Columbia University
Room 1005 SSW, MC 4690
1255 Amsterdam Avenue
New York, NY 10027
Phone: 212.851.2132
Fax: 212.851.2164
College of arts and science, phd program.
For those entering the program with an MA, the PhD in English is designed to be a five-year program requiring 30 hours of coursework.* This coursework will contribute to a total of 72 graduate credit hours beyond the BA (the 72-hour total may include credits transferred from the MA degree). Students entering the program with an MA will generally complete their coursework within the first two years.
Students can also enter the PhD program with a BA but without an MA, in which case the program is designed to be a six-year program requiring 72 hours of graduate credit beyond the BA. Of these, 48 hours will consist of coursework,* including at least 27 hours of coursework taken at the 8000-level. Students entering the program with a BA will generally complete their coursework within the first three years.
Students select and work closely with a faculty advisory committee to plan a course of professional study and training in their chosen primary and secondary fields. The PhD program is meant to provide deep knowledge as well as methodological sophistication.
* The term "coursework" refers to credits earned in classes and seminars at the graduate level. The term "credit hours" also includes credits earned through dissertation research.
The PhD candidate will take 30 hours of coursework beyond the MA . Coursework must include:
Candidates’ coursework and program of study will be designed to prepare them as competent scholars in the designated fields. All PhD candidates are required to take:
PhD students in the creative writing program are required to take:
A student may elect one English 8095 problems course (a maximum of 3 hours credit), with the prior consent of the Director of Graduate Studies (DGS), but the credits will not count towards the 18-hour 8000-level course requirement. Students may also take up to 9 hours of coursework outside English in fields related to their programs of study upon the advice and consent of the advisory committee. In general, students with limited backgrounds in related areas (such as history, philosophy, art history) are encouraged to take coursework in such areas, while students with extensive background in other areas (e.g., one whose undergraduate major or MA is in a field other than English) should choose to concentrate coursework within the department.
PhD students must fulfill a language requirement to ensure that all students have a familiarity with a language other than English. Students, regardless of specialty, gain substantially by making meaningful connections between their own work and a non-English-speaking culture.
A student may satisfy the language requirement for the PhD in English by one of the following:
Upon entering the program, students should work with the DGS or a faculty advisor to plan how they will fulfill the language requirement. Projects and areas of study will require different levels of language proficiency. Students’ committees may recommend that they pursue language study beyond the level required by the department.
Below is a sample timeline for completing the PhD within five years of funding. Variations to the timeline can be developed in consultation with a student’s advisor and the Director of Graduate Studies.
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Please note that coursework required for the degree must be completed before taking the Comprehensive Exam. |
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Students who are unable to keep to the 5-year funded PhD timeline because of extreme circumstances (e.g., disability, medical condition, family emergency) should consider applying for an additional semester of funding (see "Additional Semester of Teaching Policy" form in the box to the right side of this page).
Although the Department of English offers only 5 years of guaranteed funding, the Graduate School allows 5 years after entering the program for students to pass their Comprehensive Exams and 5 additional years for students to defend their dissertations after passing their Comprehensive Exams.
The Qualifying Exam satisfies a Graduate School requirement. The student and advisor should decide on a proposed Plan of Study (D-2 form) to be discussed and approved at the meeting by the doctoral committee. The doctoral committee is composed of at least three faculty members from the English department and at least one faculty member from a department other than English.
Students may use this meeting to shape their fields of study or their lists for the Comprehensive Exam, but this is not required to pass the exam.
Students are encouraged to take the Qualifying Exam by the end of their first year, but may take the exam at the beginning of the second year, if they need more time to compose their doctoral committees. Regardless of the timing of the exam, all students should discuss a plan for fulfilling degree requirements with their advisors and/or with the Director of Graduate Studies by the end of their first year.
The Qualifying Exam must be a formal meeting, scheduled by the committee chair, with at least three of the four members present. The outside faculty member need not be involved in this meeting, but all four members of the committee must sign the D-1 form. The student is responsible for preparing the forms and bringing them to the meeting.
The advisor guides students through the qualifying examination, provides crucial advice for a student’s plan of study, helps with topics for the comprehensive examination, and works closely with students as they research and write dissertations or theses. Advisors will help students select internal and external members of examination and thesis/dissertation committees.
Upon entering the English Department, students will be advised by the Director of Graduate Studies. Through individual meetings and in English 8005, the DGS will help students prepare to approach potential advisors. PhD students should research potential advisors in their first semester by taking classes in their fields of interest, talking with experienced graduate students, and consulting with the DGS. Early in the second semester of their study students should meet with potential advisors to determine academic compatibility. Students will need to find an advisor working in their primary area of concentration. This primary area will consist of some combination of historical period, genre, and approach and should be reflected in professional associations and in job listings. Within these areas of primary interest, most students will choose among a small number of potential faculty mentors. In some cases, students will change fields on account of excellent experiences in their first year of graduate study. In choosing an advisor, one should also consider to what extent the faculty member shares methodological interests with the student.
When meeting with a potential advisor, a student should be prepared to discuss both the topic and the methodology that they desire to pursue. A one- or two-page research proposal detailing the broad questions the project will answer and the means by which research questions will be addressed.
For further information, please see the Graduate School's Guidelines for Good Practice in Graduate Education .
Students should approach potential faculty committee members by the end of their first year in the program. The committee is registered with the Graduate School with the D-1 form.
The PhD Committee consists of at least four faculty members (including the chair). Three of the members will be faculty in the English Department; the fourth may either be an additional member of the English Department or a faculty member from a different department. Members from outside the department are extremely helpful for some dissertation projects, and students should consult with their faculty advisors about the potential benefits of including one, as well about the composition of their committees in general. As a group, members of the PhD Committee should be equipped to support the student in both prospective primary and secondary fields for the comprehensive examination.
Students can fill out a form to change the composition of the committee, to be signed by the new committee member and the Director of Graduate Studies.
Recognizing that the advising relationship is a mutual one, in which both advisors and students must take responsibility for good communication—about expectations, about what is working well, and about what can be improved—the following is a codification of the observable behaviors that define high-quality graduate advising.
Given that advisors are in positions of power, high-quality advisors consider how their words and actions can impact mentees’ progress. We see high-quality graduate advising as defined by:
Supporting Academic and Professional Development
Providing and Asking for Timely and Substantive Feedback
Treating Graduate Students as Junior Colleagues
After all required coursework has been completed, PhD students must take the comprehensive examination. This exam consists of a written section and a two-and-a-half-hour oral exam.
The major field list should reflect the student’s area of scholarly specialization and take into account the student’s interests and intellectual, pedagogical, and/or professional fields.
The minor field list should be a more narrowly focused secondary specialization (for instance, a student with a major list in African-American literature might have a minor list in twentieth-century American fiction), a genre or sub-genre (creative nonfiction, the sonnet, etc.), or an area of thematic focus (Transcendentalism, nature poetry, etc.).
The criticism and theory list should enhance students’ understanding of critical conversations surrounding the works on their major and minor list and can also be used to develop a separate area of specialization in theory that is anticipated to be useful for the dissertation.
All three lists together should comprise approximately 100-120 book-length works or the equivalent in scholarly articles or works in other media (as decided in consultation with the committee), with the major list roughly equivalent in size to the combined minor and criticism/theory lists.
The written section of the comprehensive exam is comprised of one essay, intended to prepare students for the dissertation. The essay will prepare creative writing students for the critical introduction and/or the creative dissertation. Although the written exam is submitted to the committee prior to the oral exam, it is expected that students will complete their reading of works on all three lists before turning in the final draft of the written exam. The order of this process is crucial, as this reading may well shape a student’s plans for the dissertation and hence inform the topic and substance of the written exam.
The essay will identify and summarize the critical conversation(s) in which a student’s individual dissertation work will participate. This essay may have, but does not require, an original argument. In consultation with their committee members, students are encouraged to shape their written exam to best serve their research needs. The essay must be 15-20 pages , not counting additional materials such as bibliography, illustrations, or charts (which should be placed in an appendix). While the essay should refer to both primary and secondary sources from students’ lists , students may also use other sources relevant to their projected dissertation.
Students will submit two drafts to their committee members: a first draft and a final written exam. The first draft must be submitted for written or oral feedback on how to proceed with revisions at least four weeks and no more than sixteen weeks before turning in the final written exam. The committee will evaluate each version of the essay for range and depth of coverage, specificity of references to the works discussed, theoretical grasp of the material, effective synthesis of important approaches or debates, and clarity of organization and style. Once the final written exam has been submitted, committee members will use these criteria to vote on whether the student has passed the written portion of the exam. To proceed to the oral exam, students must receive no more than one vote of “fail” or “abstain.”
At least one month prior to the submission of the final written exam, students should communicate with committee members, alerting committee members to the date the final written exam will be submitted. The advisor should consult with committee members to schedule a tentative date and time for the oral portion of the exam. The oral portion of the exam should take place at least two weeks and no more than one month after the final written exam has been submitted. The advisor should inform the Graduate Secretary of the time and place scheduled for the oral examination.
