken and Dr. Marilyn Helms
The Glacial Change: Women on Corporate Boards in Tennessee, Business Perspectives, Vol.16,
No.2 Spring 2004:30-38, co-authors Dr. Deborah E. Arfken and Dr. Marilyn Helms
The Ultimate Glass Ceiling Revisited: The Presence of Women on Corporate Boards Journal of
Business Ethics, Vol. 50, 2004: 177-186, co-authors Dr. Deborah E. Arfken and Dr. Marilyn
Helms

Trust, Trusts, and Accountability: The Role of States in College Saving Plans, Public Budgeting
and Finance Vol. 23, No. 3 Fall 2003: 49-63, co-authors Dr. Melanie McCoskey and Lisa Blair
Bennett
The Ultimate Glass Ceiling: Women on Corporate Boards A Leadership Journal: Women in
Leadership-Sharing the Vision Vol. 3, No.1 Fall 1998:95-105 co- authors Dr. Marilyn Helms and
Dr. Deborah E. Arfken.
The Scientific Method, Collaboration, and Social Science Research, TR5 An Introduction to
Research Writing edited by Diane Dowdey, Barbara Jones, and Katie Pannell, Simon & Schuster
Custom Publishing, 1998: 399-401 co-author Dr. Mitzi L. Mahoney and reprint of the TJPS
article.
Staking Out Territory: An Analysis of Coalition Building Over the Act for Better Child Care
Texas Journal of Political Studies Vol. 18 no.2 Spring/Summer 1996: 39-56 co-author Dr. Mitzi
L. Mahoney.
Tennessee, Gerrymandering in the 1980s George Blair editor Institute for Contemporary Studies,
San Francisco, CA 1992
Women in Texas, Texas Public Policy edited by Gerry Riposa, Kendall Hunt, Iowa, 1987
Peer Reviewed Conference Paper: Evaluation of Why kNOw Abstinence Education Core
Curriculum and Road to Excellence Programs with Dr. David Edwards presented at Abstinence
Evaluation Education Conference, Baltimore Maryland, March 2007
Grants: Evaluation Study for Why kNOw Abstinence Education, $17,450 in 2005-2006;
$19,289 in 2006-2007
HUD Community Development Student Work, 1995-2006
Sloan Foundation Grant to Community Research Council, Chattanooga Citizen, $32,500
Project Director, Eisenhower Grant Workshop for Middle School Teachers to Improve
Instruction in Civics and Government by Using the Case Study Method of Teaching and
Learning, $16,176
Applied Research: A Citizens Guide to the Budgets for Hamilton County and the City
Of Chattanooga, prepared for the Chattanooga Area Chamber of Commerce Foundation with Dr.
David Brodsky, 1994
Consultant to Hamilton County Home Rule Commission, 1990
Site Reviewer: National Association of Schools of Public Affairs and Administration Northern
Kentucky University, February 2004
National Association of Schools of Public Affairs and Administration Appalachian State
University, March 2003

Southern Association of Colleges and Schools, Hamilton County Middle School and High
Schools, 2002-2003
Grant Reviewer: 2008, Early Doctoral Research Awards, Office University Partnerships, HUD
2007, Early Doctoral Research Awards, Office University Partnerships, HUD
2005, COPC New Awards, Office University Partnerships, HUD
Additional Training: Women in Higher Education Administration Management
Institute, limited residency program, Wellesley College 2000-2001
Performance Measurement Workshop Fast Track, American Society
for Public Administration, 1996
Grant Writing Workshop, West Texas City Managers, 1986
Awards: E Award, Tennessee Economic Council of Women for Outstanding Contributions for
the Economic Education of Women in Tennessee, 2004
Outstanding Professor of the Year, Student Government Association, 2004
Outstanding UTC Advisor, University Award, 1999.
UTC Foundation Faculty Development Award to attend ASPA Performance Budgeting
Workshop, 1996
Summer Fellowship Inter-University Consortium for Political and Social Research, University of
Michigan, 1981
Summer Fellowship, Empirical Issues in Aging, University of Michigan, 1981

Selected Service:
Department and University

Current Member of SACS Leadership Team

2007-2008 Member of Strategic Planning Committee
2006-2007 Member of UTC Provost Search Committee
2006-2007 Member of UTC Strategic Planning Committee
2006-2007 Chair, Budget and Economic Status Committee
2005-2006 Chair, Departmental Curriculum Committee
2005-2006 Member Undergraduate Curriculum Committee
2004-Member of the UT Presidential Search Committee

2004-Member and Secretary of UTC Faculty Senate

2004 Member of Political Science Student Assessment Committee; chair 2004, 2002-2001.
Current-1989 Member of Womens Studies Committee
Profession
Current-President Tennessee Conference of Graduate Schools

Current-2005 Treasurer, Tennessee Valley Chapter of American Society of Public

Administration
2001-2000 President of East Tennessee Chapter of American Society of Public Administration
1999-2000 Member of Executive Council, East Tennessee Chapter of American Society of
Public Administration
Community
Keynote Speaker, Cigna Healthcare, Diversity 2008
Current Treasurer, Chattanooga Womens Leadership Institute
Current, member of Finance Committee First Baptist Church, Golden Gateway
2006-1997 Executive Council, Board of Directors; Womens Leadership Institute,
2003-2004 Member of the ad hoc Animal Care and Control Policy Committee, City of
Chattanooga
Conference Papers:
Deficit-Environment Management: States Use of Trust Funds in Times of Shortfall National
Business and Economic Society, 2004 with Dr. Melanie McCoskey
Building on Success: Community Building the Chattanooga Way American Society for Public Administration,
2003
529s a Win Win Situation for Savers and Government Southeastern Conference on Public Administration, 2002

A Matter of Standards: Issues in Accreditation Southwestern Social Science Association, 2002

Community Building in Rural Areas Southeastern Conference on Public Administration, 2001
with Dr. Mitzi L. Mahoney
Partners in Progress? Welfare Reform and State Behavior
Southeastern Conference on Public Administration, 1999 with Dr. Leila Pratt
Knowing My Voice: An Analysis of Minority Status on Women Leaders Southern Political
Science Association, 1997 with Dr. Kathie S. Golden and Dr. Mitzi L. Mahoney.
Women as Agents of Change Southeastern Conference on Public Administration, September
1997 with Jenny Major and L. Joy West.
An Analysis of Health Care Reforms in Tennessee and Texas Southern Political Science
Association, 1996 with Dr. Mitzi L. Mahoney.
Student Assessments for Consulting Work American Society for Public Administration,
Region VI 1990

Womens Organizations and Their Agendas for Child Care Southern Political Science
Association, 1989 with Dr. Mitzi L. Mahoney.
When Money Must Be Spent: The Fiscal Impact of Recent Court Rulings in Texas Southwest
Political Science Association, 1988 with Dr. Roger Schaffer.
Androgyny and the Cultivation of Power: An Analysis of Resource Acquisition of Women
Candidates Southern Political Science Association, 1987.
Resources of Women Candidates for City Council Position: Southern and Border States
Southern Political Science Association, 1986.
Unresolved Tensions-Unrecognized Alliances: Analysis of Policy Orientations Among Black
and White Women Midwest Political Science Association, 1984 with Mitzi L. Mahoney and
Kathie S. Golden.
The Institutional Structural Base of Sexist Budgeting: A Public Choice Model of the Reagan
Retreat from Equity Midwest Political Science Association, 1984
When Those Who Can Do or Dont: Political Strength and Voting Southeastern Psychological
Association, 1983 with Dr. C. J. Sadowski.
A Nearest Neighbor Analysis of Bars as Stimulus Cues for Assaults Southeastern
Psychological Association, 1981 with C. J. Sadowski.

Conference Participation: Chair, Women and Electoral Politics, Southern Political Science
Association, 2000
Presenter, Victims Rights Groups as Interest Groups, Midwest Political Science Association,
2000
Participant, Roundtable on Victims Rights, Southwestern Social Science Association, 2000
Presenter, Parents as Partners in the Policymaking Process American Society for Public
Administration, annual meeting, 1999
Presenter, Women on the Edge of Power: Women Entrepreneurs and Economic Development
American Society for Public Administration, 1998
Participant, The Ultimate Glass Ceiling: A Panel Discussion on Women on Corporate Boards in
Tennessee Women and Power Conference 1997
Presenter, Women on Public Boards, Southeastern Conference on Public Administration, 1996

Presenter, Making Sense of Nonsense, Tennessee Association for the Education of the Young
Child, 1994
Moderator, Ethical Issues and Policies Dealing with Information, Computing:
Social and Policy Issues, 1989
Participant, Roundtable on Child Care, Southern Political Science Association, 1988
Chair, Issues in Public Budgeting, Southwest Political Science Association, 1987
Participant, The Political Socialization of Adults: Gender Role Structures, Southern Political
Science Association, 1985
Participant, South Plains Association of Government Workshop on Budgeting for Counties and
Small Cities, 1986
Selected Service:
Department and University

2006-2007 Member of UTC Provost Search Committee

2006-2007 Member of UTC Strategic Planning Committee
2006-2007 Chair, Budget and Economic Status Committee
2005-2006 Chair, Departmental Curriculum Committee
2005-2006 Member Undergraduate Curriculum Committee
2004-Member of the UT Presidential Search Committee

2004-Member and Secretary of UTC Faculty Senate

2004 Member of Political Science Student Assessment Committee; chair 2004, 2002-2001.
Current-1989 Member of Womens Studies Committee
Profession
Current-2005 Treasurer, Tennessee Valley Chapter of American Society of Public
Administration
2001-2000 President of East Tennessee Chapter of American Society of Public Administration
1999-2000 Member of Executive Council, East Tennessee Chapter of American Society of
Public Administration
Community
Current-1997 Executive Council, Board of Directors; Womens Leadership Institute, a
community based group to promote women in leadership positions
2003-2004 Member of the ad hoc Animal Care and Control Policy Committee, City of
Chattanooga

Curriculum Vitae
Earl Sherman Braggs
450 North Crest Rd. 37404
423 624-4120 423 240-0795
Earl-Braggs@utc.ed
Education:

Master of Fine Art in Writing, 1989

Vermont College of Norwich University,
Montpelier, VT

Bachelor of Arts, Social Science& Philosophy, 1980

University of North Carolina at Wilmington,
Wilmington, North Carolina
University of the Philippines/Manila
Republic of the Philippine Islands
Publications:

Younger Than Neil, Anhinga Press 2009

Tallahassee, FL
In Which Language Do I Keep Silent, Anhinga Press 2006
Tallahassee, FL
Crossing Tecumseh Street, Anhinga Press 2003
Tallahassee, FL
House on Fontanka, Anhinga Press 2000
Tallahassee, FL
Walking Back from Woodstock, Anhinga Press 1997
Tallahassee, FL
Hat Dancer Blue Anhinga Press, 1993
Tallahassee, FL
Hats, Linprint Press, 1989
Wilmington, NC

Teaching :

Major Teaching

UC Foundation, Battle and UTNAA Professor of English

University of TN at Chattanooga
Chattanooga, TN 1990-Present

Interest:

Creative Writing, American Short Story, African

Literature, Russian Literature, America Play

Awards:

Finalist, Tampa Review International Poetry Contest, 2008

American

Individual Artist Grant, Allied Arts, Chattanooga, TN 2005

Individual Artist Grant, Tennessee Arts Commission, 2004
Summer Fellowship, University of TN Chattanooga, 2005
Faculty Research Grant, University of TN Chattanooga, 2004
Summer Fellowship, University of TN Chattanooga, 2001
Pushcart Prize Nomination, 2008, 2007, 2006, 2004, 2003
2001, 2000, 1999, 1993, 1991
Summer Fellowship, University of TN Chattanooga, 1998
Tenure-University of TN Chattanooga, 1996
James Jones First Novel Fellowship, Finalist 1996
7th Annual Jack Kerouac International Literary Prize, 1995
SGA Outstanding Professor, University of TN Chattanooga
1994, 1995
UTNAA Outstanding Teacher Award, University of TN
Chattanooga, 1994
Horace J. Traylor Minority Leadership Award, University of TN
Chattanooga, 1993
Summer Fellowship, University of TN Chattanooga, 1993
Anhinga Poetry Prize, Tallahassee, FL, 1992
Cleveland State Poetry Prize, Cleveland, OH, 1992
(Unable to accept because the same manuscript won Anhinga Prize)
Gloucester County Community College Poetry Prize, 1992

Gloucester, MA
NC Writers Network Competition for Black Writers, 1991

Curriculum Vitae
Name:

Libby M. Byers

Business Address:

Department of Psychology
University of Tennessee at Chattanooga
Holt 343
615 McCallie Avenue
Chattanooga, Tennessee 37403
423-425-2237 (OFFICE)
423-355-9640 (CELL)
Libby-Byers@utc.edu

Home Address:

618 Spears Avenue

Chattanooga, TN 37405
423-355-9640

Education:

Honors and Awards:

A.S. Chattanooga State Technical Community College,

2006 (magna cum laude with honors)
B.S. University of Tennessee at Chattanooga, Psychology
2008 (magna cum laude)
M.S. University of Tennessee at Chattanooga, Psychology:
Research 2010

Graduate Assistantship, Office of Planning, Evaluation &

Institutional Research, University of Tennessee at
Chattanooga, 2008-2010
Psi Chi National Honors Society Psychology, 2008
Phi Theta Kappa National Honors Society, 2005-2006
Honors Program, Chattanooga State Technical Community
College
Outstanding Psychology Student, Chattanooga State
Technical Community College, 2005 & 2006

Association
Memberships:

American Psychological Association, 2004-Present

Teaching Interests:

Introductory Psychology
Positive Psychology
Educational Psychology
Health Psychology

Teaching Experience:

Teaching PSY 1010 Introduction to Psychology

Teaching PSY 2410- Individual Differences
Teaching PSY 4999- Positive Psychology
Teaching PSY 4510- Psychology of Women
Assisted in Positive Psychology course development and lecture
throughout Fall 2007-Fall 2009 semesters.
Assistant lecturer for Psychology 1010, Fall 2008.
Teaching Assistant for Italian 1010&1020, Spring 2008.

Research Interests:

Positive Psychology
Human Memory
Health Psychology
Educational Assessment

Conference Presentations: Ozbek, N., Byers, L., Leinbach, A., McAnaney, J., Morelli, N.,
Newton, J., Panda, N., Sullivan, J., Taylor, C. & Wakim, J.
(February, 2009) A Pedagogical Experiment in Interdisciplinary
Collaborative Learning. Poster presented at the 16th Georgia
Conference on College & University Teaching, Kennesaw, GA.
Steinberg, V., Metzger, R.L. & Byers, L. (October, 2008)
Empowering Students to Use Language Strategies Flexibly
Through Technology. Paper presented at the 58th Annual Mountain
Interstate Foreign Language Conference, Wilmington, NC.
Professional Experience:

September 2007-Present
Educational Testing Service (ETS). Testing Room Supervisor
for: SAT, PRAXIS, PCAT, GRE Subject, LSAT, CLEP, Dante,
and the MAT
ACT Testing Services, Testing Room Supervisor for ACT Testing
December 2007-Present
Assistant to Program Evaluator for the DREAMWork Grant
through the University of Tennessee at Chattanooga.
August 2007-Present

Office Assistant in Psychology Department at the University of

Tennessee at Chattanooga. Assisted in helping professors with
multiple tasks. Assisted the Administrative Assistant with tasks
such as: copying, filing, answering phones and ordering supplies.
August 2004-May 2006
Psychology Tutor at Chattanooga State Technical Community
College. Helped students prepare for testing as well as assist them
with problems they encountered with homework and basic study
skills.
Community Service:

Chattanooga Area Food Bank: Canned food drive every semester

Chattanooga Room In The Inn: Wish List collection

Computer Skills:

SPSS
All Microsoft Office Programs
Blackboard (UTC Online)
PASW

Cothran - 1 of 8
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DEE LISA A. COTHRAN

ABBREVIATED CURRICULUM VITAE
CONTACT INFORMATION
University of Tennessee at Chattanooga
Department of Psychology
Department 2803
615 McCallie Avenue
Chattanooga, TN 37403-2598
Lisa-Cothran@utc.edu
(423) 425-2320 (Office)
(423) 425-4284 (Fax)
http://www.utc.edu/faculty/Lisa-Cothran

EDUCATIONAL HISTORY
2005 Washington University in St. Louis St. Louis, MO
Degree: Ph.D. Social and Personality Psychology
Chairperson: Randy J. Larsen, Ph.D.
2002 Washington University in St. Louis St. Louis, MO
Degree: A.M. Social and Personality Psychology
1999 Tennessee State University Nashville, TN
Degree: B.S. Psychology (summa cum laude)

POSITIONS HELD
2005-present Assistant Professor, Psychology Department
The University of Tennessee at Chattanooga

GRANTS, HONORS & AWARDS

2008 UTC Faculty Research Grant ($14,000)
2008 UTC Research Associate Award

2007 UTC Faculty Research Grant ($2800)

2007 UTC Speakers and Special Events Grant (Supported travel of Dr.
Jonathan Livingston, keynote speaker of UTCs Psi Chi Ceremony
and guest lecturer in the Psychology Departments Colloquium
Series)
2007 UTC Faculty Development Grant (Supported travel to 39 th Annual
ABPsi International Convention to present research)
2006-2007 UTC Faculty Development Grant (Established an Interdisciplinary
Colloquium Series 2006-2007)
2005 Undergraduate Research Mentee, Ms. Tonicia S. Brandon, won an
Honorable Mention award for her presentation at the UTC
Psychology Departments Research Methods Poster Session.
2003 Washington University Mary McLeod Bethune Award

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2001-2005 NIMH Supplement Grant (to parent grant: 3 RO1 MH63732-O1S1;

Principal Investigator: Randy J. Larsen, Ph.D.)
1999-2005 Washington University Chancellors Fellow
1999-2000 American Psychological Association Minority Fellow
1999 Ford Foundation Honorable Mention
1999 Psi Chi Honor Society
1999 Beta Kappa Chi Honor Society
1999 Phi Kappa Phi Honor Society
1999 Golden Key Honor Society
1999 Sigma Xi Honor Society
1999 M.I. Claiborne Scholarship and Character Award
(Tennessee State University)
1997-1999 NIH/MARC Fellow (Tennessee State University)
1997 Phi Beta Lambda Business Fraternity
1997 University of Tennessee at Knoxville Ronald McNair Fellow

RESEARCH INTERESTS
Personality and emotion
Prejudice and discrimination

MANUSCRIPTS (PUBLISHED AND UNPUBLISHED)

I. Abstracts
Cothran, D.A. & Fitzhugh, E.C. (1999). Ethnic perspectives of parental attitudes and beliefs
regarding talking to their children about cigarette-smoking behavior. Countdown: The University
of Tennessee, Knoxville McNair Scholars Journal, 2, 13.
II. Manuscripts in print or in press
Cothran, D.L. (2007). Group polarization. In R.F. Baumeister & K.D. Vohs (Ed.),
Encyclopedia of Social Psychology. (Vol. 1, pp. 397-398). Thousand Oaks: Sage.
Cothran, D.L. & Larsen, R.J. (in press). A comparison of inhibitory processing in two timed
reaction tasks: The color Stroop and emotion Stroop tasks. The Journal of Psychology:
Interdisciplinary and Applied.
Khan, Z. H., Watson, P. J., & Cothran, D. L. (in press). Self-control in Pakistani Muslims.
Journal of Beliefs and Values.
Kiene, S., Barta, W., Zelenski, J., & Cothran, D.L. (2005). Why Are You Bringing Up
Condoms Now? The Effect of Message Content on Framing Effects of Condom Use Messages.
Health Psychology, 24, 321-326.
OLeary, B.J., Durham, C.R., Weathington, B.L., Cothran, D.L. & Cunningham, C.J.L.(in
press). Racial identity as a moderator of the relationship between perceived applicant similarity
and hiring decisions. Journal of Black Psychology.

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III. Manuscripts Under Review

Cothran, D.L. (under review). The Role of Facial Affect in Race-Based Threat Perception.
Cothran, D.L., Larsen, R.J., Zelenski, J., & Prizmic, Z. (under review) Do emotion words
interfere with naming emotion faces and vice versa? Stroop-like interference versus automatic
vigilance for negative information.
Thomas, S., & Cothran, D.L. (under review). Exposure to rap music positively influences levels
of aggression. (student first author)
IV. Manuscripts in preparation
Cothran, D.L. (in prep). An examination of students and parents perceptions of the public
school education system and the extent to which it prepares them to achieve future goals.
Cothran, D.L., Brandon, T., Durham, C., & Suchy, P. (in prep). Attitudes predict intentions to
discriminate against mentally ill persons.
Cothran, D.L, Campbell, M., (in prep). The influence of womens studies coursework on gender
attitudes and motivation to respond without sexism.
Cothran, D.L., Campbell, M., Scroggs, J. (in prep). The relationship between womens studies
coursework and perceptions of feminists: Im in this class, so they must be okay
Cothran, D.L., Durham, C., & Suchy, P., Campbell, M., Scroggs, J. (in prep). Documenting
mental illness stereotypes.
Cothran, D.L., Durham, C., Suchy, P., Campbell, M., (in prep). Validation of a mental illness
attitude measure.
Cothran, D.L. & Hammer, E.D. (in prep). The effects of message framing on perceptions of outgroup
members.
Cothran, D.L., Hetts, J., & Reid, J.D. (in prep). Correlations among attitudes toward
Africans/African-Americans, women and gays and lesbians.
Cothran, D.L. & Larsen, R.J. (in prep). The test-retest reliability of the Color and Emotion
Stroop tasks.
Cothran, D.L. & Medley, B. (in prep). An application of the Theory of Planned Behavior to
adolescents intentions to get married.
Hammond, V., Watson, P.J., OLeary, B.J., Cothran, D.L. (in prep). Optimism and resilience
among Apache men and women
Livingston, J., Smith, N. Cothran, D.L., Dacons-Brock, K., Martin, P., Singleton, D., Eaton, S.,
& Brinson, L. (in prep). Infusing themes of popular culture in traditional theater: Employing
dramatic plays as a tool to educate young African American females about HIV/AIDS.
Smithson, J., Cothran, D.L., Ross, D., & Ourth, L. (in prep). I love you but Im not In Love with
You: Attraction and Love Differences in Romantic and Platonic Cross-Sex Relationships.
Suchy, P., OLeary, B.J., Cothran, D.L., & Ourth, L. (in prep). The relationships among
interracial friendship, personality, and racial attitudes.

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CONFERENCE PRESENTATIONS
Campbell, M.L. & Cothran, D.L. (May, 2008). Validation of a New
Measure of Attitudes Toward Mental Illness. Paper presented at the
2008 Association of Psychological Science Convention. Chicago, IL.
(student first author)
Cothran, D.L. & Campbell, M.L. (May, 2008). Emily Versus
LaKesha: Race Impacts Intent to Discriminate Against Mental
Illness. Paper presented at the 2008 Association of Psychological
Science Convention. Chicago, IL.
Thomas, S.L., Lawson, T., Johnson, C., & Cothran, D.L. (October,
2007). The effect of rap music on aggression. Paper presented at the

2007 Tennessee Psychology Association Annual Convention.

Nashville, TN. (student first, second, and third authors)
Cothran, D.L., Brandon, T., Durham, C.R., Suchy, P. (August,
2007). Attitudes predict intentions to discriminate against mentally ill
persons. Paper presented at the 39th annual meeting of the
Association of Black Psychologists. Houston, TX.
Cothran, D.L. (April, 2007). Race, Gender, and Body Image: A
Roundtable Discussion on Women in Cinema. Panel Discussant at
2007 Southeastern Womens Studies Association Conference.
Chattanooga, TN.
Cothran, D.L. (July, 2006). The benefits of being a Ronald McNair
Fellow. Keynote address given at the 12th Annual SAEOPP/UTK
McNair Scholars Conference. Knoxville, TN.
Cothran, D.L. (June, 2006). Graduate School: Getting in and what
to do when you get there. Keynote address given at the annual Target
Hope Conference at Washington University in St. Louis. St. Louis,
MO.
Cothran, D.L. (May, 2005). Threat perception in emotive Black
faces: An extension of Payne (2001). Paper presented at the annual
meeting of the American Psychological Society. Los Angeles, CA.
Cothran, D.L. & Larsen, R.J. (July, 2004). A comparison of
inhibitory processing in two timed reaction tasks: The color Stroop
and Emotion Stroop Tasks. Paper presented at the annual meeting of
the Black Graduate Conference in Psychology. Ann Arbor, MI.
Cothran, D.L. & Larsen, R.J. (May, 2004). A Comparison of
Inhibitory Processing in Two Timed Reaction Tasks: The Color
Stroop and Emotion Stroop Tasks. Paper presented at the annual
meeting of the American Psychological Society. Chicago, IL.
Cothran, D.L., Hetts, J., & Reid, J.D. (May, 2003). Correlations
Among Attitudes Toward Africans/African-Americans, Women and
Gays and Lesbians. Paper presented at the annual meeting of the
American Psychological Society. Atlanta, GA.

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Kiene, S., Barta, W., Zelenski, J., & Cothran, D.L. (February,
2003). Framing of condom-use messages: The distinction between
relationship-threatening and preventative health behaviors. Paper
presented at the annual meeting of the Society for Personality and
Social Psychology. Los Angeles, CA.
Cothran, D.L. & Larsen, R.J. (June, 2002). The Emotion Face-Word
Stroop Task. Paper presented at the. annual meeting of the American
Psychological Society. New Orleans, LA.
Cothran, D.L., Larsen, R.J., & Zelenski, J. (May, 2001). Personality
and performance on positive and negative emotion Stroop tasks.
Paper presented at the annual meeting of the Midwestern
Psychological Association. Chicago, IL
Larsen, R.J., Cothran, D.L., & Zelenski, J. (May, 2001).
Cardiovascular reactivity to the emotional Stroop task. Paper
presented at the annual meeting of the Midwestern Psychological
Association. Chicago, IL.
Cothran, D.L. & Hammer, E.D. (June, 2000). The effects of message
framing on perceptions of out-group members. Paper presented at the
annual meeting of the American Psychological Society. Miami, FL.

Cothran, D.L., Schneider, T. & Salovey, P. (November, 1998).

Effects of message framing and involvement on mammography use in
low-income women. Paper presented at the annual meeting of the
National NIH/MARC Conference. New York City, NY.
Barrett, H.R., Nellori, N., Alexander, K., Cothran, D., & Jernigan, T.
(April, 1998). Physiological reactivity in caffeine addiction:
Environmental and affective cues. Paper presented at the annual
meeting of the Middle Tennessee Psychological Association
Conference. Nashville, TN.
Cothran, D.A., & Fitzhugh, E.C. (November, 1997). Ethnic
perspectives of parental attitudes and beliefs regarding talking to their
children about cigarette smoking behavior. Paper presented at the
National NIH/MARC Conference. New Orleans, LA.

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COURSES
TAUGHT
Summer 2008 Social Psychology (PSY/SOC 331 001)
Spring 2008 Psych Teaching Practicum (PSY 597 002)
Multicultural Psychology (PSY 499 004/PSY 596 001)
Topics Contemporary Social Science (UHON 317 002)
Introduction to Psychology (PSY 101 - Faculty Manager for
sections: 003 and 004)
Fall 2007 Social Psychology (PSY/SOC 331 001)
Psychology of Women (PSY/WSTU 451 001)
Theories of Personality (PSY 448 001)
Individual Study with student, Shayla Thomas (PSY 498 005)
Introduction to Psychology (PSY 101 - Faculty Manager for
sections: 004, 007, and 009)
Summer 2007 Social Psychology (PSY/SOC 331 001)
Spring 2007 Introduction to Psychology (PSY 101 - Faculty Manager for
sections: 004, 005, and 006)
Theories of Personality (PSY 448 001)
Multicultural Psychology (UHON 316 002)
Multicultural Psychology (PSY 596 001)
Fall 2006 Individual Study with Undergraduate Student, Thomas Lawson (PSY
498 005)
Theories of Personality (PSY 448 001 and 002)
Psychology of Women (PSY 451 001)
Summer 2006 Theories of Personality (PSY 448 001)
Spring 2006 Individual Study with Undergraduate Student, Molly Seay (PSY 498
002)
Theories of Personality (PSY 448 001)
Personality Seminar (PSY 596 001)
Social Psychology (PSY/SOC 331 001)
Fall 2005 Theories of Personality (PSY 448 001)
Social Psychology (PSY/SOC 331 001)

PROFESSIONAL
SERVICE
I. University
2008 August 2008 Commencement, Assistant Marshall
2008 May 2008 Commencement, Assistant Marshall

2008 UTC Upward Bound Program, Guest Speaker

2007-2008 UTC, Womens Studies Committee, Member

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Last Updated: 08/25/2008

2007 UTC Black Students Association event: Negativity in the Black

Community: Problems and Solutions, Guest Speaker and Panelist
2007 UTC, Womens Studies Committee, Planning Committee Member for the 2007 SEWSA
Conference
2006 UTC University Bound Program , Professor for the course: Introduction to Psychological
Concepts
2005-present UTC Africana Minor Committee, Member
II. Psychology
Department
2007-2008
2006-2007
2005-2006
Research Methods Poster Session, Judge (for either the fall semester, the spring semester or
both semesters)
Spring 2008
Spring 2007
Fall 2006
Colloquium Series, Coordinator
2006 Committee to complete Title II (of the ADA) Action Guide, Member
2005-2007 UTC Psi Chi, Faculty Advisor
2005-2006 Brochure Design Committee, Member
III. Disciplinary
2007-2008 Ad hoc Reviewer
Journal of Black Psychology
2007-2008 Ad hoc Reviewer
Journal of Muslim Mental Health
2007 Conference Submissions Reviewer
39th Annual ABPsi International Convention
2006-2008 Ad hoc Reviewer
Journal of Psychology: Interdisciplinary and Applied
2004-2005 Ad hoc Reviewer
Cognitive Therapy and Research
IV. Community
2008 Future Business Leaders of America State Competition - Impromptu Speech, Finalist Round,
Volunteer Judge
2008
2007
Multiple Sclerosis Walk, Chattanooga, TN, Volunteer
2008 Chattanooga C.A.R.E.S. Strides of March, Volunteer
2007-2008 Tennessee Young Womens Leadership Academy of Chattanooga (TYWLAC), Consultant
2007-present Girls Incorporated of Chattanooga, Member of the Board of Directors, and Member of the
Planning Committees for the 2007 Girls Inc. Blast Off and Spring 2008 Girls Inc. Unbought
and Unbossed Events

Cothran - 8 of 8
Last Updated: 08/25/2008

2007-present TSUNAA Chattanooga Chapter, Vice-President (projects include community service and
scholarship promotion)
2007 National Technology Student Association - High School Division Prepared Speech, Judge
2003-present TSUNAA Local Chapter (St. Louis and Chattanooga), Member

(projects include community service and scholarship promotion)

1999-2001 Mathews-Dickey Boys Club, Tutor
1998-1999 Each One/Teach One Program at Tennessee State University, Tutor

MEMBERSHIP IN
PROFESSIONAL
ASSOCIATIONS
Association for Psychological Science
Association of Black Psychologists
Society for Personality and Social Psychology

VITA
for
HELEN M. EIGENBERG

PERSONAL DATA
Address
Criminal Justice Department, #3203
615 McCallie Ave.
Chattanooga, TN 37403-2598
Telephone:
423-425-4270
Fax:
423-425-2228
E-Mail Address: Helen-Eigenberg@utc.edu
EDUCATION
1985-89:
Sam Houston State University, Huntsville, Texas
Degree: Doctorate of Philosophy in Criminal Justice
Dissertation Title: " "Male Rape: An Empirical Examination of Correctional
Officers' Attitudes toward Male Rape in Prison".
1979-80:

Eastern Kentucky University, Richmond, Kentucky

Degree: Master of Science
Major Area of Study - Criminal Justice

1977-79:

Eastern Kentucky University, Richmond, Kentucky

Degree: Bachelor of Science
Graduated with Distinction
Double Major: Corrections and Sociology

1976-77:

Nebraska Western Community College, Scottsbluff, Nebraska.

Degree: Associate of Science

COURSES TAUGHT
Introduction to Womens Studies
Family Violence
Helping Relationships in Corrections
Race and Gender in Corrections
Victimology
Juvenile Delinquency
Violence Against Women
Women, Sex Discrimination and the Law

Gender, Crime and Criminal Justice

Violence in America
Introduction to Criminology
Research Methods
Introduction to the Criminal Justice System
Correctional Institutions
Correctional Treatment
Social Problems
Women and Crime
Introduction to Corrections

AREAS OF SPECIALIZATION
Violence Against Women, Women and the Criminal Justice System, Corrections,
Victimology
PUBLICATIONS
Eigenberg, H. and Garland, T. (forthcoming). Victim Blaming: Is it Your Fault if you
are a Victim of Crime? In L. Moriarty (Ed.), Controversies in Victimology, 2nd Ed.
Cincinnati: Anderson.
McGuffie, K., Garland, T., and Eigenberg, H (2007). Is the jury selection process fair:
perceptions of race and the jury selection process. A Critical Journal of Crime, Law and
Society 20(4).
Warner, K., Baro, A., and Eigenberg, H. (2004). Stories of Resistance: Exploring
Womens Responses to Male Violence. Feminist Family Therapy, 16 (4), 21-42.
Eigenberg, H. and Baro, A. (2003). If You Drop the Soap, Youre on Your Own:
Images of Male Rape is Selected Prison Movies. Sexuality and Culture, 7 (4), 56-89.
Eigenberg, H., McGuffee, K., Berry, P . and Hall, W. (2003). Protective Order
Legislation: Trends in State Statutes. Journal of Criminal Justice, (31), 411-422.
Berry, P. and Eigenberg, H. (2003). Role Strain and Incarcerated Mothers:
Understanding the Process of Mothering. Women and Criminal Justice, 15 (1), 101-119.
Eigenberg, H. (2003) The Role of Victim Blaming in Understanding and Preventing
Victimization. In L. Moriarty (Ed.), Controversies in Victimology (pp. 15-24).
Cincinnati: Anderson.

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Eigenberg, H. (2002). Prison Staff and Male Rape. In C. Hensley (Ed.), Prison Sex:
Practice and Policy (pp. 49-66). Boulder: Lynee Rienner Publishers.
Eigenberg, H. (2001). Woman Battering in America: Till Death Do Us Part. Waveland
Press.
Eigenberg, H. and Kappeler, V. (2001). When the Batterer Wears Blue: A National
Study of the Institutional Response to Domestic Violence Among Police. In H.
Eigenberg (Ed.), Woman Battering in America: Till Death Do Us Part (pp. 246-268).
Prospect Heights, IL: Waveland Press.
Hensley, C., Struckman-Johnson, C. and Eigenberg, H. (2000). Introduction: The
History of Sex Research. Prison Journal, 80, (4), 360-367.
Eigenberg, H. (2000). Correctional Officers and Their Perceptions of Homosexuality,
Rape, and Prostitution in Male Prisons. Prison Journal, 80, (4), 415-433.
Eigenberg, H. (2000). Correctional Officers Definitions of Rape in Prison. Journal of
Criminal Justice, 28, (5), 435-449.
Eigenberg, H., Kappeler, V., and Scarborough, K. (1996). "Contributory Factors
Affecting Arrest in Domestic and Non-Domestic Assaults". American Journal of Police,
15(4), 55-77.
Eigenberg, H. and Baro, A. (1994). "The Invisibility and Marginalization of Women of
Color". In J. Hendricks and B. Byers Multiculturalism and Criminal Justice. (pp. 291323) New York: Charles C. Thomas Publishers.
Eigenberg, H., Mullings, J., and Scarborough, K. (1994). "Feminism, Gender and
Criminology". In J. Hendricks and B. Byers Multiculturalism and Criminal Justice. (pp.
41-84) New York: Charles C. Thomas Publishers.
Eigenberg, H. (1994). "Rape in Male Prisons: Examining the Relationship between
Correctional Officers' Attitudes toward Male Rape and their Willingness to Respond to
Acts of Rape". In M. Braswell, R. Montgomery and L. Lombardo (Eds.), Prison
Violence (pp. 145-166). New York: Anderson.
Baro, A. and Eigenberg, H. (1993). "Images of Gender: A Content Analysis of
Photographs in Introductory Criminology and Criminal Justice Textbooks," Women and
Criminal Justice, 5 (1), 3-36.
Eigenberg, H., Baro, A., and Desnoyers, T. (1992). "Women and Publication Patterns in
Criminal Justice Journals: A Content Analysis," Women and Criminal Justice, 4 (1), 165170.

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Eigenberg, H. and Baro, A. (1992). "Women and Publication Process: A Content

Analysis of Criminal Justice Journals," Journal of Criminal Justice Education, 3 (2), 293314.
Eigenberg, H. (1992). "Homosexuality in Male Prisons: Demonstrating the Need for a
Social Constructionist Approach," Criminal Justice Review, 17 (2), 219-234.
Eigenberg, H. and Moriarty, L. (1991). "Domestic Violence and Local Law Enforcement
in Texas: Examining Police Officer's Awareness of State Legislation," Journal of
Interpersonal Violence 6, (1), 102-109.
Eigenberg, H. (1990). "The National Crime Survey and Rape: The Case of the Missing
Question," Justice Quarterly, 7 (4), 655-671.
Eigenberg, H. (1989). "Male Rape: An Empirical Examination of Correctional Officers'
Attitudes toward Male Rape in Prison," Prison Journal 68, (2), pp. 39-56.
RESEARCH GRANTS AWARDED
Eigenberg, H. (Author and Project Director): 2005-2007. National Institute of Justice,
Violence Against Women Grant: Programming to Target Violence Against Women on
Campus, $200,000
Eigenberg, H. (Author and Project Director): 2002-2004. National Institute of Justice,
Violence Against Women Grant: Programming to Target Violence Against Women on
Campus, $200,000.
Eigenberg, H. (Principal Investigator) and Tonelson, S.: 1995. United States Marines,
"Evaluation of Young Marine Program", $17,000.
Eigenberg, H., Robinson, J., and Tonelson, S. (Co-principal Investigators): 1993-1995.
United States Navy, "Evaluation of Drug Education for Youth Program," $107,000.
Eigenberg, H.: Summer, 1991. Old Dominion University Research Foundation Summer
Grant, "Correctional Officers' Attitudes and their Affect upon Reporting Rape in Prison,"
$4000.
Eigenberg, H.: Spring, 1990. Old Dominion University Faculty Grant, "Women in
Criminal Justice," $1000.
HONORS AND AWARDS
2006: Selected for the College of Arts and Sciences Service Award
2005: Selected for the UTC Grant and Program Review Research Award

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2003: Selected for the UTC Grant and Program Review Research Award
2000: Selected for the UTC College of Health and Human Services for Research Award
1995: Selected as American Criminological Association Womens Division
New Scholar of the Year (national award for those who have had
their Ph.D. less than 8 years)
1994: Selected as Eastern Kentucky University's College of Law
Enforcement Distinguished Alumnus
1993: Nominated for Stern Award (College Teaching Award)
1993: Selected as Outstanding Faculty Member (Who's Who Faculty
Recognition Award)
1993: Selected Most Inspiring Faculty Member (one of five people
selected each year by students with the highest GPA in their
College).

PAPERS PRESENTED AT PROFESSIONAL MEETINGS

November, 2007 (Atlanta, Georgia): American Society of Criminology
Gender and the Jury Selection Process (co-authors: K. McGuffee, T. Garland, and G.
Iles).
June, 2007 (Honolulu, Hawaii): International Conference on the Social Sciences
Domestic Violence and Relationship Violence: An International Comparison of Student
Attitudes in the US and the UK (co-author V. Bumphus).
March, 2007 (Seattle, Washington): Academy of Criminal Justice Sciences
Is Jury Selection Fair: Perceptions of Race and the Jury Selection Process
(co-authors: K. McGuffee and T. Garland)
March, 2006 (Oxford, UK): Oxford Roundtable
Relationship and Domestic Violence in the UK and US
(co-authors: V. Bumphus and J. Tapley)
November, 2005 (Toronto, Canada): American Society of Criminology
College Students Attitudes toward Domestic Violence in the UK and the US
(co-author: J. Tapley)
March, 2005 (Southbend, IN): Notre Dame Law School's Journal of Legislation
Symposium on Prison Reform and the Prison Rape Elimination Act
(Invited Presentation)
Male Rape and the PREA Helpful or Harmful?
February 2004 (Valdosta, GA): Interdisciplinary Conference
Stories of Resistance: Exploring Womens Responses to Male Violence
(co-authors K. Warner and A. Baro)

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November 2003 (Denver): American Society of Criminology

Film Images of Male Rape in Prison
November 2002 (Chicago): American Society of Criminology
Battered Women and Resistance
March 2002 (San Antonio): Texas Association Against Sexual Assault
(Invited Presentation)
Correctional Officers: Their Attitudes and Responses to Rape in Prison
November 2001 (Atlanta): American Society of Criminology
Role Strain and Incarcerated Mothers: Understanding the Process of Mothering
October 2001 (Washington, D.C.): ACLU, Amnesty International, and National Prison
Project, Human Rights Watch, Interloc Media, Stop Prison Rape, and Washington
College of Law Conference on Rape in Prisons (Invited Presentation)
Correctional Officers: Their Attitudes and Responses to Rape in Prison
March 2001 (Washington, D.C.): Academy of Criminal Justice Sciences
Protective Legislation in the United States
March, 2000 (New Orleans): Academy of Criminal Justice Sciences
Correctional Officers Attitudes toward Rape in Prison.
November, 1999 (Toronto): American Society of Criminology
The NCVS: They Asked but Now They Wont Tell.
March, 1999 (Orlando): Academy of Criminal Justice Sciences
The Dominance of Police Science and the Dearth of Social Theory: Relational Forms
verses Quantitative Content (Primary Author: V. Kappeler)
November, 1998 (Washington, D.C.): American Society of Criminology
Police Departments and Their Enforcement of Protective Orders Subsequent to the 1994
Violence Against Women Act (Co-author: V. Kappeler).
March, 1998 (Albuquerque): Academy of Criminal Justice Sciences
Battered and Blue: Police Officers who Commit Domestic Violence (Co-author V.
Kappeler).
March, 1996 (Las Vegas): Academy of Criminal Justice Sciences
Contributory Factors Affecting Arrest in Domestic and Non-Domestic Assaults (Coauthors, V. Kappeler and K. Scarborough).
March, 1994 (Chicago): Academy of Criminal Justice Sciences

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Transforming the Curriculum through Creating Women's Studies Courses
October, 1993 (Phoenix): American Society of Criminology
An Empirical Analysis of Women in Policing: Perceptions of Competency versus
Effective Performance (Co-author K. Scarborough)
November, 1992 (New Orleans): American Society of Criminology
Images of Race and Gender in Introductory Criminology and Criminal Justice Textbooks
(Co-author: A. Baro)
March, 1992 (Pittsburgh): Academy of Criminal Justice Sciences
Images of Gender in Introductory Criminology and Criminal Justice Texts (Co-author: A.
Baro)
November, 1991 (San Francisco): American Society of Criminology
Mentoring Relationships as a Predictor of Publication Patterns in Criminal Justice (Coauthor: Gloria Lessan)
March 1991: Academy of Criminal Justice Sciences (Nashville, Tennessee)
Gender and Publication Patterns in Criminal Justice: An Analysis of Survey Data from
Educators in the Field" (Co-author: Gloria Lessan)
November 1990: American Society of Criminology (Baltimore, Maryland)
Women and Publication Patterns in Criminal Justice Journals: A Content Analysis (Coauthors: A. Baro and T. Desnoyers)
May 1990: Old Dominion University's Feminist Works in Progress
The National Crime Survey and Rape: The Case of the Missing Question
Women and Publication Patterns in Criminal Justice Journals: A Content Analysis (Coauthors: A. Baro and T. Desnoyers)
March 1990: Academy of Criminal Justice Sciences (Denver, Colorado)
The National Crime Survey and Rape: The Case of the Missing Question
November 1989: American Society of Criminology (Reno, Nevada)
Male Rape: An Empirical Examination of Correctional Officers' Attitudes toward Male
Rape in Prison
March 1989: Academy of Criminal Justice Sciences (Washington, D.C.)
Domestic Violence and Local Law Enforcement in Texas: Examining Police Officer's
Awareness of State Legislation (Co-author: L. Moriarty)
March 1987: Academy of Criminal Justice Sciences (St. Louis, Missouri)
Female Criminality: Demonstrating the Need for a Gender Paradigm

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WORK EXPERIENCE
2003-present: University of Tennessee at Chattanooga (tenured 2001)
Professor and Department Chair, Department of Criminal Justice
Administrative re-structuring resulted in dissolving the prior College and
departmental unit I headed. I now have identical responsibilities, but for the
newly created Department of Criminal Justice which also houses the Legal
Assistant Studies Program. In addition to teaching two courses per semester, I am
responsible for the supervision of 8.5 faculty members, 1 secretary, and several
work study students. Duties also include oversight of the budget, course
scheduling, and recruitment. I also am responsible for ensuring that certification
and accreditation efforts are successful, and I provide leadership in curricula
matters.
1998-2003:

University of Tennessee at Chattanooga (tenured 2001)

Professor and Director, School of Social and Community Services
In addition to teaching one course per semester, I am responsible for the
supervision of 15 faculty members, 2 secretaries, and several work study students.
I have administrative responsibilities for four academic programs: Social Work,
Criminal Justice, Legal Assistant Studies, and Human Services Management.
Duties include evaluation of faculty and staff, oversight of the budget, course
scheduling, and recruitment. I also am responsible for ensuring that certification
and accreditation efforts are successful, and I provide leadership in curricula
matters.

1995-1997:

Eastern Kentucky University, Richmond, Kentucky

Professor, Department of Correctional Services
Teaching a variety of courses including Family Violence,
Introduction to Corrections, Helping Relationships in Corrections,
and Violence Against Women (graduate).

1993-1995: Old Dominion University, Norfolk, Virginia (tenured 1994)

Associate Professor and Chair, Department of Sociology and Criminal Justice
I taught three courses a year during the normal school term and also was
responsible for administrative duties. The department is a combined sociology
and criminal justice department which also includes the university's anthropology
courses. I supervised 18 faculty members, 2 secretaries and several student
workers. My duties included administering: the departmental budget, evaluation
of all departmental staff, scheduling, and recruitment activities. I also was the
chief liaison with other academic units in the university and was responsible for
making reappointment and promotion decisions within the department as well as
making salary recommendations. I also was responsible for implementing our

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distance learning program leading to the criminal justice degree. This task
involved considerable liaison work with 13 community colleges and I also taught
a distance course.
1988-1993: Old Dominion University, Norfolk, Virginia
Assistant Professor of Criminal Justice. Have taught a variety of courses
including: Juvenile Delinquency; Victimology; Social Problems; Introduction to
Criminology; The Criminal Justice System; Correctional Treatment; Violence
Against Women; and Women, Sex Discrimination and the Law.
1988:

Montgomery County Sheriff's Department, Conroe, Texas

Contract Trainer. Developed a state certified training program on domestic
violence and provided training for patrol officers with a sheriff's department and
13 local police departments.

1987-1988: Sam Houston State University, Huntsville, Texas

Adjunct Instructor. Taught one course each semester.
1987-1988: Montgomery County Women's Center, The Woodlands, Texas
Outreach Coordinator responsible for both the Family Violence Outreach Program
(non-residential program for victims of domestic violence) and the Rape Crisis
Program.
1986-1987: Montgomery County Women's Center, The Woodlands, Texas
Part-time resident advocate providing counseling and crisis intervention services to
battered women in shelter.
1983-1985: Federal Correctional Institution Englewood, Littleton, Colorado
Correctional Treatment Specialist (Case Manager).
Duties included writing and processing all documentation required for the unit
including all release plans, progress reports, court ordered studies, classification
assignments, and other statistical reports. Also assisted with preparation of unit
budgets, and represented the institution in court providing testimony on several
occasions, and repeatedly functioned in the capacity of Acting Unit Manager and
Acting Case Management Coordinator (supervisory positions).
1980-1983: Federal Correctional Institution Englewood, Littleton,
Colorado
Correctional Officer working with adult, male offenders. Duties included
assignments to all posts.
1981-1982: Sante Fe House, Littleton, Colorado
Part-time Therapist in halfway house for the mentally ill.
1981: Red Rocks Community College, Lakewood, Colorado

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Instructor for an Introduction to Corrections class.

UNIVERSITY SERVICE
University Committees: University of Tennessee at Chattanooga
Articulation Committee (1999-2000)
Budget Committee (2002-03)
Budget Oversight Committee (2000-01)
Budget Subcommittee Member on Summer School (2000-01)
Coordinator for Command College (1999-2000)
Council of Academic Department Heads, Chair, (2002-03)
Curriculum Committee (2002-03)
Faculty Advisor, Womens Action Council (2000-01)
Faculty Council Classroom Technology Committee (1999-2000)
Faculty Development Committee (2005-present)
Faculty Rewards Committee (1998-99)
Faculty Salaries Ad Hoc Committee (2002-03)
Faculty Senate (2005-present)
General Education (2003-04)
Graduate Council (1998-99)
Graduate Council Grade Appeals Committee (1998-99)
Institutional Review Board, Chair (2002-present)
Oversight Committee for the Center for Applied Research (1998-1999)
Research Committee (2001-2002)
SACS Committee on Contracts and Consortium Agreements (1999-2001)
Search Committee for Director, Center for Community Career Education (2000)
Strategic Planning, University Planning Council Committee (2007-08)
Womens Studies Advisory Committee (1998-present)
College Multi-cultural Awareness Advisory Committee (1999-2002)
University Committees: Eastern Kentucky University
Gerontology Committee (1995-97)
Women's Studies Advisory Committee (1995-97)
College Committees: Eastern Kentucky University
College of Law Enforcement Graduate Program Admissions
Committee (1995-97)
College of Law Enforcement Graduate Program Curriculum
Committee (1995-97)
College of Law Enforcement Alumni Association Board Member (1995-97)
Departmental Committees: Eastern Kentucky University
Academic Practices Committee (1995-96)
Merit Pay Committee (1995-96)
Assessment Committee (1995-96)

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Alternate Member for Travel Committee (1995-96)
Departmental Academic Practices Committee (1995-96)
University Committees Old Dominion University
Faculty Senate (1993-94)
University Sexual Harassment Committee (1993-94)
Task Force on Practicum Experience (1993-94)
University Committee Analyzing the Issue of Sexual Assaults on Campus (1989-93)
School of Arts and Letters Curriculum Committee (1990-93)
President's Advisory Committee on Equal Opportunity/Affirmative Action (1991-92)
School of Arts and Letters Dean's Advisory Committee (1989-90)
Old Dominion's University Women's Caucus:
Board Member, Women's Caucus (1992-94)
President (1991-92)
Chair, Gender Inequity Committee and President Elect (1990-91)
Co-Chair, Gender Inequity Committee (1989-90)
Departmental Committees Old Dominion University
Graduate Committee (1988-89, 1992-93)
Curriculum Committee (1988-89, 1990-92)
Chair and Member of Executive Committee (1990-91)
Recruitment Committee (1989-90)
Executive Committee (1989-90)
Ad-Hoc Committee to Study Faculty Evaluation Process (1989-90)
Other--Old Dominion University
Attended Two Week Lilly Foundation Conference on Higher Education (at the Dean's
request to work on an upper-division general education revision proposal; June, 1991).
PROFESSIONAL SERVICE
Editor: Feminist Criminology (2006-present) Journal of the American Society of
Criminology, Division on Women and Crime
NIJ Reviewer: Reviewed several NIJ potential publications (2005-07) and served on panel
review for rape in prisons and institutional corrections (2007)
Selected as a Fulbright Senior Specialist in Criminal Justice and Violence Against Women
(2002-2007)
Academy of Criminal Justice Science
Deputy Editor for Justice Quarterly (1995-1998)
American Society of Criminology

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Deputy Editor for Feminist Criminology (2005-2006)
Policy Committee (Appointed by President: 1992-94)
Women and Criminal Justice
Editorial Board (2000 - present)
American Society of Criminology, Division on Women and Crime
Chair: Nominations Committee (2000-2005)
Vice President (1998-2000)
Chair: Student Paper Award (1995-1998)
Member: Awards Committee (1993-95, 1997-98)
Member: Student Committee (1992-94)
Chair: Outreach Committee (1991-92)
Member Long Range Planning Committee (1990-91)
Co-Chair Task Force on Women in Academia (1989-91)
Consultant for 60 Minutes Episode on Male Rape in Prisons (1995)
Worked with producers and appeared on air for segment
Roundtable Presentations at National Conferences
"Women in Academia" given at: American Society of Criminology, November, 1995
"Teaching Domestic Violence" given at:
Academy of Criminal Justice Sciences, March, 1993
American Society of Criminology, November, 1992
Academy of Criminal Justice Sciences, March, 1992
American Society of Criminology, November, 1991
Academy of Criminal Justice Sciences, March, 1991
"Women and Minorities in the Promotion and Tenure Process"
given at: Academy of Criminal Justice Sciences, March, 1992
"Women and the Publication Process" given at: American Society of Criminology, November, 1991
Other Professional Service
Graduation Speaker, Spring, 1996 at Nebraska Western Community College.
Board Member, EKU College of Law Enforcement Alumni Chapter. Involved in annual banquet
and homecoming activities and functioning as faculty liaison to chapter to facilitate activities that
recruit students and to broaden job opportunities for our graduates.
Involved with EKU, Association of Law Enforcement Association in planning first and second
annual domestic violence awareness program (October, 1995 and 1996).

Reviewed numerous journal manuscripts for Justice Quarterly, Women and Criminal
Justice, American Journal of Criminal Justice, American Journal of Policing, Police
Studies, Violence Against Women (1990 - present)
Reviewed numerous manuscripts for several publishers including Macmillan, West,
Brooks/Cole, Sage (1987-present)
Published Book Review for Women in Criminal Justice (1991)
COMMUNITY SERVICE
Board Affiliations
Taskforce Member Girls Inc., Chattanooga, TN (1998-99; 2004-06)
Board Member, Chattanooga Center for Non-Profits (2000 - 2002)
Board Member, Chattanooga Domestic Violence Coalition (1999-2002)
Board Member, Community Research Council (2007)
Board Member, Tennessee State Coalition Against Domestic and Sexual
Violence (2000-2004)
Board Member, Tennessee Victims of Crime State Coordinating Council
(2006-present).
Chair, Research Subcommittee, Tennessee State Coalition Against Domestic
and Sexual Violence (2000-2004)
Member, Tennessee State Victim Assistance Academy Sub-Committee of
the Tennessee Victims of Crime State Coordinating Council (2004present).
Advisory Committee Member, Corrections Corporation of America (20002002)
Curriculum Committee Member, Southeast Command and Leadership
College (2000-present)
Member, Board of Directors, Virginia Peninsula Council on Domestic
Violence (1989-92)
Training
Domestic Violence, Southeast Command and Leadership Academy (March,
2002)
"Domestic Violence", Kentucky Association of Chiefs of Police Statewide
Training (November and December, 1996).
Training Evaluation of State Justice Institute, Kentucky Trial Judges
Domestic Violence Training Program (May, 1996).

"Domestic Violence", Hampton Roads Regional Police Academy

(September 23, December 16, 1991, March 23, 1992).
"Domestic Violence", Norfolk Police Academy (March 24, 1992).
"Police Policy and Domestic Violence", Virginia Association of Police
Planners (October 6, 1989).
Presentations
Presentation: Gender and its Impact on Girls. (Invited presentation). Girls
Inc., Chattanooga, TN: Community Conversations Conference (March
2003).
Keynote Speaker, EKU Domestic Violence Awareness Program sponsored
by ALE, October, 14, 1995.
"Is the New Crime Bill Effective", Panel member for Norfolk, VAs WHRO
television program on crime, aired April 22 and 24, 1994.
"History of Domestic Violence", Presentation, Domestic Violence
Conference hosted by Tidewater Psychiatric Institute and attended by over
300 local professionals in Virginia Beach, VA, April 21, 1994
"Resist and Speak Out", Keynote Speaker, Domestic Violence Awareness
Month Event, Norfolk, VA, October, 14, 1993
"Current Issues in Domestic Violence", Navy Family Services Center,
Norfolk, VA, August 4, 1993
"Domestic Violence" to ODU Student Services Group, May 11, 1992.
"Careers in Criminal Justice", Rosemont Middle School, Career Days,
Norfolk, VA, February 10, 1992.
"Women and Crime" Park View Christian Church Women's Group,
Chesapeake, VA, October 31, 1991.
"Domestic Violence" to York County Church Women United, Hampton,
VA, November 1, 1991.

"Coping with Classroom Dynamics", ODU presentation sponsored by

Women's Caucus, Women's Studies Program, Coalition of Black Faculty and
Faculty Administrators, and The Women's Center, September 25, 1990.
Panel presentation on Domestic Violence, COX Cable, Norfolk, VA,
September 11, 1989.
Old Dominion Women's Studies Program, "Domestic Violence and Social
Response in the 1980's", April, 1989.

LORRAINE EVANS
Department of Sociology, Anthropology and Geography
University of Tennessee at Chattanooga
Chattanooga TN 37403
lorraine-evans@utc.edu
EDUCATION
Ph.D., 2006, Sociology, University of Georgia
Dissertation: Pathways and Perspectives: The Occupational Socialization of
Beginning Teachers with Traditional and Alternative Certification.
Committee: Joseph C. Hermanowicz (Chair); William Finlay; Peg Graham;
Linda Grant; Linda Renzulli

M.A., 2001, Sociology, University of Georgia

Thesis: Are Magnet School Teachers More Professionalized Than
Traditional School Teachers? Committee: Joseph C. Hermanowicz (Chair);
Linda Grant; Tom McNulty

B.A., 1998, Sociology (Magna Cum Laude), Augusta State University

PEER REVIEWED PUBLICATIONS
2009 Evans, Lorraine. Professional or Pragmatic; Teacher Training Programs and
Occupational Understandings forthcoming in Teachers and Teaching:
Theory and Practice

2009 Evans, Lorraine. "Job Queues, Certification Status, and the Education Labor
Market" forthcoming in Educational Policy
2007 Davies, Kim, and Lorraine Evans. Technological Trade and Negotiating
Danger: An Analysis of Internet Postings by British Escorts. Deviant
Behavior 28: 1-27.
2005 Renzulli, Linda, and Lorraine Evans. School Choice, Charter Schools and
White Flight Social Problems 52: 398- 418.
2004 Finlay, William, Christy Desmet, and Lorraine Evans. Is it the Technology
or is it
the Teacher? Journal of Educational Computing Research 31: 163-180.
2002 Evans, Lorraine. Teacher Attraction: Are Magnet School Teachers More
Professionalized than Traditional Schoolteachers in Urban Secondary
Schools?
Education and Urban Society 34:312-333.
2000 Evans, Lorraine and Kim Davies. No Sissy Boys Here: A Content
Analysis of the Representation of Masculinity in Elementary School Reading
Textbooks. Sex Roles 42: 255-270.
OTHER PUBLICATIONS

2008 Evans, Lorraine. Magnet Schools in The Encyclopedia of Social Problems

edited by Vincent Parillo
PAPERS UNDER REVIEW
Reflections of Reality? The Accuracy of Race & Sex Representations of Workers
on Crime Shows, 1950-2008 with Kim Davies, under review at Crime and Media
The Motivations of Beginning Teachers to Enter the Field by Career Stage and
Certification Path under review at Teacher Education Quarterly
PAPERS IN PROGRESS
Professional experts or bureaucratic technicians? How public policy and the print
media constructs the teaching occupation and the role of teachers
PRESENTATIONS

2010 Evans, Lorraine. The media construction of a professional teacher after No

Child Left Behind submitted to the Pacific Sociological Association
meetings April 2010
2009 Davies, Kim and Lorraine Evans. Reflections of Reality? The Accuracy of
Race & Sex Representations of Workers on Crime Shows, 1950-2008
accepted for presentation at the Pacific Sociological Association, San Diego
CA
2009 Lorraine Evans. "Sorting and Selecting: How training programs, public
policy, and the school context shapes where beginning teachers choose to
work." Department of Sociology, Anthropology and Geography Colloquium
Series, UTC
2007 Evans, Lorraine. A Bifurcated Occupation: Policy, Practice and the
Development of Occupational Perspective American Sociological
Association conference, New York NY
2007 Davies, Kim and Lorraine Evans. A Virtual View of Managing Violence
Among British Escorts: How Technology is Changing the Work of Escorts
Society for Study of Social Problems, New York NY.
2007 Evans, Lorraine. Peers, parents and pupils: The impact of the school
context on the occupational understanding of beginning teachers MSS
Chicago Il.
2005 Evans, Lorraine. Teacher Training and Occupational Understandings
Sociology of
Education Association Meetings, Asilomar, Monterey, CA
2004 Davies, Kim and Lorraine Evans. Working Girls Coming Together: The
Internet as a Site for Community among British Prostitutes
American Sociological Association, San Francisco, CA.
2004 Evans, Lorraine. Pressed for Trust: Alternative Certification and Teachers
in
Georgia American Sociological Association, San Francisco, CA.
2003 Linda Renzulli and Lorraine Evans. School Choice, Charter Schools and
White Flight in the US American Sociological Association, Atlanta, GA.

2003 Kim Davies and Lorraine Evans. Technological Trade and Negotiating
Danger: An
Analysis of Internet Postings by British Escorts American Criminological
Society Denver, CO.
2003 Evans, Lorraine. What the Papers Say: The Representation of the Georgia
Teacher
Alternative Preparation Program American Education Research
Association, Chicago, Il.
2002 Evans, Lorraine. The Professionalization of Minority Teachers Mid-South
Sociological Association, Memphis, TN.
2002 Evans, Lorraine. Teaching Teams and Autonomy American Sociological
Association,
Chicago, IL.
2001 Evans Lorraine. What Choice? A Comparison of School Choice Options
in England
and the United States American Sociological Association, Anaheim, CA.
2001 Evans Lorraine. Me, Myself and Just for Me: Why Mature Women are
Returning to
College American Sociological Association, Anaheim, CA.
2001. Evans, Lorraine. Does Attending a Magnet High School Affect Student
Outcomes?
Southern Sociological Society Meeting, Atlanta.
2000. Evans, Lorraine. Undergraduate Education as a Stepping Stone: How
Mature Women
Transition into Graduate Education Mid-South Sociological Association,
Knoxville, TN.
1998. Evans-Nall, Lorraine and Kimberly Davies. The Cultural Representations
of Women
and Girls in Elementary School Textbooks Mid-South Sociological
Association,
Lafayette, LA.

