Why Poetry? A question posed to probably all poets at least once before. Why go down this path, why write poetry? Dr. Rowan Ricardo Phillips, Presidential Professor and Distinguished Professor of English at Stony Brook University in conversation with Dr. Carl Lejuez, the Provost and Executive Vice President at Stony Brook took on that very question. Dr. Rowan Ricardo Phillips, the author of seven books of poetry and prose, featured his thoughts and perspectives on the poetry industry, on our social climate, and its effects on the modern-day reader.

Phillips began the presentation by reading two poems We Real Cool by Gwendolyn Brooks and Parable of the Palace by Jorge Luis Borges; then he shared his thoughts on the meaning of both. For the first poem, Phillips illustrates the poem’s depiction of a group of young pool players who disregard their responsibilities to look cool and to fit in with the other guys, to then later meet an early death. Phillips explained how spending too much time chasing the attention of others leads to a meaningless existence; if we were to give in to the short-term pressures of those around us, we would become blinded to the potential, long-term responsibilities and outcomes. Nevertheless, the second poem touches upon themes of the incapability of humans to comprehend ultimate truths and the limitations of language and perception. The poem recounts the narrator’s experience of being shown the many halls and grand structures of a beautiful palace that is beyond description and comprehension because of how intricately marvelous the palace was built. 

Phillips highlighted the similarities within the poems and their relation to social perceptions and expectations of poetry in our current climate. To the modern-day reader who may dismiss poetry as an old art that is no longer relevant, Phillips assured us that, no matter how overlooked or unrecognized poetry is in today’s society, poetry will never die. He shared his thoughts on why poetry may be more important, now more than ever, as poetry is a way in which the incomprehensible can become comprehensible. In a social climate that is erratic and unpredictable, it is easy to get caught in the loop of things and then become lost. Poetry may be the perfect outlet for expression and a way to explain the unexplainable current climate. So, Phillips said to those who think otherwise, and to those who believe poetry to be a lost art form that’s no longer appreciated, to think again, as it just might be the thing that we need most. 

After the lecture, Dr. Lejuez asked a variety of questions about Phillip’s inspiration for his poem, coming from the students he teaches, and why teaching at Stony Brook is important to him. Phillips responded by expressing his love for teaching and his particular connection with his students and colleagues, which makes working at Stony Brook worth it. He is later asked about his origins with poetry and what made him pursue this life. Phillips mentioned his mother, on how she would read and recite Shakespeare often throughout the house. This seemed to stick with Phillips as he garnered an appreciation for poetry and literature later on in his young adult years. He does, however, attribute his inspiration to writing poetry to the many people he has met throughout his life; he felt the only way to express his experiences with these people was through poetry. 

As for my personal thoughts on the presentation, I thought it was insightful and well put together. I was impressed by Dr. Phillips’ way of expressing the poems and his interpretations of them. A sheet of paper with the poems was handed out to the audience members, so I had a copy for myself, which I read and interpreted alone. However, I was awed by the fact that he was able to read the same poem as I, yet he had a much broader and intuitive interpretation, which made me realize aspects of the poem that I did not reach upon my own reading. The way in which he had demonstrated these poems connected to our current lives, and how expansive his perspectives were, made me appreciate the nuances that poetry can truly offer. I enjoyed and found a lot of respect in Phillips’ outlook on life, his experiences, and how he balances teaching, yet is still pursuing his passion for writing poetry, which made me look towards my future for myself and my English degree. I became inspired to not only continue writing, but also to read more literature and expose myself to poetry, which I’ve read little of. “Why Poetry” gave me a greater appreciation and understanding of poetry, myself, and life. 

Dr. Neisha Terry Young’s pedagogical perspective shone through expertly in her facilitation of the first virtual English Education workshop event of the Fall 2025 season on September 24.  

This first installment of the critical pedagogy and theory workshop series focused on dialectical discourse and its application in the classroom. Through exercise and discussion, Dr. Young encouraged future teachers to incorporate dialectical discourse and increased cultural awareness in their classrooms and provided a plethora of tools and questions to frame this active change. 