On the agreed upon date, the student should submit the final version of the written exam to the Graduate Secretary, who will distribute the exam to the student’s committee. Exams submitted to the Graduate Secretary that are either under or over the required page length will not be sent to committee members, but will be referred to the Director of Graduate Study. Within two weeks of receiving a copy of the exam, committee members will submit evaluations discussing strengths and weaknesses of the essay to the Graduate Studies Secretary, who will forward them to the student and also place copies in the student's file. If the student does not pass the written exam, the oral examination date will be cancelled and the committee will offer advice on rewriting and resubmitting the essay.
University rules require that students are enrolled during the term in which they take their oral exam (to be administered only when MU is officially in session). The oral exam must be completed at least seven months before the defense of the dissertation. See https://gradstudies.missouri.edu/current-students/doctoral
The oral section of the comprehensive exam is designed to test a student’s knowledge of the teaching and research fields represented by their reading lists. Students should be prepared both to answer focused questions about individual works and to speak broadly about the connections among them. Students should send final copies of their lists to their committee members at least two weeks before the oral exams.
The oral exam will be scheduled for two and half hours and will consist of:
Within one week of the oral exam, the chair of the committee is responsible for writing a brief document (up to one page) discussing the exam-- things the student did well on, and things that might be improved upon. The chair must give a copy of this document to the Graduate Secretary, who will forward it to the student and place a copy in the student's file.
In order to pass the student must receive no more than one vote of “fail” or “abstain” on the oral exam. Students who fail the oral examination will be allowed to retake it, but cannot do so sooner than 12 weeks after, or later than the end of the semester following the initial examination. If the student passes the oral examination, all members of the committee must sign the D-3 form. The chair of the committee is responsible for submitting the D-3 form to the English graduate studies office, and the form must be filed with the Graduate School within two weeks after the final completion of the exams. Per Graduate School rules, failure to pass two comprehensive examinations automatically prevents candidacy.
While studying for the Comprehensive Exams and after completing required coursework, students may elect to take English 9090: Dissertation Hours in order to maintain Full Time status (Full Time status according to the Graduate School is 9 hours before a student advances to ABD status). English 9090 may be taken before completion of coursework only with permission of the DGS.
After students complete their Comprehensive Exams, candidacy for the doctoral degree is maintained by enrolling in two credit hours in the fall and spring semesters and one credit in the summer semester up to and including the term in which the dissertation is defended. Failure to enroll continuously in 9090 Research hours (or alternatively, in the 8001 Critical Writing Workshop or Job Market Workshops) until the doctoral degree is awarded terminates candidacy. Guidelines for continuous enrollment can be found on the Graduate School website .
As soon as possible after passing the comprehensive examination, a candidate should explore a dissertation topic under the guidance of the student’s adviser. Candidates must formally present and describe the topic in a prospectus of no more than 15 pages (excluding bibliography). For the student to remain in good standing, the prospectus and a signed Dissertation Prospectus Approval Form (posted to the right on this page) must be submitted to the English graduate studies office within three months of a successful oral defense of the Comprehensive Examination or first two weeks of the semester following. In the event revisions are requested by the committee, the advisor will keep the signed form until revisions are made and then submit the form to the office. The advisor should schedule the prospectus conference.
The prospectus should contain five elements:
In the case of students writing creative dissertations, the prospectus should primarily describe the critical introduction (see “Creative Dissertation” below); ten pages is a good goal here.
The prospectus should be drafted in consultation with the adviser. Once drafted, it will be the subject of the Prospectus Conference, a meeting of the dissertation committee (outside member optional) covering the student’s ideas and research plans, including schedule. If a majority of the student’s committee doesn’t approve the prospectus, suggestions for revision will be made and the student will submit the revised prospectus only to the adviser; for this reason, students should schedule their meeting with enough time to revise and meet the deadline.
The prospectus must be completed for the student to begin writing, but it is also important because it usually forms the basis of grant applications and dissertation descriptions when the student goes on the job market. It is of long-term use to have a prospectus on file early, even though it is understood that the dissertation may change during research and writing.
Two types of dissertations are written for our program: the scholarly dissertation and the creative dissertation.
The scholarly PhD Dissertation is a work of original scholarship in a recognizable field covered by departmental expertise. Most dissertations in English are between 200 and 350 pages and combine an original argument with research into the field you explore. By the end of the process of researching and writing the dissertation, the successful student will be one of a few world experts in the field addressed. Therefore topics should be specific enough to allow students to stake a claim to expertise, while broad enough to speak to the general field in which the dissertation is placed. The dissertation becomes the central document upon which you build your academic reputation. At best, it will be ready to go as a book project. Chapters of your dissertation will likely serve as writing samples on the academic job market and might be revised into publications either before or after you have defended it and received your PhD. The dissertation itself will be read by the student’s adviser and a minimum of three other readers. One member of the committee may be a member of a department other than English. In the process of research and writing, some students work closely with an entire committee; others focus on the responses of their primary adviser to preliminary work.
PhD candidates in Creative Writing generally write a creative PhD dissertation , which may take the form of a collection of poetry, a novel, a novella, a book-length collection of short stories, or a book-length work of creative non-fiction. To exercise this option, the candidate must have taken 9-12 hours of creative writing seminars as part of the PhD coursework. In addition to the creative part of the dissertation, the candidate will compose a Critical Introduction , which is an article-length and rigorous critical essay that substantively engages the candidate’s areas of critical interest.
By the rules of the Graduate School, seven months must elapse between a student's successfully passing the PhD Comprehensive Examination and submitting the PhD dissertation.
Defense usually occurs within a month of submission to the committee of an acceptable dissertation. Committee members prepare questions in advance and the defense consists of a conversation regarding the scholarship and writing of the dissertation. The defense is customarily a celebratory occasion. But committee members can—and sometimes do—ask challenging questions that undercut specific and general issues in the project. Students have a chance to incorporate suggestions from the defense into the final document submitted to the Graduate School. Therefore, it is useful to schedule the defense some weeks before the final deadline for submission to the Graduate School in the term in which the student wishes to graduate. For the dissertation to be successfully defended, the committee must vote to pass it with no more than one abstaining or dissenting vote. If the dissertation is not passed, the student can revise in accordance with suggestions and resubmit.
The advisor will schedule two and half hours for the defense. It will consist of: two hours of questions and conversation, fifteen minutes during which the committee deliberates about the exam, and fifteen minutes during which the committee discusses the outcome and any revisions to be incorporated into the final copy turned in to the Graduate School.
PhD students may elect to invite people outside of their committees to attend their defenses. The student and advisor should agree on whether the audience can be present for the whole defense or just the opening portion. The audience may not be present for committee deliberations from which the PhD candidate is excluded. Audience members may observe but cannot ask questions, give comments, or reduce the allotted time for committee questioning in any way. Recording or livestreaming the defense is not permitted.
For instructions on filing your dissertation, see: https://gradstudies.missouri.edu/current-students/thesis-dissertation/thesis-dissertation-guidelines/
Updated 5/2/2024
Heather Asbeck
“Pockets in Print: Reading the Material Circumstances of Women's Lives, 1840-1870”
Director: Nancy West
Director: Anand Prahlad
Blake Estep
"'Continually Reimagined and Contested': A Narrative Theory Approach to Four Reconstruction Novels"
Director: John Evelev
Chelsea Fabian
“Identities Unbound: Queer Liminality, Futurity, and Other-World Speculative Fiction”
Director: Becca Hayes
Anna McAnnally
"Unserious Adaptation: Connections between 19th and 21st Century Literary Culture in Adaptations of Little Women"
Director: Alexandra Socarides
Jesutofunmi Omowumi
“The African Diasporic Novels of Geo-Poethics: Decolonizing Black
Anthropocenes in the Contemporary Climate Change Crisis”
Director: Christopher Okonkwo
McKenzie Peck
"A History and Examination on Robert Thornton and His Manuscripts"
Director: Emma Lipton
Maurine Pfuhl
"Heavily Perfumed Women"
Director: Julija Ŝukys
Shelby Preston
"Performing Disidentifications in Chivalric Romance at the Anglo Scottish Border"
Yoonjae Shin
“Gothic Jurisprudence: Genre, Gender, and the Rule of Law”
Director: Noah Heringman
(2023-2026)
Micaela Bombard (PhD 2023) "Grievances & Appeals" poetry collection and "Poetry as Accommodation: Reconciling Pain, Language & Theory in Disability Studies" critical introduction.
