Participants

Nicky Agate

NA on the beach

Nicky is head of digital initiatives at the MLA, where she manages Humanities Commons, MLA Commons, and CORE. A firm believer in expanding the scope of what we understand to be scholarship to include all sorts of scholarly labor, she is particularly interested in how the various aspects of “open”–open-access publishing models, open educational resources, and open peer review–might play a role in the creation of a more equitable academy.

She is a co-PI on the Mellon-funded HumetricsHSS initiative, an investigation into the viability of a values-based framework for indicating excellence, and a founding editor of The Idealis, an overlay journal promoting the best in open-access scholarly communication. She also serves on the editorial board of the Journal of Librarianship and Scholarly Communication and on AAUP’s digital publishing committee. She holds a PhD in French from NYU and an MFA in Literary Translation from the University of Iowa.

 


Alfredo Artiles

Alfredo J. Artiles is Dean of the Graduate College and the Ryan C. Harris Professor of Special Education at Arizona State University (ASU). His scholarship focuses on understanding and addressing educational inequities related to the intersections of disability with other sociocultural differences. His work aims to advance policies, personnel preparation programs, and inclusive educational systems in diverse contexts.

Professor Artiles directs the Equity Alliance and edits the Teachers College Press book series Disability, Culture, & Equity; he is the co-editor of the International Multilingual Research Journal (Taylor & Francis). He was Vice President of the American Educational Research Association (AERA) (2009-2011). Dr. Artiles is an AERA Fellow, a Spencer Foundation/National Academy of Education Postdoctoral Fellow (1998-2000), and a 2008-09 Resident Fellow at Stanford’s Center for Advanced Study in the Behavioral Sciences. Dr. Artiles has held visiting professorships at Leibniz University (Germany), the University of Göteborgs (Sweden), the University of Birmingham (UK), and Universidad Rafael Landívar (Guatemala).

He serves on the White House Commission on Educational Excellence for Hispanics and was named 2009 Distinguished Alumnus by the University of Virginia’s Curry School of Education Foundation. Recent publications include Keeping the Promise? Contextualizing Inclusive Education in Developing Countries (Klinkhardt); World Yearbook of Education 2017: Assessment inequalities (Routledge); and Inclusive education: Examining equity on five continents (Harvard Education Press).


Nina Berman

Nina Berman (PhD Berkeley) is director of the School of International Letters and Culture. She has published books and articles on various questions related to German colonialism and orientalism, minority literature, translation, and intercultural contact. Her most recent project, Germans on the Kenyan Coast: Land, Charity, and Romance (Indiana University Press, January 2017) discusses social and economic dimensions related to the contemporary presence of Germans on the coast south of Mombasa.

 


Kelly Anne Brown

Kelly Anne Brown is Assistant Director at the UC-wide Humanities Research Institute. A “hybrid” academic working at UCHRI since 2012, Kelly serves as project director for the MLA-funded Humanists@Work Initiative, facilitates the institute’s large grant-making program, and manages several other externally-funded grant projects. Prior to pursuing her doctoral studies, Kelly worked in public policy and program administration for children and family programs at the city, county, and state levels of California government. Kelly lives and breathes systemwide humanities program development while also pursuing her scholarly interests in graduate student professionalization, public humanities, and collaborative research. Kelly holds a PhD in Literature from UC Santa Cruz where she wrote a dissertation on modernist publicness.

 


Jennifer Cason

Dr. Jennifer Cason, is the Graduate College Director of Student Support Initiatives at Arizona State University (ASU). Dr. Cason’s initiatives focus on academic and career development, building communities through mentoring, and developing financial support systems. She teaches courses that foster inclusion and the professional development of students. Dr. Cason’s research interests include professional development, specifically the challenges doctoral students’ face with respect to career development such as limited preparation and engagement in conversations about the value and relevancy of their research in different contexts. Dr. Cason is co-PI on the Council of Graduate Schools project: Understanding PhD Career Pathways, funded by the National Science Foundation and the Mellon Foundation. This project is designed to measure and understand connections between doctoral students’ career aspirations, academic training, and career outcomes. Dr. Cason holds an MBA from California State University, East Bay and a doctoral degree in Educational Leadership and Innovation from ASU.


