麻豆视频

As an advisor and mentor, I support students as they develop and pursue research that is in keeping with their own intellectual interests and particular career goals. I work closely with my students to help them develop productive scholarly habits: from the craft of writing to effective research strategies. My job as advisor also extends to supporting graduate student confidence and preparation across all areas of professionalization鈥攆rom early career teachers and future colleagues (both in academia and beyond). Graduate school can be a challenge on so many levels: intellectually, emotionally, financially. As an advisor, I try to meet students where they are and providing appropriate mentorship and help them build their own network of support, student can successfully meet these challenges. My mission is to give students the tools needed for independence. Working together, I empower each of my students to be able to:

• explore their interests through research and writing
• write for publication
• present research at conferences and interviews
• navigate the stress and insecurities that can crop up
• gain confidence as a teacher (inside the classroom and beyond)
• produce the documents needed for a competitive job market
• find their work/life balance
• apply for grants and fellowships

During the first years of course work, our conversations address short- and long-term goals, such as seminars to enroll in, certificates you might like to pursue, organizing study abroad, and identifying paths to internships. I am always available to troubleshoot common issues in the first years, like juggling paper deadlines or struggles with classroom dynamics. During this phase we meet a minimum of 1-2x per semester and correspond regularly by email. I am always happy to meet more often.

During the exam phase, we will collaborate to develop a meaningful and do-able comprehensive reading list, and to establish an appropriate committee. We will talk about organizational and notetaking strategies, as well as techniques for the successful completion of the written and oral exams themselves. As the chair of your committee, I work to make the entire experience as low-stress as possible while also making it directly fruitful for your own thinking. I see the exam process not as a trial or gauntlet, but as a way of creating a starter toolkit of texts and ideas that you have dexterity with, and that will aid you as you create your own research project. We will still be meeting at least 1-2x per semester, with additional meetings before and after each exam.

During the thesis phase, you will progress from prospectus to completed dissertation or master鈥檚 thesis. Although we will meet regularly throughout this period, the subject of our conversations may vary. Sometimes we will focus on what you have been writing or next steps in a draft, such as how to bring out your ideas more effectively or what other texts you might want to incorporate. Other times we may discuss difficulties you are experiencing in your writing, e.g. ineffective writing habits or full-on writer鈥檚 block. We will also work on applications for funding and writing for conferences and publication. I expect to meet at least 1-2x per semester, with regular email correspondence as needed. Students needing additional support, or in times of struggle with a chapter, for example, meetings and emails may be more frequent.

Job market preparation happens gradually; I strongly encourage and actively support students to use their time with us to complete internships and to build a competitive CV with a clear scholarly profile. The production of the application documents themselves begins after significant progress has been made on the dissertation. I provide comprehensive guidance for the entire process: from rough drafts to polished dossier, both zoom and in-person interview preparation, and all the details in-between. Whether my students follow an academic or non-academic career path, I continue to serve as a letter writer and advocate for my students well beyond graduation.

A quick note on specialization: I am happy to work with students on a range of periods and approaches! Most of my students work on literature from the 19^th and/or 20^th centuries. My students sometimes focus on representations of gender, sexuality, or the family, and most have an interest in literary theory, critical theory, literature & philosophy, and/or queer theory.