K. Mikey Borgard (PhD 2024) "Marathon"
Bailey Boyd (PhD 2023) "Fathoming"
Erick Burdock (PhD 2024) "Queer Humor & Resistant Readings in Canonical Gothic Film and Literature"
Tyler Corbridge (PhD 2024) "Desert Whaling"
Hailey Cox (PhD 2024) "The Opposite of Gone"
Cass Donish (PhD 2024) "Your Dazzling Death"
Samantha Edmonds (PhD 2024) "A World to Hold Us All"
Lindsay Fowler (PhD 2023) "Bury the Key: A Book of Houses"
Ariel Fried (PhD 2024) "Being and Belonging in Victorian Fiction, Science, and Medicine: Subjectivity and Affective Relations Constructing Victorian Time and Space (1847-1897)"
AnneElise Hatjakes (PhD 2024) "The Suicide Table"
Heather-Heckman-McKenna (PhD 2023) " Eighteenth-Century Sensibility and the Subversive Female Body"
Jolie Mandelbum (PhD 2023) "The Monstrous Ordinary: The Erasure of the Women of Weird Tales and the Implications for Monster Theory"
Thanh Nguyen (PhD 2024) "The English and Vietnamese Languages of the Vietnamese Americans in the US"
Anna Perrigo (PhD 2024) "Motherhood and Food in Twenty-First Cetury Transnational Literature"
Erin Regneri (PhD 2023) "We Must Look a Long Time Before We Can See: The Art and Science of Thoreau's Early Work"
Brittany Wilson (PhD 2024) "Futurist Deep Mapping: Cartographies of Resistance in Contemporary BIWOC Climate Justice Literature"
Allison Wiltshire (PhD 2024) "Breakable Binaries: Representations of Twins in African and African American Literature, Film, Television, and Cultures"
(2019-2022)
Ashley Anderson (PhD 2022) “ Sifting the Feminine Bones: Essays”
Megan Abrahamson (PhD 2020) “Medieval Romance, Fanfiction, and the Erotics of Shame”
Gregory Allendorf (PhD 2019) “Bottle Fly”
Jordi Alonso (PhD 2021) "An Island of Nymphs:" Elizabeth Barrett Browning and Victoria Women's Classical Education"
London Brickley (PhD 2019) “Science Frictions: S cience, Folklore, and ‘The Future’”
Elise Broaddus (PhD 2020) "`the back-and-forth form': Epistolary Mediation in Late Medieval English Literature"
Gwendolyn Edward (PhD 2021) "Refrain"
Carley Gomez (PhD 2021) "The First Inch of a Saguaro"
Elijah Guerra (PhD 2022) “Spatial Politics in Genre in the 21st Century Arabic Novel in English”
Jacob Hall (PhD 2022) “The Conditions”
Kate Harlin (PhD 2020) “'One Foot on the Other Side': Suicideality in Contemporary African Diaspora Fiction”
Aaron Harms (PhD 2021) "Selling You On Flexibility: Toward a Flexible Framework for Reflexive Administration of Writing Centers"
Emilee Howland-Davis (PhD 2019) “Magical Safe Spaces: The Role of Literature in Medieval and Early Modern Magic”
Vedran Husic (PhD 2020) “Book of Apparitions”
Sean Ironman (PhD 2020) “As Many Roast Bones As You Need”
Kate Kelley (PhD 2019) “Policing the Boundaries of Whiteness: Monsters Made in the USA”
Travis Knapp (PhD 2021) "Anti-Calvinist? Ceremonial Conformity and Laudian Writing, Reconsidered (c. 1590-1640)"
Neriman Kuyucu (PhD 2020) “Transnational Spaces, Transitional Places: Muslimness in Contemporary Literary Imaginations”
Peter Lang (PhD 2022) “Between the body and language: Subjectivity and the literary arts”
Lawrence Loiseau (PhD 2019) “A Lacanian Reply to Marx: The Necessity of Topology in the Formation of the Social”
Timothy Love (PhD 2021) "Black Skin Matters: The Significance of Color in Early Modern England"
Jennifer McCauley (PhD 2020) “When Trying to Return Home: Stories”
Teresa Mildbrodt (PhD 2019) “Sharp Things, or the Silver Lines are Not Scars”
William Moore (PhD 2019) “Brain Catalogue”
Angela Netro (PhD 2022) "The Wise Avenue"
Rebecca Pelky (PhD 2020) “Through a Red Place”
Katie Rhodes (PhD 2022) “ Rites of Leaving”
Brian Rodriguez (PhD 2021) "Beautiful Phantoms: British Literature, Political Economy, and Biopolitics from 1780-1855"
Donald Quist (PhD 2021) “The Freedoms of B. Kumasi”
Bradley Smith (PhD 2018) “Canon”
Joseph D. Smith (PhD 2019) “Worried Notes: Poems”
Nicole Songstad (PhD 2021) "Social Networks of Friendship in the Writings of Early Medieval English Women"
Steven Watts (PhD 2020) “Occupy, Blockade, Circulate: Narrating Community in 21st Century Crisis Fiction”
Kacy Walz (PhD 2022) “ The Graduate Student Novel: A New Subgenre in University Fiction”
Jake Young (PhD 2020) “All I Wanted” (creative); “On Poetry: The Emergence and Function of Meaning” (critical)
(2014-2018)
Jessie Adolph (PhD 2018) “Dee-Jay Drop that ‘Deadbeat’: Hip-Hop’s Remix of Fatherhood Narratives”
Khem Aryal (PhD 2015) “Rewriting the Creative: Toward a Happenings Theory of Creative Compositions” (critical); “The Last Monarchist:Stories from Nepal” (creative)
Dorothy Atuhura (PhD 2018) “Documenting ‘Harm’: Mediated Representations of Gendered Bodylore from Sub-Saharan Africa”
Constance Bailey (PhD 2015) “It Takes a Village: Twentieth Century Black Women’s Fiction and the Spiritual Apprenticeship Narrative”
Allison Balaskovits (PhD 2015) “Magic for Unlucky Girls:Stories”
Anne Barngrover (PhD 2016) “Brazen Creature”
Toby Beeny (PhD 2018) “Ecclesiastical Advice Literature in Anglo-Saxon England”
Colin Beineke (PhD 2018) “Assembling Comics: The House Style and Legacy of RAW Books and Graphics”
Deanna Benjamin (PhD 2018) “The Education of a Gambler’s Daughter”
Julie Christenson (PhD 2018) “Interpretive Cultures and Anglo-Saxon Texts”
Corinna Cook (PhD 2018) “Leavetakings”
Andrew Darr (PhD 2018) “Masculinity in Early Modern English Revenge Drama and City Comedy”
Joanna Eleftheriou (PhD 2015) “This Way Back: Essays from Cyprus”
Lauren Fath (PhD 2015) “My Hands, Remembering”
Marissa Fugate (PhD 2016) “Midnight’s Children: The Adolescent Body in the Age of Nations”
Lianuska Guiterrez (PhD 2015) “And the Wood Doll Arose and Told, I’m a Real”
Ryan Habermeyer (PhD 2017) “Babbler: A Novel”
Rachel Hanson (PhD 2016) “Dislocations”
Stephen Haynie (PhD 2018) “Escalations: Stories”
Brianne Jaquette (PhD 2015) “The Locomotive and the Tree: Industrial Pittsburgh’s Late Nineteenth-Century Literary Culture”
Sarah Johnson (PhD 2017) “Mr. Boswell Peels an Orange”
Jennifer Julian (PhD 2017) “I’m Here, I’m listening: Short Stories”
Ruth Knezevich (PhD 2015) “Narrative as Archive: Ethno-Historical Paratexts in British Literature, 1760-1830”
Patrick Lane (PhD 2016) “Medieval Death Trip”
Miranda Mattingly (PhD 2016) “A Circuit of Haunting Pictures: Theorizing the Space of Readership in ‘Condition of England’ Literature and the Periodical Press, 1845-1889”
Elizabeth McConaghy (PhD 2015) “Migrations”
LaTanya McQueen (PhD 2017) “When the Evening Comes” (fiction); “And It Begins Like This” (nonfiction)
Juliette Paul (PhD 2015) “Transatlantic Geographies of Faith in the Long Eighteenth Century”
Kavita Pillai (PhD 2018) “The Refashioning of Fundamentalist Nostalgia in the Age of Globalization: Charting the Rise of the Right Wing via Textual Trends”
Nick Potter (PhD 2018) “Big Gorgeous Jazz Machine”
Nick Robinson (PhD 2016) “Our Family Walks”
Eric Russell (PhD 2016) “Nature, Materiality, and Human Agency in the Literature of the Great Lakes, 1790-1853”
Travis Scholl (PhD 2018) “Of the Burning”
Eric O. Scott (PhD 2018) “The Pagan’s Progress, or, The Invention of Pilgrimage”
Carli Sinclair (PhD 2018) “‘This Land is My Land’: Authority and Landscape in American Women’s Nonfiction, 1843-1903”
Magi Smith (PhD 2016) “The Drama of Dissent: Pamphleterring Culture and Performative Protestantism:1650-1795”
Gregory Specter (PhD 2014) “Harriet Beecher Stowe and the Circulation of Texts”
Jennifer Spitulnik (PhD 2015) “No People Like #ShowPeople: Broadway Performers”
Christopher Strelluf (PhD 2015) “We Have Such a Normal, Non-Accented Voice’: A Sociophoentic Study of English in Kansas City
Raymond Summerville (PhD 2016) “The Fetishization of Firearms in African‐American Folklore and Culture”
Chun Ye (PhD 2016) “HAO”
Jihun Yoo (PhD 2015) “The Frontier Myth and The Frontier Thesis Contemporary Genre Fiction”
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Tyler Corbridge | Associate Teaching Professor, The Pennsylvania State University | Creative Writing | |
Hayli Cox | Tenure-track Assistant Professor of Creative Writing, Waldorf University | Creative Writing | |
Ariel Fried | Post-Doc Faculty, University of Missouri, Columbia, MO | Literature | |
Anna Perrigo | Assistant Professor, Lincoln University, Jefferson City, MO | Literature | |
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Micaela Bombard | Post-Doc Faculty, University of Missouri, Columbia, MO | Creative Writing | |
Bailey Boyd | Assistant Director of the Writing Center, University of Missouri, Columbia, MO | Creative Writing | |
Lindsay Fowler | Instructor of English, University of Missouri, Columbia, MO | Creative Writing | |
Heather Heckman-McKenna | Instructor of English, University of Missouri, Columbia, MO | Creative Writing | |
Jolie Mandelbaum | Creative Writing | ||
Erin Regneri | Instructor of English, University of Missouri, Columbia, MO | Nineteenth Century American | |
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Elijah Guerra | Assistant Professor of English Composition, University of Cincinnati | Literature | |
Ashley Anderson | Instructor of English, University of Missouri, Columbia, MO | Creative Writing | |
Jacob Hall | Instructor of English, University of Missouri, Columbia, MO | Creative Writing | |
Peter Lang | Lecturer, University of Central Arkansas | Critical Theory | |
Katie Rhodes | Medical Student, University of Missouri School of Medicine | Creative Writing | |
Kacy Walz | Writing Instructor, Walden Writing Center, Walden University | America Literature | |
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Jordi Alonso | MA Student, Classical Studies Program, Columbia University of New York | Creative Writing, Poetry | |
Gwendolyn Edward | Assistant Professor of English/Creative Writing, Murray State University, Murray, KY | ||
Carley Gomez | Pre-Law Advisor, Lead for Professional Development, Center for Pre-Law Advising, University of Madison-Wisconsin, Madison, WI | Creative Writing, Fiction | |
Aaron Harms | Director, Writing Center, University of Missouri, Columbia, MO | Rhetoric and Composition | |
Travis Knapp | Tenure-Track Assistant Professor, English Department, Valley City State University, North Dakota | ||