Caroline Clare

Caroline is a second year Connected Academics doctoral student in English Literature at Arizona State University. She specializes in American Literature and is interested in fiction that focuses on place and region. From the U.S. Great Plains area, Caroline is particularly interested in late nineteenth and early twentieth century literatures of the Great Plains. She is a Teaching Assistant, currently teaching composition designed for L2 populations, which reflects her interests in region and place. Caroline’s research explores how the places we call home affect who we are at our core.


Margaret Debelius

Maggie Debelius is the Director of Faculty Initiatives at the Center for New Designs in Learning and Scholarship at Georgetown University where she also serves as a Professor in both English and Learning and Design. She holds a PhD in English from Princeton University and an MA from Georgetown. She works with departments across the university on curriculum design, writing assessment, and faculty development.

She is the co-author (with Susan Basalla) of So What Are You Going to Do with That?: Finding Careers Outside Academia (University of Chicago, 2007 and 2014) and a frequent invited speaker on graduate education and career opportunities. In addition, she publishes on composition pedagogy, writing assessment, Writing Centers, faculty development, and design pedagogy.


William Fenton

Will Fenton is the Elizabeth R. Moran Fellow at the American Philosophical Society and a doctoral candidate at Fordham University where he specializes in early American literature and the Digital Humanities. His dissertation, Unpeaceable Kingdom: Fighting Quakers, Revolutionary Violence, and the Antebellum Novel, bridges the religious and transnational turns in early American literary studies through the study of historical, political, and theological representations of the Society of Friends. His complementary digital humanities project, Digital Paxton, a digital archive and critical edition of the Paxton pamphlet war, was awarded first prize in the 2016 NYCDH Graduate Student Digital Project Awards.

Fenton is the recipient of the Library Company of Philadelphia Albert M. Greenfield Foundation Fellowship, Haverford Gest Fellowship, HASTAC Scholarship, and, of course, an MLA Connected Academic Fellowship. His work has appeared in Slate, Inside Higher Ed, and PC Magazine, for which he writes a regular column, The Autodidact, on online learning.


Tyler Feezell


Tyler Feezell is 3rd-year PhD student in the Chinese PhD program of the School of International Languages and Cultures at Arizona State. A year-long intensive language program in Taiwan after his undergrad compelled Tyler to return there, where he spent another five years studying Mandarin and teaching English. In 2015, he completed an MA in the Graduate Institute of Religious Studies at National Chengchi University with a thesis that focused on Daoist ritual manuscripts. He currently serves as the MLA/Mellon Connected Academics Research Fellow at ASU, but has recently taught Chinese language courses and Daoism as a graduate associate. Tyler is completing course requirements and is in the initial stages of planning his dissertation research that will explore aspects of Daoist ritual and popular literature. Tyler also serves as a translator and English editor for two journals published in Taiwan and is translating a book manuscript related to Daoist manuscript culture.


Karen Foltz

Karen Foltz is a PhD candidate in Applied Linguistics who served as the Internship Coordinator for Connected Academics. She has taught in Japan for JET Program for two years, at two community colleges in Maryland, and the intensive English programs at University of Delaware and ASU. She has a Master’s in TESOL from NYU and a Master’s in Theoretical Linguistics from the University of Delaware.  She currently teaches Freshman English at ASU.


Pamela Garrett

Pamela Garrett has worked in the fields of graduate education and educational assessment and evaluation since 2002. She is currently the Associate Director for Accreditation and Academic Program Review. In this capacity she fills a variety of roles including coordination of university-wide Academic Program Review, coordination of activities with the Higher Learning Commission, coordination of activities associated with specialized accreditations and Centers & Institutes at Arizona State University.

