Jillian Chamberlin, Class of ’25

Jillian transformed her passion for reading and learning into a fulfilling path as an English major in Stony Brook’s Teacher’s Education and BA/MA Programs. Now gaining hands-on-experience as a substitute teacher during her fieldwork observations, Jillian uses the skills she has learned at SBU to inspire and educate the next generation of learners. 

What made you pursue English as a major? What’s the most fulfilling part of your major?

I originally came to SBU as a Biology major because Stony Brook is a heavily STEM-based school, but in the back of my mind, I knew that I wanted to do English. I’ve always loved reading, especially with my mom, and I always had in mind that I wanted to be a teacher because of my love for learning. I switched my major halfway through my first semester, and I became so much happier because I started taking English and creative writing courses. 

What led you to pursue both the Teachers Education Program and the BA/MA Program? How did you hear about them?

Adding the BA/MA program on top of the Teachers Education Program allows me to complete my education in five years instead of six years because you are getting your Bachelors and Masters degrees together rather than getting them one at a time. It saves time, it saves money, and in my experience, not overwhelming. I’ve really enjoyed my graduate classes so far.

What has been the most fun/interesting thing you’ve learned from your Programs? Is there a class that stands out?

The first class you take as an English major is EGL 204, and I took it with Professor Scheckel. That class really stood out to me as one of my favorite classes, not only because she was an amazing professor, but I got to really dive deep into literature. In high school, I didn’t get to do that as much as I would have liked, so it was great to truly learn how to write and effectively learn literature. My favorite Graduate course I’ve taken was the Young Adult Literature class. The professor was Joshua Cabat, and it was such a fun experience to read YA literature and apply it to the context of teaching. 

Have you done your student observation or student teaching yet? If so, tell me about that experience.

Last semester, I completed fifty hours of observation in a middle school and this semester, I am doing fieldwork observations, so I am working as a substitute teacher in another school district. I really enjoyed my observations and I even got the chance to observe at my old middle school in Miller Place. I was a little nervous at first because looking at a classroom in the eyes of a teacher is a completely new experience, but getting to know the kids and learning new skills was amazing. This semester has also been different now that I am a substitute teacher and I’m taking on a more active role. I’ve had great interactions with students and the school environment has been welcoming. I’ve only done a few days so far, but I can’t wait to substitute more.

What advice would you give to other students who wish to join either the Teacher’s Education Program or the BA/MA Program?

Definitely find out what classes you need to take and when, especially with the BA/MA Program because you have to replace some of your undergraduate courses with graduate courses. Meet with an advisor and plan it out as much as you can. I’d also say to go into it with an open mind because I know a lot of people are terrified of teaching because of the new environment, but you really do get a lot of support from the professors and fellow students.

Professor Tan

E.K. Tan is an Associate Professor of Comparative Literature and Cultural Studies in the Department of English at Stony Brook University. He specializes in postcolonial studies, diaspora studies, and the intersection of Asian and Anglophone literature. Professor Tan’s comforting presence and approachable demeanor creates an inclusive and supportive classroom environment where students feel encouraged to engage, explore diverse perspectives, and grow academically and personally.

What made you pursue your current profession?

I used to dream of becoming a journalist. Most people from my nation of Singapore would not choose to go to Taiwan to study, but I did. When I was in college in Taiwan, I double majored in Chinese Studies and English Literature. I met a bunch of professors in the English Department who I am good friends with today, and one of them, Kate Liu, got her PhD from Stony Brook, which inspired me to be something different. She saw potential in me, so I got my Masters Degree and eventually got my PhD, and I decided that I love learning so much that I want to stay in a classroom, even as a professor. I’m learning every single day. I’m also from a working-class family and a first-generation college student. There are so many people out there who are just like me, and if I can be that person to share my journey as an educator, that would be fulfilling my life mission in a way. 

What’s the most fulfilling part of your career?

This career allows me to be so in touch with my passion. It makes me feel so content that I can inspire generations of students that I come across. Even if there are students who are not getting what I’m teaching at that moment, there may be a time in the future when my teachings can help them solve some struggles in life. 

What inspired you to specialize in your current field?

Because I come from a culture that has a colonial history, I am very sensitive to other foreign cultures that have had an impact on colonial structures as well. I love postcolonial literature because it’s all about figuring out national and cultural identities. Still, I also got frustrated with postcolonial studies because I realized it is always about national identity and the nation’s struggle. I started wondering about the individual. That led me to learn more about the diaspora gradually. It’s more focused on the individual and community. 