Timothy Love | Lecturer, English Department, Auburn University, Auburn, Alabama | Early Modern British Literature | |
Donald Quist | Assistant Professor of English, University of Missouri, Columbia, MO | Creative Writing | |
Brian Rodriguez | Instructor of English, University of Missouri, Columbia, MO | Romantic Literature | |
Nicole Songstad | Library Supervisor, Indiana University, Bloomington, IN | Literature | |
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Elise Broaddus | Instructor of English, University of Missouri, Columbia, MO | Medieval Literature | |
Megan Abrahamson | Part-Time Faculty, Central New Mexico Community College | Medieval Literature | |
Katelyn Harlin | Assistant Professor of Postcolonial Literature, Eureka College | African Diaspora Studies | ' |
Vedran Husic | Adjunct Professor, Saint Leo University (FL) | Creative Writing, Fiction | |
Sean Ironman | Post-Doctoral Fellow of Writing, US Naval War College, Newport, RI | Creative Writing | |
Neriman Kuyucu | Teaching Focused Position, Koç University (Turkey) | Diaspora Literature and Academic Writing | |
Jennifer McCauley | Assistant Professor of Creative Writing, University of Missouri-Kanasas City | Creative Writing, Fiction | |
Rebecca Pelky | Assistant Professor of Creative Writing, LeMoyne College, Syracuse NY | Creative Writing, Poetry | |
Steven Watts | Lecturer, School of Business, University of Wisconsin-Madison | Contemporary Literature | |
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Gregory Allendorf | Adjunct Instructor, English Department, University of Missouri | Creative Writing, Poetry |
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Devin Day | Lecturer, Writing Program, University of Massachusetts | Contemporary American Literature |
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Emilee Howland-Davis | Assistant Teaching Professor, University of Wisconsin-Superior | Medieval Studies |
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Kate Kelley | Visiting Assistant Professor, Religious Studies, University of Missouri | Folklore |
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Teresa Milbrodt | Assistant Professor, Michigan State University (Michigan) | Creative Writing, Fiction |
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William Moore | Associate Content Producer, Three Ships (Raleigh, North Carolina) | Creative Writing, Nonfiction |
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Bradley Smith | English Teacher, Liberty High School (Missouri) | Creative Writing |
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J.D. Smith | Genealogist & Lecturer at The Rheinland American: Genealogy Services | Creative Writing |
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Jessie Adolph | Assistant Professor of English, Georgia State University, Decatur, Georgia | Folklore |
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Dorothy Atuhura | Lecturer, Kyambogo University (Uganda) | Folklore | Bodylore from Sub-Saharan Africa |
Deanna Benjamin | Assistant Dean and Academic Coordinator, Washington University (Missouri) | Creative Writing |
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Julie Christenson | Rare Book Librarian at Texas Christian University, Fort Worth, Texas | Medieval |
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Corinna Cook | Fulbright Visiting Researcher Award, Whitehorse, Yukon | Creative Writing |
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Stephen Haynie |
| Creative Writing | “Escalations: Stories” |
Leanna Petronella | Content Creater @ Aceable (Texas) | Creative Writing |
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Kavita Pillai | Product Engagement for Strategic Accounts, Deem, Inc. | Global Literature | “Democracy and the Failure of Liberalism: Globalization and the Reemergence of Orientalist |
Nick Potter | Visiting Assistant Professor, School of Visual Studies, University of Missouri | Creative Writing |
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Travis Scholl | Managing Editor, Theological Publications at Concordia Seminary (Missouri) | Creative Writing |
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Eric O. Scott | Field Rep, Laborers International Union of North America Local 773 Mid Missouri | Creative Writing, Creative Non-fiction |
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Carli Sinclair | Visiting Professor, Stephens College (Missouri) | Ninteenth-Century American Literature | “‘This Land is My Land’: Authority and Landscape in American Women’s Nonfiction, 1843-1903” |
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Toby Beeny | Master Instructor, Indian River State College (Florida) | Medieval Literature | (critical dissertation) |
Colin Beineke | Professor of English, SCAD - The University of Creative Careers (Georgia) | Contemporary American Literature | (critical dissertation) |
Andew Darr | English Teacher, Centralia High School (Missouri) | Early Modern Literature | (critical dissertation) |
Ryan Habermeyer | Assistant Professor of English, tenure-track, Salisbury University (Maryland) | Creative Writing and Literature | (fiction) and (critical dissertation) |
Jennifer Julian | Fiction Writer in Residence at Allegheny College (Pennsylvania) | Creative Writing, fiction | (fiction) |
LaTanya McQueen | Assistant Professor, Coe College (Iowa) | Creative Writing, fiction | The Evening Comes (novel); (essays) |
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Anne Barngrover | Assistant Professor of Creative Writing-Tenure Track, Saint Leo University (Florida) | Creative Writing, Poetry | (poetry) |
Rachel Hanson | Oliver O'Connor Creative Writing Fellow, Colgate University | Creative Writing, Nonfiction | Dislocations |
Patrick Lane | Tenure-Track Position, Culver-Stockton College (Missouri) | Creative Writing, Fiction |
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Megan Peiser | Assistant Professor of Eighteenth-Century Literature at Oakland University (Michigan) | Eighteenth-Century Literature |
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Nick Robinson | Associate Professor, Claflin University | Creative Writing, Poetry | Our Family Walks |
Eric Russell | Lecturer, Central Michigan University (Michigan) | Eighteenth and Nineteenth Century American Literature | Nature, Materiality, and Human Agency in the Literature of the Great Lakes from 1790 to 1853 |
Maggie Smith | Associate Professor, Moberly Area Community College | Early Modern Literature | The Drama of Dissent: Pamphleterring Culture and Performative Protestantism: 1650-1795 |
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Khem Aryal | Assistant Professor, Arkansas State University | Rhetoric and Composition | (fiction) and (critical dissertation) |
Constance Bailey | Assistant Professor of African American Literature and Folklore, Georgia State University | English/African American Studies |
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Joanna Eleftheriou | Assistant Professor, University of Houston-Clear Lake | Creative Writing, Nonfiction |
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Lauren Fath | Assistant Professor, Highlands University (NM) | Creative Writing, Nonfiction |
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Brianne Jaquette | Assistant Professor, College of the Bahamas | Nineteenth Century American Literature |
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Ruth Knezevich | Postdoctoral Fellow, Royal Society of New Zealand Marsden Trust | Long 18 Century | Paratexts in British Literature, 1760-1830 |
Juliette Paul | Assistant Professor, Christian Brothers University | Eighteenth-Century British Literature |
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Jennifer Spitulnik | Adjunct Assistant Professor, Stephens College (MO) | Folklore |
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Jess Bowers | Assistant Professor of English, Maryville University | Creative Writing, Fiction |
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Meagan Ciesla | Assistant Professor, Gonzaga University | Creative Writing, Fiction |
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Naomi Clark | Assistant Professor and Director of the Writing Center, Loras College (IA) | Rhetoric and Composition |
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Darcy Holtgrave | Program Manager, MedOpp Advising Office, Honors College, University of Missouri | Folklore | an Ethnographic Description and Narrative Analysis of Youtube Blogs on Mental Illness |
Shelli Homer | Associate Faculty, MiraCosta College | African Diaspora Literature |
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Claire McQuerry | Assistant Professor, Kutztown University (Pennsylvania) | Creative Writing, Poetry |
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Bethany Peterson | Assistant Professor, Grand Valley State University (MI) | Creative Writing, Nonfiction |
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Melissa Range | Assistant Professor, Lawrence University | Creative Writing, Poetry |
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Alison Rutledge | Student Success Coordinator, STEM Division, Southern Oregon University | Victorian Literature |
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Gregory Specter | Visiting Assistant Professor, Duquesne University | Nineteenth Century American Literature | Harriet Beecher Stowe and the Circulation of Texts |
Christopher Strelluf | Assistant Professor, University of Warwick (UK) | Linguistics | Sociophonetic Study of English in Kansas City |
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Joseph Aguilar | Assistant Teaching Professor, Worcester Polytenic Institute | Creative Writing, Fiction |
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Luke Gibbs | Professor, Evangel University | British Romanticism |
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Stephanie Kartalopoulos | Learning & Performance Business Partner at Forward Air Corporation, Georgia | Creative Writing, Poetry |
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Caitlin Kelly | Lecturer, Case Western Reserve University | Eighteenth Century British Literature |