She co-taught the Preparing Future Faculty course for several years, and collaborates on the writing of research proposals. Dr. Garrett served as a PI on a grant entitled “A Foundational Model for Postdoctoral Programs in Computer Science & Engineering at Large Universities,” funded by the Computing Research Association and NSF. She also served as a co-PI on the Connected Academics grant sponsored by the Mellon Foundation and the Modern Language Association. She managed the ASU Citizen Scientist-Engineer @ K-12 Schools Research Project from 2007-2011, funded by Science Foundation Arizona. She also managed the Bisgrove Postdoctoral and Early Tenure Track Scholar program, also funded by Science Foundation Arizona.

Dr. Garrett earned her PhD in Educational Psychology with an emphasis in Measurement, Statistics and Methodological Studies in 2012. She is a member of the American Evaluation Association, the Modern Language Association, and the American Educational Research Association.


David Theo Goldberg

David Theo Goldberg, PhD, is the Director of the University of California Humanities Research Institute, and the Executive Director of the Digital Media & Learning Research Hub. He holds faculty appointments as Professor of Comparative Literature, Anthropology, and Criminology, Law and Society at UC Irvine. He is the author a wide body of work, most notably on race and racism, digital technology and knowledge formation, and on the humanities and its role in the university.


José Juan Gómez-Becerra

José Juan Gómez-Becerra is a PhD candidate in Spanish literature and culture at Arizona State University. He received a B.A. in Chicana/o Studies and an M.A. in Spanish Literature from California State University, Northridge. In a form of a dissertation, José Juan is researching the theatrical dimensions of the barrio in Chicana/o theatre. His research interest are Spanish language and literature in the U.S., Latin-American cultural production, and literature of the Mexican Revolution. José Juan is a recipient of the 2017-2018 PFx Emeritus Faculty Fellowship. In 2016, he was selected as the MLA/Mellon Connected Academics Research Fellow at Arizona State University. Currently, he is serving as the Rocky Mountain Foco representative (2017-2019) for the National Association for Chicana and Chicano Studies.


Anirban Gupta-Nigam

Anirban Gupta-Nigam is in the PhD Program in Visual Studies at the University of California, Irvine, and a graduate student researcher with UCHRI.


Stacy Hartman

Stacy Hartman received her PhD in 2015 in German Studies from Stanford University. Since graduating, she has served first as project coordinator and then as project manager of Connected Academics at the Modern Language Association. While at Stanford, she became interested in the relationship between doctoral education and post-PhD careers, and her position at MLA has allowed her to continue pursuing these questions at the national level. She believes that the employment of humanities PhDs outside the academy is not only a matter of concern for individuals, but also one of sustainability, ethics, and advocacy for the field. Stacy is a frequent ambassador for Connected Academics at universities and conferences, and she also co-facilitates the New York City Proseminar on Careers. She is proud to have been one of the authors of the Doctoral Student Career Planning Guide, which she hopes will lead to programmatic change in departments around the country.


Sarah Hildebrand

Sarah Hildebrand is a PhD Candidate in English at The Graduate Center, City University of New York, a Teaching Fellow at Lehman College, and a Research Fellow at the Vera Institute of Justice. Her own research takes place at the intersection of the Medical Humanities and Environmental Psychology, examining spaces and ethics of care in 20th and 21st century graphic memoir and life writing.


Craig Jacobsen

Dr. Craig Jacobsen is currently serving as the Chair of Mesa Community College’s English Department and Immediate Past President of the Science Fiction Research Association. The first member of his family to earn a college degree, he is committed to the access to higher education that community colleges provide.


George Justice

George Justice is Professor of English at Arizona State University. From 2013 to 2017 he served as Dean of Humanities in the College of Liberal Arts and Sciences and Associate Vice President for Humanities and Arts in the Office of Knowledge Enterprise Development. A specialist in eighteenth-century British literature, Justice is the author and editor of scholarship on the literary marketplace, authorship, and women’s writing. His BA is from Wesleyan University and his MA and PhD from the University of Pennsylvania. Prior to coming to ASU, Justice taught at the University of Pennsylvania, Marquette University, Louisiana State University, and the University of Missouri, where he also served as Vice Provost for Advanced Studies and Dean of the Graduate School.