What has been your favorite research project you’ve worked on?

One of my articles that came out in September is called “Parasite: Conceptualizing a Sinophone Approach and Ethics,” and many people wondered why an academic essay has this concept called parasite. I’m using the concept of parasite to name the type of work that scholars like myself do. We are Sinophone studies scholars who question the political authority of a place like mainland China or any state, national or corporate power that continues to influence, shape or even suppress local and regional Sinophone communities. I talk about how mainland China uses its power to silence people, particularly protesters in Hong Kong, and how the protests continue to persevere because you can never fully suppress minority voices. They will find a way to latch onto the main body power and persist to be a nuisance to that  power. Unfortunately, at the moment the dissent voices in Hong Kong are void of an outlet due aggressive national security policies imposed on its people. 

What classes have you taught at Stony Brook? Do you have any favorites?

I’ve taught a lot of different classes. In my former Department, Cultural Studies and Comparative Literature, I taught history, genre, film theory, intro to cultural studies, cultural theory, and all sorts of stuff. For undergraduates, my current class has been my favorite (EGL 492.01: Global Asias and Anglophone Literature). I’ve taught versions of Anglophone literature coursesbefore, but it’s always been broader in terms of geographical scope. This class is more focused on historical events in Asia in the 20th century, and I love it. It gives the class a more focused direction and allows us to think of literature as closely linked to how we understand the world as a whole through the intrinsic connection between relatable human experiences and history.

Olivia Erndl, Class of ’25

Olivia’s dedication for teaching masterfully reflects in her studies in both the English Honor’s Program and Teachers Education Program. Her research explores how different reading modes can reshape how students engage with literature, advocating for a more proactive environment for students to thrive with reading. Her observation experiences in diverse classroom settings fuels her dedication to create meaningful learning experiences for her future students. 

What made you pursue English as a major? What’s the most fulfilling part of your major?

I’ve always wanted to be a teacher. I had many amazing English teachers in high school, and seeing what they did everyday inspired me to do that as well. I’d say the most fulfilling part of being an English major has been reading so many books from various genres and perspectives that I would’ve never picked up otherwise. I’ve never taken an English class that I didn’t like, which definitely helped increase my reading range. 

Are you currently working on your original thesis? If so, What led you to this topic? Who’s mentoring you?

My topic examines different modes of reading and discusses their effectiveness in a secondary education setting. I talk about how biological and psychological information about an author impacts the way the readers engage with their books/poetry. I argue for more distanced and balanced reading modes to be implemented to foster more critical thinking about literature in secondary settings. I use Virginia Woolf and Sylvia Plath’s texts for my frameworks and my advisor is Professor Buechner. 

What was the most interesting thing you’ve learned from doing your research?

The most interesting thing I’ve learned about is a concept called “redecide.” It’s used a lot in secondary education settings and it was coined by Kelly Gallagher, and he talks about the destruction of the enjoyment of reading for students due to standardized school systems.  The way students take in information nowadays is just to appease the system that grades them rather than for pleasure. It ties into my argument and explains why students are reading the way they are vs. the way we should be advocating for students to read.  

Have you begun your student observation or student teaching yet? If so, tell me about that experience 

Last semester, I observed at Brentwood, and I was with a sixth grade class and a ninth grade class. Both of them were ENL classes, so English was not the first language for many students. I was also in an inclusion class with students who had disabilities. This semester, I am observing at Lindenhurst High School in a bunch of different classes. I am in two AP classes, a public speaking class, and another inclusion class. Despite only being an observer in these classrooms, my interactions with students and my cooperating teachers has continued to be so rewarding. Having even the smallest impact on a student’s day or their education is the best part of the job.

Are you involved in any extracirruculars or other involvements on campus?

I am a part of the Student Advisory Board for the Department of English, I am the Secretary for Alpha Nu Zeta, and I am also a copy chief for the Statesman. For the Statesman, I do all of the editing for every newspiece that comes through and I have assistants and interns who help me out. That’s been amazing, I love working at the newspaper.

EGL369: Positioning Black Identity, critically analyzes the tensions surrounding the portrayal of Black identity in the United States through literature and media. Taught by Dr. Neisha Terry Young, the course’s final assignment featured five collaborative group projects designed to address themes of oppression by amplifying Black voices against the dominant White narratives in Black-centered films.

