Education

 

 

Ph.D.   ABD               English,  University of Connecticut

M.A.   2014               English, Fordham University

B.A.    2012               English, summa cum laude, Sacred Heart University

Research and Teaching Interests

 

 

  • • British Literature
    • °Eighteenth-Century Writing
    • °Nineteenth-Century Writing
    • °Romantic Poetry
  • •Rhetoric and Composition
    • °Digital Literacy
    • °Digital Pedagogy
    • °Multimodal Composition
  • •Gender and Sexuality Studies
    • °Queer Theory
    • °Queer Poetics
    • °Queer embodiment in writing
  • •Poetry and Poetics
    • °Historical poetics
    • °Formalism

Work

 

 

Click Below for Digital Projects

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Publications and Work Under Consideration

“The Gendering of Rhyme: Leigh Hunt’s Effeminate Poetics in The Story of Rimini.” European Romantic Review. Forthcoming 2020.

“Non-Linear Transformations: Queer Bodies in Curriculum Redesign.” Our Body of Work, eds. Melissa Nicolas and Anna Sicari. Interchapter accepted. Collection under consideration at Utah State University Press.

“Queer Punctuation: Unpunctuality and Bodily Excess.” (Proposal accepted) Using Punctuation in Modern English Literature, eds. Elizabeth M. Bonapfel, Jeffrey Gutierrez, John Lennard. Collection proposal under consideration at Cambridge University Press.

“Understanding self-regulated learning in multimodal composition: A quasi-experimental analysis.” (Proposal Accepted) Journal of Teaching and Learning with Technology. With Johanna DeLeyer-Tiarks and Réme Bohlin. Forthcoming Summer 2020.

 

Professional History

 

 

2018-Present   Assistant Director, First-Year Writing, University of Connecticut

2016-2017       Facilitator for Incoming Instructors, First-Year Writing, University of Connecticut

2014-2018       Graduate Instructor, University of Connecticut

2013-2014       Graduate Assistant, Office of the Provost, Fordham University

2012-2014       Teaching Associate, Gabelli School of Business, Fordham University

2012-2014       Graduate Writing Center Tutor, Fordham University

 

Conference Presentations and Abstracts

 

 

“Designing Inclusive Multimodal Spaces.” Conference on College Composition and Communication, Milwaukee, WI, March 2020, with Ruth Book and Réme Bohlin (upcoming)

“Active + Accessible: Multimodal Teaching and Learning Approaches to a First Year Writing Course.” Lilly Conference on College Teaching, Miami University, Oxford, OH, November 2019, Pre-Conference Workshop with Brenda Brueggemann, Lisa Blansett, Réme Bohlin, and David DesArmier

“Plant Trans: Romantic Bodies, Scientific Discourse, and the Nonhuman.” North American Society for the Study of Romanticism, University of Illinois at Chicago, Chicago, IL, August 2019 (Nominated for the conference issue of the European Romantic Review)

“Form, Trans-Historical Reading, and Queerness.” North American Society for the Study of Romanticism, University of Illinois at Chicago, Chicago, IL, August 2019, Romanticism Now Pre-Conference Workshop

“A Writing Program (Administrator) In Transition: Negotiating Liminal Authority in Times of Change.” Council of Writing Program Administrators Annual Conference, Baltimore, MD, July 2019, with Ruth Book and Réme Bohlin

“Impropriety and Affectation: Feminine Rhyme in Leigh Hunt’s The Story of Rimini.” North American Society for the Study of Romanticism, Brown University, Providence, RI, June 2018

“‘Those Which Are Less Regular’: Charlotte Smith and the Re-Versing of the Sonnet Tradition.” American Society for Eighteenth-Century Studies, Orlando, FL, March 2018

“‘Their Legs Are Weak’: The Microcosm of Anatomy and Sexuality in Victorian Literature.” Northeast Modern Language Association, Hartford, CT, March 2016

“Preserving the Jiao Between Self and Writing.” University of Connecticut Conference on the Teaching of Writing, University of Connecticut, Storrs, CT, March 2015

 

Honors and Awards

 

 

2018: Aetna Graduate Teaching Award, Honorable Mention

2016: Recognition of excellence in teaching evaluations, Office of the Provost, University of Connecticut, for “Poetry” (ENGL-2401)

2014: Aetna Graduate Critical Essay Contest, Third Place, University of Connecticut, for “Beyond the Ghost: Katherine Philips and the Queerness of Close Reading”

 

Courses Taught

 

 

Click image below for teaching philosophy and sample teaching materials.

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List of Courses Taught

ENGL-1010 Seminar in Academic Writing (University of Connecticut, 6 sections)

The University of Connecticut’s First-Year Writing courses engage students actively and collaboratively in the work of writing in a seminar-style, four-credit course.

Selected Past Course Themes:

  • Networks of Memory and Knowledge – Students investigated the ways we form knowledge of ourselves and the world through our understandings of memory.
  • Sexual Citizenship – This course asked students to consider the relationship between sociopolitical understandings of sexuality and writing.
  • Narratives of Love – In this course, students identified and troubled the ways in which we form narratives of different types of love, such as familial, romantic, etc.
  • Discourses of the Body – Developed particularly for student athletes, this course asked students to consider patterns in the ways bodies are discussed and/or used in various media, including in sports, television, and advertising.
  • Writing the University – This course asked students to consider the intersections between genre, audience expectation, and the circulation of different modes of composition within and related to universities.

ENGL-1004 Introduction to Academic Writing (University of Connecticut, 2 sections)

An introductory First-Year Writing course, “Introduction to Academic Writing” is a seminar-style, workshop-intensive course introducing students to university writing.

Selected Past Course Themes:

  • Creating and Interpreting Meaning through Language (Hartford Campus) – Developed for students in the Hartford area, this course asked students to critically consider the rhetorical development of standardized forms of English in comparison to our personal experiences with language.
  • Physical and Cultural Spaces of Meaning – This course focused particularly on the space of the University of Connecticut’s Storrs campus and the different modes through which we understand it, including photos, personal experiences with space, and, ultimately, the space of our classroom. In particular, since all of my students were international students, we discussed the contact zones between cultures in each of these spaces.

 

ENGL-2401 Poetry (University of Connecticut, 1 section)

A genre course, “Poetry” explores the use of sound and space in major Anglophone verse forms, particularly asking students to consider what types of work different poetic forms do in different times and contexts as opposed to, or in addition to, their potential “meanings.” My students and I initially explore poems’ use of sound and space broadly (including poems in ASL and nonsense poems), before moving into particular poetic forms (such as sonnets, couplets, and free verse) and the ways they changed over time.

ENGL-2011-Honors Literary Study Through Reading and Research: Austen and Austenania (University of Connecticut, 1 section)

“Austen and Austeniana” is a writing-intensive honors course on Jane Austen and the ways historical context, genre, and adaptation affect our readings of her novels. It begins with introductory considerations of adaptation, and then students explore adaptation and historical context around three main Austen novels: Pride and Prejudice, Emma, and Persuasion, each with a variety of adaptation media (including films, musicals, video games, and web series).

 

Service

 

 

With the University of Connecticut’s English Graduate Student Association:

  • Diversity Committee Member – Organizing events, talks, and raising concerns pertinent to marginalized communities in the department.
  • Community Committee Member – Collaborating in organizing community events for graduate students.
  • Hospitality Committee Member – Meeting with incoming or potential graduate students to welcome them to campus, discuss the campus climate of the University of Connecticut, and ease the transition into living in or around Storrs.
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