Dr. Young began the discussion by setting the foundation by motivating future teachers to think about why dialectical discourse is integral for classroom instruction, as it is designed to nurture and inspire students’ curiosity by uplifting their voices. Critical pedagogies are designed to be respectful of students’ different backgrounds, while also “liberating oppressed voices” and analyzing the “gray areas” in our “dichotomous” systems, as Dr. Young expertly puts it. 

Dr. Young introduced Paulo Freire’s Tenets of Critical Transformative Dialogue to cement how future teachers can approach culturally competent discussion in their classrooms. Aspects like love, humility, faith, hope, and critical thinking are necessary for teachers to maintain and support dialogue. The main goal is for teachers to reflect on their values and become vulnerable and passionate, as students are sponges and will soak up whatever you feed their curiosity.

Further into our larger discussion, Dr. Young allowed future teachers to engage in an exercise where they analyzed Dr. Seuss’s Yertle the Turtle through three theoretical approaches: Marxist, Feminist, or Post-Colonial. After breaking up into small group discussions and sharing findings with the larger group, future teachers were able to both learn from and participate in an interactive, accessible exercise that is student-centered. 

Dr. Young closed out the discussion by providing future teachers with solid strategies and activities for them to take into their classrooms, such as Socratic seminars, fishbowl discussions, and debates. Not only did her techniques encourage teachers to reflect on their cultural competency, but she also provided them with the essential devices and perspectives to do so. 

Oftentimes, we as academics celebrate the successes of a completed work, but there is so much more that goes into a novel, film, or theatrical piece that deserves recognition and discussion throughout the entire creative process. The idea behind this new event stemmed from this notion, that we should be able to acknowledge and engage with the development, experimentation, and challenges that occur along the way, not just the polished final product.

The inaugural event was centered around Dr. Justin O. Johnston’s work in progress, Helio Fictions. The work focused on three theoretical structures: solar punk, solidarity, and declinism. According to Professor Johnston himself, the analysis of each was “part literary criticism” and “part speculative framework.”

He shaped each of the aforementioned literary frameworks as similar genres, each with a different primary focus. The discussion investigated how solidarity explored the energy break as we move on to cleaner forms of energy. Instead of mentioning or focusing on the clean energy revolution, tying those ideas to the incredibly artistic genre of solar punk. Johnston then dug further into Solairty’s socio-economic relevance, mentioning how “imagining the end of the world is easier than planning a better world.”

The feasibility of a better world remained a constant in the discussion, especially when discussing the third and final theme, declinism. Professor Johnston asked the audience how fictions of societal collapse feel far more feasible than ones of progress and how a “medium future” seems like a far more possible future than a happy one. 

The talk ended with an examination of these three themes and their effects on future societal views of utopia, especially with the rising threat of climate change. Professor Johnston’s exploration of these themes and ideas reminds the audience to engage with these utopian and dystopian ideas and analyze them as they parallel our future.

Professor Ken Wietzman’s “The Theatre of Well-Being” engages with the formation of the Positive Psychology movement to transform decades of research into an experimental, participatory, theatrical event called the Happiness Gym. Its main goal is to foster connection, gratitude, and kindness based on scientific research that promotes and maintains happiness and well-being. After winning the HISB Fellowship award in 2023, Professor Weitzman created a trial run of his event with Stony Brook students, and later had its first professional production in Florida called “Happiness Gym in Boca Beach.” 

Professor Weitzman’s journey to create the Happiness Gym started when he began researching positive psychology and encountered many practices with scientific backing that promote happiness. After attempting to follow them, however, Professor Weitzman encountered a roadblock with these exercises as they started to feel like a burdening to-do list. Upon further research and hypothesizing, Professor Weitzman read that having a prosocial, communal exercise where you practice twice a week, will effectively promote and maintain lasting happiness. This led to his belief that a theatrical event that featured these prosocial aspects would be efficacious. As a result, the Happiness Gym was founded.