I had the honor of viewing these projects created by the talented students in Dr. Young’s class, and I walked away with an enlightened perspective on film narratives and new additions to my Letterboxd watchlist. The projects focused on iconic films such as Black Panther (2018), Coming to America (1988), Hidden Figures (2016), The Help (2011), and Get Out (2017).

Each group delved into themes about Black oppression, drawing connections between the films and real-world experiences. Showing that films can oftentimes parallel reality, the groups drew historical or personal connections from their films. The groups showed us clips of their podcast episodes where they analyzed their themes, putting a unique spin on group work that I’ve never seen before in the classroom.

Podcasting allows students to analyze in a more laid-back and casual setting. Compared to traditional and formal presentations, I think podcasting is an important medium to allow students to deep-dive into certain topics in a more comfortable setting. It also gives each student the power to both amplify marginalized voices against dominant narratives and share unique experiences.

The idea for “Pizza, Poetry, and Banned Prose” emerged during a mid-November Student Advisory Board meeting, a time when spirits were low, and a sense of comfort was deeply needed. A new take on the Department of English’s “Text and Tea”, this event was inspired by the growing controversy around censorship in our nation. By challenging the forced silence of literature in the nation, we celebrated (with food) our freedom of expression.

Held on December 2nd at the Humanities Poetry Center, the event brought together undergraduate and graduate students, faculty, and staff for a necessary end-of-semester celebration. Students shared excerpts from their favorite books, professors read passages from works they’ve taught, and participants recited poetry that made us question why it was banned.

Although the atmosphere was lighthearted—highlighted by the reading of Shel Silverstein’s “How Not to Have to Dry the Dishes”—the notion of censorship and book banning is anything but. In this critical period of our nation, we must reflect and ask ourselves: What is the purpose of literature? and What does banning books indicate?

Our freedom of expression gives us the right to speak our minds and critique without punishment. It gives us the freedom to learn our history and develop thoughts of our own. When the government restricts access to knowledge, it undermines our ability to think independently and form our own opinions. These reasons are why this event was so powerful, because as English academics, we understand the importance of how literature paints the world for what it is.

                Petrina Disanto, Class of ’26

Petrina’s visuality has driven her success as an English major, with double minors in Film & Screen Studies and Filmmaking. Currently a videographer for Dean Ric’s upcoming podcast “What’s the Tea?” and an assistant director and producer for an independent film “Bound,” Petrina successfully transfers the skills she’s developed in her studies to produce cinematic art. On top of her creative projects, Petrina is enrolled in both the Teacher’s Education Program and the BA/MA Program, showcasing that her talents show no bounds. 

What made you pursue English as a major? What’s the most fulfilling part of your major?

I was initially going to pursue psychology at SBU, but I always excelled in and enjoyed my English classes in high school. My mom worked for Scholastic my whole life and has always been my inspiration for reading. It wasn’t until I was a senior in high school that I had this English teacher who was really inspiring to me, and I realized I wanted to be like her. She told me that she pursued English in college. I loved how much of a passion she had for both education and literature itself. The most fulfilling part of pursuing the major is being able to interact with people with a common interest. I love to analyze literature and media, so I love to hear how others are also analyzing. 

What has been the most fun/interesting thing you’ve learned from your Programs? Is there a class that stands out?

The classes that mostly stand out to me are the smaller discussion-based ones like EGL380 and EGL301, which are writing-intensive courses. I think those interaction-based courses are crucial because they don’t emphasize assignments as much as they do analysis. I appreciate how everything is in your hands rather than being objective, and you have the freedom to explore your own interpretations of the works. In high school, when you analyze literature, you’re contained in a box with only one right answer. Here, you have the power to explore and blend genres, and I really appreciate that.

Have you done your student observation or student teaching yet? If so, tell me about that experience. 

I’m doing my observations currently in the middle school I went to as a kid, so I’m very familiar with the environment. It’s been extremely rewarding so far because the assistant principal has been acting as a mentor to me and allowing me to take on a more active role in the classroom. She’s been framing it in a way that allows me to act as a teaching assistant. I love being able to see how the teachers interact with the students, and it’s been awesome to take notes and be a participant in class.

Are you involved in any extracurriculars or activities on campus? 

