English is one of the most versatile and flexible majors that Stony Brook University has to offer. In particular, the skills gained from an English major easily allows students to excellently adapt to the skill set needed for Law School. Kayla Hayman, a career coach and pre-law advisor on campus, held an event in the Poetry Center for pre-law English students to advise them on the steps to take for a career in Law. 

Kayla shared several tools that students should utilize in order to maximize their future law school resume including but not limited to Forage, a job simulation/apprenticeship website, Handshake, a career exploration platform, Linkedin, a career centered social networking site, and our own SBU career center. We discussed different ways to approach professors for letters of recommendation, law career options and even a hypothetical mock court case to keep us engaged. 

As a pre-law student myself, I found that the information Kayla provided was extremely fruitful and worthwhile. In particular, taking advantage of career platforms such as Handshake and Forage are easily accessible and can quickly boost your resume. I know for certain that I’m going to start utilizing these tools more, and I definitely am going to make an appointment with the Career Center to take more steps toward my goals. 

Jessica Vestuto

Jessica Vestuto is a Stony Brook English BA alum and currently an editor for Mariner Books, a HarperCollins imprint. A former writer for the Stony Brook Press, Jessica has always believed in “the power of the pen.” 

What was your career journey like? How did you land on Stony Brook, decide to be an English major, and eventually go into publishing? 

Both my mom and my sister went there, and they were both English majors, so I knew for a fact that they had great professors and a really great program. It was like a financial thing too, [to] have such a high quality education and not go into so much debt was really important to me and I’m so grateful for [that] in the long run. I always loved writing in high school, I was very involved in the school paper. Sometime during my undergrad I discovered what an MFA in creative nonfiction was and it was one of those moments of, “that’s what I want to do.” That became my goal the whole time I was there. I was taking English courses, writing on the side, and working towards trying to get into those programs. I ended up going to Emerson, but the summer before that program started, […] I decided to do an internship at a publisher, at FSG, which is an imprint at Macmillan. When I was there, I [saw] what other editorial systems and editors were doing and I really fell in love with it. I still did my MFA, which was great, and at the same time I was working for a publisher in Boston.

What are your interests, what projects do you tend to be the most drawn to?

I do mostly literary fiction; as opposed to commercial fiction [which is] a little bit more story-driven, [literary fiction is] usually more of the voice and the characters than the plot. I do mostly debut authors which I really love. I’m interested in the intellectual breadth that a person can have and how long they can, hopefully for a very long time, be writing books. I’m always drawn to someone whose mind I really admire. It’s usually a little dark and a little weird, a little off-kilter. That’s the stuff that really excites me. One example is I’m working on a book [that] has vampires, but it’s playing with vampire tropes and subverts our expectation of what we think would happen to say something about culture, society, and politics.

How has your experience as an undergrad at Stony Brook benefitted you at HarperCollins? 

I learned how to speak and write about books, and that’s the foundation of everything I do now. So much of my job is hands-on, either through the jacket copy or in meetings with sales reps, I’m just trying to convince people to spend time and money on a book. I was really lucky to work with professors who encouraged me to read what I love, organize my thoughts, and express them effectively. That really shaped my editorial sensibilities. Also writing at the Stony Brook Press, I think that was the first time I really fell in love with the act of publishing something. Seeing my writing turn into a tangible object that other people could read — it’s the same thrilling feeling I get when a book I acquired comes from the printer, it just never gets old.

Lastly, what are you reading at the moment? 

I’m reading Human Acts by Han Kang. She wrote The Vegetarian and won the Booker [Prize for fiction in 2016], then the Nobel Prize [in literature] this year. She is brilliant in thinking about the world. I’m reading Martyr! by Kaveh Akbar too, that’s really good. One weird, fun book I’m reading is Jean Stein’s biography of Edie Sedgwick [Edie: An American Biography]. It’s a string of interviews edited together as one continuous conversation, it’s like a gossipy, illicit game of telephone that’s really fun to read.

Dr. David Heska Wanbli Weiden

David Heska Wanbli Weiden is an enrolled citizen of the Sicangu Lakota nation who strives to bring awareness about Native American literature, culture, history, and more into his classroom. His specialty in law and politics brings a new point of view within Indigenous studies, allowing us to understand the injustices Native Americans have faced by the U.S. Government. Currently working on a sequel to his bestselling book Winter Counts, Dr. Weiden continuously works on amplifying Indigenous voices both in mainstream media and in everyday life.

What made you pursue your current profession and what is the most fulfilling part of it?

