Elisha is a student in the English Honors Program and the Vice President of Alpha Nu Zeta, currently working on her thesis focused on otherness in The Picture of Dorian Gray.

What made you pursue English as a major?

 I always really loved reading books growing up. Books kind of give readers the privilege of going into different worlds where they don’t necessarily need to be themselves. I like the idea of books being an exploration of different narratives and different identities, and that’s something that really spoke to me and something that I really enjoyed engaging in. I was a journalism major at Suffolk before I transferred. And so I think Journalism was too analytical for me. I really loved the more interpretive aspect of English.

How did you hear about the English Honors Program? Why did you enroll in it?

I was nominated for the English Honors Program. The first time I heard about it was when I saw it in my email inbox. I thought, oh, what is this? And so I looked into it more on the department website, and I think I really liked the idea of pursuing research out of my own desire. The idea of proving to myself that I could complete an extensive project like the thesis was really attractive to me.

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

My topic is about The Picture of Dorian Gray, and the duality and otherness depicted in Gothic literature. I’ve definitely struggled with narrowing down that topic. The idea of otherness in Gothic literature is very prevalent; for example, Dracula is very much a racialized figure. He’s very put out from the norm, and Stoker uses a lot of rhetoric about his Eastern European and racialized features. That idea was something I was really interested in. Through this, I kind of went more into how Dorian Gray and his obsession with maintaining his beauty and ideals, kind of, ironically, puts him outside of the norm, despite how he is the peak ideal man. I feel that was a really interesting idea that I wanted to explore more.

Are you involved in any extracurriculars/jobs/internships at SBU?

I’m the Vice President of Alpha Nu Zeta on campus, which is the Sigma Tau Delta International English Honor Society, and we just focus on fostering a fun, literary environment for English majors and minors. I recently joined the Sandpiper Review, and I’m the head nonfiction editor. This is my first semester in the literary magazine, so I’m looking forward to seeing how that goes. I started writing for the Stony Brook Press, so it’s been great to go back to my journalism roots. I was chosen for the Career Center’s DPLN program (Developing Professionals Leveraging Networks Program), where they match students with a host company, and mine is Penguin Random House. I meet with a mentor every week, and we talk about things like company culture and professional development. She’s been helping me with applications for publishing internships and other things in relation to the publishing field, which is incredibly valuable.

What career path are you interested in after you graduate?

I’m interested in getting into the publishing field, specifically in the editing process. I’m particularly looking at the production editorial side, and the role combines the processes of assembling and editing the book.

What advice would you give to current English majors at SBU who are interested in the Honors Program?

I would say not to beat yourself down. Do not just assume that you can’t achieve the things that you are hoping to one day do. I feel like that is something I definitely struggled with a lot at the beginning. Put yourself out there in situations like finding a thesis advisor and joining the honors program. If you do not try, you are automatically excluding yourself from achieving these opportunities. Apply to the things you want!

Brian is a PhD candidate whose research focuses on modernist literature. His passion for modernism as a literary movement drives both his dissertation research and teaching, where he brings precision and engagement to the study of 20th century texts. 

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

My specialization is 20th century Anglophone literature. I focus specifically on modernist novels. I’m really interested in geographical space and place, historical memory in that sort of fiction. The novel just happens to be the genre, the mode that I’ve focused on the most. I’m also starting to work more with the bildungsroman and coming of age. I realized that a lot of my dissertation was focusing on texts with younger characters, so that’s helping it come together. What I’m working on right now is a chapter of my dissertation that looks at Elizabeth Bowen, who was a late modernist and a huge short story writer and novelist. I’m looking at one of her texts, The Death of the Heart. My dissertation focuses specifically on how these different modernists represented the city and interrogated it through youth. 

What led you to go for doctoral studies? Tell us about your previous academic background.

The desire to go for my doctorate actually came very early in my academic background. I was in high school and planning to be an English major when someone was like, “What are you gonna do? Be a doctor of literature?” And I was like, okay, I think I want to do that. I did undergrad with that in mind, I went through my master’s program, and then in 2013, I started teaching. I taught literature and composition courses in California community colleges until I moved to New York in 2017, and then I started the doctoral program at Stony Brook in 2018. My interests also have not really shifted. A lot of people’s periods that they focus on shift, mine has pretty much stayed the same. It’s been modernism since I was a sophomore in college. But the way that I look at it, my lens has shifted a lot since then, which is good, right? 

Were there any mentors, classes, or experiences that shaped your path into this field?