1998. Evans-Nall, Lorraine. No Sissy Boys Here: A Content Analysis of the

Representation of
Masculinity in Elementary School Reading Textbooks American Sociology
Association
San Francisco.
SERVICE
University of Tennessee at Chattanooga
General Education Committee (2009 present)
Faculty Senate (2009 present)
QEP SACS committee (2009 present)
Womens Studies Committee (2008 - present)
Sociology, Anthropology and Geography Association club advisor (2008- present)
Department curriculum committee (2008 - present)
Appointed Full Doctoral member of Graduate Faculty at UTC (2009-2014)
Department representative for the 2009 Faculty and Staff Fundraising campaign
Discipline
Ad Hoc reviewer for Sociological Spectrum
Organizer, Sociology of Education session, 2009 Mid-South Sociological
Association
Organizer, Work and Occupations session, 2008 Mid-South Sociological
Association
Panel member for Workshop on Study Abroad, 2008 Mid-South Sociological
Association

HONORS AND AWARDS

Summer Research Fellowship ($5,000), University of Tennessee at Chattanooga,
2009
Graduate School Dissertation Completion Fellowship ($13,000), University of
Georgia, 2004-05

Graduate School Deans Award ($1,000), University of Georgia, 2004

American Educational Research Association/Spencer Foundation Pre-Dissertation
Fellowship ($7,000), 2002-03
Certificate of Excellence, Department of Sociology, University of Georgia, 2002
B. O. Williams Award for Outstanding Graduate Student, Department of Sociology,
University of Georgia, 2002
Outstanding Sociology Senior Award, Augusta State University, 1998
American Sociology Association Student Honors Program, San Francisco CA, 1998
Ned Holsten Senior Thesis Award ($500), Augusta State University, 1998
Honors Program, Augusta State University, 1995-98
Alpha Kappa Delta Sociology Honors Society, 1997
Phi Kappa Phi Honors Society, 1997

Teaching Experience
Assistant Professor
Fall 2008 present
Department Sociology, Anthropology and Geography
University of Tennessee at Chattanooga, Chattanooga TN
Assistant Professor
Fall 2006 Spring 2008
Department of Sociology and Social Work
Bradley University, Peoria IL
Temporary Instructor
Spring 2006
Department of Sociology
Augusta State University, Augusta GA

Spring 2004, Fall 2005 &

Instructor
Department of Sociology
University of Georgia, Athens GA

Fall 2003; Fall 2004

Graduate Teaching Assistant

Department of Sociology
University of Georgia, Athens GA

1999-2002

RELATED EXPERIENCE
Research Assistant to Dr. Linda Renzulli, Spring 2003.
Funded through an American Education Research Award grant.
National Center for Education Statistics Training Seminar, June 2002.
Training seminar for the 1999-2000 Schools and Staffing Survey
(SASS)
PROFESSIONAL AFFILIATIONS
American Sociological Association
Society for the Study of Social Problems
Pacific Sociological Association
Mid-south Sociological Society Association
American Education Research Association

Curriculum Vitae

E L IZABETH A . GAILE Y , PH. D

ACADEMIC EXPERIENCE
Associate Professor July 2004 present
Dept. of Communication
The Univ. of TN, Chattanooga
Assistant Professor Aug. 1998 July 2004
Dept. of Communication
The Univ. of TN, Chattanooga
Courses Taught:
WSTU 200: Intro. to Womens Studies Spring 2008 present;: An examination of human experience from a
feminist
perspective. An exploration of the ways in which women have been defined and have defined themselves. A
multidisciplinary
teaching context with focus on womens self identity, womens identity in families, and
womens identity in society.
Comm 400: Documentary Production Spring 2006 present; Critical analysis of the documentary form
combined with
practical, hands-on instruction in video production. Basic video production principles, including camera operation,
lighting, sound,
and non-linear editing. Students produce an 8-10 minute documentary film exhibited publicly.
Comm. 320: Mass Communication Perspectives Fall 1997 - present; Analysis of influence of popular media.
Topics

include concentration of media ownership, media construction of race and gender, and critical analysis of consumer
culture.
Assignments include research paper, advertising and news analyses, critical essays, and study questions. Objectives
include enhancing
students writing, oral, critical analytical skills, and media literacy.
Comm. 451: Mass Communication Law and Ethics Fall 1997- present (Intermittent); Lecture/research
course
covering libel and privacy law, mass media regulation, and access to public records, meetings, and court proceedings.
Assignments
include research papers, student debates on First Amendment topics, argumentative essays, and case analyses.
Comm. 324: Race, Gender and the Media Spring 2000 present; Exploration of historical and contemporary
media
representations of race, gender, and sexual orientation. Assignments include whiteness ethnography, analytical
papers, participation on
online student forum, and team presentations.
Comm. 363: Feature Writing Fall 2000 & Fall 2002 (Intermittent); Non-fiction writing for publication.
Students
explore the American cultural experience through feature stories. Focus on helping students write with style and
lucidity and add
intellectual depth to stories by providing historical, psychological, and cultural context. Publication of work
encouraged.
Comm. 199: Special Projects (The Uni v e r s i t y Echo) Fall 1999 & Spring 2000; Advised student
journalists and
supervised redesign of the Echo, working with newspaper staff, Dean of Students, Pub. Committee, and graphic arts
dept.
Comm. 199: Special Projects (Alumni Newsletter) Every Spring; Supervise collaborative efforts of students
who
write, edit, design, and produced our departments alumni newsletter.
Comm. 101: Introduction to Mass Communication Fall 1998 & Spring 1999; Large lecture/survey course on
structure and impact of the mass media. Covers new technologies, advertising, public relations, film, and
broadcasting, as well as
overview of media law, theory, ethics, and effects.
Comm. 333: Persuasive Writing Fall 1997 - Spring 1999; Intensive writing laboratory course with emphasis on
press
releases, persuasive essays, editorials, reviews and a publicity campaigns.

Graduate Teaching Associate Aug. 1993 June 1996

The University of TN, Knoxville
[Note: Awarded UTK College of Communication's highest teaching honor ("Outstanding Graduate Teaching
Associate") in 1995 and
1996. Also received highest university-wide teaching award in 1996 (Chancellor's Graduate Teaching Award)]
Introduction to Mass Communications - Fall 1994 - 1996; up to 150 students per class; Survey course on mass
media
structure and cultural impact. Covered new technologies, advertising, public relations, broadcasting, and media
history, law, theory,

UTC DEPT. OF COMM. 6 1 5 MCCALLIE A VE. CHATTA

PHONE 4 2 3-4 2 5- 5 20 1 E-MAIL ELIZABETH-GAILE
2
and effects. Focus on student-centered teaching with goal of fostering critical thinking and media literacy.
Magazine Article Writing - Fall 1994; 17 students per class; Upper-division course. Emphasis on generating
story ideas,
developing descriptive and narrative writing skills, and marketing stories.
Publicity and Public Relations - Fall 1993; 23 students. Writing for public relations, print, and broadcast media
and
preparing effective advertising copy.

Instructor Mar. 1991 - June 1991

Salt Lake City Community College
Salt Lake City, Utah
Writing for the Mass Media 20 students; introductory course for communications majors on the fundamentals
of
preparing copy for newspapers, broadcasting, public relations, and advertising.

Graduate Research Assistant Aug. 1992 - Aug. 1993

The University of TN, Knoxville
Designed and conducted a national survey of science journalists to determine their level of technical training and
interest in
continuing science education. Published findings in the American Society for Microbiology's ASM News. Along
with an associate,
developed a science journalism workshop on environmental biotechnology and raised funds to support the event.

Graduate Research Assistant Jan. 1984 - Aug. 1986

The University of TN, Knoxville
Helped organize two annual Tennessee High School Press Association (THSPA) summer workshops hosted by UT's
School of
Journalism. Also helped prepare the THSPA's quarterly newspaper, edited student papers, and assisted in faculty
research.

EDUCATION:
Ph.D., 1999 The University of Tennessee, Knoxville (communications); GPA: 3.98; Ph.D. dissertation:
Constructing a
Good Death: News Media Framing of the Euthanasia Debate from 1975 to 1997
M.S., 1990 The University of Tennessee, Knoxville (journalism; secondary emphasis on cultural anthropology)
M.S. thesis: The Image of Women in Magazine Fiction: Changing Perspectives, 1987-1990

B.F.A., 1980 The University of North Carolina at Chapel Hill (fine arts--drawing & painting)
PROFESSIONAL MEMBERSHIPS:
Society for Cinema and Media Studies
International Communication Association (ICA)
American Studies Association
Honor Society of Phi Kappa Phi
Kappa Tau Alpha (honor society)

PANELS, INVITED TALKS & SHORT COURSES

Womens History Month Lecture, Plastic Surgery Television and the Construction of Womens
Pathology,
Mar. 16, 2008, UTCs Raccoon Mtn. Room.
Books & Coffee public talk (on Todd Gitlin's, Media Unlimited: How the Torrent of Images and
Sounds Overwhelms
Our Lives), sponsored by UTC's SunTrust Chair of Excellence in Humanities and by Covenant College,
Club
Fathom, 412 Market Street, Chattanooga, TN, April 15, 2003.
Perspectives 2007 Panel Discussion. Sex, Lies, and History: Women and the Quality of Life, Jan. 19,
2007,
University Center, UTC.
Documentary Video Tutorial for members of Girls, Inc of Chattanooga, Jan. 4, 2006 (taught 2-hour
course on
shooting video for documentaries, followed by weekly Doc Days screenings)

Invited Lectures (emotional intelligence; documentary filmmaking) UTC Dept. of Comm. Summer
Journalism
Institute, June 2005 & June 2007.
3

AWARDS AND HONORS:

2009 Sabbatical Leave (Documentary Film and Media-related Research Project) (approved Jan. 2008)
Exceptional Merit Award (teaching, research, and service in my Dept., awarded to only one faculty
member
annually), 2007
Exceptional Merit Award (teaching, research, and service in my Dept., awarded to only one faculty
member
annually), 2007
Research Excellence Award, UTC Department of Communication, April 20, 2006
Distinguished Professor Award, UTC Mortar Board National Senior Honor Society, 2002
Outstanding Professor Nominee, 1999, 2000, 2006 (UTC Student Government Association; UTNAA)
Chancellors Graduate Teaching Award, UT-Knoxville, April 1996 (highest graduate-teaching honor
Received all top three awards presented by UTKs College of Communication in 1996: Outstanding
Graduate Teaching Associate; the Graduate Student Research Award, and the Graduate Student
Research
Presentation Award.
Awarded first-place prize for doctoral student paper, AEJMC Communication Technology and Policy
Division, Washington, DC. August 1995
Awarded UTK College of Communication's "Outstanding Graduate Teaching Associate," March 1995.
Selected by UTK College of Communications to represent the College at the Freedom Forum's
national
seminar, "The State of Media Studies," New York City, February 12-16, 1995
McDougall Prize, AEJMC's Newspaper Division, August 1993, Kansas City, MO.
Inductee, Honor Society of Phi Kappa Phi, September 1993
Inductee, Kappa Tau Alpha, the national journalism scholarship society, May 1986
Fellowship, University of North Carolina at Chapel Hill for summer travel and independent research in
Europe (studied painting in France and Holland), Summer, 1978.

DOCUMENTARY FILMS:
Girl Fight (in post-production; scheduled for distribution spring 2008). A 54-minute documentary on
in-school
bullying and other violence involving girls attending Tennessee public schools; highlights efforts of a
group of
high-school girl activists to bring the problem to the attention of TN state legislators.
Southern-Fried Subversive: Jeff Styles and Progressive Talk Radio in Conservative
America (in progress). 60-minute
documentary a self-described liberal who carries out progressive cultural work in the most unlikely of
locales:
the conservative Southern city of Chattanooga, TN

BOOKS & BOOK CHAPTERS

*Gailey, Elizabeth A. (2007). Self-Made Women: Cosmetic Surgery Shows and the Construction of
Female
Psychopathology. In Dana Heller, (Ed.). Reading Makeover Television: Realities Remodeled,
London: I. B. Tauris.

*Gailey, Elizabeth A. (2003). Write to Death: News Coverage of Euthanasia from Quinlan
through Kevorkian, Praeger Press.

JOURNAL ARTICLES & CONFERENCE PAPERS:

*Gailey, Elizabeth A. (July 8-10, 2007). Political Activism in New Rhetorical Contexts: A Case Study of
Robert
Greenwalds Use of Documentaries for Social Change. Paper presented at Rhetorics and Technologies,
the 20th
Penn State Conference on Rhetoric and Composition, Penn State Univ., The Nittany Lion Inn, State
College,
PA.
*Gailey, Elizabeth A. (Oct. 27-29, 2006). Dog Training for Humans: Zen Therapy, Transcendence and
Social Critique in
National Geographic's Dog Whisperer, Paper presented at the 2006 Midwest Popular Culture
Association/American Culture Association, Indianapolis, IN.
4

*Gailey, Elizabeth A. (July 22, 2006). Lifes a Bitch: Women Doing Gender Backwards and in High
Heels on The
Apprentice. Paper selected for presentation at the 56th Annual Conference of the International
Communication
Association, Dresden, Germany, June 19-23, 2006.
*Gailey, Elizabeth A. (May 27, 2006). The Real Me, Only Better: Rituals of Surveillance, Sacrifice, and
Transformation
in Cosmetic Surgery Reality Television. Paper selected for presentation at the Consol-ing Passions
International
Conference, Milwaukee, WI, May 25-27, 2006.
*Gailey, Elizabeth A. (Apr. 13, 2006). Hot Bodies and Cool Spectatorship: Social Cognition and Reality Television
Cosmetic Surgery
Shows. Paper Presented at the Popular Culture Association/American Culture Association National Conference,
Atlanta,
GA, April 12-15, 2006.

*Gailey, Elizabeth A. (Feb. 7, 2004). Objects of Faith: Shopping, Spiritual Sustenance, and the Cult of the
Self in
Womens Simplicity Lifestyle Magazines, paper presented at the 2004 Southern Humanities Council
Conference, Chattanooga, TN.

*Gailey, Elizabeth A. (April 2003). Consecrating Consumption: Religious Imagery

and Sacred Space in
Martha Stewart Living, paper accepted for presentation at the Popular Culture
Association/American Culture Association, Austin, TX.

Gailey, Elizabeth A. (Feb. 2002). Violence Chic: Contemporary Womens Fashion Advertising, a paper presented
at Lunch and
Learn, a brown-bag lecture series sponsored by the Womens Studies faculty, University of Tennessee at
Chattanooga.

*Gailey, Elizabeth A. (Mar. 1-3, 2001). Valorizing Violence: A Semiotic Analysis of Fashion Images in
Popular
Womens Magazines, refereed paper presented at the Sixth Annual Womens Studies Conference, Safe
Places, Risky Spaces, Valdosta State University, Valdosta, GA.
*Gailey, Elizabeth A. (May 24-28, 2001). Medicalization and Rights: The Social Construction of the
Euthanasia Debate
in National News Magazines, referred paper presented at the Mass Communication Division,
International

Communication Association, Washington, DC.

*Gailey, Elizabeth A. (May 24-28, 2001). Your Money or Your Life: The Voluntary Simplicity
Movements Rhetoric of
Resistance, refereed paper presented at the Language and Social Interaction Division, International
Communication Association, Washington, DC.
Gailey, Elizabeth A. (Mar. 18-20, 2001). Breaking Through the Fourth Wall: Assessing the Success of
Student Online
Discussion Forums, a paper presented at the Southern Regional Faculty and Instructional Development
Consortium, 22nd Annual Conference, The University of Tennessee at Chattanooga.
Gailey, Elizabeth A. (Aug. 1999). Constructing a Good Death: News Media Framing of the
Euthanasia Debate from 1975 to
1997, Ph.D. dissertation, The University of Tennessee, Knoxville.
*Gailey, Elizabeth A. (Mar. 1996). "Who Owns Digital Rights? Examining the Scope of Copyright
Protection for
Electronically Distributed Works," Communications and the Law, 18:1:3-25.
*Gailey, Elizabeth A. (Mar. 1995). "Dying to Tell their Stories: A Narrative Analysis of Internet
Discourse by Right-toDie vs. Pro-Life Activists," paper presented at the 19th annual College of Communications Research
Symposium, The University of Tennessee, Knoxville.
*Gailey, Elizabeth A. (Aug. 1995). "Telling Stories: The Symbolic Function of Lies in Sitcoms," paper
presented at the
Association for Education in Journalism and Mass Communication convention, Qualitative Division,
Washington, D.C.
*Gailey, Elizabeth A. (Aug. 1995). Who Owns Digital Rights, a paper presented at the Association for
Education in
Journalism and Mass Communication convention, Kansas City, KS, August 1995 (Note: This paper won
the
first-place graduate student prize in the Communication Technology and Policy Division at AEJMC).
*Gailey, Elizabeth A. (Aug. 1993). "Editorial Coverage of Rust vs. Sullivan," a paper presented at the
Association for
Education in Journalism and Mass Communication convention, Kansas City, KS, August 1993 (Note:
this
paper won third-place in the overall Newspaper Division competition).
*Gailey, Elizabeth A, and Denham, Bryan. (Feb. 1995). "Journalism Education under Fire: a
Comparative Analysis of
the Ohio State University and the University of Arizona," paper presented at the 18th annual
Communications
Research Symposium, The University of Tennessee, Knoxville.
*Gailey, Elizabeth A. (Feb. 1994). "Horse-Race Journalism and Coverage of NAFTA in The New York
Times," paper
presented at the 17th annual College of Communications Research Symposium, The University of
Tennessee,
Knoxville.
Gailey, Elizabeth A, and Day, Sue M. (Nov. 1993). "Bridging the Information Gap: Science and the
Press," ASM
(American Society for Microbiology) News, 59:11, pp. 544-545.
Gailey, Elizabeth A. (Nov. 1990). The Image of Women in Magazine Fiction: Changing
Perspectives, 1987-1990, M.S. thesis, The
University of Tennessee, Knoxville.
*Refereed

Paper accepted but not presented (travel funds unavailable).

Curriculum Vita
Matthew Wayne Guy
Department of English
Tacoma Avenue
University of Tennessee
37415
615 McCallie Avenue
423.987.0148
Chattanooga, TN 37403-2598
423.425.4613
matthew-guy@utc.edu

4205
Chattanooga, TN

Professional History:
2009 Present
Associate Professor, English Department,
University of Tennessee at Chattanooga
2004 2009

Assistant Professor, English Department,

University of Tennessee at Chattanooga

2001-2004

Adjunct Instructor in English

Baton Rouge Community College

1995-2001

Teaching Assistant, Louisiana State University

1994-1995

Adjunct Instructor in English

Trident Technical College

Education:
Ph.D. in Comparative Literature, Louisiana State University, Baton
Rouge,
Louisiana, 2003
Dissertation: Translating Hebrew into Greek: The
Hermeneutic

Discourse of Emmanuel Levinass Talmudic Readings.

Dissertation Director: Bainard Cowan
Committee Members: Greg Stone, Adelaide Russo, John Pizer,
and John Protevi
Examination Fields: Literary Theory, Phenomenology, and 18th
and 19th
Century Literature (English, American, French, and German),
M.A. in English, Clemson University, Clemson, South Carolina, 1995
Thesis: The Concept of Freedom in the Works of Lord Byron and
Friedrich Nietzsche.
B.S. in English/Journalism, University of Miami, Miami, Florida, 1992

Teaching Experience:
English 527: Critical Theory. Graduate course introducing literary
theory
and criticism at an advanced level, emphasizing the philosophical and
theoretical foundations of current literary theory and criticism.
English 574: British Literature of the Romantic Period. Course surveys
the
main authors and work of the Romantic period in England, as well as
some minor authors and works. Additionally, the course looks into
certain
influences on British Romanticism, including German Idealism and the
Gothic novel.
English 501: The Postmodern Subject: Kant to Levinas. Course looks at
the works
of Immanuel Kant as a direct link to the concepts of subjectivity that are
central to
many postmodern theorists and writers.
English 501: Critical Responses to Job. Independent study which
surveyed the

various ancient sources of the Book of Job, its translations and

canonization, its
influence on major authors and thinkers over the centuries, and its
critical impact
on certain philosophers and theorists.
English 447: The Theory of Romanticism. Upper-level undergraduate
course that traced the philosophical roots of romanticism, the various
romanticisms of Germany, England, France, and America, and the
effect of romantic thought on twentieth century literary theory and
theorists
English 447: Foucault and Literary Studies. Upper-level undergraduate
and graduate course that surveyed the foundations of Foucaults works,
his influences, and finally his effects on the field of literary and cultural
studies.
English 351: The History of Literary Criticism. Undergraduate course
tracing
the historical development of literary theory and criticism, from Plato to
more contemporary contributions tothe field of literary theory and
criticism.
English 350: Introduction to the Theory and Function of Literary
Criticism.
Undergraduate course introducing literary theory and criticism,
covering
fundamentals as well as the historical development of the field of
literary
theory and criticism.
English 205: Survey of British Literature. Undergraduate course
covering
the major works of British literature from Beowulf to the 20th century.
English 122: Rhetoric and Composition II. Course introduced the
fundamentals of argumentative writing, emphasizing writing as a
learning
process.
English 115: Western Humanities II. Course covered masterpieces of
Western civilization, ranging from philosophy, literature, music, and art,
from Descartes to the 20th century.
English Composition I. Course introduced the fundamentals of writing,
emphasizing writing as a learning process.

English Composition II. Course encompassed argumentative and

evaluative writing, with a greater stress on critical thinking skills.
English Composition II Special Topics: Argument and Literature. Used
literary and philosophical works to promote writing skills and critical
thinking.
Workforce Writing and Vocabulary Development. Introduction to the
essentials of business and technical writing.
Introduction to English. Course introduced students to the
fundamentals
of composition for various writing scenarios.
Introduction to Argumentative Writing. Course stressed the
fundamentals
of argumentative writing, with emphasis on critical reading and
thinking
skills.
Introduction to World Literature. Course introduced the fundamentals
of
composition, using World Civilization textbooks. Students read wide
range of texts, including The Epic of Gilgamesh, Machiavelli, Goethe,
Chinese philosophy, and African poetry.
Introduction to English Literature. Course surveyed Literature,
specifically
English and American works, and some translated Greek drama. Texts
included poetry, drama, and short stories.
Refereed Publications:
"Recovering the Irreversible: Levinas and the Definition of Ethics in the
Talmud. Studies in Irreversibility: Texts and Contexts. ISBN
9781847182050. Published January 6, 2007 by Cambridge Scholars
Press.
Relativism, Revelation, Infinity: Emmanuel Levinas on the Rhetoric of
Possibility in the Talmud was accepted for a special issue coming this
year of the journal JAC.

Not to Build the World is to Destroy It: Levinas on Holy History and
Messianic Politics. Submitted to The Journal of Jewish Thought and
Philosophy, February 2010.
On Reading the Possibility of the Other: Levinas, Heidegger, and the
Reading Subject. Submitted to Political Theory: An International
Journal of Political Philosophy, February 2010.
Reference Articles:
Isaac Beshevis Singer. Entry for the Facts on File Companion to the
World Novel, 1900 to the Present. Published January 31, 2008. ISBN
978-0-8160-6233-1.
The Family Moskat by Isaac Beshevis Singer. Entry for the Facts on
File Companion to the World Novel, 1900 to the Present. Published
January 31, 2008. ISBN 978-0-8160-6233-1.
Francois Mauriac. Entry for the Facts on File Companion to the World
Novel, 1900 to the Present. Published January 31, 2008. ISBN 978-08160-6233-1.
Woman of the Pharisees by Francois Mauriac. Entry for the Facts on
File Companion to the World Novel, 1900 to the Present. Published
January 31, 2008. ISBN 978-0-8160-6233-1.
The Desert of Love by Francois Mauriac. Entry for the Facts on File
Companion to the World Novel, 1900 to the Present. Published January
31, 2008. ISBN 978-0-8160-6233-1.
Entry for the Facts on File Companion to the World Novel, 1900 to the
Present. Published January 31, 2008. ISBN 978-0-8160-6233-1.
Vipers Tangle by Francois Mauriac. Entry for the Facts on File
Companion to the World Novel, 1900 to the Present. Published January
31, 2008. ISBN 978-0-8160-6233-1.
Book Reviews:

Review of Recumbents: Poems by Michel DeGuy, trans. Wilson

Baldridge, for the Journal Poetry Miscellany, issue 31, 2005.
Review of Art and Intention by Paisley Livingston, for the Journal
Consciousness, Literature, and the Arts. Volume 6, number 2, August
2005.
Review of Contending with Stanley Cavell, edited by Russell B.
Goodman, for the Journal Consciousness, Literature, and the Arts,
Volume 6, number 3, 2006.
Works in Progress:
Translating Hebrew into Greek: The Hermeneutic Discourse of
Emmanuel Levinass Talmudic Readings. Dissertation being turned into
manuscript for publication.
Four-Barrel Phenomenology: Identity and Authenticity in Hellmans
Two-Lane Balcktop.
Language and Confession: A Levinasian Reading of Mauriacs Knot of
Vipers.
Refereed Conference Papers:
Freedom, Responsibility, and Levinass Critique of Western Ethics.
Humanities Discussion Circle. Conference for SAMLA, the South
Atlantic Modern Language Association. Atlanta, GA. November 6, 2009.
The Ethics of the Other: Emmanuel Levinas and the Reversal of
Reason. Humanities Discussion Circle: Themes of the Other.
Conference for the South Atlantic Modern Language Association.
Louisville, KY. November 6, 2008.
Not to Build the World is to Destroy It: Levinas on Holy History and
Messianic Politics. Paper presented to the Inaugural Meeting of the
North American Levinas Society, Purdue University, May, 2006.

Ethics and the Question of Philosophical Subjectivity in the Works of

Emmanuel Levinas. The University of South Carolina Comparative
Literature Conference, Constructions of the Self: The Poetics of
Subjectivity, April 10, 1999.
Conference Panels Chaired:
Humanities Discussion Circle. 2010 Convention for the South Atlantic
Modern Language Association, Atlanta, Ga. (in the future).
Marxist Literary Group: Marxism and the Definition of Domestic
Space. 2008 Convention for the South Atlantic Modern Language
Association.
Comparative Literature Panel II, 2006 Convention for the South Atlantic
Modern Language Association, Charlotte, NC
Comparative Literature Panel I, 2005 Convention for the South Atlantic
Modern Language Association, Atlanta, GA
Other Panels and Presentations:
Not to Build the World is to Destroy It: Levinas on Holy History and
Messianic Politics. Paper presented to Comparative Literature
Department of Louisiana State University for the Annual Invited Alumni
Speaker Presentation. March 12, 2008.
A Primer on Poststructuralism. Presented to Areopagus, a literature
discussion group, Girls Preparatory Scool, January 28, 2008.
Hegel-Freud-Lacan. Presented to the Areopagus, a literature
discussion group, Girls Preparatory Scool, April 23, 2007.
Panelist, Life of the Mind: The Perils & Pleasures of Pursuing the Ph.D.
in English. Organized and Moderated by Chris Stuart and Bryan
Hampton for the UTC Department of English. April 12, 2007.

Panelist, Life of the Mind: The Perils & Pleasures of Pursuing the Ph.D.
in English. Organized and Moderated by Chris Stuart and Bryan
Hampton for the UTC Department of English. March, 2006.
Not to Build the World is to Destroy It: Levinas on Holy History and
Messianic Politics. Presented as part of the Works in Progress series for
the Department of English, UTC, September 27, 2006.
Dantes Inferno. Western Humanities Workshop, UTC, August 14-16,
2006.
Invited speaker, ENGL 520: Modern Rhetorical Theory, taught by Joe
Wilferth, UTC. Presentation on Emmanuel Levinas and his essays, God
and Philosophy and Prayer on Demand. September 26, 2005.
Invited speaker, ENGL 499: Herbert, Donne, Milton: Poets, Preachers &
the Politics of Devotion in the Seventeenth Century, taught by Bryan
Hampton, UTC. Presentation on Jacques Derrida and his essay
Signature Event Context. July 18, 2005.
Descartes Discourse on Method. Western Humanities Workshop,
UTC, August 14-16, 2006.
Facing Ethics: Levinas on Language and the Origin of Consciousness.
Presented to the Chattanooga Institute of Noetic Science. July 9, 2005.
Literary Theory and the Resistance to Closure. Presented as part of
the Works in Progress series for the Department of English, UTC, Fall
2004.

Distinctions:
Awarded the Outstanding Service Award for the College of Arts and
Sciences by the College Council in Spring of 2009
Awarded the English Department Service Award, 2007.

Awarded UTC Faculty Development Grant, May 2006, to present the

paper Not to Build the World is to Destroy It: Levinas on Holy History
and Messianic Politics to the Inaugural Meeting of the North American
Levinas Society, Purdue University, May 2006.
Dissertation committee unanimously decided to nominate dissertation
for 2003-2004 LSU Alumni Distinguished Dissertation Award (decided in
Spring semester, 2004).
Fellow at the 1998 Inaugural Session of the International School for
Theory in the Humanities, Fields, Margins, and Thresholds: Literary
Discourse and Its Interdisciplinary Contexts at Santiago de Compostela,
Spain. June 29 to July 31, 1998. Seminars, workshops, and lectures
conducted by Wolfgang Iser, Mihai Spariosu, Guiseppe Mazzotta,
Gabrielle Schwab, Ronald Bogue, Claudio Guillen, Stanley Cavell, Wlad
Godzich, Itamar Even-Zohar, and Jane Flax.
Academic Service:
Faculty Advisor, Sigma Tau Delta Honor Society, UTC, 2006-2008.
Chair, Library Committee, Department of English, UTC, 2009-2010
Member, College Council for Arts & Sciences, two-year term, 2009-2011.
Member, Faculty Senate, UTC, representing the Humanities, 2006-2007.
Member, Institutional Review Board, UTC, 2006-present.
Member, Scholarship Committee, Department of English, 2008-2010
Member, Academic Standards Committee, UTC, 2006-2008.
Member, Speakers and Special Events Committee, UTC, 2006-2009.

Member, Curriculum Committee, Department of English, UTC, 20072008.

Member, Sequoya Society and Softball Committee, Department of
English, UTC, 2007-2008.
Member, Advisory Committee, Department of English, UTC, 2006-2008.
Judge, Speak Up! Persuasive Speaking Contest, UTC, April 19, 2006.
Member, Western Humanities Texts Committee, Department of English,
UTC, 2005-2006.
Member, Public Occasions Committee, Department of English, UTC,
2005-2006.
Member, Library Committee, Department of English, UTC, 2004-2008.

Languages:
English, French, and German (fluent)
Latin, Greek, and Hebrew (reading ability)
Research and Teaching Interests:
Literary Theory and Criticism
Literature and Philosophy
British Literature
Eighteenth and Nineteenth Century Studies
European and American Romanticism
Professional Memberships:
South Atlantic Modern Language Association (SAMLA)
American Comparative Literature Association (ACLA)
North American Levinas Society (NALS)
North American Society for the Study of Romanticism (NASSR)

BRYAN ADAMS HAMPTON

Kennedy Distinguished Teaching Associate Professor
Department of English
University of Tennessee at Chattanooga
615 McCallie Avenue
Chattanooga, TN 37403
423.425.2274
Bryan-Hampton@utc.edu

EDUCATION
Northwestern University (2004)

Ph.D., English
Areas: 16th 17th c. British literature

University of Chicago (1998)

A.M., Religious Studies

Areas: hermeneutics, religion &
literature

University of Wyoming (1996)

M.A., English
Areas: Yeats, Joyce, the Irish
Renaissance

Montana State University (1993)

B.A., English
summa cum laude

DISSERTATION
Repairing the Ruins: Proclamation and Incarnational Poetics in the Age of Milton
Director: Regina M. Schwartz
Committee: Michael Lieb, Ethan Shagan, D. Stephen Long

TEACHING & RESEARCH INTERESTS

Milton & his milieu

Shakespeare & early modern drama
literature & the English Revolution
literature of the Bible
spiritual autobiography
hermeneutics
early American literature

Herbert & Donne

Spenser
transatlantic Puritanism
Modern poetry & the Irish Renaissance
literary theory & philosophical
historical & postmodern theology

PUBLICATIONS
Books

Fleshly Tabernacles: Milton & the Incarnational Poetics of Revolutionary

England (Notre Dame, IN: The University of Notre Dame Press, 2012)

Articles & Reviews

The 2011 Alabama Shakespeare Festival: Julius Caesar. The Upstart

Crow, Vol. XXX (2012): 95-101.

Purgation, Exorcism, and the Civilizing Process in Macbeth. Studies in

English Literature, 1500-1900. Volume 51, Number 2 (Spring 2011): 32747.

The 2010 Alabama Shakespeare Festival: Hamlet. The Upstart Crow, Vol.
XXIX (2010). 128-33.

Book Review: Joad Raymond, Miltons Angels: The Early-Modern

Imagination. Oxford: Oxford University Press, 2010. Renaissance Quarterly,
Volume 63, Number 4. 1439-1440.

Literature: Colonial American. Encyclopedia of Religion in America, 4

vols.
Eds., Charles H. Lippy and Peter W. Williams. Washington D.C.: CQ Press,
2010. (6200 words).

The 2009 Alabama Shakespeare Festival: Othello. The Upstart Crow, Vol.
XXVIII (2009): 105-109. Co-authored with Craig Barrow.

Infernal Preaching: Participation, Gods Name, and the Great Prophesying

Movement in the Demonic Council Scene of Paradise Lost. The
Uncircumscribed Mind: Reading Milton Deeply. Eds. Kristin A. Pruitt and
Charles W. Durham. Selinsgrove, PA: Susquehanna University Press, 2008.
91-112.

new Lawes thou seest imposd: Miltons Dissenting Angels and the
Clarendon Code, 1661-65. Paradise Lost: A Poem Written in Ten Books:
Essays on the 1667 First Edition. Eds. John Shawcross and Michael Lieb.
Pittsburgh: Duquesne University Press, 2007. 141-58.

Miltons Parable of Misreading: Navigating the Contextual Waters of the

nightfounderd Skiff in Paradise Lost, 1.192-209. Milton Studies 43. Ed. Albert
C. Labriola (2004): 86-110.

John Lilburne. The Age of Milton: An Encyclopedia of Major 17thCentury

British and American Authors. Ed. Alan Hager. Westport, CT: Greenwood
Press, 2004. (1700 words)

Articles Forthcoming or Under Review

Works In-Progress
Be thou Verbum too: Incarnation as Ecclesiology in John Donnes 1629 Christmas
Sermon
Unbuttoning Woolman: Circumcision, Signature, and the Revelatory Quaker Body
in the Journal of John Woolman, 1756-1772
Converting the Optics of Power: Conversion and Foucaults Panopticon in Olaudah
Equianos The Interesting Narrative (1789)

ACADEMIC HONORS, FELLOWSHIPS, & GRANTS

Academic Career
Awarded UTC Faculty Exceptional Merit
2012
Awarded Dorothy and James D. Kennedy, Jr.
Distinguished Teaching Professorship
Granted Tenure & Promotion to Associate Professor
Awarded UTC Faculty Exceptional Merit
2010
Awarded Outstanding Teacher,
2009
University of Tennessee National Alumni Association
Awarded UC Foundation Assistant Professorship
Awarded UTC Outstanding Teacher,
2008
College of Arts & Sciences
Awarded UTC Faculty Exceptional Merit
2008
UTC Faculty Summer Research Fellowship ($2500)
Awarded UTC Faculty Exceptional Merit
2007
UC Foundation Faculty Development Grant ($250)
2006

201120102010
20092008-

2008
2007-

20072007
20062005-

Graduate Studies
Runner-Up, Jean Hagstrum Prize for Outstanding Dissertation,
Department of English, Northwestern University
Michael Miles Dissertation Fellow, Northwestern University
2004

2004

Teaching Assistantship, Northwestern University

2003
Graduate Fellow, Northwestern University
2000
W.O. Clough Research Scholarship, University of Wyoming
1996

2000-

2003-

19991995-

CONFERENCE PARTICIPATION
deathful deeds: Samson Agonistes, Political Transcendence, and the Fifth
Monarchist
Agenda. The Conference on John Milton, October 2011.
singing the heaven-descended King: The Incarnational Aesthetics of the 1645
Poems.
The Conference on John Milton, October 2009.

Defending The Passion: Some Thoughts on Miltons Failed Poem. UTC WorksinProgress, February 2008.

Panel Chair of a session devoted to Paradise Lost. The Conference on John Milton,
October 2007.
such harmony alone: Hermeneutics, Incarnation, and Iconoclasm in the Nativity
ode
and Lycidas. The Conference on John Milton, October 2007.

Panel Chair of a session devoted to Paradise Lost. The Conference on John Milton,
October 2005.

All Passion Spent: Hermeneutics and Theology in Miltons unfinisht Poem.

The
Conference on John Milton, October 2005.

And this is fulnesse: Incarnation as Ecclesiology in John Donnes 1629 Christmas

Sermon. Southeast Conference on Christianity and Literature, April 2005.
new Lawes thou seest imposd: Miltons Dissenting Angels, the Politics of
Nonconformity, and the Clarendon Code, 1661-1665. UTC Works-inProgress,
February 2005.

Infernal Preaching: Gods Name and the Great Prophesying Movement in the
Demonic Council Scene of Paradise Lost. The Conference on John Milton,
October 2003.
Foul Whisperings Abroad: Domestic Purgation and Early Modern Exorcism in
Macbeth. South Atlantic Modern Language Association, Annual Meeting,
November 2002.
The Virtue of Reading: Temperance and Interpretation in the Faerie Queene (Book
2)
and Paradise Regained. Mideast Conference on Christianity and Literature,
October 2002.
To say and straight unsay: Satanic Language and the Name of God in Paradise
Lost,
Book 2. Northwestern University Early Modern Colloquium, May 2002.
Unbuttoning Woolman: Circumcision, Signature, and the Revelatory Quaker Body
in
the Journal of John Woolman, 1756-1772. International Conference on
Narrative, April 2002.

The night-founderd Skiff: A Miltonic Parable of Restlessness and Conversion in

Paradise Lost, 1.192-209. The Conference on John Milton, October 2001.
Panel Chair: Affect: Warfare, Spirituality, Politics. The Newberry Library,
Chicago, Center for Renaissance Studies, Graduate Student Conference, June
2001.

Participant, Midwest Seminar on John Milton. The Newberry Library, Chicago

1999-2004

TEACHING EXPERIENCE & ACADEMIC EMPLOYMENT

Dorothy and James D. Kennedy, Jr. Distinguished Teaching Associate
Professor of English (2010-) & Coordinator of Humanities (2006-),
University of Tennessee at Chattanooga
UC Foundation Professorship (2008-), University of Tennessee at Chattanooga
Assistant Professor (2004-2010), University of Tennessee at Chattanooga
Undergraduate Courses
Rhetoric & Composition
British Literature Survey
Western Humanities

Introduction to Shakespeare
English Drama to 1642
Milton
The Seventeenth Century

Junior/Senior Seminars:
Hamlets Cousins: Renaissance Revenge Tragedy
Spensers Epic: The 1590 Faerie Queene
Herbert & Donne: Devotional Selves & the Struggle Against God
Saints & Sinners, Gods & Devils in the Seventeenth Century
Literature of the Bible
The Four Loves: Love & Desire from Plato to Milton

Miltons Revolution: Paradise Lost and the Literature of the English

Revolution

Independent Studies:
Studies in the Prose & Poetry of John Milton
Classical Literary Backgrounds
Shakespeares Romances and Problem Plays

Graduate (M.A.) Courses

Herbert, Donne, Milton: Poet-Preachers & the Politics of Devotion
in the Seventeenth-Century
Spensers Epic: The 1590 Faerie Queene
Spenser & Milton: English Nationalism & the Protestant Epic
Shakespeare the Career: Competition, Collaboration, & the Playhouse
Shakespeare the Career: The Bard And/After Theory
Seminar in Milton
Miltons Revolutions: English Radicalism & the World Turned Upside
Down
Instructor, Northwestern University Evanston, IL
2003
Teaching Assistant, Northwestern University Evanston, IL
2002
Adjunct Instructor, William Rainey Harper College Palatine, IL
1999
Adjunct Instructor, Columbia College Chicago, IL
1999
Adjunct Instructor, Loyola University Chicago, IL
Teaching Assistant, University of Wyoming Laramie, WY
1996

200220001998Spring
Fall 1998
1994-

SERVICE TO THE UNIVERSITY & TO THE PROFESSION

Coordinator, UTC Humanities Program, 2006-present

UTC Graduate Student Mock Conference Organizer and Moderator:

Hydra-Headed Shakespeare: Theory and the Bard, April 2007.

Devotional Subjects: Herbert, Donne, Milton, December 2005.

Shakespeare & Company: Career, Context, Conflict, April 2005.

UTC-in-Oxford Summer Program. Oxford Centre for Judaic and Hebrew

Studies, University of Oxford, July-August 2007.
Course title: Miltons Revolutions: Paradise Lost and the Literature of
the English Revolution

Panelist:
Graduate School, the Academic Job Market, and the Life of Young
Professors. Sponsored by the Philosophy Club. 2005, 2006

Organizer & Moderator:

The Abolition of Man and the Postmodern Condition: Lewis and Derrida on
Justice. A Student Roundtable Discussion, March 2007. Moderated in
preparation for the Twenty-Third Annual C.S. Lewis Lecture, delivered
by
Jean-Bethke Elshtain (Divinity School, University of Chicago).

Life of the Mind: The Perils and Pleasures of Pursuing the Ph.D. in
English.
A symposium sponsored by the English Department. March 2006, April
2007.

Invited Lectures:
1.) Commencement speaker, 232nd Commencement, UTC. December
2009.
2.) Ritual Time and Narrative in the Book of Esther. Guest lecturer and
discussion leader, Christ Church Episcopal, May 2009.
3.) Discussion leader: C.S. Lewis, The Four Loves. Invited by the UTC
Philosophy Club; five weeks, Spring 2008.
4.) The Word is Made Flesh: Six Poets on the Incarnation. Thirty-Fourth
Annual Thorne Sparkman Lecture Series. Thorne Sparkman School of
Religion, St. Pauls Episcopal Church, March 2007.

(Five weekly lectures and discussions on poems by John Donne,

George Herbert, John Milton, T.S. Eliot, W.B. Yeats, and W.H.
Auden)
5.) Against Gnosticism: Pauls Argument on the Incarnation and the
Mystery
of Fullness in Colossians 2, Brainerd Hills Baptist Church, July
2006.
6.) Lecturer for the Western Humanities Teaching Workshop, August
2006.
Approaches to Teaching John Miltons Paradise Lost
Approaches to Teaching Platos Allegory of the Cave, and the
Symposium

Consultant, www.saylor.org
Peer review of two courses: ENGL 401 Shakespeare, ENGL 402 The
Poetry of
John Milton

Departmental & University Committees:

Departmental
Advisory Committee to the Dept. Head, 2012-2013
Rank, Tenure, & Promotion, 2010Graduate Studies Committee, 2006-2010
Curriculum Committee, 2008Chair, 2012-2013
Search CommitteeShakespeare, 2009-2010
Judge, North Callahan Undergraduate Essay Prize, 2007, 2009Judge, Young Southern Student Writers Contest, 2007Search CommitteeVictorian literature, 2007-2008
Judge, Sally B. Young Undergraduate Critical Essay Award, 2005-2007
Lecturer Reappointment Committee, 2007-2009
Western Humanities Core Texts Committee, 2005-2006, 2009-2010
Search Committee for 1-year appointments, 2005
Secretary for Department Meetings, 2005-2006

University
Coordinator, UTC Humanities Program, 2006Faculty Development Fund Committee, 2011-2012
Institutional Efficiency & Effectiveness Committee, 2011International Studies ad hoc, 2010Academic Standards, 2012-2013
Undergraduate Departmental Honors Committee, 2008-2011
Coordinator, External THEC Review for the Humanities Program, 20072008,
2012-2013
Strategic Implementation and Initiatives Committee, 2007Subcommittee Chair for Global & International Relationships:
Curriculum
Search CommitteeAssistant Director, Office of Cooperative Education
and International Exchange, 2009-2010
C.S. Lewis Annual Lecture Committee, 2006Library Committee, 2006-2007
Speakers and Special Events Committee, 2006-2009
UTC Faculty Senate, Spring 2007

Undergraduate Departmental Honors Theses:

Director
Amanda Hand, To force our Conscience that Christ set free: Milton,
Charles
I, and the Tyranny of Conscience. 2011.
Alison Williams, Jesus and Rama: Interpreting the Incarnation. 2007.
Reader

Megan Dale, Masculinity, Femininity, & Female Exceptionality:

Elizabeth Is
Androgynous Image in Life and Death. 2012.
Julia Hunter, The Governance of Time and Death in Ones Existence:
Mrs.
Dalloway and The Hours in Relation to Twentieth-Century
Catastrophes. 2011.

Meghan ODea, Ninevah, Neverland, and the Dark Streets of London:

Geography and Anxiety in the Victorian Imagination. 2010.
Elizabeth Denton, She would have been a good woman: Gender and
Redemption in the South. 2008.
Hannah Rutledge, Escaping the Serpent's Snare: The Role of
Redemption in
Shakespearean Comedy. 2005.
Departmental Liaison
Jacob King, Myth and Material: A New Method for the Scientific
Interpretation of Myth. 2011. (Anthropology)
Erin Murdoch, Accounting for Goodwill and Testing for Subsequent
Impairment: A History, Comparison, and Analysis. 2011.
(Accounting)
Monika Groppe, Female Self-Perception and the Concept of Body: An
Etic
Cross-Cultural Comparison Between College-Aged Women in
Chattanooga, TN and Accra, Ghana. 2010. (Anthropology)
Melody Dale, Interdisciplinary Intertextuality in the works of Joaqun
Rodrigo and the Spanish Avant-Garde: Reliving the Golden Age.
2010. (Spanish)
Adrianna Wright, Pushing Down of the Curriculum: Kindergarten of
the
Past, Present, and Future. 2009. (Education)
Paige Gabriel, New Apathy Syndrome? The Views of UTC Students on
Media and News Reporting. 2009. (Communications)

Masters Degree Theses:

Hannah Coffey, A Drama of Discourse: Competing Narratives in the
Book of
Job. 2009. (Reader)

Hannah Rutledge, The Heart of the Story: The Confrontation of Verbal

and Imperial Authority in J.M. Coetzees Foe. 2007. (Reader)

Examiner, Masters Degree Oral Comprehensives:

Gabriela Carvalho, 2013 (areas: 19th c. America, Renaissance, Comp
Theory)
Angie Phipps, 2012 (areas: 19th c. American, 19th/20th c. British)
Heather Nation, 2011 (areas: Renaissance, 19th/20th century British)
Suzanne Collins, 2010 (areas: 19th/20th century British/American)
Hannah Coffey, 2009 (areas: theory, medieval)
Jeff McCall, 2009 (areas: Renaissance, British Romanticism)

PROFESSIONAL MEMBERSHIPS
Modern Language Association
Renaissance Society of America
Milton Society of America
Conference on Christianity and Literature

LANGUAGES
Latin, French, Koin Greek

ACADEMIC REFERENCES
Regina M. Schwartz
Professor of English & Religion
Humanities
Northwestern University
University Hall 113
847.491.5588

Michael Lieb
Professor Emeritus of English &
Department of English
University of Illinois, Chicago
601 S. Morgan Street

regina-s@northwestern.edu

312.413.2244
mlieb5@comcast.net

Ethan H. Shagan
Associate Professor of History
University of California, Berkeley
3210 Dwinnell Hall
510.642.2534
shagan@berkeley.edu

D. Stephen Long
Professor of Systematic Theology
Marquette University
Coughlin Hall 212
414.288.3215
d.stephen.long@marquette.edu

John Shawcross
Professor Emeritus of English
University of Kentucky
Lexington, KY 40504
(Professor Shawcross is deceased. A letter of reference is on file.)

WILLIAM P. HARMAN
Residence:
6207 North Innisbrook Drive
Hixson, TN 37343-3078
United States of America
Telephone: [1] (423) 847-9608

Professor
Department of Philosophy and Religion
232-E Holt Hall / 615 McCallie Avenue
The University of Tennessee at Chattanooga (#2753)
Chattanooga, Tennessee 27403-2598
United States of America
Telephone: [1] (423) 425-4336
Fax: [1] 423 425-4153

E-mail: william-harman@utc.edu

EMPLOYMENT HISTORY

2008 -- Present. Professor, Department of Philosophy and Religion, The

University of Tennessee, Chattanooga, Tennessee

2002 -- 2008 Professor and Department Head, Department of Philosophy and

Religion, The University of Tennessee, Chattanooga, Tennessee

1998 -- 2001. Professor and Chair, Department of Religious Studies, DePauw

University, Greencastle, Indiana

1998.

Named Full Professor, DePauw University

1990 -- 1997. Associate Professor with tenure, DePauw University

1988 -- 1991. Visiting Professor in World Religions, Christian Theological
Seminary, Indianapolis
1981 -- 1989. Assistant Professor, DePauw University
1975 -- 1978. Lecturer, Department of Religion, Longwood Academy, Chicago,
Illinois
1974. Summer Session. Lecturer in Asian Religions, Department of Theology,
Loras College, Dubuque, Iowa
1968 -- 1970. Lecturer in French and English, American and Lady Doak Colleges,
Madurai, India

EDUCATION
Ph.D. 1981 University of Chicago Divinity School. History of Religions.
Dissertation adviser: Wendy Doniger (O'Flaherty)
M.A. 1972 University of Chicago. Ministerial Studies.
A.B. Summa cum laude, 1968, Oberlin College. Major in Religion, Minor in French
Certificate in documentary photography, Illinois Institute of Technology, 1975
Proficient (speak, read, write) in Tamil, French, and English. Able to read German
with a dictionary.

COURSES TAUGHT

World Religions (normally including selected

units on three or four of the following:
Hinduism, Buddhism, Islam,
Christianity, Judaism, Chinese Religions,
Japanese Religions, Primal Religions)

Sacred Scriptures: Text and Context

Satanism, Witchcraft, and Spirit
Possession

Introduction to Religion
Goddess Traditions
Religion and Psychological Studies
Hindu Devotional Poetry
Religion and Violence

Religion, Healing, and Medicine

Hinduisms
The Religions of India
Biographies of Religious Founders
Directed Readings in Islam
Religion and the Social Sciences

Eastern Religious Thought (Hinduism

Issues in Dialogue Among World Religious

Buddhism, Chinese and Japanese Religions)

Traditions

January Term Course*: Readings in Modern

Senior Thesis Seminar for Majors:

Indology

Methodology and the Study of Religion

January Term Course*: Religion and Film

Directed Readings in Hinduism
Religion and Violence
Goddesses in Buddhism

January Term Course*: Directed Field Study in

India

87

*Note: January Term consisted of an intensive single-subject course for students 3 hours per day five days per week for 3
weeks.

HONORS, FELLOWSHIPS, GRANTS:

July, 2012 July, 2014: Member of a research team awarded $10,000 by the Universitys Collaborative
Research Initiative Program to study The Integration of Science, Evolution, and Religious
Views with Implications for Education. See:
http://www.utc.edu/Administration/PartnershipsAndSponsoredPrograms/documents/CRISPAppli
cationfinal.pdf
May, 2012: Recipient of travel and lodging grant from the German Democratic Republic to present a
paper at Jacobs University, Bremen at the Conference on Nationalism in Asia.
March 30, 31, 2011: Bowdoin College Religion Department Public Lectures, The Martyr Bomber
Becomes a Goddess, A Narrative of Hindu-Muslim Violence in India
2009: Nominated for Best Teacher of the Year in the College of Arts and Sciences at the University of
Tennessee (Chattanooga)
April 6--8, 2009: Delivered the Lyman Coleman Memorial Religious Studies Lecture Series, Lafayette
College, Easton, Pennsylvania, entitled Violence, Religion, and Devotion in an Unstable World
Order
Spring, 2008: Received Internationally Competitive Research Grant, American Academy of Religion
Open Competition, $4,000.00 to study Sri Lankan civil war.
2008: Research Grant for travel to Sri Lanka and India, University of Tennessee Faculty Research
Program, $5,000.00.
2007: Elected to Membership in the University of Tennessee (Chattanooga) Council of Scholars, with
eligibility for research and travel stipends.
2004: Featured full page interview for American Academy of Religion official international publication,
Religious Studies News,vol. 19, No.4, October, 2004, The Department at the University of
Tennessee, Chattanooa, p.17 http://www.rsnonline.org/images/pdfs/2004October.pdf
2003--2005: Grant Author and Director, University of Chattanooga Foundation Grant ($51,000) to
design and lead a residential study term in India for University of Tennessee Students: involved
14 students and 4 faculty. Taught 2 courses in residence; conducted major 3-day concluding
seminar during return year.

88

Performance Exceeds Expectation" awarded for 2003-2004, 2005-2006. Highest possible Department
Head evaluation given by the Dean in the College of Arts and Sciences at U.T.C. This evaluation
is permitted for a maximum of 10% of the Program and Department Heads.
1999-2002: DePauw University Martha Rieth Faculty Research Fellow
1996--1999. Administrator and Grant Co-Author, India On-Site Study Tour Program for University
and College Faculty, U.S. Government Title VIa Grant. Tour trips, summers of 1998 and 1999.
1998: DePauw University Sabbatical Grant for Field Research in Samayapuram, India, $4,000.00.
1998--Travel Grant from Centre National de Recherches Scientifiques de France for Conference
Presentation, Paris, January, $1,400.00.
1996: Joint University of Chicago/ National Endowment for the Humanities Post-Doctoral Fellow
1992: American Institute of Indian Studies Travel/Research Grant, $9,700.00.
1990: National Endowment for the Humanities Travel/Research Grant ,$2,000.00.
1987: American Institute of Indian Studies Faculty Research Grant, $7,000.00.
1986--7: National Endowment for the Humanities Fellowship for College Teachers $32,000.00.
1972: American Institute of Indian Studies Language Fellow in India $5,200.00
1970: Danforth Graduate Fellowship. Covered graduate tuition, living expenses for 4 years.
Fellow of the Society for Values in Higher Education (since 1970)
Member, Phi Beta Kappa, Oberlin College Chapter (since 1968)
1968--1970: Oberlin Shansi Teaching Fellow in India
1967: Oberlin Overseas Grant for Study in France
Blue Key Honorary Fraternity (Alfred University, 1966)

89

PUBLICATIONS:
Guest Editor for the journal Nidan: An International Journal of Hinduism, Theme: Ferocious
Goddesses, Forthcoming December, 2012. Includes my introduction and my article on How the
Vicious Goddess Changed.

Violent Disciplines in the Militant Ascetic Traditions of India, chapter 3 in Pratap Penumala (ed.),
Introducing Hinduism. London: Equinox Publishers, forthcoming, 2012.
Possession as Protection and Affliction: The Goddess Mariyammans Fierce Grace in Fabrizio Ferrari
(ed.), Health and Religious Rituals in South Asia: Disease, Possession and Healing. Chapter 12.
Oxford: Routledge, 2010.
Laughing Until it Hurts...Somebody Else--The Pain of a Ritual Joke, in Dempsey, Corinne and Raj,
Selva, Sacred Play: Ritual Levity and Humor in South Asian Religions. Albany: State Univeristy
of New York Press, 2010, pp. 107-123.
A Miracle (or Two) in Tirucchi, in Dempsey, Corinne and Selva Raj, The Miracle as Conundrum in
South Asian Religions. Albany: State University of New York Press, 2009, pp. 105-119.
The Martyr Bomber Becomes a Goddess: Women, Theosis, and Sacrificial Violence in Sri Lanka, in
Transcurrents, (October 15, 2008). Online at
http://transcurrents.com/tc/2008/10/the_martyr_bomber_becomes_a_go.html
Co-editor, with Selva J. Raj, Dealing with Deities: The Ritual Vow in South Asia, Albany: State
University of New York Press, 2006. Paperback edition, 2007.
Author of one chapter
(Mariyamman of Samayapuram") and co-author of
two chapters ("Introduction, and
Concluding Essay).
-- Review in Journal of Asian Studies, vol. 66, No. 1, 2007, pp. 275-277
Taming the Fever Goddess Transforming a Tradition in Southern India, in Manushi: a Journal
about Women and Society, Jan-Feb. 2004, vol. 140, pp. 2-16. Available also online at:
http://www.manushi-india.org/issues/issue_cover140.htm
Hindu Devotion, chapter 3, pp. 99-123 in Reinhart, Robin (ed.), Contemporary Hinduism: Ritual,
Culture, and Practice. Santa Barbara: ABC-CLIO Press, 2004.
Meaningful Violence? Reflections on the Dynamics of Human Sacrifice, Soundings--An
Interdisciplinary Journal, vol. 83, No. 1, 2000, pp. 119-137.
How the Fearsome, Fish-Eyed Queen Minatci Became a Perfectly Ordinary Goddess, in Moon,
Beverly and Elizabeth Benard (eds), Goddesses Who Rule, New York: Oxford University Press,
2000, pp. 33-51.
90

Speaking About Hinduism...and Speaking Against It, Journal of the American Academy of Religion,
Vol. 68, no. 4, December, 2000, pp. 733-740.
Four separate chapters: Foreign Caste, A Ritual to Everything, Shopkeepers, and Spear
Possession in DeGraff, Geoff (ed.) Something to Write Home About: An Anthology, Oberlin, O.:
Oberlin Shansi Memorial Association, 2000, pp. 136-147, 160-166.
Disjunction and Continuity at the Midwest AAR Meetings: Reflections from a Retiring Regional
President, in Wilson, Brian (ed.) Midwest AAR Newsletter, Winter 2000, Kalamazoo: Dept. Of
Comparative Religion, pp. 1-4
La frocit de la desse-mre gurrisseuse, in Dericquebourg, Rgis (ed.), Ateliers, No. 23, 1999 -Points de vue sur la thrapie religieuse. Lille 3: Cahiers de la Maison de la Recherche,
Universit Charles de Gaulle, pp. 66-74.
Promises Made to Goddesses: Womens Boons and Mens Fears, in Niklas, Ulrike (ed.) Kolam: A
Mirror of Tamil Culture, Vol. 3, No. 1, February, 1999. Cologne: International Institute of Tamil
Studies. http://www.rrz.uni-koeln.de/phil-fak/indologie/kolam/frame.html
Entries on "Dravidian" and "Kingship" in Harper's Encyclopedia of Religion, edited by J.Z. Smith &
W.S. Green. New York: Harper & Row, 1996.
"Some Random Thoughts from a Cultural Commuter," Midwestern Review,vol.5, no. 2, March, 1992,
pp. 7-12.
"A Remembrance of Clyde A. Holbrook," Journal of the American Academy of Religion, vol. 59, no. 2,
(Summer, 1991), pp. 373-376.
"A Self-Critical Approach to Understanding Other Religious Traditions," World Faiths Insight, n.s. no.
24 (February, 1990), pp. 11-20.
"Sacred Marriage in the Study of Religion: A Perspective from India on a Concept that Grew out of the
Ancient Near East," Religion, vol. 19 (1989), pp. 353-376.
The Sacred Marriage of a Hindu Goddess. Bloomington: Indiana University Press, 1989. Revised Indian
edition published by Motilal Banarsidass: New Delhi, 1992.
Selected Reviews: (1) McDermott, Rachel Fell, New Contributions to the Study of Hindu
Goddesses, Religious Studies Review, vol 18, no. 3, July, 1992, pp. 196-202. (2)Bolle, Kees W.,
Journal of the American Oriental Society, vol. 112, no. 3, 1992, pp. 512-14, (3) Smith, Brian K.,
History of Religions, vol. 30, no. 3, February, 1991, pp. 324-5, (4) Raghunath, P. Vedanta
Kesari, March, 1993, p. 8, (5) Parthasarathy, V., Tattvaloka, October/ November, 1994, pp. 87-8,
(6) Yocum, Glenn, Religious Studies Review [Book Notes], vol 16, no. 2, April 1990, p. 179.
91

"How the City Became Sacred: Madurai in 'The Story of Siva's Sacred Games,'" The Journal of Tamil
Studies, Vol. 31, No. 1 (June, 1987), pp. 1-20.
"The Hindu Marriage as Soteriological Event," International Journal of Sociology of the Family, Vol.
17, No. 2, Autumn, 1987, pp.169-182.
"The Authority of Sanskrit in Tamil Hinduism: A Case Study in Tracing a Text to its Sources," Mankind
Quarterly, vol. 27, no. 3 (Spring, 1987): 295-316.
"Reflections on What Ritual Does." The Key Reporter: National Newsletter of Phi Beta Kappa, Vol. 52,
No. 3, Spring, 1987, pp. 1-3. Portions reprinted in Jewish Life and Reader's Digest. See Key
Reporter website at: http://www.pbk.org/userfiles/file/Key%20Reporter/Key_Reporter_52_3.pdf
"Two Versions of a Tamil Text and the Contexts in which They Were Written." Journal of the Institute
of Asian Studies, vol. 5, no. 1, September, 1987, pp. 1-18.
"What Constitutes Evidence? Authority in Science and Religion," in Durfer and Hatfield (eds.) Toward
a Common Vision: Papers from the 1985 Conference on Science and Religion, Pomona:
California State Polytechnic University, 1987, pp. 177-191.
"Kinship Metaphors in the Hindu Pantheon: Siva as Brother-in-Law and Son-in-Law." Journal of the
American Academy of Religion, vol. 53, no. 3 (September, 1985): 411-430.
"Why Bother to Study World Religions at DePauw?" The DePauw Alumnus Magazine, vol. 47, No. 3,
Spring, 1983, pp. 37-40.
Editor, Religion in Tamilnatu: The Beginnings of a Discussion. Madurai: DeNobili Press, 1970.

SELECTED PROFESSIONAL PAPERS:

Le destin des Tamouls aprs la guerre civile en Sri Lanka, 22 June, 2212, Colloque dpartmental,
LUniversit dAix-Marseille, France
Bulldozing the Sacred Remains: The Determination to Exterminate a People, a Tradition, and a
Religion, Presented July 20, 2012 at the Conference on Identity and the Nation in 20th Century
Asia, Jakobs Universitat, Bremen, Germany
Embracing the Martyred Dead: The Tuyilam Illam as Sacred Shrines for the Sri Lankan Tamil Tigers,
November 21, 2011 at the American Academy of Religion, San Francisco, Sacred Space in Asia
Group
Serious Amusements and the Truth Behind Illusions: What Siva did in Madurai, June 26, 2011 at the
Annual Meeting of the Conference for the Study of Religion in India, Loyola Marymount
College, Los Angeles, California
92

Violent Disciplines: Sri Lanka's Tamil Tigers and the Militant Ascetic Traditions of India, November
7, 2009 at the Annual Meeting of the American Academy of Religion, Montral, Canada.
La bombe humaine devient une desse: femmes sacrificielles dans la guerre civile de Sri Lanka,
presented at the Center for the Study of New Religions Annual Meeting, June 7, 2007, l'
Universit Michel de Montaigne, Bordeaux, France.
"Strategies to Adopt/ Strategies to Avoid: The Introductory World Religions Course After 25 Years of
Teaching It," presented at the Southeast Commission for the Study of Religion/ American
Academy of Religion Meeting, March 16-18, 2007, Nashville, Tennessee.
The Suicide Bomber Becomes a Goddess: Women, Theosis, and Sacrificial Violence in South Asia.,
presented at the Hawaiian International Conference on Humanities, Honolulu, January 12, 2006.
A Miracle (or Two) in Tirucchi, presented June 14, 2005 at the Conference for the Study of Religion
in India, Albion College, Albion, Michigan.
From Vicious Bitch to Domesticated Middle Class Lady: The Goddess Comes a Long Way, Presented
December 20, 2003, New Delhi, India at the International Association for the History of
Religions.
Transmettre une Tradition Exige Quon Change la Tradition: lApprivoisement de la desse des
fivres dans l'Inde Mridionale Presented July 24, 2003, Turin, Italy at the 27th meeting of the
Socit Internationale de Sociologie des Religions
Laughing Until it Hurts...Somebody Else--The Pain of a Ritual Joke, First version presented
October 2, 2003, Emory University Faculty Seminar; second version presented November, 2003, in
Ritual Studies/Religion in South Asia panel on Ritual Levity in South Asia at the Annual Meeting
of the American Academy of Religion in Toronto.

How Religion Counts: A Response to the AAR National Survey of Religious Study Programs, in
the Plenary on Teaching Religion Today, April, 2002, Midwest American Academy of Religion,
Chicago.

93

How the Vow Functions as a Tool for Religious Devotion, Department of Religious Studies
Forum, University of Vermont (Burlington), October 14, 2001

Goddess Temples Dedicated to Healing in Southern India, paper written (then presented in
absentia due to illness) for the Panel on Religion and Healing, at the American Anthropological
Association, December 6, 2001, Washington, D.C.