I am an assistant director at the Writing Center, so that experience is the most rewarding. It is a wonderful community of people who are passionate about writing. It is also a great environment to connect on a smaller level with people in my department and other departments who have interests similar to mine. I’m also the president of the film club, SBU-TV, and it’s been really fun to teach and share student filmmaking with interested students. I love being able to pursue my passion for teaching while also enjoying my hobby of filmmaking. I’ve also been a TA multiple times in WRT102 and SBU101, and last semester, I was a Production Intern for the SBU film festival “Create + Imagine.”

Distinguished Professor Rowan Ricardo Philips

Rowen Riccardo Philip’s fourth publication: Silver

The Poetry Center was filled with energy like never before during Rowan Ricardo Philips’ poetry reading. Recently publishing his fourth book, Silver, Distinguished Professor Philips took us on a captivating journey through his past works by beautifully reading and explaining a variety of poems he’s crafted throughout his life. Reflecting on his work process, Professor Philips gave masterful insight to answer the seemingly impossible question: when do you know a poem is truly complete?

The first and last poems of Philips’ book Silver have the exact same title: “The Sun.” Professor Philips claimed that although the sun is an invented name by humans, it is the essential thing among billions of others, and that gives it meaning. I found “The Sun” to be an appropriate beginning and ending for Silver because not only is the sun one of the most profound reasons for the beginning of our existence, it can also be an ending to it. 

Professor Philips’ passion for poetry is unmeasurable. By seeing the world through poetry, he can abstractly articulate what most would recall as forgettable moments- whether it’s a car ride during a road trip or small talk- and turn them into works of art. His process for poetry, however, struck me as unconventionally unique. Rather than writing down his ideas immediately, he waits until they’ve reached their final stages, trusting that if a thought is interesting enough, it will linger in his memory until it’s ready to be written. Although odd, I guess that mindset does, in fact, work; after all, I didn’t write down this detail in my notes, yet it stayed with me for this write-up.

It was such a pleasure to witness Professor Philips’s mind at work throughout the night. An audience member with the work in front of them even mentioned that as Professor Philips was reading his poems to the audience, he would occasionally alter them. Professor Phillips credits this to being so in the moment, with the familiar faces of friends and colleagues in the room showcasing the everchanging progression and the fluidity of art. 

Jill Fedun, Class of ’16

Jill’s passion for writing and literature allows her to be the best version of herself in the classroom. Unsure of what to do after undergrad, Jill went back to school for teaching and joined Stony Brook’s MAT Program, where she still maintains contact with her classmates and applies what she’s learned in her classroom today. Now an English teacher at Roslyn High School, Jill advises future English teachers that to be successful in what you do, you must love what you do: “You have to put your neck on the line for something you love.”

Could you describe what a typical day at your job is like? What is the best or most satisfying part of your job?

I teach three sections of ninth grade and one section of AP Language, and I am also a strive teacher. I also direct the musical and the play, so I’m usually busy after school doing that. I’d say the most fulfilling part of my job is when the kids and I are in class, and we’re annotating and talking about a passage, and all the students are engaged. When they’re writing things down, bouncing ideas off of each other, and talking about what it means, I sometimes think to myself, “I can’t believe this is my job right now, that this is what I get to do.” Secondarily, when I’m directing the musical and the play, I love it when the students are finally on stage performing. It’s so lovely to see the fruits of my labor in action, and the students are so confident in what they do.

How has your experience in the English Department and Teachers Education Program helped you in your current career?

Firstly, I think we have the best Professors in the MAT Program. They were very realistic about what the job would entail, preparing us to create student-centered lessons and reminding us that it’s important for there to be rigor. I feel like everyone who went through the same Program felt ready to be a teacher by the end of it. Stony Brook did a fine job at cultivating us to be who we were supposed to be, and I really like that.

Where did you Student Teach?  What led you to choose that District? 

My mentor told me about a friend she had in West Islip and said that I’d love to work with her. I had a great experience. I taught eighth grade, and my cooperating teacher was lovely. She was very hands-off, which I thought was good. Since the first day of school, she had me teaching the classes, and of course, she’d give me pointers here and there, but she truly let me go through trial and error, which I think was great. 

What advice would you give to current English majors at SBU who are interested in a career like yours? (What should they study or do at this point in their education?) 