I think everyone has that high school English teacher. I had Mrs. Casper in 12th grade. In college, I had a lot of really great instructors, specifically the instructor who first introduced me to modernism as a literary movement. And then here, I’ve gotten something from every single professor I’ve taken classes from.. I think the courses that I took the most from were the people who are now on my committee. Celia Marshik’s modernism class, Mike Rubinstein’s Irish Modernism class, and E.K. Tan’s class on postcolonial literature. Those were really some of the more specific standouts that, again, helped guide my attention to what I wanted to be working on now and gave me ideas, things I hadn’t thought about in relation to my own work, especially E.K.’s class. 

Has teaching influenced how you think about your own research?

Teaching in general requires the need to consider how you’re coming across to other people. How were you thinking about the things you’re interested in to convey them to other people, right? 
It’s not enough to just be passionate about literature or think that good writing, whatever that looks like, is important. I have to be able to think about what I’m asking students to do and how best to articulate that for them. With modernism specifically, it’s considered fairly inaccessible. It’s this experimental, often avant-garde type of writing that doesn’t always lend itself to being read by first or second year students. That’s when I started reading it, that’s when I fell in love with it. So I absolutely don’t think that’s the case, but I understand that. Thinking about how to articulate my ideas about why something is significant for students has really helped me.

What’s one piece of advice you often share with undergrads who are curious about graduate school?

The same piece of advice that I got from my undergrad faculty who were advising me is to think about the length of time you’re willing to invest, think about how important it is to you, and where you’re living is going to be. Those are all things that don’t seem stable these days in terms of jobs, but are really important to know if you’re going to make this commitment. I think that if you really want to do this, you’re going to do it anyway. That’s what I did. 
But go into it with your eyes open about the challenges. 

The other thing is, have an idea of what you want to do and who you want to work with. Be open to exploring when it comes to classes. That was a piece of advice that my high school English AP teacher gave me just about college in general, to explore as much as you can. Literature, and scholarship is big and vast and varied, and that’s what makes it exciting. Balance between knowing what you want to do or having a sense of what you’re passionate about, but be open to doing new things as far as your potential research interests. That is one of the really fun things about this type of work that we are doing.

Maria Colletti is an English major / Journalism minor on the English honors track. She’s a proud Alpha Nu Zeta member, and serves on the SBU English Advisory Committee, a collaborative council composed of students and staff dedicated to improving the SBU English department. As Maria embarks on the last semester of her undergraduate career, she reflects on her experience at Stony Brook: 

What’s your favorite area of study/topic within your major, and why?

Since last Spring, I have been working on my honors thesis. I decided to focus on the expression of gender and sexuality in children’s literature. Although the topic has become increasingly prevalent in both the news cycle and politician’s mouths, relatively few scholarly articles analyze the literature itself. Having the opportunity to fill in that gap has been super rewarding. I think children’s literature in general often goes overlooked; the reality is: children’s books never stop being insightful, helpful, and relevant! 

What do you wish to do with your degree, and why? 

Ideally, I would like to apply my degree to the publishing world! My favorite part about my schoolwork has always been the editing process. I find a lot of joy in scrutinizing words, weighing one synonym against another, and having the smallest difference in meaning be a tie-breaker. The same goes for comma placements, the use of em dashes, and pretty much every other grammatical element there is to deliberate over. The opportunity to go through this process for a living would be incredible. 

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

Since I was an elementary schooler, English has been my favorite subject. It felt like something I could depend on; a good book has never disappointed me and, as aforementioned, writing has consistently been something I could feel confident in. I wanted to choose to dedicate my studies, my time, and myself to a subject I genuinely loved, and English was just that. To me, studying English seemed like a no-brainer! I feel really lucky to have had a clear view of what I wanted to academically pursue from an early age. 

What has been your favorite class that you’ve taken so far? 

I really loved taking EGL 286 with Professor Wertheimer in the first semester of my sophomore year. The class is a poetry workshop committed to helping students find their individual poetic voice. Every class, we would align the desks to form a circle, and share our writing with each other. Our peers would then offer constructive criticism. I learned a lot in that class. Perhaps the most important lesson I learned from EGL 286 is that it’s okay to start writing without having clear intentions pre-determined. The uncertainty can lead you to create something you never would have thought of had you not been spontaneous! 

What’s been the most interesting thing you’ve learned either from any of your classes or your time as an English major?

In my first year of undergrad, I learned how to integrate poetic language into academic papers. Incorporating words typically associated with emotions into an essay whose (see?) subject is more emotionally detached or distant can evolve and improve the writing and reading experience. Likewise, occasionally deciding to use less conventional (albeit still technically correct) grammar can help writers establish a unique voice and, in doing so, keep readers engaged. 