"Dealing with the Goddess: Hopes, Fears, and Down Payments," August 9, 2000, International
Association for the History of Religions, Durban South Africa
"A Kinder, Gentler Mariyamman and Middle Class Respectability," August 7, 2000, International
Association for the History of Religions, Durban, South Africa
The Spiritual Dimensions of Violence: Reclaiming Human Sacrifice in New Age Religions, Bossey
Conference on New Age in the Old World, The World Council of Churches' Ecumenical
Institute of the University of Geneva, July 19, 2000, Geneva, Switzerland.
Hinduism Lecture Series, Ohio University, Athens, Ohio. May 4-6, 2000.
(1)
Obligations and Responsibilities in 'Kinship Bhakti', (2) Cutting Deals with the Fever
Goddess: Wounded Healers and Contractual Healings, and (3) The Explosive Critical Edge of
Hinduism.
"Negotiating Relationships With the Goddess," November, 1998 American Academy of Religion
Meeting. Joint Ritual Studies/ Religion in South Asia Sections, Panel entitled, "Dealing with the
Deity: Religious Vows in South Asian Hindu, Muslim, and Christian Places of Worship,
Orlando, Florida.
Revised version presented as a public lecture at Loyola University (Chicago), February 16, 1999.
"Promises Made to Hindu Goddesses: Womens Boons and Mens' Fears," 46th Midwest Conference on
Asian Affairs, Northern Illinois University, DeKalb, September 27, 1998.
"La ferocit de la desse-mre gurrisseuse," presented at the Groupe de sociologie des religions du
Centre national des rcherches scientifiques, Paris, January 27, 1998.
"Promising to Walk with Visnu: Pilgrimage Vows in Hinduism," World History Association Sixth
International Conference, Pamplona (Spain), June 21, 1997.
94

"The Multivocal Implications of the Tamil Term 'Nerttikatan' " at the Faculty Colloquium of the Institut
fr Indologie und Tamilstik, Kln University, Kln, Germany, July 1, 1997.
"Negotiating the Healing Process in Tamil Hinduism," International Society of the Sociology of
Religion, Toulouse (France), July 10, 1997.
"Ngociation comme stratgie pour gurison parmi les hindous de Tamilnadu," Socit internationale de
sociologie des rligions, Toulouse (France), July 11, 1997.
"Violence Without Meaning? Reflections on the Experience of Human Sacrifice," Annual Meeting of
the American Academy of Religion, New Orleans, November 23, 1996.
"Ritual Suffering: Bearing Pain for the Goddess," Panel on Religion and Violence, Annual Meeting of
Society for Values in Higher Education, August 11, 1996.
"Theoretical Beginnings to Sacrificial Endings: Inducing the Millenial Birth," Midwest Meeting of the
American Academy of Religion, St. Louis, March, 1996.
"Local Deities as Specialist Healers in Regional Hinduism," Lecture Presented to Medical Professionals,
Indiana University Hospitals, Indianapolis, January 11, 1996.
"Violence Made Meaningful: Sacrifice, Spirit Possession, and Satanism," Annual Meeting of the Society
for Values in Higher Education, Claremont, California, August, 1995.
"Negotiating the Healing Process in Tamil Hinduism," Midwest Meeting of the American Academy of
Religion, Chicago, April, 1995.
"Healing Fever Goddesses of South India," Inaugural Presentation in A Symposium on Religion and
Healing Sponsored by The National Endowment for the Humanities and the Ayres Lecture
Series, Butler University, September, 1994.
"Rites of Passage: What They Mean is (Mostly) What They Do," Lecture presented to the Faculty
Forum of Christian Theological Seminary, Indianapolis, February 24, 1994.
"Raw, Violent, and Dangerous: The Effrontery of a Village Goddess to the Established Hindu
Orthopraxy," American Academy of Religion, Midwest Region, Western Michigan University,
April 3, 1993
"Four Defining Features of the Hindu Tradition," A Convocation Lecture at Franklin College on
October 12, 1992.
The Renouncing Holy Person of Hinduism," Presented at the Society for Values in Higher Education at
Hobart-William Smith Colleges, August, 1992.
95

"Sing it and Dance it; then You'll Believe It -- Performance in The Ecstatic Poetry of Saint Mirabai," An
Introduction to a recital by Marcia Roberts, DePauw University School of Music, October 30,
1991, DePauw University
"The Formation of Vaisnava and Saiva Communities: Orthodoxy, Heterodoxy, and Syncretism in South
Indian History," International Seminar on the Study of Sri Vaisnavism, The Ananthacharya
Indological Research Institute, Bombay, India, January 2, 1990.
"Teaching the Introduction to Religion," Spring Meeting of the Indiana Academy of Religion, March 18,
1989, Indiana University, Indianapolis
The Festival Cycle Honoring the Hindu Goddess of Fevers," March 10, 1989. Lilly Lecture to the
Department of Humanities, Indiana State University, Terre Haute, Indiana.
"Illness as Religious Possession in the Cult of a Goddess," April 8, 1989, Midwest American Academy
of Religion, Bloomington, Indiana
"The Life Story of a Goddess As an Example of Hagiography," Indiana State Conference on
"Permanence and Change in China and India," April 28, 1989, Terre Haute, Indiana.
"The Syncretistic Character of a Hindu Religious Festival." March 29, 1988. Lilly Lecture to The
Department of Humanities, Indiana State University, Terre Haute, Indiana.
"The Contingency of History and the Constancy of Hagiography." April 10, 1988, Midwest American
Academy of Religion, Columbus, Ohio.
"A Life History of Minatci: The Conquering Green Goddess With the Eyes of a Fish." December, 1987,
American Academy of Religion Meetings, Boston, Massachusetts.
"Psychotherapy East and West: The Integrity of the Hindu World View," Presented to psychiatric
residents of the Indiana University Department of Psychiatry at The School of Medicine,
Indianapolis, April 8, 1986.
"A Literary Comparison of 13th Century and 17th Century Tamil Religious Texts, "November 5, 1986,
South India Studies Society Annual Meeting, Madison, Wisconsin.
"The Translator as Traitor: Some Thoughts on the Process of Translation." August 28, 1986, Graduate
Department of English Literature, American College, Madurai, Tamilnadu, India.
Metaphors and the Economics of Religious Devotion: One Way of Understanding Human Religious
Activity." August 6, 1986. Graduate Departments of Economics and English of St. John's
College, Palayankottai, Tamilnadu, India.
96

"Do the Gods Speak Only in Sanskrit? or Language and Authority in Hindu Texts." Presented April 12,
1985, Midwest American Academy of Religion, Rockford, Illinois
"Christianity And The World Religions: Points of Impasse and Dialogue" March 3, 1985. St. Mark's
Church, Bloomington, Indiana.

REVIEWS:
Drama as a Mode of Religious Realization: The Vidagdhama dhava of Rupa Gosva mi by Donna
M. Wulff. (Chico: Scholars Press, 1984) in Asian Thought and Society, Vol. 10, no.30, Nov.,
1985, pp. 226-229.
Biardeau, Madeleine (ed.). Autour de la desse hindoue. Purusartha: sciences sociales en asie du sud.
Paris: ditions de l'cole des hautes tudes en sciences sociales, 1981. in South Asia in Review:
Quarterly Review of New Books on South Asia, Vol 10, nos.1 & 2 , September, 1985, pp. 13-14.
Jung and Eastern Thought by Harold Coward. Albany: State University of New York Press, 1985, in
Religious Studies Review: A Quarterly Review of Publications in the Field of Religion and
Related Disciplines, Volume 12, no. 1, January, 1986, p.43.
Gods of Flesh/Gods of Stone: The Embodiment of Divinity in India. Edited by Joanne Punzo Waghorne,
Norman Culter, and Vasudha Narayanan. Chambersburg, Pa.: Anima Press, 1985. Pp. vi, 208 in
Asian Thought and Society, Volume 13, No. 39 (October 1988), pp. 248-250.
Ganesa: Lord of Obstacles, Lord of Beginnings by Paul B. Courtright. Oxford University Press, 1985, in
Journal of the American Academy of Religion, Vol. 55, No. 1, 1987, pp. 140-142.
Songs For the Bride: Wedding Rites of Rural India. William G. Archer. Edited by Barbara Stoler Miller
and Mildred Archer. Studies in Oriental Culture, Number 20. New York: Columbia University
Press, 1985, in Journal of Ritual Studies, Vol. 1, No. 1, 1987: pp. 137-139
Wives of the God-King: The Rituals of the Devadasis of Puri. By Frdrique Apffel Marglin. Oxford,
1985, in Journal of the American Academy of Religion, Vol 55, No. 2, Fall, 1987, pp. 405-407.
Devi Mahatmya: The Crystallization of The Goddess Tradition. By Thomas B. Coburn. Delhi: Motilal
Banarsidass, 1984, in History of Religions: An International Journal for Comparative Historical
Studies, Volume 27, Number 2 , November, 1987, pp. 220-222.
Songs of Experience: The Poetics of Tamil Devotion. By Norman Cutler. Bloomington and Indianapolis:
University of Indiana Press, 1987, in Religious Studies Review, vol. 14, no. 1, January, 1988, p.
89.
97

Religion and the Western Mind. By Ninian Smart. Albany: State University of New York Press, 1987, in
Encounter: A Journal of Creative Theological Scholarship, vol. 48 (1987), 423-424
Two Tamil Folktales: The Story of King Matanakama, The Story of Peacock Ravana. Translated and
introduced by Kamil V. Zvelebil. Delhi: Motilal Banarsidass/Columbia, MO: South Asia Books,
1987, in Religious Studies Review, vol. 14, no. 4, October, 1988, p. 394.
Non-Renunciation: Themes and Interpretations of Hindu Culture by T.N. Madan. Delhi: Oxford
University Press, 1987. v + 187 pages, in Asian Thought and Society, vol. XIV, no. 40 (January
1989), pp. 72-74.
Persephone's Quest: Entheogens And The Origins Of Religion. by R. Gordon Wasson, Stella Kramrisch,
Jonathan Ott, and Carl A.P. Ruck. New Haven: Yale University Press, 1988, in Religious Studies
Review, Spring, vol. 15, no. 1, 1989, p. 86.
Singing of Birth and Death: Texts in Performance.by Stuart H. Blackburn. Philadelphia: University of
Pennsylvania Press, 1988, in The Journal of Religion, vol 70, No. 1, January, 1990, pp. 131-2.
Women, Branch Stories, and Religious Rhetoric in a Tamil Buddhist Text, by Paula Richman. Foreign
and Comparative Studies, South Asian Series, 12. Syracuse: Maxwell School of Citizenship and
Public Affairs, Syracuse University, 1988, in Religious Studies Review, vol. 16, 1989, p. 94.
In Search of Self in India and Japan: Toward a Cross-Cultural Psychology, by Alan Roland. Princeton:
Princeton University Press, 1988, in Religious Studies Review, vol 16, No. 3, July, 1990, p. 234.
The Last Jews of Cochin: Jewish Identity in Hindu India, by Nathan Katz and Ellen S. Goldberg.
Columbia: University of South Carolina Press, 1993, in Journal of the American Academy of
Religion, Vol. 64, No. 2, Summer, 1996, pp. 435-7.
Sati , The Blessing and the Curse: The Burning of Wives in India, edited by John Stratton Hawley. New
York: Oxford University Press, 1994, in Journal of Religion, Vol. 76, No. 3, July, 1996, pp. 5269.
The Home of the Dancing S iva: The Traditions of the Hindu Temple in Citamparam by Paul Younger.
New York: Oxford University Press, 1995, in History of Religions, Vol 38, no. 3, February,
1999, p. 181.
The Dance of Siva: Religion, Art, and Poetry in South India by David Smith. Cambridge: Cambridge
University Press, 1996. In The International Journal of Hindu Studies, vol. 2, No. 2 (1998), pp.
306-307.

98

Pierced by Murugan's Lance: Ritual, Power, and Moral Redemption among Malaysian Hindus by
Elizabeth Fuller Collins. DeKalb: Northern Illinois University Press, 1997. The Journal of Ritual
Studies, vol. 15, No. 1, (2001), pp. 89-91.
Dam/Age A Film with Arundhati Roy in Education About Asia, Volume 11, No. 1, Spring 2006, pp.
70-71.
New Homelands: Hindu Communities in Mauritius, Guyana, Trinidad, South Africa, Fiji, and East
Africa by Paul Younger. New York: Oxford University Press, 2009. Dustjacket endorsement and
argument summary.
Global India circa 100 CE: South Asia in Early World History by Richard H. Davis. Ann Arbor:
Association for Asian Studies, 2009. Pre-publication review with revision recommendation.
Shiv Sena Women: Violence and Communalism in a Bombay Slum. By Atreyee Sen, Bloomington and
Indianapolis: Indiana University Press, 2007, Journal of Asian Studies, 68(01):324-325 (2009).
Saivism in the Diaspora: Contemporary Forms of Skanda Worship. By Ron Geaves. London and
Oakville, CT.: 2007. Journal of Hindu Studies., forthcoming, 2013.

SELECTED ACADEMIC AND ADMINISTRATIVE EXPERIENCE:

2012-2014 Remunerated referee for academic grant proposals submitted for year-long support to the
American Council of Learned Societies.
2011-2012 -- Reviewer for Oxford University Press of Hinduism entires in Oxford Bibliographies On
Line.
2009 to present Referee, Consultant, Occasional Reviewer for the journal Education About Asiathe
Association for Asian StudiesTteaching Journal.
Member, International Editorial Board for Nidan: Journal for the Study of Hinduism, since 2011.
Board Member and Planning Committee Member, Annual Conference for the Study of Religion in
India, 2005-12.
2008 Program Evaluator for Religious Studies and International Studies, Gettysburg College,
Gettysburg, Pennsylvania
2006 - Grant writer, organizer of conference at the Univeristy of Tennessee campus (Chattanooga)
entitled Reformulating Christianity: Lessons and Challenges from the Church in India
2004 to present Occasional referee of articles submitted to the Journal of Asian Studies for publication
99

2002 -- 8: Professor and Department Head, Department of Philosophy and Religion, University of
Tennessee at Chattanooga
2003 -- 2004: Director and Chief Administrator, University of Tennessees First Summer School
Program for Study in India.
2002 -- 2003: Panel organizer for the Socit Internationale de Sociologie Religieuse in July in Turin,
Italy involving the following scholars: Rgis Dericqueborg, Selva Raj, Corinne Dempsey, Liz
Wilson. Panel focused on the tasks of passing the Hindu tradition on to the younger generation.
Program Evaluator for Ritual Studies Group, American Academy of Religion Program Committee for
the Annual Meeting, Toronto, November, 2002
Member, 1998 2002. Editorial Advisory Board, Kolam: A Mirror of Tamil Culture, an online
academic journal published twice yearly from the Institute of Indology of the University of
Cologne and the South Asia Studies program of Singapore National University. See
http://www.uni koeln.de/phil fak/indologie/kolam/frame.html From July, 2000.
Organizer for three panels on Lay Vows in Hinduism, Buddhism, Christianity, and Islam, for the
International Association of History of Religions Meetings in Durban, South Africa, August,
2000.
Chair, DePauw Department of Religious Studies, 2000-2003
Elected to International Fellowship Selection Committee, American Institute of Indian Studies, March,
1999 - March, 2001.
Cited consultant, For the Desperate, The Ultimate Protest, The New York Times, Section IV,
February 21, 1999 article on religious suicide/sacrifice.
President, Midwest American Academy of Religion, 1997-1999.
Member, Program and Planning Committee, Lilly Conference on Religion and the Media, May 14-16,
1998, Indiana University
Publication Consultant for Oxford University Press, University of Pennsylvania Press, Columbia
University Press, and State University of New York Press
Proposal Evaluation Panelist, National Endowment for the Humanities, Program of Seminars and
Institutes for College and University Teachers, Washington, D.C., Spring, 1998. See National
Endowment for the Humanities 1998 Annual Report, p. 63.

100

Panel Co-Organizer, with Selva J. Raj, November, 1998 American Academy of Religion Meeting. Joint
Ritual Studies/ Religion in South Asia Sections, Panel entitled, "Dealing with the Deity:
Religious Vows in South Asian Hindu, Muslim, and Christian Places of Worship, Orlando,
Florida.
Panel Organizer and Chair, November, 1996 American Academy of Religion. Joint Ritual
Studies/Religion, Culture, & Society Sections, Panel entitled, "Sacrificing People: Ritual
Homicide as Religious Experience," New Orleans, Louisiana.
Vice-President and Program Chair, Midwest American Academy of Religion, 1996-1997
Chair, History of Religions Section, Midwest American Academy of Religion, 1988-93.
Executive Committee Member, Director of Annual Student Essay Contest, Vice-President, and
President, Indiana Academy of Religion, 1984-89.
Program Chair and Organizer, 1988 Meeting of the Conference on Religion in South India at the
National Humanities Center in Research Triangle Park, N.C.
Panel Organizer and Chair, 1988 American Academy of Religion Comparative Studies Section, Panel
entitled "History, Hagiography, and Mythology in the Stories of Eliza Snow, Mother Anne, The
Mother of Heaven, and Minatci"
Vice President and President, Alpha of DePauw Chapter, Phi Beta Kappa, 1987-89
DePauw Personnel Search Committees (2 in History, 3 in French, 1 in Chaplain's Office, 1 in Asian
Studies for '88 89)

PROJECTS IN PROCESS:
Book-length manuscript on Tamil women as martyr bombers in the Sri Lanka civil war.
Edited volume on the history of the fever goddesss Mariyamman

Curriculum Vita
Matthew Wayne Guy
Department of English
University of Tennessee
615 McCallie Avenue

4205 Tacoma Avenue

Chattanooga, TN 37415
423.987.0148
101

Chattanooga, TN 37403-2598
423.425.4613
matthew-guy@utc.edu
Professional History:
2009 Present
Associate Professor, English Department,
University of Tennessee at Chattanooga
2004 2009

Assistant Professor, English Department,

University of Tennessee at Chattanooga

2001-2004

Adjunct Instructor in English

Baton Rouge Community College

1995-2001

Teaching Assistant, Louisiana State University

1994-1995

Adjunct Instructor in English

Trident Technical College

Education:
Ph.D. in Comparative Literature, Louisiana State University, Baton Rouge,
Louisiana, 2003
Dissertation: Translating Hebrew into Greek: The Hermeneutic
Discourse of Emmanuel Levinass Talmudic Readings.
Dissertation Director: Bainard Cowan
Committee Members: Greg Stone, Adelaide Russo, John Pizer,
and John Protevi
Examination Fields: Literary Theory, Phenomenology, and 18th and 19th
Century Literature (English, American, French, and German),
M.A. in English, Clemson University, Clemson, South Carolina, 1995
Thesis: The Concept of Freedom in the Works of Lord Byron and
Friedrich Nietzsche.
B.S. in English/Journalism, University of Miami, Miami, Florida, 1992

102

Teaching Experience:
English 527: Critical Theory. Graduate course introducing literary theory
and criticism at an advanced level, emphasizing the philosophical and
theoretical foundations of current literary theory and criticism.
English 574: British Literature of the Romantic Period. Course surveys the
main authors and work of the Romantic period in England, as well as
some minor authors and works. Additionally, the course looks into certain
influences on British Romanticism, including German Idealism and the
Gothic novel.
English 501: The Postmodern Subject: Kant to Levinas. Course looks at the works
of Immanuel Kant as a direct link to the concepts of subjectivity that are central to
many postmodern theorists and writers.
English 501: Critical Responses to Job. Independent study which surveyed the
various ancient sources of the Book of Job, its translations and canonization, its
influence on major authors and thinkers over the centuries, and its critical impact
on certain philosophers and theorists.
English 447: The Theory of Romanticism. Upper-level undergraduate
course that traced the philosophical roots of romanticism, the various romanticisms of
Germany, England, France, and America, and the
effect of romantic thought on twentieth century literary theory and
theorists
English 447: Foucault and Literary Studies. Upper-level undergraduate
and graduate course that surveyed the foundations of Foucaults works,
his influences, and finally his effects on the field of literary and cultural
studies.
English 351: The History of Literary Criticism. Undergraduate course tracing
the historical development of literary theory and criticism, from Plato to
more contemporary contributions tothe field of literary theory and
criticism.
English 350: Introduction to the Theory and Function of Literary Criticism.
Undergraduate course introducing literary theory and criticism, covering
fundamentals as well as the historical development of the field of literary
theory and criticism.
English 205: Survey of British Literature. Undergraduate course covering
the major works of British literature from Beowulf to the 20th century.
English 122: Rhetoric and Composition II. Course introduced the
fundamentals of argumentative writing, emphasizing writing as a learning
process.
English 115: Western Humanities II. Course covered masterpieces of
Western civilization, ranging from philosophy, literature, music, and art,
from Descartes to the 20th century.
English Composition I. Course introduced the fundamentals of writing,
emphasizing writing as a learning process.
103

English Composition II. Course encompassed argumentative and

evaluative writing, with a greater stress on critical thinking skills.
English Composition II Special Topics: Argument and Literature. Used
literary and philosophical works to promote writing skills and critical
thinking.
Workforce Writing and Vocabulary Development. Introduction to the
essentials of business and technical writing.
Introduction to English. Course introduced students to the fundamentals
of composition for various writing scenarios.
Introduction to Argumentative Writing. Course stressed the fundamentals
of argumentative writing, with emphasis on critical reading and thinking
skills.
Introduction to World Literature. Course introduced the fundamentals of
composition, using World Civilization textbooks. Students read wide
range of texts, including The Epic of Gilgamesh, Machiavelli, Goethe,
Chinese philosophy, and African poetry.
Introduction to English Literature. Course surveyed Literature, specifically
English and American works, and some translated Greek drama. Texts
included poetry, drama, and short stories.
Refereed Publications:
"Recovering the Irreversible: Levinas and the Definition of Ethics in the Talmud.
Studies in Irreversibility: Texts and Contexts. ISBN 9781847182050. Published January
6, 2007 by Cambridge Scholars Press.
Relativism, Revelation, Infinity: Emmanuel Levinas on the Rhetoric of Possibility in the
Talmud was accepted for a special issue coming this year of the journal JAC.
Not to Build the World is to Destroy It: Levinas on Holy History and Messianic Politics.
Submitted to The Journal of Jewish Thought and Philosophy, February 2010.
On Reading the Possibility of the Other: Levinas, Heidegger, and the Reading Subject.
Submitted to Political Theory: An International Journal of Political Philosophy, February
2010.
Reference Articles:
Isaac Beshevis Singer. Entry for the Facts on File Companion to the World Novel, 1900
to the Present. Published January 31, 2008. ISBN 978-0-8160-6233-1.
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The Family Moskat by Isaac Beshevis Singer. Entry for the Facts on File Companion to
the World Novel, 1900 to the Present. Published January 31, 2008. ISBN 978-0-81606233-1.
Francois Mauriac. Entry for the Facts on File Companion to the World Novel, 1900 to
the Present. Published January 31, 2008. ISBN 978-0-8160-6233-1.
Woman of the Pharisees by Francois Mauriac. Entry for the Facts on File Companion to
the World Novel, 1900 to the Present. Published January 31, 2008. ISBN 978-0-81606233-1.
The Desert of Love by Francois Mauriac. Entry for the Facts on File Companion to the
World Novel, 1900 to the Present. Published January 31, 2008. ISBN 978-0-8160-6233-1.
Entry for the Facts on File Companion to the World Novel, 1900 to the Present. Published
January 31, 2008. ISBN 978-0-8160-6233-1.
Vipers Tangle by Francois Mauriac. Entry for the Facts on File Companion to the World
Novel, 1900 to the Present. Published January 31, 2008. ISBN 978-0-8160-6233-1.
Book Reviews:
Review of Recumbents: Poems by Michel DeGuy, trans. Wilson Baldridge, for the Journal
Poetry Miscellany, issue 31, 2005.
Review of Art and Intention by Paisley Livingston, for the Journal Consciousness,
Literature, and the Arts. Volume 6, number 2, August 2005.
Review of Contending with Stanley Cavell, edited by Russell B. Goodman, for the Journal
Consciousness, Literature, and the Arts, Volume 6, number 3, 2006.
Works in Progress:
Translating Hebrew into Greek: The Hermeneutic Discourse of Emmanuel Levinass
Talmudic Readings. Dissertation being turned into manuscript for publication.
Four-Barrel Phenomenology: Identity and Authenticity in Hellmans Two-Lane
Balcktop.
Language and Confession: A Levinasian Reading of Mauriacs Knot of Vipers.
Refereed Conference Papers:
105

Freedom, Responsibility, and Levinass Critique of Western Ethics. Humanities

Discussion Circle. Conference for SAMLA, the South Atlantic Modern Language
Association. Atlanta, GA. November 6, 2009.
The Ethics of the Other: Emmanuel Levinas and the Reversal of Reason. Humanities
Discussion Circle: Themes of the Other. Conference for the South Atlantic Modern
Language Association. Louisville, KY. November 6, 2008.
Not to Build the World is to Destroy It: Levinas on Holy History and Messianic Politics.
Paper presented to the Inaugural Meeting of the North American Levinas Society, Purdue
University, May, 2006.
Ethics and the Question of Philosophical Subjectivity in the Works of Emmanuel
Levinas. The University of South Carolina Comparative Literature Conference,
Constructions of the Self: The Poetics of Subjectivity, April 10, 1999.
Conference Panels Chaired:
Humanities Discussion Circle. 2010 Convention for the South Atlantic Modern Language
Association, Atlanta, Ga. (in the future).
Marxist Literary Group: Marxism and the Definition of Domestic Space. 2008
Convention for the South Atlantic Modern Language Association.
Comparative Literature Panel II, 2006 Convention for the South Atlantic Modern
Language Association, Charlotte, NC
Comparative Literature Panel I, 2005 Convention for the South Atlantic Modern
Language Association, Atlanta, GA
Other Panels and Presentations:
Not to Build the World is to Destroy It: Levinas on Holy History and Messianic Politics.
Paper presented to Comparative Literature Department of Louisiana State University for
the Annual Invited Alumni Speaker Presentation. March 12, 2008.
A Primer on Poststructuralism. Presented to Areopagus, a literature discussion group,
Girls Preparatory Scool, January 28, 2008.

106

Hegel-Freud-Lacan. Presented to the Areopagus, a literature discussion group, Girls

Preparatory Scool, April 23, 2007.
Panelist, Life of the Mind: The Perils & Pleasures of Pursuing the Ph.D. in English.
Organized and Moderated by Chris Stuart and Bryan Hampton for the UTC Department
of English. April 12, 2007.
Panelist, Life of the Mind: The Perils & Pleasures of Pursuing the Ph.D. in English.
Organized and Moderated by Chris Stuart and Bryan Hampton for the UTC Department
of English. March, 2006.
Not to Build the World is to Destroy It: Levinas on Holy History and Messianic Politics.
Presented as part of the Works in Progress series for the Department of English, UTC,
September 27, 2006.
Dantes Inferno. Western Humanities Workshop, UTC, August 14-16, 2006.
Invited speaker, ENGL 520: Modern Rhetorical Theory, taught by Joe Wilferth, UTC.
Presentation on Emmanuel Levinas and his essays, God and Philosophy and Prayer on
Demand. September 26, 2005.
Invited speaker, ENGL 499: Herbert, Donne, Milton: Poets, Preachers & the Politics of
Devotion in the Seventeenth Century, taught by Bryan Hampton, UTC. Presentation on
Jacques Derrida and his essay Signature Event Context. July 18, 2005.
Descartes Discourse on Method. Western Humanities Workshop, UTC, August 14-16,
2006.
Facing Ethics: Levinas on Language and the Origin of Consciousness. Presented to the
Chattanooga Institute of Noetic Science. July 9, 2005.
Literary Theory and the Resistance to Closure. Presented as part of the Works in
Progress series for the Department of English, UTC, Fall 2004.

Distinctions:
Awarded the Outstanding Service Award for the College of Arts and Sciences by the
College Council in Spring of 2009
Awarded the English Department Service Award, 2007.

107

Awarded UTC Faculty Development Grant, May 2006, to present the paper Not to Build
the World is to Destroy It: Levinas on Holy History and Messianic Politics to the
Inaugural Meeting of the North American Levinas Society, Purdue University, May 2006.
Dissertation committee unanimously decided to nominate dissertation for 2003-2004 LSU
Alumni Distinguished Dissertation Award (decided in Spring semester, 2004).
Fellow at the 1998 Inaugural Session of the International School for Theory in the
Humanities, Fields, Margins, and Thresholds: Literary Discourse and Its
Interdisciplinary Contexts at Santiago de Compostela, Spain. June 29 to July 31, 1998.
Seminars, workshops, and lectures conducted by Wolfgang Iser, Mihai Spariosu, Guiseppe
Mazzotta, Gabrielle Schwab, Ronald Bogue, Claudio Guillen, Stanley Cavell, Wlad
Godzich, Itamar Even-Zohar, and Jane Flax.
Academic Service:
Faculty Advisor, Sigma Tau Delta Honor Society, UTC, 2006-2008.
Chair, Library Committee, Department of English, UTC, 2009-2010
Member, College Council for Arts & Sciences, two-year term, 2009-2011.
Member, Faculty Senate, UTC, representing the Humanities, 2006-2007.
Member, Institutional Review Board, UTC, 2006-present.
Member, Scholarship Committee, Department of English, 2008-2010
Member, Academic Standards Committee, UTC, 2006-2008.
Member, Speakers and Special Events Committee, UTC, 2006-2009.
Member, Curriculum Committee, Department of English, UTC, 2007-2008.
Member, Sequoya Society and Softball Committee, Department of English, UTC, 20072008.
Member, Advisory Committee, Department of English, UTC, 2006-2008.
Judge, Speak Up! Persuasive Speaking Contest, UTC, April 19, 2006.
108

Member, Western Humanities Texts Committee, Department of English, UTC, 2005-2006.

Member, Public Occasions Committee, Department of English, UTC, 2005-2006.
Member, Library Committee, Department of English, UTC, 2004-2008.

Languages:
English, French, and German (fluent)
Latin, Greek, and Hebrew (reading ability)
Research and Teaching Interests:
Literary Theory and Criticism
Literature and Philosophy
British Literature
Eighteenth and Nineteenth Century Studies
European and American Romanticism
Professional Memberships:
South Atlantic Modern Language Association (SAMLA)
American Comparative Literature Association (ACLA)
North American Levinas Society (NALS)
North American Society for the Study of Romanticism (NASSR)

PERSONAL:

Richard Jackson
3413 Alta Vista Drive
Chattanooga, TN, 37411
(423) 624-7279
UTNAA Distinguished Professor of English
English Dept.
University of Tennessee at Chattanooga
Chattanooga, TN 37403
(423) 425-4629/4238 (office)
(423) 991-9888 (cell)
svobodni@aol.com
Richard-Jackson@utc.edu

109

EDUCATION:

Ph.D. Yale, 1976

M.A. Bread Loaf School of English, 1972
Middlebury College (first in class)
B.A. Merrimack College, 1969 (cum laude)

AWARDS

-Guggenheim Foundation fellowship ($45,000), 2002-2003

-Allied Arts Grants for Meacham Workshops every year since 1990 ranging
from 2,000- 3,000
-5 Pushcart appearance Prize Prize Poems
-Order of Freedom of the Republic of Slovenia (from the President of the
Republic of Slovenia for literary and humanitarian work in the Balkans,
May, 2000)
-Several Faculty Development Awards, UTC
-1999 Juniper Prize (University of Massachusetts
-Witter-Bynner Poetry Grant for editing and writing, 1996
-Cleveland State University Press Award for Alive All Day, 1991
-Elizabeth Agee Award for Dismantling Time, 1989 ($1,000)
-CrazyHorse Magazine Award for best poem of year, 1989
-NEA Creative Writing Fellowship in Poetry,1984
- Fulbright Creative Writing Fellowship as exchange poet to Yugoslavia,
1985 (for summer 1986, 1987)
-Witter-Bynner Poetry Foundation (for workshops),
1985/1986
-Alumni Teaching Award, UTC; Arts and Sciences Teaching
Award, Vermont College Teaching Award
-Robert Frost Fellowship, Bread Loaf Writers' Conference,
1983
-U.C. Foundation Professor, 1981- (stipend)
-NEH Independent Study Summer Grant, 1978
-NEA Grants for The Poetry Miscellany, 1978-95
-U.C. Foundation Faculty Research Grants, 1978-99, 2004, 2006
-UTC Council of Scholars, elected 1985 (stipend)
-Tennessee Arts Commission Grants, for workshops 1979-87
-Allied Arts Grants for workshops 1987-present
-Nominated for CCLM Editor Grant, 1980,1990,1993,1995
-Yale University Fellowships, 1973-75
-Middlebury College Scholarship, 1971
-Bread Loaf Writers' Conference Scholarship, 1979, 1980; Fellowship 1984;
Staff Member, 1987-95

PUBLICATIONS
BOOKS AND CHAPBOOKS(23):
Published(Poetry, Full length, 11):
-Out of Place (Forthcoming, Ashland University Press, 2013
110

-Resonance, Ashland University Press, 2010

-Half Lives: Petrarchan Poems Autumn House, 2004
-Unauthorized Autobiography: New and Selected Poems
Ashland University Press( 2003)
-Falling Stars: Monologues (limited Edition) Flagpond Press (2002)
-Svetovi Narazen, Selected poems in Slovene (Slovene
Writers union, 2001)
-Heartwall U Mass Press [Juniper prize Winner] (August, 2000)
-Heart's Bridge (poems based on Petrarch) Aureole Press (U
Toledo), 1999 (translations)
-Alive All Day, book of poems, Cleveland State University Press Award
Winner, 1992
-Worlds Apart, poems, U. Alabama Press, Spring,1987, reprinted Spring,
1989
-Part of The Story, N.Y., Grove Press, 1983 (poems),
Translated Books (2)
-Potovanje Sonca (Journey of the Sun) by Alexsander
Persolja,
Slovenia: Kulturno drustvo Vilenica, 2007
-Last Voyage: Poems of Giovanni Pascoli, Red Hen (LA), 2010
Published (5) (Poetry Chapbooks)
-Richard Jacksons Greatest Hits (Puddinghouse Press, 2004)
-The Woman in the Land: Pavese's Last Poems (tr), Black Dirt Press, 1999
-Half Life of Dreams (adaptations of Petrarch) Black Dirt Press,
Elgin College Illinois1998
-Love's Veils:Italian Adaptations , Black Dirt Press, 1999
Published Criticism (2)
-Acts of Mind: Conversations with Contemporary Poets,
University of Alabama Press, 1983, called by Georgia
Review, the "standard by which others will be judged"
-The Dismantling of Time in Contemporary Poetry, essays, U
Alabama Press, January 1988 (Agee Award Winner,
1989)
Published Edited Anthologies (3)
-Double Vision: Four Slovene Poets, editor, Aleph Press,
Ljubljana, Slovenia, 1993
-The Fire Under the Moon: 53 Slovene Poets, A Bi-Lingual
Anthology, Black Dirt Press, Elgin College, Illinois, 1999 (rpt. 1999)
-Horace's Satires, translated by the late William Matthews (advisory role)
Published 2002.

111

In Progress:
-A second book of interviews, Acts of Mind II, nearly
complete (25 of 30 poets interviewed)
-The Rhetoric of Care: Essays on Style in Contemporary
Poetry
EDITING (45)
(40 chapbooks, 50 yearly journals, 2 special issues, 1 book):
-Poetry International: Special Issue on William Matthews,
2004
-Hunger Mountain: Ten Slovene Poets(Special issue)
Interview, edited poems
- for Pushcart Press (poetry) for Pushcart Anthology: Best of the Small
Presses (1993-present), Vol XVIII, involved judging over 5,000 entries
-The Poetry Miscellany, 1971- (founding editor)
(winner of numerous grants from NEA, Coordinating
Council of Literary Magazines, Tennessee Arts
Commission)
-mala revija: a review of slovene art and culture (1994-2003)
- Poetry Miscellany Chapbook series, general editor, 36
chapbooks of eastern European writers so far; I pick the
poets, choose the editors and oversea production-- I have
involved UTC students in these projects.
MAGAZINE POEMS (over 400):
Crazy Horse, Prairie Schooner, Antioch Review, Kenyon Review, New
England Review, Commonweal, America, Mississippi Review, Nebraska Review, Yankee,
North American Review, Poetry, Iowa Review, Shenandoah, Georgia Review, Southern
Indiana Review, Gettysburg Review, Cimarron Review, Crab Orchard Review, Beloit Poetry
Journal, Poetry Northwest, Barbeque Planet, The Small Farm, Chowder Review,
Salmagundi, Long Pond review, Quarterly review, American Poetry Review, Concerning
Poetry, Black Warrior Review, Three Rivers, Pembroke, Tendril, Sonora Review, Zone 3,
Maryland Review, Green Mountain Review, Pacific Review, River City Review, Passages
North, Gamut, College English, South Florida Poetry Review, Atlanta Review, Third Coast,
Haydens Ferry,
Mid American Review, Caf review, The Lyric, TriQuarterly, Runes, 88, Cutthroat,
Poems and Plays, Superstition Review, Salt Hill, Slope, Smartish Pace, Brilliant Corners,
Miramar, Asheville Poetry Review, Borderlands, Redivider, Upstreet, Massachusetts Review
INTERNET POEMS (30)
-"Poetry Daily" (one poem, Sept. 20, 2000)
-"Poet of the Month," June, 2000 (5 poems)
-4 Petrarchan poems in Slope (internet, September, 2002)
-7 Pavese Translations in Slope (internet, December, 2001)
112

-Three poems in Smartish Pace (internet), 2002

-5 poems in Drexel Online Journal, Winter 2003-2004
-7 Poems in BODY (Prague), 2012
- 2 poems in Cersise (Paris, France) 2011,2012
- 2 poemsBlackbird (VCU)
TRANSLATED POEMS (76)
IN ITALIAN (1):
- Three poems Italica Napoli, Summer 2003
IN HUNGARIAN (1)
-"New and Selected Posthumous Poems" translated by Eva Toth for
Hungarian Writers' Union Bulletin, 1996
IN ROMANIAN (24):
- 6 poems appeared in the Romanian Journal Ramuri as follows:
-2 in the November, 1990 edition
-1 in the December 1988 edition
-3 in the 1988 Ramuri Yearbook
-4 poems in April 1991 edition
-2 Poems appeared in the Craiova Poetry Festival Yearbook,
1993
The Head of the Devil Ramuri, 1999
---Morning Song, Contrapunct (Romania), Fall 2006, 12 (translated
poem)
---You Cant Get the Facts, Contrapunct (Romania), Fall 2006, 12-13
(translated poem)
---No Fault Love, Contrapunct (Romania), Fall 2006, 13 (translated
poem)
---Apology, Contrapunct (Romania), Fall 2006, 13-14 (translated poem)
---The Declarations, Contrapunct (Romania), Fall 2006, 14 (translated
poem)
---The Prayer, Contrapunct (Romania), Fall 2006, 14-15 (translated
poem)
---The Spirit, Contrapunct (Romania), Fall 2006, 15 (translated poem)
---Objects in this Mirror, Ovidius Festival Review, June 2007(translated
poem)
---Antigone Today, Ovidius Festival Review, June 2007 (translated poem)
---Night Sky, Ovidius Festival Review, June 2007 (translated poem)
---Cain, Ovidius Festival Review, June 2007 (translated poem)
---Resonance, Ovidius Festival Review, June 2007 (translated poem)
---Letter from Radovna Valley Ovidius Festival Review, June 2007
(translated poem)
IN SLOVENE (26):
113

-1 poem in Nasi Razgledi, April, 1989

- 5 poems translated by Jure Potokar in Literatura 5, 1990, in
Slovenia
-Poem in Mentor, 1-2, May, 1990
-Poem in Mentor 3, May, 1991
-Poem in Dvenik, May 1991 (previously 5 poems in this
journal between May 1989 and May 1991)
-"The Yellow Light Of Begunje" Dvenik, 1992
-"Symbiosis" for P.E.N. meeting, May 1993 (into French and
Slovene)
-"You Cant Get the Facts Until you get the Fiction, Vilineca, 1995 (trans.
Uros Zupan)
-Possibility Vilenica 99 ,1999
-Reincarnation of a Lovebird Vilenica 99 ,1999
-Five Poems Literatura, 1999 (Special Featured Poet)
-Two poems in American Matinee, Vilenica, 2003
IN HEBREW (4))
-PossibilityHelikon (Israel), Fall, 1999
-The Lesson of Samson, Helicon (Tel Aviv Israel), Fall
2006, 78-79
-Cains Legacy and The Exile, Helicon (Tel Aviv Israel),
Spring 2007, 51-53
IN SERBO-CROATIAN (14):
- 2 poems in Sarajevski Dani Poezije, 1986 (Sarajevo)
- 1 poem in Sarajevski Dani Poezije, 1987
- 2 poems in Sarajevski Dani Poezije, 1988
- 5 poems appeared translated into the Croatian journal,
Quorum, edited by Neda Blazevic
- 4 poems in Odjek, May, 1989 (Sarajevo)
IN GERMAN (1)
-"Antigone Today" in Daily Newspaper in Salzburg, 1996
IN FRENCH(1)
-"Antigone Today" in French P.E.N. Journal, 1996
IN SPANISH (1)
-"Sonata of Love's History" in Newspaper, Today, 1997
IN CZECH (4)
114

-"For A Long Time I wanted To Write A Happy Poem," the

school Journal at the University in Hradec Kralove, 1991
-Do Not Duplicate This Key, Cain, Antigone in Revolver (Prague)
Winter 2003-2004
IN POLISH (1)
-"Cassandra Today" samazdat in Spring 2000 in Krakow
translated by Jerzey Gregorek
IN MACEDONIAN (1)
-"Terzanelle of Kosovo Fields," Struga, 2000 (Summer,
2000)
TRANSLATED INTERVIEWS (19)
-with Nova Revija (4500 words), 2002
-interview conducted by Gabriel Chifu for Romanian
Yearbook Ramuri, 1988
-interview with Matej Bogataj for Slovene Journal, Mentor,
1990
- for Delos, the Ljubljana daily paper, June, 1989, 1994,1995
-for Yugoslav/Slovene radio, May 1989, 1990, 1991,
1992,1993,1994, 1995
-For Slovene T.V. 1992, 1993,1994,1995 (2)
-For Bosnian TV, 1989
- an hour long interview about writing, UTC, Chattanooga and my Slovene
experiences, Fall, 1998, broadcast nationally three times
ANTHOLOGIZED POEMS (46):
-A Remebered State: Prague PSP program Publication(Prague, 2008)
-Breathe: 101 Contemporary Odes
-Pushcart Anthology: The Best form 30 Years, Pushcart Press, Spring 2007, 455-58 (Poem
- Atlanta Review 10th Anniversary Issue, 2005
- Best of Prairie Schooner, 2005
-Runes (2006
-Blues For Bill: Remembering William Matthews, ed Brown (Moughto Mifflin), 2004
-Reading Whitman (U of Iowa Press, 2004) and Reading Frost, 2007
-Poets of the New Century (Godine, 2001)
-Second Bread Loaf Anthology, New England U Press, 2001
-Best American Poems, 1997
- Pushcart Prize Poems, 2003, 1997, 96,92, 87
-Imported Breads: Fulbright Experience Writings, Mammoth press, 2001
- Orpheus and Co. New England U Press, 1999
- TAKE 2 (Jazz poetry) edited by Yusef Kumunyaaka (Indiana U Press), 1995
115

-Anthology of American Poetry in 1979 and 1984

-Homewords (TN Arts Commission)
-Georga Review 50 yearPoetry Restrospective, republished again in U. of Georgia Press
anthology, Keener Sounds, 1987
-The Best from Crazyhorse, 1960-90.
-New American Poets of the Nineties
-Anthology of Sports Poems edited by Donald Johnson, U. of Illinois Press
-Sweet Nothings: An Anthology of Rock and Roll in American Poetry (Indiana University
Press, 1993)
-Bread Loaf Anthology of Nature Poetry, 1993
-Ars Poetica, Peregrine Smith, 1994 (with small statement)
-Literature, Prentice Hall, 1996
-Introspections, 1997, New England University Press
-Bread Loaf Anthology of Nature Poetry, New England University press, 2001
ESSAYS & INTRODUCTIONS (74) Published/Accepted
Literary Review, AWP Chronicle, Sarajevo, Contemporary CriticismAmerican Book review,
Studies in Romanticism, Boundary 2, Contemporary Literature, Poesis, Sagatrieb,
Ploughshares, Georgia Review, Pacific Review, Philip Levine(U Michigan Poets on Poetry),
WD Snodgrass, Cimarron Review, Cerise press (Paris), At A Certain Elevation (Poetry of
Robert Pack), Touchstones (Middlebury College)Introsoections (Middlebury College), Verse
magazine, Pembroke Magazine, Mid American review, Linda Hull Remembered, P.E.N.
Journal, Rivendell, John Ashbery (ed Harold Bloom),Writing Baseball (U Illinois), Lofty
Dogmas Poets on Poetry, Ploughshares, Hunger Mountain, Literary Encyclopedia
REVIEWS AND REVIEW ESSAYS (30)
Prairie Schooner, Michigan Quarterly Review, Ann Arbor Review, North American Review,
South Florida Review, Georgia Review, Poet and Critic, Contemporary Literature, Southern
Humanities Review, Concerning Poetry, Caf review, American Book Review South
Carolina Review, New England review, New Orleans Review

INTERVIEWS (With Poets) (75 including those 30 in Acts of Mind), all published in
Poetry Miscellany, seven (7) were reprinted in the University of Michigan Poets on Poetry
Series (Bell, Piercy, Ignatow, Simic, Meredith, Tate, Matthews)
also:
-Roundtable Interview with 5 Slovene Poets, Hunger Mountain magazine, fall,
2003
-Interview with Lynn Emanuel, Revolver (Prague), Winter 2004
- Renaming the Present(David St. John) in Where the Angels Come Toward Us: selected
Essays and Interviews, 1995, 167-75
116

-One interview is reprinted in the book of essays and interviews with Stanley Kunitz, Harper
and Row, 1993
-One interview is reprinted in the book of essays and interviews with James Merrill, Knopf,
2003

PROFESSIONAL PAPERS/LECTURES PRESENTED:

International (31)
at Oxford University, Vilenica Writers Conference (Slovenia) (10), PEN Conference
(Slovenia) (12), University Of Primorska (Slovenia) (2), Prague Summer Programs (2),
Leysin (Switzerland) American School, University of Ljubljana (3)
National (49)
AWP Conference 11), CEA Conference, SAMLA, TPA , Vermont College of Fine Arts (35),
Merrimack College, Holy Cross College, Praire Schooner Conference,
Iowa Writing Festival, Salem College, Winston Salem, Conference on Core texts,
International Poetry Conference (Bridgewater, VA), College Conference on Politics and
Poetry, Southern Illinois University, University of Pittsburgh, Cutthroat Writers Retreat,
University of California-Davis, University of Arizona, University of Northern Arizona,
Arizona State, Elgin College,
READINGS/CONFERENCES/OTHER TEACHING: at dozens of colleges
including:Budapest Writers' Union, Augusta College Writers' Conference, Vermont College
MFA Program, Bread Loaf Writers' Conference, Ljubljana Writers' Union, Harvard U.,
Boston University, Union College, Middlebury College, UT-Chattanooga, The Buxton
School, U. of Louisville, Mercer University, Southern College, CEA Convention in
Charleston(SC), Salisbury State College, Indiana Southwest, Emory, Radcliff College,
Hartwick College, UNC-Greensboro,
Cornell, Middlebury, Syracuse, Tenn. Arts Comm meeting in Knoxville, Western
Kentucky U, U Louisville, Belgrade Writers' Union, East Tennessee State, U.
Louisville, Sarajevo Poetry Days (Yugoslav National T.V.), Sarajevo Festival
Sacramento State College, University of Pacific, Baldwin -Wallace College,
Cleveland State University, U. of Alabama, U. of Louisville, Eastern Kentucky
Eastern Arizona College, Tennesse Tech University, Indiana University, Emory and
Henry College, West Chester (PA) State College, Blacksmith Series (Harvard),
Albertus Magnus, Ljubljana Writers' Union, Christian Brother's University, St.
Mary's,Rhodes College, University of Missouri, Christian Brothers University,
University of Massachusetts, Warren Wilson College , S. Illinois U., Bradley U.
Chicago PEN, Calinwald (Atl), Poet's House (Bethesda), Vanderbilt U, Oklahoma
State U, U. S. Indiana, Evanville U, U. Louisville, U. S. Mississippi, U. Alabama,
Amethyst-Charlotte, Vermont College, Bread Loaf Writers' Conference, P.E.N.
117

Conference at Lake Bled, Slovenia, UNC-Greensboro, Cleveland State University,

Western Michigan University, Vermont College, University of Tennessee at
Knoxville, Vanderbilt University, Vilenica Writers' Conference, STufts University,
City College of New York, Jazz Klub (Ljubljana), Merrimack College, Portsmouth
Arts Center, Vermont College, Holy Cross College, Civitale (Italy); Northwestern
University; AWP Conference in KC; Trieste, Italy; Slovenia for Nova Revija,
Struga Poetry Days (Macedonia); University of Iowa, Elgin College, UT-Knoxville,
Southern Book Festival, Ashland College, U.California-Riversdie, AWP Conference,
UNC-Wilmington, College of Charleston, U. of Akron, U Nebraska, Vermont Studio
Prague Summer Institute, Vermont College,
Winston Salem Bookfair, Middle
Tennessee University,
Southern Illinois University, Wheaton College, U Penn,
Arizona State U, U of Arizona, U of Southern Indiana, Ropewalk Conference, AWP
(Vancouver) Conference, U of Dallas, Mellon Center, Pittsburgh (& workshop), U of
Pittsburgh Bookstore, Pittsburgh Bookstore, October 2005, Shaar Poetry Festival,
Tel Aviv, Israel, Cardiff (Wales) Poetry Center, London (UK) Poetry Society,
University of Iowa, London (UK) Poetry Society, University of Iowa, Tucson, AZ,
Poets House, October 2006, Creative Arts Center, Pittsburgh (& workshop),
November, Ovidius Poetry Festival, Constance, Romania, Translation Center, Lipica,
Slovenia, June 2007, University of Michigan, Austin Peay University, Lee
University, Leysin American School (Switzerland), Bridgewater College, Fort Lewis
(CO) College,

UTC UNIVERSITY/ PUBLIC SERVICE

WORKSHOPS
UTC Workshops (through Poetry Miscellany) These are workshops I organized and
directed, and funded through various grants and manage a $110,000 endowment fund for;
each workshop was for a 4 day period. Through this program I have brought 10-15
writers a year, including several Pulitzer Prize and national book Award Winners, to
UTC to work with stduents: Some writers include-Marvin Bell, Dara Wier, Allen Wier, Gordon Weaver, Susan Ludvigson, Charles
Simic,Edward Hirsch, Carole Oles, Michael Pettit, Leon Driskell, Sena Naslund, Alan
Cheuse, Rodney Jones, David Wojahn, Greg Pape, Elzabeth Cox, Robert Houston, William
Matthews, Tom Rabbit, Paula Rankin, Deborah Digges, Richard Russo, Gladys Swan, Mark
Jarman, Mack Faith, Chase Twichell, Russell Banks, Sherod Santos, David St. John, Susan
Mitchell, Gerald Stern, Chris Buckley, Carol Frost, Kevin McIlVoy, Ralph Angel, Pamela
Painter, Ales Debeljak (Slovenia), Boris Novak (Slovenia), Jim Simmerman, Philip Levine,
Peter Sommer (Poland), TR Hummer, Jim Shepherd, Margot Livesey, Gladys Swan
Alexandra Petrov (Yugoslavia), David Rivard, Jack Myers, Dane Zajc(Slovenia), Milan
Dekleva (Slovenia), Stan Plumly, Sandra Moore, Judith Cofer, Claire Bateman, Phil Deaver,
Patty Aakhuus, Laura Kaschiske, Eva Toth (Hungary), Jud Mitchum, Tony Grooms, James
Harms, James Tate, Michael Collier, Robert Pack, Stuart Dischell, Uros Zupan (Slovenia),
Andras Cjedy (Hungary), Ralph Burns, Michelle Boisseau, Mary Reufle, Larry Brown,
118

Libuse Monikova (Czech Republic), Mark Cox, Eva Toth (Hungary), Ales Debeljak
(Slovenia), Jill Rosser, Art Smith, Mario Susko (Bosnia), Mark Halliday, Deborah DeNicola,
Cathy Smith-Bowers, Miroslav Holub (Czech Republic), Abby Frucht, Bill Olsen, Nancy
Eimers, Deborah DeNicola, Mark Halliday, Tont Hoagland, Tomaz Salamun (Slovenia) Iztok
Osojnik and Uros Zupan (Slovenia), Bret Lott, Richard Katrovas, (Jo Shapcott (England),
Chris Merrill, Tomaz Salamun (Slovenia), David Rivard, Keith Magnuson, Steve Orlen,
Kevin Stein, Robin Behn, Beth Ann Fennelley and many others
-Poetry In The Schools, etc: Judging, doing workshops etc, about 10 over the past 20 years
UNIVERSITY TEACHING:
Courses:
-Courses: Creative Writing, Poetry Workshop, Poetry Seminar,
Creative Writing
Seminar, Romantic Poetry, Victorian
Literature, Advanced Composition, Freshman
Composition, English Survey, Freshman Honors Seminar (Interdisciplinary),
Independent study in Creative Writing, Modernism, Modern World Poetry, Translation
Workshop, University Honors
-Every Creative Writing Workshop each semester has a different focus and a different
reading list that reflects the backgrounds of the students which I research beforehand and the
most current trends
-Various group studies in Editiring, Poetics, Classical Poetry, deconstruction,etc, and
directed numerous Departmental Honors (about 45),
-Several Teaching awards from UTC and from Vermont College MFA program
-The Meacham Writers Conference, above, which I co-ordinate, is geared to helping UTC
Writing students; the visitors work individually with students
-Each may I take several University Writing Students on a cultural/writers trip to eastern
Europe and Italy where they spend four weeks going to Museums, having joint classes with
University students in several countries, meeting writers; they are the only students in the
world ever invited to the International P.E. N. Conference in Slovenia, and they are invited
every year
-UTC students work with me editing the two journals I edit and are given major
responsibilities for the chapbook series (both above) which gives them valuable experience in
publishing; one student served as co-editor for a major anthology this past year
-Initiated "e-journals' (one per class) for UHON 101 students, 1999
-Co-Authored, with Robert Fulton, revised with Chris Stuart, UHON Guide To Writing
Papers used in UHON classes, 1998, rev. 1999
Students:
-In the past 25 years 70 (100%) of creative writing students that I have directed have
received fellowships to graduate schools such as Johns Hopkins, Iowa, Washington,
Houston, Arizona, Pitt, Western Mich., and other writing programs (often getting about
119

$50,000 each in total awards; these include the top ranked students four of the last 6 years at
Iowa, three times at Hopkins,
6 of the 12 Hoyns Fellowship Awards at Virginia; 4 top
ranked students at U of Houston); the top student at UNC-G (Jarrell Fellowship); the top
student at Western Michigan University. Stanley Plumly, a leading American poet says that
the poetry program at UTC is "a graduate program disguised as an undergraduate program" it
is so advanced. Steve Orlen of the University of Arizona calls it the "best place for an
undergraduate poet to be in the country."
-35 former UTC students have published chapbooks and books, several have edited
chapbooks of eastern European poets; one student from Vermont College used her
manuscript I edited and won the 1989 AWP Poetry Book Competition from Pitt (Belle
Waring), two others have books with Cleveland State University Press (Frankie Paino, Tim
Siebles), Khaled Mattawa now of U Michigan, etc
-24 UTC students have received working scholarships to the Bread Loaf Writers' Conference,
6 attended as scholarship students
-two UTC students invited to read at the 20th Century Conference in Louisville (only 2
students ever invited, graduate or undergraduate).
-190 UTC students, who accompanied me on trips, have had poems translated and published
and translated in Yugoslavia; 6 gave brief addresses to the 1989 , 1991- 2003 PEN
Conferences there; 10 have given readings there; 75 have read their work at the Slovene
Writers Union, Prague Writers Club, Hungarian Writers Union, and Sarajevo Poetry days;
they have also participated in poetry and translation workshops at U. Ljubljana, Sarajevo
University and Krakow Writers Union
- regularly bring UTC students to Vanderbilt, Emory and UTK to attend readings and
presentations

Sara A. Knox
8452 East Brainerd Road
Chattanooga, Tennessee 37421
423-855-2034

Education
August 2001 August 2003 The University of Tennessee at Chattanooga, Chattanooga, TN
Masters of Science in Criminal Justice 3.90 GPA
August 1996 December 2000 The University of Tennessee at Chattanooga, Chattanooga, TN
Bachelors of Science in Psychology 3.50 GPA.
Work Experience and Internships
August 2006-Present

Ministry Support Coordinator Eastwood Church

120

Responsibilities include office administration, chief accounting administration, and general

management of everyday and special operations of the church.
August 2006-Dedember 2007
Adjunct Professor of Criminal Justice University
of Tennessee at Chattanooga
Responsible for teaching Criminal Justice courses to
undergraduates at the University of Tennessee at Chattanooga. This includes lesson plan
preparation, creating and grading assignments and tests.
August 2007-December 2007
Adjunct Professor of Criminal Justice
Chattanooga State Technical Community College
Responsible for teaching Criminal
Justice courses to undergraduates at the University of Tennessee at Chattanooga. This includes
lesson plan preparation, creating and grading assignments and tests.
August 2005-August 2006
Instructor/Professor of Criminal Justice University
of Tennessee at Chattanooga
Responsible for teaching Criminal Justice courses to
undergraduates at the University of Tennessee at Chattanooga. This includes lesson plan
preparation, creating and grading assignments and tests. Also includes student interaction and
advisement.
January 2004 August 2005
Investigator/ Client Relations Unified Investigations &
Sciences, Inc. Main duties included, investigating origin and cause of fire losses for clients
when illegal, fraudulent, or subrogation potential exists. The investigation may include
fieldwork as well as written reports, evidence gathering and storage. Other duties include client
relations as well as marketing to prospective clients.
August 2001 December 2003
Office Assistant Dr. Dan Moulds D.D.M
Responsibilities included answering phones, making patient appointments, receiving payments,
as well as patient customer service.
August 2001 May 2003
Graduate Assistant to Dr. Jeffery Rush & Dr Vic Bumphus
University of Tennessee at Chattanooga Assisted in the planning and implementation of
Southeastern Command and Leadership Academy, taught undergraduate Criminal Justice
courses as requested by Dr. Rush, graded tests and writing assignments for undergraduate
courses. Assisted Dr. Bumphus in many office oriented tasks.
May 2002 September 2003
Forensic Technician TechniFire Services
Worked closely with State Certified Fire Investigators gathering and logging evidence, taking fire
scene photos, scanning evidence into computer databases, assisting in the preparation of Origin and
Cause reports and Inventory reports, and general office duties.
February 2001 August 2001
Case Manager Fortwood Mental Health Center
Responsible for the mental welfare of adolescents ages 4 17, also worked in conjunction with other
mental health professionals, such as Psychiatrists and Therapists. The majority of disorders
121

encountered were Attention Deficient Hyperactive Disorder (ADHD), Depression, and Conduct
disorder.

Volunteer Experience and Awards Received

Recipient of the Outstanding Graduate Student Award

Recipient of the Stanton P. Fjeld Scholarship
Deans List 8 semesters
Volunteered as needed at the Chattanooga Therapeutic Riding Center
Volunteer with youth at Eastwood Church

FELICIA MCGHEE-HILT, B.A., M.P.A., A.B.D.

9215 Ramblewood Drive
Harrison, Tennessee 37341
(423)322-5240
fmhilt13@aol.com
OBJECTIVE: TO SECURE AN ADMINISTRATIVE OR TEACHING POSITION
THAT UTILIZES MY BROADCAST EXPERIENCE, COMMUNICATION
SKILLS AND ACADEMIC KNOWLEDGE.
EDUCATION
8/05-Present UNIVERSITY OF TENNESSEE KNOXVILLE
Communication and Information Sciences Doctoral
Program
Major: Journalism and Electronic Media
Minor: Political Science
G.P.A. 3.96
Anticipated Graduation Date: December 2008
Dissertation: Communication in a Social Movement: A
Case Study of the Montgomery Bus Boycott
5/01-5/05 UNIVERSITY OF TENNESSEE CHATTANOOGA
Masters of Public Administration
G.P.A. 4.0
M.P.A. Paper: The Relationship Between Nielsen Ratings
and Employee Job Satisfaction:
A Comparison of Employees at Two
Newsrooms
9/88-5/92 UNIVERSITY OF MICHIGAN ANN ARBOR
Bachelor of Arts
Major: Communications
WORK EXPERIENCE
122

8/2007-Present TALK SHOW HOST

WTCI-Chattanooga, Tennessee-PBS Affiliate
Tennessee Insider
* Moderate a weekly political show
* Discuss local political issues
* Interview local politicians and media representatives
1/2000-Present LECTURER
University of Tennessee at Chattanooga
Communication Department
* Teach several writing classes and one television news
class
* Oversee all pre-production and taping of UTC-TV News
* Advise students on possible careers in communications
8/01-6/05 PART-TIME REPORTER
WTVC-Chattanooga, Tennessee-ABC Affiliate
* General Assignment Reporter
* Schedule and conduct daily interviews
* Write and deliver news stories via live or on-set
9/96-12/99 REPORTER/FILL-IN ANCHOR
WTVC-Chattanooga, Tennessee-ABC Affiliate
* General Assignment Reporter
* Scheduled and conducted daily interviews
* Presented stories live from the field or on-set
* Substitute anchored for newscasts
8/95-8/96 ANCHOR/REPORTER
WTOK-Meridian, Mississippi-ABC Affiliate
* Produced and anchored Good Morning Meridian
* Health Reporter
* Represented station at various community events
* Substitute anchored for other newscasts
8/93-5/95 ANCHOR/REPORTER-ABC Affiliate
WHOA-Montgomery, Alabama
* Produced and anchored morning news briefs
* General Assignment Reporter
* Coordinated early morning news assignments
10/92-8/93 NEWS ANCHOR
WQBH RADIO-Detroit, Michigan
* Produced and delivered hourly morning newscasts
* Wrote Positive Segments about the city of Detroit
1/92-5/92 ANN ARBOR COMMUNITY ACCESS TELEVISION
ANN ARBOR, MICHIGAN
* Master Control
* Responsible for making sure shows went to air as
scheduled
123

PUBLIC RELATIONS TEMPORARY PUBLIC RELATIONS

5/03-8/03 COORDINATOR
FIRST THINGS FIRST
Chattanooga, Tennessee
* Coordinated media coverage of African-American
Marriage Initiative
* Wrote press releases regarding event
* Set up interviews for media outlets
PROFESSIONAL
ACTIVITIES
September 2007 TELEVISION HOST
CONVERSATIONS WITH THE CANDIDATES
WTCI
Taped two half hour special programs that featured
discussions with the democratic and republican senatorial
District 10 Candidates.
These specials aired until the November 2007 election
September 2007 PANELIST
WGOW Radio
Interviewed several democratic senatorial candidates for
the District 10 senate seat in Chattanooga, Tennessee
March 2006 HOST
Communication Week Luncheon
Luncheon featured local communication professionals
Sponsored by UTC Communication Department
May 2004 HOST
UTC student celebration of the 50th anniversary of the
Brown vs. Board of Education decision
Sponsored by UTC Student Government Association
April 2004 MODERATOR
Racial Profiling in America
Sponsored by the UTC Political Science Department
June 2002 PANELIST
Minorities in the Media
Sponsored by the Young Black Professional Organization
March 2002 PANELIST
Minorities in the Media
Sponsored by the UTC Communication Department
March 2002 ORGANIZER AND HOST
Luncheon with correspondent Steve Osunsami of ABC
News
* Organized luncheon
* Made the necessary arrangements to secure Osunsami as
featured speaker
124

* Facilitated question and answer period

FACULTY ADVISOR
National Association of Black Journalists-University of
Tennessee-Chattanooga Chapter
FOUNDING CHAPTER MEMBER
Chattanooga Area Chapter of Black Journalists
CONFERENCES
2/2008 University of Tennessee Communication and Information Symposium
Realities of the Montgomery Bus Boycott: A Pilot Study of former
participants
11/2007 National Communication Association National Convention
Panelist
Communicating Worldviews: Feminists of Faith
2/2007 University of Tennessee Communication and Information Symposium
Media Coverage of Tennessees 2006 Senatorial Race: An Analysis of
News Source Usage
(Poster Presentation)
2/2006 University of Tennessee Communication and Information Symposium
Broadcast Stories vs. Internet Stories: Are Viewers and Internet Users
Really Getting the Same Information?
(Poster Presentation)
AWARDS
Recipient of the University of Tennessee-Chattanoogas Grow Your Own
Program
Program is designed to support doctoral graduate studies for minority faculty
Cambridge Whos Who Among Executive and Professional Women in Teaching
and Education
Whos Who Among American Colleges and Universities
Voted Outstanding Graduate Student by Public Administration Faculty
Radio Television News Directors Association
Spot News Coverage
WTVC
Bridgeport Explosion
I was the first television reporter on the scene for the story and delivered live news
reports throughout the day.