Piloted as part of a Stony Brook class in Spring ‘22, the Gym took over three Staller theatres that each had a distinct theme: Good News, Gratitude, and Connection. The first room, the Good News room, involved participants reading a kind story from a piece of paper, and retelling it to other students. This fostered an easy and fear-less social connection because participants would tell stories not about themselves but other people. The Gratitude room contained different stations that all had a unique prompt that participants would answer (e.g. What are three qualities you possess for which you’re grateful?). Students would additionally write a letter

to someone expressing gratitude. Scientific research states that reading the letter out loud to the recipient would produce the most effective results, but Professor Weitzman set up a more theatrical way to present the letter ‘as if’ to the person (i.e., to an empty chair, to one of the facilitators, in a phone booth, etc.). Finally, the Connection room had pairs of students go back and forth asking and answering thirty questions that got progressively deeper. By the time the exercises were over, Professor Weitzman found that the students didn’t want to leave the room, they just wanted to keep talking with one another. 

The overwhelmingly positive feedback inspired Professor Weitzman to look into professionalizing the Happiness Gym, which eventually led to the world premiere of Happiness Gym in Boca Beach at Theatre Lab, a professional theatre in residence at Florida Atlantic University on April 12. The theatre was set up as if you were walking into a bonfire on the beach, with a propped bonfire center stage, the MC playing the ukulele throughout the exercises and other beach-like props scattered around the stage. 

Hearing Professor Weitzman talk about the Happiness Gym was incredible, and I think necessary in today’s climate. We so often get caught up in the frantic activities of our daily lives that we frequently fail to appreciate the joys of community and connection; even on a college

campus. I would love to participate in a Happiness Gym, and I think the Stony Brook community would greatly benefit from having our own rendition of Professor Weitzman’s Theatre of Well-Being. 

On Earth Day, April 22nd, the English Department held a Book Reading for Professor Michael Tondre’s newest work, Oil. Published last year, Oil is an addition to the Bloomsbury Publishing “Object Lessons” series, which aims to delve into, “the hidden lives of ordinary things.” Professor Tondre’s professorship at Stony Brook has incorporated his study of petro-culture and informed students of oil’s omnipresent nature in literature and society.

Professor Michael Rubenstein gave the introduction, noting that he and Tondre not only share a name, but a similar area of study as well. He spoke on his involvement in the first stages of Oil’s production, the two’s subsequent study of the energy regime, eco-criticism, and the overwhelming lens of petro-culture. Oil is a significant departure from Tondre’s first work published in 2018, The Physics of Possibility, which discusses the beginnings of mathematical physics in the Victorian age. However, Tondre has been a petro-scholar for a significant period, having written on the subject for several academic journals as well as focusing on literary ecocriticism as a professor at Stony Brook. Tondre began with speaking on the nature of oil itself, stating it is, “the most important thing in the modern world.”

As an energy source and the most significant contributor to climate change, oil, “created and destroys the world” — however, Tondre’s initial research revealed a significant chasm in petro-scholarship, the study of oil’s cultural impact. Referencing the 1969 film Easy Rider as well as the works of Virginia Woolf, Tondre discussed the near-constant representation of oil in art and literature. Regarding Oil’s cover, Tondre stated his appreciation for the clear imagery of, “hiding in plain sight” as that is analogous to his discussions of petro-culture throughout the text. Tondre went on to discuss Oil’s formatting and his intention to structure the book around the creation, production, and overuse of oil in modernity. He followed this overview by reading from the introduction, with striking lines such as, “oil appears as the raw substance of plurality itself.” He then read from the last chapter, acknowledging the conflicting relationship human beings have with petrol, citing it as an, “unusual love affair.” Despite our collective awareness of oil’s detrimental impact, we cling to it, not only as a resource, but a representation of cultural solace as well. The event ended with a Q&A where Tondre addressed corporate greenwashing, oil’s life cycle being represented in media, petro-capitalism, and his initial source of inspiration, Upton Sinclair’s 1927 novel, Oil! Having the opportunity to attend such an informative and fascinating event, with distinct relevance to Earth Day, was an absolute privilege. Professor Tondre’s attentive work as a writer and professor will always be a source of inspiration to petro-students and readers of Oil alike.