What advice would you give to students who are interested in becoming an English major?

Honestly, my advice to anyone who is considering become an English major is the same advice I would offer anyone considering majoring in anything: take a class in the subject (preferably one that fulfills a gen ed requirement) and, if you really enjoy it and can genuinely envision yourself pursuing a career within the field said major appertains to, major in it! If you choose to be an English major, prioritize time management and consider getting a Libby subscription as virtual and audiobooks can really come in handy (plus it’s always good to support libraries)! Most of all, though, please allow yourself to be in touch with, learn from, and grow with the material. You will probably change for the better.

Kevin is a passionate and active English Teacher Prep student eager to begin his career as an ELA teacher. His love for

 literature, cultural studies, and discussion makes education the perfect fit for him to embolden the next generation of learners, and have fun doing it!

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

Originally, I wasn’t an English major. I was actually a Journalism major for my first two years at Stony Brook. I just sort of fell out of love with it. When I was thinking about what I wanted to do with my life, the more I started gravitating towards teaching as a future career. The most fulfilling part, to me, is the discussions with your professors and your peers, and you gain a more informed opinion of yourself, the literature, and the world.

What made you pursue teaching? 

I’ve had great experiences working with kids, and I really love English and reading, so I just thought teaching was just a match made in heaven. I want to make an impact on kids and be a good role model for them. I love just reading and sharing my passion for literature with them. 

How did you hear about the Teacher’s Education Program? Are you enrolled in the BA in English Teacher Education Program or the MAT in English? 

I first heard of the program from Joshua Cabat, the Director of the Teacher Education Program.  I expressed my desire to teach, and he said that I should just apply. He helped me with the process of applying, and he’s the reason I’m kind of here today. I am in the BA/MA accelerated program so I will graduate with my Master’s in Fall 2027.

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

In the BA/MA program, I am able to take master’s level classes as an undergraduate. I took EGL 587, Literature in diaspora, last year with Professor E.K.  Tan. Jamaica Kincaid’s A Small Place, is one piece of literature that really stood out. The main lesson was that tourism is not a reflection of the state of the country, but rather a mirage that the country wanted to show, and just because you go to these tourist spots doesn’t mean you have an informed opinion about the state of the country. I traveled abroad this summer, and that really did inform my opinion. I’m seeing just the glamour of the country, but there are real institutional struggles everywhere you go. That is the point, to keep a holistic thought about people and your surroundings.

What advice would you give to other students who wish to join the Teacher’s Education Program or are already in the program?

I think for anyone who’s interested in the educational program, you really just have to ask yourself: Do you love it? There’s a lot when it comes to teaching in terms of hours and responsibilities. I think if you can say “Yes, I can play all of the roles that I need to as a teacher, I am willing to put in all of the effort needed for my students”, then yes, you should absolutely pursue it.

For the students who are in the teaching program, one thing I’ve learned is just to have fun. Start with reading your favorite work, showcasing your excitement with help students become invested and excited too. It should be fun, interactive, and interesting. Be all in.

Just last Spring, Kathryn Viola earned her Bachelor’s in English from Stony Brook University. As an undergraduate, she was in the Teacher Preparation Program while on the English Honors track. This Fall, the Alpha Nu Zeta member embarks on her Master’s in English! Kathryn’s aspiration to be a secondary school English teacher is a true no-brainer as the profession enables her to combine two of her greatest passions: literature and helping others! 

What’s your favorite area of study within your major? 

My favorite area of study within my major would be anything related to Women’s writing. Specifically, I enjoy studying 19th-century literature, as well as the Gothic. In my freshman year, I had the opportunity to take a Feminist Literature course. This course not only introduced me to some of the most profound works written by women (eg, Toni Morrison’s A Mercy and Joyce Carol Oates’ Black Water) but fundamentally changed the way in which I viewed authorial intent. Also, this course, like other literary analysis courses I’ve taken, has shaped how I analyze sociocultural aspects in relation to works of literature. Additionally, this area of study really cemented itself as my favorite when I was completing my capstone Honors Thesis. My thesis allowed me to examine literature at a level that I had never done before. Through writing about Women’s Mental Health Crises as shown through the 19th-century Gothic novel, I feel as though I was able to forge a deep connection to historical female authors. This literary connection is one that I will carry with me throughout my career. 

What led you to pursue teaching? Did you always know that you wanted to take this path? 