Curriculum Vitae

H. LYN MILES, PH.D.

125

CONTACT INFORMATION

Georgia

Tennessee

Chantek Foundation &

Department
Sociology, Anthropology, Geography
Animal Nation, Inc.
University of
Tennessee-Chattanooga
4430 Wade Green Rd Ste.180-131
615 McCallie Avenue
Kennesaw, Georgia 30101
Chattanooga,
Tennessee 37403
Ph 770-842-7010 www.apenet.org
Ph 423-755-4440; Fax
423-785-2251
Chantek.org, apenet.org
lynmiles@utc.edu

Home
4564 Howell Farms Road, Acworth, GA 30101
770-966-0777, lyn_miles@bellsouth.net

EDUCATION
University of Connecticut. Ph.D., Anthropology, 1978
Dissertation: The Use of Sign Language by Two

Chimpanzees
Yale University. Department of Anthropology
Consortium Primatology, 1972-73
University of Oklahoma. Department of Psychology,
Dissertation Research, 1973-74

University of Connecticut. B.A., Anthropology &

Psychology, 1965
RESEARCH INTERESTS
Orangutan Chanteks sign language, cognitive &
cultural ability including invention of new signs,
126

code switching, conversation, empathy, tools, games,

jewelry, arts & crafts
Cultural primatology, cultural processes of
enculturated great apes or apes in natural settings
Evolution of language, cognition & symbolic
processes
Primate cognition, theory of mind, imitation,
emulation, self-awareness
Personhood of apes & humans with disabilities
Field research: orangutans, Meratus Forest,
Kalimantan Borneo, & Sumatra
Research methods, comparative developmental
evolutionary, ethological, & single subject/life
history approaches
Culture-based sanctuaries for great apes & zoo
design focused on enrichment
College teaching & acceptance of human evolution;
active learning methods
Application of great ape social behavior to human
organizational culture
Business anthropology: branding, marketing,
culture, media
ACADEMIC AND RESEARCH POSITIONS
UC FOUNDATION PROFESSOR OF ANTHROPOLOGY. University of
Tennessee at Chattanooga (1990-present). Courses
taught in physical anthropology, primate behavior,
ape language, evolution of language, gender,
cognitive & linguistic anthropology.
DIRECTOR, PROJECT CHANTEK. University of Tennessee at
Chattanooga (1978-present). An investigation of the
cultural cognitive and linguistic ability of an
enculturated orangutan Chantek. Research focus on
reference, communicative competence, semantics,
grammar, deception, self-awareness, imitation,
pretense, theory of mind, problem-solving, toolmaking, art & other cultural processes. Research
grant support from National Science Foundation &
National Institutes of Health and other agencies:
$550,000.

127

PRESIDENT. Animal Nation, Inc. & Chantek Foundation,

Kennesaw,
Georgia
(2002-present).
Nonprofit
foundation
supporting
conservation
through
interspecies
communication
&
scientific
understanding
of
great
ape
communication
&
cognition. Co-founded by rock musician Peter Gabriel.
SENIOR RESEARCH FELLOW. Zoo Atlanta, Atlanta, Georgia
(1997-2004). Continued studies with Chantek in a zoo
environment. Research focus on generalization &
retention of signs, symbol-mediated introduction,
arts & crafts, public demonstrations.
RESEARCH DIRECTOR. Chattanooga Zoo, Chattanooga, TN
(1995-2000). Design, execution, and analysis of
psychological enrichment for capuchins, spider
monkeys, patas monkeys, stumptailed macaques, &
chimpanzee in a municipal zoo with 160 specimens.
AFFILIATE SCIENTIST. Division of Behavioral Biology,
Yerkes Regional Primate Research Center, Emory
University (1986-1989). Continuation of Project Chantek
in a primate research facility to which Chantek was
relocated.
UC FOUNDATION ASSOCIATE PROFESSOR OF ANTHROPOLOGY.
University of Tennessee at Chattanooga (1982-1989).
Courses taught in physical anthropology, primate
behavior, ape language, evolution of language,
gender, cognitive & linguistic anthropology.
VISITING PROFESSOR OF ANTHROPOLOGY. University of
Tennessee-Knoxville (1979).
ASSISTANT PROFESSOR OF ANTHROPOLOGY. University of
Tennessee at Chattanooga (1976-1981). Courses taught in
physical anthropology, primate behavior, ape
language, evolution of language, gender, cognitive &
linguistic anthropology.
RESEARCH ASSISTANT. Institute for Primate Studies,
University of Oklahoma. (1973-1974). Sign language
research with Washoe, Booee, Ali, and other signing
chimpanzees.
128

LECTURER IN ANTHROPOLOGY. University of ConnecticutHartford (1971-1972) & Eastern Connecticut State

University (1973-1974). Courses taught in introductory
anthropology.

FIELD RESEARCH
1999 Meratus Forest, Kalimantan, Indonesia (Borneo).
Field study of orangutans in primary rain forest.
Sleeping nests, tracking, food-processing, and
cognition.
1999 Wanariset Research Center, Kalimantan, Indonesia
(Borneo). Rehabilitant orangutan research for
release to forest areas; review of peer teaching
of orangutan survival skills in half-way house.
1992 Chaco Canyon, New Mexico. Anasazi and Navajo
rock art symbols, including Supernova site.
1991 Chaco Canyon, New Mexico. Anasazi and Navajo
rock art symbols, including Supernova site.
PROFESSIONAL ASSOCIATIONS
American Association of Physical Anthropologists;
American
Society
of
Primatologists;
American
Anthropological
Association
(Biological
&
Psychological Anthropology Sections); International
Primatological
Society;
Center
for
Academic
Research
&
Training
in
Anthropogeny
(CARTA)
University of California-San Diego; Language Origins
Society. American Association for the Advancement of
Science; Animal Behavior Society; Sigma Xi, The
Scientific Research Society; National Academy of
Recording Arts & Sciences.

REVIEWER
MacArthur Foundation

American Anthropologist
129

National Geographic Society

American Journal of Primatology

L. S. B. Leakey Foundation

Behavioral

& Brain Sciences

National Institutes of Health

Intl

Journal of Cybernetics & Systems

National Science Foundation

Journal of Contemporary Psychology

Sigma Delta Epsilon Grants Program

Journal of the Intl Primatological Society

Anthropology, Florida State University
New
Ideas in Psychology
Psychology, York University
Science
Anthropology, Univ. of Central Florida
Zoo
Biology
Anthropology, College of William & Mary Journal of
Developmental Processes

130

NATIONAL AND INTERNATIONAL MEDIA COVERAGE

ELECTRONIC MEDIA

British Broadcasting Corporation-Horizons, Animal

Minds
USA Network-Inside Space
Japan
Broadcasting
Corporation

(NHK)

What

Orangutan Want to Say

PBS NOVA, Children's Television Workshop-3-2-1 Contact
Discovery Channel-Global Village, Daily PlanetToronto
Animal Planet & Cunliffe Productions They Call Him
Chantek
PM Magazine
ABC 20/20, World of Discovery Orangutans: Children of
the Forest, Thats Incredible
ABC Evening News-Los Angeles Bureau
NBC Dateline
KCBS, Nighttime Magazine
CLTV Front and Center
CBS 48 Hours
Nippon Audio-Visual Productions-Unknown World
PBS-NOVA Signs of the Apes, Songs of the Whales
National Public Radio All Things Considered
TV Italia
Canadian Broadcasting Corporation (CBC) News
Chicago Land Cable Television
Highroad Productions The Birth of Language
Orangutan Foundation International Orangutans CD
Sci-Fi Channel; Quirks & Quarks
A&E Network & Weller-Grossman When Animals Talk
United Productions-BBC IV, Cleverest Ape in the World
Yahoo International, Online Live Chat Session with

Chantek
WBIR-TV, Nashville, TN) Evening News
Inform Action & CBC, Canada

MAGAZINES

Time Magazine
New York Times
Digest

Harpers
Readers
131

Science News
News & World Report
National Review
Natural History-Japan
Chronicle of Higher Education
International Wildlife
Readers Digest
Entertainment Weekly
Der Spiegel
Australian Magazine
Washingtonian
Psychology Today
Orion
Sunday Times Magazine

U. S.

The

London

NEWSPAPERS

Associated Press
United Press International
Washington Post
Chattanooga Times Free Press
London Sunday Times Magazine
Journal-Constitution
Raleigh News & Observer
Detroit Free Press
Chicago Times
Philadelphia Enquirer
San Francisco Examiner

Atlanta

EDITORIAL EXPERIENCE
Editorial
Associate
for
Behavioral
and
Brain
Sciences, Cambridge University Press.
Editorial Associate for Anthropogeny, Project for
Exmpaining the Origins of Humans, Center for
Academic Research & Training in Anthropogeny
(CARTA), University of California-San Diego, San Diego,
CA. Domains: Language, Cognition, & Culture.

132

AWARDS, HONORS AND FELLOWSHIPS

2005 Think Tank Exhibit, National Zoo, Smithsonian
Institution
2004 Honored Guest with conservationist Jane Goodall
& United Nations Ambasador Andrew Young at the
Richard Leakey Presentation, Fernbank Museum,
Atlanta, Georgia.
Honored Guest at the 2004 Peter Gabriel Up Tour,
West Palm Beach, FL, Los Angeles, CA, San Francisco,
CA, Detroit, MI, Columbus, OH.
1996 Student
Government
Outstanding
Professor
Finalist
1995 University Outstanding Professor Award
1993 Exceptional Merit Research Award
1991 Faculty Vice-President
1990 Faculty Vice-President
College of Arts & Sciences Research Prize
Alumni Outstanding Professor Finalist
1989 Exceptional Merit Research Award
1986 Southeast Regional Lecturer, Sigma Xi
1985 Southeast Regional Lecturer, Sigma Xi
1984 Southeast Regional Lecturer, Sigma Xi
1983 Southeast Regional Lecturer, Sigma Xi
1982 Distinguished Research Award
1978 University
of
Chattanooga
Foundation
Professorship
1975 University
of
Connecticut
Predoctoral
Fellowship
1974 University
of
Connecticut
Predoctoral
Fellowship
University
of
Connecticut
Graduate
Fellowship
1973 University of Connecticut Graduate Fellowship
1972 University of Connecituct Graduate Fellowship

CONSULTING
2009 Cengage Publishing Company
2008 Chattanooga Mayors Council on Disability

133

2007 Gary Selden & Harry Vardis, Coles School of

Business,
Department
of
Management
&
Entrepreneurship
Business
Innovation
and
Creativity Project & Creative Focus, Inc, Kennesaw
State University, Kennesaw, GA, June.
Cengage Publishing Company
2006 Mystery Ape, National Geographic Society
McGraw Hill
Thompson Learning
Allyn & Bacon
2001 Center for Great Apes, Wachula, FL, December
2000 Georgia
Institute
of
Technology
Primatech
Project
Discovery Channel/Animal Planet They Call Him

Chantek
1999 Cunliffe-Franklyn, London, England, U.K.
National
Geographic;
Inform
Action;
Productions

Rain

1998 Tigress Productions, In the Wild: Orangutans With

Julia Roberts
NBC Television Dateline
ABC Television Thats Incredible
City of Chattanooga Mayors Office
1997 National Geographic Explorer
Chattanooga Zoo
1995 Paramount Pictures Congo, directed by Frank
Marshall
ABC Television 20/20
ABC Television World of Discvovery Orangutans:

Children of the Forest

News & Observer
National Zoo
Chattanooga Zoo
1994 Green Umbrella, London, England, UK
1993 British Broadcasting Corporation
134

Harcourt, Brace & Javanovich

Omni
Easter Seals Society
West Publishing Company
1992 Holt, Rinehart & Winston
West Publishing Company
1991 People for the Ethical Treatment of Animals (PETA)
West Publishing Company
Chattanooa Zoo
Contemporary Publishing
1990 Jones, Jones, Close & Brown, Attorneys at Law, Las
Vegas, Nevada
1988 Choices, Georgia Public Television
1986 High Road Productions, Toronto, Cananda,
Harcourt Films
1985 Wadsworth Publishing Company
Great
Ape
Behavior,
Public
Broadcasting
Corporation, Washington, DC
1983 Gender
Equity.
United
Chattanooga, Tennessee
1981 Orangutan
Garden

Rearing.

Audobon

Parcel

Park

Service,

Zoological

1980 Forensic Identification. Hamilton County Sherifs

Department, Chattanooga, Tennessee
Gender Equity, United Parcel Service Summer
Intern Program, Chattanooga, Tennessee
1979 Memphis Zoo & Aquarium, Memphis, Tennessee
Gender Equity, United Parcel Service Summer
Intern Program, Chattanooga, Tennessee
1977 Gender Equity, Womens Recources, Chattanooga,
Tennessee
1976 Orangutan
Garden

Exhibit,

Audobon

Park

Zoological
135

Project Nim, Department of Psychology, Columbia

University

TRAINING SEMINARS
2008 Ethics, Instructional Retreat, University of
Tennessee at Chattanooga, Monteagle, Tennessee,
May15-17.
Holmberg Arts Leadership Institute, Allied Arts
of Chattanooga, TN
2006 Distance
Learning,
Instructional
Retreat,
University
of
Tennessee
at
Chattanooga,
Monteagle, Tennessee, May.
2000 Problem
Based
Learning
Symposium,
Samford
University, B irmingham, AL, October 29-31.
1999 Facilitating Oral Communication, University of
Tennessee
at
Chattanooga
Instructional
Excellence Retreat, Watts Bar, Tennessee, May 1315.
1980 HP3000, Academic Computing Services, Continuing
Education
BASIC & HP2000, Academic Computing Services,
Continuing Education
Intermediate BASIC, Academic Computing Serivces,
Continuing Education

136

COURSES TAUGHT

UNDERGRADUATE

Primate Behavior
Language
Origins
Human Evolution
Linguistic
Anthropology
Ape Language
Language &
Communication
Physical Anthropology
Deception
Physical Anthropology Laboratory
Sex
&
Gender
Communication Lab: Apes/Dolphins
Gender
&
Language
Research Methods
Cultural Anthropology
Introduction to Anthropology
Honors: Critique of the Social Sciences
Humor

GRADUATE

Ape Language
Origins of Language

RESEARCH AND OTHER GRANTS

2009 Chantek: The Language and Cultural Development
of
an
Enculturated
Orangutan.
Faculty
Development (Sabbatical) Grant. University of
Tennessee at Chattanooga (~$50,000).
2008 Bridging
the
Gender
Gap:
Understanding
Genderlects With Deborah Tannen (with Marcia
137

Noe). University of
($30,000, not funded).

Tennessee

at

Chattanooga

2005 Personhood, Lies, and Tools: Research with an

Enculturated Great Ape (with Kathi McIntire).
University of Chattanooga Foundation ($2,000).
2004 Anthropology
for
Young
People.
University
Bound Summer Enrichment Program, University of
Tennessee at Chattanooga. 2004. ($1,500).
Music Studies With An Enculturated Orangutan
Chantek. University of Chattanooga Foundation.
2004. ($3,000).
Tool and Craft Construction and Usage By An
Enculturated Orangutan, Chantek. (with Maurice
M.
Dieterlie).
University
of
Chattanooga
Foundation. 2004. ($1,000).
Deception By A Signing Orangutan (with James
Craig Martindale). University of Chattanooga
Foundation. 2004. ($1,000).
Great Ape
University
($1,000).

Personhood. (with Kathi McIntire).

of
Chattanooga
Foundation.
2004.

2002 Great Ape Personhood. Community Foundation of

Greater Chattanooga. 2002 ($7,800).
Faculty-Student
Collaborative
Learning
Laboratory, Lupton Renaissance, University of
Tennessee at Chattanooga, 2002-2004 ($5,000, not
funded).
2000 Problem-Based Learning
Faculty
Development
Grant. University of Tennessee at Chattanooga.
2000 ($700).
1999 They Call Him Chantek Faculty Development
(Sabbatical) Grant. University of Tennessee at
Chattanooga. 1999-2000 (~$50,000).
138

1996 Retention of Signs by an Orangutan. University of

Chattanooga Foundation, 1996-1997 ($2,892).
1995 Project Chantek National Zoo Exhibit. University
of Chattanooga Foundation, 1995-1996 ($3,000).
1994 Imitation in a signing orangutan. University of
Chattanooga Foundation, 1994-1995 ($1,620).
1993 Production and Comprehension of Signs by an
Orangutan.
University
of
Chattanooga
Foundation, 1993-1994 ($3,298).
Self-awareness
in
a
Signing
Orangutan.
University of Chattanooga Foundation, 1993-1994
($1,215).
1992 Living Fossils: Custom Application of Interactive
Software in a Physical Anthropology Laboratory
(with Stephen E. Harper). Center of Excellence for
Computer Applications, University of Tennessee at
Chattanooga, 1992-1993 ($1,975).
Linguistic and Visual Anthropology at Chaco
Canyon, New Mexico. University of Chattanooga
Foundation, 1992-1993 ($1,000).
1991 Generalization, Self-signing and Planning in a
Sign Language-Trained Orangutan. University of
Chattanooga Foundation, 1991-1992 ($1,190).
Human Symbolic Evolution at Chaco Canyon, New
Mexico. University of Chattanooga Foundation,
1991-1992 ($1,000).
1990 Environmental Enrichment for a Solitary Adult
Male Chimpanzee (Pan troglodytes). University of
Chattanooga Foundation, 1990-1991 ($1,000).
Chilapalapa: A Sociolinguistic Study. University
of Chattanooga Foundation, 1990-1991 ($892).

139

The Development of Deception in an Orangutan

Using Sign Language. University of Chattanooga
Foundation, 1990-1991 ($997).
1987 Communication and Cognition: An Interspecific
Investigation. National Institutes of Health, 19871988 ($57,835).
1986 The Development of Reference. University of
Chattanooga Foundation, 1986-1987 ($1,499).
1985 Cognitive Development In a Signing Orangutan.
University of Chattanooga Foundation, 1985-1986
($2,934).
1984 Communication and Cognition: An Interspecific
Investigation. National Institutes of Health &
National Science Foundation, 1984-1986 ($165,841).
The Emergence of Semantic Categories in an
Orangutan. University of Chattanooga
Foundation, 1984-1985 ($3,000).
An Investigation of Language and Cognition.
University of Chattanooga Foundation, 1983-1986
($22,000).
The Development of Symbolic Communication.
Spencer Foundation, 1984-1986 ($100,000, not funded).
The Use of Tools by a Captive Orangutan. L.S.B.
Leakey Foundation, 1984-1985 ($10,000, not funded).
Hand Preference in a Captive Orangutan. WennerGren Foundation, 1984-1985 ($5,000, not funded).
1983 Linguistic Deception by a Captive Orangutan.
University of Chattanooga Foundation, 1983-1984
($1,970).
Prerequisites to Symbolic Communication,
National Science Foundation, 1983-1986 ($299,327, not
funded).
140

1982 Communication & Cognition: An Interspecific

Investigation. National Institutes of Health New
Investigator Research Award, 1982-1984, ($103,686).
1981 Communication and Cognition: An Interspecific
Investigation. National Institutes of Health, 19811983 ($100,984).
The Development of a Communicative and Symbolic
Capacity in an Orangutan. National Science
Foundation, 1981-1983 ($49,965).
Physical Anthropology Laboratory. University
of Chattanooga Foundation, 1981-1982 ($2,831).
Linguistic Analysis of the Use of Gestural Signs
by an Orangutan (Pongo pygmaeus). University of
Chattanooga Foundation, 1981-1982 ($1,995).
Contextual Analysis of Sign Acquistion by an
Orangutan, UC Foundation, 1980-1981, ($1,995).
1980 Cognitive and Communicative Development of an
Orangutan. National Institute of Mental Health,
1980-1981 ($10,000).
Communication and Cognition: An Interspecific
Investigation, National Institutes of Health New
Investigator Research Award, 1980-1982 ($72,130).
Communicative and Cognitive Development of an
Orangutan, National Science Foundation, 1980
($80,000, not funded).
Communicative & Cognitive Development of an
Orangutan, Spencer Foundation, 1980-1982 ($80,000,
not funded).
The Acquisition of Sign Language by an Orangutan,
L.S.B. Leakey Foundation, 1979-1980, ($4,420, not
funded).
Behavioral Study Grant. University of Tennessee
at Chattanooga, 1980-1981 ($11,826).
141

Orangutan Language Project. Nippon Hoso Kyokai

Foundation, 1980-1981 ($5,000).
Linguistic Analysis of the Use of Gestural Signs
by an Orangutan. University of Chattanooga
Foundation, 1980-1981 ($1,995).
The Communicative Competence of an Orang-utan
Using the Gestural Signs of the American Sign
Language for the Deaf, University of
Chattanooga Foundation, 1980-1981 ($1,800).
1979 The Linguistic Development of an Orangutan,
University of Chattanooga Foundation, 1979-1980
($6,000).
Linguistic and Cognitive Development of an
Orang-Utan. National Science Foundation, 1979-1982
($262,001, not funded).
1978 The Linguistic Development of an Orangutan.
University of Chattanooga Foundation, 1978-1980
($27,000).
1976 Sign Language Studies with Chimpanzees.
University of Connecticut Research Foundation,
1976 ($449).
Natural Communication in the Use of Sign
Language by Chimpanzees. International
Primatological Society, 1976 ($200).
1975 The Use of Sign Language by Two Chimpanzees.
University of Connecticut Research Foundation,
1975 [$278].
1973 Conversations With Apes. University of
Connecticut Research Foundation, 1973-1974 [$3,500].

PUBLICATIONS

BOOKS
142

2009 Miles,
H.
L.
preparation.

Conversations

With

Apes,

in

2009 Miles, H. L. Chantek: The first orangutan person,

in preparation.
1999 Parker, S. T., Mitchell, R. W., & Miles, H. L. (Eds.). (1999).

The

mentality

of

gorillas

and

orangutans,

Cambridge: Cambridge University Press.

1997 Mitchell, R. W., Thompson, N. S., & Miles, H. L. (Eds.).
(1997). Anthropomorphism, anecdotes, and animals,
Albany, NY: State University of New York Press.

ARTICLES, CHAPTERS

2008 Miles, H. L. Original Study: Language and the

intellectual abilities of orangutans. In W. A.
Haviland, Prins, H., Walrath, D., McBride, B., Eds .
Anthropology: The Human Challenge, 12th edition.
Cengage, pp. 355-356. [Also electronic version].
Miles, H. L. Original Study: Language and the
intellectual abilities of orangutans. In W. A.
Haviland, Prins, H., Walrath, D., & McBride, B., Eds.

The Essentials of Anthropology:

Challenge, 1st edition. Cengage.

The

Human

2004 Miles, H. L. (2004). The intellectual ability of orangutans,

with
afterword.
In
W.
A.
Haviland,
th
Anthropology, 10
edition. Orlando, FL: Harcourt
College Publishers.
2003 Miles, H. L. (2003). Personhood. In D. Cress (Ed.). The

Great Ape Project Census: Recognition for the

Uncounted, pp. 239-244. Portland, OR: Great Ape
Project.
Patterson, F., Miles, H. L., & Savage-Rumbaugh, E. S.
(2003). Maui Ape Preserve (MAP): The Ape Consortium
for Global Research, Education and Conservation,
electronic
version,
Gorilla
Foundation,
Woodside, CA, koko.org.
143

2000 Miles, H. L. (2000). The intellectual ability of orangutans. In W. A. Haviland, Anthropology, 9th edition,
pp.
118-122.
Orlando,
FL:
Harcourt
College
th
Publishers. [Also Anthropology, 8
edition, pp. 107111].
1999 Miles, H. L. (1999). Symbolic communication with and
by great apes. In S. T. Parker, R. W. Mitchell, & H. L.
Miles (Eds.), The mentality of gorillas and
orangutans: Comparative perspectives, pp. 197-210.
Cambridge, England: Cambridge University Press.
1998 Miles, H. L., & Roberts, W. (1998). Methodologies, not
method for primate theory of mind. Behavioral
and Brain Sciences, 21,1, 126.
Miles, H. L. (1998). Chantek:
ambassador. Zoom, XI, 1, 8-9.

The

thinking

ape

1997 Miles, H. L. (1997). The Intellectual Abilities of

Orang-utans. In W. A. Haviland, Human Evolution
and Prehistory, pp. 107-111. Fort Worth, TX:
Harcourt Brace.
R. W. Mitchell, N. S. Thompson, & H. L. Miles. (1997).
Taking
anthropomorphism
and
anecdotes
seriously. In R. W. Mitchell, N. S. Thompson, & H. L.
Miles (Eds.), Anthropomorphism, anecdotes, and
animals, pp. 3-11. Albany, NY: State University of
New York.
Miles, H. L. (1997). Anthropomorphism, apes and
language. In R. W. Mitchell, N. S. Thompson, & H. L.
Miles (Eds.), Anthropomorphism, anecdotes, and
animals, pp. 383-404. Albany, NY: State University of
New York.
1996 Miles, H. L. Anthropomorphism, primates and
language. (1996). In R. W. Mitchell, N. S. Thompson, &
H. L. Miles (Eds.), Anthropomorphism, anecdotes,
and
animals
(pp.
432-455).
Albany,
NY:
State
University of New York.
144

Miles, H. L., Mitchell, R. W., & Harper, S. E. (1996).

Simon says: The development of imitation in a
signing orangutan. In A. Russon, K. Bard, & S.
Parker (Eds.), Reaching into thought: The minds of
the great apes (pp. 521-562). Cambridge: Cambridge
University Press.
1995 Mitchell, R. W., & Miles, H.
language: Human uniqueness
and Brain Sciences, 18, 1, 200-201.

L. (1995). Apes and

again? Behavioral

1994 Miles, H. L., & Harper, S. E. (1994). Chantek: The

language ability of an enculturated orangutan
(Pongo pygmaeus). In J. Ogden, L. Perkins, & L.
Sheeran (Eds.), Proceedings of the international

conference on "orangutans: the neglected ape"

(pp. 209-219). San Diego: Zoological Society of San
Diego.
Miles, H. L. (1994). ME CHANTEK: The development of
self-awareness in a signing orangutan. In S.
Parker, R. Mitchell, & M. Boccia (Eds.), Self-

awareness in monkeys and apes: Developmental

Perspectives (pp. 254-272). Cambridge: Cambridge
University Press. [Also Self-awareness in monkeys
and apes: Developmental Perspectives, paperback
(pp. 511-539).
Miles, H. L., & Harper, S. E. (1994). "Ape language"
studies and the study of human language origins.
In D. Quiatt, & J. Itani (Eds.), Hominid culture in
primate
perspective
(pp.
253-278).
Denver,
CO:
University Press of Colorado.
1993 Mitchell, R. W., & Miles, H. L. (1993). Apes have mimetic
culture. Behavioral and Brain Sciences, 16, 4, 768.
Miles, H. L. (1993). Language and the orangutan: The
old 'person' of the forest. In P. Cavalieri, & P.
Singer (Eds.), The great ape project: Equality
beyond humanity (pp. 42-57). London: Fourth Estate.
[Also New York: St. Martins Press, 1995].

145

1992 Miles, H. L., Mitchell, R. W., & Harper, S. E. (1992,

Spring).
Signing
and
simulacra:
Language,
imitation, and enculturated apes. International

Society
for
the
Comparative
Civilizations Newsletter, 9, 10.

Study

of

1991 Miles, H. L. (1991). The development of symbolic

communication in apes and early hominids. In W.
von Raffler-Engel, J. Wind, & A. Jonker (Eds.),
Studies in language origins: Vol. 2 (pp. 9-20). New
York, NY: John Benjamins.
1990 Miles, H. L. (1990). The cognitive foundations for
reference in a signing orangutan. In S. T. Parker, &
K. R. Gibson (Eds.), "Language" and intelligence in

monkeys and apes: Comparative developmental

perspectives (pp. 511-539). Cambridge: Cambridge
University
Press.
[Paperback
Cambridge University Press.]

edition,

1994.

1987 Miles, H. L. (1987). The development of symbolic

communication
in
apes
and
early
hominids.
Language Origins Society Abstracts, 3, 17.
1986 Miles, H. L. (1986). How can I tell a lie? Apes, language
and the problem of deception. In R. W. Mitchell, &
N. S. Thompson (Eds.), Deception: Perspectives on
human and nonhuman deceit (pp. 245-266). Albany,
NY: State University of New York Press.
Miles, H. L. (1986). Cognitive development in a signing
orangutan. Primate Report, 14, 179-180.
1983 Miles, H. L. (1983). Two-way communication with apes
and the evolution of language. In E. de Grollier
(Ed.), Glossogenetics: The origin and evolution of
language (pp. 201-210). Paris: Harwood Academic
Publishers.
Miles, H. L. (1983). Apes and language: The search for
communicative competence. In J. de Luce, & H. T.
Wilder (Eds.), Language in primates: Perspectives

and

implications:

Proceedings

of

the
146

Transdisciplinary Symposium on Glossogenetics

(pp. 43-61). New York: Springer-Verlag.
1982 Miles, H. L. (1982). Communication with apes: A novel
environmental approach. Proceedings of the

American Association of Zoologiacl Parks and

Aquariums.
1980 Miles, H. L. (1980). Acquisition of gestural signs by
an infant orangutan (Pongo pygmaeus). American
Journal of Physical Anthropology, 52, 256-257.
1978 Miles, H. L. (1978). Natural communications and sign
combinations in the use of sign language by
chimpanzees.
In D. Chivers, & J. Herbert (Eds.),

Recent advances in primatology : Vol 1: Behaviour

(pp. 897-899). New York: Academic Press.
Miles, H. L. (1978). Language acquisition in apes and
children. In F. C. Peng (Ed.), Sign language and

language acquisition in man and ape:

New
dimensions in comparative psycholinguistics (pp.
103-120). Boulder, CO: Westview Press.
Miles, H. L. (1978). Conversations with apes: The use
of sign language by two chimpanzees (Doctoral
dissertation, University of Connecticut, 1978).
Dissertation Abstracts International, 39, 11A.
1977 Miles, H. L. (1977). Language acquisition in apes and
children. Man versus ape (American Association
for the Advancement of Science Audiocassettes).
Evanston, IL: Cebar Communications.
1976 Miles, H. L. (1976). The communicative competence of
child and chimpanzee. In S. R. Harnad, H. D. Steklis,
& J. B. Lancaster (Eds.), Origins and evolution of

language and speech. Annals of the New York

Academy of Sciences, 280, 592-597.

REVIEWS

147

1998 Miles, H. L. (1998). [Review of J. Vauclair, Animal

cognition. Cambridge, MA: Harvard University
Press, 1996]. Contemporary Psychology, 43, 356-357.
1991 Miles, H. L. (1991). [Review of R. A. Gardner, B. T.
Gardner, & T. E. Van Cantfort (Eds.), Teaching sign
language
to
chimpanzees.
Albany:
State
University of New York Press, 1989]. Journal of the
International Primatological Society, 12, 3.
1983 Miles, H. L. (1983). [Review of H. D. Steklis, & M. J.
Raleigh
(Eds.),
Neurobiology
of
social

communication in primates: An evolutionary

perspective. New York: Academic Press, 1979].
American Anthropologist, 85, 165-166.
Miles, H. L. (1983). [Review of E. Linden, Apes, men, and
language (2nd ed.). New York: Penguin Books, 1981].
American Anthropologist, 85, 201.
1982 Miles, H. L. (1982). [Review of A. Lock, The Guided
reinvention of language. New York: Academic
Press, 1980]. American Anthropologist, 84, 742-743.

PHOTOGRAPHS, VIDEO, PRINT MEDIA, & INTERNET

2008 Miles, H. L. (2008). UTC Merger Agreement: Unkept

Promise?: We Need a Major University to Become a
Major
City,
Chattanooga
Times
Free
Press,
February 10.
2007 Miles, H. L. (2007). Major University, Major City.
Chattanoogan.com, December 11.
2005 Miles, H. L. (Photographer). (2005). Chantek painting
photo. Orion, 24:2:40-45, March-April 2005.
2004 Miles, H. L. (with Francine Patterson). (2004). Maui

Ape Project: The Ape Consortium for Global

Research, Education and Conservation. Woodside,
CA: Gorilla Foundation.
Miles, H. L. (Designer). (2004). Chantek Foundation,
Animal Nation, & ApeNet, Inc. websites.
148

Miles, H. L. (Photographer). (2004). Chantek photos;

Peter Gabriel, Francine Patterson & Lyn Miles
photo. Animal Nation, Inc., apenet.org website.
Miles, H. L. (Photographer). (2004). Chantek photos.
Yahoo. it.groups.yahoo.com/group/apenet_italia.
Miles, H. L. (Photographer). (2004). Chantek photo. W.
Haviland, Anthropology 11th edition. Fort Worth,
TX: Harcourt.
2002 Miles, H. L. (Photographer). (2002). Chantek photo. W.
Haviland, Cultural Anthropology.
Miles, H. L. (Photographer). (2002). Chantek Photo. W.
Haviland, Human Evolution & Prehistory.
2001 Miles, H. L. (Photographer). (2001). Chantek photo. W.
Haviland, Anthropology, 10th edition. Fort Worth,
TX: Harcourt.
Miles, H. L. (Videographer). (2001). Photographs &
archival videoclips. When Animals Talk, A&E &
Weller Productions.
1999 Miles, H. L. (Contributor). (1999). Thirty-eight
archival videoclips. They Call Him Chantek,
Discovery Channel/Animal Planet.
Miles, H. L. (Contributor). (1999). They Call Him
Chantek. A one-hour documentary of my research
with Chantek, with location filming in
Chattanooga, TN, Atlanta, GA, Washington, D.C.,
and Kalimantan, Indonesia. (2000). CunliffeFranklyn Productions, Chichester, England.
Photographs published: Baby Chantek, Chantek
and Lyn in Van. Videoclips published: Chantek and
Lyn on Walk on Campus, Chantek in Crib, Chantek
on Campus, Chantek Going Into Trailer, Lyn in
Trailer, Chanteks Spiderwalk, Chantek an dLyn in
Kitchen Rocking Chair, Chantek an dLyn in Trailer
with Crib, Chatnek and Lyn with Banana in Trailer,
Chantek with Bottle in Trailer, Chantek and Lyn
Eating in Yard, Chantek and Ann on Trailer Steps,
Chantek and Candy Giving Instructions, Chantek
149

in Oak Stree t Yard, Chantek in Swimming Pool,

Chantek and Lyn on Walk, Chantek Doing Puzzle on
Sidewalk, Chantek Doing Puzzle on Sidewalk 2,
Chantek on His Bike, Chantek Playing in His Yard,
Chantek and Ann With Bag in His Yard, Chantek and
Lyn on Jungle Gym, Chantek and Ann Doing
Sumersault, Chantek and Ann Cleaning Up Yard,
Chantek Opening, Chantek Climbing Fence, Chantek
Walking in Yard, Chantek at Yerkes Center,
Chantek and Ann Grooming, Chantek and Ann on
Steps, Chantek With His Money, Chantek With 22
Step Tool Task, Chantek With Rocky and Ann,
Chantek With Rocky and Ann Feeding, Chantek and
Lyn on Fence, Chantek Doing Puzzle 2, Chantek
With Box, Chantek and Lyn in Rough Play in Yard.
Miles, H. L. (Photographer). (1999). Chantek photo. D.
Falk, Primate Diversity. New York: W. W. Norton.
Miles, H. L. (Photographer). (1999). Chantek photos.
Discovery
Channel/Animal
Planet,
video
production.
1998 Miles, H. L. (Photographer). (1998). Chantek &
Chantek signs FOOD-EAT photos. Zoom, XI, 1, Winter
1998, pp. 8-9.
1997 Miles, H. L. (1997). The English of ebonics: Real
problem isnt language: Its culture. Chattanooga
New-Free Press, February 2, 1997.
Miles, H. L. (Photographer). (1997). Chantek photos.
ABC: Landsburg Company, video production.
1995 Miles, H. L. (Photographer). (1995). Chantek photos in
article:
Cast-off
orangutans:
Controversy
surrounds implications of a hybrid label, Science
News, 147:12, p. 184.
1994 Miles, H. L. (Photographer). (1994). Project Chantek.
Think tank: Animal thinking permanent exhibit,
Washington,
D.C.:
National
Zoological
Park,
Smithsonian Institution.
150

1994 Miles, H. L. (Photographer). (1994). Chantek signing

TICKLE and Chantek in the snow photos. A. Barnett,
Man of the woods. World Fact-file yearbook.
London: International Masters Publishers.
1976 Miles, H. L. (Photographer). (1976). Ape signing. G. H.
Pelto, & P. J. Pelto, The Human Adventure: An
Introduction to Anthropology (p. 156). New York:
Macmillan.
Miles, H. L. (Photographer). (1976). Ape art. G. H.
Pelto, & P. J. Pelto, The Human Adventure: An
Introduction to Anthropology (p. 156). New York:
Macmillan.

MANUSCRIPTS

2007 Miles, H. L. & Van Ness, S. UTC Merger Agreement: The

UT Systems Unfulfilled Contract with Southeast

Tennessee. UTC Faculty Senate.
Miles, H. L. & Van Ness, S. UTC Merger Agreement: The
UT Systems Unfulfilled Contract with Southeast
Tennessee, Abridged. UTC Faculty Senate.
2006 Miles, H. L. History of the Anthropology Program,
University of Tennessee at Chattanooga.
Miles, H. L. Report to Governor Phil Bredesen,
State of Tennessee.
1984 Miles, H. L. Communication & Cognition Report.
National Institutes of Health.
Miles, H. L. Project Chantek Report 1983. Yerkes
Regional
Primate
Research
Center,
Atlanta,
Georgia.
Miles, H. L. The Development of a Communicative
and
Symbolic
Capacity.
National
Science
Foundation.
1979 Miles, H. L. Conversations With Apes.

PAPERS PRESENTED
151

2007 Miles, H. L. (2007, November). What is a person?

Lessons from disability. In H. L. Miles, M. Rigler, S.
J. Hindman, Co-chairs. Disability Education &
Empowermnet Politics Conference, University of
Tennessee at Chattanooga, Chattanooga, TN.
Miles, H. L. (2007, March). Practical, legal and
ethical issues that surround caring for the
disabiled. In M. Noe, Chair. Disability Panel
Discussion.
Womens
Studies
Conference,
University
of
Tennessee
at
Chattanooga,
Chattanooga, TN.
2006 Van Ness, S., & Miles, H. L. (2006, August). The culture
of campus gang rape. Society for the Study of
Social Problems, Montreal, Canada.
2005 Kroulek, J, & Miles, H. L. (2005, March-April). Gender
differences in self-portrait drawings. Invited
paper
presented
at
the
Southern
Anthropological Society meeting, Chattanooga,
TN.
McIntire, Kathy, & Miles, H. L. (2005, March-April).
Self-portrait drawings as clues to personhood.
Invited
paper
presented
at
the
Southern
Anthropological Society Meeting, Chattanooga,
TN.
Smith, Dixie, & Miles, H. L. (2005, March-April).
Chanteks music: The Animal Nation Project.
Invited
paper
presented
at
the
Southern
Anthropological Society Meeting, Chattanooga,
TN.
Miles, H. L., Del Bene, Terry, & McIntire, K. (2005,
March-April). Chanteks jewelry and found art
assemblage. Invited paper presented at the
Southern
Anthropological
Society
Meeting,
Chattanooga, TN.
Del Bene, Terry, Miles, H. L. (2005, March-April).
Stone
tool
manufacture
by
Chantek,
an
152

enculturated
orangutan.
Invited
paper
presented at the Southern Anthropological
Society Meeting, Chattanooga, TN.
McIntire, Kathi, Miles, H. L., & Mitchell, R. W. (2005,
March-April). Deception by Chanatek, a signing
orangutan.
Invited
paper
presented
at
the
Southern
Anthropological
Society
Meeting,
Chattanooga, TN.
2004 Miles, H. L. (2004, March). Animal Nation. Georgia
Environmental
Educators
Alliance
Annual
Meeting, Cordele, GA.
2003 Miles, H. L. (2003, October). Construction of a
musical shaker by Chantek. Long Term Care for
Captive
Nonhuman
Primates,
2003
ChimpanZoo
Conference, Boca Raton, FL.
Miles, H. L. (2003, October). Apes on the internet.
Long Term Care for Captive Nonhuman Primates,
2003 ChimpanZoo Conference, Boca Raton, FL.
2002 Miles, H. L. (2002, September). Ape theory of mind. J.
Goodall (Chair), Seminar on Social and Cognitive
Evidence for Ape Theory of Mind and the
Evolutionary
Implications.
2002
ChimpanZoo
Conference, Sacramento, CA.
Miles,
H.
L.
(2002,
September).
Evolutionary
implications
of orangutan
theory of mind.
Presented in the Invited Seminar Session Social
and Cognitive Evidence for Ape Theory of Mind
and
the
Evolutionary
Implications,
2002
ChimpanZoo Conference, Sacramento, CA.
Miles, H. L. (2002, September). The Argument for ape
personhood. Presented at the 2002 ChimpanZoo
Conference, Sacramento, CA.
Miles, H. L. (2002, September). People in the rain: To
save great apes. Presented at the 2002 ChimpanZoo
Conference, Sacramento, CA.
153

Miles, H. L. (2002, September). Symbolic play in a

signing orangutan, Chantek. Presented at the 2002
ChimpanZoo Conference, Sacramento, CA.
Miles, H. L. (2002, May). Orangutan language studies.
2002
ApeNet
Annual
Meeting,
Georgia
State
University, Atlanta, GA.
Miles, H. L. (2002, May). Chanteks crafts. 2002 ApeNet
Annual
Meeting,
Georgia
State
University,
Atlanta, GA.
Miles, H. L. (2002, April). Personhood in great apes.
Iowa
National
Academy
of
Arts,
Science,
&
Engineering, University of Iowa, Des Moines, Iowa.
Miles, H. L. (2002, April). Science Friction: Grover
Krantz, Big Foot, and Anthropology. W. Roberts
(Chair), Big Foot-Big Shoes: Remembering Grover
Krantz
(1931-2002)
and
Bigfoot,
Southern
Anthropological Society, Ashville, NC.
Miles, H. L., Gregory, J., Roberts, W. (2002, April). A
most unnatural history: Bigfoot in popular and
local culture. W. Roberts (Chair), Big Foot-Big
Shoes: Remembering Grover Krantz (1931-2002) and
Bigfoot,
Southern
Anthropological
Society,
Ashville, NC.
2001 Miles, H. L. (2001, March). Language and intelligence:
A view from Chantek, an enculturated orangutan.
Twenty-first Annual Krost Symposium on the
Evolution
of
Intelligence,
Texas
Lutheran
University, Sequin, TX.
Miles, H. L., & Anderson, M. (2001, September). Annual
meeting
of
the
Southern
Anthropological
Society, Nashville, TN.
Miles, H. L. & Dunlap, E. (2001, September). Annual
meeting
of
the
Southern
Anthropological
Society, Nashville, TN.

154

Miles, H. L., & Gregory, J. (2001, September). Annual

meeting
of
the
Southern
Anthropological
Society, Nashville, TN.
2000 Miles, H. L. (2000, October). Problem Based Learning
Symposium, Samford University, Birmingham, AL.
1996 Miles, H. L. (1996, September). The development of
symbolic play in an orangutan. In P. Greenfield
(Chair), Piagetian approaches to the evolution of
intelligence. International conference on the
Centennial of Jean Piaget's Birth: The Growing
Mind, University of Geneva, Geneva, Switzerland.
Miles, H. L. (1996, August). Evidence for mirror-self
recognition
in
an
enculturated
orangutan.
Robert W. Mitchell & Karyl Swartz (Chairs),

Videotaped
Workshop.

of

Self

Recognition

in

Primates

th

18
annual
meeting
of
the
International Primatological Society, Madison,
Wisconsin.
Miles, H. L. (1996, August). Do apes have culture? Sue
T. Parker, Ward Goodenough, William McGrew,
Tetsuru Matsuzawa, H. Lyn Miles, Sue SavageRumbaugh, Michael Tomasello, Richard Wrangham
(Chairs). Culture and Enculturation in great
apes. 18th annual meeting of the International
Primatological Society, Madison, Wisconsin.
1995 Russon, A., & Miles, H. L. (1995, November). Cultured
orangutans: Culture beyond humans. In H. L. Miles
(Chair), Do apes have culture? Annual meeting of
the
American
Anthropological
Association,
Washington, D. C.
1995 Miles, H. L. & Roberts, W. (1995, November). Cultured,
bicultural and enculturated apes. In H. L. Miles
(Chair), Do apes have culture? Annual meeting of
the
American
Anthropological
Association,
Washington, D. C.
Russon, A., & Miles, H. L. (1995, March-April). The
cultured orangutan. Invited address at the
155

nnual meeting of the

Association, Boston, MA.

Eastern

Psychological

Miles, H. L. (1995, March). What is a person? Annual

meeting of CONTACT, San Jose, CA.
Russon, A., & Miles, H. L. (1995, March). Cultural
hybrids.
Annual
meeting
of
the
Northeast
Psychological
Association,
Boston,
Massachusetts.
Miles, H. L., & Russon, A. (1995, February). Hybrid,
enculturated, and dual-cultured orangutans. H.
L. Miles & E. Tobach (Chairs), Species-ism or good

genetics: What should we do with "hybrid"

orangutans? Annual meeting of the American
Association
Atlanta, GA.

for

the

Advancement

of

Science,

1994 Miles, H. L. (1994, April). Imitation in an orangutan.

Annual meeting of the Southern Anthropological
Society, Atlanta, GA.
Miles, H. L. (1994, April). Linguistic role-reversal in
the play of a signing orangutan. D. Hilliard
(Chair), Human-Animal Relationships and Play.
Symposium conducted at the annual meeting of
the Association for the Study of Play, Atlanta, GA.
Miles, H. L. (1994, March-April). The role of culture
in ape language studies. R. Thomas & K. Swartz
(Chairs), The concept of mind in comparative
psychology. Symposium conducted at the annual
meeting of the Southern Society for Philosophy
and Psychology, Atlanta, GA.
Miles, H. L. (1994, March). Chantek: The language
ability of an enculturated orangutan. Norm
Rosen (Chair), Orangutan cognition. Symposium
conducted at the International Conference on
Orangutans: The Neglected Ape, Fullerton, CA.
1993 Miles, H. L. (1993, December). Language and the
orangutan: The old "person" of the forest. H.
156

Miller (Chair), The Great Ape Project. Symposium

conducted at the annual meeting of the American
Philosophical Association and the Society for the
Study of Ethics and Animals, Atlanta, GA.
Miles, H. L. (1993, November). The forgotten ape:
"Orangutans are orange." K. A. Gibson (Chair).

Primate and human cognition: Continuities and

discontinuities. Symposium conducted at the 92nd
annual meeting of the American Anthropological
Association, Washington, D. C.
Miles, H. L. (1993, August). Language and ethics. A.
Petto (Chair), Primates and ethics. Workshop
conducted at the annual meeting of the American
Society of Primatologists, Sturbridge, MA.
Harper, S. E., & Miles, H. L. (1993, February). The
archaeology of personhood: The discovery of our
own humanity in the search for nonhuman
persons. S. E. Harper, & H. L. Miles (Chairs), Apes,

aliens,
person

and artificial intelligence: Who is a

in the postmodern world? Symposium

conducted at the 46th annual conference of the

Southern
Humanities
Council,
University
of
Alabama-Huntsville.
Miles, H. L. (1993, February). From apes to aliens:
Establishing
two-way
communication
with
nonhumans. S. E. Harper, & H. L. Miles (Chairs), Apes,

aliens,
person

and artificial intelligence: Who is a

in the postmodern world?
Symposium

conducted at the 46th annual conference of the

Southern
Humanities
Council,
University
of
Alabama-Huntsville, Huntsville, AL.
Miles, H. L. (1993, March). Bateson Project. Workshop
conducted at the Xth annual meeting of CONTACT,
Santa Clara, CA.
Miles, H. L. (1993, February). Are ETs persons? In J.
Funaro (Chair), On SETI: Extraterrestrials and
humans. Symposium conducted at the Xth annual
meeting of CONTACT, Santa Clara, CA.
157

Miles, H. L. (1993, February). Behavioral research

today. Special address in the 1st annual SAGA
Symposium,
University
of
Tennessee
at
Chattanooga, Chattanooga, TN.
1992 Miles, H. L., Mitchell, R. W., & Harper, S. E. (1992,
August). Imitation and self-awareness in a signing
orangutan. K. A. Bard, S. T. Parker, & S. T. Boysen
(Chairs). Comparative developmental approaches
to the study of self-recognition and imitation.
Symposium conducted at the 14th annual meeting
of the International Primatological Society,
Strasbourg, France.
Miles, H. L., Mitchell, R. W., & Harper, S. E. (1992,
April). Signing and simulacra: Language, imitation,
and enculturated apes. R. W. Mitchell (Chair),

Understanding simulations: Evolution of mimesis,

make-believe, and other modelings. Symposium
conducted at the 21st annual meeting of the
International Society for the Comparative Study
of Civilizations, Richmond, KY.
Miles, H. L. (1992, March). Problems in intraterrestrial communication.
J. Funaro (Chair),
Contact and space. Symposium conducted at the
IXth annual meeting of CONTACT, Palo Alto, CA.
Miles, H. L. (1992, March). Bateson Project. Workshop
conducted at the IXth annual meeting of CONTACT,
Santa Clara, CA.
1991 Miles,
H.
L.
(1991,
August).
ME
CHANTEK:
The
development of self-awareness in a signing
orangutan. M. Boccia, R. W. Mitchell, & S. T. Parker
(Chairs), Self-recognition and self-awareness in
monkeys, apes and humans. Conference held at
Sonoma State University, Rohnert Park, CA.
1991 Harper, S. E., & H. L. Miles. (1991, February). The role
of humor in the transmission of gender norms.
Presented at the annual conference of the
158

Southern
Humanities
Council,
University
Tennessee at Chattanooga, Chattanooga, TN.

of

1990 Miles, H. L. (1990, October). Handedness in Chantek, a

signing orangutan. J. Ward (Chair), Laterality:
Evolution and mechanism. Conference held at
Memphis State University, Memphis, TN.
1989 Miles, H. L. (1989, June). Anthropomorphism, primates
and
language.
R.
W.
Mitchell
(Chair).

Anthropomorphism, anecdotes and theory in the

study of animal behavior. Symposium conducted
at the 25th annual meeting of the Animal Behavior
Society, Northern Kentucky University, Highland
Heights, KY.
1988 Miles, H. L. (1988, May). A developmental approach to
language and cognition in an orangutan. H. Wiley,
(Chair),
Animal
communication.
Symposium
conducted at the 14th annual meeting of the
Society for Philosophy and Psychology, Chapel
Hill, NC.
1988 Miles, H. L. (1988, April-May). Evidence for reference
and intentions in a signing orangutan. D. Fouts
(Chair), Animal language. Symposium conducted at
the
68th
annual
meeting
of
the
Western
Psychological Association, San Francisco, CA.
1987 Miles, H. L. (1987, June). The development of symbolic
communication
in
apes
and
early
hominids.
Presented at the 3rd annual meeting of the
Language Origins Society, Vanderbilt University,
Nashville, TN.
1986 Miles, H. L. (1986, July). Cognitive development in a
signing orangutan. K. R. Gibson, & S. T. Parker
(Chairs), Cognitive and neurological development
from evolutionary and adaptive perspectives.
Symposium conducted at the XIth Congress of the
International Primatological Society, Gttingen,
West Germany.

159

Miles, H. L. (1986, July). A Piagetian analysis of

orangutan cognition. K. R. Gibson, & S. T. Parker
(Chairs), Evolutionary perspectives on cognitive
ontogeny. Workshop conducted at the University
of Gttingen, Gttingen, West Germany.
Miles, H. L. (1986, April). The emergence of symbolism
in the signing of an orangutan. R. A. Gardner, & B.
T.
Gardner
(Chairs),
Animal
communication.
Symposium
conducted
at
the
66th
annual
convention
of
the
Western
Psychological
Association, Seattle, WA.
1985 Miles, H. L. (1985, August). Ape language studies and
the evolution of language. Presented at the 1st
annual meeting of the Language Origins Society,
University of Krakow and Polish Academy of
Science, Krakow, Poland.
Miles, H. L. (1985, May). The development of signs of
reference in an orangutan. T. E. Van Cantfort
(Chair), Sign language studies with great apes.
Symposium conducted at the 151st annual meeting
of the American Association for the Advancement
of Science, Los Angeles, CA.
1982 Miles, H. L. (1982, August). Sign language studies
with an orangutan. D. Rumbaugh (Chair), Cognitive

and
perceptual
prerequisites
to
language:
Studies of primates' natural and synthetic
communications systems. Symposium conducted at
the
IXth
Congress
of
the
International
Primatological Society, Atlanta, GA.
Miles, H. L. (1982, August). Apes, language and the
problem of deception. R. W. Mitchell (Chair),
Deception. Symposium conducted at the 18th annual
meeting
of
the
Animal
Behavior
Society,
University of Minnesota, Duluth, MI.
Miles, H. L. (1982, March). Communication with apes: A
novel environmental approach. Presented at the
Southern Regional Conference of the American
160

Association of Zoological Parks and Aquariums,

Dixie Zoological Society, Montgomery, AL.
1981 Miles, H. L. (1981, August). The cognitive and
linguistic development of an orangutan. E. de
Grolier (Chair), Transdisciplinary symposium on
glossogenetics. Symposium conducted at UNESCO
House, Paris, France.
1980 Miles, H. L. (1980, December). Orangutans and
language: The ethics of ugliness. H. Miller (Chair),
Animal ethics. Symposium conducted at the annual
meeting of the Society for the Study of Ethics and
Animals and the Eastern Division of the American
Philosophical Association New York, NY.
Miles, H. L. (1980, June). Acquisition of gestural
signs by an infant orangutan (Pongo pygmaeus). L.
Rosenblum (Chair), Infant development. Symposium
conducted at the 3rd annual meeting of the
American Society of Primatologists, WinstonSalem, NC.
Miles, H. L. (1980, April). Language in primates: The
historical
overview
and
philosophical
implications. J. de Luce, & H. T. Wilder (Chairs),

Language
in
primates:
Implications
for
linguistics,
anthropology,
psychology
and
philosophy.
Symposium
conducted
at
Miami
University, Oxford, OH.
Miles, H. L. (1980, April). Apes, language and the
culture of communication. J. de Luce, & H. T. Wilder
(Chairs), Language in primates: Implications for

linguistics,
philosophy.

anthropology,

Symposium
University, Oxford, OH.

psychology

conducted

at

and
Miami

Miles, H. L. (1980, April). Acquisition of gestural

signs by an infant orangutan (Pongo pygmaeus).
Presented at the 49th annual meeting of the
American
Association
of
Physical
Anthropologists, Niagara Falls, NY.
161

1978 Miles,
H.
L.
(1978,
July).
The
ontogeny
of
communicative behaviors in nonhuman and human
primates. W. Dingwall (Chair), Evolution of human
communication systems. Symposium conducted at
the Linguistic Institute of the Linguistic Society
of
America,
University
of
Illinois,
UrbanaChampaign, IL.
Miles,
H.
L.
intentionality
communications.

(1978,
March).
Meaning
and
in
ape
sign
language
D. Rumbaugh (Chair), Primate
communication
and
cognition.
Symposium
conducted
at
the
annual
meeting
of
the
Midwestern Animal Behavior Society, Lafayette,
IN.
1977 Miles, H. L. (1977, February). Language acquisition in
apes and children. F. C. Peng (Chair), Sign language

and language acquisition in man and ape:

New
dimensions
in
comparative
pedolinguistics.
Symposium conducted at the 143rd annual meeting
of the American Association for the Advancement
of Science, Denver, CO.
1976 Miles,
H.
L.
(1976,
November).
The
linguistic
competence of apes and children: Clues for
language origins. J. Lancaster, & W. Malmi (Chairs),
Approaches to language evolution. Symposium
conducted at the 75th annual meeting of the
American
Anthropological
Association,
Washington, D.C.
Miles, H. L. (1976, August). Natural communications
in the use of sign language by chimpanzees. D. M.
Rumbaugh, & G. Ettlinger (Chairs), Language and
its origins. Symposium conducted at the VIth
Congress of the International Primatological
Society, Cambridge, England.
1975 Miles, H. L. (1975, December). The use of sign
language by two chimpanzees. W. S-Y Wang (Chair),
Neurolinguistics and sign language studies.
Symposium conducted at the 50th annual meeting
162

of
the
Linguistic
Francisco, CA.

Society

of

America,

San

Miles, H. L. (1975, December). The relationship of

natural communications and the use of sign
language in two chimpanzees. Presented at the
74th
annual
meeting
of
the
American
Anthropological Association, San Francisco, CA.
Miles, H. L. (1975, September). The communicative
competence of child and chimpanzee. D. Premack
(Chair), Linguistic competence of apes. Symposium
conducted at the New York Academy of Sciences
Conference on Origins and Evolution of Language
and Speech, New York, NY.
Miles, H. L. (1975, April). Tool use and language in
early hominids. Presented at the annual meeting
of
the
Northeastern
Anthropological
Association, Potsdam, NY.
Miles, H. L. (1975, April). Sign language and natural
gesture
combinations
in
chimpanzee
communications: A preliminary report. Presented
at the annual meeting of the Northeastern
Anthropological Association, Potsdam, NY.

SYMPOSIA & PROGRAMS ORGANIZED, CHAIRED SESSIONS, & DISCUSSANT

2007 Organizer & Co-chair (with Rigler, M., & S. J.
Hindman). Disability Education & Empowerment
Politics Conference, University of Tennessee at
Chattanooga, November 9.
2005 Co-chair (with W. Roberts). Self-Portraits as a Key

to Personhood: Implications for Biocultural

Evolution. Southern Anthropological Society
Meeting, Chattanooga, TN., March-April.
(with
W.
Roberts).
Enculturated
Orangutan Culture: Chanteks Arts, Crafts, Music,
Tools,
and
Lies.
Southern
Anthropological
Co-chair

Society Meeting, Chattanooga, TN.

163

2002 Program
Co-organizer.
ApeNet
Conference,
Georgia State University, Atlanta, GA.
Co-chair (with W. Roberts). Bigfoot Big Shoes:
Remembering Grover Krantz (1931-2002) and Bigfoot.
Southern Anthropological Society, Ashville, NC.,
April.
Co-organizer

(with

S.

Jill

Hindman).

Workshop:

Personhood and Disability: An Exploration of the

Personhood of Individuals With Disabilities,
Confirming Long-Held Beliefs of People with
Disabilities That Their Personhood Is Diminished,
World
Congress
September.

on

Co-organizer

(with

Perspectives
Regionalism,

on

Disability,

S.

Jill

Atlanta,

GA,

Panel:
Identity
and

Hindman).

Disability:

World
Congress
Atlanta, GA, September.

on

Disability,

2001 Organizer. Evolution & the PBS Series. University

of Tennessee at Chattanooga, September 24-27.
2000 Discussant. 20th Annual Commemoration of Kanzi,
Language
Research
Center,
Georgia
State
University, Atlanta, GA, Ocotber.
1999 Co-chair (with S. Solermo). Jane Goodall. Tennessee
Aquarium, Chattanooga, TN, October.
1996 Co-chair (with S. Parker). Primate Culture. Annual
Meeting of the International Primatological
Society, Madison, WI, August.
1995 Co-chair (with E. Tobach). Species-ism Or Good
Genetics:
What
Should
We
Do
With
Hybrid
Orangutans? Annual Meeting of the American
Association for the Advancement of Science,
Atlanta, GA, February.
Chair.
Do
Apes
Have
Culture?
Anthropology
Section
Sponsored

Biological
Symposium,
164

Annual Meeting of the American Anthropological

Association, Washington, DC, November.
1994 Chair. Primates in the
Society of Primatologists.

Laboratory,

American

Chair. Language and Primates, American Society of

Primatologists.
Chair. Cognition and Self-Awareness of Primates,
American Society of Primatologists.
1993 Chair. Southern Humanities Council, Birmingham,
AL.
Discussant. Primate Cognition. American Society
of Primatologists.
Discussant. Contact, Santa Clara, CA.
(with S. E. Harper). Apes, aliens and
artificial intelligence: Who is a person in the
postmodern world? 46th Annual Conference of the
Co-chair

Southern
Humanities
Alabama-Huntsville.

Council,

University

of

1992 Discussant. Contact, Palo Alto, CA.

1987 Chair. Language Origins Society, Nashville, TN.
1985 Chair.
Language
Krakow, Poland.
1980 Discussant.
Miami, OH.

Origins

Language

1976 Chair.
American
Washington, DC.

In

Society,

Primates

Anthropological

Mogilany,

Symposium,

Association,

1975 Chair. American Anthropological Association, San

Francisco, CA.

COLLOQUIA & PROFESSIONAL PRESENTATIONS

165

2009 Virginia Technological Institute

University of Tennessee at Chattanooga, Womens
Studies
University of Tennessee at Chattanooga, Womens
Studies
2008 Talking With Animals. University of TennesseeKnoxville Science Forum, February 1.
University of Tennessee-Chattanooga
2007 University of Tennessee-Chattanooga
2004 University of Tennessee-Chattanooga
2003 Chantek Research. Florida Atlantic University.
Day With Chantek. University of West Georgia,
February 21.
2001 My Life With Chantek. Anthropologica Series,
Department of Anthroology, Middle Tennessee
State University, September 26.
Conversations With an Ape, Academy of Applied
Science, U.S. Army, Navy, and Air Force, University
of Connecticut, March 19-20.
University of Tennessee-Chattanooga
2000 University of Tennessee-Chattanooga
1998 Zoo Atlanta, Atlanta, Georgia
1997 Zoo Atlanta, Atlanta, Georgia
University of Tennessee-Chattanooga
1996 Tennessee Technical Institute
1995 University of Tennessee-Chattanooga
1994 Simon Frazier University
Emory University
Florida State University
Young Harris University
1993 Appalachian Zoological Society
166

Eastern Kentucky University

1991 Ohio State University
1990 University of California-Los Angeles
Memphis State University
University of Tennessee-Chattanooga
1989 University of Tennessee-Chattanooga
1988 Miami University of Ohio
1987 Yerkes Regional Primate Research Center, Emory
University
1986 Chicago Zoological Society
University of Arkansas
Berea College
University of Tennessee-Chattanooga
1985 Boston University
1984 Project Chantek, Dept. of Psychology, Berea
College, March 27.
Project Chantek. Tennessee Temple University,
March 5.
1983 Mary Washington College
Can an Ape Tell a Lie? University of TennesseeKnoxville, March 17.
Talking
With
Apes,
Appalachian
Zoological
Society, Knoxville, TN, June 5.
Project Chantek. Dept. Psychology, University of
Tennessee-Chattanooga, October 13.
Orangutanguage,
University
of
TennesseeChattanooga, November 7.
1982 Audio Visual Presentation of the Production of
Pidgin Sign English by an Orangutan, Center for
the Study of Communication and Deafness, School
of Education, Boston University, April 23.
The Chantek Project, Charles Darwin Lecture
Series, Clark University, April 21.
167

1980 Language in Primates, Miami University of Ohio,

April 3.

The role
Research,

of

Communication

in

Department
of
University of Florida
Signing Apes, Covenant College

Ape

Language

Anthropology,

1979 Spontaneous Signing by Chimpanzees, University

of Tennessee-Knoxville
Language Abilities of Great Apes, Covenant
College
Apes Using Sign Language, Atlanta Area School for
the Deaf
Orangutans, Language & Intelligence, Zoological
Society of Atlanta, May 16.
1978 Conversations
with
apes,
Department
of
Anthropology,University
of
Connecticut,
January 13.
Ape
Language
Research,
Departments
of
Psychology & Biology, University of TennesseeChattanooga, November 9.
1976 Conversations
With
University, April.

Apes,

San

Diego

State

1975 Raising Nim, Columbia University, March.

Apes learning language, Brown University, May.
Sign Language Usage by Chimpanzees, University of
Connecticut, February.