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Zaid Mahir | Instructor, University of Central Missouri | World Literature | Coover’s The Public Burning and ‘AbdulKhaaliq al-Rikaabi’sSaabi‘ Ayaam al-Khalq |
Katharine McIntyre | Assistant Professor, Worcester Polytechnic Institute | Creative Writing, Fiction |
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Rebecca Mouser | Assistant Professor, Missouri Southern State University | Medieval Literature | AlliterativeMorte d’Arthur Sir Gawain and the Green Knight |
Darren Pine | Online Instructor-Mizzou Online, University of Missouri | Medieval Literature | The Poetics of the Medium: Aesthetic Forms and Technologies of the Word in the English Middle Ages |
Claire Schmidt | Associate Professor, Missouri Valley College | Folklore & Oral Tradition | Laugh You'll Cry": The Occupational Humor of White American Prison Workers and Social Workers |
Derek Updegraff | Associate Professor, California Baptist University | Medieval Literature | AElfric of Eynsham |
Ramsay Wise | Instructor, University of Missouri | Film Studies |
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Megan Woosley | Assistant Professor, Department of English, Francis Marion University (South Carolina) | Medieval Literature |
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Jonas Cope | Assistant Professor, California State University-Sacramento | British Romanticism |
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Gregory Dunne | Professor, Miyazaki International College (Japan) | Creative Writing, Nonfiction |
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Sharon Emmerichs | Assistant Professor, University of Alaska-Anchorage | Renaissance Literature |
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Robert Long Foreman | Assistant Professor, Rhode Island College | Creative Writing, Nonfiction |
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Kevin Henderson | Chair, Languages and Literature, Assistant Professor, and Faculty Coordinator for English, Drury University | Rhetoric and Composition | Dissertation: Writing to Feel / Feeling to Write: Utilizing Emotion Theory and Performance Studies in Creative Writing Pedagogy |
Shelley Ingram | Assistant Professor, University of Louisana-Lafayette | Folklore |
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Debbie Lelekis | Assistant Professor, Florida Institute of Technology | American Literature | Spectatorship in the Crowd in American Literature, 1880-1920 |
Joanna Luloff | Assistant Professor, University of Colorado-Denver | Creative Writing, Fiction; Transnational Literature | Happened(creative dissertation) and (critical dissertation) |
Dustin Michael | Assistant Professor, Savannah State University | Creative Writing | Triptych: Essays of Place and Travel |
Neesha-Elizabeth Navare | Assistant Professor, Savannah State University | Creative Writing | Night and Day |
John Nieves | Assistant Professor, Salisbury University (MD) | Creative Writing, Poetry |
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Peter Ramey | Assistant Professor, Northern State University (SD) | Medieval Literature | s |
Joseph Scott | Lecturer, Center for English Language Learning, University of Missouri | American Literature | The American Alien: Immigrants, Expatriates and Extraterrestrials in Twentieth-Century U.S. Fiction |
Erin Wilson | Visiting Affiliate Assistant Professor, Loyola University (MD) | Victorian Literature |
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Ramsay Wise | Lecturer, Missouri Science and Technology | American Literature | Film in Post-World War II American Fiction |
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Katy Didden | Assistant Professor, Ball State University | Creative Writing, Poetry |
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Philip Howerton | Professor, Missouri State University-West Plains | American Literature, Rhetoric and Composition |
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Shelley Ingram | Professor, English Department, University of Louisiana-Lafayette | American Literature | "To See a Little Differently": Racialized Discourses in the Study of American Literature |
Peter Monacell | Chair of the Language and Communication Studies Department and Assistant Professor of English, Columbia College (MO) | American Poetry |
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Chad Parmenter | Visiting Assistant Professor, | Creative Writing, Poetry |
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Angela Rehbein | Associate Professor, West Liberty University | Eighteenth-Century British Literature |
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Todd Richardson | Associate Professor, University of Nebraska-Omaha | Folklore |
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Leigh Dillard | Professor of English, University of North Georgia | British Novel 1740-1900 |
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Chatham Ewing | Digital Library Strategist, Cleveland Public Library | American Literature | American Little Magazines of the Mid-20th Century: Network Analysis, Influence and Canons |
Lania Knight | Senior Lecturer, University of Cloucestershire (UK) | Creative Writing, Fiction |
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Damon Kraft | Interim Provost and Associate Professor, Kansas Weslyan University | Medieval Literature |
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Lily Mabura | Assistant Professor, | African Diaspora Studies and Creative Writing, Fiction |
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Marc McKee | Assistant Teaching Professor, University of Missouri | Creative Writing, Poetry | Consolationeer |
Scott Mitchell | Honors College Coordinator for the Online Campus at Georgia State University Perimeter College | Folklore | Shyam Selvadurai, and Salman Rushdie |
Willow Mullins | Visiting Assistant Professor, | Global Literature | Philanthropic Tourism and Artistic Authenticity: Cultural Empathy and the Western Consumption of Kyrgyz Art |
Stefanie Wortman | Consultant at Public Consulting Group, Kansas City, MO | Creative Writing, Poetry |
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Sarah Barber | Associate Professor, | Creative Writing, Poetry | (poetry) |
William Connolly | Affiliate Assistant Professor of English, | Creative Writing, Nonfiction |
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John Estes | Associate Professor and | Creative Writing, Poetry | (poetry) |
Emily Friedman | Assistant Professor, | Eighteenth-Century British Literature |
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Joseph Green | Associate Dean for Teaching and Learning, University of Dubuque | British Novel to 1945 |
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Gretchen Henderson | Adjunct Lecturer, Georgetown University | Creative Writing, Fiction | Marvellous Things Seen and Heard |
Elizabeth Langemak | Assistant Professor, LaSalle University | Creative Writing, Poetry | (poetry) |
Jeremy Reed | Associate Professor, Central Methodist University | 20th century American Literature |
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Emily Rosko | Associate Professor, College of Charleston | Creative Writing, Poetry | (poetry) |
Amy Wilkinson | Clinical Assistant Professor of Writing in the Core Program, New York University | Creative Writing, Fiction | (fiction) |
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Julie Buchsbaum | Humanities Librarian, | Creative Writing, Poetry | Still Life with Rooms People Live In (poetry)
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Crystal Lake | Professor, Wright State University | Eighteenth-Century Studies and Romanticism |
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Nathan Oates | Professor and Director of Undergraduate Writing Studies, | Creative Writing, Fiction |
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David Henderson | Adjunct Faculty, | Folklore and Oral Tradition |
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Lisa Higgins | Program/Project Support Coordinator Senior, Missouri Folk Arts Program, University of Missouri | Folklore | Womyn's Music Festival |
Jeffrey Pethybridge | Chair, Summer Writing Program Director, Naropa University | Creative Writing, Poetry |
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Lisa Rathje | Executive Director at Local Learning: The National Network for Folk Arts in Education | Folklore |
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Zak Watson | Chair of the English and Philosophy Department, Missouri Southern State University | Critical Theory and Restoration Literature |
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Jason Arthur | Associate Professor, Chair of English | American Literature (1865-1965) | And Cosmopolitanism In American Literature Since The Great Depression |
Nicky Beer | Associate Professor, | Creative Writing, Poetry |
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Erin Clair | Associate Professor and Director of College Operations, Arkansas Tech University | 20th century Gender and Sexuality Theory | Erotics of Death |
Na'Imah Ford | Assistant Professor, | Postcolonial and African American Literature | Wolo: Coming-of-Age Narratives in African Diaspora Literature |
Emily Isaacson | Associate Professor and Director of the Honors Program, Heidelberg University | Renaissance and Restoration Drama |
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Mike Kardos | Associate Professor, | Creative Writing, Fiction | (fiction) |
Jason Koo | Associate Teaching Professor, Quinnipiac University (Connecticut) | Creative Writing, Poetry | on Extremely Small Island(poetry) |
Nadine Meyer | Associate Professor, | Creative Writing, Poetry |
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Bryan Narendorf | Associate Professor and Chair, | Creative Writing, Poetry | (poetry) |
Sophia Nikoleishvili | Instructor, | 18th century British Literature and Art |
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Michael Piafsky | Associate Professor and Director of Writing Program, Spring Hill College | Creative Writing, Fiction | (fiction) |
