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Peter Fraser, Ph.D.

Associate Professor, Department Chair, Communication and the Arts, Language and Literature, General Education


  • Ph.D. Literature, University of Illinois at Chicago, 1990
  • M.A., Church History and Theology, Wheaton College Graduate School, 1984
  • M.A., English, University of Illinois at Chicago, 1983
  • B.A., University of Illinois at Chicago, 1981

Honors and Awards

  • Phi Beta Kappa, Iota of Illinois, 1981
  • Irene Kogan Fellowship recipient, UIC, 1987
  • Faith in Action Award, HOPE Christian Schools, 2008
  • Dean's Award, Regent University, 2013

Classes Taught

  • ENG 101 Freshman Composition
  • ENG 102: Research and Writing ENG 221: British Literature IIENG 308: Business and Professional Writing ENG 370: Religious Imagination in American Literature ENG 377: Shakespeare ENG 478: 20th Century Christian ClassicsENG 485: English Senior Seminar

Research Interests

Film Aesthetics, Film Genre Theory, Christianity and Film

Teaching Philosophy

Successful teaching can be measured by the performance of students as they apply higher level thinking in the subject area to their vocations, families, and personal lives. Students are human beings made by their loving Father to know and praise Him. They need to care about learning and to see it as part their calling from God. Apathy and ignorance are conditions that put the soul at risk. Learning should foster wisdom which leads the soul back to the source of all wisdom, Christ our Lord.

Learning occurs when students absorb information into their own thought processes, and then change how they relate to the world. Learning also occurs when specific skills are mastered by students, allowing those students to perform new tasks. For this to happen the classroom has to provide a variety of mechanisms that allow information and new practices to soak in. Learning occurs best when truth is incarnate and dynamic, as our Lord demonstrated.

I teach by trying to tie my curricular materials to a living context. Often this means cross-referencing materials until students understand them within their own frame of reference. So, for example, in discussing literary appreciation, I may show a clip of an artistic performance twenty years before that was heralded as important, but which has lost its effectiveness for the present generation. This then leads to a discussion of what has changed and how our perceptions about art are colored by our cultural or generational biases. Students who engage in this discussion are then more curious to learn some of the objective standards of aesthetic evaluation that have been proposed through the years. I want the students to embrace what I am teaching as relevant to their own three-dimensional lives in this fallen world, a world which can only be saved as it has been, through the grace of our Lord Jesus and His atonement.


I was born and raised in Chicago where I attended school and worked until my marriage in 1988, after which we moved to Milwaukee and served for many years in a Christian college and worked to develop voucher schools in the center city. Along the way, I founded and managed a youth evangelism program called Wandani that served mostly boys surrounded by the city's gang culture.

My interests include film and literature and fixing things in the house, but my time is mostly taken with my wife and our five children. The family currently includes our eldest daughter who teaches music in Boston, two other daughters and a son who study at Regent, and our youngest son who is in eighth grade at Portsmouth Christian School, in the town where we now live.

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