COMMUNITY PRESENTATIONS
2008 Chattanooga Endeavours, Bella Serra Event: An
evening in the Park, Chattanooga, TN.
2007 Gender and Equity. Vigil Event, Riverview Park,
Chattanooga, TN, May.
Wampum Making & History. Moundville Native
American Festival, Univresity of Alambama
Museum, Moundville, AL, September 30 October 5.

168

2006 Academic Success. Womens Faculty Caucus,

University of Tennessee at Chattanooga.
Animal Nation, Music midtown, Atlanta, GA, June 6.
Animal Nation, Miller Park, Chattanooga, TN,
March 18.
Animal Nation, Unity North Atlanta, Marietta,
Georgia, March 19.
Ethnomusical Global Drum Demonstration,
Chattahooche Park, Roswell, Georgia.
UUMAN Drums, Rialto Center for the Arts, Georgia
State Univ., Atlanta, GA, February 17.
2005 With Paul Vogler. Shakerag School, Atlanta, GA,
March 28.
Anthropology Film Series, University of
Tennessee at Chattanooga, Spring 2005.
Animal Nation, Tennessee Awuarium, June.
Animal Nation, Brandy House, Atlanta, GA, May 2.
Animal Nation, Animal Spirit. Unitarian
Universalist Congregation of Chattanooga,
Chattanooga, TN, August 14.
2004 Chantek. Amory Lovins, Rocky Mountain Institute,
Rocky Mountain, CO.
Animal Nation. ChimpanZoo Conference, Florida
Atlantic University.
2003 Presentation. Animal Nation, Inc. Peachtree
Middle School, March 27.
2002 Presentation. Animal Nation, Inc., Unity North of
Atlanta, Marietta, Georgia, September 12.
Twenty-four presentations on Chantek research,
Zoo Atlanta, Atlanta, Georgia
2001 The Minds Big Bang. Evolution Symposium,
University of Tennessee at Chattanooga,
September 26.
2000 Primate Cultural Center, Civitans, Chatanooga,
Tennessee, September.
1999 Jane Goodall Event & Silent Auction, Tennessee
Aquarium, October.
169

Creative Discovery Museum Kids Like You, Kids

Like Me, Chattanooga, TN, October.
1990 Department of Psychology, Memphis State
University, May 4.
Department of English, University of Tennessee at
Chattanooga, April 1.
Primate Cultural Center. Civitans, Chattanooga,
TN, September 2000.
1989 Women's
Studies
Conference,
University
of
Tennessee at Chattanooga, April 10.
Honor's NEH Workshop, University of Tennessee at
Chattanooga, April 12.
Admissions Office, University of Tennessee at
Chattanooga, August 1.
Commentary on "Vinager Tom," Department of
Theatre, University of Tennessee at Chattanooga,
April.
1988 Women's Network, Chattanooga, Tennessee, May 9.
1987 Beta Beta Beta, Department of Biology, University
of Tennessee at Chattanooga, March 4.
National Organization for Women, Chattanooga,
Tennessee, August 1.
Yerkes Regional Primate Research Center, Emory
University, August 19.
Department
of
Philosophy,
University
of
Tennessee at Chattanooga, November 23.
1986 Beta Beta Beta, Department of Biology, University
of Tennessee at Chattanooga, March 2.
1985 Children's Center, University of Tennessee at
Chattanooga, May 2.
Research
Officers'
Meeting,
University
of
Tennessee, May 3.
The Senter School, Chattanooga, Tennessee, May 9.
The Patton School, Chattanooga, Tennessee, May
23.
Covenant College, Lookout Mountain, Georgia,
September 20.
170

Chattanooga
Public
Tennessee, October 30.
Tyner
High
School,
November 5.

Schools,

Chattanooga,

Chattanooga

Tennessee,

1984 Department
of
English,
Tennessee
Temple
University, Chattanooga, Tennessee, March 5.
Department of Psychology, Berea College, Berea,
Kentucky, March 27.
Academic Affairs and Research, University of
Tennessee-Knoxville, March 6.
Moccasin
Bend
Mental
Health
Institute,
Chattanooga, Tennessee, April 1.
Whitwell High School, Whitwell, Tennessee, April
26.
Office of the Chancellor, University of Tennessee
at Chattanooga, May 13.
United Parcel Service Summer Intern Program,
University of Tennessee at Chattanooga, June 11.
Language
Research
Center,
Georgia
State
University, July 13.
Department
of
Philosophy,
University
of
Tennessee at Chattanooga, November 4.
1983 Project
Chantek,
Merit
Scholars
Program,
University of Tennessee at Chattanooga, January
25.
Girls
Preparatory
School,
Chattanooga,
Tennessee, January 31.
Witwell
High
School,
Witwell,
Tennessee,
February 20.
Department
of
English,
Tennessee
Temple
University, Chattanooga, Tennessee, March 2.
Department
of
Anthropology,
University
of
Florida-Gainsville, March 4.
United Parcel Service Summer Intern Program,
University of Tennessee at Chattanooga, July 13.
United Parcel Service Summer Intern Program,
University of Tennessee at Chattanooga, July 19.
Department of Psychology, Mary Washington
College, August 3.
Department of Psychology, Clark University,
Worchester, Massachusetts, August 11.
171

Department
of
Psychology,
University
of
Tennessee at Chattanooga, October 13.
Ganns Middle Valley School, Hixon, Tennessee,
October 18.
Lutheran School, East Ridge, Tennessee, October
27.
Department
of
Sociology/Anthropology,
University
of
Tennessee
at
Chattanooga,
November 7.
Hamilton County Gifted High School Program,
Chattanooga, Tennessee, November 21.
Girls
Preparatory
School,
Chattanooga,
Tennessee, November 22.
Department of Psychology, Mary Washington
College, November 30.
1982 Project Chantek, Fine Arts Center, University of
Tennessee at Chattanooga, January 24.
Project
Chantek,
Merit
Scholars
Program,
University of Tennessee at Chattanooga, January
25.
Project Chantek, Dept Sociology/Anthropology,
University
of
Tennessee
at
Chattanooga,
February 2.
Language Research With Apes, Beta Beta Beta, Univ.
Tennessee-Chattanooga, February 8.
Department
of
Sociology/Anthropology,
University
of
Tennessee
at
Chattanooga,
February 12.
Apes, Language & Chomsky, Dept. of Philosophy,
University of Tennessee at Chattanooga, March 1.
Center for the Study of Communication and
Deafness, Boston University, April 23.
Project Chantek. Department of Psychology,
Vanderbilt University, May 3.
United Parcel Service Summer Intern Program,
University of Tennessee at Chattanooga, June 10.
Project
Chantek.
Continuing
Education,
University of Tennessee at Chattanooga, July 13.
Project Chantek, Department of Psychology,
University of Bristol, Bristol, Engliand, UK, July
16-18.

172

Anthropology
Research,
Dept.
Sociology
&
Anthropology,
Univ.
Tennessee-Chattanooga,
October 14.
Project
Chantek,
Mensa
Regional
Gathering,
November 6.
Project Chantek, Dept. Sociology/Anthropology,
University of Tennessee-Chattanooga, November 7.
1981 Merit Scholars Program, University of Tennessee
at Chattanooga, January 26.
UTC Night in Nashville, Nashville, Tennessee,
March 17.
Hixson
Elementary
School,
Chattanooga,
Tennessee, May 1.
Project
Chantek
Update.
Covenant
College,
Lookout Mt, Tennessee, May 4.
William E. Brock Scholars Program, University of
Tennessee at Chattanooga, September 15.
Apes & Clever Hans, Department of Anthropology,
University of Tennessee-Knoxville, October 27.
Creationism & Science, Unitarian Universalist
Church, Chattanooga, Tennessee, November 1.
1980 Merit Scholars Program, University of Tennessee
at Chattanooga, January 26.
Project Chantek, Gifted High School Student
Program, Catoosa County, GA, May 11.
Office of Admissions, University of Tennessee at
Chattanooga, May 16.
Chattanooga Psychological Clinic, Chattanooga,
Tennessee, May 16.
Department of Psychology, Covenant College,
Lookout Mountain, Georgia, May 23.
Department
of
Anthropology,
University
of
Tennessee-Knoxville, August 9.
Dade County Schools, Dade County, Georgia,
September 12.
1979 Merit Scholars Program, University of Tennessee
at Chattanooga, January 15.
Orangutans: An endangered species. Sierra Club,
Chattanooga, Tennessee, February 13.
Office of Admissions, University of Tennessee at
Chattanooga, March 14.
173

Gifted High School Student Program, Catoosa

County, Georgia, May 11.
Atlanta Area School for the Deaf, Atlanta,
Georgia, May 30.
United Parcel Service Summer Intern Program,
University of Tennessee at Chattanooga, June 11.
Chancellor's Roundtable, University of Tennessee
at Chattanooga, October 23.
Department
of
Anthropology,
University
of
Tennessee-Knoxville, November 2.
Orangutan Research, University of TennesseeChattanooga, December 2.
1978 The ERA, Panel of American Women, Chattanooga,
Tennessee, March 2.
Chanteks Progress, Admissions Office, University
of Tennessee-Chattanooga, March 14.
Presbyterian
Campus
Ministry,
Chattanooga,
Tennessee, September 25.
The
ERA,
Delta
Kappa
Gamma,
Chattanooga,
Tennessee, October 14.
Chantek Open House, University of TennesseeChattanooa, November 12.
1977 Primate Research & Career Opportunities, Girls'
Preparatory
School,
Chattanooga, Tennessee,
February 4.
Roots
in
Perspective,
Chattanooga
YWCA,
Chattanooga, Tennessee, February 17.
1976 Department of Criminal Justice, University of
Tennessee at Chattanooga, October 13; Womens
Day, Chattanooga State Technical Community
College, October 28.
1975 Department
of
Anthropology,
Connecticut, October 10.

University

of

UNIVERSITY & COMMUNITY SERVICE

2009 Chair, University of Tennessee Faculty Council
Secretary. Tennessee University Faculty Senates
174

University Planning & Resources Advisory

Council
Trustee Advisory Committee
Faculty Senate Executive Committee
SACS Compliance Committee
Womens Studies Advisory Council
Chancellors Committee on Efficiency &
Effectiveness
University Planning & Resources Advisory
Council
Chattanooga Film Commission, City of
Chattanooga, Chattanooga, TN
2008 Chair, University of Tennessee Faculty Council
Tennessee University Faculty Senates
University Planning & Resources Advisory
Council
Trustee Advisory Committee
Faculty Senate Executive Committee
SACS Compliance Committee
Womens Studies Advisory Council
Merger Agreement Report, published by the
Chattanooa Times Free Press online.
Chattanooga-Hamilton County Disability
Conference, November 9.
Day on the Hill With Rep. Joanne Favors, 105th
Gennessee General Assembly
Womens Leadership Institute Annual event,
Gloria Steinem, January 8.
Rotary Luncheon, Andrea Loughry, UT System:
What Is It?, February, 21.
Presentation. Genographic Project: Unraveling
the Mystery of Human Migration, Alex Moen, VP of
Mission Programs, National Geographic & Jeremy
Dies, IBM Program Manager, The Genographic
Project, October 8.
Chancellors Committee on Efficiency &
Effectiveness
Chancellors Honorary Degree Committee
Participant. Holmberg Arts Leadership Institute,
Allied Arts of Chattanooga, TN
Womens Summit, Womens Fund, University of
Tennessee at Chattanooga, October 14.
175

Chattanooga Film Commission, City of

Chattanooga, Chattanooga, TN
A Night to Remember, Chattanooga Trade &
Convention Center, April 18.
Chocolate Lovers Fling & Silent Auction, Epilepsy
Foundation of Southeast Tennessee, Bessie Smith
Hall, April 27.
2007 Chair, UT Faculty Council
UT Board of Trustees January 9, February 2, March
2
Faculty Senator
Womens Studies Advisory Council
Tennessee Senate Education Committee Jamie
Woodson meeting March 17, March 21.
Co-chair, Faculty Senate Merger Agreement
Committee
University Planning & Resources Advisory
Council
UTC Trustees Advisory Council
Presentation. From Merger to Major: UTCs
Culture Change. Deans Council, November 13.
Participant. Disability Awareness month
Workshops: Universal Design, October 3, Adopt-ADisability Day Pannel Discussion, October 10,
GoFest, October 13, Psycho Cinema-Million Dollar
Baby, October 25, Office for Students With
Disabilities Trick O Treat, October 31.
Go-Fest, Warner Park Zoo, October 13.
Spirits in the Wild, Warner Park Zoo, May 19.
Culture Fest, Coolidge Park, Chattanooga,
Tennessee, September 13.
2006 Organizer, Disability Participant Observation Day
Co-chair, Womens Faculty Caucus
Faculty Senator
Chair, Womens Faculty Caucus Ad Hoc Committee
on Campus Gang Rape
Meeting with Tennessee Governor Phil Bredesen,
October 3.
University of Tennessee Faculty Council
representing 4,000 faculty, September 21.
Co-chair, Senate Merger Agreement Comm.,
investigating the 1969 UT system merger.
176

Senator, Faculty Senate

Organizer, Meeting with Lt. Governor Ron
Ramsey, May 16,
Sponsor, Chattanooga Zoo Banana Ball,
October 6.
Sponsor, Chattanooga Endeavours Bella Sera
Event, June.
Presenter, PK Geevarghese: Killing the
Elephant, Chattanooga Golf & Country Club
2005 Faculty Research Committee
2004 Chair, Media Committee, Faculty Federation
Faculty Research Committee
Womens Studies Advisory Council
Organizer, Sponsored Speaker Terry Del Bene,
Bureau of Land Management, Wyoming.
2003 President, ApeNet, Inc.
Jane Goodall Event & Silent Auction, Tennessee
Aquarium
ApeNet, Inc. website construction
2002 Organizer, Luncheon to Honor Conservationist
Sheila Siddle, Chimfunshi Wildlife Orphanage,
Democratic Republic of the Congo, Acworth,
Georgia, April 2
Womens Studies Program
Faculty Research Committee
1999 Board of Directors, Family Friends of Senior
Neighbors, Chattanooga, Tennessee.
1984 Animal Resources Facilities Committee
1983 Faculty Research Committee
Animal Resources Facilities Committee
Administration Committee on Women
Deans Advisory Committee
1982 Animal Resources Facilities Committee
1981 Animal Resources Facilities Committee
1980 Self-study Research Committee
177

UC Foundation Faculty Research Committee

Animal Resources Facilities Committee
1979 University Curriculum Committee
1978 University EDO/MBO Committee
University Curriculum Committee
1977 Interdisciplinary Honors Program
Communications Major Committee
Continuing Education course Changing Roles of
Men & Women
YMCA Adult Educdation Program; Womanspace

DEPARTMENT SERVICE
2009 Advisor. Lambda Alpha, the Anthropology
Honorary Society
2008 Rank Tenure & Reappointment Committee
Anthropology Exit Exam Coordinator
2007 Chair, Department Head Search Committee
Anthropology Exit Exam; & Report
Rank Tenure & Reappointment Committee
ANTH 152 Genderal Education Review Report,
General Education Committee.
Anthropology Exit Exam Coordinator.
Chair, Teaching Load Committee.
Library Audio-Visual Committee
Lambda Alpha, The Anthropology Honrary Society
Organizing Committee
2006 Fieldtrip to Gorilla Haven, Blue Ridge, Georgia
Chair, Rank Tenure & Reappointment Committee
Organizer, Lambda Alpha, The Anthropology
Honorary Society
Lambda Alpha Student Paper Symposium,
University of Tennessee at Chattanooga, March 21.
2005 Organizer, Anthropology Film Series
Chair, Rank Tenure & Reappointment Committee
178

Lambda Alpha, The Anthropology Honorary

Society Organizing Committee
2004 Rank Tenure & Reappointment Committee
Library Committee
Curriculum Committee
Lambda Alpha Organizing Committee
Organizer, Department Film Series
2003 Lambda Alpha Organizing Committee
Etowah Mounds SAGA Club Field Trip
Curriculum Committee
Rank Tenure & Reappointment Committee
2002 Display Committee
Rank Tenure & Reappointment Committee
Anthropology Committee
Lambda Alpha, Anthropology Honrary Society
Formation Committee
2001 Chair, Rank Tenure & Reappointment Committee
Organizer, Colloquium Series in Anthropology,
Sociology, Geography
Presentation Chanteks Paintings & Crafts
2000 Rank Tenure & Reappointment Committee
1999 Rank Tenure & Reappointment Committee
1998 Rank Tenure & Reappointment Committee
1997 Rank Tenure & Reappointment Committee
1996 Rank Tenure & Reappointment Committee
1995 Rank Tenure & Reappointment Committee
1994 Rank Tenure & Reappointment Committee
1993 Rank Tenure & Reappointment Committee
1992 Rank Tenure & Reappointment Committee
1991 Rank Tenure & Reappointment Committee
179

1990 Rank Tenure & Reappointment Committee

1989 Rank Tenure & Reappointment Committee
1988 Rank Tenure & Reappointment Committee
1987 Rank Tenure & Reappointment Committee
1986 Rank Tenure & Reappointment Committee
1985 Rank Tenure & Reappointment Committee
1984 Film Committee
Rank Tenure & Reappointment Committee
Computer Committee; Faculty Search Committee
Psychology Search Committee
1983 Film Committee
Computer Committee
Rank Tenure & Reappointment Committee
1982 Film Committee
1981 Film Committee
1980 Film Committee
1979 Film Committee
Colloquium Presentation
1978 Curriculum Committee
Film Committee
Student-Faculty Committee
Talking With Apes Colloquium Presentation
1977 Curriculum Committee
Film Committee
Student-Faculty Committee

STUDENT SUPERVISION
180

2009 Amanda Pippin. Acceptance of human evolution.

University of Tennessee at Chattanooga
Chirstopher Marinello. Acceptance of human
evolution. University of Tennessee at
Chattanooga
2006 Marcia Goodman. Chimpanzee Hank Sign Language
Research Project, Chattanooga Zoo.
2005 Rachel Dinsmore. Einsteins Dream and the
Dreamtime: Finding Harmony Between An Ancient
and a Modern Paradigm. University of Tennessee
at Chattanooga
Alice Ashmead. Chantek Foundation. Chantek
Foundation & University of Tennessee at
Chattanooga
Kathi McIntire. Personhood. Department of
Psychology. University of Tennessee at
Chattanooga
2004 Maurice M. Dieterle. Chanteks material culture.
Project Chantek. University of Tennessee at
Chattanooga & Chantek Foundation
J. Craig Martindale. Chanteks deceptions. Project
Chantek. University of Tennessee at Chattanooga
& Chantek Foundation
Mark Harvey. Alternative Rock Lyrics and
Culture. University of Tennessee at Chattanooga
Michael Hamrick. Storytelling. University of
Tennessee at Chattanooga
Michael Hamrick Honors Project: Evolution of
Scientific Creationism, University of Tennessee at
Chattanooga.
Taylor Loy. Jack Tales. University of Tennessee at
Chattanooga
2003 Josh Carter. Linguistic anthropology. University
of Tennessee at Chattanooga
Amy Campbell. Disability and personhood.
University of Tennessee at Chattanooga
2002 Susan Dishman. Chantek photographic archive.
Project Chantek. University of Tennessee at
Chattanooga
181

Jeffrey Van Landingham. Project Chantek Intern.

Project Chantek. University of Tennessee at
Chattanooga.
Robert Waller. Great ape sign language. Project
Chantek. University of Tennessee at Chattanooga
Chapel Cowden. Project Chantek research.
Project Chantek. University of Tennessee at
Chattanooga
2001 Regina McKinney. Chanteks natural
communication. Project Chantek. University of
Tennessee at Chattanooga
Karen McClusky. Chanteks natural
communications. Project Chantek. University of
Tennessee at Chattanooga
Emily Dunlap, Analysis of Chanteks paintings.
Graduate research project, Department of
Psychology, University of Tennessee at
Chattanooga
Jennifer Gregory. Discourse analysis of
orangutan signing. Project Chantek. University
of Tennessee at Chattanooga
Meagan Anderson. Context of sign usage. Project
Chantek. University of Tennessee at Chattanooga
Mathew Spiegel. Orangutan natural
communications. Project Chantek. Project
Chantek. University of Tennessee at Chattanooga
Amy McRorie. Sign language usage by an
orangutan. Project Chantek. University of
Tennessee at Chattanooga
Amanda Summers. Context of sign usage. Project
Chantek. University of Tennessee at Chattanooga
2000 Megan Anderson. Project Chantek. University of
Tennessee at Chattanooga
Emily Dunlap. Project Chantek. University of
Tennessee at Chattanooga
Jennifer Gregory. Project Chantek. University of
Tennessee at Chattanooga
Katherine Piscitello. Videotaping conversations.
Project Chantek. University of Tennessee at
Chattanooga

182

1999 Matt Hewett. Video techniques. Project Chantek.

University of Tennessee at Chattanooga
Theodora Campbell-Orde. Enculturating Chantek.
Project Chantek. University of Tennessee at
Chattanooga
Warren Roberts. Doctoral Dissertation:
Information Ecology. Department of
Anthropology, University of Georgia
Connie Henry. Enculturating Chantek. Project
Chantek. University of Tennessee at Chattanooga
Steven Snyder. Anthropological Linguistics.
Department of Sociology, Anthropology, &
Geography, University of Tennessee at
Chattanooga
Darla Lawson. Sign language usage by an
orangutan. Project Chantek. University of
Tennessee at Chattanooga
Jennifer Bryson. Disability in Chattanooga.
Department of Sociology, Anthropology, &
Geography, University of Tennessee at
Chattanooga
1998 Meredith Perry. Childrens language. Department
of Sociology, Anthropology, & Geography,
University of Tennessee at Chattanooga
Michael Jeffries. Aye-aye of Madagascar.
Department of Biology. University of Tennessee
at Chattanooga
Amber Lynx. Paleolithic stone tool technology by
children. Department of Biological
Anthropology. Duke University
Tabitha Payne. Masters Thesis: Olfaction and
memory. Department of Psychology, University of
Tennessee at Chattanooga
1997 Laurie Wallace. Jackals of South Africa.
Department of Biology. University of Tennessee
at Chattanooga
1996 Mary Ward. Warner Park Zoo Video Documentary.
Department of Sociology, Anthropology, &
Geography, University of Tennessee at
Chattanooga
183

Vanessa Edwards. Warner Park Zoo Video

Documentary. Department of Sociology,
Anthropology, & Geography, University of
Tennessee at Chattanooga
Miranda Cagle, Sasha & Pasha: Social behavior of
two jaguars. Department of Biology, University
of Tennessee at Chattanooga
1993 Sean Hunt. Linguistic and visual study of rock art
of Chaco Canyon II. Department of Sociology,
Anthropology, & Geography, University of
Tennessee at Chattanooga
1992 Sean Hunt. Linguistic and visual study of rock art
of Chaco Canyon I. Department of Sociology,
Anthropology, & Geography, University of
Tennessee at Chattanooga
Maricarol Kileff. Chalapalapa: Zimbabwe pidgin language.
Department of Sociology, Anthropology, & Geography,
University of Tennessee at Chattanooga

Warren Roberts. Environmental enrichment and

socialization
of
a
male
chimpanzee,
Hank.
Department
of
Sociology,
Anthropology,
&
Geography,
University
of
Tennessee
at
Chattanooga
1991 Sean Hunt. Enrichment for a solitary male
chimpanzee,
Hank.
Department
of
Sociology,
Anthropology,
&
Geography,
University
of
Tennessee at Chattanooga
Warren Roberts. Enrichment for a solitary male
chimpanzee,
Hank.
Department
of
Sociology,
Anthropology,
&
Geography,
University
of
Tennessee at Chattanooga

184

Gail Lindsey. Enrichment for a solitary male chimpanzee,

Hank. Department of Sociology, Anthropology, &
Geography, University of Tennessee at Chattanooga

INTERVIEWS & MEDIA

2008 Interview. Robert T. Nash. WGOW Radio, January 30.

Interview. Craig Segal, Animal Einsteins. Canadian
Readers Digest, August 8.
Interview. Christian Burriss, University Echo,
October 4.
2007 Interview. Legislative Plaza accessibility. WSMV
Television, Nashville, Tennessee, February 17.
Interview. Zoo Atlanta orangutans play video
games. Dorie Turner, Associated Press, March.
Interview. UTC Faculty Senate Forms Committee to
Review UT System Merger Agreement, April 2.
Interview. Angie Herrington.UTC faculty
questions adherence to 1969 merger agreement,
Chattanooga Times Free Press, pp. A1, A8, April 4.
Interview. Amanda Woods. Faculty senate
confronts UT system. The University Echo,
September 20.
Interview. Angie Herrington. UTC faculty
committee received $25,000 donation, Chattanooga
New Free Press, September 20.
2006 Interview. Anthropology Disability Simulation.
WRCB News, Chattanooga, TN, October 3.
Interview. Marleen Hontepen, Tilburg University,
The Netherlands, April 25.
Interview. Michael Weiss. Readers Digest, April 6.
2005 Interview. Susanne Antonetta. Language garden.
Orion, 24:2:40-45, March-April, 2005

185

Campus Gang Rape. Jeff Styles Show, WGOW Radio,

November 1.
2004 Interview. Kevin Lusk, Going Ape for Chantek,
CityScope, Spring 2004, pp. 66-68.
Interview. Richard Winham. WUTC National Public
Radio.
Interview. University Echo.
Interview. Dan Stache, St. Catherines High School,
Racine, WI.
Interview, Saint Thomas Productions.
Interview. Shawn Thompson, Orangutans In Our
World.
2003 Interview. Susan Blackmore. The Cleverest Ape in
the World, United Productions, London, England,
UK;
Interview. Nicole Henrich, WBIR-TV, Knoxville,
Tennessee, May 20, October 22.
Interview. Julie Cohen 7 Stuart Conway, The
Animals
Are
Talking
Back,
The
Australian
Magazine, pp. 20-27, January 23, 2003.
2002 Interview. Ken Day & Beth Tribolet, ABC Television
News, Los Angeles Bureau, September 30.
Interview. Cindy Bahadur, Daily Planet, Discovery
Channel-Toronto, July 22.
Interview. Lila Guterman, Chronicle of Higher
Education, April.
2001 Interview. Alison Powell, Language Is Power: When
Animals Acquire the Power of Human
Communication to What Lengths Can We Go To
Satisfy Their Desires?, Another Magazine,
Autum/Winter 2001, pp. 84-85.
Interview. Profiles: Peter Singer, BBC & Tuppence
Stone Productions, Janary 25.
2000 Interview. United Productions, Alison Murray,
London, England in Atlanta, Georgia. March 23,
2000.
Interview. Inform Action Productions. Montreal,
Canada, August 2000.
186

Interview. Primate education. London Sunday

Times Magazine. August 13, 2000
They Call Him Chantek, Discovery Channel/Animal
Planet, aired November 19.
When Animals Talk, A&E Network with Joan Lunden,
aired Aubust 6.
1999 Interview. Can animals think? Time Magazine 154, 10,
September 6, pp. 56-60.
1989 Interview. Global Village, The Discovery Channel,
October 1, 1989.
Interview. Chancellors Annual Report: The
Foundation Professors, University of Tennessee
at Chattanooga, pp. 12, 38-39, 1989.
1988 "Taboo Words," by H. Lyn Miles. The University Echo
83:13:7, December, 1988.
Interview. Psychology Today, March 9, 1988.
1987 Interview. Natural History, Japan, April 1, 1987.
1986 Interview. Der Spiegel, July 15, 1986.
Interview. AP Radio News. Associated Press,
Washington, D.C., February 28, 1986.
Interview. Atlanta Journal Constitution,
Atltanta, Georgia, February 27, 1986.
Interview. WRCB News. WRCB-TV, Chattanooga,
Tennessee, February 26, 1986.
Interview. Associated Press, February 26, 1986.
Interview. WDOD News. WDOD Radio, Chattanooga,
Tennessee, February 25, 1986.
Interview. CBC News. Canadian Broadcasting
Corporation, February 22, 1986.
1985 Interview. The Washington Post, Washington, D.C.,
January 31, 1985.
1984 Interview. The University Echo, Chattanooga,
Tennessee, April 1, 1984.
1983 Interview. Football Program, University of
Tennessee at Chattanooga, November 5, 1983.
187

Interview. Chattanooga Today, Chattanooga,

Tennessee, Fall 1983.
Signs of the Apes--Songs of the Whales. NOVA,
WGBH-TV, Public Broadcasting System, Boston,
Massachusetts, October 11, 1983.
Interview. The Chattanooga Times, Chattanooga,
Tennessee, October 11, 1983.
Interview. The University Echo, Chattanooga,
Tennessee, October 7, 1983.
Interview. Chattanooga Times, Chattanooga,
Tennessee, October 5, 1983.
Interview. Chattanooga News-Free Press,
Chattanooga, Tennessee, October 4, 1983.
Interview. Chattanooga Times, Chattanooga,
Tennessee, August 12, 1983.
Interview. News and Observer, Raleigh, North
Carolina, August 7, 1983.
Interview. Atlanta Journal-Constitution,
Atlanta, Georgia, August 7, 1983.
Interview. Chattanooga News-Free Press,
Chattanooga, Tennessee, August 7, 1983.
Interview. Paul Harvey, ABC Radio News, Chicago,
Illinois, August 5, 1983.
Interview. Fort Lauderdale Sun-Sentinel, Fort
Lauderdale, Florida, August 5, 1983.
Interview. Houston Post, Houston, Texas, August 5,
1983.
Interview. Chattanooga Times, Chattanooga,
Tennessee, August 4, 1983.
Interview. Nighttime Magazine, KCBS Radio, San
Francisco, California, August 4, 1983.
Interview. United Press International,
Chattanooga, Tennessee, August 4, 1983.
Interview. What the Orang-utan Wants to Say.
Unknown World, Nippon Audio-Visual Productions,
Japan Broadcasting Corporation (NHK), Iokyo,
Japan, August 1-7, 1983.
Interview. Evening News, WBIR-TV, Knoxville,
Tennessee, June 6, 1983.
Interview. Knoxville News-Sentinel, Knoxville,
Tennessee, June 6, 1983.
Interview. Chattanooga News-Free Press,
Chattanooga, Tennessee, February 17, 1983.
188

Interview. Chattanooga Times, Chattanooga,

Tennessee, February 9, 1983.
1982 Interview. Chattanooga Times, Chattanooga,
Tennessee, July 31, 1982.
Talking With Monkeys and Great Apes.
International Wildlife Magazine, Milwaukee,
Wisconsin, March-April, 1982.
Faculty Profile: Dr. Lyn Miles. The University
Echo, Chattanooga, Tennessee, February 12, 1982.
Interview. NOVA, WGBH-TV, Public Broadcasting
System, Boston, Massachusetts, February 1, 1982.
1981 Distinguished Award Winners Announced. The
University Echo, Chattanooga, Tennessee, October
30, 1981.
Resident Orang-utan Completes Third year. The
University Echo, Chattanooga, Tennessee, October
9, 1981.
Ugliest Moc. The University Echo, Chattanooga,
Tennessee, February 27, 1981.
Ugliest Mock a Monk?. Chattanooga News-Free
Press, Chattanooga, Tennessee, February 23, 1981.
Cartoon. The University Echo, Chattanooga,
Tennessee, January 16, 1981.
Chantek Makes Contact. Contact Magazine, New
York, New York, January, 1981.
1980 Interview. 20/20. American Broadcasting
Corporation, New York, New York, November 11-14,
1980.
Cartoon. The University Echo, University of
Tennessee at Chattanooga, October 3, 1980.
Interview. Evening News, WRCB-TV, Chattanooga,
Tennessee, July 14, 1980.
Interview. NHK News. Japan Broadcasting
Corporation (NHK), New York, New York, July 1-2,
1980.
Chantek's Education Gets Funding for Junior Year
at UTC. Chattanooga Times, Chattanooga,
Tennessee, April 24, 1980.
Chantek Privately Funded. Chattanooga Times,
April, 20, 1980.
189

Straight From the Ape's Mouth. Knoxville

Journal, Knowville, Tennessee, March 12, 1980.
Interview. Evening News, WTCI-TV, Chattanooga,
Tennessee, March 2, 1980.
UTC Seeks Funds for Chantek. Chattanooga NewsFree Press, Chattanooga, Tennessee, February 19,
1980.
Byline: Knowledge of Events is Tested.
Chattanooga Times, Chattanooga, Tennessee,
February 14, 1980.
Interview. The Midnight Globe, Greenwich,
Connecticut, February 12, 1980.
Meter Maids Need Chantek's Help. The University
Echo, January 31, 1980.
Byline: Chantek is Getting Bum Rap. Chattanooga
Times, Chattanooga, Tennessee, January 31, 1980.
Chantek Funds Are Uncertain. Chattanooga Times,
Chattanooga, Tennessee, January 30, 1980.
3-2-1 Contact Innovative TV Series Aims at NonScientists. TV Magazine, Chattanooga News-Free
Press, Chattanooga, Tennessee, January 13, 1980.
1979 Monkey Business at UTC. Torchbearer, Winter, 1979.
Evening Magazine: Speak No Evil. TV Guide, New
York, New York, December 18, 1979.
Dr. Galdikas Tells of Experiences With Chantek.
Chattanooga News-Free Press, December 9, 1979.
Dr. Galdikas Tells of Experiences With Chantek.
Chattanooga News-Free Press, Chattanooga,
Tennessee, December 9, 1979.
Expert on Apes Here. Chattanooga Times,
Chattanooga, Tennessee, December 6, 1979.
Chantek Shows Skills to Packed House.
Chattanooga News-Free Press, Chattanooga,
Tennessee, December 3, 1979.
Chantek Shows Off His Language Skills.
Chattanooga Times, Chattanooga, Tennessee,
December 3, 1979.
Chantek Hosts Open House Dec. 2. The University
Echo, University of Tennessee at Chattanooga,
Chattanooga, Tennessee, November 30, 1979.
Orangutan Authority to Visit. Chattanooga Times,
Chattanooga, Tennessee, November 30, 1979.
190

Authority on Orangutans Sets Visit to UTC on

Wednesday. Chattanooga News-Free Press,
Chattanooga, Tennessee, November 30, 1979.
Scientist Disputes 'Chimp Talk.' Chattanooga
Times, Chattanooga, Tennessee, October 21, 1979.
'Talking' Ape to Display His Skills on TV. Star, New
York, New York, October 16, 1979.
Chantek's First 'Words' Were 'Food-Eat'.
Chattanooga News-Free Press, Chattanooga,
Tennessee, October 14, 1979.
Interview. PM Magazine, WNGE-TV, Nashville,
Tennessee, October 4, 1979.
Byline: Playpen Purpose Points to Primate. The
University Echo, September 21, 1979.
Interview. News for the Deaf, WTCI-TV,
Chattanooga, Tennessee, September 18, 1979.
Interview. German Weekly News Illustrated,
Topanga, California, September 17, 1979.
Interview. Children's News, WTCI-TV, Chattanooga,
Tennessee, September 14, 1979.
Interview. Weekly World News, West Palm Beach,
Florida, September 14, 1979.
Orangutan Learning to 'Talk' With Scientist.
Niagara Gazette, Niagara Falls, New York,
September 13, 1979.
'Talking' Orangutan to Make TV Debut. New Haven
Register, New Haven, Connecticut, September 12,
1979.
UTC's Orangutan 'No Ordinary Ape.'. Chattanooga
News-Free Press, Chattanooga, Tennessee,
September 12, 1979.
Super Ape: Chantek's Achievements Recorded for
Public TV. Chattanooga Times, Chattanooga,
Tennessee, September 12, 1979.
Interview. World News Corporation, New York,
New York, September 12, 1979.
Interview. Associated Press, Chattanooga,
Tennessee, September 11, 1979.
Interview. Three, Two, One--Contact, Children's
Television Workshop, New York, New York,
September 10, 1979.
Chantek Takes Cover. Chattanooga Times,
Chattanooga, Tennessee, July 26, 1979.
191

National Review Recognizes Chantek. Chattanooga

Times, Chattanooga, Tennessee, July 19, 1979.
TV Documentary Includes Chantek. Chattanooga
Times, Chattanooga, Tennessee, July 15, 1979.
Interview. Forrest Sawyer Show, WGST Radio,
Atlanta, Georgia, May 11, 1979.
Byline: Bill's List Goes Public. Chattanooga Times,
May 6, 1979.
Chantek's First Word. The Tennessee Alumnus,
University of Tennessee, Knowville, Tennessee,
Spring, 1979.
Interview. Chattanooga Today, Volume 8, No. 3,
Chattanooga, Tennessee, Spring, 1979.
An Orangutan Who Uses Sign Language. TV Guide,
April 17, 1979.
John Patrick Meets An Orangutan. PM Magazine.
WAGB-TV, Atlanta, Georgia, April 17, 1979.
Byline: Chantek. Chattanooga Times, April 15, 1979.
Chantek, An Orangutan Who Has Been Taught
Simple Sign Language. National Review, April 13,
1979.
Interview. Point of View, WTCI-TV, Chattanooga,
Tennessee, March 12, 1979.
Interview. National Examiner, New York, New
York, March 8, 1979.
Interview. PM Magazine, Channel 5, Atlanta,
Georgia, March 2.
Byline: Chantek Letter. Chattanooga Times,
Chattanooga, Tennessee, February 25, 1979.
Byline: Is Chantek Covering for UTC. Chattanooga
Times, February 15, 1979.
Interview. Midbreak, WRCB-TV, Chatanooga,
Tennessee, February 13, 1979.
Interview. Associated Press, Chattanooga,
Tennessee, February 10, 1979.
Orangutan In UTC Tests Expands Sign Language.
Chattanooga News-Free Press, Chattanooga,
Tennessee, February 10, 1979.
Chantek Meets Press, Makes Signs. Chattanooga
Times, Chattanooga, Tennessee, February 10, 1979.
Press Conference. Chantek Update. University of
Tennessee at Chattanooga, February 10, 1979.
Interview. Chattanooga News- Free Press,
Chattanooga, Tennessee, January 21, 1979.
192

Chantek is Enjoying Almost Human Upbringing.

Chattanooga Times, Chattanooga, Tennessee,
January 21, 1979.
Interview. Chattanooga Times, Chattanooga,
Tennessee, January 12, 1979.
1978 Speechless: Chantek Entertained on First
Birthday. Chattanooga Times, Chattanooga,
Tennessee, December 15, 1978.
Chantek's Birthday Party. Chattanooga News-Free
Press, Chattanooga, Tennessee, December 15, 1978.
Interview. Evening News, WTVC-TV, Chattanooga,
Tennessee, December 14, 1978.
Interview. Midbreak, WRCB-TV, Chattanooga,
Tennessee, December 13, 1978.
Dr. Lyn Miles: Teaching Orangutan to Talk.
Chattanooga Times, Chattanooga, Tennessee,
December 11, 1978.
How to Doctor a Baby Orang-utan. Chattanooga
News-Free Press, Chattanooga, Tennessee,
November 23, 1978.
Interview. Morning Show, WGOW Radio,
Chattanooga, Tennessee, November 20, 1978.
Interview. Chattanooga News-Free Press,
Chattanooga, Tennessee, November 15, 1978.
Project Chantek Open House. Chattanooga NewsFree Press, Chattanooga, Tennessee, November 13,
1978.
Interview. Evening News, WRCB-TV, Chattanooga,
Tennessee, November 12, 1978.
Monkey Business. Chattanooga Times,
Chattanooga, Tennessee, November 7, 1978.
Interview. Midbreak, WRCB-TV, Chattanooga,
Tennesee, November 3, 1978.
Press Conference. Chantek Update. University of
Tennessee at Chattanooga, October 30, 1978.
Orangutan Is Student at UTC. Chattanoooga Times,
Chattanooga, Tennessee, October 30, 1978.
Ape on Campus? Orang-utan Named Chantek Learns
Language of Deaf. Chattanooga Times,
Chattanooga, Tennessee, October 28, 1978.
Orang-utan Could Be Key to Child Speech Woes.
Chattanooga News-Free Press, Chattanooga,
Tennessee, October 28, 1978.
193

Orang-utan Talking in Sign Language. Associated

Press, October 27, 1978.
UTC Engages in Monkey Business. The University
Echo, University of Tennessee at Chattanooga,
October 27, 1978.
Interview. Point of View, WTCI-TV, Chattanooga,
Tennessee, September 1, 1978.
Interview. Point of View, WTCI-TV, Chattanooga,
Tennessee, August 23, 1978.
Interview. Around Town, WSMC Radio, Collegedale,
Tennessee, July 10, 1978.
Interview. Around Town, WSMC Radio, Collegedale,
Tennessee, July 3, 1978.
Interview. Point of View, WTCI-TV, Chattanooga,
Tennessee, June 22, 1978.
Interview. Around Town, WSMC Radio, Collegedale,
Tennessee, May 26, 1978.
Interview. Bob O-Day Show, WGOW Radio,
Chattanooga, Tennessee, May 25, 1978.
Interview. Evening News, WRCB-TV, Chattanooga,
Tennessee, May 23, 1978.
Interview. Evening News, WRCB-TV, Chattanooga,
Tennessee, May 22, 1978.
Interview. Chattanooga Times, Chattanooga,
Tennessee, May 20, 1978.
Interview. Jaycee Question of the Week, WTCI-TV,
Chattanooga, Tennessee, May 20, 1978.
Interview. People and Issues, WTVC-TV,
Chattanooga, Tennessee, March 20, 1978.
Photograph. Chattanooga Times, Chattanooga,
Tennessee, March 15, 1978.
People and Issues Dialogue: The ERA: Mischief or
Progress? Chattanooga Times, Chattanooga,
Tennessee, March 12, 1978.
A Point of View That Needs to be Heard.
Chattanooga Times, Chattanooga, Tennessee,
January 15, 1978.
Interview. Mid-Day Live, WRCB-TV, Chattanooga,
Tennessee, January 9, 1978.
1977 Photograph. Chattanooga Times, November 15, 1977.
According to Two UTC Professors: Presley
Mystique, Not Voice, Spawned Emotional Outpour.
194

Chattanooga News-Free Press, Chattanooga,

Tennessee, August 22, 1977.
Three Evening Classes Offered in Women's Studies
at UTC. Chattanooga Times, Chattanooga,
Tennessee, August 21, 1977.
Three Evening Classes Offered in Women's Studies
at UTC. Chattanooga News-Free Press,
Chattanooga, Tennessee, August, 1977.
Not Tangling Up in Past: 'Roots' Should Provide
Growth for Future. Chattanooga Times,
Chattanooga, Tennessee, February 19, 1977.
Interview. WDEF News. WDEF Radio, Chattanooga,
Tennessee, February 4, 1977.
Interview. Mid-Day Live, WRCB-TV, Chattanooga,
Tennessee, January 9, 1977.
1975 Sign Language Conversations: She 'Talks' to
Chimps. San Francisco Examiner, San Francisco,
California, December 15, 1975.
Researcher Teaches Chimps Sign Language.
Tallahassee Democrat, Tallahassee Florida,
November 27, 1975.
Chimps Don't Monkey Around Learning Sign
Language. New Haven Register, New Haven,
Connecticut, November 16, 1975.
She Talks with Chimps--'It's Incredible.' Hartford
Times, Hartford, Connecticut, November 15, 1975.
UConn Student Learns Chimp Chatter. Hartford
Courant, Hartford, Connecticut, November 15, 1975.
Chatting with Chimps is Fun. Danbury News-Times,
Danbury, Connecticut, November 14, 1975.
Interview. Associated Press, Hartford,
Connecticut, November 13, 1975.
Chimps Learning to Use Sign Language of Deaf. The
Day, New London, Connecticut, November 4, 1975.
'Talking' Chimps Provide Data for Student.
Willimantic Chronicle, Willimantic, Connecticut,
November 3, 1975.
Chimps Ape 'Talk' at Science Center. Hartford
Courant, Hartford, Connecticut, October 31, 1975.
Monkey Talk. Popular Archaeology, 1975.

REFERENCES
195

Anne Russon, Ph.D., Dept. of Psychology, Glendon

College, 2275 Bayview Ave, Toronto, Ontario, CA M4N
3M6
Eugene Linden, Senior Science Correspondent, Time
Magazine, New York, NY
Philip Lieberman, Ph.D., Chair emeritus, Department of
Linguistics & Cognitive Sciences, Brown University,
Providence, RI 02912
Birut Galdikas, Ph.D., Department of Archaeology,
Simon Frazer University, Burnaby, British Columbia
V5A 1S6
Francine Patterson, Ph.D., President, The Gorilla
Foundation, Box 620-530, Woodside, CA 94062
Shelly Williams, Ph.D., Board of Directors, ApeNet, Inc.
4430 Wade Green Rd, Kennesaw, GA 30144
Roger S. Fouts, Ph.D., Department of Psychology,
Central Washington University, Ellensberg, WA
Amory B. Lovins, Ph.D. CEO, Rocky Mountain Institute,
1739 Snowmass Creek Rd, Snowmass, CO 81654-9199
Barbara J. King, Ph.D. Professor of Anthropology,
College of William and Mary, Department of
Anthropology, P. O. Box 8795, Williamsburg, BA 231878795
Obi
Ebbe,
Ph.D.,
Former
Head,
Dept.
Sociology,
Anthropology,
&
Geography,
University
of
Tennessee at Chattanooga, 615 McCallie Avenue,
Chattanooga, TN 37403
Richard
Metzger,
Ph.D.,
Former
Head,
Dept.
Psychology,
University
of
Tennessee
at
Chattanooga, 615 McCallie Avenue, Chattanooga, TN
37403

SARA PETERS

4507 Tennessee Avenue

Chattanooga, TN 37409
(423)316-3097
Sara-Peters@utc.edu
EDUCATION
196

1995-1998

Auburn University
Bachelor of Arts, History
Cum Laude

2000-2003

Auburn University
Master of Arts, History

EXPERIENCE
2007-Present

Auburn, AL

Auburn, AL

University of
Tennessee at Chattanooga
Chattanooga, TN

Director, Womens Center

Create and establish a viable and thriving Womens Center

Provide a greater sense of community for all women on campus

Contribute to retention of female students, staff, and faculty

Direct efforts to develop a womens leadership institute from endowment funds

Facilitate research and programming on gender and gender issues

Build community partners through increased outreach

Facilitate fundraising for individuals who are interested in donating to womens issues

Develop sexual assault advocate training in collaboration with The Partnership for Families,
Children, and Adult Rape Crisis Resource Center

Create curriculum for Tennessee Coalition against Domestic and Sexual Violence for statewide
police training in violence against women dynamics, law, and procedure

Supervise graduate assistant and student staff

Organize and mobilize Womens Center volunteers

2006-Present

University of
Tennessee at Chattanooga
Chattanooga, TN

Adjunct Instructor, Womens Studies

Provide instruction in Introduction to Womens Studies, First-Wave to Second-Wave Feminism, and

Violence against Women to undergraduate students

Create a classroom climate that is conducive to learning

Utilize technology (Power Point, internet databases, etc.) in both the classroom and assignments

Encourage discussion and free exchange of opinions among the students

2005-Present

University of
Tennessee at Chattanooga
Chattanooga, TN

Coordinator for Education and Advocacy, Transformation Project

Develop initiatives to educate students on violence against women

197

Meet with various student groups and organizations, faculty, and staff for educational programming
Function as an advocate for victims of stalking and sexual and domestic violence
Work in conjunction with other departments and groups to raise awareness of the Transformation
Project and its mission on campus
Liaise with community groups to further project objectives and provide support to victims
Provide training to police officers, judicial officers, faculty, and staff in areas related to violence
against women
Implement the Green Dot Campaign, a social norms program promoting the bystander approach to
violence against women prevention

2004-2005

Southern Union State

Community College
Opelika & Valley, AL

Adjunct Faculty, History and Ethics

Provide college level instruction in Western Civilization and Introduction to Ethics

Create a classroom climate that is conducive to learning

Utilize technology (Power Point, internet databases, etc.) in both the classroom and assignments

Encourage discussion and free exchange of opinions among the students

Advise students in educational options

2004-2005

Alabama Cooperative
Extension System
Auburn, AL

Executive Assistant

Provide administrative support for Extension administration and faculty

Serve as liaison between Assistant Director of Family and Community Programs and County
extension Coordinators and Regional Extension Agents throughout the state

Review and reconcile all Family and Community budgets in excess of $12 million

Review and verify all travel and vendor vouchers from Family and Community Programs personnel

Plan and implement programs and meetings including statewide Annual Diabetes Conference and
the National Nutrition, Food Safety, and Health Conference

Conduct archival research at the Auburn University and Alabama State Archives to aid in the
development of video history of EFNEP for the 40th Anniversary Celebration
2001-2003
Womens Studies Program
Auburn, AL
Graduate Assistant

Recruit members, minor students, and volunteers for the program

Schedule, organize, and promote major events.

Design and maintain content of Womens Studies web site

Compose, edit, and oversee production and distribution of flyers, pamphlets, newsletter, and all
other promotional materials related to the Programs events

Create and maintain the Womens Studies email list

Correspond with faculty and administrators to organize and publicize events and conduct Womens
198

Studies business
Research, write, and edit content of educational booklet for major Womens Studies conference in
November 2002, Women in Politics: A Global Perspective
Supervise volunteers and oversee arrangement of facilities and catering services as necessary
Serve on all Womens Studies committees, including the Advisory Committee
Spokesperson for the Womens Studies Program in focus groups on diversity initiatives at Auburn
University
Meet with administrators and community officials as needed in support of the program
Solicit funds from Womens Studies associated departments and the campus community at large to
support Womens Studies events

199

HONORS RECEIVED

Graduated Cum Laude

Auburn University Honors Program

Deans List

Womens Studies Advisory Committee

TRAINING

Tennessee Victim Assistance Academy (2006)

Mentors in Violence Prevention, Train the Trainers Certification

GRANTS

United States Department of Justice Office of Violence against Women Grant to

Reduce Violent Crimes against Women on Campus (2005-2007)
MEMBERSHIPS AND AFFILIATIONS

National Womens Studies Association

National Womens Studies Association Womens Center Committee

Tennessee Coalition Against Domestic and Sexual Violence

National Association of Student Personnel Administrators

American College Personnel Association

VOLUNTEER OPPORTUNITIES

Victim Advocate, Partnership for Families, Children and Adults

Community Diversity Awareness Programming

Organizer, 2007 Southeastern Womens Studies Association Conference

PRESENTATIONS

Southeastern Womens Studies Association-2007Professionals Involved in

Advocacy for Women and Girls
PUBLICATIONS

Women and Politics: A Global Perspective Educational Booklet, Auburn University, 2002
THESIS

Revealing Rachel: Rachel Felix and the 19th Century American Press, Auburn
University, 2003

200

MARCIA NOE
535 Elinor Street
Chattanooga, TN 37405
WORK: (423) 425-4692; HOME: (423) 266-9316

HONORS AND AWARDS

Elected to the Board of Directors of the Society for the Study of Midwestern Literature (2012)
Elected to Alpha Society (2008)
Elected as editor of MidAmerica, (2007)
Elected to UTC Council of Scholars (2005)
Excellence in Teaching Honors, The College of Arts and Sciences, The University of
Tennessee at Chattanooga (2004)
MidAmerica Award for outstanding contributions to the study of Midwestern literature,
Society for the Study of Midwestern Literature (2003)
Fulbright Senior Lecturer-Researcher (American drama), Universidade Federal de Minas
Gerais Belo Horizonte, Brasil (1993)
Midwest Heritage Award for best essay read at the 18th annual meeting of the Society
for the
Study of Midwestern Literature (1988)
Exceptional Merit EDO Rating (1989; 1991; 1996; 2000; 2002; 2004; 2005; 2007)
Research Associate, UC Foundation (1987; 1989; 1990; 1991; 1998)

SELECTED PUBLICATIONS
BOOKS
(with Junia Alves) O palco e a rua: a trajetoria do teatro do Grupo Galpo: Belo
Horizonte: PUC
Minas, 2006.
Exploring the Midwestern Literary Imagination: Essays in Honor of David D. Anderson.
Ed.
Marcia Noe. Troy, New York: The Whitston Publishing Company (l993).
Celebrate the Midwest: Poems and Stories for David D. Anderson. Ed. Marcia Noe.
Deerfield,
Illinois: Lake Shore Publishing (1991).
Susan Glaspell: Voice from the Heartland. Macomb, Illinois: Western Illinois Monograph
Series
(1983).

ESSAYS AND CHAPTERS IN BOOKS

201

(with Michael Jaynes) Teaching Alice Walkers Everyday Use Employing Race, Class,
and
Gender, with an Annotated Bibliography. Blooms Modern Critical Views: Alice
Walker. Ed. Harold Bloom. New York: Chelsea House, 2007.
(with Fendall Fulton) Narrative Art and Modernist Sensibility in the Civil War Fiction of
F.
Scott Fitzgerald. Myth and Memory: The Civil War in Fiction and Film from Uncle
Toms Cabin to Cold Mountain. Ed. David Sachsman, S. Kittrell Rushing, and
Roy
Morris, Jr. West Lafayette: Purdue University Press, 2007.
(with Robert L. Marlowe). Suppressed Desires and Tickless Time: An Intertextual
Critique of
Modernity. Disclosing Intertextualities: The Stories, Plays, and Novels of Susan
Glaspell. Ed. Barbara Ozieblo and Martha Carpentier. Amsterdam: Rodopi,
2006.
(with Holly Hill) Susan Glaspells Plea for Juvenile Justice in Text, Kontext und
Spracherwerb. Ed. Dagmar Abendroth-Timmer, Britta Viebrock, and Michael
Wendt.
Frankfurt/Main: Peter Lang, 2003. 69-75.
Reconfiguring the Subject/Recuperating Realism: Susan Glaspells Unseen Woman. In
New
Readings in American Drama: Somethings Happening Here. Ed. Norma Jenckes.
New
York: Peter Lang, 2002. 9-21.
The New Woman in the Plays of Susan Glaspell in Staging a Cultural Paradigm: The
Political
and the Personal in American Drama. Ed. Barbara Ozieblo and Miriam LopezRodriguez.
New York: Peter Lang, 2002. 149-162.
Susan Glaspell's The Verge: L'criture fminine at the Provincetown" in Susan
Glaspell: A
Collection of Critical
Essays. Ed. Linda Ben-Zvi. Ann Arbor: University of Michigan
Press, 1995. 129-142.
'''The Rhetorical Situation' and the Research Paper: An Integrative Approach" in
Teaching
the Research Paper. Ed. James E. Ford. Metuchen, New Jersey: Scarecrow
Press,
1995. 68-74.
Some Heretical Thoughts on the Teaching of Writing in Teaching Writing: Theories
and
Practices. Ed. Josephine Koster Tarvers. New York: HarperCollins, 1994.
Dealing with Underprepared Students at Two-Year Colleges in Points of View on
American
Higher Education: A Selection of Essays from The Chronicle of Higher Education.
Volume II: Institutions and Issues. Ed. Stephen H. Barnes. Lewiston: Mellen
Studies

202

in Education, Volume 5, 1990. 9-13.

ARTICLES
(with Belinda Slocumb) Susan Glaspells Provincetown. Midwestern Miscellany 37.1
(Spring
2009): 45-59.
(with Ashley Hopkins) Illuminating the Rhetorical Dimensions of Mary E. Wilkins
Freemans A
Mistaken Charity and Sarah Orne Jewetts The Town Poor, with an Annotated
Bibliography. Eureka Studies in Teaching Short Fiction 9.1 (Fall 2008): 24-46.
(with Leslie S. Taylor) Developing the Narrative Imagination: Teaching Neighbour
Rosicky in
Context. Eureka Studies in Teaching Short Fiction 6.1 (Fall 2005): 16-30.
(with Robert Lloyd Marlowe). Suppressed Desires and Tickless Time: An Intertextual
Critique
of Modernity. American Drama 14.1 (Winter 2005): 1-14.
(with Junia Alves) O Grupo Galpao e o circo: uma estetica do teatro brasileiro.
Paralelo 20
1.2 (2004): 93-102.
(with Michael Jaynes) Teaching Alice Walkers Everyday Use Employing Race, Class,
and
Gender, with an Annotated Bibliography. Eureka Studies in Teaching Short Fiction
5.1
(Fall 2004): 123-36.
(with Fendall Fulton). Narrative Art and Modernist Sensibility in the Civil War Fiction
of F.
Scott Fitzgerald. Midwestern Miscellany 31 (Fall 2003): 57-75.
(with Nancy Neff) Reading Miss Lulu Bett: The Reception History of a Midwestern
Classic.
Midwestern Miscellany 31 (Spring 2003): 9-24.
Intertextuality in the Early Plays of Susan Glaspell and Eugene ONeill. American
Drama
11.1 (Winter 2002): 1-17.
(with Junia Alves) Lugar de Destaque. Estado de Minas: Pensar. 26 October 2002,
sec.
Pensar: 1+.
(with Junia Alves) Myth and Madness in Grupo Galpos Expressionistic Production of
Album
de Familia. Latin American Theatre Review 35.2 (Spring 2002): 19-37.
(with Junia Alves) From the Street to the Stage: The Dialectical Theatre Practice of
Grupo
Galpo. Luso-Brazilian Review 39.1 (Summer 2002): 79-93.

203

(with Junia Alves) Grupo Galpos A Rua da Amargura: The Script, the Stage and the
Screen. Brasil/Brazil 14.26 (2001): 45-66.
(with Junia Alves) Expresses mineiras no teatro: o Romeu e Julieta do Grupo Galpo.
Lacio:
Revista de Letras do Unicentro Newton Paiva +2.2 (1999): Belo Horizonte, Brasil.
(with Junia Alves) Life Is an Inverted Circus: Grupo Galpos Adaptation of Romeu
and
Julieta Adapted from Pennaforts Translation of Shakespeare. Ilha do Desterro
36
January/ June 1999): 265-281. Florianopolis, Santa Catarina, Brazil. 265281.
(Mis)Reading the Region: Midwestern Innocence in the Fiction of Jay McInerney.
MidAmerica 25 (1998): 162-174.
"Reconfiguring the Subject/Recuperating Realism: Susan Glaspell's Unseen Woman"
in
American Drama 4.2 (Spring 1995): 36-54.
"MidAmerica: The Second Decade." MidAmerica 21 (1994): 39-49.
"Mr. Inge, Women, and the Midwest: Why William Inge Don't Get No Respect."
Theatre
Southwest 24 (Fall l992): 9-19.
"The Heathen Priestess on the Prairie: Margaret Fuller Constructs the Midwest." The
Old
Northwest 16 (Spring, 1992): 3-12.
"Missed by Modernism: The Literary Friendship of Arthur Davison Ficke and Edgar Lee
Masters." Western Illinois Regional Studies 14 (Fall 1991): 71-79.
"The Politics of Piety: Gamesmanship in the Fiction of J.F. Powers." MidAmerica 17
(1990):
106-117.
The Writing Internship: Inside the Writing Process. Tennessee English Journal 1
(1990): 2224.
"Failure and the American Mythos: Tarkington's The Magnificent Ambersons."
MidAmerica 15
(1988): 11-18.
"Some Heretical Thoughts on the Teaching of Writing" in Teaching English in the TwoYear
College 15 (October 1988): 175-179.
"Teaching Point of View in the Modern Fiction Class." Teaching English in the Two-Year
College 14 (October 1987): 211-213.

204

"The Johari Window: A Perspective on the Spoon River Anthology." MidAmerica 13

(1986): 4960.
"Region as Metaphor in the Plays of Susan Glaspell." Western Illinois Regional Studies 4
(Spring 1981): 77-85.
"'A Romantic and Miraculous City' Shapes Three Midwestern Writers." Western Illinois
Regional Studies 1 (Fall 1978): 176-198.
"Susan Glaspell's Analysis of the Midwestern Character." Books at Iowa 27 (November
1977):
3-14.
(With Clarence Andrews) "Susan Glaspell of Davenport." Iowan 25 (June 15, 1977): 4653.

REVIEWS
Review Essay: Up in Michigan; Ellen Airgoods South of Superior; Jim Harrisons The Great Leader;
Bonnie Jo
Campbells Once Upon a River in MidAmerica 38 (2011) forthcoming
Review of Kristina Hinz-Bodes Susan Glaspell and the Anxiety of Expression: Isolation
and
Language in the Plays in The Eugene ONeill Review 30 (2008): 165-68.
Lees Wharton an Exhaustive Bio. Review of Hermione Lees Edith Wharton in the
Chattanooga Times Free Press. Sunday, March 30, 2008. E4.
Review of Brenda Murphys The Provincetown Players and the Culture of Modernity in
The
Eugene ONeill Review 29 (2007): 168-70.
Review essay, How Midwestern Literature Can Help Us All Get Along; Timothy B.
Spearss Chicago Dreaming: Midwesterners and the City, 1871-1919; Tom
Lutzs Cosmopolitan Vistas: American Regionalism and Literary Value; Robert
Dunnes A New Book of the Grotesques: Contemporary Approaches to Sherwood
Andersons Early Fiction; William Barillass The Midwestern Pastoral: Place
and Landscape in the Literature of the American Heartland; Katherine Joslins
Jane Addams: A Writers Life; David R. Pichaskes Rooted: Seven Midwest
Writers of Place in MidAmerica 32 (2005): 8-15.
Review of Patricia L. Bryan and Thomas Wolfs Midnight Assassin: A Murder in Americas
Heartland and Linda Ben-Zvis Susan Glaspell: Her Life and Times in Theatre
History
Studies 26 (June 2006): 154-157.
Review of Cheryl Blacks The Women of Provincetown, 1915-1922 and Dorothy
Chanskys
Composing Ourselves: The Little Theatre Movement and the American Audience in
American Drama 14.1 (Winter 2005): 115-120.

205

Review of J. Ellen Gainors Susan Glaspell in Context in Theatre Journal 55.3 (October
2003):
570-571.
Review of Barbara Ozieblos A Critical Biography of Susan Glaspell in Legacy: A
Journal of
American Women Writers 18.1 (2001): 114-115.
Review essay, The Mystery of Beauty; Joan Jacobs Brumbergs The Body Project:
An Intimate History of American Girls; Nancy Fridays The Power of Beauty;
Naomi Wolfes The Beauty Myth: How Images of Beauty are Used Against
Women. Womens Studies Newsletter 3.2 (Spring 1998), The University of
Tennessee at Chattanooga. 2-3.
Review of Veronica Makowsky's Susan Glaspell's Century of American Women in
Legacy: A
Journal of American Women Writers 12.1 (Spring l995): 65-66.
Review of Cayton and Onuf's The Midwest and the Nation in Western Illinois Regional
Studies
13 (Fall 1990): 98-99.
Review of James M. Marshall's Land Fever: Dispossession and the Frontier Myth in
Western
Illinois Regional Studies 12 (Fall 1989): 110-111.
Review of Michael Keenes Effective Professional Writing in The Technical Writing Teacher
16
(Winter 1988): 69-70.
Review of Muriel Harriss Teaching One-to-One: The Writing Conference in Focuses 1
(Spring
1988): 40-41.
Review of Arn Tibbettss Practical Business Writing in The Technical Writing Teacher 15
(Spring
1988): 167-168.
Review of Walter H. Beales Real Writing: Argumentation, Reflection, Information (2 nd
edition)
in Teaching English in the Two-Year College 15 (May 1988): 136-138.
ARTICLES IN REFERENCE WORKS
For The Biographical Dictionary of Iowa (University of Iowa Press, 2008)
(with Emily Monnig) Susan Glaspell
For the Dictionary of Midwestern Literature, 2 (Indiana University Press, forthcoming
2012)
The Revolt from the Village
Midwestern Archetypes
Trifles
For the Dictionary of Midwestern Literature, 1 (Indiana University Press, 2001)
Willa Cather"
"Caroline Kirkland"
Herbert
Krause

206

"Joseph Kirkland"
Butler
"George Cram Cook"
"Arthur Davison Ficke"
"Harry Hansen"
"Margaret Ayer Barnes"
Powers

"Susan Glaspell"

Ellis Parker

"Henry Bellamann"
"Alice French"
Jane Hamilton
Richard Wright

James Hall
Harry Mark Petrakis
E.W. Howe
J.F.

