Department of English

Professor Marjorie Curry Woods joins the Academy of Distinguished Teachers

Fri, April 15, 2011
Professor Marjorie Curry Woods joins the Academy of Distinguished Teachers

The Department of English congratulates Professor Marjorie Curry Woods on her recent election to the Academy of Distinguished Teachers. Professor Woods will join the 5 percent of tenured faculty who constitute the Academy.

Since its establishment in 1995, the Academy of Distinguished Teachers has represented the university’s commitment to excellence in teaching. Among its many aims, the Academy endeavors to enhance teaching, particularly at the undergraduate level, and to foster a community of teachers who serve as a resource to their colleagues.

Election to the elite academy is a rigorous process: deans of schools and colleges select nominees (six from the College of Liberal Arts), whom a committee comprising Academy members, students, and other faculty review. The provost chooses between five and ten new members from the committee’s recommendations each year.

Once elected to the Academy, faculty members strive to improve the depth and quality of the undergraduate experience by advising the president and provost on instructional matters; participating in seminars, colloquia, and workshops dedicated to teaching effectiveness; and mentoring new faculty. Members remain in the Academy for the duration of their tenure at UT.

Professor Marjorie (Jorie) Woods grew up in the military and moved almost every year. Changing schools so often generated her interest in teaching, and she now studies both how students were taught to write in medieval schools and the use of premodern classroom exercises in the modern classroom. She has just published a book on the teachers' notes in margins of the manuscripts of a medieval rhetorical treatise, entitled Classroom Commentaries: Teaching the Poetria nova across Medieval and Renaissance Europe. Currently she is working on how female characters from classical texts were studied and used as the basis of composition exercises for boys during the Middle Ages and the Renaissance.

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