On April 16th in the Poetry Center, the English Department held a Poetry Reading from Professor Eric Wertheimer’s works Mylar (2012) and Regulus (2018). Though Wertheimer’s scholarship in early and nineteenth century American literature is at the forefront of his work in the academic field, his poetry is an endeavor of artistic and personal expression while taking inspiration from his expertise. With topics ranging from fatherhood, the influence of language, nostalgia, the nuance of consciousness, and our presence on the planet, both Mylar and Regulus have the linguistic and emotional capacity to speak to all readers. 

The event began with an introduction from the Director of the English Department, Professor Benedict Robinson. Quoting Wertheimer’s poem, “Trench”, Robinson referenced the etymology and literary use of the word “planked”, specifically in the work of Seamus Heaney. Robinson introduced the theme of intersections between academic scholarship and poetry within Wertheimer’s works, stating he, “resists the heavy language of the past”, rethinking the legacy of empire and colonialism.

Before beginning to read his work, Wertheimer spoke of the refuge he found within Stony Brook’s English Department as a faculty member and his ability to flourish both professionally and creatively. He began by reading from Mylar with the poem, “The World”, which reminisces on a childhood friend of his who suffered from a tumor. Speaking on nostalgia as well as the brutality that can be present in medicine, Wertheimer’s first reading was enthralling and poignant. The following poems from Mylar focused on Wertheimer’s experience as a father, his children’s first experiences with language and how they added nuance to his understanding of it. Additionally, many of Wertheimer’s poems intersperse imagery referencing all facets of the natural world, bridging the audience’s imagination of the planet with interpersonal relationships.

Wertheimer read interchangeably from both Mylar and Regulus with the spontaneity only a poet could possess. Regulus continues to touch on the themes explored in Mylar in addition to an emphasis on early Western history. Another poem, “Ideology of Sky”, was inspired by the painting “Regulus” by J. M. W. Turner, displayed on the cover and offering the book’s namesake. “Ideology of Sky” references the past and the uncertainty of connection, using natural imagery to do so; this is most clearly laid out with the lines, “At the 15th ecliptic constellation of Babylonia, // where horizons sprout horizons, // the gems ambiguate Carthage; // they guide me to heliacal rising of the // morning, and the slunk storm of your brow”.

The event closed off with a time for questions, where Wertheimer discussed his journey with the act of writing poetry and the events that shifted his perspective on language and history. In response to Professor Robinson’s introduction, Wertheimer spoke on his work within academia as well as poetry, saying both fields allow for completely different methods of expression. I highly recommend reading Professor Wertheimer’s poetry, but in all honesty, nothing will beat hearing it from the man himself.

Film Screenings Amplifying Authentic Immigrant Experiences via Drama come at a time when the immigrant voices have been ruthlessly silenced. The Humanities Institute at Stony Brook alongside Department of English Assistant Professor Neisha Terry Young are working to amplify those silenced voices, trying to dissolve social and political barriers. The discussion pushed for the idea that by fighting this anti-immigrant rhetoric, we create a safer environment for not only immigrants but also Americans.

The experience was held on April 8th in the Humanities Institute. It featured experts from several fields of study, bringing graduate and undergraduate students together. The event showcased Voice, a 2023 film that described and portrayed several immigrant stories from around the U.S., showcasing the difficulties of immigrant life through immigrants themselves. The presenters emphasized the importance of immigrant perspectives rather than someone else simply detailing those points of view.

After the film, each speaker opened the floor up for questions, many of which highlighted the dangerousness of the current rhetoric and view toward immigration as a whole. All of them, however, stressed the importance of not losing hope despite the harsh circumstances the country is facing.

Though times may seem bleak, hope is our most important resource in these trying times. Protesting, signing petitions, and demonstrating allyship toward immigrant communities are more important now than ever. By connecting with those diverse communities, we can better understand the immigrant experience, allowing nonimmigrants to further their stories and aid with the issues affecting their communities.

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. 

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.

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