For the Dictionary of Literary Biography Volume 9, part 2. Detroit: Gale Research
Company (1981). Susan Glaspell
HUMOR AND OPINION PIECES
"Culture Shock in Knoxville." Tennessee English Journal 4 (1993): 6-7.
"Dealing with Underprepared Students at Two-Year Colleges." The Chronicle of Higher
Education (September 10, 1986): 80.

PROGRAM NOTES
Nights (and days) of Desire. Theatre Perspective: The Department of Theatre and
Speech of
The University of Tennessee at Chattanooga 8 (September, 1997)
Feminist Theatre in America. Theatre Perspective: The Department of Theatre and
Speech of
The University of Tennessee at Chattanooga 4 (February, 1993)

SELECTED PRESENTATIONS
Jane Hamiltons Midsummer Nights Masterpiece. Society for the Study of Midwestern
Literature [East Lansing, 2010].
(with Junia Alves) The Theatre Practice of Minas Geraiss Grupo Galpao: A Semiotic
Vision.
Semiotic Society of America (Houston, 2008).

From the Street to the Stage: The Anthropophagic Theatre Practice of Grupo Galpao. [invited
talk ], UTC Department of Foreign Languages, National Foreign Language Week,
(2008).

(with Belinda Slocumb). Susan Glaspells Provincetown. Society for the Study of Midwestern

Literature (East Lansing, 2006).

Female Friendship and Power. [Invited talk] Kappa Delta sorority, The University of
Tennessee at Chattanooga (2005).

207

Developing the Narrative Imagination: Teaching Neighbour Rosicky in Context.

Council of
Scholars, The University of Tennessee at Chattanooga (2005).
(with Fendall Fulton) The Narrative Art and Modernist Sensibility in the Civil War
Fiction of
F. Scott Fitzgerald. Symposium on the 19th Century Press, the Civil War, and
Free
Expression (Chattanooga, 2004)
Suppressed Desires and Tickless Time: An Intertextual Critique of Modernity.
American
Theater and Drama Society Panel on Susan Glaspell. American Literature
Association
Conference (Cambridge, Massachusetts, 2003)

From the Street to the Stage: The Dialectical Theatre Practice of Grupo Galpo. Brazilian
Studies Association, Sixth International Congress (Atlanta, 2002)

Life Is an Inverted Circus: Grupo Galpos Romeo and Juliet. X Congreso de la

Federacion Internacional de Estudos sobre America Latina y el Caribe (Moscow,
Russia, 2001)

The New Woman in the Plays of Susan Glaspell. [Invited plenary lecture] First
University of
Malaga Conference on American Theatre, University of Malaga (Malaga, Spain,
2000)
Exploring the Intertext: The Early Plays of Susan Glaspell and Eugene ONeill.
Common
Threads: Susan Glaspells Trifles and the Interactions of Art, Law, and Society in
Addressing Violence Against Women (Tel Aviv, Israel, 2000)
`Life Is an Inverted Circus: Grupo Galpos Production of Romeo and Juliet. Brazilian
Studies
Association, Fifth International Congress (Recife, Brazil, 2000)
The Transformative Power of the Text [Invited talk] Sigma Tau Delta Initiation,
Department
of English, The University of Tennessee at Chattanooga (2000)
Susan Glaspells Fidelity: The New Woman in the Midwest. Society for the Study of
Midwestern Literature (East Lansing, 1999)
Feminism, Modernism, and Expressionism: Three Perspectives on Susan Glaspells The

208

Verge, [Invited talk] The University of Tennessee at Chattanooga (1999)

Reading and Misreading in The Emperor Jones, [Invited talk] Universidade Federal de
So
Joo del Rei (So Joo del Rei, Brazil, 1998)
What Is Midwestern Literature: A Strict Constructionists Point of View, Society for the
Study
of Midwestern Literature (East Lansing, 1998)
Trifles: Text and Context, [Invited talk] Unicentro Newton Paiva (Belo Horizonte, Brazil,
1996)
Speech Acts in Streetcar, [Invited talk] Universidade Federal de Minas Gerais (Belo
Horizonte, Brazil, 1996)
"Susan Glaspell's The Verge: L'criture fminine at the Provincetown," [Invited talk]
Susan
Glaspell Conference, University of Glasgow (Glasgow, Scotland, 1996)
"The Innocent Midwest and the Early American Pastoral," Nordic Association for
American
Studies (Oslo, Norway, 1995)
MidAmerica: The Second Decade. Society for the Study of Midwestern Literature (East
Lansing, 1995)
Trifles, Text and Context, [Invited talk] Universidade Federal de Minas Gerais (Belo
Horizonte, Brazil, 1995)
Contemporary American Theatre, [Invited talk] Universidade Federal de Minas Gerais
(Belo
Horizonte, Brazil, 1995)
Trifles: Text and Context, Black Hawk College [Invited talk] (Moline, 1994)
"The American Dream in American Drama," [Invited talk] Universidad de Malaga
(Malaga, Spain, 1994)
"(Mis) Reading the Region: Midwestern Innocence in the Fiction of Jay McInerney,"
Society for
the Study of Midwestern Literature (East Lansing, 1994)
The American Dream in American Drama, [Invited talk] MacKenzie University (So
Paulo,
Brazil, 1993)
The American Dream in American Drama [Invited talk] Universidade Estadual de So
Paulo
(So Paulo, Brazil, 1993)
The American Dream in American Drama [Invited talk] Unio Cultural, So Paulo,
Brazil,
1993)

209

The American Dream in American Drama [Invited talk] Universidade Federal de Ouro
Preto
(Mariana, Brazil, 1993)
Perspectives on Whos Afraid of Virginia Woolf, [Invited talk] Universidade Federal de
Minas
Gerais (Belo Horizonte, Brazil, 1993)
The Aesthetic of the Provincetown Players [Invited talk] Universidade Federal de So
Joo
del Rei (So Joo del Rei, Brazil, 1993)
"The Aesthetic of the Provincetown Players," [Invited plenary lecture] l0th annual
Semana
de Estudos Germanicos (Universidade Federal de Minas Gerais, Belo
Horizonte,
Brasil, l993)
He Flirted with Euterpe Before He Settled down with Clio: A Literary Perspective on
The
Significance of the Frontier in American History. Society for the Study of
Midwestern Literature (East Lansing, 1993)
"Susan Glaspell's Unseen Woman," MLA (New York, l992)
Turner and Crevecoeur: A Source for The Significance of the Frontier in American
History. Society for the Study of Midwestern Literature (East Lansing: 1991)
"Mr. Inge, Women, and the Midwest: Why William Inge Dont Get No Respect. MLA
(San
Francisco, 1991)
"The Heathen Priestess on the Prairie: Margaret Fuller Constructs the Midwest," Society
for
the Study of Midwestern Literature (East Lansing, 1991)
"MidAmerica Defines the Midwest: Fifteen Years of Scholarship in Midwestern Studies,"
MLA
(Chicago, 1990)
"Missed by Modernism: The Literary Friendship of Arthur Davison Ficke and Edgar Lee
Masters," Society for the Study of Midwestern Literature (East Lansing, 1990)
"The Politics of Piety: Gamesmanship in the Fiction of J.F. Powers," Society for the
Study of
Midwestern Literature (East Lansing, 1989)
Simulating Organizational Communication in the Technical Writing Classroom,
Tennessee
College English Association (Nashville, 1989)
The Writing Internship: Inside the Writing Process, SAMLA (Atlanta, 1989)
Susan Glaspells The Verge: Lecriture feminine at the Provincetown, MLA (Washington,
DC,

210

1989)
"Failure and the American Mythos: Tarkington's The Magnificent Ambersons," Society for
the
Study of Midwestern Literature (East Lansing, 1988)
Gambler, Prospector, Private Detective: The Metaphors of Writing Biography, Illinois
Association of Teachers of English (Macomb, Illinois, 1983)
The Fiction of Susan Glaspell: A Biographical Perspective, MLA (Los Angeles, 1982)
"Region as Metaphor in the Plays of Susan Glaspell," MLA (Houston, 1980)

EDITING
Chair, Editorial Committee, Society for the Study of Midwestern Literature (2004present)
Member, Editorial Board and Senior Editor, Dictionary of Midwestern Literature
(1990present)

EDUCATION
PhD

American literature, women's studies, rhetoric: University of Iowa

Dissertation: "A Critical Biography of Susan Glaspell" (1976)

MA

English Education: University of Iowa (1969)

BA
English: Marquette University: Minors: political science, secondary
education
(1968)

EMPLOYMENT
1986 - PRESENT: DEPARTMENT OF ENGLISH
UNIVERSITY OF TENNESSEE AT CHATTANOOGA
Associate Professor (1988); Tenured (1989); Professor (l992); Coordinator of Womens
Studies
(2001)
GRANTSWRITING
Wrote the following funded proposals:
UTC Faculty Research Grant, The Revolt from the Village (2002)
UTC Summer Fellowship, The Early Plays of Grupo Galpo.(Belo Horizonte, Brazil,
1999)

211

NEH Summer Institute: Crossroads of Atlantic Cultures: Brazil at 500. (Phyllis

Peres and
Daryl Williams: So Paulo and Rio de Janeiro, Brazil, 1998)
NEH Summer Seminar for College Teachers: The American Playwright, 1920-1980.
(Howard
Stein: Columbia University, 1990)
Seven UTC Group Professional Development grants to fund departmental colloquia
(1995;
1996; 1997; 1998; 1999; 2000; 2001)
Six Tennessee School-College Collaborative grants to fund in-service workshops for area
high
school and college English teachers (1987, 1988, 1989, 1990, 1991, 1992)
Three Tennessee Humanities Council grants to fund in-service workshops for area high
school and college English teachers (1990, 1991, 1992)
Three UTC Instructional Excellence grants to purchase films and computer software for
writing classes (1988, 1989, 1990)
Tennessee School-College Collaborative grant to publish a newsletter, The EQ Review,
for
high school and college English teachers (1987)
UTC Professional Development Grant to study technical communication at Southern
College
of Technology, Marietta Georgia (1986)
ADMINISTRATIVE EXPERIENCE
Coordinator, Womens Studies Program (2001-present)
Coordinator, Works in Progress (Departmental colloquia, 1995-2004)
Coordinator, Writing Internships (1988 - 1992)
Coordinator, Annual In-Service Workshop for High School and College English Teachers
(1987
1992)
Faculty Sponsor, English Club (1987 -1992)
CONSULTING
Presented workshops on the College Board's EQ Project to English teachers at
the following locations:
Raleigh, North Carolina (1988)
Birmingham, Alabama (1988)

Baton Rouge, Louisiana (1987)

Waycross, Georgia (1987)

COURSES TAUGHT (* denotes graduate classes)

Major American Figures
Rhetoric and Composition
Modern and Postmodern Drama*
Writing Internship
American Literature to 1855
Professional Writing
American Literature from 1855
Scientific Writing

212

Values in 20th Century American Fiction

Research*
American Women Writers
Midwestern Literature
American Colonial and Federal Literature*
American Realism and Naturalism*
Contemporary American Literature*
COURSES DEVELOPED
Proposals, Articles, and Technical Research*
Modern and Postmodern Drama*
The American Renaissance*
Literature*
Theatre and Feminism
Jewett
DEPARTMENTAL COMMITTEES
Composition
Sophomore Composition
Library (Chair)
Curriculum
COLLEGE COMMITTEES
Faculty Senate (elected)
Faculty Administrative Relations (elected)
College Council (elected)
Faculty Secretary (elected)
Library (Chair)
Womens Studies Advisory Council (Chair)

Proposals, Articles, and Technical

Methodology and Bibliography*
Business and Industrial Writing*
The American Renaissance*
Modern American Literature*
Feminist Literary Criticism
Writing Internship
Midwestern Literature
American Colonial and Federal
Major Am. Figures: Cather, Chopin,

Chairman's Advisory
Search (Chair)
Graduate

Grade Appeals (Chair)

Honor Court
Faculty Research
Academic Standards
Budget and Economic Status
Honor Court

SELECTED PROFESSIONAL SERVICE

Executive Board Member, Society for the Study of Midwestern Literature (1991-1994;
2002present)
Judge, UTC North Callahan Essay Contest (2007)
Review Panelist, Tennessee Arts Commission, Literary Panel (2003-present)
Review Panelist, Council for the International Exchange of Scholars, Brazil and
Southern
Cone Review Panel for Fulbright Scholar Awards to Latin America (1998-2000)
Regional Judge, NCTE Achievement Awards in Writing (1999-present)
Judge, Young Southern Writers Contest (1999-present)
Editor, Library and Instructional Support chapter of SACS Self-Study (2000)
Judge, UTC Womens Studies Poetry Contest (1999)
Judge, Barnes and Noble Poetry Slam (1999)
Advisory Committee, Governor's School for Prospective Teachers (1991-1992)

213

Evaluator, "Shakespeare: Now and Then" funded by the Tennessee Humanities Council
(1991)
Member, English Task Force, Tennessee School-College Collaborative (1986-1990)
Member, Advisory Committee, Technical Writing and Editing Program: Chattanooga
State
Technical Community College (1990)
President, Society for the Study of Midwestern Literature (1990)
Vice President, Society for the Study of Midwestern Literature (1989)
Coordinator, East Tennessee Division, Young Writers Contest (1988)
1969-1986: DEPARTMENT OF ENGLISH, BLACK HAWK COLLEGE, MOLINE,
ILLINOIS,
Tenured (1973); Assistant Professor (1973); Associate Professor (1979); Professor (1984)
ADMINISTRATIVE EXPERIENCE
Developed and coordinated A.A.S. degree and certificate program in technical writing
(19771986)
Chaired Department's curriculum committee (1982 - 1986)
Coordinated Study Unlimited in Business and Industry (1979 - 1982)
Coordinated a six-week course on assignment sequences in composition for department
members and area teachers (1982)
Coordinated English Department's annual articulation conference (l982 and l979)
GRANTSWRITING
Wrote the following funded proposals:
NEH Travel to Collections grant to do research at the Beinecke Library, Yale University,
on the
poet Arthur Davison Ficke (1984)
Illinois Humanities Council grant to fund a week-long symposium, "E.L. Doctorow: A
Writer in
His Time," sponsored by Visiting Artists, Inc. (1984)
Illinois Humanities Council grant to fund the Fifth Annual Western Illinois Regional
Studies
Conference (1983)
CONSULTING
Humanist consultant and presenter for "The Twentieth Century: Literature, Politics,
and
Culture" for the Regional Studies Teachers Institute, sponsored by the Putnam
Museum,
Davenport, Iowa, funded by the Illinois Humanities Council (1984)

214

Humanist consultant, project co-director and presenter for the Fifth Annual Western
Illinois
Regional Studies Conference ("Socialism and Fiction in Davenport, Iowa"), partially
funded
by the Illinois Humanities Council (1983)
Humanist consultant and presenter for "Who We Are/Where We Are: The Regional
Drama of
Susan Glaspell" for the Second Annual CommUniversity, partially funded by the
Iowa
Humanities Board (1981)
Humanist consultant, moderator, and presenter for "The Impact of Mass Media on
American
Life," sponsored by Black Hawk College, funded by the Illinois Humanities Council
(1978)
Humanist consultant, moderator, and presenter for "American Women at Work,"
sponsored by
St. Ambrose College Women's Program, Marycrest College Continuing Education
Program,
Centrum, Inc. and District Local Union 431, partially funded by the Iowa
Humanities Board
(1978)
Humanist consultant, moderator, and presenter for a series of Woman-forums cosponsored
by Centrum, Inc. and Marycrest College, funded by the Iowa Humanities Board
(1977)
COURSES TAUGHT
Advanced Composition
American Literature I and II
Developmental Writing
Communication Skills
Freshman Rhetoric and Composition
The Gothic Romance

Writing Internship
Women Authors
Technical Writing
Psychology and Literature
Modern Fiction I and II
Images of Women in Literature

COURSES DEVELOPED
Advanced Technical Writing
The Gothic Romance
Images of Women in Literature

Writing for the Media

Writing Internship
Women Authors

SELECTED PROFESSIONAL SERVICE

Judge, adult poetry division, Mississippi Valley Poetry Contest (1985 - 1987)
Member, allocations panel of United Way of Rock Island and Scott Counties (1983 1986)
Member, visiting committee, North Central Association, English and student services
accrediting committees, for Alleman High School (1986)
Judge, informative and oral interpretation divisions, Augustana Invitational Speech
Tournament (1985)

215

Judge, adult and children's prose divisions, Muscatine County Literary Arts Festival
(1984)
Judge, annual Constitution Essay Contest, Boys' State program, American Legion
(1984)

Heather Hanson Palmer

Department of English
University of Tennessee, Chattanooga
615 McCallie Ave.
Chattanooga, TN 37404
423-425-4693
Heather-Palmer@utc.edu

EDUCATION
________________________________________________________________________
Ph.D. in Rhetoric and Composition
August 2005
Second Specialization: Rhetorical and Critical Theory
Department of English, Georgia State University
Committee:

Dr. Calvin Thomas, Director (Critical Theory)

Dr. Lyne Gaillet (Rhetoric and Composition)
Dr. George Pullman (Rhetoric and Composition)

MA, English
University of Tennessee, Chattanooga.

1997

BA, English
University of Alabama, Birmingham.
Minor: French Language and Literature

1993, summa cum laude

Certification in Intermediate French Conversation and Translation.

LInstitut de Touraine. Tours, France. 1993.

RESEARCH and TEACHING INTERESTS

________________________________________________________________________
Ancient and Modern Rhetorical History and Theory, Womens Studies, Feminist Rhetoric
and Pedagogy, Critical Theory and Cultural Studies

216

TEACHING EXPERIENCE
________________________________________________________________________

Assistant Professor, University of Tennessee Chattanooga 2007-present.

Writing with Style (ENGL 4850): 2 Sections
Rhetorical History II: Early Modern through Contemporary (ENGL 5125)
Rhetorical History I: Ancient Greece through Renaissance (ENGL 5115)
Feminist Theory (PHIL 483; WSTU 483): 1 section
Orality, Print, Hypertext (ENG 522): 2 sections
Teaching College Writing (ENG 557): 1 section
Medieval and Renaissance Rhetorics (ENG 517): 1 section
Queer Theory (WSTU 4550; ENG 4870): 2 Sections
Rhetorics of Embodiment (WSTU 455R; ENG 446) 1 section
Rhetorics of Postmodernism (ENG 446): 1 section
Rhetoric, Gender, Power, Ideology (ENG 446): 1 section
Persuasion and Propaganda (ENG 370): 18 sections
Introduction to Women's Studies (WTSU 200): 3 sections
Intro to Rhetoric and Composition (ENG 121): 1 section

Approaches to Composition (ENG 410): 1 section

Womens Studies Senior Seminar (WSTU 4960): 1 section

Full-time Lecturer, University of Tennessee Knoxville 2004-2007.

Introduction to Composition and Rhetoric: Identity and Literacy (ENG 101): 6 sections.
Public Writing (ENG 255): 8 sections.
Rhetoric and Writing: Critical Literacies and Civic Rhetoric (ENG 355): 5 sections.
Literature of the Western World (ENG 222): 1 section.

Graduate Teaching Assistant, Georgia State University, 2000-2004.

Introduction to Composition and Rhetoric (ENG 1101): 8 sections (ENG 1102): 2 sections.
Business and Professional Writing (ENG 3130): 7 sections.
World Literature (ENG 2110): 3 sections.
Adjunct Faculty, University of Tennessee at Chattanooga (1996-1997, 2002).
Introduction to Composition and Rhetoric (ENG 101): 2 sections.
Writing for the Humanities and Social Sciences (ENG 279): 2 sections.
217

Professional Writing (ENG 277): 1 section.

PUBLICATIONS
________________________________________________________________________
"Feminine Ethos in the Showings of Julian of Norwich" RSA Conference Proceedings.
Forthcoming Waveland Press, 2013.
"Counter-Coulter: A Story of Craft and Ethos." Writing on the Edge. 22.2. 2012.
The Heat of Composition: The Ethics of Affects and the Subject of Desire. Pedagogy. 2010.
Vol. 10. Duke UP. Featured article.
Review of Acts of Enjoyment: Rhetoric, iek, and the Return of the Subject. By Thomas Rickert.
South Atlantic Review. 2009.
Desire Matters: The Rhetoric of Textual Becoming, Collaborating, Literature, and
Composition: An Anthology for Teachers and Writers of English, Research in Rhetoric and
Composition Series, Hampton Press. 2007. With Ruth McIntyre.
Learning, Desire, Engagement: a 'Text-less' Model of Writing Instruction, Modern Language
Studies. Summer 2007. With Ruth McIntyre.

PUBLIC LECTURES AND PANEL DISCUSSIONS

Upcoming: "Gendered Rhetoric in the Byzantine Hagiography of the Transvestite Nun

St. Mary/Marinos." Women's Studies Women Warriors Lecture Series (February 2013).
Panel leader for the UTC Speakers and Special Events series with Candace Schermerhorn,
documentary filmmaker of the film The Naked Option (March 5 2011).
"Feminine Ethos in the Showings of Julian of Norwich." UTC Women's Studies Explore,
Connect, and Empower Lecture Series (April 17 2011).
"Art + Issues: Gender in Beverly Semmes' Starcraft." Hunter Museum Invited Lecture.
Chattanooga, TN (June 3 2011).
"Activist or Academic: What is the Role of Feminism?" UTC Women's Studies Explore,
Connect, and Empower Lecture Series (November 16, 2009) co-written with Heather
Palmer.

218

"Response to Ann Coulter." Burkett Miller Lecture Series, UTC October 2009. Co-wrote
with Dr. Rebecca Jones, Dr. Jones presented.

"Postmodern Bodies." UTC Women's Studies Lecture Series (Fall 2008).

GRANTS
________________________________________________________________________
Faculty Development Grant for the Rhetoric Society of America Institute, Boulder CO
(2011).
Faculty Development Grant for the Rhetoric Society of America Conference, Minneapolis
MN (2010).
Faculty Development Grant for the International Society for the History of Rhetoric,
Montreal, Canada (2009).
Faculty Development Grant for the Rhetoric Society of America Conference, Seattle, WA
(2008)
Faculty Development Grant for the International Society for Improvised Music, Denver,
CO (2008).
Faculty Development Grant for the Feminist Rhetorics Conference, Little Rock, AK (2007).
SARIF International Travel Grant (UTK) for the Conference on Global Ethics, Ghent,
Belgium (2006).

SELECTED CONFERENCES AND INVITED LECTURES

________________________________________________________________________
"Bestial Rhetorics in the Appalachian South: Rhetorical Performativity and the Epideictic in
Pentecostal Snake-Handling." International Society for the History of Rhetoric. Chicago.
(Conference 2013).

"Feminine Ethos in Julian of Norwich's Showings." Rhetoric Society of America Conference.

Philadelphia, PA (May 2012).
Chair/Moderator. National Women's Studies Conference. Atlanta, GA. (November 2011).
Gendered Rhetoric in the Byzantine Hagiography of the Transvestite Nun St.
Mary/Marinos. Rhetoric Society of America Conference. Minneapolis, Minnesota (May
2010).
Rhetorics of Homosexuality. Southeast Womens Studies Association Conference.
Columbia, South Carolina (March 2010).

219

The Ethics of Affect in Julian of Norwich. International Society for the History of
Rhetoric Conference. Montral (July 2009).
Feminine Ethos in Margery Kempe. Canadian Society for the History of Rhetoric.
Montral. (July 2009).
Global Ethics and the Necessity of Parrhesia in Civic Rhetoric. Rhetoric Society of
America. Seattle (May 2008).
Old Timey Avant-Garde in the New South. ISIM Conference, Denver CO (December
2008).
FemiNazis and FemiFascists: The Negative Framing of Feminism in US Civic
Discourse. Feminist Rhetorics Conference. Little Rock, Arkansaw (October 2007).
Ethos and Intersubjectivity: the Necessity of Parrhesia in Augustine and Seneca.
South Atlantic Modern Language Association Convention, Charlotte, NC (November 2006).
Chair: Rhetoric of Intersubjectivity Panel.
Civic Rhetoric, Ethics, and Subjectivity: Civic Engagement and the Necessity of Parrhesia.
Global Ethics Conference, Gent University, Belgium (April 2006).
Civic Rhetoric and Ethos: Toward an Ethics of Democratic Citizenry. Invited Lecture.
English Department Lecture Series. University of Michigan (November 2005).
"The Heat of Composition. South Atlantic Modern Language Association Convention,
Atlanta, GA (November 2005).
The Politics of Belonging: Making the Transition from Graduate Student to Visiting
Lecturer. CCCCs, San Francisco (March 2005).
"The Pleasure of Work or The Work of Pleasure in Student Composition." South Atlantic
Modern Language Association Convention, Roanoke, Virginia (November 2004).
Moving Beyond Pathology: Teaching Women Mystical Writers. The Fourth Annual
Conference on Teaching Medieval Literature: Women Writers, Atlanta (March 2004).
Desire Matters: The Rhetoric of Textual Being. CCCC Convention, San Antonio (March
2004).
The Ethics of Affect and the Subject of Desire in Womens Rhetorics. Southern
Humanities Council Conference, Chattanooga (February 2004).
Deleuzes Beckett: The Fizzles and Schizzes. Re-Reading the Ruins: Samuel Becketts Short
Drama, Prose, and Other Fragments Conference, London (May 2003).
Accounting for the Desire of the Other: Feminine Jouissance and the Future of Womens
Rhetorics. South Atlantic Modern Language Association, Atlanta (November 2003).
220

Chair: Womens Rhetorics II Special Sessions panel.

Homosexual Desire at the Ends of Rhetoric: Alfred Hitchcock's Rope. ACA/PCA
Conference, New Orleans (March 2003).
Chair: Rhetoric of Film panel.
Shattering the Self: Subject Disformation in the Composition Classroom. South Atlantic
Modern Language Association, Baltimore (November 2002).
Chair: Composition and Psychoanalysis I & II special sessions panels.
AWARDS/HONORS
Exceeds Expectations 2010 EDO
Outstanding Teacher Award for the College of Arts and Sciences, 2010.
Five Years Service Award, University of Tennessee
WORKSHOPS
Instructional Excellence Retreat (2009, 2011)
On-line Webinar

SERVICE TO UTC and COMMUNITY

Faculty Development Grant Committee (2012-2013)
First-Year Review Committee, English Department (2012-2013)
Acting Coordinator for Womens Studies Program (2010-2011)
Faculty Senate Member, Humanities Division (2010-2012)
Composition Committee (2011-2012)
Ethical Decision Making Group, Shared Values Rubrics Committee Member (2011)
Womens Studies Advisory Council (2007-2011)
Transfer Orientation Workshop (2011)
National Womens Studies Conference Proposal Reviewer (2011)
Freshman Year Reading Experience (Fall 2011)
Departmental Library Acquisitions Committee (2010)
Computer Pedagogy Committee, (Chair Spring 2010)
Shared Values Rubrics Committee (Fall 2010)
Blue Ribbon Task Force (2010)
Hospitality Committee, Tennessee Teachers of English Conference (2010)
Zero Sum Exhibit at Create Here, Juror (2009)
Hiring Committee, Rhetoric and Composition (2008)
ADVISING AND DIRECTING
________________________________________________________________________
Directed Oral Comprehensive Exam
Adam Russell
Spring 2009
Oral Comprehensive Exam, Composition Pedagogy Jeffrey Mccall
Fall 2009

221

Oral Comprehensive Exam & Thesis Reader

Oral Comprehensive Exam, Critical Theory

Jen Litton
Sam Currin

Fall 2011
Spring 2010

Oral Comprehensive Exam, Composition Pedagogy Ashley Young

Spring 2010
Oral Comprehensive Exam, Critical Theory
Oral Comprehensive Exam, Rhetoric
Oral Comprehensive Exam, Rhetoric
Director Oral Comprehensive Exam, Rhetoric
Oral Comprehensive Exam, Rhetoric
Directed Independent Study
Directed Independent Study
Directed Independent Study
Directed Independent Study
Directing Independent Study
Directing Independent Study
Directing Independent Study
DHON Examining Committee
DHON Examining Committee
Oral Comprehensive Exam, Director
Oral Comprehensive Exam, Director
Oral Comprehensive Exam & Thesis Director

Cara Johnson
Holly Cowart
Steve Padgett
Anna E. Miller
Bo Bacot
Stefan Samparris
Cara Vandergriff
Erin Hazard
Toni Williams
Sara White
Michelle White
Anna E. Miller
Cheryl Toomey
Stefan Samparris
Cole Rose
Jeffery Melnick
Alicia Aldermann

Summer 2010
Spring 2011
Spring 2012
Spring 2012
Spring 2012
Spring 2009
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Spring 2012
Spring 2012
Spring 2011
Spring 2010
Fall 2012
Fall 2012
Spring 2013

EDITORIAL, PROFESSIONAL, AND RESEARCH EXPERIENCE

________________________________________________________________________
Assistant Editor, MidAmerica (2008-2012).
Reviewer for the Career College Handbook (2005).
Grader for SAT essays, College Board Summer Session (2007).
Assistant to Foreign Book Review Editor, South Atlantic Review (2002-2004).
Cofounder, Society for Early Modern Women Writers, Georgia State University (2003).
Local Arrangements Committee, Linguistics Society of America (2003).
Co-Chair and Organizer. Executive Committee. New Voices, Graduate Conference in English
Literature, Language, and Culture (2002).
Member, Teaching Outcomes Assessment Committee, Georgia State University (2003).
Assistant Editor, South Atlantic Review (2000-2001).

Research Assistantships
2002-2003: Research Assistant to Dr. Calvin Thomas. Project: I conducted extensive
research to compile a working bibliography for Dr. Thomas follow-up book to Male Matters.
2001-2002: Research Assistant to Dr. Elizabeth West. Project: I complied a selective yet
exhaustive annotated database on West African folk traditions and their relationship to the
African-American womanist movement.

222

PROFESSIONAL AFFILIATIONS
________________________________________________________________________
SAMLA
Rhetorical Society of America
International Society for the History of Rhetoric
NCTE CCCC
National Communication Society

Curriculum Vitae
Dennis P. Plaisted
Associate Professor of Philosophy
Department of Philosophy and Religion
University of Tennessee at Chattanooga

Areas of Specialization:

Areas of Competence:

Biomedical Ethics
Early Modern Philosophy
Philosophy of Religion

Ethical Theory
Logic
Philosophy of Law
Applied Ethics

Education:
1988-1991

University of California at Los Angeles, B.A. in Philosophy.

Magna Cum Laude; Departmental Honors in Philosophy

1991-1994

University of Southern California, M.A. in Philosophy.

Thesis: "Subjectivism, Wide Reflective Equilibrium and Divine Command
Theory"

1991-1994

University of Southern California, J.D.

1996-2000

University of California at Santa Barbara, Ph.D. in philosophy

Dissertation: Leibniz on Purely Extrinsic Denominations
Supervisor: C. Anthony Anderson

223

Publications:
Book:
--Leibniz on Purely Extrinsic Denominations, University of Rochester Press, 2002.
Journal Articles:
--Leibnizs Argument for Primitive Concepts, Journal of the History of Philosophy, 41:
329-341, July 2003 (this paper was also the winner of the 2002 Leibniz Society Essay
Competition).
--The Ethics of Appropriating Evil, Teaching Ethics, 7:1-23, Spring 2007.
--Professional Ethics and The Verdict, Teaching Ethics, 8:43-56, Spring 2008.
Book Chapters:
--Leibniz on Infinite Analysis and the Logic of Concepts, in Mark Kulstad and
Mogens Laerke (eds.), The Philosophy of the Young Leibniz, Franz Steiner Verlag,
Stuttgart: 2009, pp. 147-160.
Encyclopedia Articles:
--Bioethics, forthcoming in the Encyclopedia of Religion in America, edited by C.
Lippy and P. Williams, CQ Press
--Social Ethics, forthcoming in the Encyclopedia of Religion in America, edited by C.
Lippy and P. Williams, CQ Press.
Other Publications:
--Reply to Cover, Leibniz Review, 14: 109-113, December 2004 (this article was a
response to a review of my book).
In Progress:
--Article: Assisted Reproduction and the Meaning of Sex
--Article: The Problem of Gods Appropriation of Evil.
--Book: God and the Appropriation of Evil.

Presentations:

224

Peer-Reviewed Presentations:
--Leibnizs Argument for Primitive Concepts, presented at American Philosophical
Association, Pacific Division Conference, March 27, 2003.
--Leibniz on Infinite Analysis and the Logic of Concepts, presented at International
Young Leibniz Conference, Rice University, April 20, 2003.
--On Justifying a Morality Based on Gods Commands, presented at Hawaii
International Conference on Arts and Humanities, January 9, 2004.
--The Ethics of the Unclean, presented at Hawaii International Conference on Arts and
Humanities, January 10, 2004.
--On Justifying a Morality Based on Gods Commands, presented at Tennessee
Philosophical Association Conference, November 6, 2005.
--An Account of the Unclean in Leviticus, presented at Southeastern Regional Meeting
of the Evangelical Philosophical Society/Evangelical Theological Society, March 17,
2006.
--The Ethics of Appropriating Evil, presented at the annual meeting of the Society for
Ethics across the Curriculum, Dartmouth University, November 17, 2006.
--Appropriation of Evil Problems in the New Testament, presented at the Southeastern
Regional Meeting of the Evangelical Philosophical Society/Evangelical Theological
Society, March 9, 2007.
--Professional Ethics and The Verdict, presented at the annual meeting of the Society
for Ethics across the Curriculum, November 15, 2008.
--God and the Appropriation of Evil, presented at the national meeting of the
Evangelical Philosophical Society, Providence, RI, November 21, 2008.
Invited or Other Non-Peer-Reviewed Presentations:
--Truth and Extrinsic Denominations in Leibniz, presented at Philosophy Department
Colloquium, Rochester Institute of Technology, December 1, 2000.
--Leibniz on Infinite Analysis and the Logic of Concepts, presented at Philosophy
Department Colloquium, Rochester Institute of Technology, November 6, 2002.
--Leibniz on Relations, presented at a graduate seminar on Leibniz, University of
Memphis, March 21, 2005.

225

--The Appropriation of Evil and Some Problems in Bioethics, presented at Rice

University Philosophy Department Colloquium, April 30, 2005.
--Leibniz on Purely Extrinsic Denominations: Replies to Reviews, presented at Rice
University, May 1, 2005.
--The Ethics of Appropriating Evil, presented at UTC, January 17, 2006.
--An Account of the Unclean in Leviticus, presented at UTC, January 22, 2007.

Service:
Current University Service:
--Member, planning committee for yearly C. S. Lewis Lecture, UTC, April 2005-present.
--Member, Departmental Honors Committee, UTC, September 2005-June 2007, August
2009-present.
--Member, Institutional Animal Care and Use Committee, UTC, May 2008-present.

Past University Service:

Committees:
--Member, Perspectives Series Planning Committee, UTC, September 2004-January
2006.
--Member, Undergraduate Curriculum Committee, UTC, August 2007-May 2009.
Thesis/Independent Study Direction and Committees:
--Directed Independent Study in Symbolic Logic for Jon Milner (Spring 2005)
--Directed the Senior Thesis of Jason Finnell (Fall 2006).
--Directed the Departmental Honors thesis of Nicholas Fiacco (Spring 2007-Fall 2007).
--Directed the Senior Thesis of Lauren Jeffries (Spring 2008).
--Directed Independent Study of Philosophy 211 for Joshua Johnson, Spring 2009.

226

--Served on thesis committees for Jillian Shelton (Fall 2008), Daniel Cheon (Fall 2008),
Matthew Fuller (Spring 2008), Shawn Hays (Spring 2008), Wesley Williams (Spring
2007) and Jonathan Patterson (Spring 2007).
Guest Lectures:
--Presented my lecture, A Survey of Normative Theories, to graduate students in
UTCs Political Science program on February 21, 2006 (class visit).
--Presented my lecture, Introduction to Medical Ethics, to students in UTCs Nursing
Program on June 27, 2007 (class visit). I presented this lecture again for nursing students
on June 16, 2008, October 15, 2008 and July 15, 2009.
Panel Participation:
--Moderated a panel that discussed topics in medical ethics for UTCs Perspectives
Series, January 19, 2005.
--Served on a panel to discuss the ethics of Gardasil, the vaccine for human papilloma
virus, UTC, November 2006. The panel discussion was organized by UTCs University
Honors Program.
--Served on a panel to discuss Graduate School, The Academic Job Market, and The
Life of Young Professors, January 25, 2006.
Miscellaneous:
--Interviewed for The Echo on the topic of stem cell research, May 2007.

Community Service:
--Member, Ethics Committee, Erlanger Hospital, February 2005-present.
--Member, Ethics Committee, Erlanger Hospital, Subcommittee on Organ Donation after
Cardiac Death, Fall 2005.
--Member, Ethics Committee, Erlanger Hospital, Education Subcommittee, April 2009present.
--Case presentation (with Don Klinefelter) on treatment decisions for patients of
questionable competence at a meeting of Erlanger Hospitals Ethics Committee, May
2007.

227

--Presented my lecture, The Pros and Cons of Principlism as a Method for Resolving
Cases in Bioethics, at a meeting of Erlanger Hospitals Ethics Committee on February
19, 2008.
--Presented my lecture, Medical Ethics at the Beginning of Life, at UT College of
Medicines Family Practice Update on June 16, 2007.
--Presented my lecture, Introduction to Medical Ethics, at the Hamilton County
Medical Societys Youth Forum on June 19, 2007.
--Interviewed by Chattanooga Times Free Press on the ethics of students using internet
note-sharing services, 9/24/06.
--Mentor for Jason Tonge, a high school senior at Chattanoogas Center for Creative
Arts. I am working with him on a project he is doing on the existence of God and will be
participating in a debate with him on Gods existence at his school in April 2009.
--Presented my lecture, Hospital Ethics Committees and the Failure to Thrive, for the
Erlanger Hospital Ethics Committee on April 21, 2009.
Service to Profession:
--Reviewer for Journal of the History of Philosophy (Summer 2008).
--Commentator on Jason Kawalls, Vanishing Planets and Cornucopianism, Tennessee
Philosophical Association Conference, November 6, 2005.

Honors:
--Faculty Development Grant, UTC, 2006-2007, 2008-2009.
--Winner of the 2002 Leibniz Society of North America Essay Competition. Essay:
Leibnizs Argument for Primitive Concepts.
--Aida and Philip Siff Award for Best Essay by a Graduate Student in Philosophy, 19981999. Essay: Leibniz on Purely Extrinsic Denominations.
--UC Santa Barbara Fee Fellowship, 1998-1999, 1999-2000.
--UC Santa Barbara Block Grant for Incoming Graduate Students, 1996-1997.
--Graduated magna cum laude with departmental honors in philosophy, UCLA 1991.

Experience:

228

1. Associate Professor, University of Tennessee at Chattanooga, August 2009present.

2. Assistant Professor, University of Tennessee at Chattanooga, August 2004-July
2009. Courses taught:
Introduction to Ethics
Ethics for the Professions

Values and the Environment

Biomedical Ethics

Western Philosophical Traditions II Logic, Language and Evidence

Philosophy of Religion
3. Visiting Assistant Professor, College of Charleston, August 2003-July 2004.
Courses taught:
Ethical Theory (upper division)

Biomedical Ethics

Introduction to Philosophy

Critical Thinking

Business Ethics

Philosophy of Religion

4. Visiting Assistant Professor, Rochester Institute of Technology, September 2000July 2003. Courses taught:
Leibniz
Descartes
Modern Philosophy
Beginning Symbolic Logic
Intermediate Symbolic Logic

Philosophy of Religion
Ethics
Introduction to Philosophy
Critical Thinking

5. Teaching Assistant, University of California at Santa Barbara, 1997-2000. Courses

assisted:
History of Philosophy - Early Modern
Critical Thinking
Beginning Symbolic Logic
Introduction to Ethics
6. Instructor, Los Angeles Trade-Technical College, Fall 1996, Fall 1998. Course
taught:
Deductive Logictaught six sections each semester.
7. Adjunct Professor, West Los Angeles College, Fall 1994-Spring 1996. Courses
taught:
Introduction to Philosophy
Ethics

229

Deductive Logic
8. Adjunct Professor, Otis College, Fall 1994-Spring 1996. Courses taught:
History of Philosophy
Critical Thinking
9. Research Assistant, University of Southern California Law School, July 1992-June
1994. Researched and wrote memoranda on a wide variety of topics lying at the
intersection of bioethics and the law for Professor Michael H. Shapiro.

Professional Societies:
Leibniz Society of North America, Evangelical Philosophical Society, Society for Ethics
Across the Curriculum, Tennessee Philosophical Association

RESUME
LEILA JOHNSTON PRATT

PERSONAL INFORMATION
ADDRESS:

Department of Economics
The University of Tennessee at Chattanooga
615 McCallie Avenue
Chattanooga, Tennessee 37403

OFFICE PHONE:
HOME PHONE:
FAX:
Email:

(423) 755-4318
(423) 875-4214
(423) 785-2385
leila-pratt@utc.edu

EDUCATION
1975

Ph.D. Economics, Virginia Polytechnic Institute and State University

1973

M.A. Economics, Virginia Polytechnic Institute and State University

1971

B.S. Business Administration, Auburn University

WORK EXPERIENCE
1985 - Present

Professor of Economics, University of Tennessee at Chattanooga

1997-2001

Coordinator of Women's Studies, University of Tennessee at Chattanooga

1979 - 1985

Associate Professor, University of Tennessee at Chattanooga

230

1981

Named Henry A. Hart Professor

PUBLICATIONS
Hutchinson, E. Bruce, Pratt, Leila J. The Comparative Cost of Privatized Public School Transportation in
Louisiana. Journal of Private Enterprise. Vol. XXIII No. 1 (Fall, 2007).
Bing, Mark N., Davison, K. Kristl, Hutchinson, E. Bruce, Pratt, Leila J., and Siders, Sharon. Performance
Testing and Student Performance: The Impact of Financial Incentives. Business and Economic
Review. Vol. 17, No. 1 (Spring 2004).
Hutchinson, E. Bruce, Prather, Laurie, and Pratt, Leila J. "Aggregate Tax Revenues and Individual Effects
of the 1997 IRA Tax Change." Business and Economic Review. Vol.13 No.1 (Fall,1999).
Hutchinson, E. Bruce and Pratt, Leila J. "The Comparative Cost of Privatized Public School
Transportation in Tennessee" Policy Studies Journal. Vo. 27 No. 3 (1999).
Prather, Laurie and Pratt, Leila J. "The Gender Gap on Wall Street: Differences Between Mutual Fund
Managers" Regional Business Review. Vol. 16. (May 1997).
Pratt, Leila J. "An Economic Analysis of State Lotteries" in Current Regional Issues, The Dryden Press,
1994.
Pratt, Leila J. "The Demand and Supply of Minority Educators" in Current Regional Issues, The Dryden
Press, 1994.
Pratt, Leila J. "Health Care Reform Southern Style" in Current Regional Issues, The Dryden Press, 1994.
Pratt, Leila J., "Changes in the Distribution of Sexes by Occupations 1983-1988" The Journal of the
Southwestern Society of Economists Vol. 16 No. 1 (1989).
Pratt, Leila J., "Local Government and Comparable Worth: A Case Study" The Kentucky Journal of
Economics and Business Vol. 9 (1989).
Pratt, Leila J., Smullen, Stephanie A. and Kyer, Ben L. "The Macroeconomics of the Equal Pay Act"
Journal of Macroeconomics Volume 12 No. 4 (fall, 1990).
Pratt, Leila J., Stephanie A. Smullen, and Kyer, Ben L. "Macroeconomic Impact of Occupational Wage
Equality" Technological. Forecasting and Social Change Vol. 34 (1988).
Pratt, Leila J., Smullen, Stephanie. "A Simulation of the Effect of Wage Adjustment Strategies" Social
Science Prospective Journal, Vol. 1 #2.
Pratt, Leila J. "Horizontal Job Segregation and Women in Professional Occupations" Texas Journal of
Political Studies (Fall-Winter 1984-1985).
Pratt, Leila J., Willis, Marilyn. , An Integrated Computer-Based System for Financial and Managerial
Decisions" Engineering Costs and Production Economics, Vol. 9 (1985).
Pratt, Leila J., Davis, Lloyd D. "The Use of Computer Aided Instruction in the Teaching of
Macroeconomic Principles" SIGCUE (Summer, 1982).
Pratt, Leila J., Mixon, J. Wilson, and Wallace, Myles S. "United States Money and Canadian Income"
Business and Economic Perspectives Volume VI, No. 2 (Spring-Summer, 1981).

231

Pratt, Leila J., Wallace, Myles S., Mixon, J. Wilson. "Money Income Causality and Exchange Rate
Regimes: Evidence From Germany" Economic Forum (Winter, 1980-1981).
Rabin, Alan, Pratt, Leila J. "A Note on Heller's Use of Regression Analysis" IMF Staff Papers (March,
1981).
Mixon, J. Wilson, Pratt, Leila J. and Wallace, Myles S. "The Short-Run Transmission of U.S. Price
Changes Under Fixed and Flexible Exchange Rates: Evidence from the U.K." Southern Economic
Journal (April, 1981).
Pratt, Leila J., Davis, Lloyd D. "The Use of Computer Aided Instruction in the Teaching of
Macroeconomic Principles" The Educational Catalyst (Fall, 1980).
Mixon, J. Wilson, Pratt, Leila J. and Wallace, Myles S. "Money & Income in Canada; Fixed and Flexible
Exchange Rates" Review of Business and Economic Research (Fall, 1980).
Mixon, J. Wilson, Pratt, Leila J. and Wallace, Myles S. "Money-Income Causality in the U.K.: Fixed and
Flexible Exchange Rates" Southern Economic Journal Volume 47, No. 1 (July, 1980).
Pratt, Leila J. "Occupational Licensing and Interstate Mobility" Business Economics, (May, 1980).
Pratt, Leila J., Wallace, Myles S. and Mixon, Wilson. "Money Income Causality and Fixed Rates: Further
Evidence From Germany" Atlantic Economic Journal Volume 8, No. 1 (March, 1980).
Pratt, Leila J., Davis, Lloyd, Sikora, James. "Business Profits as Perceived by Chattanooga High School
Juniors and Others" Educational Catalyst Volume 9, No. 2 (Fall, 1979).
Mixon, J. Wilson, Pratt, Leila J. and Wallace, Myles S. "Cross National Money to Income Causality: U.S.
Money to UK Income" Journal of Money Credit and Banking Volume 11, No. 4 (November,
1979).
Pratt, Leila J. "A Users Guide to IDA (Interactive Data Analysis)" Academic Computing, The University of
Tennessee at Chattanooga, 1976.
Wallace, Myles, Pratt, Leila J., and Mixon J. Wilson. "Money, Income, and Causality in Canada: Fixed and
Flexible Exchange Rates." Atlantic Economic Journal Volume 5, No. 3 (December, 1977).
Pratt, Leila J. "An Economic Analysis of the Effects of Occupational Licensure on Income" in Perspectives
on Occupational Licensure, Occasional Papers in Consumer Studies, University of Tennessee,
Winter, 1977.
SERVICE ACTIVITIES
Vice Chairman of the City of Chattanooga Waste Water Regulations Appeals Board. This is a non-paid
position appointed by the Mayor and approved by the City Council, which I have held since 1977.
Board of Directors for the Academy of Economics and Finance. Elected in 2005 to serve a three year term
running from 2006-2008.
Executive Committee of the Western Social Science Association. Elected in 2006 to serve a three year
term running from 20072009.
Vice President of the Western Social Science Association. Elected 2009 to serve a one year term.

232

Served as a referee for:

The Journal of Economic and Finance
Regional Business Review
Social Science Journal
Southwestern Economic Review
Quarterly Journal of Business and Economics
Contemporary Economic Policy
Reviewed economics textbooks for:
Prentice-Hall
Dryden
Blackwell
Harper-Collins
Pearson
UTC Committee Service:
Faculty Council
Honor Court
Graduate Council Committee to Evaluate Freshman Seminar
Curriculum
Chancellor's Women's Committee
Faculty Research
CECA Grants Committee
Athletics
CECA Evaluation Advisory Panel
Faculty Development
APR Improvement Committee

CURRICULUM VITAE

Updated October 2009

Felicia B. Sturzer
Address: 70l3 Genoa Drive
Chattanooga TN 3742l
sturzerf@bellsouth.net

Telephone: 423-899-9467

EDUCATION
Institution

Dates

Degree

Colorado College
Brandeis University
l968
University of Wisconsin, Milwaukee
l970
State University of New York, Buffalo
1973

l964-66
l966-68

B.A. cum laude,

l968-69

M.A. in French,

l969-73

Ph.D. in French,

Doctoral Dissertation: "Levels of Meaning in the Novels of Marivaux"

Professor Ren Girard, Dissertation Director

233

TEACHING EXPERIENCE
1990-Present
lang. & lit.

Professor of French

1985-1990
lit.

Associate Professor of French

1977-1984
lit.,

Assistant Professor of French & German

All levels of French lang. &

UTC-Chattanooga

Elementary and Intermed.

1974
Advanced &

Lecturer in French, Brandeis University

Readings in French;

Dept. of Romance &Comparative Lit.

Waltham, Mass.

Intermediate French

1969-1973
French

Graduate Assistant, State University of

Elementary, Intermediate

New York, Buffalo- Dept. of French

Reading French

Dept. of Foreign Languages & Literatures

University of Tennessee at Chattanooga

Womens Studies

All levels of French lang. &

UTC-Chattanooga

German

Fall 2003

All levels of French

Sabbatical

AWARDS AND GRANTS

2001-2002

Library Enhancement Grant

October, 2002

Speakers and Special Events Grant for visit of Yvette Roudy to UTC

1997-98

UTC Instructional Excellence Grant for Oral Proficiency Training Kits in

French
and Spanish: $730.

Summer, 1996

UTC Faculty Research Grant-"The Novels of Marie-Jeanne Riccoboni"

Summer,
1994-96

Co-Director of two-year grant from U.S. Department of Education to

internationalize the curriculum at UTC Total: $112,850

Summer, 1993
Women

NEH Study Grant - Images of Women in 18th Century. Fr. Fiction by

sponsored by the

UC Foundation Faculty Development Grant - to attend seminar

Chambre de Commerce et dIndustrie de Paris - Le Point Sur L

Actualit Politique,
Economique et Sociale - June 28 - July 2, Paris, France
.
1991

University Honors Program Workshop.

Women's Studies Spring Colloquia. Faculty Development Grant (with
Kay Chitty)

234

1990

Instructional Excellence Grant

Summer, l989

Qubec Government Grant, Ministry of International Affairs and

UTC Faculty Research Grant to develop a course on qubcois language
and literature.

l988-89

Consultant: "Achieving an Articulated Curriculum, K-8," a

collaborative effort by UTC, the TN Foreign Language Institute and the
Chatta. School for the Arts and Sciences

Summer, l988 Consultant: Family-Oriented Language Dynamics Suzuki workshop;

For. Langs. Dept., Middle Tennessee State University, Murfreesboro,
TN.
NEH Workshop--University Honors Program--May l7-28.
Fellow of Tennessee Collaborative Academy, August l-5, Knoxville TN.
l987

Instructional Research Grant

Center for Excellence in Computer Application Grant

Summer, l987 Tennessee Higher Education Commission and UTC: "Bridging the Gap
in Foreign Languages"--A Summer Mini-Institute for French & Spanish
Teachers (co-author)
Summer, l986 UC Foundation Summer Fellowship
Mellon Faculty Development Grant; attended seminar on "Derrida and
Deconstruction" at Vanderbilt University in Nashville TN
l98l

Grant from Speakers and Special Events Committee for plenary speaker
at
Southeastern American Society for Eighteenth Century Studies
Conference

Summer, l98l

U of Chattanooga Foundation Gen. Ed. Grant resulting in a new course

for Modern Langs., "Modern French and German Literature: Alienation
through Conflict", certified for General Education credit

l97l-72

NDEA Fellowship, SUNY, Buffalo

l968-69

University Fellowship, University of Wisconsin, Milwaukee

RESEARCH AND PUBLICATIONS

Articles
Writing the Self and Textual Authority in the Letters of Julie de Lespinasse, XVIIINew Perspectives on the Eighteenth Century, vol. 5, No. 1, Spring 2008.
Love and Disease The Contaminated Letters of Julie de Lespinasse. Studies on
Voltaire and the Eighteenth Century, vol. 9, 2000, 307-320.
"Literary Portraits and Cultural Critique in the Novels of Marie -Jeanne Riccoboni",
French Studies,
Vol. 50, No. 4, October 1996.

235

"Epistolarity and Feminist Discourse: Julie de Lespinasse and Madame Riccoboni".

Transactions of the Eighth International Congress on the Enlightenment in
Studies on Voltaire and the Eighteenth Century, 1992.
"Names, Origins and the Female Voice in Marivaux's La Vie de Marianne", Essays in
French Lit. , No. 27, Nov. 1990.
"Text, Reading and Writing in Marivaux's Pharsamon ou Les nouvelles Folies
romanesques and La Vie de Marianne", Romance Languages Annual, 1989, Vol.
I, 316-321. (Conference Proceedings)
"Teaching Candide: A Debate", The French Review, LXI, #4, March l988, 569-577,
with T.E.D. Braun and M. Meyer
"Narration and the Creative Process in Pharsamon ou Les Nouvelles Folies
romanesques," Studies on Voltaire and the Eighteenth Century, Vol. 249, Nov.
l987.
"Exclusion and Coquetterie: First-Person Narrative in Marivaux's 'L'Indigent
Philosophe,'" The French Review, LV, 4 March l982, 47l - 477.
"The Philosophical Basis of Marivaux's 'Hypocrite,'" French Literature Series, Vol. VI,
l979, 56-65 (Conference Proceedings, see "Papers, Seminars, Conferences").
"'Marivaudage' as Self-representation," The French Review, XLIX, 2 December, l975,
2l2 - 22l .
Essays, Chapters, Translations in Books
Julie de Lespinasse. Dictionary of Literary Biography. Volume 313: Writers of the
French Enlightenment I: 308-316 (Gale Publishing, 2005). (reference work)
Marie-Jeanne Riccoboni, Lettres de Misstriss Fanni Butlerd. Trans.of selected letters.
Intro. with Ruth P. Thomas. In Writings by Pre-Revolutionary Women, ed. A. R.
Larsen & C. H. Winn, Garland Press, 2000, 487-507. Also reprinted in Hell
Hath No FuryWomens Letters from the End of the Affair, ed. Anna Holmes,
Carroll & Graf, New York, 2002, p. 245.
It is that damned woman that has ruined meThe Fragmented Feminine in Anne
Hberts Kamouraska in The Art and Genius of Anne Hbert-Night and the
Day are One, ed. Janis L. Pallister, Fairleigh Dickinson University Press,
Associated University Presses, 2001, 31-39. Reprint from Gender, Race and
Identit,. ed. C. Barrow, J. Phillips, K. Frank and R. Sanderlin, So. Humanities
Press, 1993, 247-254. (See Conference Procedings)
"Julie de Lespinasse". " Gabrielle Emilie du Chtelet". In A Feminist Encyclopedia to
French Literature, ed. Eva M. Sartori. Greenwood Press, 1999, 321-322; 89-90.
(reference work)
"The Text Against Itself--Reading and Writing in Le Paysan parvenu". In Le Triomphe
de Marivaux, A Colloquium commemorating the Tricentenary of the birth of
Marivaux, 1688-1988. Ed. M. G. Badir and V. Bosley, U. of Alberta: 1989, 127134. (Conference Procedings)
Reviews

236

Eighteenth-Century Fiction. (April, 2009).

Herman, Jan, Kris Peeters and Paul Pelckmans, eds. Mme Riccoboni:
Romancire, Epistolire,
Traductrice. La Rpublique des Lettres 34. Leuven: Peeters, 2007.
XVIIIINew Perspectives on the Eighteenth Century. Vol. 5, No. 1 (Spring 2008).
Sheriff, Mary D. Moved by Love: Inspired Artists and Deviant Women in
Eighteenth-Century
France. Chicago: University of Chicago Press, 2004.
The French Review. Vol. 80, #3 (Feb. 2007).
Wyngaard, Amy S. From Savage to Citizen: The Invention of the Peasant in the
French
Enlightenment. Newark: University of Delaware Press, 2004.
The French Review. Vol. 78, #3 (Feb. 2005), 577-78.
Salan, Franck, ed. Pense de Marivaux. Cahiers de Recherche des Instituts
Nerlandais de
Langue et de Littrature Franaise New York: Rodopi, 2002.

XVIII New Perspectives on the Eighteenth Century. Vol. 1 (Spring

2004), 105-107.
Lange, Lynda, ed. Feminist Interpretations of Jean-Jacques Rousseau. University
Park:
Pennsylvania State UP, 2002.

Qubec Studies
Bourdeau, Nicole. Une Etude de Maria Chapdelaine. (Les classiques qubcois
expliqus).
Montral: Boral, 1997.
Klinkenberg, Jean-Marie. Une Etude de Salut Galarneau! (Les classiques
qubcois expliqus).
Montral: Boral, 1997.

Dix-Huitime Sicle
Rand, Richard, ed. Intimate Encounters Love and Domesticity in Eighteenth
Century France.
Princeton: Princeton University Press, 1997.
Schmidt, James, ed. What is Enlightenment? Eighteenth-Century Answers and
TwentiethCentury Question. Berkeley: Univ. of California Press, 1996. (Vol. 30,
237

1998, 639).

Revue Marivaux
Therrien, Madeleine. "La Problmatique de la fminit dans La vie de Marianne,"
Stanford
French Review, Spring, 1987.( May, 1990, No. 1, 144-45).

South Atlantic Bulletin

Werner, Stephen. Socratic Satire: An Essay on Diderot and Le Neveu de Rameau.
Birmingham:
Summa Publications, l987. (Vol. 54, # 1, January, 1989, 123-126).
Edmiston, W. F. Diderot and the Family: A Conflict of Nature and Law. Stanford
French and Italian Studies, 39. Saratoga CA: Anma Libri, l985. ( Vol 51,
#4, November, l986, 139-141).

The Eighteenth Century: A Current Bibliography

Rivara, A. Les Soeurs de Marianne: suites, imitations, variations 1731-1761.
Oxford:
The Voltaire Foundation: The Taylor Institution, 1991. (1991 volume)
Hunting, C. La Femme devant le "tribunal masculin" dans trois romans des
Lumires--Challe,
Prvost, Cazotte. New York, Frankfurt: American University Studies Series
II, Romance
Languages and Literatures, Lang, l987. (n.s. 13, 1988).
Roustang, F. The Quadrille of Gender: Casanova's "Memoirs". Stanford: Stanford
U. Press, 1988. (Forthcoming)
Michael, C. Sur le divorce en France, vu par les crits du 18 e Sicle. Geneva:
Slatkine, 1989. (Forthcoming)

Eighteenth Century Studies

Carrelll, S. L. Le Soliloque de la passion fminine ou le dialogue illusoire.
Tbingen:
Gunter Narr Verlag, l982. ( Vol. l8, #4, Summer, l985, 587-90).
Phillips, R. Family Breakdown in Late Eighteenth-Century France: Divorces in
Rouen l792-l803.
Oxford: Clarendon Press, l980. (Vol. l8, #1, Fall l984, l03-8).
Traer, J. F. Marriage and the Family in Eighteenth-Century France. Ithaca: Cornell
University
Press, l980. (Vol. l8, #l, Fall l984, l03-8).
Modern Language Notes

238

Sherman, C. Diderot and the Art of Dialogue. Droz; Genve, l976. (French issue,
Vol. 94, #4, l979,
904-7).
Cohen. H. La Figure dialogique dans "Jacques le fataliste". Studies on Voltaire and
the Eighteenth
Century, ed. .T. Besterman, (Vol. XLXII. Oxford, 1976).

Papers presented, Seminars, and Round Tables

Paper: Je ne fais pas un romanEpistolary Configurations and Riccobonis Lettres de

Mylord Rivers A
Sir Charles Cardigan, American Society for Eighteenth-Century Studies, March
18-21, 2010,
Albuquerque, NM
Chair: The Epistolary Novel: Reconfiguring Fictional Spaces, Southeastern American

Society for Eighteenth-Century Studies, Feb. 18 20, 2010, Johnson City, TN

Respondent: French LettersReal and Fictional, Southeastern American Society for

EighteenthCentury Studies, March 5-7, 2009, Charlotte, NC

Paper: The Subversive Dynamics of Myth, Gender, and SexualityThe Fairy Tales of

Marie-Catherine
dAulnoy, South Atlantic Modern Language Association, Nov. 7 9, 2008,
Louisville, KY
Paper: Villains, Heroes, Gladiators, Turkish Pirates, and Fairy Tales: Mme dAulnoys

Novel LHistoire
dHypolite, Comte de Douglas. Southeastern American Society for EighteenthCentury Studies,
February 14 16, 2008, Auburn, AL
Seminar Chair: French LettersI: Influences and Intersections and French Letters II:

Real and
Fictional Contexts in Art and Literature. Southeastern American Society for
Eighteenth-Century
Studies, February 14 16, 2008, Auburn, AL
Paper: Council of Scholars, UTC, on Graffignys Letters from a Peruvian Woman, April 16,

2007.
Round Table: Pitching the 18th Century. Presentation: The Discourses of the Age of

Enlightenment.

239

American Society for Eighteenth-Century Studies (Joint with SEASECS),

March 22-25, 2007,
Atlanta, GA
Seminar Chair: French Ties that Bind: Real and Fictional Friends and Family

Relationships.
Southeastern American Society for Eighteenth-Century Studies (Joint with
ASECS), March 2225, 2007, Atlanta, GA
Paper: The Dialectic of Marriage la Marivaux and Riccoboni. South Atlantic Modern

Language
Association, November 10 12, 2006, Charlotte, NC
Paper: He Loves me, he loves me not: Zilias Existential Journey in Graffignys Lettres

dune Pruvienne. Southeastern American Society for Eighteenth-Century Studies,

March 2-4, 2006,
Athens,
GA
Paper: Riccobonis Amlie --Translation, Adaptation or Transcription? Seminar
Chair : Of Mothers

and Children. Southeastern American Society for Eighteenth-Century Studies,

March 3-5, 2005, Myrtle Beach, SC
Paper : La bonne compagnie and the Dialectic of Pleasure in Crbillons Les garements
du coeur et de
lesprit. Seminar Chair: Dictionaries and Encyclopedias.

Southeastern American Society for Eighteenth- Century Studies, March 4 6, 2004,

Savannah, GA
Paper: Reciprocity, Spontaneity, and Authority in the letters of Julie de Lespinasse.

International
Society for Eighteenth-Century Studies, August 3-August 9, 2003, Los Angeles,
CA
Paper: What is Enlightened Sociability? Southeastern American Society for

Eighteenth-Century
Studies, Feb. 28- March 1, 2003, Columbia, S.C.
Paper: Authorship, Authority and Language in the letters of Julie de Lespinasse.
Seminar Chair,
Round Table: The Current State of Research in Eighteenth-Century French

Studies. Southeastern American Society for Eighteenth-Century Studies

Conference, Feb. 28-March 2, 2002, Chapel Hill, NC
Seminar Chair. Women in French Session. South Atlantic Modern Language Association,

Nov. 9-11,
2001, Atlanta, GA

240

Paper: The Dialectic of Truth and Deception in Riccobonis Lettres de la Comtesse de

Sancerre `a M. Le Comte de Nanc. Southeastern American Society for

Eighteenth-Century Studies Conference, March 1-3, 2001, Huntsville, ALA

Paper: Female Desire in Riccobonis Lettres de Mistriss Fanny Butlerd. Secretary,

Women In French Section; Seminar Chair, Qubec Studies meeting: South

Atlantic Modern Language Association, November 10-12, 2000, Birmingham,

ALA

Seminar Chair: The Private Sphere and the Representation of Domestic Spaces in French

and English
Art and Literature. American Society for Eighteenth Century Studies, April
12-16, 2000, Philadelphia, PA

Paper: Configurations of Motherhood and Marivauxs La Vie de Marianne. Qubec

Studies in the Next Millenium, Round Table discussion. Secretary of Qubec

Studies Meeting. South Atlantic Modern Language Association, November 4-6,

1999, Atlanta, GA

Seminar Chair: Women of the French World. Mountain Interstate For. Lang. Conf.,

Oct. 7-9, 1999,

Chatta., TN

Paper: Enlightenment Sociability and the Ideology of Subversion. 10th International

Congress on the Enlightenment, July 25-31, 1999, Dublin, IRELAND

Paper: He Said / She Said: Les Liaisons dangereuses and the Laclos-Riccoboni

Correspondence. American Society for Eighteenth-Century Studies Conference,

April 1-5, 1998, South Bend, IN.