Catherine Pierce | Professor (full), | Creative Writing, Poetry | (fiction) |
Sharon Robideaux | Assistant Professor, tenure-track, | Rhetoric and Composition |
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William Bradley | Writing Center Coordinator, | Creative Writing, Nonfiction | (creative nonfiction) |
Rebecca Dunham | Professor (full), | Creative Writing, Poetry | (poetry) |
Steven Gehrke | Associate Professor, | Creative Writing, Poetry | (poetry) |
Christie Hodgen | Professor (full), tenure-track | Creative Writing, Fiction | (fiction) |
Linda Johnson | Assistant Professor, tenure-track | Africana Literature
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Scott Kaukonen | Associate Professor, | Creative Writing, Fiction | Ordination (fiction) |
James Kimbrell | Professor (full), | Creative Writing, Poetry | (poetry) |
Jacqueline McGrath | Professor of English, | Folklore |
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Elizabeth Thomas-Horn | Editor, , | Creative Writing, Poetry |
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C. Michael Land | Associate Professor, | Creative Writing, Fiction | (fiction) |
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Heather Maring | Associate Professor, | Creative Writing, Poetry | (poetry) |
James Andrew Miller | Assistant Professor, tenure-track, | 20th century American Literature |
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Andrew Mulvania | Associate Professor, tenure-track, | Creative Writing, Poetry | in Arcadia (poetry) |
John Porter | Associate Professor of English, | Renaissance Drama |
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RaShell Smith-Spears | Associate Professor, | 19th century American Literature | Ain’t Love: How the Image of Black Romantic Relationships Was Used in the Construction of National Identity |
Stacy Tintocalis | Assistant Professor, | Creative Writing, Fiction |
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Anthony Varallo | Professor (full), Director of Undergrad Creative Writing, | Creative Writing, Fiction | (fiction) |
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David Allred | Professor (full), tenure-track, | Folklore and Oral Tradition |
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Kevin Allton | Assistant Professor, | Creative Writing, Fiction | The Bride of Fog |
Jean Braithwaite | Associate Professor, | Creative Writing, Nonfiction | With My Body (creative nonfiction) |
Mary Jill Burkindine | Professor, |
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Averill Curdy | Associate Professor, | Creative Writing, Poetry |
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Deborah Forssman-Hill | Adjunct Instructor, | Rhetoric and Composition |
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William Grattan | Associate Professor, | Creative Writing, Fiction |
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Rachel Palencia Harper | Associate Dean, Honors College, | American Literature 1820-1945; Rhetoric and Composition |
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Sally Hartin-Young | Freelance Writer/Editor | Creative Writing, Fiction | (fiction) |
Eric Leuschner | Chair & Associate Professor, | History and Theory of the Novel to 1960 |
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Joanie Mackowski | Associate Professor, | Creative Writing, Poetry | (poetry) |
Bern Mulvey | Associate Professor, Eastern Arizona College | Creative Writing, Poetry | (poetry) |
Kira Salak | Writer for | Creative Writing, Nonfiction | (creative nonfiction) |
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Anjail Rashida Ahmad | Associate Professor of English & | Creative Writing, Poetry | (poetry) |
Marilyn Lake | Freelance Writer, | Creative Writing, Fiction | (fiction) |
David Todd Lawrence | Associate Professor of English, | African American Literature | Cooly": The Intersection of Race, Gender, and Sexual Identity in Black Arts Poetry |
Nicole Pekarske | Lecturer, | Creative Writing, Poetry | , Venus (poetry) |
Laura Rotunno | Associate Professor of English | 19th century British Literature |
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Denise Stodola
| Associate Professor & | Medieval Literature | As A Step Toward Constructing A Pedagogical "Masterpiece in a Composition Classroom" |
Billie Stephanie Powell Watts | Associate Professor, | Creative Writing, Fiction | (fiction) |
Bobby M. Watts | Associate Professor, tenure-track, | Creative Writing, Poetry | (poetry) |
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Charles Bradshaw | Associate Professor of English, | American Literature to 1865; Rhetoric and Composition |
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Tina Hall | Associate Professor of English, | Creative Writing, Fiction | (fiction) |
Karen Holmberg | Associate Professor, tenure-track, | Creative Writing, Poetry |
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Hoa Ngo | Visiting Assistant Professor of English, | Creative Writing, Fiction | (fiction) |
Darlene Sybert | Director, | Romantic Poetry |
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John Tait | Associate Professor of English and Creative Writing, | Creative Writing, Poetry | To Do With the Rest of Your Life(fiction) |
Rebecca Wardell | Adjunct/Sessional instructor, | 19th century British Literature |
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Bryan Carter | Assistant Professor of Africana Studies, University of Arizona | African American Literature |
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Marta Ferguson | Sole Proprietor, Freelance Writer, | Creative Writing, Poetry |
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Reinhold Hill | Vice Chancellor & Dean, | Folklore | From the Inside Out |
Katherine H. Lee | Associate Professor, | Critical Theory; 20th century American Literature |
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Colin Ramsey | Professor (full), | American Literature to 1865 |
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Evelyn Somers-Rogers | Associate Editor, | Creative Writing Fiction |
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Sandra Camargo | Adj Assistant Professor, | Film Studies | With Feeling: Film Genre and Emotional Experience |
Matthew Chacko | Assistant Professor, tenure-track, | Creative Writing, Fiction |
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Jacqueline M. Chambers | Staff Director, |
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Kenneth DeShane | Associate Dean, Graduate School of Theology, Global University, Springfield, MO | Folklore |
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Pamela (Johnston) Hartsock | Senior Technical Editor, | 19th century American Literature |
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Michele Reese | Associate Professor, | Creative Writing, Poetry | Phia |
Lawrence (Dale) Rigby | Associate Professor of English, | Creative Writing, Nonfiction |
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Admissions Criteria:
We admit students with only a BA into our PhD program only if their academic records are extremely strong, if they demonstrate in their applications the necessary maturity for a PhD program, and if they already had a good idea of the area in which they want to research and specialize.
Funding and teaching load:
These students are paid the PhD stipend for each of 6 years; they teach 2 courses each semester.
6-year timeline:
The timeline is essentially the same for students entering our PhD program with a BA as it is for students entering with an MA, except that an extra year of coursework is needed in year 2 to allow students to complete the 72 graduate credit hours required by the Graduate School for students entering a PhD program with a BA.
Degree Requirements:
The degree requirements are the same for students entering the PhD with a BA as they are currently for those entering with an MA except that 72 graduate credit hours are required. Forty-eight of these credit hours will consist of coursework, with at least 27 hours of coursework being completed at the 8000-level.
MA Information:
Students who enter the PhD program with a BA will not get an MA degree along the way. However, if a student chooses not to complete the PhD degree, they can get an MA degree by either writing an MA thesis or completing the comprehensive exam for the PhD degree (which can also function as an MA exam).
Anne Myers Director of Graduate Studies for Advising and Admission [email protected]
Study english at an ivy league university, the american language program offers a unique educational experience:.
Studying at Columbia ALP was the best investment I've ever made." Orlando Ferrand, Chile
Study at the alp this summer . click here to learn about our courses..
Course | Details | Hours per week | Course Length |
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Intensive Academic English Program | Full-time instruction Pre-intermediate to advanced level A2-C2
| 18 | 14 weeks Fall and Spring 4, 8 or 12 weeks Summer
|
Advanced Academic Preparation | Rigorous pre-university academic preparation Advanced level B2.2-C2 | 18 | 8 weeks Summer
|
English for Professional Purposes: Business | For business professionals and pre-MBA students Advanced level B2.2-C2 | 18 | 3-weeks Summer
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Advanced Academic English for Graduate Students | For admitted Columbia graduate students Advanced level | 18 | 6 weeks Summer
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Part‑Time English Courses: Writing, Listening & Speaking, Pronunciation | For Columbia students, affiliates and local residents Advanced level B2-C2 | 4.5 - 8.5 (depending on the course) | 14 weeks Fall and Spring
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It's so much more than English.
Community is very important at the ALP. We plan activities, events and workshops to help you make friends, practice English and get to know the city. As a Columbia student you also have full access to student clubs and University events. There's always something happening!
Check out our Student Life page to find out more, including our Language Exchange Program .