Before I chose teaching 25 years ago, I was a licensed attorney in Colorado for a number of years. I did not find that to be the job I was best suited for, so I went back to school for teaching and earned my PhD at the University of Texas at Austin. I’ve never regretted that choice. The most fulfilling part about my job is certainly interacting with the students. When a class is going well and the students are really appreciating and understanding the material, it’s wonderful. I also enjoy helping students with their professional goals; I’ve helped students get into law school and graduate school and have been delighted to stay in touch with many of them. 

What inspired you to specialize in Native American Literature/Native American and Indigenous Studies? Why is it important to teach these topics to our students?

I’m an enrolled citizen of the Sicangu Lakota nation but grew up in Colorado. Our reservation is in South Dakota and my earliest memories involve visiting my family there. Naturally, I was drawn to issues involving Indigenous people, and especially fiction and nonfiction. For my M.F.A. degree in creative writing, I studied Native American fiction and literary theory at the Institute of American Indian Arts and I was able to focus on one particular area of Native literature for my thesis.

I believe it’s important to teach Native American studies, literature, culture, law, and politics, because Native Americans were the original people of this land, of course. But Indigenous people have a different way of thinking and looking at the world, which can provide a useful counterpoint to standard Western ideas and worldviews. I should also note that it’s important for Stony Brook students to know about the history of Indigenous people right here on Long Island, as well as learning about the current status of all of the Native people who are still here in New York. There’s a brand new program (and minor) in Native American and Indigenous Studies, and we have a community Steering Committee comprised of Native citizens from Long Island. In the new NAIS program, students can learn about Native history, art, culture, literature, and environmental justice. Students who’d like to learn more can check out the new website:  https://www.stonybrook.edu/nais/.

What is it like being a part of the Sicangu Lakota Nation? 

Native Americans have an important role in the U.S. because of our unique status as political entities as well as ethnic minorities. Many people don’t know that there are just under 600 sovereign Native nations within the boundaries of the United States. Because of this status, enrolled Natives are dual citizens:  citizens of their Native nation and of the United States. So, I’m a citizen of the Sicangu Lakota Nation as well as an American citizen; this creates a sense of duality, not only in regards to citizenship but culturally as well. 

Are you currently working on any publications/research that you’d like to talk about?

Yes, I’m working on the sequel to my novel, Winter Counts. That novel was marketed as crime fiction, but was really a meditation on Native identity and an examination of the broken criminal justice system on reservations. I was fortunate in that the book received a fair amount of attention, both from readers and policymakers. I explore other issues in Wisdom Corner, the next book in the series. On the scholarly side, I have just written “Leonard Peltier’s Sun Dance,” an essay that will appear in The Cambridge Companion to American Prison Literature. It’s an examination of the Peltier case and a literary analysis of his memoir. Many believe that Leonard Peltier was a political prisoner and wrongly convicted for aiding and abetting murder on the Pine Ridge reservation in the 1970’s. He was just released from prison; President Biden commuted his sentence in the very last hour of his presidency. 

What has been the most impactful thing you’ve ever learned during your research?

The most impactful thing I’ve learned is there is a huge gap in knowledge among high school and college students when it comes to the status of Native Americans and how they’ve been treated by the U.S. government. When I started teaching Native American history and culture twenty years ago, I learned that many people do not understand that our religion and spirituality was made a federal crime until 1978. Until 1978, there could be a criminal conviction and prison sentence for any Native American who practiced our unique spiritual ceremonies. Students are always stunned to learn this. There are many other laws and policies regarding Native citizens that students are surprised to learn. My hope is that my teaching and writing can help to educate people as to the history and culture of Native peoples and hopefully bring about changes in law and policy.

On February 11, 2025, the VocalizED Identity Crafting and Exploration (VOICE) Research Lab introduced the first session of their Fireside Chat Series, The Stories We Interrogate: Amplifying Immigrant and Refugee Narrative Amid Anti-Immigration Discourses. This inspiring event led by four English Faculty members gave glimpses  into the conversations surrounding migrant narratives during a time when it’s more crucial than ever. 

As the creator of the VOICE Research Lab, Dr. Neisha Terry Young focuses specifically on Black immigrant youths, and how they can reposition their authentic narratives to be amplified in white dominated discourse surrounding migrant narratives. Dr. Young’s inspiration for her passion stems from her experience being a black immigrant from Jamaica, alongside her experiences in the classroom as an educator. Using multiliteracy tools like podcasting, she strives to make space for students in the classroom to tell their authentic story. 