I first realized that I wanted to pursue teaching during my second semester. When first entering Stony Brook, I was actually in the Psychology program, aiming to pursue a career in forensic psychology. I realized, however, that my greatest love was, and would always be, literature. I was fortunate enough to have had incredible teachers who connected with their students and made it a point to teach with such a passion that it left their students feeling inspired. When student teaching, my chosen career path was only affirmed. I entered each day feeling lucky that I got to participate in a career that forges meaningful connections and has the potential to make a difference in someone’s life. 

What has been the biggest difference between pursuing an undergraduate degree at SBU and pursuing your MA degree at SBU? 

I would say the biggest difference between pursuing an undergraduate and graduate degree at Stony Brook would be the attention to detail needed to flourish in a course. I absolutely loved my undergraduate experience, but I have been really enjoying closely examining and applying literary theory! Additionally, pursuing my second degree at Stony Brook has allowed me to gain more experience in a field that I love! Doing my bachelor’s and master’s programs in the same school has reinforced how wonderful our English department is. I feel so lucky to have experienced classes with knowledgeable professors that put insurmountable effort into everything they do. 

Tell me about your student observation experience and student teaching experience.

My observations were a fantastic experience. I got to observe effective strategies in regards to lesson planning, classroom management, and what the ‘behind the scenes’ aspects of teaching looked like. Observations are insurmountably important. Not only do they help you forge meaningful connections with faculty, but they also serve as a comforting introduction to student teaching. I was lucky enough to begin my first student teaching placement with the teacher whose class I had observed. My first placement, being an 8th-grade honors class, was incredibly rewarding in regard to understanding the best methods for building student skills. It was wonderful to see students applying what they have learned in real time and watching them get better every day. My second placement was a 10th-grade honors class. This is the class that really cemented my passion for teaching at the secondary level. I was so grateful to be with a group of students that shared a passion for writing, literature, and discussion. I do want to note that I took even the most challenging moments of student teaching to be a success. The goal of an educator should be to build enough confidence and enough analytical abilities in their students, where questioning in the classroom is not only expected, but is met with praise and respect. Student teaching was an absolutely irreplaceable experience.   

What advice would you give to students who wish to join the Teacher Education Program?

The main advice I would give to students wishing to join the Teacher Education Program would be: 

1) Really get to know your students; they add so much value to the classroom.

2) Talk to everyone! Don’t be afraid to reach out to your professors, your cooperating teachers, and even your previous teachers for guidance. That’s what they’re there for! Stony Brook’s educational program is so wonderfully staffed, no one will turn you away for wanting to know more.

3) Be yourself. I know this sounds cliché, but students are great identifiers of authenticity. They want to know that the person they are learning from is authentic in their love for their craft.

Angelyse is an English major in her senior year who is incredibly passionate about the interdisciplinarity and community of her major. In her studies, Angelyse likes to focus on theoretical approaches to literature and how it relates to historical events, all while engaging in active discussion with her peers to take her research to the next level!

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

I genuinely had always loved taking English classes in high school. I was always so excited to see my English teachers, talk to them, and express how I felt about certain texts and books. I just didn’t know the opportunities that the major offered. When I began my college career in STEM, I realized that I wasn’t necessarily choosing the path that I felt was going to make me happy. I decided to do something that I had passion for and I felt I could excel in, and that was English. Now, I’m not dreading coming to class every day. I am waking up, and yes, I’m tired, but I’m excited to walk into the classroom. I’m excited to talk about what we’ve read. I’m excited to just do what I truly love. 

I think the most fulfilling part of my major is the people. When I entered the department, the people made it so exciting, especially all of the professors. They all love what they do. The environment that I get to walk into, and how stimulating it is, grows my passion for English. 

What is the biggest difference you’ve seen from your time in high school and being in college?

The biggest difference that I’ve seen from my time in high school and being in college; is that in high school, I wasn’t challenged by my peers. That’s not to say anything negative about intelligence, but I just wasn’t challenged. We simply answered the questions the way our teacher wanted us to do, but I always wanted to give more thought and analysis. When I came to Stony Brook, I feel like my ways of thinking, the way I perceive texts, even my life, it’s constantly expanding. I really enjoy being surrounded by people who are just as enthusiastic about reading as me. 

Are you involved in any extracurriculars/jobs/internships at SBU? 

I am currently a tutor at The Writing Center! Also, I really enjoy being a member of ANZ and getting to connect with my peers in the English Department. I’ve also volunteered for the SBU Blood Drive. 