Elizabeth Langland

Elizabeth Langland returned this year to ASU as Interim Dean of Humanities for the College of Liberal Arts and Sciences. Before retiring in 2014, she had previously served as Vice Provost of ASU’s West campus and Dean of the New College of Interdisciplinary Arts and Sciences from 2007-2013 and as Interim Dean of Humanities, College of Liberal Arts and Sciences, from January, 2012 through May, 2013. Prior to moving to ASU, Dr. Langland served as Provost and Vice President for Academic Affairs at Purchase College, State University of New York, from 2004-2007; as Dean of the Division of Humanities, Arts, and Cultural Studies at University of California, Davis, from 1999-2004; and as Associate Dean for Faculty Affairs at the University of Florida from 1995-1998.

A scholar specializing in Victorian literature, feminist and gender theory, cultural studies and theory of the novel, Langland has authored four books and dozens of articles, edited or co-edited five books, and won several teaching awards. During her tenure at ASU she was appointed Foundation Professor English; she retired from ASU in 2014 and is currently Professor of English, Emerita, University of California, Davis.


David Laurence

David Laurence is director of the MLA’s Office of Research and oversees the MLA’s projects in data collection and analysis, including the association’s periodic surveys of doctoral student placement, departmental hiring, departmental staffing, foreign language enrollments, and the annual analysis and report on positions advertised in the MLA Job Information List. He has served as a consultant to the Humanities Indicators project of the American Academy of Arts and. From 1988 to 2017 he also served as Director of the MLA’s Association of Departments of English (ADE) and editor of the ADE Bulletin. David Laurence holds a PhD in American studies from Yale University and an AB, magna cum laude, in American studies from Amherst College. Before joining the MLA staff, he was assistant professor of English at Stony Brook University.


Rebecca Lippman

Rebecca A. Lippman is currently pursuing her PhD in Comparative Literature at the University of California, Los Angeles. Her research focuses on Latin American and Brazilian Literature. Prior to her graduate studies, Rebecca worked in financial research for emerging markets as well as recruitment for software engineers. Throughout graduate school she has taken on a variety of roles in addition to teaching. These positions include Archivist at UCLA Library Special Collections, Educational Content Consultant at Endless Mobile and Student Affairs Adviser at the UCLA Scholarship Resource Center. Rebecca’s research has been funded by the Cambridge Trusts, the United States Department of Education and the Fulbright Program.


Dennis Looney

Since 2014, Dennis Looney has served as director of the Office of Programs and director of the Association of Departments of Foreign Languages at the MLA. For the Office of Programs he oversees projects relating to the profession, such as departmental reviews, the ongoing examination of faculty rights and responsibilities, monitoring educational and curricular changes, and the development of statements of best practices. As director of ADFL, he oversees the Language Consultancy Service, the MLA Language Map, the language enrollment database, and other projects focused on languages other than English. From 1986 to 2013, he taught Italian at the University of Pittsburgh, with secondary appointments in classics and philosophy. He was chair of the Department of French and Italian for eleven years and assistant dean of the humanities for three years at Pitt. Publications include Compromising the Classics: Romance Epic Narrative in the Italian Renaissance (1996) and Freedom Readers: The African American Reception of Dante Alighieri and the Divine Comedy (2011).


Shannon Lujan

Shannon Lujan is the Program Manager for Academic Affairs in the Graduate College at Arizona State University and a doctoral candidate in the Department of English. Her research focuses on the intersections of walking, memory, and place in contemporary multi-ethnic literatures. She was ASU’s 2015-16 MLA/Mellon Connected Academics Research Fellow and is happy to continue her involvement with the initiative. Shannon believes that her experience with the Connected Academics project helped her successfully transition into her current position as a Program Manager.