Dr. Jeffrey Santa Ana is a first-generation college graduate who’s strong attachment to migrant narratives comes from being a child of two immigrant parents from completely different backgrounds. His current work discusses how refugee narratives depict concepts like “home” and “belonging,” and how those who are displaced by war and conflict depict these ideas. Dr. Santa Ana’s work also shows how climate change exacerbates such violence, and he asks how we can find environmental justice within these narratives. 

Dr. Timothy August aims to curate a space for immigrants to amplify and tell their own story. His book, The Refugee Aesthetic: Reimagining Southeast Asian America, looks at the resurgence of people reclaiming their refugee identity, despite the long precedent of people being discomfited of the label. Dr. August strives to bring these discussions into his classroom, as his past Single Author course focused on Ocean Vuong and the Place of Refugee Literature.

Interested in narratives beyond English, Dr. Simone Brioni posits the ideas of translation and colonialism in respect to immigrant narratives, with particular emphasis on contemporary Italy. His passion for studying migration comes from both the rage and love he feels about the topic. Rage of how migrants are presented, especially with the abundance of misinformation that constantly shapes the migrant narrative, and love for the courage, ripeness, intelligence, and sensitivity of the writers he’s collaborated with. Dr. Brioni uses language, film, and literature to subversively re-think the idea of labels that force people to define themselves, particularly for immigrants.

Felicia Nadel

Felicia is currently a Teaching Assistant at Stony Brook working on her dissertation for the English PhD program. With a focus on ecofeminism, imperialism and Women’s Gender and Sexuality Studies, Felicia writes with purpose. 

What are your specializations and topics of interest as well as what you’re currently working on? 

I’m in my second year of the English PhD, so I’m ending the coursework period this semester and starting to gather people I’ll be working with on my dissertation committee. I’m really interested in a lot of queer spaces and queer world building theory that came out of the community grappling with AIDS in the 80s and 90s. I’m interested in using it to think about psychologically processing the climate crisis that we’re in. I recently wrote the “Thread Moving Through the Hole” essay, [it’s about] me processing loss of snow, processes of immigration, and how we contextualize what’s happening around us. It’s definitely in its very early stages — over the summer is where I’m reading and researching and in a focused way. A lot of ecofeminist theories that are rooted in race relations and imperialism — you can’t disconnect them.

What led you to go for doctoral studies?

Going back to [the question of] how can you be effective, what kind of person are you? I’m almost 30, so I have done different things since college. I was mostly working at queer bars or on women or indigenous-led farms and switching between those two roles after college, but always working on writing. I still think those forms of work aren’t things that I’m leaving behind. I definitely see a future still working on farms in the summer. Now I work at a literary café […] very engaged in New York queer scenes and activist scenes. Reading, writing, and teaching about the issues that matter to me has always been something that I know I am nourished by. I also really like being with students and forming relationships that will help them […] move in the world in a way that is kinder to it.

Speaking of students, versus your time as a student and now being a Teaching Assistant interacting with humanities students, what have you noticed students today facing? Are there any notable differences, or do you kind of feel like it’s more or less the same experience? 

It’s definitely not the same experience, which is crazy because I’m only 10 years older than everyone in college. Students appear to be more anxious and feel very scared about messing up, [they] don’t seem to have a lot of confidence or training in their ability to write. They’re fully capable of it, […] I do think that it is a newer trend of a heightened sense of perfectionism. I’m friends with teachers who have been teaching for 30 years who do effort-based grading, and I think that would produce a different type of student in a good way.

What drew you to Stony Brook? I know you’ve been in a lot of different locations, is there anything about this school that stood out to you in terms of PhD programs?

There are things about this program that are really great. The English and the Gender Studies programs are really interconnected here. Also, when I was applying to PhD programs, it was important for me to write in ways that are academic, but are not really what the academy wants you to do. I really love theory or academic writing that is narrative [like] poetry or theory work that’s image-based. I specifically wanted to keep going through [the PhD program] one, because I want to teach at universities, but two, I want to learn to write that way and that writing training. So far I’ve been able to already start working on that writing, and for all of my coursework, instead of a classic final, I’ve gotten to experiment with different types of that kind of writing [surrounding] my dissertation project. I do already feel like I’ve been getting training in trying to write that way, so that’s been cool.

Lastly, what are you reading at the moment? 

Right now I am reading a transnational feminism of the Americas book. One of my favorite theory books is No Archive Will Restore You by Julietta Singh. Getting to return to Toni Morrison in our class [Single Author] is really nice. One of my classes is a teaching practicum figuring out how to teach with feminist pedagogy, so lots of different things.

