Leslie S. Gordon is the associate director of the Executive Doctoral Program in Higher Education Management and director of the Governor's Teaching Fellows Program. She earned her A.B. in romance languages from the University of Georgia, her M.A. in romance linguistics from the University of Michigan, and her Ph.D. in applied linguistics from Georgetown University. Her teaching and research interests are wide-ranging and include course and program assessment, current issues in faculty development, and effective pedagogies for adult learners in varied contexts. Dr. Gordon was a faculty member at Washington and Lee University prior to her return to UGA.
Dr. Gordon has worked previously at UGA as the assistant to the vice president for instruction and the associate director for assessment in the Office of Academic Planning. During her time at UGA she has worked on the development and implementation of major initiatives such as the First-Year Odyssey Seminar Program, the 2010 SACS reaffirmation of accreditation, the National Survey of Student Engagement and related surveys, and the advancement of best practices for general education and academic program assessment.
Dr. Gordon regularly teaches courses in Spanish linguistics for the Department of Romance Languages and has also taught in the Honors program and the First-Year Odyssey seminar program. She has a strong interest in pedagogical innovation and has researched the effects of multi-modal journaling, ePortfolio, and service-learning on students’ acquisition and application of language skills.
Over many years Dr. Gordon has been a contributor to UGA’s Center for Teaching and Learning where, among other forms of service, she has regularly led faculty learning communities. She was a Teaching Academy Fellow in 2012-13 and a Service-Learning Fellow in 2015-16. She has served as associate editor for the International Journal of Teaching and Learning in Higher Education and reviewer for the International Journal of ePortfolio.
- Ph.D., Spanish Applied Linguistics, Georgetown University
- M.S., Spanish Linguistics, Georgetown University
- M.A., Romance Languages, University of Michigan
- A.B., Romance Languages, University of Georgia (High Honor Graduate)
Gordon, L. (2017). Students as co-designers: Peer and instructional resources for novice users of ePortfolio. International Journal of ePortfolio, 7 (2), 113-127.
Gordon, L. and Foutz, T. (2015). Navigating the first-year program: Exploring new waters in a faculty learning community. International Journal of Teaching and Learning in Higher Education, 27 (1), 81-93.
Gordon, L. (2015). Blogging to support a faculty learning community. Assessment Update, 27 (3), 1-2, 14-16.
Medina, A. and Gordon, L. (2014). Service-learning, phonemic perception, and learner motivation: a quantitative study. Foreign Language Annals, 47, 357-371.
Gordon, L.S. (2011). English speakers’ perception of Spanish vowels: Evidence for multiple category assimilation. In C. Sanz and R.P. Leow (Eds.), Implicit and Explicit Conditions, Processes, and Knowledge in SLA and Bilingualism. Washington, D.C.: Georgetown University Press.