Ruby Macksoud
Ruby Macksoud directs the internship program in the department of English. Her work includes the development, management, and evaluation of private industry and public partnerships in local, national, and global contexts, the development and teaching of academic internship courses and professionalization experiences from freshman to doctoral levels, and the building and facilitation of learning transfer bridges between the classroom and the workplace. She is also a faculty member of the Linguistics|Applied Linguistics|TESOL area in which she teaches required courses for both undergraduate and graduate students. She holds a Master of Arts in English with distinction from the University of Birmingham UK and has taught and worked in higher education and private and public sectors in various contexts around the world.


Annie Maxfield

Annie Maxfield has been helping PhDs prepare for their career of choice for the past 7 years at UCLA and previously at Duke University. At UCLA she leads campus-wide professional development initiatives with faculty, graduate students, staff and employers. For the past two years, she has worked as the Project Design & Development Lead for ImaginePhD, a career exploration and planning tool for the humanities and social sciences, launching fall 2017. She is also a frequent collaborator with Humanists@Work for the UC-System Humanities Research Institute, and presents career education workshops for graduate students and faculty at conferences and universities. Her most recent projects include developing a PhD career advising curriculum for faculty and a critical discourse analysis of PhD professionalism rhetoric in the humanities. In addition to her work with PhDs, she has taught communication, rhetoric and new media courses at USC-Annenberg, UNC-Chapel Hill, Westminster College and the University of Utah.


Sean Moxley-Kelly

Sean is a PhD candidate in Writing, Rhetoric and Literacies at Arizona State University. He has an interdisciplinary background in cultural studies and professional/technical writing, with further experience in writing centers and writing program administration. Sean’s research considers the overlap of composition, technology, and social categories including gender and race. In particular, he focuses on how under-represented or silenced groups make a case for themselves as participants in collective enterprises through the transformative acts of writing and speaking. In addition, Sean teaches composition courses which incorporate innovative pedagogical approaches, including student archival research and entrepreneurial collaborative projects.


Maria Ocando Finol

Maria Ocando Finol is a Spanish Linguistics PhD student and graduate teaching associate for the School of International Letters & Cultures at ASU, where her current research focuses on developing intercultural competence through film. In 2016, she received the Teaching Excellence Award granted by ASU’s Graduate Professional Student Association (GPSA). She is currently also a research assistant for the Humanities Lab at ASU, where she works with Dr. Cora Fox, Dr. Marlon Bailey, and Dr. Jason Bruner on developing and teaching the Interdisciplinary Health Humanities curriculum.


Steve Olsen

Stephen Olsen is Associate Director of Research and Manager of Digital Services at the Modern Language Association, and he currently oversees the MLA’s Mellon-funded initiative Connected Academics: Preparing Doctoral Students of Language and Literature for a Variety of Careers. He holds a PhD in English from the State University of New York at Stony Brook.


Ricardo Ortiz

Ricardo Ortiz is Chair of the English Department at Georgetown University, where he specializes in US Latino Literature. Prof. Ortiz also served as Director of Graduate Studies for his department from 2008 to 2014. In AY 2016-17, Prof. Ortiz served as Interim Faculty Leader of Georgetown’s Connected Academics project, organizing the production of a proposal for a new Certificate and PhD Program in Public Humanities at Georgetown, and helping to oversee Georgetown’s first-ever non-academic jobs fair for Humanities PhD students. He is also currently serving on the Humanities Center Faculty Task Force at Georgetown. For the MLA Prof. Ortiz has served twice on the Delegate Assembly and once on the Executive Committee for the Division in Gay Languages and Literatures; he was also recently appointed to the Committee on the Literatures of People of Color in the United States and Canada.


