PH.D. in English, University of Florida. 2010.
M.A. in English , Florida Atlantic University. 2004.
B.A. in Creative Writing, Spanish, and Women’s Studies, Western Michigan University. 1998.
Language Certificate in Spanish, University of Granada, Spain. 1996.
Georgia Institute of Technology
Marion L. Brittain Postdoctoral Fellow, School of Literature, Communication and Culture, 2010-Present.
University of Florida
Kirkland Dissertation Fellow, Department of English. Awarded the Edwin C. and Mary Kirkland-Johns Dissertation Fellowship in recognition of outstanding scholarship in Victorian Studies to support the completion of doctoral requirements. 2009-2010.
Teaching Associate, Department of English. Constructed and taught courses in British, World, and American literature. Used a variety of anthologies, critical and cultural editions, and online resources to immerse students in an array of cultural, historical, and literary contexts. 2006-2009.
Research Assistant, Department of English. Copy edited and contributed the author chronology and selected bibliography to Cometh Up as a Flower by Rhoda Broughton, ed. Pamela K. Gilbert, Broadview Press, forthcoming 2010. (Also copy edited Cholera and Nation: Doctoring the Social Body in Victorian England, by Pamela K. Gilbert. SUNY Press, 2008.)
Teaching Fellow, University Writing Program. Mentored a total of nine graduate teaching assistants in their first year of teaching. Through modeling and coteaching, I guided the new teachers in writing a syllabus, creating a detailed heuristic, designing assignments and lesson plans, grading, and interacting professionally with students. 2005-2006.
Teaching Assistant, University Writing Program. Constructed and taught courses in composition. Experimented with different composition textbooks, including Reading and Writing Across the Curriculum, The World of Ideas, Ways of Reading, and From Critical Thinking to Argument. 2004-2008.
Adjunct Instructor, Department of English. Implemented rigorous program requirements in the composition classroom, including major projects on ethics and rhetoric in action, annotated bibliographies, group projects and presentations, web blogs, and in-class writing. Text: Dynamic Argument. 2008-2009.
Reading Clinician. Provided one-on-one reading instruction for K-12 students with learning disabilities, using specialized curricula and licensed techniques that included “visualizing and verbalizing.” 2004.
Florida Atlantic University
Teaching Assistant, Department of English. Taught first-year composition courses implementing the pedagogical strategies of David Bartholomae. Text: Ways of Reading. 2002-2004.
Guest Lecturer, “Feminist Poetics in Mrs. Dalloway.” In Dr. Deborah Covino’s upper-division course on Women and Literature. Introduced students to feminist and linguistic theories about the gendered sentence, using Mrs. Dalloway to illustrate. 2004.
Topic Editor on Literature and Culture, SIRS Renaissance. Selected and edited articles and images from journals, newspapers, and magazines for inclusion in the online academic database. Conceived and designed the SIRS Renaissance “Literary Corner,” a supplemental database to facilitate the curricular study of key figures, issues, and terms in literary history. 1999-2002.
HONORS AND AWARDS
Edwin C. and Mary Kirkland-Johns Dissertation Fellowship. 2009-2010.
Teaching Award, Department of English. 2008.
Joseph and Lillian A. Damon Scholarship II. 2007.
Teaching Fellowship, University Writing Program. 2005-2006.
Award for Excellence in Teaching, University Writing Program. 2005.
Teaching Award Nominee, University Center for Excellence in Teaching. 2005.
Grinter Fellowship, University of Florida. 2004-2006.
“Encyclopedia Entry on LeAnne Howe’s Shell Shaker.” Encyclopedia of American Indian Literature. Eds. Jennifer McClinton-Temple and Alan R. Velie. New York, NY: Facts on File, 2007.
“Translation (Spanish to English) of Juan Antonio Diaz de Rada’s ‘Individuation and Social Group.’” The World of Quantum Culture. Eds. Manuel J. Caro and John W. Murphy. London: Praeger, 2002.
“The (Re)Production of the Laboring Woman and the Paradigm Shift from the Victorian to the Modern.” Victorians in the Long View. British Association for Victorian Studies. University of Gloucestershire, Cheltenham, England. 2005.
“Lily Briscoe’s Painting: Absence as Vision in To the Lighthouse.” Women, Art & Culture. Women’s History Network. Southampton, England. 2005.
“The Subversive Imagination and Illiteracy of Dickens’s Female Protagonists.” The Age of Experiments, 1800-1900. British Association for Victorian Studies. University of Wales, Aberystwyth, Wales. 2003.
“Cubist Painting, Cubist Writing: Unpackaging Unseen Realities.” Unstable Realities, Unstable Identities. Saint Louis University in Madrid. Madrid, Spain. 2003.
“Retexturing the Novel: Alternative Narrative Strategies in Women’s Multiethnic Literature.” SUNY Stony Brook at Manhattan Conference. Manhattan, NY. 2004.