To be a successful teacher, especially an English teacher, you have to be well-read in the sense that you genuinely love literature. You have to put your neck on the line for something you love, and secondly, you have to make sure that you know your stuff. That’s one of the things I’ve noticed in the hiring process. Make sure your resume and cover letter are solid. But I think just the love of what you’re doing tops everything.

Crazy Fish Sing defies traditional genre boundaries, embodying the abstract intangibility of the book title itself. Inspired by Suranga Katugampala’s forthcoming film, Still Here, Simone Brioni, Peter Bruno, and Loredana Polezzi took us through the chaotic process of crafting a book simultaneously with the final stages of the film’s production, showing us their perspective on “cultural hybridity, urbanization, and realism.”

We often think about migration from a sociological perspective and not from the beauty it brings, which is why the aesthetic component of both the book and documentary is incredibly crucial. Expanding cinematic production, Still Here emphasizes the mood of the film rather than the plot, just as Crazy Fish Sing captures its subject unconventionally by containing interviews, diaries, essays, art, and more. 

You can’t predict the outcome of life, so the film does not make room for prediction itself. The unique film style brings the viewer through typical walks of life by including pauses of silence, frames of stillness, and moments that defy straightforward explanations. By having the frames stand still, the film presents time as both paused and continuous, highlighting that to understand movement, you must also understand stillness. The book also embodies unpredictability by containing various mediums; you truly cannot predict what the next page will bring. 

Crazy Fish Sing and Still Here beautifully capture the inconsistency of life. They push beyond their constraints to transport the audience to the spaces they highlight- artificial, colonized, affective, and more. Both the book and the film skillfully open a dialogue that challenges us to see migration and space not just as a sociological phenomenon but as aesthetic works of art.

Laci Burton, Class of ’25

If Laci Burton knows how to do one thing, it’s staying busy. From tutoring to on-campus leadership positions, Laci’s time at Stony Brook is nothing short of admirable. After being awarded a URECA grant to go to the Library of Congress, Laci was able to further her research for her Honor’s thesis and uncovered something exceptional. Laci argues that Shirley Jackson’s The Haunting of Hill House uses Freudian ideology to subvert the goals of psychoanalysis and hegemonic enforcement of gender roles.

What made you pursue English as a major? What’s the most fulfilling part of it?

Studying English just felt right. I think because the Humanities are so integral in activism and the world, being an English major gave me access to having an impact. It’s crucial for me to be an English scholar who can add to the conversation on topics that are important to me. I also love that my major allows me to do my own unique research that I may not have had the opportunity to do if I wasn’t studying in the Honors Program.

Tell me about your Honors Thesis. What led you to this topic? Who’s mentoring you?

My advisor is Professor Scheckel; what else is new. My work is on the queer subtext in Shirley Jackson’s The Haunting of Hill House, but more specifically, how she uses Freudian ideology to subvert the goals of psychoanalysis and hegemonic enforcement of gender roles. I’ve always loved the queer gothic genre, so as soon as I got accepted into the Honors Program, I knew my thesis was going to be related to it. When I got a URECA grant to travel to the Library of Congress, where all of Shirley Jackson’s notes, drafts, and manuscripts are archived, I found a letter connecting her to Nandor Fodor, a Freudian scholar who theorized the psychoanalytic reasoning behind poltergeists. Basically, he was saying that ghosts only happen because your subconscious projects these events. Jackson and Fodor communicated with each other, and she took inspiration from him. When I started reading Fodor’s cases, one of the case studies I found very much mirrors the events of The Haunting of Hill House, but the ending is different. I questioned why Jackson portrays the same arc of events and uses these Freudian techniques but writes so that it doesn’t work out for the protagonist in the end. Why did she choose that ending? 

What was the most fun/interesting thing you learned while researching for your thesis? 

I feel like the most fun and exciting thing must’ve been going to the archives in D.C. and getting to hold Jackson’s first-hand notes. Like, she wrote these on the typewriter or by hand, and they’re in my hand—that’s crazy. There were over 7,000 documents. So, getting a glimpse of not only her work but her life and dealing with these documents firsthand was incredible and unforgettable.

What career path are you interested in after you graduate?

I definitely want to teach, but I love research and publishing equally. So, ideally, I would like to be a professor at a university. I work at the writing center, and I’ve TAed for EGL204 and WRT102 a few times, so I’ve had teaching experience, and this is what I love.