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Ai and digital teaching tools critiqued and commended at the 2024 alp winter conference the subtleties of teaching american english were the subject of the 2024 american language program winter conference. faculty, staff alp and career design lab present at upcea upcea is the leading association for administrators focused on professional, continuing and online education. american language program faculty present at tesol, aaal in march, a number of alp faculty presented at two conferences on language learning and teaching in pittsburgh, pa. in the news, ai and digital teaching tools critiqued and commended at the 2024 alp winter conference the subtleties of teaching american english were the subject of the 2024 american language program winter conference. faculty, staff alp and career design lab present at upcea upcea is the leading association for administrators focused on professional, continuing and online education. american language program faculty present at tesol, aaal in march, a number of alp faculty presented at two conferences on language learning and teaching in pittsburgh, pa. footer social links.
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Join us in welcoming several new faculty to the college’s vibrant academic community.
As the new academic year begins, Teachers College continues its tradition of excellence and innovation by recognizing the newest faculty members to join the TC community.
Carolina Concha-Arriagada , Assistant Professor of Education Policy & Social Analysis, holds a Ph.D. in Economics from Georgetown University and earned an M.A. in Economics, summa cum laude, from Universidad de Luis Hurtado. Concha-Arriagada’s work focuses on applied microeconomics, the economics of education, development economics, and political economy.
Her research includes working papers on college admission policies and strategic responses to improve admission outcomes. She also has worked in the Dominican Republic, where she is currently collaborating with the Ministry of Education (MINERD) to evaluate several government-run programs. Concha-Arriagada has received several awards, including the 2023 Outstanding Alumni Award from the Universidad de Santiago de Chile and the 2022 NAEd/Spencer Dissertation Fellowship. She has presented her research at numerous international conferences and has teaching experience in microeconomics and econometrics.
Emily Rosenzweig will join the Developmental Psychology Program, Department of Human Development as Associate Professor in January 2025 with a focus on studying the psychology of math and science learning during youth and adolescence. Rosenzweig formerly served as Associate Professor in the Department of Educational Psychology at the University of Georgia.
Her research is centered on understanding how and why students are motivated to learn math and science and how to help them reach their full academic potential. She is the author of several notable publications and co-authored book chapters, and her work has been funded by the National Science Foundation and the National Institutes of Health. In 2022, she was rated as one the top 15 ‘most productive’ early career scholars in educational psychology by the Educational Psychology Review.
Victoria Tilton-Bolowsky, Assistant Professor of Communication Sciences & Disorders, earned a Ph.D. in Rehabilitation Sciences from the MGH Institute of Health Professions in 2022, and completed a postdoctoral fellowship in neurology at the Johns Hopkins University School of Medicine in 2024. Tilton-Bolowsky has also worked as an adjunct lecturer at the University of Maryland and Loyola University Maryland.
Tilton-Bolowsky’s work focuses primarily on enhancing aphasia rehabilitation outcomes and promoting culturally-responsive and disability-affirming clinical and research practices in aphasia. Her research has been published in leading journals including the American Journal of Speech Language Pathology and Brain Sciences . She actively contributes to the academic community through presentations and publications in the fields of speech-language pathology and cognitive neuroscience. At TC, Victoria will establish and direct the Creative & Inclusive Rehabilitation for Communicating with Aphasia Lab.
Lisa Hochtritt (Ed. D. ‘04), Visiting Associate Professor of Art & Art Education, returns to Teachers College after graduating with her doctorate in Art & Art Education in 2004. Hochtritt’s scholarship focuses collectively on the arts to make the world a more equitable space. Through a social justice lens, she prioritizes critical engagements that are collaborative and relevant by connecting theory and practice. Hochtritt has over 30 years of experience in art education, teaching students of all ages in schools, museums, communities and universities. She is the recipient of numerous awards including the Higher Education Art Educator of the Year, Maryland Art Education Association (2023), NAEA National Higher Education Art Educator of the Year, Kathy Connors Teaching Award and more.
George Nicholson (Ed.D. ‘20) , Visiting Assistant Professor in the Program of Music and Music Education, Department of Arts and Humanities, assumes his role at Teachers College with extensive experience in higher education and public school teaching. He holds a doctorate in Music and Music Education from Teachers College where he was a Florence K. Geffen Music Education Philosophy and Research Fellow.
His research focuses on the intersection of music education and theory and practice, with numerous publications and conference presentations to his name. In addition to his academic work, Nicholson has directed several orchestras and served as a guest conductor for various ensembles. He has co-authored several publications including Oxford Handbook of Gender and Queerness in Music Education, Oxford Handbook of Music Teacher Education in the United States , and more.
Michelle Odlum joined the Health Studies and Applied Psychology program at Teachers College as Visiting Associate Professor in 2023. Odlum seeks to eliminate health disparities through applied Informatics-based approaches. She centers her work around data science, artificial intelligence (AI) and data analytics to investigate infectious disease outbreak prevention, containment and control (e.g., Ebola, MRSA, HIV/AIDS, and COVID-19) in high-risk groups.
Odlum’s analytical methods offer a deeper understanding of the challenges associated with aging with HIV. In 2022, she was named the National Institute of Aging (NIA) Butler Williams Scholar. She is also a National Institute of Mental Health (NIMH)-funded Sustained Training on Aging & HIV Research Scholar (STAHR), enabling her to explore neurocognitive and mental health impacts on aging with HIV. Odlum guides students toward a comprehensive understanding of health inequities, the determinants that influence them, and the potential of technology to address the interactions between society and health.
Emery Petchauer, Visiting Full Professor in the English Education Program, Department of Arts and Humanities , is a scholar and artist whose interests explore intergenerational spaces where people make things together — especially beats, sounds, songs, and beautiful noise. Before coming to Teachers College, Petchauer spent eight years as a tenured professor at Michigan State University, where he coordinated the English education concentration from 2016 to 2022.
Petchauer is the author and editor of four books and over 40 peer reviewed articles, chapters and editorials. His scholarship on how teacher licensure exams shape the racial diversity of the teaching profession was recognized in 2018 by the Innovations in Research on Equity and Social Justice in Teacher Education Award by the American Educational Research Association. His work has been supported by the Spencer Foundation and through partnerships with Ableton and Koala Sampler.
Lauren Vogelstein, Visiting Assistant Professor in the Dance and Dance Education Program, Department of Arts and Humanities, joins the College after earning a Ph.D. from Vanderbilt University along with postdoctoral positions at NYU and the University of Pennsylvania. She integrates embodied learning theories with STEM education, drawing on the expressive practices of dancers and choreographers to reimagine learning processes in STEM environments.
Vogelstein’s research more specifically explores how embodied and interactionist perspectives can enhance collective learning, diversify participation, and expand the pedagogical implications within STEM fields. Through her research, Vogelstein uses an interdisciplinary approach, which bridges the arts and sciences to create expansive and inclusive learning environments. She has contributed significantly to the field through numerous publications and her research has received substantial grant funding.
Amanda Earl, Lecturer for International and Transcultural Studies, brings a range of teaching and research experience to her role, with a focus on the schooling of rural, Indigenous, and migrant students in Latin America and the US. She has published multiple peer-reviewed articles and book chapters on topics such as intercultural and bilingual education and decolonial pedagogy, and has worked for Teachers College Record . The TC alum is also a recipient of the Foreign Language and Area Studies doctoral fellowship and the Teachers College Dissertation Research Fellowship.
Kaitlin Gould, Lecturer and Program Director of School Psychology assumes her position after serving as a Clinical Investigator for the Center of Autism and Disabilities and as an Assistant Professor of School Psychology at the College of Saint Rose for several years. Her research interests include behavioral intervention, neurodiversity, and intervention acceptability. Gould holds many publications, including articles in peer-reviewed journals and co-authored book chapters, spanning the school psychology, special education and behavior analytic literature.
Rachel Knight (Ed.D. ‘23) , Lecturer of Curriculum and Teaching, joins the Curriculum and Teaching department with a doctorate in Curriculum and Teaching from Teachers College focusing on early childhood literacy and multimodal/digital literacy. She has taught at Queens College and City College of New York. Knight's research, including the dissertation "Centering Children’s Voices and Cultural Worlds in an Online Writing Club," emphasizes the importance of children's voices in early childhood education. Knight has also actively contributed to educational research and presented at national conferences.
Lauren van Haaften-Schick, Lecturer in the Arts Administration Program in the Department of Arts and Humanities, assumes her position in the Arts and Humanities department at Teachers College. She holds a Ph.D. from Cornell University, and has worked in galleries and arts non-profits for over a decade. Her research addresses the intersections of art, law and technology, focusing on artists' interventions in law.
van Haaften-Schick has held fellowships at the Smithsonian American Art Museum and NYU School of Law and is currently a Mellon Postdoctoral Fellow at Wesleyan University. She has published widely in academic journals, in addition to organizing numerous exhibitions and events on labor, economic, and legal issues in the arts.
Tags: At the College At The College Research
Published Thursday, Sep 5, 2024
Teachers College Newsroom
Address: Institutional Advancement 193-197 Grace Dodge Hall
Box: 306 Phone: (212) 678-3231 Email: views@tc.columbia.edu
Gaurav Harshe was elected president of the Graduate Student Association in April, and he has been working over the summer to prepare the organization for the start of the fall semester and beyond.