“A Modernist’s Reality: Six Internal Voices Commune in Virginia Woolf’s The Waves.” The “I” of the Beholder: Narrative Voice and Imagined Reality. New York College English Association. St. John’s Fisher College, Rochester, NY. 2003.
“Phenomenology, the Imagination, and the Gendered Sentence: A Critical Analysis of Virginia Woolf’s Feminist Poetics.” Midwestern Conference on Literature, Language, and Media (MCLLM). Northern Illinois University, DeKalb, IL. 2003
“Landscape, Identity, and Invention: The Limits of the Human in Paradise Lost and Aurora Leigh.” Spaces of Dissent: The Borders of Transnational Dreams. Marxist Reading Group Conference, Gainesville, FL. 2006.
“Dismantling the Happy Valley: The Masochistic Laborer and the Sublime in Rasselas.” Graduate Student Council Forum. University of Florida, Gainesville, FL. 2005.
(Note: This course—originally scheduled for Fall 2009—was reassigned when I was awarded the Kirkland Dissertation Fellowship.) Victorian literature often depicts the home as a safe haven from harsh economic realities. Yet a close reading of the same literature reveals that the home ideologically supported the inequities of industrial capitalism. Our survey of Victorian poetry, fiction, periodicals, and conduct books will investigate the domestic sphere as a site of economic activity. In doing so, we will also expand our understanding of economics to include social exchanges in the home such as gifts, affections, etiquette, and services. This focus on domestic exchanges in Victorian literature will serve as a starting point for further discussions on major themes of the era. Texts include: Mary Barton, East Lynne, Silas Marner, Goblin Market, Mrs Warren’s Profession, and Sartor Resartus.
Survey of English Literature, 1750 to the Present
Technologies of the Individual. In this section, we examined texts that combine the aesthetic and mechanical spirit of the era with the dynamic exploration of selfhood. We considered the representation of identity across the visual arts, science, and technology. Texts included: Frankenstein, The Picture of Dorian Gray, The Strange Case of Dr. Jekyll and Mr. Hyde, and Brave New World. Taught Fall 2007.
Industrialism and Society. We focused on myriad aspects of class and labor in English literature, including the entanglement of industry and religion, the challenges of political economy in theory and practice, and the permeation of captivity metaphors. Texts included: The Longman Anthology of British Literature, Mansfield Park, Hard Times, and Howard’s End. Taught Fall 2006, Spring 2007.
Survey of World Literature, 17th Century to Modern
Imagined Societies: Narratives of Social Captivity and Mobility. In our examination of literary responses to the French Revolution, we explored political rhetoric that advocates social mobility and equality, and we observed contrasting depictions of characters held captive to the social limitations of their economic rank. Texts included: Madame Bovary, Pere Goriot, and Death in Venice. Taught Spring 2008.
Survey of American Literature
The American Dream Revisited. We explored limitations to the American Dream founded upon racial and ethnic discrimination, class disparity, and gender inequality. Students also prepared group teaching presentations on other areas
in American literature, including Native American literature, Transcendentalism, and Southern Literature. Texts included: Sula, House of Mirth, and Life in the Iron-Mills. Taught Spring 2009.
Introduction to Argument and Persuasion
In this interdisciplinary research-intensive course, I directed students through a semester-long research project related to their field of study. In 2005, I collaborated on the program-wide Outcomes Statement for this course. I also experimented with research methods, introducing primary sources and knowledge communities into my courses. Taught Fall 2004 (2 sections), Spring 2005, Summer 2005, Summer 2006, Summer 2008.
Introduction to College Writing
In this introductory composition course, I experimented with various teaching methods, including visits to the university art museum in a unit on visual rhetoric and experiments in sociological contexts in a unit on audience perspectives. Taught Fall 2005 (2 sections), Spring 2006, Summer 2007.
Project Gutenberg: Distributed Proofreaders
Proofreading Apprentice 2007-present
The 18th- and 19th-Century British Women Writers Association
Conference Steering Committee Co-Chair, 2005-2006
Program Committee for conference on “(Re)Collecting British Women Writers,” Spring 2006
University of Florida
English Graduate Organization:
Conference Co-Chair for “Contours of Captivity: Resignifying Expressions of Power,” Fall 2006
Graduate Student Council:
English Department Representative, 2004-2005
Advertising Committee for GSC Forum, 2005
Graduate Assistants United:
UFF Senator, 2006-2007
Organizing Committee Member, 2005-2006
Victorian Studies Forum
Girls Club of Alachua County
Mentor and homework tutor, 2005
Florida Atlantic University
Faculty Search Committee, Graduate Student Representative, 2004
Course Management Programs: WebCT, E-Learning, Blackboard
Operating Systems: Windows (XP, Vista), Macintosh OS
Office Suites: MSOffice, OpenOffice
Networking Programs: Ning
Spanish: Advanced skills in speaking, reading, writing, and translation
French: Intermediate skills in reading and writing
American Sign Language: Fluent