Krista Ratcliffe

Krista Ratcliffe is a professor and chair of English at Arizona State University. She earned her PhD from The Ohio State University (1988) and has been a professor and chair of English at Marquette University and Purdue University. Her research focuses on intersections of rhetoric, feminist theory, and critical race studies. Her books include: Anglo-American Challenges to the Rhetorical Traditions: Virginia Woolf, Mary Daly, and Adrienne Rich (1996); Who’s Having This Baby? (2002); Rhetorical Listening: Identification, Gender, Whiteness (2006), which won the 2006 JAC Gary Olson Award, the 2007 CCCC Outstanding Book Award, and the 2007 Rhetoric Society of America Book Award; Performing Feminist Administration in Rhetoric and Composition Studies (2010) co-edited with Rebecca Rickly; Silence and Listening as Rhetorical Arts (2011) co-edited with Cheryl Glenn; and Rhetorics of Whiteness: Postracial Hauntings in Popular Culture, Social Media, and Education (2017) co-edited with Tammy Kennedy and Joyce Middleton. Her work has also appeared in edited collections as well as in academic journals, such as CCC, JAC, Rhetoric Review, College English, and Rhetoric Society Quarterly. Her national service has included serving as president of the Coalition of Women Scholars in the History of Rhetoric and Composition (CWSHRC) and the Rhetoric Society of America (RSA).


Jennifer Rhodes

Jennifer Rhodes is a Core Lecturer in Literature Humanities at Columbia University. She holds a PhD in Italian and Comparative Literature and Society from Columbia’s Graduate School of Arts and Sciences (2017); her research investigates sites of interchange between literature and the visual and performing arts in Europe and the Americas. She is particularly interested in the ways in which narratives move across the permeable membranes of medium, culture, and time. Her current book project explores the influence of Richard Wagner on the 20th century novel. Jennifer draws extensively upon the disciplines of film studies, performance studies, and gender studies in her work. She spends summers on the staff of The Santa Fe Opera, where she runs and writes subtitles and speaks frequently on opera and drama. She is deeply invested in experimental pedagogy, particularly in forms that integrate performing and visual arts practices into the literature classroom.


Duane Roen

Duane Roen is professor of English at Arizona State University, where he currently serves as dean of the College of Integrative Sciences and Arts, dean of University College, vice provost of the Polytechnic campus, and coordinator for the Project for Writing and Recording Family History. At ASU, he has also served as head of Interdisciplinary Studies; head of Humanities and Arts; director of Composition; co-director of the graduate program in Rhetoric, Composition, and Linguistics; director of the Center for Learning and Teaching Excellence; and president of the University Senate. At Syracuse University, he served as director of the Writing Program. At the University of Arizona, he was founding director of the graduate program in Rhetoric, Composition, and the Teaching of English, as well as director of graduate studies in the Department of English.

Duane is former president of the Council of Writing Program Administrators, former secretary of the Conference on College Composition and Communication, and former co-editor (with Greg Glau and Barry Maid) of WPA: Writing Program Administration. He has served on many committees for these two organizations, as well as the National Council of Teachers of English, Two-Year College Association (TYCA-West), and the Arizona English Teachers Association.

Duane has written extensively about writing across the curriculum; writing curricula, pedagogy, and assessment; writing program administration; writing family history; writing and gender; collaboration; and faculty as public intellectuals. In addition to more than 280 articles, chapters, and conference presentations, Duane has published eleven books.


Christopher Sheehan

Christopher Sheehan manages the Digital Portfolio Initiative at Arizona State University.

A digital portfolio is a purposeful collection of evidence. Using a wide range of media types together with reflective pedagogy, a digital portfolio makes student learning visible and helps students see the connections across all of their diverse learning experiences. A student digital portfolio at Arizona State University might include different course projects and papers, independent research, personal and learning goals, reflections on their scholarly achievements, works-in-progress, ideas for future scholarship, and links to important resources.

A digital portfolio can function as an interactive resume to share with prospective employers, a venue for sharing academic work with instructors, mentors, or family, as a tool for collaboration and feedback, or as a record of curricular and co-curricular accomplishments.