On February 4, 2025, I had the honor to attend and be a panel member for The Department of English’s Admissions Virtual Event: Literary Lens: an English Student’s Life at SBU. The event consisted of a brief presentation giving the prospective students an overview of the Department and a fifty-minute Q&A session with the student panel. 

Being a part of the panel meant that I had the opportunity to tell prospective students about my experience at Stony Brook and why the English Program would be a good fit for them. I spoke about my experience as a double major, a Pre-Law student, and my favorite English classes I’ve taken thus far. It felt rewarding being able to hopefully inspire future students and I hope my story resonated with them.

One thing I especially took away from the event was hearing my fellow students’ varying experiences in the English major. I love how versatile everyone’s stories were, and it proves how many paths this department provides its students. There is no right or wrong way to go through this program and I hope that versatility was apparent to the audience. 

If you were unable to make it and would like the opportunity to learn more, you can check out “Literary Lens: an English Student’s Life at SBU” on the Stony Brook University Admissions’ YouTube page here: https://youtu.be/vJv9Cplz2Hc

As we settle into the rhythm of a brand-new semester, we’d like to extend a warm welcome back to all students, faculty, and staff in the Department of English at Stony Brook University! We hope your first week of classes went smoothly and that you’re feeling energized for the exciting months ahead.

Spring semester brings fresh opportunities for growth, discovery, and collaboration. Whether you’re diving into literature, honing your writing skills, or engaging in critical discussions, we’re thrilled to have you back on campus and ready to explore new ideas together.

Stay connected with the department on Instagram for upcoming events, guest lectures, and workshops that will enrich your academic journey.

Wishing you all a fantastic semester ahead!

– The Department of English

Catalina Benavides, Class of ’22

Catalina dedicates her time to help students flourish, especially those in the Academic Intervention Service. Inspired by her time in Stony Brook’s Teacher’s Education Program, Catalina believes that teaching is a two way street, and educators can always learn something new from their students: “We can all learn from each other, and I think that allows me to really establish good relationships with my students.”

What does a typical day at your job look like and What would you say is the most satisfying part about it?

I teach first period, so I get to work at 6:45am everyday. I set my objectives up on my whiteboard, I will set up my powerpoint, check emails, and prepare to teach for the day.
I think the most satisfying part of my job is seeing the growth that students make from September to May, especially because I teach some AIS English. My students who are in AIS are currently reading at a seventh grade level or below, so my goal is to get them to the ninth grade reading level by the end of the school year. Seeing them grow and enjoy English is definitely one of the biggest growths and certainly one of the most fufilling parts of my job.

What is AIS?

AIS stands for Academic Intervention Service. It is one of the things we get government funding for so we can support students. I work with two groups that I have for 80 minutes every other day, and that time allows me to small group instructions, or to re-teach, and because they are significantly below average than the ninth grade, we have extra programs to additionally support them and get them to the ninth grade level. 

How has your time at Stony Brook helped you in your current career?

The Teacher’s Education Program helped me realize that teaching literature is a lot like teaching life lessons to students. You can use literature to teach empathy, and a lot of students might struggle with that skill, especially teenagers, so I feel like the Program and the professors helped me see the deeper value of doing that. 

What do you think was the most valuable thing you learned in the Teacher’s Education Program at Stony Brook?

There are two things that have stuck with me the most. My educational theory class was definitely one of them. My professor taught us about how students can teach us things as well, and that really stuck with me. I am not in the classroom just to be an authority figure, so building a horizontal relationship with students is something that I always think of, and I tell the kids that as well, and they appreciate the authenticity. We can all learn from each other, and I think that allows me to really establish good relationships with my students. The second thing that stuck with me from the Program is my student teaching seminar group. Having Dr. Mangiano every week instilling confidence in us was great. Just knowing that I had people I could always rely on was super comforting and special.

What made you pursue teaching English?

English is the best subject. It allows students to use their voices to express themselves and to hear the voices of other students to learn about their experiences. I believe that what I teach them will stick with them for the rest of their lives.

Caleb Woellhof, Class of ’25

Currently working on his novel series, The Bridge—a fantasy epic inspired by Indo-European mythology—Caleb has transformed his passion for reading and writing into a viable career path. Now enrolled in the Teacher’s Education Program, the BA/MA Program, and the English Honors Program, Caleb’s dedication to educate and uplift students drives him in his studies. 

What made you pursue English as a major?

Because it was discouraged by the religion I grew up in, I originally wasn’t supposed to go to college at all. In high school, I took a lot of computer science classes because I thought it would be a good profession to go into that didn’t require college, but my passion was always reading and writing. When I got out of high school, I went to BOCES for HVAC, but it didn’t really pan out. I didn’t have a passion for it. When Covid happened, however, online college became easy and affordable, and I figured “why not become an English teacher?” I went to Suffolk Community College for English, graduated, came to Stony Brook, and joined the Teacher’s Education Program. 

Tell me about your Masters Thesis. What is your topic about? 

I’m writing about how Viking/Norse-mythology-based media can be separated from the far-right, misogynist white-supremacists and Neo-Nazis who have latched onto it in recent years, and how we can write these stories to be better representations of history that don’t encourage harmful narratives. I briefly discuss the history of Nazi ideology’s ties to Norse culture, and I focus my discussion around Robert Eggers’ 2022 film The Northman, how it actually acts against the far-right narrative by subverting the traditional, ultra-manly Viking legend into a cautionary tale against the dangers of toxic masculinity and warrior culture (the very same kinds of toxic masculinity and warrior culture that the aforementioned groups idolize). I then develop my point by comparing its story to cultural precedents from Norse mythology and the Sagas, as well as by comparing it to other “good” examples of Norse media like Vinland Saga, God of War, and Twilight of the Gods, as well as other “bad” examples like History Channel’s Vikings and the film/graphic novel 300 (which isn’t Norse-inspired, but is a good example of everything The Northman is often accused of being, an ahistorical propaganda-piece that glorifies toxic warrior culture without critiquing it).

Is there a favorite class you’ve taken at Stony Brook so far? Has anything stood out to you?

During my first semester at Stony Brook, I took EGL204 with Professor Flescher, and it was great. We focused on plays by Bernard Shaw. Each class, he would choose a section and we’d read out the lines like we were performing a miniature play, and it added so much life and color into what we were doing. I was able to distinguish myself a little by how much I got into that aspect of class because I love acting. Whenever I’d read the lines, I would put on an accent and everything!

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

I did my observations at Newfield High School, Selden Middle School, and Brentwood High School. It was a pretty enlightening experience being able to sit in classrooms and watch the teacher go about their work and seeing how they encourage their students to approach the topics. In Newfield, the students work a lot with laptops, and the teachers computer is connected to all of them, so she could monitor what the students were doing and give feedback. It’s great seeing what they’ve done with technology in the classroom.

Alyssa Sulaiman, Class of ’25

Alyssa’s passion for teaching emerged in high school when she began tutoring students living in NYC shelters. Now a student teacher in her hometown district, she is eager to educate and inspire the next generation. Alyssa’s love for her students drives her to be the best teacher she can be: “Every day I look forward to seeing my students.” 

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

Ever since I was in elementary school, I had a natural inclination towards reading and writing. It was a passion that, luckily, my elementary school teachers noticed and helped me foster. What I love most about being an English major is being able to have both an individual and group experience with literature. When reading, we all get to experience an unique analysis of the text based on our own life experiences and perspectives, but when we all come together to share and discuss these individual, unique readings, each one of us walks away with a deeper understanding of the text than before. 

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

When I was in high school, a teacher recommended that I join a non-profit organization called Sparks Within Reach whose mission was to support academically struggling students from shelters across NYC. This was my first experience teaching and the only one I needed to know that this is what I want to do. During my freshman year, I had a TA who was in the BA/MA program who encouraged us to join. When I got in, it truly felt like a gift being able to do Master’s courses during my undergrad, and I am glad that I was ambitious enough to pursue it. 

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

I’m currently teaching 8th grade ELA at P.S./M.S. 124 in South Ozone Park, Queens. This is the elementary and middle school I went to and that my brother graduated from last year, so, coming in, I was already familiar with the environment and my past teachers were here supporting me all the way. My comfortability from the very beginning allowed me to direct all of my focus on practicing and improving my pedagogy rather than learning the school culture, which would have been foreign to me in schools on Long Island. 

What has been your driving factor for teaching?

Although there are many difficult moments while teaching, my love for my students is my driving factor. Every day I look forward to seeing my students and helping them in whatever ways that I can. Those small one-on-one interactions, sometimes not even during the lesson itself, but right before or after class when I’m chatting with a student, or a student is making me laugh is what makes everything worth it. 

What advice would you give to other students who wish to pursue teaching?

My first piece of advice to those who wish to teach is to get as much experience with teaching and working with kids as possible before graduating. Whether it’s tutoring or being a summer camp counselor, just do it! My second piece of advice is if your heart’s not in it — if you’re not truly passionate about teaching — don’t do it! It can be a thankless job at many points (and the pay doesn’t make it better). Our future students need educators who are passionate and really care about them as students and people.