As a part of the Leadership and Service Center, a hub for campus resources, the association serves graduate and professional students by providing support, hosting community events and advocating for student needs.
Entering his third year of a doctoral program at the College of Education, Harshe is learning to facilitate strong university communities through the higher education administration program. Essentially learning how to run a university, Harshe takes a special interest in studying how to help students succeed, especially those coming from marginalized communities.
As an inte rnational student himself , Harshe has a uni que view on the student experience. Coming to the U.S. after studyin g at the University of Mumbai, India, Harshe also has studied at other Ame rican universities. He chose the doctoral program at USC because of its exceptional faculty rese archers and thriving on-campus community.
Harshe says his participation in Graduate Student Association gives him the opportunity to apply his doctoral research and find sustainable institutional solutions to better support his fellow graduate and professional students, colleagues and friends.
Why did you decide to get involved with the Graduate Student Association?
I had already been involved in graduate student associations at my master’s level education at a different university. I really wanted to research and even provide service to the community of international students. Coming to a new country, new culture and learning a new language can be very daunting. I really wanted to help these students and support their transition.
How can other graduate students get involved?
We have a 25-30 people cabinet and try to have someone posted in every position. It offers students the chance to get their portfolios working, take what is valuable and speak to their accomplishments after they finish their term. And we've had a lot of international students participate. They just want to have their voices heard, and about 25% of our cabinet is made up of international students every year. We really create a safe space. At our events, we have food from all different regions and countries, which creates a sense of hope and community.
How does the association serve students?
We function as a kind of lighthouse for graduate students and help direct students to different offices depending on their questions. Also, the finance committee allocates money to support graduate organizations and supply them with the materials they need.
What is your favorite association event?
I think the town hall is a really good event. The event goes on for two hours and students can come in at any point to voice their opinion, fill out a survey, eat free food and leave when they need to. It's not necessarily our most fun event, but it really lets us know what graduate students are going through and what they need from the university. It gives us a pulse of where students are.
How can students learn more?
We have our office in the Leadership and Service Center in Russell House. So, people can find us in our exec offices and the lounge area right there in the center of campus. We also do fall and spring socials held off campus in downtown Columbia to have appetizers and drinks and create a space for graduate students to meet each other, mingle or just relax. We also have mentorship luncheons for our different affinity groups, like for Black students or the women’s group.
Visit the Graduate Student Association online for more information and to learn about opportunities to get involved.
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The Writing Program is associated with the Department of English and Comparative Literature, but is run separately. Consult the University Writing Program webpage for a more detailed description of the program. For 8-10 students in their third year, one semester of University Writing will be replaced with a seminar section of the department's ...
Graduate English Doctoral Alumni; Recent Career Search Results; Graduate resources. Academic Advising; ... The Department of English And Comparative Literature 602 Philosophy Hall, MC4927 1150 Amsterdam Ave · New York, ... Columbia University ©2024 Columbia University Accessibility Nondiscrimination Careers Built using Columbia Sites. Back to ...
Program Category: PhD Programs Chair: Denise Cruz Director of Graduate Studies: Austin Graham Website: english.columbia.edu Degree Programs: Full-Time: MA, MPhil, PhD Full-Time/Part-Time: Free-Standing MA The Department of English and Comparative Literature has played a significant role in the history of literary study in the United States and abroad since its inception.
Columbia University. The Department of English and Comparative Literature. Toggle search. ... Professor of English and Comparative Literature; Provost's Senior Faculty Teaching Scholar. Research Interests. ... Director of Graduate Student Programs and Services, Center for Teaching & Learning; Lecturer in English and Comparative Literature ...
Graduate English Doctoral Alumni; Recent Career Search Results; Graduate resources. ... Columbia University Subway Tiles. Programs . edit icon. Master of Arts (Free Standing) ... address-book icon. Graduate Admissions Information. The Department of English And Comparative Literature 602 Philosophy Hall, MC4927 1150 Amsterdam Ave · New York, NY ...
The Department of English and Comparative Literature
DEPARTMENT OF ENGLISH AND COMPARATIVE LITERATURE ... NY 10027 212-854-3215 Fax 212-854-5398 A Guide to Admissions PhD Program in English and Comparative Literature Columbia University How to Apply to our Doctoral Program ... We pride ourselves on the excellence of our graduate student teachers, as well as the range ...
The number of courses students take depends in part on the number of credits students transfer from previous graduate work at Teachers College. Students working toward the Ph.D. degree (75 credits) may transfer a maximum of 30 credits and will thus complete at least 45 credits while in the Ph.D. program.
Introduction to GSAS Admissions. Thank you for your interest in applying to the Graduate School of Arts and Sciences of Columbia University. One of the nation's oldest and most distinguished graduate schools, GSAS confers graduate degrees in the humanities, natural sciences, and social sciences. Our renowned faculty works with students to ...
Program Category: MA Programs Chair: Denise Cruz Associate Director of Graduate Studies: Julie Crawford Website: english.columbia.edu Degree Programs: Full-Time/Part-Time: Free-Standing MA The Department of English and Comparative Literature has played a significant role in the history of literary study in the United States and abroad since its inception.
The Graduate School accepts applications from students who have earned or will earn 3-year bachelor's degrees in Australia, Bangladesh, Bhutan, Jamaica, India, Nepal, New Zealand, Pakistan, South Africa, and any country which is a participant in the Bologna Process. We encourage all international applicants to submit their admissions ...
CV. 3 letters of recommendation. GRE scores (requirement waived for the Fall 2022 application cycle) TOEFL or IELTS scores (for international students) Writing sample (15-20 pages) — this should be an example of your best scholarly writing and should be a complete text. Application Fee.
The departments and programs listed below offer courses of study leading to the Doctor of Philosophy (PhD) degree. To learn about PhD programs offered by Columbia's professional schools, please visit this page. A doctoral program in the Arts and Sciences is an immersive, full-time enterprise, in which students participate fully in the academic and intellectual life on campus, taking courses ...
Students are encouraged to both revisit this page for updates and confirm the course listings in the online Directory of Courses and Vergil, where course descriptions and class meeting times are updated regularly. For questions about any course offerings: Undergraduate majors, minors, and concentrators - [email protected].
Students on Appointment. Minimum compensation rates for PhD students on appointment in the 2024-2025 Academic Year are currently: $48,080 for those on 12-month appointments. $42,425 for those on 9-month appointments (total compensation includes a $36,060 nine-month compensation plus a $6,365 summer stipend in June 2025). Annual Increases.
Nutrition is relevant to many areas of basic research as well as clinical medicine and public health, all, major strengths of the Columbia University Irving Medical Center. The emphasis of this program is on educating students to become independent scientists through rigorous training in the fundamentals of nutritional and metabolic biology and ...
Our Biostatistics PhD Program is designed to prepare students to develop or adapt statistical methods for solving problems in the health field. Apply now. ... While many of the applicants admitted to Columbia's PhD program in biostatistics have already completed (or are completing) master's degrees in biostatistics, statistics, or a related ...
PhD Program Overview. The PhD program prepares students for research careers in probability and statistics in academia and industry. Students admitted to the PhD program earn the MA and MPhil along the way. The first year of the program is spent on foundational courses in theoretical statistics, applied statistics, and probability.
PhD Program. For those entering the program with an MA, the PhD in English is designed to be a five-year program requiring 30 hours of coursework.*. This coursework will contribute to a total of 72 graduate credit hours beyond the BA (the 72-hour total may include credits transferred from the MA degree). Students entering the program with an MA ...
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Advanced Academic English for Graduate Students: For admitted Columbia graduate students. Advanced level. 18. 6 weeks Summer. Learn more. Part‑Time English Courses: Writing, Listening & Speaking, Pronunciation: For Columbia students, affiliates and local residents. Advanced level. B2-C2. 4.5 - 8.5 (depending on the course) 14 weeks Fall and ...
The Minzu School of Tibetan Studies in Beijing accepts doctoral students who have completed their MPhil requirements for up to one year for research projects in East Asian Languages and Cultures. Waseda University, Tokyo, Japan. Term of Study: One year. Contact: Professor Tomi Suzuki [email protected].
The JD/PhD program generally consists of eleven semesters of coursework: five at the Law School and six at GSAS, followed by the writing and defense of the dissertation. Please note that the required number of semesters of coursework conducted at GSAS is determined by the department. Students admitted to the JD/PhD program usually begin their ...
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Victoria Tilton-Bolowsky, Assistant Professor of Communication Sciences & Disorders, earned a Ph.D. in Rehabilitation Sciences from the MGH Institute of Health Professions in 2022, and completed a postdoctoral fellowship in neurology at the Johns Hopkins University School of Medicine in 2024. Tilton-Bolowsky has also worked as an adjunct lecturer at the University of Maryland and Loyola ...
Gaurav Harshe was elected president of the Graduate Student Association in April, and he has been working over the summer to prepare the organization for the start of the fall semester and beyond. ... We also do fall and spring socials held off campus in downtown Columbia to have appetizers and drinks and create a space for graduate students to ...