Skip to main content

Rochelle Gregory

Title: Clinical Associate Professor

Department: Multidisciplinary Innovation

College: College of Applied and Collaborative Studies

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Texas Woman's University, 2009
    Major: Rhetoric
  • MA, Tarleton State University, 2003
    Major: English
  • BA, Tarleton State University, 2001
    Major: English

Current Scheduled Teaching

ENGL 2331.581World LiteratureSpring SDC 2026
ENGL 2331.585World LiteratureSpring SDC 2026
ENGL 1310.571First Year Writing IFall SDC 2025 Syllabus
ENGL 1310.572First Year Writing IFall SDC 2025 Syllabus
ENGL 1310.576First Year Writing IFall SDC 2025 Syllabus
AMDS 3210.501Public Engagement in Heritage ManagementFall 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

ENGL 1320.503First Year Writing IISpring 2025 Syllabus SPOT
ENGL 1320.510First Year Writing IISpring 2025 Syllabus SPOT
ENGL 2331.581World LiteratureSpring SDC 2025 Syllabus SPOT
ENGL 2331.585World LiteratureSpring SDC 2025 Syllabus SPOT
ENGL 1310.572First Year Writing IFall SDC 2024 Syllabus SPOT
ENGL 1310.576First Year Writing IFall SDC 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Abstracts and Proceedings

  • Gregory, R.D. (2007). The ‘Suprahuman’ and the ‘Inhuman’: Identifying Those Of, Beyond, and Without God in Autism Texts.
  • Gregory, R.D. (2006). Dr. Randall Popken’s The Tarleton Writer: The Praxis of Social Construction, Social Transactional, and Genre-Acquisition Theories.
  • Gregory, R.D. (2005). Use of Dialectic as Means of Invention in Composition Classroom.
  • Gregory, R.D. (2003). A Pedagogical Hybrid: Merging Three Pedagogies in the Early 20th Century Composition Classroom.

    • Book

  • Gregory, R.D., Hancock, B., Cox, G. (2024). The 100-Year of History of North Central Texas College.

    • Book Chapter

  • Gregory, R.D., Norton, G., Kopko, K. (2021). The Fulbright International Education Administrators Seminars: Opportunities for Honors Deans and Directors.
  • Gregory, R.D., Williams, N., Lopez, A., Nora, C. (2017). Surviving Sexism to Inspire Change: Stories and Reflections from Mothers on the Tenure Track.
  • Gregory, R.D. (2015). A Womb with a View: Identifying the Culturally Iconic Fetal Image in Prenatal Ultrasound Provisions.
  • Gregory, R.D., Francis, L. (2015). Hillary Clinton’s Rhetoric of Fashion.
  • Gregory, R.D., Daxenbichler, M. (2013). Electing the Commander in Chief: The Gender Regime and Hillary Clinton’s 2008 Campaign Rhetoric.

    • Journal Article

  • Gregory, R., Weinzapfel, K., Arnold, J., Dietz, A., Ince, J., Ott, A., Hawkins, J.P., Poe, J., Smart, L., West, K. (2024). Instructional Note: North Central Texas College’s First-Year Composition Textbook Project. Other. 51 (4) 330-338. National Council of Teachers of English. https://doi.org/10.58680/tetyc2024514330
  • Gregory, R., Weinzapfel, K. (2024). Peer-to-Peer Professional Development in Building a Culture of Collegiality in Corequisite Education. Other. 6 (2) 8-12. Texas State University. https://doi.org/10.58997/6.2pp1
  • Gregory, R.D. (2012). A Womb with a View: Identifying the Culturally Iconic Fetal Image in Prenatal Ultrasound Provisions.
  • Gregory, R. (2011). Beyond the Spectacle of the Autistic Adult: Review of Grandin, Beyond the Spectacle of the Autistic Adult. Disability Studies Quarterly. 31 (3) The Ohio State University Libraries. https://doi.org/10.18061/dsq.v31i3.1659
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE