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.

Tina Costanza, Class of ’24

Currently working as a Junior High School English Teacher in her Alum School District, Tina strongly values the lessons learned in Stony Brook’s Teacher’s Education Program. Finding fulfillment in her career, she urges future teachers to work hard and remember why they’re on the path of education: “Kids want someone to show up for them every day with a smile.”

Could you describe what a typical day at your job is like?

I teach periods one, two, and three, so I have a pretty busy morning. I get to my classroom early to set things up, get my projector ready, etc. Once my students are in the room, everything gets started for the day. I always have slides on the board that outline what we’re doing for the day. We read, we talk about some comprehension questions, we take turns reading to practice fluency, and we do interactive-based sets of questions. I’m a part-time teacher, so I teach three periods instead of five. Then, the rest of my day is spent lesson planning, grading, and meetings with guidance. It’s always lots of planning, photocopying, all those things.

What is the best or most satisfying part of your job?

There are so many fulfilling parts of being a teacher. It’s difficult to just pick one. I think the joy of something clicking for a student and visibly watching something start to make sense is really fulfilling. I also love the connections that you make with kids, when they come up to you and they ask you questions about yourself. I remember having a vocabulary quiz in my eighth-grade class, and two of the girls wrote me an entire story using all the vocabulary words that I gave them. That always means so much, so that’s definitely the most fulfilling part of my job.

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

The prep program really gave me a strong foundation to be the teacher that I am right now. Something that’s also special is that a lot of my colleagues have gone through either the MAT or the Prep Program at Stony Brook, so we all have those core values that Stony Brook instills in us. I’m also constantly using the resources and pedagogy techniques that I’ve learned from my professors in my undergrad career, whether that be through actual things that they teach us from a book or just their anecdotes about their time as a teacher. All those things have definitely helped me be the teacher that I am and set me up for success.

Where did you Student Teach?  What led you to choose that District? Tell me about that experience.

I am an alum of Three Village, so I did my observations and student teaching there and then I was hired. I think the reason that I’m here is that it’s always felt like home to me and I’ve always been so passionate about this community. I love that I get to say to my students “I sat in this classroom in seventh grade, that was the seat I sat in, I read this book, I went on this field trip, etc.” I think it brings us closer together in a really unique and special way.

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?) 

I would say the best thing that you can do, and although might sound cliché, is that you just have to work hard. You’re doing it for the students that are going to walk through your door. That means that you’re going to have to go the extra mile and go above and beyond. I think that’s what makes teachers so special. Kids want someone to show up for them every day with a smile, so be positive and be there for them and show them that you want to be there for them.

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.”