Seminar Chair: Enlightened Sociability / The Sociability of Enlightenment.

Southeastern American Society for Eighteenth-Century Studies Conference,

March 5-8, 1998, Atlanta, GA.

Paper: Coquetry and the Subversion of Enlightenment Sociability, South Atlantic

Modern Language Association, November 13-15, 1997, Atlanta, GA

Paper: "`False Souls, Shrewd Minds, Cruel Hearts`--Men in the Novels of Marie -Jeanne
Riccoboni"; Seminar Chair: "Women In/Of Science--Scientific, Literary and

Philosophical Manifestations in the Eighteenth Century". American Society for

Eighteenth-Century Studies Conference- April 9-12, 1997, Nashville, TN.

Paper: "The Interplay of Voice, Gender and Narrative in Marie-Jeanne Riccoboni's

Inscription of Marivaux's La Vie de Marianne", South Atlantic Modern Language

Association, Nov. 8-9, 1996, Savannah, GA

Paper: "`To Have Lived Without Knowing It'--Coquetry, Aging and Death in Marivaux"-

--American Society for Eighteenth-Century Studies, March 27-31, 1996, Austin,

TX

Seminar Chair: "French Good Ideas"; Program Chair for AATF dinner-business meeting.

Tennessee Foreign Language Teaching Association Meeting, Nov. 4-5, 1995,

Nashville, TN.

Invited Respondent for panel with Dena Goodman, "The Republic of Letters--A Cultural

History of The French Enlightenment", Feb. 15-19, 1995, Southeastern American

Society for Eighteenth-Century Studies, Mobile, ALA

241

Paper: "The Contaminated Letter-Writing and Disease in the Letters of Julie de

Lespinasse" - American Society for Eighteenth-Century Studies Conference-April

5-9, 1995-Tuscon, AZ

Paper: "The Effects of Chicken Soup on Civilization--Marivaux and Utopia (?) -East-

Central American
Society for Eighteenth-Century Studies Conference--October 13-16, 1994,
University Park, PA.

Paper: Literary Portraits and Cultural Critique in the Novels of Madame Riccoboni,-

American Society for Eighteenth Century Studies Conference-March 9-13, 1994,

Charleston, SC

Paper: The Transgression of Masculine Prerogatives in Riccobonis Lettres de Mistriss

Fanni Butlerd,
-South Atlantic Modern Language Association Conference-November 4-6, 1993,
Atlanta, GA

Paper: Challenging Legal Fictions in Marivauxs La Vie de Marianne, - Womens

Caucus Seminar, American Society for Eighteenth Century Studies Conference April 21-25, 1993 - Providence, RI

Seminar Chair for French Studies Session: Discourses of Otherness in French Literary,

Scientific and Philosophic Texts. American Society for Eighteenth Century

Studies Conference - April 21-25, 1993 - Providence, RI

Seminar Chair: "Multi-cultural Issues in Women's Studies - The Politics and goals of

Marketing Multicultural Women's Studies" - South Atlantic Modern Language

Association - November 12-14, 1992 - Knoxville, TN

Paper: "The Discourses of Enlightenment - Text and Intertext" - Paper presented for

competition on "Teaching the 18th Century" - American Society for 18th Century
Studies - March 25-29, 1992, Seattle, WA

Paper: "Issues in teaching Multi-ethnic/Multicultural Women's Literature," Women's

Caucus Special Session panelist. South Atlantic Modern Language Association,

November 14-16,1991, Atlanta, GA

Paper: "Epistolarity and Feminist Discourse: Julie de Lespinasse and Madame Riccoboni," Eighth
International Congress on the Enlightenment, July 21-27, 1991, Bristol, ENGLAND. Seminar Chair
for Women's Studies section.

Seminar Chair: "Discourses of Desire: Textuality, Sexuality and Politics in French

Literature," American Society for Eighteenth-Century Studies Conference, April

10-14, 1991, Pittsburgh, PA

Paper: "I say 'I' and I am another -- The Fragmented Self in Anne Hbert's Kamouraska,",

South Atlantic Modern Language Association, November 15-17, 1990, Tampa,

FL

Paper: "'It is that damned woman that has ruined me'-The Fragmented Feminine in Anne

Hbert's Kamouraska", Southern Humanities Conference, February 28 - March 2,

1990, Chattanooga, TN

Seminar Chair: "Whore or Virgin? Ambiguity and Marginality: Constructs of 'Woman' in

Eighteenth-Century French Literature." Amer. Soc. for Eighteenth-Century

Studies Conf., April 25-29, l990, Minneapolis, MN

242

Paper: "Text, Reading and Writing in Marivaux's Pharsamon ou Les Nouvelles Folies

romanesques". Purdue University Conference on Romance Languages,

Literatures and Film, October 5-8, l989, West Lafayette, IN

Paper: "Names, Origins and the Female Voice in La Vie de Marianne". Northeast

American Society for Eighteenth-Century Studies Conference, October 5-8, l989,

Worcester, MA

Paper: "The Text Against Itself--Reading and Writing in Le Paysan parvenu". Marivaux,

1688-l988: International Colloquium on tricentenary of Marivaux's birth, October

20-22, l988, University of Alberta, Edmonton, Canada

Paper: "Text and Intertext in the Novels of Marivaux". Seminar Chair: "French Prose

Fiction: Feminist Perspectives"- Amer. Society for Eighteenth-Century Studies

Conference, April 21-24, l988, Knoxville TN. Chair, Plenary Session

Paper: "Inscribing the Female Voice in La Vie de Marianne", Mtn. Interstate For. Lang.

Conf., Oct. 8-l0, l987, Richmond, VA

Paper: "Literary Constructs--A Feminist Persepective," Women's Colloquia Series,

January 16, l987, UTC

Paper: "The Textual 'Body' in the Letters of Julie de Lespinasse," Mountain Interstate

Foreign Language Conference, October 10-12, l986, Winston-Salem, NC

Seminar Chair: "Mothers and Daughters in Eighteenth Century French Literature,"

American Society for Eighteenth Century Studies conference, March l3-l6, l986,
Williamsburg, VA

Moderator for "Teaching Candide: A Debate," Amer. Assoc. for Teachers of Fr. Conf.,

Nov. 29-Dec. l, l985, NY, NY

Paper: "Julie's Discourse of Passion: Revelation or Fictionalization of Self?" South

Atlantic Modern Language Association meeting, October 3l-November 2, l985,

Altanta, GA

Paper: "Narration and the Creative Process in Pharsamon ou Les Nouvelles Folies

romanesques," MLA Conf., Dec. 27-30, l984, Washington, DC

Paper: "Marivaux's 'Utopic' Vision: A Developmental Model," Southeast Conference on

Romance Languages and Literatures, March l-3, l984, Winter Park, FL

Seminar Chair: "The Politics of Exegesis and Interpretation," Southern Humanities Conf.,

Feb. 2-4, l984, Chatta., TN

Paper: "Marivaux's Feminism and La Colonie," Amer. Soc. for Eighteenth Cent. Studies

Conf., April 6-9, l983, New York, NY

Seminar Chair: "Marivaux: Philosopher, Critic and Psychologist." American Society for

Eighteenth Century Century Studies Conference, March 25-28, l982, Houston

TX

Paper: "The Philosophical Basis for Marivaux's Hypocrite," French Literature

Conference, Mar. 30-April l, l978, Columbia, SC

243

Research in Progress
Women writers in eighteenth -century France, Enlightenment sociability, the novels of
Marie-Jeanne
Riccoboni, the correspondence of Julie de Lespinasse, cultural studies, the
epistolary novel, the
fairy tale in France
Textbook/Manuscript Evaluation
I have reviewed manuscripts for XVIII New Perspectives on the Eighteenth Century,
where I serve on the Editorial Board.
I have reviewed many articles while serving on the Editorial Board of Women in French
Studies as well as the Graduate Student Prize Committee.
I have reviewed many articles while serving on the Graduate Student Prize
Committee for SAMLA and Southeasterm American Society for EighteenthCentury Studies..

Selected articles/books evaluated:

Family and Revolution in the Plays of Olympe de Gouges. XVIII New Perspectives
on the Eighteenth Century (May 2008).
Remarriage and its Discontents: Young Widows in Mme Riccobonis Fiction.
Women in French Studies (May 2008).
Making Mother and Daughter in Cnie and La Gouvernante. Women in French
Studies (Jan. 2007).
La Femme Selon LEncyclopdie. Women in French Studies Graduate Essay
Evaluation (July, 2006).
Bonheur et Intimit dans Quatre Romans dIsabelle de Charrire. Women in French
Studies. (July, 2006).
Arranged Marriages and Marriage Arrangements in 18th Century French Novels by

244

Women. Women in French Studies (Jan. 2006).

The Century of the Orangutan. Evaluation for XVIII New Perspectives on the
Eighteenth Century, the journal of the Southeastern American Society for
Eighteenth-Century Studies (June, 2002)
Sexual Education as Enlightenment in Riccobonis Lettres de Mistriss Butlerd and
Histoire du Marquis de Cressy. Women in French Studies (September 2002)
"The Look of Love: The Gaze in the Nouvelles of Mme de Tencin". Women in French
Studies (September, 1996)
Trouille, M. Sexual Politics in the Enlightenment: Women Writers Read Rousseau.
Mary Trouille. SUNY Press. (Spring, 1996).
Paroles. D. C. Heath (Houghton Mifflin). (Spring, 1996).
Heilenman, Kaplan, Tournier. Voila! New York: Harper and Row, 1989. (January,
1990).
Enlightened Feminism? Sexual Violence and the Irony of Hopes Abridged. University of
Delaware Press. (January, 1988).
Jones and Kelling. Beginning German. New York: Holt, Rinehart and Winston.

INSTITUTIONAL AND DEPARTMENTAL CONTRIBUTIONS

2008-2009

Acting Dept. Head (Jan. 2009- present)

SACS Compliance Committee
Ad Hoc Advisement Committee
Council of Scholars
Standards Committee
Curriculum Committee
Womens Studies Advisory Council
National French Week
National Foreign Language Week
AdvisorPi Delta Phi Natl French Honor Society

2007-2008

Council of Scholars
Faculty Senate
Merger Agreement Committee
Standards Committee
General Education Committee
Rank and Tenure Committee
Womens Studies Advisory Council
National French Week
National Foreign Language Week
AdvisorPi Delta Phi Natl French Honor Society

2006-2007

Received Exceptional Merit Rating

Elected to Council of Scholars
Faculty Senate
Curriculum Committee
Standards Committee

245

Authored Dept. Curriculum Proposal for submission to Curriculum

Committee
Fall 2006-Independent Study for Chris Conn
Alpha Society Nominations Committee
Womens Studies Advisory CouncilCommittee for a WS Major
Natl French Week and Natl Foreign Language Week Committee
Advisor-Pi Delta Phi --Natl French Honor Society
2005-2006

Curriculum Committee
Womens Studies Advisory CouncilAuthored proposal for a womens
studies major
Natl Foreign Language Week
Womens Caucus Committee
Screening Committee-Spanish position
Alpha Society Nominations Committee
Advisor-Pi Delta Phi (Natl French Honor Society)

2004-2005

2003-2004

General Education Committee

Standards Committee
Departmental Self-Study-Curriculum
Natl French Week and Natl Foreign Language Week
Advisor Pi Delta Phi (Natl French Honor Society)
Womens Studies Advisory Council
Summer, 2003, 2004- Advisement during orientation sessions
Fall termSabbatical
Spring, 2004Acting Dept. Head
Standards Committee
Womens Studies Advisory Board
Organized Natl Foreign Lang. Week
Advisor-Pi Delta Phi (Natl French Honor Society)

2002-2003

Co-author of Cultural Assessment Test-Intermediate French

Organized-presented French music program-National For. Lang. WeekMar., 2003
Participant--In-Service Seminar-Hamilton County foreign language
teachers-March, 2003
Sponsorship of Yvette Roudy to University (fall 2002)
Curriculum Committee
Standards Committee
Rank and Tenure Committee
Womens Studies Advisory Council
AdvisorPi Delta Phi (French Honor Society) since 1978
CoordinatorFrench Courses

2001-2002

2000-2001

Curriculum Committee
Standards Committee
Womens Studies Advisory Council
Freshman and Transfer Orientation programs (summer 2001)
CoordinatorFrench Courses
SACS Accreditation Committee
Curriculum Committee
Womens Studies Advisory Council
CoordinatorFrench Courses
National French Week Coordinated activities

246

Summer 1999

Western Humanities Workshop Lecture on Voltaires Candide.

1999-2000

Received Exceptional Merit rating

SACS Accreditation Committee Undergraduate Curriculum
Department Self-Study Curriculum
Conducted interviews for Honors Program
Womens Studies Advisory Council
Reader for Instructional Excellence Grant-A. Steinhoff
Coordinator French Courses
Advisor Pi Delta Phi (French Honor Society) since 1978

1998-99

Recommended for Exceptional Merit rating

Faculty Council
General Education Committee
Western Humanities Committee
Chair, National Foreign Language Week
Womens Studies Advisory Council
Coordinator - French courses
Departmental Curriculum Committee

1997-98
1997-98

Received Exceptional Merit rating

Faculty Council
Curriculum Committee
Handbook Committee
Womens Studies Council
Search Committee - History Dept.
Coordinator - First-year French courses
Director - Honors Project - Fall, Spring

1996-97

Recommended for Exceptional Merit rating

Curriculum Committee
Coordinator for first year French sections
Cited at SGA Outstanding Seniors Awards ceremony for positive
contributions
International Studies Minor Advisory Committee
Womens Studies Advisory Council
Search Committee--American National Chair in Humanities
Director, 1 Honors project-Fall, 1996

1995-96

Received Exceptional Merit rating

Coordinator, Women's Studies Program
Chair--Search Committee for French position
Co-Director of Grant--U.S. Dept. of Ed. and UTC to internationalize the
curriculum
Director, 1 Honors project Fall 1995, 2 Spring 1996
Cited at SGA Outstanding Seniors Awards ceremony for positive
contributions
Search Committee--American National Chair in Humanities
Curriculum Committee
Co-Chair of Rank and Tenure Committee
Interviewed prospective students for Honors Program-Jan., Feb. 1996
Advisor--French majors and minors

1994-95

Received Exceptional Merit rating

Coordinator, Women's Studies Program
Co-director of grant from U.S. Dept. of Ed. To internationalize the
curriculum

247

Faculty Search committee-History Dept.

Rank and Tenure committee-D. Arfken
Advisor-French majors & minors; Women's Studies minors
Travel, Study, Work Abroad Advisor-French (since 1979)
1993-94

Coordinator, Womens Studies Program

Co-director for grant from the Office of Ed. to internationalize
curriculum
Curriculum Committee
Humanities Advisory Committee-American National Bank Chair of
Excellence

1992-93
Excellence

Coordinator, Womens Studies Program

General Education Committee
Humanities Advisory Committee-American National Bank Chair of

1991-92

Received Exceptional Merit rating

Coordinator - Women's Studies
Academic Standards Committee
College Council
Interview Committee - University Honors Program
UTC Theater Series - Led discussion of "Tartuffe" - November 20, 1991

1990-91

Received Exceptional Merit rating

Coordinator - Women's Studies
Chattanooga College Task Force
Academic Standards Committee
Bill of Rights Planning Committee
Czech Project - Dept. of Theater and Speech
Interview Committee - University Honors Program

1989-90

Received Exceptional Merit rating

Coordinator, Women's Studies
Faculty Council
Academic Standards Committee
Committee on Committees
Interview Committee - University Honors Program
UTC Theater Series, led discussion on "The Seagull", November 5, l989
Coordinator of French Program (since l98l)

l988-89

Faculty Council
Chair, Curriculum Committee, Women's Studies minor
Curriculum Committee
University Honors Program
Faculty Handbook Committee

1987-88

Received Exceptional Merit rating

University Standards Committee (since l986)
Curriculum Committee
Chair, Departmental Rank and Tenure Committee
Summer, l987
"Bridging the Gap in For.
Langs." $l7,500 grant from THEC & UTC-(Institute for
teachers)
UTC Theater Series, "Taming of the Shrew," led discussion, November
14, l987
Chair, Women's Caucus, Amer. Soc. for Eighteenth Cent. Studies
Conf.

248

l986-87

Faculty Council (since l985)

Co-author, THEC Grant for Foreign Languages
Summary of French Program for Departmental Self-Study Document
Introduction of CAI into first-year French Program
Exhibitor for French at Instructional Fair at UTC, November l986
Departmental Library Liaison (since l980)
French Table for Conversation (since l977)

l985-86

Curriculum Committee
Committee on Committees
Chair, Departmental Rank and Tenure Committee (since l984)

l984-85

Academic Standards Committee

l983-84

Scholarship Committee
Continuing Education Committee

l982-83

Academic Standards Committee

l98l-82

Advisement Council
Standards Committee
Coordinator, International Student Exchange Program
Catalogue revisions for French and German minor programs

l980-8l

Faculty Council
Library Committee
Advisement Council
Director, independent studies courses

l979-80

Secretary, Curriculum Committee

University and departmental Self-Study Committees
Advisor, honors thesis, French major

l978-79

Program development, Institute for International Studies

Directed project for development of computer program in French and

German

Honors Court
Advisory Committee for NEH grant applicants
Supervisor, independent study course
Coordinator, first-year French and German courses

l977-78
Meeting with NAFSA consultant to evaluate UTC program in
International Studies
Review of library holdings in French; Advisor for French Club
Coordinator, research grants and procedures for writing grant proposals

PUBLIC-PROFESSIONAL SERVICE
2008-2009

Editorial Board Women in French Studies

Editorial Board XVIII New Perspectives on the Eighteenth

Century
2007-2008

Editorial Board Women in French Studies

249

Editorial Board XVIII New Perspectives on the Eighteenth

Century
Editorial Board Women in French Studies
Editorial Board XVIII New Perspectives on the Eighteenth

2006-2007
Century
2005-2006

Editorial Board-- Women in French Studies

Editorial Board-- XVIII New Perspectives on the Eighteenth Century
Executive BoardSoutheastern American Society for Eighteenth-

Century Studies
2004-2005

Editorial Board-- Women in French Studies

Editorial Board-- XVIII New Perspectives on the Eighteenth Century
Executive BoardSoutheastern American Society for Eighteenth-

Century Studies
2003-2004

Editorial Board-Women in French Studies

Executive Board--SEASECS
Prize Committee-Best Graduate Student Essay -Women In French

Studies
ChairPrize CommitteeBest Graduate Student Essay
Southeastern American
Society for Eighteenth-Century Studies (SEASECS)
Advisory Editor-New Perspectives on the Eighteenth Century
2002-2003

Editorial Board-Women in French Studies

Prize Committee-Best Graduate Student Essay-Women In French
Prize Committee-Best Graduate Student Essay-SEASECS
Invited to evaluate foreign language programAustin Peay SU (April, 2003)

2001-2002
1999)

Editorial BoardWomen in French Studies 2000 issue (since

Prize Committee-Best Graduate Student Prize-SEASECS
Prize Committee-Best Graduate Student Prize-Women In French
Translation of secondary school transcript from Qubec govmt.-for
Caroline PicardMessier
Translation of French phrases for Judith Stantons book on Charlotte
Smiths letters
Lecture on Candide to Aeropagus Club-GPS

2000-2001

Translation of French songs for Girl Scouts

Lecture on Candide to Aeropagus Club-Girls Prep. School
Translation of transcripts from French University

1999-2000

Editorial Board Women in French Studies 2000 Issue

250

1997-1998

Translation of medical records for FACES

Lecture on Candide to Areopagus Honor Club at Girls Preparatory

School
presentation of
1996-1997

award
Committee for Best Graduate Student Prize Panel, SAMLA

1995-1996
Chapter, AATF

1994-1995
of French

President, Tennessee
Committee for Best Graduate Student Essay Prize Panel--SAMLA
Translation of key phrases into French for Olympics
President, Tennessee Chapter American Association for Teachers

Lang. Assoc.
School
plan celebration
1993-1994
Teachers

Chair, Comm. for Best Graduate Student Essay Prize Panel-SAMLA;

Board, Tennessee Foreign Language Teaching Association

Teacher of The Year, Fund for Tomorrow Committees
Comm. for Graduate Student Essay Prize Panel, So. Atlantic Modern
May 21, 1994-Participation in For. Lang. Festival - Brainerd High
Meetings at Regional History Museum --Girl Scouts --committee to
of 75th anniversary of women's right to vote in August, 1995
Vice-President, President Tennessee Chapter-Amer. Assoc. for

of French
Evaluation of documents submitted for promotion/tenure
consideration ( Bonnie
Robb, U. of Delaware, Robert Tomlinson, Emory University)
Translation of French/English documents, as needed
1992-1993
Vice-President, Tennessee Chapter-American Association for
Teachers of French
Evaluation of documents submitted for promotion/tenure
consideration (solicited for
Danielle Johnson-Cousin, Florida International University)
1991-1992

Vice-President - Tennessee Chapter - American Association for

Teachers of
French
Led discussion of Flaubert's Mme Bovary at CSAS--- January
Committee-Best grad. student paper in Womens Studies-- Amer.
Soc. for 18th Cent.
Studies

1990-1991

Chair - Women's Caucus - American Society for 18th Century

Studies
Fall, 1990: Interview for UTC radio regarding Women's Studies
Program
November 8, 1990: Panel member -- "Czech Project " - Bicentennial
Public Library

1989-1990

Chair - Women's Caucus - American Society for 18th Century

Studies (New
Orleans)

251

Meetings with interested secondary school faculty and staff to plan

seminars on
gender- related issues.
Jan. l990: lecture on Voltaire's Candide to Areopagus Honor Club,
GPS
Evaluation of documents submitted for promotion/tenure
consideration (George Poe/
Univ. of the South)
Summer and Fall l989: interviews regarding Women's Studies to news
media

.
l988-1989

Chair - Women's Caucus - American Society for 18th Century

Studies
March l989: Regional French contest for secondary schools
Meetings with foreign language teachers in the city in order to establish
workshops
Jan., l989: lecture on Voltaire's Candide to Areopagus Honor Club at
GPS

l987-1988

Chair - Women's Caucus - American Society for 18th Century

Studies
March 26, l988, coordinator of the regional French contest for secondary
schools.
Jan. l988 gave lecture on Voltaire's Candide to Aeropagus Honor Club,
GPS
October l987 gave radio interview on foreign languages, WUTC.

l986-1987

Chair - Women's Caucus - American Society for 18th Century

Studies
Jan. 1987 gave lecture on Voltaire's Candide, Aeropagus Honor Club,
GPS
January 27-28, l987, served on Foreign Language Task Force,
Nashville TN.

1985-1986

Jan. l986 gave lecture on Voltaire's Candide to Areopagus Honor Club,

GPS
May l985 -attended meeting in Nashville to study the impact of new
foreign language
requirements by the University of Tennessee system on secondary
schools state-wide

l983-1984

Meeting with secondary school French teacher to discuss textbooks,

teaching methods
and expectations for language proficiency, August l984.

l98l-1982

In-service seminar for secondary school language teachers, August 26,

l982 for the
City of Chattanooga
Member, Adult Education Council, UTC International film Series
Comm. l982-83
season
Planning Committee for the Southeastern Amer. Soc. for Eighteenth
Cent. Studies
meeting, Mar. 4-6, l98l, Chatta., TN

1980-1981

Faculty Council
Library Committee
Advisement Council

252

Director, independent studies courses

l978-1979

Seminar for teachers in Hamilton County on "Methods to Stimulate

Interest in
Foreign Languages."

l977-1978

Seminar for secondary school English and foreign lang. teachers

from Hamilton
County and the City of Chatta. "The International Aspect in
the School
Curriculum," Feb. 25, l978-held at the University center and
included invited
speakers from UTC as well as members of the Chattanooga
business
community

PROFESSIONAL ORGANIZATIONS
American Society for Eighteenth-Century Studies, Southeastern American Society for
Eighteenth-Century
Studies, South Atlantic Modern Language Association, American Association for
Teachers of French,
Women in French Studies

253

254

Vita
Ware, Thomas Clayton
Professor of English
University of Tennessee at Chattanooga
Office: Holt Hall 331; Phone: (423) 425-4602; thomas-ware@utc.edu
Married, five children.
Home Address: 620 East Brow Road
Lookout Mountain, TN 37350
Phone: (423) 821-4490
Listed in current edition of Whos Who in American Education,
Listed in current edition of Directory of American Scholars
I. DEGREES
B.A. (English 1957), University of Louisville
M.A. (English 1960), University of North Carolina, Chapel Hill
Ph.D. (English 1969), University of North Carolina, Chapel Hill
Dissertation Title: George Moores Theory and
Practice of the Novel
II. TEACHING EXPERIENCE:
1960-62
Graduate Teaching Assistant, University of North
Carolina at Chapel Hill
1962-1967

Instructor, Assistant Professor, University of Cincinnati

1967-2011

Professor of English University of Chattanooga &

University of Tennessee at Chattanooga
(Phased retirement 2007-2011)

2011-Present Professor Emeritus

III. ADMINISTRATIVE EXPERIENCE:

1972-1993 Head of the Department of English

255

IV. PUBLICATIONS:
Book: Co-author (with Nathaniel Cheairs Hughes, Jr), of Theodore OHara: Poet
Soldier of the Old South (University of Tennessee Press), 1998.

Most Recent Articles

Fiction Still Fights the Civil War: It Aint Over Though its Over. Accepted
for publication and to appear Fall 2008 in War Literature & the Arts: An
International journal of the Humanities
Glory in their Generations: An Excursion Through the Black Belt Cemeteries of
Alabama. Accepted for publication and to appear Summer 2009 in Alabama
Heritage.
The Other Side of the Dream: Sebastian Barrys A Long, Long Way and
Related Works. Working Papers in Irish Studies, 07-02 (2007) 15-28.
Camping Out with Theodore OHara: A Voyage of Discovery,
Kentucky Humanities, October, 2006, 17-24.
Paradise Lost and the Peripeteia in A Portrait of
the Artist as a Young Man. The James Joyce Quarterly. 42.1-2 (Fall 2006).
Rites of Passage: Cinema and Emancipation in Max Wrights Told in Gath, in
Nua: Studies in Contemporary Irish Literature,
5:1, 81-91 (Fall 2006), 81-91.
All Quiet on the Western Front. The Explicator, 63: 2 (Winter 2005), 99-100.
Shepherd in a Soldiers Coat: The Presence of Arcadia on the Western Front.
South Atlantic Review, 68: 1 (Winter 2003), 64-84.
Over the years, author of a number of articles and reviews in such journals as:
James Joyce Quarterly
Studies in Short Fiction
Victorians Institute Annual
Eire Ireland

256

English Literature in Transition

Visvabharati Quarterly
Interpretations
Chattanooga Times& Free Press
Poetry Miscellany
Markers
Lexington, Ky. Herald-Leader

V. SOME RECENT PAPERS READ:

The Irony of Disintegration in Anne Enrights The Gathering:
Or What it Takes to Win a Man Booker Award These Days.
American Conference for Irish Studies Convention, Savannah, GA. March 7,
2008.
How Can We Know the Dancer Pirouettes of Time and Identity in Three
Novels of John Banville. The American Conference for Irish Studies
Convention. Columbia, SC., February 25, 2006.
A Framework of Memory: Aesthetics and Rhetoric at the Chattanooga National
Cemetery (A Slide Lecture). The Symposium on the 19th Century Press, The
Civil War and Free Expression. Chattanooga. TN, November 12, 2005
Where Valor Proudly Sleeps: Some Irish-American Concepts of Honor in the
Old South. South Atlantic Modern Language Association, Atlanta GA, Nov. 5,
2005.
A Framework of Memory: Aesthetics and Rhetoric at the Chattanooga National
Cemetery. Southern Humanities Conference, Chattanooga, TN Feb. 7, 2004.
Speaking in Tongues: Language, Reality, and the Problem of Peace-Making in
Hugo Hamiltons The Speckled People. Speaking in Tongues: Language,
Reality, and thee Problem of Peace-Making in Hugo Hamiltons The Speckled
People. American Conference for Irish Studies. Emory University, Atlanta, GA.
March 12, 2004
The Metaphor of The Crucible in Arthur Millers Autobiography Timebends,
American Literature Session, South Atlantic Modern Language Convention,
Baltimore MD,
November 16, 2002.
George Moores Mothers: A Repudiation of Mother Ireland,
American Conference for Irish Studies, Southern Region Annual Convention,
Feb. 24, 2001, Jacksonville, FL

257

Aliens Among the Permanent Parisians: Oscar Wilde, Gertrude Stein, and Jim
Morrison in Pere La Chaise Cemetery, American Culture Association Annual
Convention, New Orleans, LA, April 21, 2000
Equal in the Face of Death: The Curious Absence of Grave Markers in the
Finns Point National Cemetery, American Culture Association (San Diego),
April 1999
Rites Of Passage: The Emancipating Force of Cinema in Three Irish
Autobiographies, American Council on Irish Studies, (Columbia, SC), April
1998
Glory in Their Generations: An Excursion Through the Black Belt Cemeteries of
Alabama, American Culture Association
(Las Vegas), April 1997
The OHaras of Kentucky: An Irish Odyssey, American Conference on Irish
Studies (Charleston SC), March 1995

VI. SOME RECENT BOOK REVIEWS:

Pete McCarthy, The Road to McCarthy: Around the World in Search of Ireland.
Chattanooga Times Free Press, August 8, 2004, F 6.
The Lewis and Clark Journals: An American Epic of Discovery,
Ed. Gary E. Moulton; I Should Be Extremely Happy In Your Company: A Novel
of Lewis and Clark, By Bryan Hall, Chattanooga Times-Free Press, June 1, 2003,
F6.
Adrian Frazier, George Moore, 1852-1933, English Literature in Transition, 345350, Vol. 44: 3, 2001.
Dan van der Vat, Pearl Harbor: The Day of Infamy--An Illustrated History,
Chattanooga Times-Free Press, July 21, 2001, F6.
Jacques Barzun, From Dawn to Decadence: 500 Years of Cultural Life, 1500-2000,
Chattanooga Times-Free Press, January 7, 2001, F6
Brenda Maddux, Yeatss Ghosts: The Secret Life of W.B. Yeats,
Chattanooga Times-Free Press, June 18, 2000, F6
Peter Sheridan, 44 Dublin Made Me, Chattanooga Times-Free Press, November 21,
1999, F6

258

Richard Holmes, Coleridge: Darker Reflections, Chattanooga Times-Free Press,

July 25, 1999, H6
Pat Barker, The Ghost Road, Chattanooga Free Press, March 3, 1996, L4

VII. MEMBERSHIPS & OTHER PROFESSIONAL SERVICE

President of The Irish Studies Section, South Atlantic Modern Language
Association (SAMLA) 2005
Chair and one of five members of the South Atlantic Review Award Committee
of SAMLA, which determines the winner of The Outstanding Article published
annually in that journal. A five year term ended. November 2003
Reader-Evaluator of Manuscripts for the University of Tennessee Press, 19992006; ongoing
Served as a member of the Executive Committee of The American Conference for
Irish Studies/Southern Region (1997-1998).
Hosted the Annual Conference in Chattanooga, 1997 and 2003.
Membership in several professional organizations, including National Council of
Teachers Education; South Atlantic Modern Language Association; Tennessee College
English Association; South Atlantic Association of Departments of English; American
Council for Irish Studies.
VIII. Teaching and University Service
A. Teaching and Advising
As phased retiree I continued to teach a reduced load of 6 hours a semester, usually one
graduate course and an undergraduate section a term. I believe three words still
characterize my teaching: enthusiasm, versatility, variety. Over the past few years I have
taught at least fifteen different courses, several which I created, including English 257
(The Romantic Experience), 317/574 (English Romantic Period), (318/575 (Victorian
Literature), English 319/576 (English Transitional Period, 1880-1920), English 500
(Introduction to Graduate Studies), and several graduate level seminars on Major British
Figures, such as James Joyce, William Butler Yeats, Thomas Hardy, and D. H. Lawrence.

259

In the main, my evaluations have been strong, emphasizing inventiveness, lively and
sometimes termed passionate attitudes towards my subject matter.
B. University Service
Over the years, including recent tones I was several times appointed to the
University Athletics Committee. For a ten year period I served on that committee and the
UTC Athletics Board, chairing both bodies. For three years I also served as the UTC
Representative to the Southern Conference and to the NCAA.
I have now relinquished my duties as the official University Pre-Law advisor
which I had been for over 30 years. In the progress of any given semester, I continue to
advise a number of other undergraduate and graduate students
UTC Faculty Secretary (1998-1999); served also s Secretary of the Faculty
Council for two years, in the 1970s
Chair and Member of the Scholarships Committee intermittently since 1968, with
special responsibility for the Chapin-Thomas awards to the University of
Cincinnati College of Law and a scholarship to the UT Law School.. This has
been my primary university committee appointment for the past few seasons; and
was a member, 2005-2006.
Served as Assistant Marshal, UTC Commencements, on and off over the past 20 or
so years.
C. Department Service
Most recently I have been a member of such committees as Library
Resources, Graduate Advising, and Public Occasions.
Chaired the Rank and Tenure Committee annually for about six or seven
years Presented a paper on the average of twice a year for the department series
Works in Progress since its inception.
IX. Other Recent Service Functions
A. National
Selected, with grants, for participation in three (3) National Endowment for
the Humanities Summer Seminars; 1977, Columbia University; 1981, Columbia
University; 1987, Northwestern University;
Selected , with grant, for participation, NEH Institute, Johns Hopkins University.

260

Served as one of three judges nationally in the 1997 national competition

for the Outstanding Teacher of American History, sponsored annually by National
Society of The Daughters of the American Revolution (responsibility involved
evaluating packets of nominees submitted by branches of the D.A.R. across the
country).
B. Regional
Served as pronouncer for the READ Chattanooga Annual Grown-Up
Spelling Bee, for several years
Co-ordinated and chaired a session with the English faculty of Soddy High
school and faculty members from local colleges and universities for the purpose of
improving English skills for college-bound students. Spring 2003
Read The Lincoln Portrait with the Chattanooga Symphony Orchestra
Performer and Stage Director of dramatic scenes from Romeo and Juliet
and A Midsummers Night Dream for the Chattanooga Symphony Orchestras
production of Incidentally Shakespeare at the Tivoli Theatre, March 8-9, 2001.
Lecture on biographical research, Signal Mountain Genealogical Society,
Spring 2001
Lecture on James Joyces A Portrait of the Artist as aYoung Man,
Cleveland (TN) High School Senior Honors Class, Spring 2000.
Slide-Lecture on Dantes Inferno, Areopagus Club, Girls Preparatory
School, Spring 2000.
Extended Interview on WTVC, Channel 9 on subject of Modern Irish
History, Summer 2000
Host-Organizer, American Council for Irish Studies, South Regional
Annual Convention, Chattanooga Choo-Choo Holiday Inn, Feb., 1997;
again in Feb. 27-March 1, 2003; will do so again in Match of 2009.
Chaired sessions at several professional conferences in recent years:
i.e., American Council for Irish Studies (Clemson University,
Spring1999); SAMLA, American Literature Section, Nov. 16, 2002 SAMLA Irish
Studies Section, Nov. 5, 2005
Pronouncer: Chattanooga Times (Scripps-Howard) Spelling Bee, 1983-1999
Pronouncer, Chattanooga Times In-House Spelling Bee (in preparation for
the annual READ community competition),.

261

Conducted various workshops and lectures at such local schools as Lee

University, Baylor School, Girls Preparatory School, Red Bank High School, Soddy
High School, Whitwell High School.
Occasional consultant to local law firms (i. e., Crutchfield and Benson) and
other organizations and private citizens on matters of language and interpretation.

Dr. Tamara (Talia) Welsh

Curriculum Vitae
Department of Philosophy and Religion # 2753
The University of Tennessee at Chattanooga
615 McCallie Ave, Chattanooga, TN 37403-2598
e-mail: Talia-Welsh@utc.edu
phone: cell: 423-316-1279, work: 423-425-4318
Academic Positions
Associate U.C. Foundation Professor: University of Tennessee at Chattanooga (2002+)
Instructor: Dowling College, Oakdale, New York (2000-2001)
Instructor: Stony Brook University (1997-2000)
Education
1996-2002

Ph.D. in Philosophy, Stony Brook University (State University of New

York at Stony Brook)
Dissertation: Originary Experience: The Role of Psychology in MerleauPontys Phenomenology (Ed Casey and Lszl Tengelyi, directors)

2000-2002

Doctoral Student in the Collegium Philosophiae Transatlanticum (joint

research colloquium involving Stony Brook University, Emory University,
Universitt Marburg, and Universitt-Gesamthochschule Wuppertal)

1991-1995

B.A. in Philosophy and Business Administration, University of Puget

Sound, Tacoma, Washington

Areas of Specialization
Continental Philosophy (esp. Phenomenology), Philosophy of Psychology, Feminist
Theory

262

Areas of Competence
19th Century Philosophy, Aesthetics
Awards & Fellowships
2009
Above and Beyond Award for Professors, Student Support Services,
U.T.C.
2006

U.C. Foundation Professorship (honorary professorship for the length of

ones career at U.T.C.)

2006

Faculty Research Associate (course release to write grants)

2006

Faculty Summer Fellowship, U.T.C.

2006

Research Associate (course release to write academic grants), U.T.C.

2003-2005

Faculty Development and Lupton Grants for Travel, U.T.C.

2000-2002

Academic Fellowship in the Collegium Philosophiae Transatlanticum

(graduate award to pursue a joint German-US dissertation), Stony Brook
University and Bergische Universitt Wuppertal

2000
Presidents Commendation for Graduate Teaching Excellence, Stony
Brook University
1998-1999 Annual Fellowship for Study and Research through the Deutscher
Akademischer Austauschdienst (German Academic Exchange Service) Research
university: Bergische Universitt Wuppertal. Wuppertal, Germany
1996-2000 Teaching Assistantship. Stony Brook University
1993-1995 University of Puget Sound Academic Merit Scholarship
Languages
English, French, German
Publications
A. Books:
(2) The Child as Natural Phenomenologist: Primal and Primary Experience in MerleauPontys Child Psychology. (Evanston, Illinois: Northwestern University Press) (under
review)

263

(1) Translation: Child Psychology & Pedagogy: Maurice Merleau-Ponty at the Sorbonne,
Maurice Merleau-Ponty (Evanston, Illinois: Northwestern University Press) (In press,
anticipated publication, Spring 2010)
B. Book Chapters:
(4) Mr. Monk the Phenomenologist. Mr. Monk and Philosophy. Ed. D.E. Wittkower.
(Chicago: Open Court, 2010).
(3) The Developing Body. Intertwinings: Merleau-Pontian Reflections on Body, World
and Intersubjectivity. Ed. Gail Weiss. (New York: SUNY Press, 2008) pgs. 45-59.
(2) Merleau-Ponty on Cultural Schemas and Childhood Drawing. Art, Society, and
Friendship. Ed. Julia Jansen, Francis Halsall and Sinead Murphy. (accepted, contract
pending)
(1) Das Selbst als Andere: die Ungewissheit des Bewusstseins. Der Andereein
alltglicher Begriff in philosophischer Perspektive. (Leipzig: Leipziger
Universittsverlag, 2001) pgs. 35-41.
C. Articles
(8) Childs Play: Anatomically Correct Dolls and Embodiment. Human Studies, 30 (3),
2007, pp. 255-267 [peer-reviewed]
(7) Andr. fold: the reader. Ed. Rebecca Targ.
http://www.fold2007.com/thisissue.html
(6) Primal Experience in Merleau-Pontys Philosophy and Psychology. Radical
Psychology, 6 (1), 2007. [peer-reviewed] http://www.radpsynet.org/journal/vol61/index.html
(5) From Gestalt to Structure. Theory & Psychology, 16 (4), 2006, pp. 527-551. [peerreviewed]
(4) Do Neonates Display Innate Self-Awareness? Why Neonatal Imitation Fails to
Provide Sufficient Grounds for Innate Self and Other-Awareness. Philosophical
Psychology, 19 (2), 2006, pp. 221-238.
[peer-reviewed]
(3) The Retentional and the Repressed: Does Freuds Concept of the Unconscious
Threaten Husserlian Phenomenology? Human Studies, 25 (3), 2002, pp. 165-183. [peerreviewed]
264

(2) The Logic of the Observed: Merleau-Pontys Conception of Women as Outlined in

his 1951-1952 Sorbonne lecture The Question of Method in Child Psychology.
Symposium: Journal of the Canadian Society for Hermeneutics and Postmodern Thought,
5 (1), 2001, pp. 83-94. [requested article]
(1) Translation: Science as the New Religion Paul Valadier. Nietzsche and the
Philosophy of Science. With Lysane Fauvel. Eds. Babette Babich and Robert S. Cohen
(Dordrecht: Kluwer, 1999) pgs. 2241-252. [translation]
Invited Presentations
(12) The Politics of Fat. Berry College. Mount Berry, Georgia. April 17th, 2008.
(11) A Phenomenology of Primal Experience: Merleau-Pontys Philosophy and
Psychology. Carleton University. Ottawa, Ontario. February 13th, 2007.
(10) Is Fat a Feminist Issue? Female Body Images. Florida Atlantic University, Boca
Raton, Florida. January 24th, 2007.
(9) Merleau-Pontys Philosophy of Psychology. Florida Atlantic University, Boca
Raton, Florida. January 23rd, 2007.
(8) Normality and Abnormality: When is a Subject a Person? American Association of
Mental Retardation. Development Resource Center. Chattanooga, Tennessee.
November 10th, 2006.
(7) Merleau-Pontys Phenomenology of Perception. Vanderbilt University. Nashville,
Tennessee. September 11th, 2006.
(6) Merleau-Ponty's Sorbonne Lectures. University of Memphis. Memphis,
Tennessee. March 17th, 2006.
(5) Principles of a Philosophy of Psychology. University College Cork, Cork, Ireland,
July 2005.
(4) Interiority/Exteriority: Philosophical and Artistic Perspectives. Eyedrum Art
Gallery, Atlanta, December, 2004.
(3) Merleau-Pontian Replies to Empirical Claims in Psychology. Temple University,
Philadelphia, November, 2004.
(2) The Young Merleau-Pontys Work in Science and Psychology. University of
Guelph, Guelph, Ontario, Canada, January, 2002.

265

(1) The Young Merleau-Pontys Work in Science and Psychology. University of

Ottawa, Ottawa, Ontario, Canada, January, 2002.
Conference Presentations
(22) Pregnant Embodiment and Phenomenology. Philosophical Inquiry into
Pregnancy, Childbirth and Mothering. University of Oregon, Eugene, Oregon, May 15th,
2009.
(21) The Role of Feminist Theory in Transformative Consumer Research. 9th ACR
Conference on Gender, Marketing and Consumer Behavior. Simmons College, Boston,
Massachusetts, June 18th, 2008.
(20) Radical Embodiment: Fat Female Bodies and Health Normalization. Society for
Women in Philosophy-Eastern Division. John Carroll University, Cleveland, Ohio, April
12th, 2008.
(19) Radical Embodiment: Fat Female Bodies and Health Normalization.
philoSOPHIA: a feminist society. Decatur, Georgia, March 22nd, 2008.
(18) Who is truly seeing the world? The importance first-person accounts of autism for a
phenomenology of perception. [poster presentation] Toward a Science of
Consciousness. University of Arizona. Tucson, Arizona. April 7th, 2006
(17) Of Cats and Babies: when is a being self-aware? Tennessee Philosophical
Association. Vanderbilt University, Nashville, Tennessee, November 2005.
(16) The Child as Natural Phenomenologist: Merleau-Pontys Child Psychology. The
Merleau-Ponty Circle. University of Oregon. Eugene, Oregon, September 2005.
(15) Experimental Psychology and Phenomenologys Search for an Innate Theory of
Mind. European Society for Philosophy and Psychology. University of Lund. Lund,
Sweden, August 2005.
(14) Does an Infantile Theory of Mind Exist? Phenomenology, Intersubjectivity, and
Theory of Mind. International Association for Phenomenology and the Cognitive
Sciences. University of Central Florida, Orlando, Florida, January, 2005.
(13) The Diversity of Desirable Bodies Mammies and Jezebels: Persistent Images of
Women in the 21st Century. Hawaii International Conference on Social Sciences.
Honolulu, Hawaii, June, 2004.
(12) Jean Laplanche: The Alterity of the Mother. Society for Phenomenology and
Existential Philosophy. Boston College and Boston University, Boston, November,
2003.

266

(11) The Potential Philosophical Implications of Neonatal Imitation: Why Neonatal

Imitation Fails to Provide Sufficient Grounds for Innate Self and Other-Awareness.
International Association for Phenomenology and Cognitive Sciences. Institute of
PhilosophyKatholieke Universiteit Leuven, Leuven, Belgium, September, 2003.
(10) Is the Theory of the Unconscious Important for Phenomenology? A
Phenomenological Critique of the Unconscious and a Reply. The Tennessee
Philosophical Association. Vanderbilt University, Nashville, Tennessee, November,
2002.
(9) Merleau-Pontys Early Engagement with Hegel (via Kojve). The Society for
Phenomenology and Existential Philosophy. Loyola University, Chicago, Illinois,
October, 2002.
(8) The Subjects Beginning: A Psychological-Philosophical Study. The International
Association for Philosophy and Literature. Spellman College, Atlanta, Georgia, May,
2001.
(7) The Developing Body: A Reading of Merleau-Pontys Sorbonne Lectures. The
Merleau-Ponty Circle. George Washington University: Washington, D.C, September,
2000.
(6) The Logic of the Observed: Merleau-Pontys Conception of Women as Outlined in
his 1951-1952 Sorbonne Lecture The Question of Method in Child Psychology. The
Canadian Society for Hermeneutics and Postmodern Thought/La Socit canadienne
pour lhermneutique et la pense postmoderne. University of Edmonton, Edmonton,
Alberta, Canada, June, 2000.
(5) Does Merleau-Pontys Phenomenology Further Psychoanalytic Practice? An
Examination of the Relationship Between Merleau-Ponty and Freud. The Merleau-Ponty
Circle.. North East Wales Institute, Wrexham, Wales, U.K., May, 1999.
(4) Reply to Eugen Fink: Addressing the Phenomenological Critique of the
Unconscious. Society for Phenomenology and Existential Psychology. University of
Oregon, Oregon, Eugene, November, 1999.
(3) Merleau-Pontys Phenomenology and Freuds Psychoanalysis. Association for the
Psychoanalysis of Culture and Society. Columbia University, New York, New York,
December, 1999.
(2) Das Selbst als Andere: die Ungewissheit des Bewusstseins. 5. Interdisziplinrer
Arbeitskreis fr philosophische Reflexion in Georgsmarienhtte. Mnster, Germany,
October, 1999.
(1) Francis Bacon: Plan and Accident. Twenty-First Annual Mid-South Philosophy
Conference. University of Memphis, Memphis, Tennessee, March, 1997.

267

Referee Work
-Article reviewer for Hypatia (2009)
-Article reviewer for Social Theory and Practice (2009)
-Paper and Symposium reviewer for the Theoretical & Philosophical Division (24) of the
American Psychological Associations 2009 Conference
-Article reviewer for Theory & Psychology
-Book reviewer for Duquesne Press
-Book reviewer for Prentice Hall
-Text proposal reviewer for Broadview Press
Reviews
(14) Descartes Baby. Paul Bloom. (Basic Books, 2004) www.mentalhelp.net/books

(13) Blackwell Handbook of Childhood Cognitive Development. Usha Goswami, ed.

(Blackwell, 2002) www.mentalhelp.net/books
(12) Body Work: Beauty and Self-Image in American Culture. Debra L. Gimlin.
(University of California Press, 2002) www.mentalhelp.net/books
(11) The Phenomenology Reader. Eds. Dermot Moran and Timothy Mooney. (Routledge,
2002) www.mentalhelp.net/books
(10) The Philosophy of Merleau-Ponty. Eric Matthews. (McGill-Queens University
Press, 2002) www.mentalhelp.net/books
(9) The Birth of Pleasure. Carol Gilligan. (Knopf, 2002) www.mentalhelp.net/books
(8) Phenomenology and Existentialism (Second Edition) Robert C. Solomon, ed. (Roman
& Littlefield, 2001) www.mentalhelp.net/books
(7) Anna Freud: A View of Development, Disturbance and Therapeutic Techniques.
Rose Edgcumbe (Routledge, 2000) www.mentalhelp.net/books
(6) The Soul Knows No Bars: Inmates Reflect on Life, Death and Hope. Drew Leder,
Forward by Cornel West. (Rowman & Littlefield Publishers, 2000)
www.mentalhelp.net/books
(5) Errant Selves: A Casebook of Misbehavior. Edited by Arnold Goldberg. (The
Analytic Press, 2000) www.mentalhelp.net/books
(4) Body Images: Embodiment As Intercorporeality. Gail Weiss. (Routledge, 1999)
www.mentalhelp.net/books

268

(3) Does the Woman Exist? From Freuds Hysteric to Lacans Feminine. Paul
Verhaeghe. Translated by Marc du Ry. (New York: Other Press, 1999)
www.mentalhelp.net/books
(2) The Clinical Lacan. Jol Dor. Translated by Susan Fairfield. (New York: The Other
Press, 1999) www.mentalhelp.net/books
(1) Thinking from A to Z. Nigel Warburton in Journal Phnomenologie, edited by
Gruppe Phnomenologie in Vienna (Vienna: Universittsverlag, 1997)

Professional Service at the University of Tennessee at Chattanooga & Community

Committees at UTC:
-Womens Advisory Council Member for the Womens Studies Program (2007+)
-Scholarship Committee (2007-2009)
-Chair of the Subcommittee on Grants and Funding for the International Studies Program
at UTC (2009)
-H.H. Battle Professorship CommitteePublic Relations Director (a professorship
designed to encourage African-American students to attend university) (2003-2007)
-University Senate (2004-2005)
Other Service at UTC:
-Coordinator of the annual SEWSA (Southeastern Womans Studies Association) 2007
conference at UTC: Talking Back/Moving Forward: Gender, Culture & Power
-W.A.C. (Womans Action Council) Faculty Adviser (2003)
-Professor in FreshLife Program. (An interdisciplinary learning-community program for
first-year students) (2005)
-Philosophy Club Advisor (2003-2004)
-Chair of the Search Committee for the Modern Philosophy/Analytic Position (20032004)
Community:
-Human Rights Committee Member for Open Arms Care, Chattanooga, TN (Assisted
living facility for developmentally disabled adults) (2007+)
-Hotline volunteer for Partnership for Women, Families, and Children (2009+)
Courses Taught
Assistant Professor: University of Tennessee at Chattanooga (2002+)
Philosophy 498, Individual Studies: Merleau-Ponty (2005)
Philosophy 489, Individual Studies: Foucault (2004)
Philosophy 489, Individual Studies: Hegel (2003)
Philosophy 491, Philosophers of Suspicion: Marx, Nietzsche, Freud (2005, 2007)
Philosophy 491, 19th Century Philosophy (2003)
Philosophy 486, Womens Studies 486, Feminist Theory (2003, 2005, 2007,
2009)
Philosophy 442, Philosophy of Mind (2006, 2009)

269

Philosophy 425, Ethics and the Professions (2008)

Philosophy 364, Phenomenology and Existentialism (2002, 2004, 2006, 2008)
Philosophy 336, Aesthetics (2004)
Womens Studies 200, Introduction to Womens Studies (2005)
Philosophy 115, Western Humanities II (2003-2004)
Philosophy 113, Western Humanities I (2002-2004)
Philosophy 102, Western Philosophical Traditions II (2004-2009)
Philosophy 101, Western Philosophical Traditions I (2006)
Instructor: Dowling College, Oakdale, New York (2000-2001)
Philosophy 124, Existentialism in Theater, Literature, and Philosophy (2001)
Senior Seminar 133, Feminist Approaches to Contemporary American Culture
(2001)
Instructor: Stony Brook University (1997-2000)
Philosophy 100, Concepts of the Person (2000)
Philosophy 104, Moral Reasoning (1997, 1998)
Philosophy 108, Critical Reasoning (1999)
Organizational Affiliations
-American Philosophical Association
-International Association for Phenomenology and the Cognitive Sciences
-Merleau-Ponty Circle
-Society for Phenomenology and Existential Philosophy
-Tennessee Philosophical Association
-International Association for Philosophy and Literature
References
-Professor Edward S. Casey, Department of Philosophy, SUNY at Stony Brook
escasey@notes.cc.sunysb.edu
-Professor Lszl Tengelyi, Universitt-Gesamthochschule Wuppertal
tengelyi@uni-wuppertal.de
-Professor Kelly Oliver, Department of Philosophy, Vanderbilt University
kelly.oliver@vanderbilt.edu
-Professor Len Lawlor, Department of Philosophy, Penn State University, lul19@psu.edu

Michelle White, Ph.D.

UC Foundation Associate Professor
University of Tennessee at Chattanooga, Department of History
Department #2052
Chattanooga, TN 37403-2598
Email: Michelle-White@utc.edu
Phone: (423) 425-4570
(423) 425-4561
Academic Degrees
York University, Toronto, Ontario, Canada June 2001
Doctor of Philosophy (History)

270

York University, Toronto, Ontario, Canada September 1994

Master of Arts (History)
Memorial University of Newfoundland, St. Johns, October 1992
Newfoundland, Canada
Bachelor of Arts (Hons.) (History)
Teaching Experience
University of Tennessee at Chattanooga, August 2007 - the present
UC Foundation Associate Professor of History
University of Tennessee at Chattanooga, August 2005 - August 2007
UC Foundation Assistant Professor of History
University of Tennessee at Chattanooga, August 2001 - August 2005
Assistant Professor of History
History 104: World Civilizations II, c.1000-1800
History 311: Medieval Europe, c. 400-1400
History 323: History of England to 1688
History 324: History of England, 1688 to the Present
History 385: Tudor and Stuart England (UTC at Oxford Summer Program)
History 422: Women in European History, c.1000-1800
History 485: Departmental Honors
Academic Honors and Awards
UC Foundation Faculty Development Grant October 2007
Student Government Association (SGA) Outstanding Teacher Award 2006-2007
University of Tennessee National Alumni Association (UTNAA) Michelle White, Ph.D. 2

271

Outstanding Teacher Award 2006-2007

UC Foundation Faculty Development Grant January 2006
UTC Student Alumni Council Favorite Faculty Award April 2006
UC Foundation Faculty Development Grant September 2006 UTC Faculty Summer
Fellowship Summer 2006
UTC Speakers and Special Events Award October 2006
UC Foundation Professorship, selected by the UC Foundation Board of Trustees for
dedication to teaching, scholarship, and public service. 2005
UTC Faculty Research Grant 2003
Memorial University of Newfoundland: J.W. Pickersgill Memorial Fellowship 1997-2000
York University: Faculty of Graduate Studies Research Grant 1999
York University: Faculty of Graduate Studies Fieldwork Bursary 1999
Committee/Professional Service
Womens Studies Advisory Council (2001 the present)
External Examiner, Bryan College History Oral Examinations (2001 the present)
Phi Alpha Theta Faculty Adviser (2005 the present)
Honor Court (2005 2006)
Departmental Honors Committee (2006 the present)
Faculty Senate, At-Large Senator (2006 2008)
Midwest Conference on British Studies, Program Committee (2006)
C.S. Lewis Lecture Series Committee (2006- the present)
Faculty Handbook Committee (2007- the present)
Conferences/ Presentations
Liberty Fund Colloquium, Cleveland, Ohio. October 4-7, 2007. Invited participant. Liberty,
Monarchy, and Regicide: The Trial and Execution of Charles I.
Midwest Conference on British Studies, Wright State University, Dayton, Ohio. September
28- 30, 2007. Program Committee member and Commentator/Chair for session, Poverty and
its Responses in England 1550-1850.
Phi Alpha Theta Regional Conference. Tennessee State University, Nashville, Tennessee.
Chair and commentator: Ancient Myths and Cultural Inheritances: Patriarchy Revisited.
March 2007.
th

11 Annual Womens Multidisciplinary Conference, Chattanooga, Tennessee at Chattanooga

and Southeastern Womens Studies Association (SEWSA). Chair: Performing Resistance:
Music as Spiritual Sustenance and Political Action. March 2007
Southeastern Tennessee Regional Student Conference. Organizer and Host. February 2007.
Michelle White, Ph.D. 3

272

Midwest Conference on British Studies, Indianapolis, Indiana. Presenter: The Kings

Children are Bastards: Defending the Kings Honor and the Case of Anne Smith, 1648.
October 2006.
Tennessee Conference of Historians, Tennessee State University, Nashville, Tennessee.
Chair: The Political Consequences of Violence: Gender, Catherine of Siena, and the
Womens Social and Political Union. September 2006.
Sewanee Medieval Colloquium, the University of the South, Sewanee Tennessee. Conference
Title: Power in the Middle Ages. Chair: Power and Patronage at the end of the Middle
Ages. April 2006
Guest Speaker at Lee University, Cleveland, Tennessee. Lecture title: The True Controller
of the Breaches: The Stuart Court in Patriarchal Disorder. April 2006
UTC campus lecture: Elizabeth I and the Construction of the Cult of Gloriana. March
2006
Queens and Power Conference, University of Nebraska, Lincoln. Presenter: She is the
Man and Raignes: Popular Representations of Henrietta Maria during the English Civil
Wars. March 2006.
Phi Alpha Theta Regional Conference. Lipscomb University. Commentator: Art and
Architecture. February 2006.
UTC campus lecture: Propaganda and Revolution: Popular Interpretations of Henrietta
Marias Role in the English Civil Wars. March 2003.
Catholic Culture in Early Modem England Conference, Newberry Library, Chicago.
Presenter: Queen Henrietta Maria and The Kings Cabinet Opened. October 2002.
Sewanee Medieval Colloquium, the University of the South, Sewanee, Tennessee.
Conference Title: The Middle Ages in the Post-Medieval World: Reception and
Interpretation. Chair: Interpreting the English Gothic. April 2002.
Publications
Review of Jean Flori, Richard the Lionheart: King and Knight in The Historian.
Forthcoming.
She is the Man and Raignes: Popular Representations of Henrietta Maria during the
English Civil Wars, in Robert Bucholz and Carole Levin (eds.), Queens and Power in
Medieval and Early Modern England. Lincoln: University of Nebraska Press, 2009.
Review of Louis Montrose, The Subject of Elizabeth: Authority, Gender and Representation
in The Historian, Volume 70, Issue 1 (March 2008), pp. 167-168.
Henrietta Maria and the English Civil Wars. Aldershot: Ashgate Publications Ltd, 2006.

273

Appendix C:
Sample Syllabi

274

HIST4120.0 Classical Women (3)

CRN23757 Spring 2012 Dr RJ Covino

Course Description from the Catalog:

A survey of the history of women and their representation from the heroic age and Homer to the
Roman Empire of the 2nd century AD. Evidence from legal texts and literature along with
epigraphic, numismatic and artistic depictions of women will be considered from several key
periods, including 5th century Athens and Rome during the late Republic and early Empire. May
be registered as CLAS 4120 or WSTU 4120. Credit allowed in only one of the three courses.
Class Hours: TR 10:50-12:05 p.m., Brock 402
It is my goal to be as helpful to my students as possible, so feel free to drop by during office
hours, call or e-mail me to discuss any aspect of the class or how I can help you better succeed.
The University motto, Faciemus, after all, translates to well do stuff together among other
things.
Objectives:
This course will call upon you to work rapidly through large amounts of often complex material,
among the most valuable of the transferrable skills gained at University. It will foster your
development as an independent researcher and thinker in writing via papers and the examinations
as well as orally through class participation. At its successful completion, you will have attained
a working knowledge of both the condition of women in the classical world as well as the
manner in which they were depicted by others (i.e. men) and how they depicted themselves.
Additionally, you will have developed a sensitivity to the problems of working with ancient
evidence as well as built upon existing skills of historical and cultural analysis.
ADA Statement:
Attention: If you are a student with a disability (e.g. physical, learning, psychiatric, vision,
hearing, etc.) and think that you might need special assistance or a special accommodation in this
class or any other class, call the Office for Students with Disabilities at 425-4006, come by the
office - 102 Frist Hall or see http://www.utc.edu/OSD/
If you find that personal problems, career indecision, study and time management difficulties,
etc. are adversely affecting your successful progress at UTC, please contact the Counseling and
Career
Planning
Center
at
425-4438
or
http://www.utc.edu/Administration/CounselingAndCareerPlanning/.
Caveat I:
Our discussions will take place as a part of a legitimate academic pursuit, investigating matters
which occurred well in the distant past but which are still relevant today. It should be noted that

275

in the course of our inquiries, we will be covering, almost daily, subjects which will frequently
require us to be graphic. Anyone who is likely to be offended by racy material, the discussion of
sex and sexuality, the inner workings of reproductive biology, vel sim. will want to seriously
consider whether they want to remain in this class. If you choose to remain, it will be assumed
that you are comfortable discussing these matters in an open forum and being in the presence of
such discussions. That being said, if you do find yourself offended by materials presented in
class or the opinions of your fellow Classical Women enthusiasts, the onus is upon you to make
this known to me or to them, if it is appropriate, so that measures can be taken.
Evaluations, Course Dates, and Make-Ups:
Two (2) shorter writing assignments
Two (2) in-class examinations
One (1) term paper
One (1) massive final examination

150
200
150
200

16 Feb & 29 Mar

2 Feb & 8 Mar
20 Apr
26 Apr

Thus, the calculation of your Base Mark will be the total of all of the above divided by seven
(7). The Base Mark may be augmented via additional marks for active and informed class
participation (to a total of +4) and success on any additional assignments which may (or may
not) crop up unexpectedly.
N.B. All classes of assessed work must be completed in order to achieve a passing grade; if there
are any deficiencies, I reserve the right to award a failing mark.
The mark of I (incomplete) will not be awarded for this class save for extremely special
circumstances. Everyone on the official roster will receive the mark which he/she has earned as
of the date of the final examination, bearing in mind the proviso identified above. Your decision
to enroll and remain in this course indicates that you accept same.
Make-up examinations will be administered only with acceptable documented proof of inability
to attend; requests for a make-up must be submitted within 48 hours of the exam date and the
documentation produced within a similarly reasonable period.
Caveat II:
This course is writing-intensive. You will be called upon to complete a number of assignments
on the literary and other types of evidence which you encounter in addition to the term paper.
The type of assignment will vary depending on the nature of the source material encountered.
You will be required to cite in each examples drawn from your readings as well as from the
secondary literature to back up the points you make in the course of the exercise.
The writing assignments and the term paper will not be accepted late save for under extremely
special circumstances.
Paper Instructions:

276

Length: There is a crude and quantifiable aspect to essay-writing which is the word- or pagelimit. For the two shorter papers, yours is 2000-3000 words; for the term paper it is 10 pages. It
is worth bearing in mind, however, that quality is always better than quantity alone. You must
not allow yourself to wander into providing a narrative of events or any other such irrelevance.
In an essay of 2000-3000 words, or 10 pages for that matter, you must remember at all times to
stick to the question set and remain focused. References count; however, bibliography does not.
A paper takes as long as it needs to in order to achieve its goal of making a well-reasoned,
logical and coherent presentation. Overly long or overly short reports and essays are viewed with
loathing the average is there for a reason.
Presentation: All work submitted for assessment must contain a bibliography, a list of all of the
sources which you have utilized, with the primary sources differentiated from the secondary. It
is rarely sufficient to cite only the recommended readings on a certain topic or those from the
assignment of the day; you must strike out into the Library and conduct your own independent
research in order to succeed.
You may choose to employ footnotes, endnotes, or parenthetical reference when making your
citations in the course of your work (I prefer footnotes); whichever you choose, you must be
consistent in your use and provide all of the necessary bibliographic information in the
bibliography, e.g. the authors name, date of publication, name of work, and place of publication
along the lines of that which is commonly deployed in scholarly writing in the field. In the case
of translations of ancient or modern works, you must additionally provide the edition used as
well as the name of the translator so that their productive effort is credited properly.
Unlike with footnotes and endnotes, proper English is not something over which you may
exercise any degree of choice; its employment and, indeed, deployment is a fundamental aspect
of your work. Sloppy grammar, syntax, punctuation, and spelling can spoil an otherwise good
effort. Your work will, of course, be judged and marked in a way which gives greater weight to
content rather than to form. Even so, I cannot allow for the employment of improper English as I
am meant to be preparing you for success in the outside world. Given this, I make no apologies
for including it in the range of skills that the study of history can impart and improve.
Content: You will be given a question to guide your inquiries for the two shorter essays. Once
given the question, however, there is no fixed and simple formula for writing good history.
There are guidelines of a broader sort, though, which should be followed. 1) Do your
preparatory reading with the question set in mind so as to enable you to collect other materials
that are relevant and set aside those which are not. 2) For general coherence, make a plan before
writing the first draft; do not be afraid of revising and improving this plan as you work. Of the
three classic parts of an essay (i.e. beginning, middle, and end), you can do largely what you like
with the middle so long as the beginning and end are sound and provide an answer to the
question. How you get to that answer is up to you. 3) Give prominence to the primary sources
where they exist. Some direct quotation from them is often appropriate, if not done mechanically
or to excess. At the very least, keep them always at the forefront of what you do and remember
to include citations for all that is not general knowledge. 4) Treat secondary sources in a similar
way. This is only quote directly from X or Y if what they have to say is unimprovable;

277

otherwise cite or summarize them in your own words so as to match the flow of your report. If a
judgment or suggestion that you are following or challenging is attributable to named
individuals, living or dead, you must name them! Failure to do so in a systematic way and, as
such, presenting the views of others as though they were your own is plagiarism.
The desired outcome of the essay exercise is to have you writing in a rigorous and scholarly
manner, thinking always about how best to convey what you want to say in a well-reasoned,
logical, and coherent manner and, especially, the justification for it. Is it based on a primary
source? Is it a modern deduction? Is it your own opinion or response (which you need never be
ashamed to include)? I will assess whether you are differentiating between these various levels
of statement and that is exactly that which you must do for yourself as well.
The Term Paper: As the class is of a reasonably small size, there will be no set topic for the term
paper. Students will be expected to consult with me as to the subject and nature of the work to be
submitted at the end of term, having chosen an era and subject to work on which is of particular
interest to them. Failure to consult will equal failure on any work submitted.
Recall from above that there are (virtually) NO EXCEPTIONS and, of course, NO
DISINTEGRATIONS. You will be allowed to re-write your shorter essay submissions, but this
does not remove the burden of trying to produce top quality work in the first attempt.
Attendance:
Having reached the 4000 level, you should know that there is a direct correlation between regular
class attendance and success. I state quite bluntly that you will need to master both the content
presented in the assigned texts as well as in the lectures in order to truly succeed in this class
examinations; they will in each instance call for knowledge of both. However, that said, I view
all students enrolled in University-level endeavors as being adults capable of making their own
decisions as to how to best achieve their goals. This includes giving them the opportunity for
Deferred Success which, as you may know, is the new euphemism for failure. Therefore,
barring days during which work for assessment must be handed in/completed, I will not take roll.
N.B. if you fail to attend class, you will be absenting yourself from the opportunity to gain extra
points via any unannounced assignments and class participation. Neither can be made up. You
will want to trust me when I advise you that even the brightest student will be glad of the
potential for a points boost come the end of term.
Statement on Plagiarism and the Honor Code:
I know what cheating and plagiarism are and, by this stage in your University careers, you do
too. If you are in doubt, consult your handbook. In short, dont try to pull anything. I have no
desire to ever visit the Honor Court (again and I do have a 100% conviction rate); however, I
feel no compunction about bringing any and all violators before them in order to protect the
integrity of the other members of the class valid work towards their degrees.
Texts and Readings:

278

Cantarella, E. (1987), Pandoras Daughters: The Role and Status of Women in Greek and Roman Antiquity,
M.B. Fant (trans.).
Lefkowitz, M.R. and Fant, M.B. (1992), Womens Life in Greece & Rome, 3rd ed.
Pomeroy, S.B. (1975), Goddesses, Whores, Wives and Slaves: Women in Classical Antiquity.