Chris’s particular strengths lie at the intersection of teaching and learning and academic technology. He was formerly a K-12 teacher and instructional coach with an emphasis in technology implementation. After transitioning full time to higher education, Chris continued his work as a technologist with a primary task of researching, evaluating, and piloting various academic technologies across the University. He managed both the technology evaluation and the original pilot for digital portfolios. Today, he manages a digital portfolio initiative which has more than a combined 19 million individual page views. Chris has earned advanced degrees from Arizona State University and Northern Arizona University.


Doug Steward

Doug Steward is director of the Association of Departments of English (ADE) and associate director of Programs at the Modern Language Association (MLA) in New York City. The ADE advocates for English departments and promotes the value of English studies. As a project of the MLA, the ADE provides information and research for its member departments, creating institutional, national, and professional contexts for exploring policy, disciplinary challenges, trends, and best practices in the broad field of English studies in higher education. Previously, Steward taught American literature and critical theory at Truman State Univ. and at Franklin & Marshall Coll.


Justin Quam
Justin is a PhD candidate in the Department of German at Georgetown University. He received his BA in Political Science from Yale University in 2010; since graduation, he has taught English through the Fulbright Commission in Bruck an der Mur, Austria, and worked as a grade school assistant at the German International School in Portland, Oregon. His interest in language learning stems from the thirteen summers he spent teaching at Waldsee, an immersion language program in northern Minnesota, where he taught German students of all levels and ages. Justin’s primary interests include second language acquisition and curriculum development; he plans to write his dissertation on the development of interpersonal resources in L2 writing.


Kathryn Temple

Kathryn Temple, JD, PhD, associate professor and former chair of the English Department at Georgetown University, is currently completing a book on William Blackstone and legal emotions in eighteenth-century England, entitled Loving Justice. Her earlier book, Scandal Nation: Law and Authorship in England, Cornell UP, 2002, focused on the relationship between anger, authorship, and national identity in eighteenth-century Britain. She has been fortunate to have received numerous fellowships, including the NEH, the ACLS Burkhardt, and a Senior Distinguished Visiting Fellowship under the auspices of the Australian Research Council Centre of Excellence for the History of Emotions. She works at the intersection of affect and institutional structures and has published widely on the history of legal emotions with recent essays in Eighteenth Century Theory and Interpretation, Law & Literature, and Journal of Law, Culture and the Humanities. She is a co-editor of the in-process “Research Handbook on Law and Emotions” with Susan Bandes and Jody Madeira and of a forum of essays on constitutional patriotism planned for a forthcoming issue of Emotions: History, Culture, Society, co-edited with David Lemmings. Her next book, about the relationship between narratives of survival and neoliberalism, is entitled Culture of Survival. Full CV available on request.


Eric Wertheimer

Eric Wertheimer is Professor of English and American Studies. Dr. Wertheimer is the author of Underwriting: The Poetics of Insurance in America, (Stanford University Press, 2006) and Imagined Empires: Incas, Aztecs, and the New World of American Literature, 1771-1876, (Cambridge University Press, 1998; paperback 2009). He has published articles on topics in early and nineteenth century American literature in American Literature, Early American Literature, Nineteenth Century Literature, The Canadian Review of American Studies, and Arizona Quarterly.

He is the founder and past Director of ASU’s Center for Critical Inquiry and Cultural Studies and serves on the editorial board of Early American Literature; he is currently a member of the MLA Publications Committee. He recently co-edited a volume of essays, Critical Trauma Studies: Understanding Violence, Conflict and Memory in Everyday Life (NYU Press, 2016). He is a co-PI on a Mellon Foundation sponsored grant, partnered with the MLA, called Connected Academics, and he is the PI on a Luce Foundation sponsored grant supporting American Studies in China.

Professor Wertheimer has published poetry in Exquisite Corpse, Tupelo Quarterly, Perihelion, Diagram, Shampoo, Adirondack Review, Muse Apprentice Guild, among other journals. His book of poetry, Mylar, was published by blazeVOX Press in 2012. His new book of poetry, Regulus, is forthcoming from Four Chambers Press.