The Kirby-Greer Endowed Lectures are supported by Jay and Catherine Kirby and George and Jane Greer.
Jay graduated from Penn State in 1959 with a degree in labor management and received his master’s degree from Cornell University. Catherine graduated from Penn State in 1961 with an arts & letters degree. Jay is the retired senior vice president of FMC Corporation in Chicago, IL, a leading producer of chemicals for agriculture, food, and pharmaceutical markets. Together they established the William J. and Catherine Craig Kirby Professorship in Language Learning in the College of the Liberal Arts in 1998.
After graduating with an arts and letters degree from Penn State in 1954, George earned his law degree from the University of Pennsylvania in 1957 before starting a 37-year career at H.J. Heinz Company in Pittsburgh. He retired in 1997 as Vice President for Organizational Development and Administration. During his tenure at the company, he assisted and supported the greater Pittsburgh community, including projects with Penn State, through the H.J. Heinz Company Foundation. He and his wife, Jane, established the George C. and Jane G. Greer Professorship in Language Acquisition in the College of the Liberal Arts in 2005.
Meg Gebhard (2020)
Speaker: Meg Gebhard
Date of Talk: March 2, 2020
Location: 158 Willard building
Title and abstract:
Multilingual Students’ Disciplinary Literacies in Hard Times:
Systemic Functional Linguistics in Action in US Secondary Schools
Drawing on Halliday’s theory of systemic functional linguistics, Dr. Gebhard describes the formation of a sustained university-school partnership informed by a social semiotic perspective of language, learning, and social change (e.g., New London Group, 1996). This partnership supported teams of teachers, doctoral students, and literacy researchers in collaboratively designing curriculum and analyzing changes in the literacy practices of linguistically and culturally diverse students over time using case study methods (e.g., Dyson & Genishi, 2005). Dr. Gebhard shares findings from these studies with a focus on how multilinguals at the secondary level learned to read, write, and critique multimodal texts in math and science (Gebhard, 2019).