Additional materials will be provided via BlackBoard vel sim.

There are assignments listed below on the course outline for day-to-day reading. Keeping up will
be to your advantage as it will simply not be possible to succeed in this class by playing catchup. Its simple mathematics we have one term to get through over 1,000 years of womens
history. Such a mass of information, with all of the names, events and dates, cannot be crammed
into the night before an examination (even the smaller term-time ones).
The timetable as well as the other information contained on this syllabus is subject to change. It
is the responsibility of the student to keep informed of such changes which may be announced,
inter alia, in class, on BlackBoard, via e-mail, carrier pigeon
Course Outline:
Key:
Week 1
T 10 Jan
R 12 Jan

Week 2
T 17 Jan
R 19 Jan
S 22 Jan
Week 3
T 24 Jan
R 26 Jan

Week 4
T 31 Jan

C = Cantarella; L&F = Lefkowitz & Fant; P = Pomeroy

- Enrollment
- Survey of Greek Attitudes to Women
L&F #249-53; 338-82

- Women of Greco-Roman Mythology

P 1-31
- Homers Epic: Fantasy and Bronze Age Reality
C xii-iv; 11-37; 101-12
Last Day to withdraw before a W is recorded

- Dark Age & Archaic Greek Women

L&F #54-8; 76; 95-100; 160-3; 234; C 38-43; P 32-56
- Legal Status of Women in Classical Athens
L&F #77-88; 91-94; 225; C 43-51; P 57-8

R 2 Feb

- Female Voices in Greek & Latin Poetry

L&F #1-27; C 71-6
- EXAMINATION 1

Week 5
T 7 Feb

- NO CLASS (MELBOURNE)
- Tragedy Sample: Read Euripides Ion

279

R 9 Feb
Week 6
T 14 Feb
R 16 Feb

Week 7
T 21 Feb
R 23 Feb

Week 8
T 28 Feb
R 1 Mar

Week 9
T 6 Mar

- Comedy Sample: Read Aristophanes Lysistrata

- The Women of Tragedy

L&F #28-35; 59-61; C 63-71; P 93-112
- The Women of Comedy
L&F #35; 62-7; 238; P 112-119
- WRITING ASSIGNMENT #1 DUE
- Mid-Term
- Non-Elite Women in Classical Greece I
L&F #36-8; 207; 226-7; 273-5; 303; 317-8; 322-5; 329-32
- Non-Elite Women in Classical Greece II
L&F #89-90; 236; 242; 267; 286-8

- Female Sexuality in Greco-Roman Society

L&F #228; 230-2; 240-1; 286-94; C 77-89
- Philosophical Opinions on Women
L&F #72-5; 208; 216-9; C 52-62

R 8 Mar
S 11 Mar

- Women in the Hellenistic Era

L&F 101-6; 213; 229; 304-7; 327-8; 333; C 90-8; P 121-48
- EXAMINATION II
- Last Day to withdraw with a W

Week 10

- NO CLASS (SPRING BREAK)

Week 11
T 20 Mar
R 22 Mar

Week 12
T 27 Mar
R 29 Mar

Week 13
T 3 Apr
R 5 Apr

- Roman Attitudes to Women

- Women in Republican Rome
L&F #107-48; 233; 258-60; 270; C 113-132; P 149-163

- NO CLASS (Iowa)
- Womens Status in Roman Law
L&F #148-59
- WRITING ASSIGNMENT #2 DUE

- Social Attitudes in the Late Republic/Early Empire I

L&F #68-71; 209-12; 214-5; 220-4; 239; 273-82; 326; P 176-189
- Imperial Elite Women
L&F #261-6; C 135-70

Week 14

280

T 10 Apr
R 12 Apr

Week 15
T 17 Apr

R 19 Apr

Week 16
R 26 Apr

- Womens Legal Status in the Empire

L&F #243-8
- Women in Greco-Roman Religion
L&F #383-440; P 75-78; 205-226

- Roman Non-Elite Women in the Republic & Empire

L&F #168; #254-257; #268-269; #271-272; #283-285; #289-302; #308-316;
#319-321; #334-337; C 132-134; P 164-176; 190-204
- Conclusion
Eph. 5:22-30; Col. 3:18-19

- FINAL EXAM, 11am-1pm

281

Course Description from the Catalog:

A survey of the history of women and their representation from the heroic age and Homer
to the Roman Empire of the 2nd century AD. Evidence from legal texts and literature
along with epigraphic, numismatic and artistic depictions of women will be considered
from several key periods, including 5th century Athens and Rome during the late
Republic and early Empire. May be registered as CLAS 4120 or WSTU 4120. Credit
allowed in only one of the three courses.
Class Hours: TR 10:50-12:05 p.m., Brock 402
It is my goal to be as helpful to my students as possible, so feel free to drop by during
office hours, call or e-mail me to discuss any aspect of the class or how I can help you
better succeed. The University motto, Faciemus, after all, translates to well do stuff
together among other things.
Objectives:
This course will call upon you to work rapidly through large amounts of often complex
material, among the most valuable of the transferrable skills gained at University. It will
foster your development as an independent researcher and thinker in writing via papers
and the examinations as well as orally through class participation. At its successful
completion, you will have attained a working knowledge of both the condition of women
in the classical world as well as the manner in which they were depicted by others (i.e.
men) and how they depicted themselves. Additionally, you will have developed a
sensitivity to the problems of working with ancient evidence as well as built upon
existing skills of historical and cultural analysis.
ADA Statement:
Attention: If you are a student with a disability (e.g. physical, learning, psychiatric,
vision, hearing, etc.) and think that you might need special assistance or a special
accommodation in this class or any other class, call the Office for Students with
Disabilities at 425-4006, come by the office - 102 Frist Hall or see
http://www.utc.edu/OSD/
If you find that personal problems, career indecision, study and time management
difficulties, etc. are adversely affecting your successful progress at UTC, please contact
the
Counseling
and
Career
Planning
Center
at
425-4438
or
http://www.utc.edu/Administration/CounselingAndCareerPlanning/.
Caveat I:
Our discussions will take place as a part of a legitimate academic pursuit, investigating
matters which occurred well in the distant past but which are still relevant today. It
282

should be noted that in the course of our inquiries, we will be covering, almost daily,
subjects which will frequently require us to be graphic. Anyone who is likely to be
offended by racy material, the discussion of sex and sexuality, the inner workings of
reproductive biology, vel sim. will want to seriously consider whether they want to
remain in this class. If you choose to remain, it will be assumed that you are comfortable
discussing these matters in an open forum and being in the presence of such discussions.
That being said, if you do find yourself offended by materials presented in class or the
opinions of your fellow Classical Women enthusiasts, the onus is upon you to make this
known to me or to them, if it is appropriate, so that measures can be taken.
Evaluations, Course Dates, and Make-Ups:
Two (2) shorter writing assignments
Two (2) in-class examinations
One (1) term paper
One (1) massive final examination

150
200
150
200

16 Feb & 29 Mar

2 Feb & 8 Mar
20 Apr
26 Apr

Thus, the calculation of your Base Mark will be the total of all of the above divided by
seven (7). The Base Mark may be augmented via additional marks for active and
informed class participation (to a total of +4) and success on any additional assignments
which may (or may not) crop up unexpectedly.
N.B. All classes of assessed work must be completed in order to achieve a passing grade;
if there are any deficiencies, I reserve the right to award a failing mark.
The mark of I (incomplete) will not be awarded for this class save for extremely special
circumstances. Everyone on the official roster will receive the mark which he/she has
earned as of the date of the final examination, bearing in mind the proviso identified
above. Your decision to enroll and remain in this course indicates that you accept same.
Make-up examinations will be administered only with acceptable documented proof of
inability to attend; requests for a make-up must be submitted within 48 hours of the exam
date and the documentation produced within a similarly reasonable period.
Caveat II:
This course is writing-intensive. You will be called upon to complete a number of
assignments on the literary and other types of evidence which you encounter in addition
to the term paper. The type of assignment will vary depending on the nature of the source
material encountered. You will be required to cite in each examples drawn from your
readings as well as from the secondary literature to back up the points you make in the
course of the exercise.
The writing assignments and the term paper will not be accepted late save for under
extremely special circumstances.

283

Paper Instructions:
Length: There is a crude and quantifiable aspect to essay-writing which is the word- or
page-limit. For the two shorter papers, yours is 2000-3000 words; for the term paper it is
10 pages. It is worth bearing in mind, however, that quality is always better than quantity
alone. You must not allow yourself to wander into providing a narrative of events or any
other such irrelevance. In an essay of 2000-3000 words, or 10 pages for that matter, you
must remember at all times to stick to the question set and remain focused. References
count; however, bibliography does not. A paper takes as long as it needs to in order to
achieve its goal of making a well-reasoned, logical and coherent presentation. Overly
long or overly short reports and essays are viewed with loathing the average is there for
a reason.
Presentation: All work submitted for assessment must contain a bibliography, a list of all
of the sources which you have utilized, with the primary sources differentiated from the
secondary. It is rarely sufficient to cite only the recommended readings on a certain topic
or those from the assignment of the day; you must strike out into the Library and conduct
your own independent research in order to succeed.
You may choose to employ footnotes, endnotes, or parenthetical reference when making
your citations in the course of your work (I prefer footnotes); whichever you choose,
you must be consistent in your use and provide all of the necessary bibliographic
information in the bibliography, e.g. the authors name, date of publication, name of
work, and place of publication along the lines of that which is commonly deployed in
scholarly writing in the field. In the case of translations of ancient or modern works, you
must additionally provide the edition used as well as the name of the translator so that
their productive effort is credited properly.
Unlike with footnotes and endnotes, proper English is not something over which you may
exercise any degree of choice; its employment and, indeed, deployment is a fundamental
aspect of your work. Sloppy grammar, syntax, punctuation, and spelling can spoil an
otherwise good effort. Your work will, of course, be judged and marked in a way which
gives greater weight to content rather than to form. Even so, I cannot allow for the
employment of improper English as I am meant to be preparing you for success in the
outside world. Given this, I make no apologies for including it in the range of skills that
the study of history can impart and improve.
Content: You will be given a question to guide your inquiries for the two shorter essays.
Once given the question, however, there is no fixed and simple formula for writing good
history.
There are guidelines of a broader sort, though, which should be followed. 1) Do your
preparatory reading with the question set in mind so as to enable you to collect other
materials that are relevant and set aside those which are not. 2) For general coherence,
make a plan before writing the first draft; do not be afraid of revising and improving this
plan as you work. Of the three classic parts of an essay (i.e. beginning, middle, and end),

284

you can do largely what you like with the middle so long as the beginning and end are
sound and provide an answer to the question. How you get to that answer is up to you. 3)
Give prominence to the primary sources where they exist. Some direct quotation from
them is often appropriate, if not done mechanically or to excess. At the very least, keep
them always at the forefront of what you do and remember to include citations for all that
is not general knowledge. 4) Treat secondary sources in a similar way. This is only quote
directly from X or Y if what they have to say is unimprovable; otherwise cite or
summarize them in your own words so as to match the flow of your report. If a judgment
or suggestion that you are following or challenging is attributable to named
individuals, living or dead, you must name them! Failure to do so in a systematic way
and, as such, presenting the views of others as though they were your own is plagiarism.
The desired outcome of the essay exercise is to have you writing in a rigorous and
scholarly manner, thinking always about how best to convey what you want to say in a
well-reasoned, logical, and coherent manner and, especially, the justification for it. Is it
based on a primary source? Is it a modern deduction? Is it your own opinion or response
(which you need never be ashamed to include)? I will assess whether you are
differentiating between these various levels of statement and that is exactly that
which you must do for yourself as well.
The Term Paper: As the class is of a reasonably small size, there will be no set topic for
the term paper. Students will be expected to consult with me as to the subject and nature
of the work to be submitted at the end of term, having chosen an era and subject to work
on which is of particular interest to them. Failure to consult will equal failure on any
work submitted.
Recall from above that there are (virtually) NO EXCEPTIONS and, of course, NO
DISINTEGRATIONS. You will be allowed to re-write your shorter essay submissions,
but this does not remove the burden of trying to produce top quality work in the first
attempt.
Attendance:
Having reached the 4000 level, you should know that there is a direct correlation between
regular class attendance and success. I state quite bluntly that you will need to master
both the content presented in the assigned texts as well as in the lectures in order to truly
succeed in this class examinations; they will in each instance call for knowledge of both.
However, that said, I view all students enrolled in University-level endeavors as being
adults capable of making their own decisions as to how to best achieve their goals. This
includes giving them the opportunity for Deferred Success which, as you may know, is
the new euphemism for failure. Therefore, barring days during which work for
assessment must be handed in/completed, I will not take roll.
N.B. if you fail to attend class, you will be absenting yourself from the opportunity to
gain extra points via any unannounced assignments and class participation. Neither can

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be made up. You will want to trust me when I advise you that even the brightest student
will be glad of the potential for a points boost come the end of term.
Statement on Plagiarism and the Honor Code:
I know what cheating and plagiarism are and, by this stage in your University careers,
you do too. If you are in doubt, consult your handbook. In short, dont try to pull
anything. I have no desire to ever visit the Honor Court (again and I do have a 100%
conviction rate); however, I feel no compunction about bringing any and all violators
before them in order to protect the integrity of the other members of the class valid work
towards their degrees.
Texts and Readings:

Cantarella, E. (1987), Pandoras Daughters: The Role and Status of Women in Greek and Roman
Antiquity, M.B. Fant (trans.).
Lefkowitz, M.R. and Fant, M.B. (1992), Womens Life in Greece & Rome, 3rd ed.
Pomeroy, S.B. (1975), Goddesses, Whores, Wives and Slaves: Women in Classical Antiquity.

Additional materials will be provided via BlackBoard vel sim.

There are assignments listed below on the course outline for day-to-day reading. Keeping
up will be to your advantage as it will simply not be possible to succeed in this class by
playing catch-up. Its simple mathematics we have one term to get through over 1,000
years of womens history. Such a mass of information, with all of the names, events and
dates, cannot be crammed into the night before an examination (even the smaller termtime ones).
The timetable as well as the other information contained on this syllabus is subject to
change. It is the responsibility of the student to keep informed of such changes which
may be announced, inter alia, in class, on BlackBoard, via e-mail, carrier pigeon
Course Outline:
Key:
Week 1
T 10 Jan
R 12 Jan

Week 2
T 17 Jan
R 19 Jan
S 22 Jan

C = Cantarella; L&F = Lefkowitz & Fant; P = Pomeroy

- Enrollment
- Survey of Greek Attitudes to Women
L&F #249-53; 338-82

- Women of Greco-Roman Mythology

P 1-31
- Homers Epic: Fantasy and Bronze Age Reality
C xii-iv; 11-37; 101-12
Last Day to withdraw before a W is recorded

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Week 3
T 24 Jan
R 26 Jan

Week 4
T 31 Jan

- Dark Age & Archaic Greek Women

L&F #54-8; 76; 95-100; 160-3; 234; C 38-43; P 32-56
- Legal Status of Women in Classical Athens
L&F #77-88; 91-94; 225; C 43-51; P 57-8

R 2 Feb

- Female Voices in Greek & Latin Poetry

L&F #1-27; C 71-6
- EXAMINATION 1

Week 5
T 7 Feb
R 9 Feb

- NO CLASS (MELBOURNE)
- Tragedy Sample: Read Euripides Ion
- Comedy Sample: Read Aristophanes Lysistrata

Week 6
T 14 Feb
R 16 Feb

Week 7
T 21 Feb
R 23 Feb

Week 8
T 28 Feb
R 1 Mar

Week 9
T 6 Mar

- The Women of Tragedy

L&F #28-35; 59-61; C 63-71; P 93-112
- The Women of Comedy
L&F #35; 62-7; 238; P 112-119
- WRITING ASSIGNMENT #1 DUE
- Mid-Term
- Non-Elite Women in Classical Greece I
L&F #36-8; 207; 226-7; 273-5; 303; 317-8; 322-5; 329-32
- Non-Elite Women in Classical Greece II
L&F #89-90; 236; 242; 267; 286-8

- Female Sexuality in Greco-Roman Society

L&F #228; 230-2; 240-1; 286-94; C 77-89
- Philosophical Opinions on Women
L&F #72-5; 208; 216-9; C 52-62

R 8 Mar
S 11 Mar

- Women in the Hellenistic Era

L&F 101-6; 213; 229; 304-7; 327-8; 333; C 90-8; P 121-48
- EXAMINATION II
- Last Day to withdraw with a W

Week 10

- NO CLASS (SPRING BREAK)

Week 11
T 20 Mar
R 22 Mar

- Roman Attitudes to Women

- Women in Republican Rome

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L&F #107-48; 233; 258-60; 270; C 113-132; P 149-163

Week 12
T 27 Mar
R 29 Mar

Week 13
T 3 Apr
R 5 Apr
Week 14
T 10 Apr
R 12 Apr

Week 15
T 17 Apr

R 19 Apr

Week 16
R 26 Apr

- NO CLASS (Iowa)
- Womens Status in Roman Law
L&F #148-59
- WRITING ASSIGNMENT #2 DUE

- Social Attitudes in the Late Republic/Early Empire I

L&F #68-71; 209-12; 214-5; 220-4; 239; 273-82; 326; P 176-189
- Imperial Elite Women
L&F #261-6; C 135-70
- Womens Legal Status in the Empire
L&F #243-8
- Women in Greco-Roman Religion
L&F #383-440; P 75-78; 205-226

- Roman Non-Elite Women in the Republic & Empire

L&F #168; #254-257; #268-269; #271-272; #283-285; #289-302; #308316; #319-321; #334-337; C 132-134; P 164-176; 190-204
- Conclusion
Eph. 5:22-30; Col. 3:18-19

- FINAL EXAM, 11am-1pm

African-American Slave Narrative Tradition

Fall 2012
Engl. 3230.0.40321
Credit: 3 hours
Class Times: TTh 12:15 1:30
Classroom: Holt 305
Instructor:
Immaculate Kizza
Office:
Holt 229-B
Office Hours: M-Th. 11:00 - 12:00; and by appointment
Office Phone: 423-425-4617
E-mail: Immaculate-kizza@utc.edu
Course Description:
Study of slave narratives and subsequent literature influenced by them.
ENGL 3230 is listed under the Humanities category of the General Education Curriculum
Required Texts: Selections from the WPA American Slave Narratives:
http://newdeal.feri.org/asn/asn00.htm

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Douglass, Frederick. Narrative. (1845)

Brown, Henry. Narrative of the Life of Henry Brown Box (1851)
Jacobs, Harriet. Incidents in the Life of a Slave Girl (1861)
Keckley, Elizabeth. Behind the Scenes. (1868)
Washington, Booker T. Up From Slavery. (1901)
Pickens, William. Bursting Bonds. (1923)
Wright, Richard. Black Boy. (1945)

Recommended Texts:
Butterfield, Stephen. Black Autobiography in America (on reserve in the library)
Starling, Marion Wilson. The Slave Narrative: Its Place in American History (I have a copy)
Course Objectives:
1. to introduce you to a significant literary tradition in Literature
2. to expose you to unique works of Literature that will expand your imagination, challenge
your knowledge of history, and stimulate critical thinking
3. to provide you with a context in which to read critically, understand, analyze, and overall
develop an appreciation not only of African American Literature, but of American
Literature in general
Course Requirements:
1. Regular class attendance: since there is no making up of missed in-class assignments,
and we cover a lot of ground in our discussions, you should take this requirement
seriously. There is also a practical consideration: 4+ ABSENCES WILL EARN YOU
0 PARTICIPATION GRADE; 5+ ABSENCES WILL RESULT INTO A FAILING GRADE
for the course (F)

2. Active participation in class discussions worth 5%. You will be required to do

about two
hours preparation for each class period by reading the assigned textbook
material and
doing homework. PARTICIPATION MEANS BEING ACTIVELY
INVOLVED IN CLASS
DISCUSSIONS, asking questions, following up on peers comments, etc.
2. Short in and out-of-class assignments, quizzes, etc. There is no making up of missed inclass assignments, and you forfeit 5 points every day an out- of-class assignment is late;
no homework late by more than 5 days will be accepted. Do not send your
homework to me as e-mail attachment; you are expected to hand in hard copies
3. Two MLA documented essays (see tentative class schedule for due dates), each of not
less than 5 double-spaced typed pages. These essays must be presented to our class
audience and handed in after the presentation to get full credit. Essays not presented
in class will receive half credit, and you will forfeit 20 points every day your essay
assignment will be late; no essay late by more than 5 days will be accepted
5. Two exams based on course texts, class discussions and essay presentations one
mid-term and one comprehensive final (see tentative schedule for dates); mid-term
exam make-up: Friday, December 2, 11:00-1:00

Course Evaluation:

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 assignments/quizzes
30%
participation
5%
2 essays
20% (10% each)
(must be presented in class to receive full credit)
mid-term exam
20%
final exam
25%
Total
100%
Grade Distribution:
90+ = A; 80 - 89 = B; 70 - 79 = C;

60 - 69 = D; below 60 = F

Avoid Plagiarism:
Plagiarism occurs when you use the words, phrases, sentence arrangement, or main ideas of
someone else in your writing without giving credit to the source. In the most blatant cases, a
student will turn in a paper that was written by another person, downloaded from an Internet site,
or ordered from an essay factory or term paper mill. Students who are suspected of committing
plagiarism will be reported to the UTC Honor Court. If found guilty by the Honor Court, the student
will receive an F on the assignment or in the course.
Blackboard:.
We will be using Blackboard for communication in this class. You are subscribed automatically to
the class using your MocsMail account information. You should check the Blackboard course
area daily for postings which will include homework assignments, essay assignments, readings,
etc. The syllabus is also available on BB under syllabus. Failure to check Blackboard is not an
excuse for missing work. Using Blackboard, you will also be able to conduct online discussions
with your classmates as needed, ask me and your classmates questions, and overall, just keep
connected to the class.
ADA Statement: If you are a student with a disability (e.g. physical, learning, psychiatric, vision,
hearing, etc.) and think that you might need special assistance or a special accommodation in
this class or any other class, call the Disability Resource Center (DRC) at 425-4006 or come by
the office, 102 Frist Hall.
Counseling and Career Planning: If you find that personal problems, career indecision, study
and time management difficulties, etc. are adversely impacting your successful progress at UTC,
please contact the Counseling and Career Planning Center at 425-4438 or
http://www.utc.edu/Administration/CounselingAndCareerPlanning/.
Writing Center: The Writing Center at UTC is a free service offered to all members of the
University community. The Center is staffed by peer tutors, graduate students, and English
instructors, and offers various services to writers, including tutorials, workshops, and access to
resources. Please visit the Writing Center in Holt 119.
UTC E-mail: To enhance student services, the University will use your UTC email address
(firstname-lastname@mocs.utc.edu) for communications. See http://www.utc.edu/ for your exact
address. Please check your UTC email on a regular basis. If you have problems with accessing
your email account, contact the Help Desk at 423/425-4000.
Cellular Phones: Please do turn off your cellular phones before entering the classroom, and
keep them in your bags not on top of the desk. If you need to leave your phone on at any time
during the semester, let me know in advance, and leave the room before answering it!!!
TENTATIVE CLASS SCHEDULE
Aug. 21
- Introduction to the African American Slave Narratives
August 23, 28 - Oral Narratives: http://newdeal.feri.org/asn/asn00.htm Alice Alexander, Andy J.
Anderson, George Fleming, James Green, etc.)
August 30
- documentary: Digging for Slaves
Sept. 4, 6
- Douglass
Sept. 11
- Brown
Sept. 13
- discussion of essay 1 assignment (Slave Narratives 1700-1900)

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Sept. 18, 20
Sept. 25
Sept. 27

- Jacobs
- Keckley, emphasis on Chapters 1, 2, 3, and 14
- research and write essay 1 on your own

Oct. 2, 4, 9

- Conference: Slave Narratives 1700-1900; essay 1

presented and handed in

Oct. 11

- mid-term exam

Oct. 16, 18
- Washington
Oct. 23
- Fall Break
Oct. 25
- discussion of essay 2 assignment (Slave Narratives since 1900)
Oct. 30, Nov. 1
- Pickens
Nov. 6, 8
- Wright
Nov. 13
- In Conclusion
Nov. 15
- research and write essay 2 on your own
Nov. 22
- Thanksgiving

Nov. 20, 27, 29

presented

- Conference: Slave Narratives since 1900, essay 2

and handed in

Dec. 6

- Final exam - 11:00 - 1:00

Remember to be active participants and to

have fun, but with a purpose!!!

Title: Biomedical Ethics

Term: Fall 2012
Course: Philosophy 3250, section 1, CRN: 40067
Schedule and Location: MWF, 1-1:50, Holt 207
Faculty: Dr. Dennis Plaisted
Phone: 425-4472
Email: dennis-plaisted@utc.edu
Office: Holt 232C
Hours: MWF, 12-1
ADA STATEMENT: Attention: If you are a student with a disability (e.g. physical,
learning, psychiatric, vision, hearing, etc.) and think that you might need special
assistance or a special accommodation in this class or any other class, call the Office for
Students with Disabilities at 425-4006, come by the office - 102 Frist Hall or see
http://www.utc.edu/OSD/

291

If you find that personal problems, career indecision, study and time management
difficulties, etc. are adversely affecting your successful progress at UTC, please contact
the Counseling and Career Planning Center at 425-4438 or
http://www.utc.edu/Administration/CounselingAndCareerPlanning/.
Course Description: an examination of ethical issues that arise in both the practice of
medicine and in medical research, including abortion, moral problems concerning the use
of various reproductive technologies (e.g., artificial insemination and in vitro
fertilization), doctor/patient issues (patient autonomy and paternalism), issues involving
access to healthcare and the just allocation of scarce medical resources (e.g., donor
organs), euthanasia and physician-assisted suicide, and issues that arise in medical
research settings (issues of consent, use of data from immoral experiments, etc.).
Required Text: Bioethics: Principles, Issues and Cases by Lewis Vaughn.
Course Requirements:
--3 exams each worth 30 points (or 30% of the course grade). Each of these exams will
have an essay component and a short answer/multiple choice component.
--Quizzes/brief writing assignments. These will be based upon assigned readings and
will be done at home. All of these taken together will be worth 10 points (or 10% of the
course grade). Late assignments will only be accepted in situations where students have
suffered a verifiable illness or verifiable personal crisis. If a student is absent the day an
assignment is given, the student is still responsible to turn the assignment in on time
(except in the case of verifiable illness or emergency).
Grading Scale:
A: 90-100 points; B: 80-89; C: 70-79; D: 60-69; F: 59 or below.
Policy for Make-Up Exams: a make-up exam will be given only in cases where the
student has suffered a verifiable illness or verifiable personal crisis that prevented the
student from taking the exam at the scheduled time. Students who do not have such an
excuse will receive an F on the exam.
Order of Topics and Readings:
I. Ethical Theoriesthe quest for a principled basis to analyze and resolve issues in
biomedical ethics. The nature of normative theory, criteria for evaluating theories,
egoism, divine command theory, utilitarianism, deontology, Rawls Theory of Justice,
virtue ethics, the ethics of care, the moral principles approach.
A. Reading: pp. 3-18, 30-48.
II. Abortionthe current state of the law, abortion techniques, views on the beginning of
personhood, maternal rights, partial-birth abortion, morning-after pills and RU-486.
A. Facts, Issues and Cases, pp. 253-268.
B. Philosophical Articles, selections from pp. 269-353.

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III. Reproductive Technologiesartificial insemination, in vitro fertilization, surrogacy

and the law, embryo storage and stem cell research, reproductive technologies and the
nature of the family, cloning.
A. Facts, Issues and Cases, pp. 354-372, 471-474.
Philosophical Articles, selections from pp. 373-459, 521-525.
IV. Euthanasia and Physician-Assisted Suicidethe current state of the law, criteria for
death, living wills and DNRs and other advance directives, killing vs. letting die, quality
of life considerations, autonomy considerations, Death with Dignity legislation.
A. Facts, Issues and Cases, pp. 526-541.
B. Philosophical Articles, selections from pp. 542-612.
V. Research Ethics and Informed Consentprotocol for research on human subjects,
requirements for informed consent, infamous cases of unethical research, use of data
from unethical research, embryonic stem cell research revisited.
A. Facts, Issues and Cases, pp. 193-212.
B. Philosophical Articles, selections from pp. 213-252.
VI. Paying for Healthcare and Allocating Scarce Medical Resourcesthe example of
dialysis, drug shortages and lotteries, organ procurement policies, rights and justice in
access to healthcare.
A. Facts, Issues and Cases, pp. 613-627, supplemental readings on Blackboard.
B. Philosophical Articles, pp. 627-640, supplemental readings on Blackboard.
VII. Paternalism and Patient Autonomyright to refuse treatment, futile treatment,
refusing treatment for children on religious grounds.
A. Facts, Issues and Cases, pp. 51-63.
B. Philosophical Articles, pp. 63-104.

Violence Against Women

Fall 2012
CRMJ/WSTU 2950 (0)

Course:
Title:
Class Schedule:
Class Location:
Credit:
Professor:
Office Phone:
Office Location:
Office Hours:
E-mail:

CRMJ/WSTU 2950, Section 0, CRN #42462/42773

Violence Against Women
T/TH- 10:50-12:05
Hunter 211
3 Credit Hours
Ms. Sara Peters
423-425-5605
351A University Center
By appointment
Sara-Peters@utc.edu (Est. response time 48hrs)

ADA STATEMENT: Attention: If you are a student with a disability (e.g. physical, learning,
psychiatric, vision, hearing, etc.) and think that you might need special assistance or a special
accommodation in this class or any other class, call the Disability Resource Center at 4254006, come by the office - 102 Frist Hall or see http://www.utc.edu/OSD/

293

If you find that personal problems, career indecision, study and time management
difficulties, etc. are adversely affecting your successful progress at UTC, please contact the
Counseling and Career Planning Center at 425-4438 or
http://www.utc.edu/Administration/CounselingAndCareerPlanning/.
Texts:
Mallicoat, S. L. (2012). Women and Crime: A Text/Reader. Los Angeles, CA: Sage Publications.
Library Reserve readings as assigned
Course Description: This is a social science class. It examines a variety of forms of violence
against women in the United States including domestic violence, sexual assault, sexual
harassment, and pornography. It explores definitions and theoretical explanations of
violence against women, and evaluates the response of the criminal justice system.
Course Objectives:
A. To explore the historical roots of violence against women and the ways in which
it has come to be defined as criminal behavior.
B. To examine definitions of interpersonal violence and to evaluate how these
definitions are affected by social and individual factors.
C. To allow students to explore a variety of paradigms about violence against
women (biological, sociological, and psychological) and to understand how
different world views affect our definitions of violence against women.
D. To evaluate a variety of theoretical perspectives of violence against women and
to critique these theories based on empirical data.
E. To examine the ways in which social scientific research measures violence against
women and to evaluate the efficacy of these measurements.
F. To compare and contrast societys emphasis on interpersonal violence in relation
to its focus on street crime.
G. To assess the way in which the criminal justice system has responded to violence
against women.
H. To assess the efficacy of the criminal justice system response.
I. To assess ways to prevent violence against women.
Attendance: Attendance will be taken at the beginning of every class. Arriving late will be
considered an absence. Missing more than three classes will result in the loss of letter grade
and missing more than five classes will result in an F. There are no excused absences.
Students are advised that there will be materials covered in class that are not in your
readings and all readings will not necessarily be discussed in class. This means that reading
will not take the place of lectures, nor will attending lectures substitute for reading. Readings
are expected to be completed before class. To do well on the test attendance is required. If
an absence occurs, you are responsible for securing missed materials.
Email and Web Access: All students are required to use their university email and UTC Online
(Blackboard) to access information about this class. To insure that you receive all pertinent
information I encourage you to check you email regularly as information regarding
assignments and readings will often be sent through email. UTC Online (Blackboard) will also
be used to post lectures.

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Cell Phones and Pagers: Neither of these should be turned on in class. Using any electronic
device (cell phone, MP3, Ipod, etc.) during an exam will result in an F on the exam.
Controversial Subject Matter: This course includes frank and open discussions of
controversial issues. It is expected that you will respect everyones opinions and will not
cause disturbances in class. If I deem it necessary, students may be asked to leave class. If
the discussion, readings, or films make you uncomfortable please discuss it with me.
Tests: There will be three tests (including the final exam) throughout the semester. Please
note that the test will incorporate information from the readings, discussion, and any other
information or activities.
Extra Credit: All students will be offered extra credit based on events attended. Each event is
worth 5 points extra credit and students may attend up to three events for a total of 15
points extra credit. Events will be announced in class and on UTC Online.
Academic Honesty: The Honor System is designed to foster a campus-wide climate of
honesty and integrity in order to insure that students derive the maximum possible benefit
from their work at The University of Tennessee at Chattanooga. The student becomes
subject to the rules and regulations of the Honor Code upon registration. Each student is
obligated to exert every effort to insure that the Honor Code is upheld by himself/herself and
others. Violations of the Honor Code include such things as cheating on exams, plagiarism,
and presenting someone elses work as your own. Violations of the Honor Code will result in
an F in the course and a referral to the Honor Court. For more information see:
http://www.utc.edu/Administration/StudentDevelopment/handbook/academics.pdf
Grading: Based on the number of points accumulated throughout the semester. Except for
extreme emergencies, make up examinations will not be offered and late papers will not be
accepted. All papers are due by midnight on their due date. Please contact me as soon as
possible to inform me of emergency situations.
Exam I
Exam II
Exam III
Research Paper
Writing Assignments
Participation
Total

100 pts
100 pts
100 pts
100 pts
90 pts (30 pts each)
10 pts
500 pts

Grading Scale:
450-500 points = A
400-449 points = B
350-399 points = C
300-349 points = D
Below 300 pts = F

Final grades will be round up if they are within .5 points of a letter grade (i.e. 89.5=A, but
89.4=B). This policy is non-negotiable!!!!!!!
Exams:
Test #1concepts, feminism, popular culture, history, legislation and measurement
Test #2pornography and sexual assault
Test #3domestic Violence, stalking, sexual harassment, and international issues

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Research Paper: All students must complete a 5-8 page research paper. Each student will
choose a piece of legislation or a judicial decision that has effected violence against women
in the US or internationally.
The objective of this assignment is to demonstrate the impact of the legislation or decision.
Here are a few questions that might help you get started.
What legislation or decision are you evaluating and what governing body or judiciary
issued it?
What is the consistency of the group (i.e. Republican Congress, conservative or
liberal Supreme Court, United Nations, etc.)?
What specifically does the legislation require or what is the specific circumstances of
the court case?
How does this effect violence against women?
Were there unforeseen effects that occurred due to the legal changes?
Are there ways the legislation or decision could have improved the lives of women?
Please use specific and clear examples as often as possible. You are required to use at
least three academic sources (i.e. journal articles, books, etc.). You must cite! cite! cite!
Writing Assignments: Students will complete two writing assignments during the semester.
Each student will respond to reading assignments in a 2-3 page paper. While these are more
informal, opinion papers, you still must use proper grammar and format.

Assignment #1Write a reading response to the Ariel Levy, Raunch Culture article.
This paper will include a very short synopsis of the reading materials and a discussion
of your feelings, opinions, etc. regarding the readings.
Assignment #2Each student will write a letter to a loved one disclosing that they
have been raped. Upon completion of the letter, the student will write a paper (2-3
pages) discussing the experience of writing the letter. Students are not required to
turn in the letter but may do so if they wish.
Assignment #3Find an article on international issues in violence against women in a
news or academic publication. Respond to the article in the assignment by providing
a brief synopsis and expressing your opinion of the authors assertions.

VERY IMPORTANT INFORMATION!!!!! All papers should comply with APA style. They must
be typed and double-spaced and include a title page, reference page, and appropriate
citations. Use Times New Roman 12 pt. font and 1 margins.
SafeAssign: All paper must be turned in through SafeAssign in Word format (.doc or .docx).
If you do not have Microsoft Word, you must save the file as a Word document. If you need
help with SafeAssign, please make an appointment to meet with instructor or ask for help at
the Lupton Library reference desk. Faculty is informed if SafeAssign is down so that is not a
legitimate excuse unless we receive notification. If SafeAssign is actually down, you must
email the assignment to sara-peters@utc.edu before midnight on the day it is due. Late
papers are NOT accepted.

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Tentative Agenda
CRMJ/WSTU 295
Fall 2012
All dates given below are tentative and are subject to change. You are responsible for
staying informed of any changes to the schedule.
8/21Introduction
Syllabus Review
8/23Vocabulary Review
Gender and Feminism
Readings: Section I-II and Readings 1-3
Valenti-Youre a Hardcore Feminist. I Swear
Levy-Raunch Culture
8/28Killing Us Softly 3
Plagiarism Certificate Due
8/30 History of VAW
9/4VAW legislation
9/6Measuring Crime
Writing Assignment #1 Due
9/11Reading Discussion/Review
9/13 Test #1
9/18 Dreamworlds 3
9/20Pornography

9/25 Sex Crimes Unit

9/27Sexual Assault
Readings: Section III and Readings 4-6
Valenti-The Blame (and Shame) Game
Writing Assignment #2 Due
10/2 Sexual Assault
10/4SANE Presentation
10/9Reading Discussion/Review
10/11 Test #2
10/16 In Her Shoes (In the Womens Center)

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10/18Domestic Violence
Readings: Section IV and Readings 7-9
10/23Fall Break-No class
10/25Domestic Violence
Writing Assignment #3 Due
10/30Survivor Discussion
11/1 Shattered Dreams/Sin by Silence
11/6 Stalking
11/13Class Canceled
11/15Sexual Harassment
Readings: Section V and Readings 10-12
Research Paper Due
11/20Born Into Brothels
11/22No class-Thanksgiving Break
11/27International Issues
Readings: Section VI and Readings 13-15
11/29Reading Discussion/Review
12/4 11:00-1:00pmTest #3

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Appendix D:
Clear Path to Graduation Templates
[insert hard copy]

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Appendix E:
Reviewers Report
External Review, 2007-2008

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EXTERNAL REVIEW
OF THE
HUMANITIES PROGRAM
AT
THE UNIVERSITY OF TENNESSEE
AT CHATTANOOGA

BY

JEROME P. SONESON
UNIVERSITY OF NORTHERN IOWA
DIRECTOR, THE HUMANITIES MAJOR
ASSOCIATE PROFESSOR OF RELIGION AND HUMANITIES
SPRING, 2008

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Before I begin the external review of the Humanities program, I need to set the
context by noting that the Humanities Program at the University of Tennessee at
Chattanooga is a relatively unique program. In particular, it does not belong to a
department, as do most other programs, such as the English Program or the Philosophy
Program, and so many of the questions asked of me in Guidelines for External
Reviewers Narrative Report are not relevant for an evaluation of this program. For
example, Humanities is an interdisciplinary program, having neither its own faculty nor
its own curriculum, but relying instead upon the faculty located in, and courses offered
by, other departments at the university. This means that the standard questions about the
adequacy of the curriculum and faculty qualifications are matters that cannot be
addressed in this report.
At the outset, I would also like to thank the administration at UTC, and Professor
Bryan Hampton in particular, for being such fine hosts to me during my stay at the
University of Tennessee at Chattanooga. It was a pleasure to meet the administrators,
faculty and students who are involved with the Humanities Program on campus. Overall,
I think that you have a fine program that has the good fortune of being led by a dedicated,
hard-working, visionary and very talented director, Professor Bryan Hampton.

Part 1. Program Outcomes

1. How would you rank this program with similar ones in the state, region, and
nation? An interdisciplinary Humanities program, like the one at Chattanooga, is not
common to universities across our country, as would be the case, for example, with the

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English program or the Philosophy program at UTC. As a result, it is difficult to rank it

with similar programs at other universities.
2. Are the intended program and learning outcomes clearly identified? The
program does have a good mission statement that recognizes the Humanities as a field of
study that includes all those multiple academic disciplines attempting to address
questions about the human condition. The Humanities Major, in particular, allows
students whose academic interests are broader than any single discipline to create their
own program of study around one or more key interests that cross disciplinary lines.
Similarly, the program also has clear program goals that were formulated by Professor
Hampton to increase awareness of and participation in the Humanities program across
campus.

Nevertheless, there are several goals that I would recommend be added to this

list.
A. that the director, in consultation with the faculty advisory board, clarify
the identity of the Humanities Program, what it is about, and why it is
beneficial to students. This would help faculty and students to have a sharper
idea of what Humanities courses and Humanities students have in common,
and so it would also help build community among those who have interest in
the Humanities. Moreover, it would help students tell themselves, their
parents, representatives of graduate programs, and prospective employers
what they are doing in this program and why it is worth while. Furthermore,
such a statement would help in advertizing this program on campus and in
attracting more students. In addition, it would help guide students in
formulating their program rationale which they write at the beginning of their
program. Finally, it would provide intellectual justification for the major,
helping to keep it alive in the university and over the long haul.
B. that the director, in consultation with the faculty advisory board, develop
a set of learning outcomes for students in the Humanities program, based in
part on item A above. What skills, values, and knowledge do you expect
students to have achieved by the time they graduate from this program? Such
a list of outcomes would clarify for students what they are attempting to
achieve in the program, and it would lay the groundwork for Student
Outcomes Assessment, if the university would be interested in developing an
SOA for this program.

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C. that the director, in consultation with the faculty advisory board, work out
more structure for the major. At present, the only written qualifications for
successfully completing the program are the achievement of 45 hours of
course work, a certain number of which are at the advanced level, around the
students interests, and determined in consultation with the director.
Structure might include a set of core courses, such as a Jr-Sr Humanities
Seminar, and types of categories of courses, such as interdisciplinary
courses or courses in critical thinking or the performing arts.
D. that the director, in consultation with the faculty advisory board, seek to
increase visibility for the program on campus. The director already has
several goals in mind that are helpful in this regard. For one thing, he is
working on advertisement for the program, including a university website for
the program, and for another thing, he has instituted an annual lecture by an
outside speaker who has a strong commitment to the humanities. I
recommend, in addition, (a) that more courses in various departments around
campus be cross-listed as Humanities courses, (b) that the director seek to cosponsor events (lectures, films and the like) with other departments and
programs, and (c) that the director, in consultation with Humanities students,
institute, perhaps once a semester, panel presentations (with faculty and
students presenting) on hot-topic issues of burning interest to students.
E. that the director work on building a community among the Humanities
students, many of whom take very few classes together and so hardly know
each other. This can be achieved in several ways, including the creation of a
Jr.-Sr. Seminar in which Humanities students would be taking at least one
course a year together. An executive committee of talented students invited
to be a part of this committee would also help to form the core of the
committee, remembering that if they help plan events they also feel
responsible for urging others to show up to those events. Furthermore, social
events, some of them planned by the executive committee, help in this regard,
such as a pizza and film night, or Friday pizza lunch, or Saturday
afternoon barbeque and volleyball. Finally, as with many majors, a
Humanities Club could provide opportunities for academic discussions on
broad topics, such as the significance of contemporary art, or presentations by
invited faculty on engaging topics. All of these are ways of building student
community.
3. What criteria does the department use to evaluate sufficient achievement of
intended program outcomes? Are the criteria appropriate? The goals, as they are stated
in the Program Self Study, are rather straight-forward, such as, The Coordinator will
form a student advisory board for the Humanities Program. Criteria for evaluating the

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achievement of these kinds of goals is similarly straight-forward: has the goal been
achieved?
4. Does the department make use of evaluation information and other
information from students, alumni, employers, and institutional research to strengthen
the program? Such information was used in the Self Study for descriptive purposes, but
the director is in the process of implementing an exit interview for graduating seniors
which will yield important feedback information that will help in strengthening the
program as time goes by.
Part 2. Curriculum
As mentioned earlier, the Humanities program does not control the courses
available to students in this program. For the most part, students are free to choose
courses offered by many departments across campus. This means that many of the
questions normally asked of an academic program are not relevant to this report. But
there is one issue I think is relevant and important to note. The one thing that the
program does have control over is the structure of the program. At present, that structure
is divided among two tracks, Humanities, and Humanities: International Studies, and
in both cases it is relatively open-ended: students are to take 45 credits based on their
interests with only three restrictions, as far as I can see: (1) that 39 of those 45 hours be
completed at the 300-400 level, (2) that the director approves of the courses based on
their relevance to the students program rationale that they write at the onset of their
program, and (3) that each student take no more than 18 hours from any one departmental
discipline. The great advantage of this open-ended structure is that it gives students
almost complete freedom to take courses across the university, as long as an argument

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can be given for their relevance to the study of humanity. And this freedom is very
attractive to some highly curious and creative students. But this strength is also a
weakness. After all, Im a little hard pressed to think of a course that would in principle
be irrelevant arguments for the relevance of courses even in industrial technology or
engineering could be given, for they are, to be sure, technologies of humans that
demonstrate human creativity. And this means that the great danger of this freedom
that that the program could slide into the category of the no-major major that offers
little focus, encourages little depth in intellectual development, and has little integrity
(integration).
But there is an equal danger in offering too much structure, for structure could
squash the creativity of students who are attracted to the program. And so, it would
seem to me, the problem at hand is to find an adequate balance between freedom and
order. Perhaps the key to this is two-fold.
First of all, the options for the program rationale that a student must write at the
beginning of their program could be carefully circumscribed. In fact, I would suggest
that they could be limited to 3 broad types.
a. an historical period, such as the baroque or medieval or classical period,
encouraging the development of an interdisciplinary and holistic perspective
on that period. A student would be expected to choose courses, for the most
part, in the history, language, literature, music, art, philosophy, science and
religion of that period.
b. a theme that crosses historical periods and cultures, stimulating a comparative
study, such as human world-views, or the human arts. Students would
choose courses that would help them understand the way different cultures
interpreted these themes.
c. an important question that would explore the relationship among different
aspects of human culture, such as How does religion influence art? or How
is science conditioned by current philosophies in culture? Students,

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accordingly, would be expected to choose courses in the appropriate

disciplines that would make it possible for them to explore the question that is
of interest to them.
The advantage of having these three foci (or something like them) is that it provides a
framework for deepening ones education in the humanities while guiding, but only
broadly, the selection of courses.
These advantages can also be found in a second method for striking a balance
between freedom and order. Course selection can also be guided by types or
categories of courses around the anticipated learning outcomes of the program. For
example, I would expect that a student graduating from this program would be able to
think critically about human culture, and so one category of courses might be critical
thinking and disciplinary methods, which would include courses such as Logic,
Critical Writing about Literature, Historical Method, Philosophy of History, and
the like. Another category might be Interdisciplinary Studies, which provide concrete
examples for Humanities students of what it is to think about large human issues across
disciplines, such as Religion, Ethics and Film, or Art History: the Middle Ages. A
third category might be the performing arts, which would include courses in art,
theater, writing, and music (chorus, band, and the like) in which students would be doing
one of the arts that they study in other courses, like the great scholars in the humanities
during the Renaissance, such as Leonardo de Vinci. A final category might be Jr.-Sr.
Humanities Seminar. If it were an interdisciplinary course designed for Humanities
students, such as Paris in the 1920s: A Cauldron for Art and Literature, it could
require an extended research paper on which the student might work all semester, helping
them to integrate interdisciplinary interests, critical reasoning skills, and writing skills.

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To complicate matters, it should also be noted that a third track is going to begin
next year: Humanities: Womens Studies. This track will have another advisor, Dr.
Noe, and it will require only 30 hours with 3 required, core courses. Actually, this
introduces great confusion into the Humanities Major, because it looks as though the
other 2 tracks have nothing at all in common with the third track. This only intensifies
the problem of the identity of the major. Frankly, I see no reason why the Womens
Studies track should not be a part of the Humanities Major this is a very appropriate
framework within which to study womens issues in literature, philosophy, religion, art,
sociology, anthropology, and the like. But I would recommend that if UTC wishes to
place this program here, then there ought to be some common identity between the three
tracks. Such an identity could be formed in a common mission statement, in common
core of courses, in a common Jr.-Sr. Seminar, and in common social events.
Similarly, I see that Dr. Preble-Niemi is drafting a grant and curriculum proposal
to reform the Humanities: International Studies major by dividing it into three tracks
which would share a common core or courses. That is a fine idea, but I would
recommend that the core here and in the Womens Studies major not stop you from also
creating a common mission, identity, and core of courses for all of these tracks.
I have been arguing for a common structure and a common identity for the three
tracks in the Humanities Program. The key, of course, is to find this common identity
while also articulating and preserving the unique identities of each of the three tracks. It
seems to me that students should be able to say not only how the three tracks are similar
but also how they are different that is, how each of these tracks also has its own
identity.

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Part 3. Teaching and Learning Environment

At present, there are few opportunities for student interactions with one another,
faculty, and other professionals. Part of the reason for this is that the Humanities
Program is not a department with its own set of courses; rather, students take courses
from many different departments across campus and so they rarely are in the same classes
with other Humanities students. This means that the director has the task of forging a
common learning community among the Humanities majors. Professor Hampton has
begun this task with the introduction of the annual Humanities lecture. But much more
can be done, as suggested earlier, such as forming an Executive Student Committee, a
Humanities Club, introducing social events and special academic events on campus, such
as panel discussions on hot topics.
At present, Professor Hampton is the only advisor for the current 29 students
majoring in the Humanities Program. The students that I met at UTC were
overwhelmingly enthusiastic about him as an advisor, helping them with their program
rationale, choosing courses, and planning for graduate school.
The library is run by a very enthusiastic dean who recognizes the strengths and
weaknesses of the current collection of books and journals. Because the Humanities
Program draws on many of the departments across campus, the adequacy of the
collection for students majoring in Humanities is really to be determined by the whole
collection of books and journals in the library. As you know, a new library has been
planned and its construction approved, and I expect that the dean will continue to fill in
the gaps that she sees in the current collection.

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The students in the Humanities Program seem to be exposed to cultural diversity

in one of two ways: (1) by taking courses, if they choose, on subject matter having to do
with cultural diversity, and (2) by taking courses, if they choose, by teachers who
represent diversity within the faculty at UTC. The director of the Humanities Program
may want to consider one or two events during the year that will focus on the issue of
diversity, either in the Humanities Club or in panel discussions or maybe even in one of
the annual lectures.
The students in the Humanities Program have the same opportunities to evaluate
teaching as students in other programs; that is to say, they are able to fill out standard
student evaluations that are processed by the university. But it is important to
remember that these evaluations go to the respective departments to which the various
faculty belong. The director of the Humanities Program does not see these evaluations,
because he does not supervise any other faculty.
Part 4. Faculty
I have little to say about faculty because the Humanities Program has no full-time
faculty. The Self Study did discuss those faculty members who cross-list their courses as
Humanities courses, and those folks look like they come from some very good graduate
programs, are actively engaged in teaching and scholarship, and are internally diverse.
My only advice in this section is to try to increase the numbers of courses that are crosslisted as Humanities courses. This process will involve Professor Hampton contacting
various faculty and discussing with them why it would be advantageous for them to
cross-list their courses. This will involve some work, to be sure, but it is a crucial step in
raising the visibility of the program on campus while reminding other faculty of the role

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of their work in the larger field of Humanities. I would also recommend that you institute
some kind of formal connection between these faculty and the program, and that they be
invited to all the academic and social events that are sponsored by the Humanities
Program.
`

Professor Bryan Hampton, of course, is the one faculty member who officially is

associated with the Humanities Program. He is the director and the advisor for this
program. In my estimation, he has been doing an excellent job during the short time he
has had this position. Advising, of course, is a complex responsibility, and those who are
serious about it, as Dr. Hampton is, continue to improve over the years. In this regard, I
acknowledge and agree with two of the goals he articulates at the end of the Self Study:
(1) tracking alumni, and (2) collecting information on scholarships, internships, graduate
programs, and career materials relevant to the humanities. Both of these tasks will
deepen his ability to advise his students well.
I do want to make a recommendation to the Dean of the College of Arts and
Sciences. As the Director of the Humanities Major at the University of Northern Iowa, I
know that the Humanities Major does not get full or even adequate attention compared to
other majors in my College. I know this in part because I was Acting Head of the
Department of Philosophy and Religion for a year and met weekly with our dean and the
other heads in my college. I know that the Director of the Humanities Program does not
have the same status as a head of a department who is responsible for a group of faculty
and a curriculum, but I would think that there might be some way that you could include
this director in at least some conversations you have with your heads during the year,
especially when you talk about the budget and strategic planning for the college,

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including advertizing and student recruitment. Such participation will help the heads of
the departments to recognize and accept the Humanities Program as a legitimate program
on campus, and it will insure that the Humanities Major will receive equitable attention in
college planning and advertizing.
Part 5. Support
Currently, the Humanities Program does not have any equipment or facilities.
Everything is run out of Professor Hamptons faculty office in the English Department. I
recommend that the College try to locate a room on campus, close to Holt Hall, that the
program could use as its home, and that it be equipped with a desk, a file cabinet, several
book shelves, a computer, and perhaps a small seminar table with an appropriate number
of chairs. These items can certainly be in used condition, including the computer, so
no extra money need be spent. I understand, of course, room space is tight on campus.
Nevertheless, in talking with the Dean of the Library, she mentioned that she might be
able to locate a room in the library now, and if thats inconvenient at present, a room in
the old library (right next to Holt Hall) certainly can be located when the library moves to
its new location. Such a room would give the Humanities Program an official home,
helping to advertize and legitimate the program on campus. Also, it is a place which the
Humanities students could call their own and which they could gather for small, informal
discussions. Furthermore, this is the place where the advisor(s) for the Humanities
students could do their advising.
The Humanities Programs annual operating budget is currently rather small, only
$3493. I am impressed with what Dr. Hampton is able to do with this money, including
the institution of a new lecture on campus, the annual Humanities lecture. He seems to

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me to be an excellent steward of that budget, and so I am confident that if this budget is

increased, it will be used for very good ends. As you will see in my summary, several of
the items that I recommend will need financial backing a second annual lecture, cosponsoring academic events on campus, new advertizing, and various social events that
will help to build a community among the Humanities students. So Im recommending
the budget be increased $2507, for an annual total budget of $6000. This would not be a
considerable increase, especially given the important new work that it will facilitate.

Part 6. Summary Recommendations

The major strengths of this program, I believe, reside in the administrators of
UTC. The Provost of the University, the Dean of the College, and the Director of the
Program are all enthusiastically committed to this interdisciplinary program. The great
advantage, from the perspective of the administration, is that this program costs very little
money, and yet it provides a great opportunity for some of the most creative students at
the university to study outside the confines of the traditional disciplines. Professor Bryan
Hampton, in particular, is an exceedingly fine asset in this program. He has taken a
relatively languishing academic program and injected new enthusiasm, vigor and vision,
and the result, within just a year or two, is a much more visible program on campus with
almost twice the number of students majoring in Humanities (29 instead of an average of
18). Moreover, he has introduced an new annual lecture on campus and engaged faculty
around campus in discussions about the humanities. With Professor Hampton at the
helm, I foresee the continued growth in the quality of this program on campus.
The largest weakness I see in the program is that it lacks identity. With the
development of the Womens Studies Track, the Humanities Program now embodies 3

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tracks that students can take: (1) Humanities, (2) Humanities: International Studies, and
(3) Humanities: Womens Studies. As an outsider, Im not sure I can see any difference
between the first and second tracks, and Im not sure I can see any similarity between the
first two and the last one. What distinguishes the three tracks and what unites them? It
is much more likely that the program will grow in numbers and in quality with the
development of a clearly stated intellectual rationale for both the differences and the
commonality among the three, which will also provide a much sharper identity for this
program on campus.
A second weakness, related to this first problem, is that the program lacks
community among the students. Unlike other majors on campus, this program does not
control its own courses but allows students to choose among courses offered by the
disciplinary departments on campus. The practical result of this is that many students
dont take courses together and so few of them know each other. The identity of the
program will be deepened, it seems to me, by working on the development of community
by establishing a Humanities Club, social events, panel discussions, another lecture on
campus, and the like.
A final weakness is that the program of study lacks structure, and so there is no
programmatic guidance for the students to develop (1) an intellectual focus for their plan
of study and (2) the learning outcomes that would be appropriate for this major.
With this in mind, let me list the goals that I see to be important over the next five
years in order of priority, the most important goal listed first.
1. develop a sharper identity and intellectual justification for the Humanities
program, by
a. articulating more fully the nature of the humanities and the humanities
major, and the advantages of studying in this program

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b. carefully distinguishing between the three tracks for this major

2. develop a set of learning outcomes that are expected of your graduates
3. develop appropriate structure for the three tracks, by
a. identifying and clarifying the key types of foci around which a program
rationale can be developed by students
b. creating categories of courses around the types of learning outcomes you
would like to see in your graduates
4.

include the Director of the Humanities Program in at least some conversations

the Dean of the College of Arts and Sciences has with his heads during the year,
especially when he talks about the budget and strategic planning for the college,
including discussion of college advertizing and student recruitment.

5. continue to promote visibility of the program on campus, by

a. advertizing posters on campus and at local high schools, an article or
two in the school newspaper, an article in the town newspaper before the
annual lecture or panel discussion
b. cross-listing more courses with the Humanities number (this would
include talking with more faculty about the advantages of cross-listing
their courses)
c. developing a second annual lecture
d. co-sponsoring events with other programs and departments across campus
e. panel discussions on hot topics
6. develop student community (and faculty involvement), by instituting
a. Jr.-Sr. Humanities Seminar
b. Humanities Club
c. Executive Student Committee
d. social events to which students and interested faculty are invited
7. increase the program annual budget to $6000, to allow for
a. co-sponsoring events on campus with other departments
b. a second annual lecture
c. advertizing
d. social events
8. secure a Humanities Program Room on campus, to function as a
a. Program Office, to keep files and all materials relevant to this program, to
develop and display new advertizing material
b. meeting place for Humanities Students, a place on campus they can call
home, and a place where the Executive Committee can meet
c. advising center for this program, with appropriate written materials and a
computer (perhaps a working, used computer that was recently handed in
by a faculty member who just received a new computer)

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The first four goals listed above do not require a budget increase, and so if you
also find them compelling, there should be no controversy over pursuing them. The other
four goals do require a budget increase of about $2500, which, in the overall picture, is
not really much at all, especially given all of the work that that money would do in the
hands of Professor Hampton. I have recommended a second annual lecture on campus,
more advertizing, co-sponsoring events on campus, and establishing social events to
build community among students and interested faculty. To put it in perspective, quite a
lot of good can be had for the price of one very good, new computer. Secondly, I have
also recommended securing a room that would be the home for this program. In the next
several years as the library moves to its new location, I would guess that a room close by
could be located if administrators are interested in this recommendation. Finally, I have
recommended instituting a Jr.-Sr. Humanities Seminar. This would require that one
faculty member, who would teach this course, would trade one of his or her regularly
scheduled courses for this course. If one of these seminars were offered each semester,
then there would be a diversion of two academic courses each year. When money is
tight, of course, this might seem like an impossible task. But it is important to remember
that if a professor is allowed to propose and develop an interdisciplinary course that is of
great interest to him or her and that would not be taught under other circumstances, they
will likely be energized and their enthusiasm for teaching might very well be enhanced
a matter that is an extraordinary boon to the faculty member, to students, to colleagues,
and to administrators alike. Another objection, perhaps, to allowing such courses might
be that there are not enough Humanities Majors to fill them, especially if you require that

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they take two of these seminars in their program, rather than one a semester. But note
that you currently have 29 students majoring in Humanities. And after a few years with
the new track in Womens Studies, that number is likely to go up to 45 or 50. Seminars
are usually restricted to between 15 and 20 students, and so rather then worrying that you
wont get enough students, you might actually have to offer 2 seminars some semesters.
And even if you get less than 10 signing up, you could institute a policy of opening up
the seminar to students in other majors once the Humanities majors have signed up for
classes. Such seminars ought to be appealing to students in other majors, especially if the
topics are seen as exciting, unusual and fun (which I would hope they would be).

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