Ryan Engley is a fifth-year PhD candidate looking at the intersection of psychoanalysis and contemporary narrative media in his dissertation To Be Continued: Serial Storytelling in New Narrative Media. In this study, he proposes that seriality is not a particular media form but a theory of traumatic confrontation with our own ability to control or direct a narrative. Ryan will be graduating soon and has accepted a tenure-track position as Assistant Professor of Media Studies at Pomona College in Claremont, CA.
When you walk into the URI Graduate Writing Center you are entering a warm, welcoming space where Master’s and Doctoral students and candidates in any field of study can turn to for help with papers, proposals, dissertation work and so forth. The URI GWC opened in the fall on September 4th, 2018 and in that first semester the center had 169 appointments and 97 event attendees; in a short amount of time, the center was a big hit. I recently had the opportunity to visit the GWC and chat with Coordinator and tutor, Ashton Foley-Schramm to hear about the incredible services available to all URI graduate students.
I recently did an email interview with URI PhD student and co-organizer of the 13th annual Graduate Student Conference at the University of Rhode Island, William Bowden. This year’s conference will be held on Saturday, April 13th, 2019.
Francesca Borrione is a fourth-year Ph.D. candidate focusing on film, literature, and adaptations depicting violence against women and her secondary focus is on Italian-Americans. Francesca is from Perugia, Italy and came to URI after meeting Dr. Peter Covino in Calabria while teaching Italian to study abroad students.
Charles Kell is a PhD candidate at The University of Rhode Island and associate editor of The Ocean State Review. His poetry and fiction have appeared in The New Orleans Review, The Saint Ann’s Review, Kestrel, Columbia Journal, The Pinch, and elsewhere. Cage of Lit Glass, chosen by Kimiko Hahn for the 2018 Autumn House Press Poetry Prize, is forthcoming toward the end of 2019. He teaches in Rhode Island and Connecticut.
Heather J. Macpherson: First of all, congratulations on your manuscript, Cage of Lit Glass winning the 2018 Autumn House Poetry Prize judged by Kimiko Hahn! And thank you for participating in an interview for the URI Graduate Blog.
Dr. Christine Mok is the newest faculty member in the English department. After three semesters teaching at the University of Rhode Island, she is able to honestly say that it was the easiest transition that anyone could imagine and that it is wonderful being in our department. Before she joined us, she was a faculty member at the University of Cincinnati in Ohio for four and a half years. One of the things that made her transition seamless was moving from one state institution to another. However, Mok is quick to point out that our department is extremely collegial and that class sizes tend to be much smaller than other state institutions. One of the few things that was difficult in the transition was this issue of scale. Rather than teaching to a large lecture hall with 150 students and 6 graduate teaching assistants, classes are smaller and offer the chance for meaningful interaction between instructors and students. Though this required Mok to adjust her projection and classroom presence, it was far outweighed by her excitement to return to Rhode Island. Another reason this transition was simple was that Mok completed her PhD at Brown in Theatre and Performance Studies.
If you had asked Christine Mok if she planned to be an academic up until partway through her MFA, her answer would have been no. Continue reading “Faculty Profile: Dr. Christine Mok”
In the Spring of 2017, the URI English Department hosted a group of professionals from various cultural institutions in the greater Rhode Island area. People affiliated with the Providence Public Library, the Rhode Island Council for the Humanities, Mystic Seaport, and the New Bedford Whaling Museum formed a panel to discuss the ways in which students in the English Department can partner with these institutions in a collaboration aimed to bring the work we do as scholars to the public. This panel wasn’t simply an event about the hypothetical, but the introduction to a cultural institutions partnership in which teaching assistants could elect to spend one semester working with one of these groups in place of teaching a course, allowing us to explore ways in which the work we do as scholars may be translated to the public; how might we make it both palpable and meaningful? This program gives us opportunities to do work outside of academe so that we may be exposed to the various career paths a PhD student in the humanities might pursue as alternatives to that of tenure-track professor.
Ashton Foley-Schramm is a fifth-year PhD candidate in the English department focusing on the Reader in the Victorian Novel. Ashton recently received a tuition scholarship from the Graduate School and will be devoting the coming year to work on her dissertation, “Reading the Reader: Shifting Representations of Readers in Nineteenth-Century Fiction.” This project will explore changing depictions of reading in Victorian novels, including the disappearance of the male reader within fiction as well as contemporary concerns about time spent reading and what is being read.
Adrienne Jones Daly is a fourth year PhD student in the English department, specializing in Rhetoric and Composition. Before coming to URI, Adrienne earned a BA in linguistics from William & Mary in Virginia, taught English in Japan, completed her Masters in Linguistics from the University of Ottawa, and worked in a variety of positions in New Orleans, such as Admissions at a law school and in Loyola University’s Writing Program. Her background is in sociolinguistics and writing program administration. She is currently using translingualism to consider how language is treated in the writing classroom, and specifically how the teacher interfaces with language. She received a Dissertation Fellowship from the URI Graduate School for the coming academic year to work on her project Practicing Translingualism: Faculty Conceptions and Practices.