James Chambley, a graduate student in English working on his doctorate, has created more than 100 cooking recipes.
"I definitely enjoy cooking and creating recipes," he said.
"I'm working through different aspects of cooking as opposed to having a particular type of cooking. Right now, I'm working on pastries."
Chambley said he also does private catering occasionally, which explains a great deal about why he plays with recipes. He has catered for up to 50 people.
"I'm interested in writing books and eventually compiling a cookbook," he said.
He also enjoys reading books about cooking and is working his way through an encyclopedia for cooking.
Although cooking is a major centerpiece of his life, he also typically reads shorts stories, compilations and materials about techno-theory, which relates to his dissertation topic. He said he is interested in the critical analysis of technology.
His dissertation topic is theories of writing, technologies of writing and cognitive approaches to the way people look at writing, he said.
"A lot of the younger generation has grown up with lots of technologies at hand," he said. "And some of them without critically thinking about the fact that the tools that they are using have not always been there and we used to do things a different way."
He said when people are talking in a chat room or composing an e-mail, they are talking in a different way than they would normally talk when they are face-to-face.
"In the 17th century, pedagogical theories of how writing should be taught were documented very well for the first time," he said. "What we are running into now is the fact that the text books have not changed that much in their pedagogical theories."
He said the problem with the pedagogical theory is that most people who have produced textbooks in the past have assumed that the way a person writes affects the way that person thinks.
"And it's impossible to write the way you think, and the tools - the technology that you use - to write has a direct impact on how you can write," he said. "It breaks down to a standard argument between linear and associative thinking."
Chambley said after he graduates he is thinking about returning to his home state of Georgia and teaching at a college there.
"Also, I have some real estate down there, and they need attention," he said.
He said the University of Georgia has several satelite campuses that look appealing to him.
"I want to teach at a smaller university," he said.
Chambley teaches first and second year writing. He said he has taught an excellent group of students this quarter.
A student in one of his classes had high praise for Chambley.
"When he teaches you know he cares about what he's contributing to the world," said Joanna Paldino, a sophomore in English and one of Chambley's students. "He realizes that we're the people that are going to be running the country in a few years. He just doesn't push through a class, he teaches you how to think for yourself."
Paldino said she will carry a part of Chambley with her.
"He says: 'Whenever you hear the terms fact, truth, or history, start asking questions,'" she said. "And I think I'll carry that for the rest of my life."
Lewis Ulman, an associate professor of English, said one of Chambley's best qualities is his dedication to teaching.
"J sees teaching at the heart of the university and finds his greatest professional satisfaction in the classroom," he said.
Chambley said a group of people who he respects are public school teachers.
"I admire them because they do it," he said. "I just had a conversation with someone who has chosen to go into public school teaching as opposed to college teaching. And my reaction was, 'I don't think I could do it.'"
He said being a public school teacher takes a great deal of strength, patience and motivation.
"Not that I don't have those qualities," he said. "I just think it takes a certain combination of those qualities, and I think teaching in the public school system is very taxing."
"I think that anyone who can do it and do it well deserves our respect."
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