What is a class that you wish to take in the future?

Since I finished my major this semester, I’d really like to go into the art or history field. I feel like history and literature can really go hand-in-hand, and you can see how society has impacted literature. Even if it’s fiction, it still reflects our day-to-day life, or the lives of those from the given period. I’d love to research further how historical events change your perspective on the literature. For example, I love listening to history podcasts to make my own connections and analysis. When I read Frankenstein, I tried to find out all that I could about Mary Shelley and to understand how that influenced her story. 

What’s been the most interesting thing you’ve learned either from any of your classes or your time as an English major?

One of the most interesting things I learned during my time as an English major was from Dr. Elyse Graham. She gave my class the advice that when writing, your audience does not care as much about the character as they do the relationships the characters have with one another. People can most relate to the connections they have with one another. 

What career path are you interested in after you graduate?

After I graduate, I am planning on pursuing my Master’s. I wish to work in higher education administration and/or be able to teach classes of my own. I think that’s something that I’m really excited to pair those hand-in-hand. 

What advice would you give to students who are interested in becoming an English major?

I would say don’t be intimidated. If you are happy with what you’re doing, then it gets easier. If you love reading, if you love writing, if you love analysis and research, I say just go for it. It’s incredibly fulfilling at the end of the day when you can look back on your work and feel proud about what you did and everything that you’ve learned. There are so many career paths that you can have with an English major; it’s so interdisciplinary! You can pursue history or even medical school, you can do whatever you dream of with English.

Esmé Warmuth is a senior English Honors major currently developing a thesis centered around Dark Academia in literature. With a passion for feminism, queer studies, and the work of Donna Tartt, Esmé’s time at Stony Brook has given her the insight to pursue her research wholeheartedly. 

Talk to me about your honors thesis. 

My honors thesis evolved from me really loving Dark Academia and [that subgenre of] books when I was in high school, especially in the pandemic. As I got older, I still loved the stories, but I began to question the representations of women [within them] specifically. I started to wonder why these books are often so structured with women as objects. My idea evolved from there into a consideration of the genre of literature that falls under the term “Dark Academia” which has become very popular online. I’m considering, first of all, Dark Academia as a subculture, and I’m arguing that Dark Academia is larger than just these works of fiction. Within the Dark Academia aesthetic, there’s a very specific literary subgenre which I am calling, “Tarttian Campus Fiction” after Donna Tartt. I’m further arguing that these books fundamentally involve and center queerness in their narratives. I think part of why they’re so popular and feel so comforting to people is because they are stories about murder and worshipping antiquity, but they’re also stories about spaces in which you could exist as a queer person. The love triangles that exist in all of these stories are examples of mimetic desire (desire of something because it belongs to someone you admire) with the woman being the object that is desired because another man desires it. This is something the theorist René Girard came up with, subject-model-object erotic triangles. What I’m arguing is that in dark academia, Girard’s traditional idea of the love triangle is subverted by the existence of a murder which takes these characters outside of traditional society and allows the subject and model to pursue each other directly, which cuts out the object, the woman, and that creates misogyny in the narratives.

What advice would you give to students who are about to begin their thesis writing processes? 

Definitely make an outline and a timetable. It might not feel necessary, but it definitely is. Secondarily, I would say, if you have an idea about what you want to say, try not to be discouraged or overwhelmed and try in whatever way you can to execute your idea. There are many factors that could lead to you thinking it might be the path of least resistance to compromise or modify your original plan, but if it’s what you think will be best for the thesis, then you should do your best to execute it in that way.

How has being an English major changed your approach to writing? 

I think being an English major has allowed me to understand there is not necessarily a correct answer in this major, at any point. It’s not about the pursuit of a correct answer, but rather, since writing is so inherently driven by emotion, [it] requires a degree of trusting yourself and making [your] point based on what you feel when you read. I feel that the new generation of scholars has to be able to contradict the old generation by realizing that there’s not necessarily one right answer to strive toward.

What advice, maybe from a professor or mentor, has stuck with you throughout your academic career? 

Dr. Tondre and Dr. Scheckel have both at different points [told] me that I should advocate for myself when it comes to my ideas, even if they’re contradicted. When I’ve spoken to them about people disagreeing with ideas I have about literature or scholarship, they have both emphasized to me that if it’s something  I’m writing, that I should continue to advocate for my point. [That advice] has helped me not think of myself so much as a student, even though I am a student, but rather somebody who’s contributing to the field with my research.

Lastly, what are you reading at the moment? 

I just finished the new Hunger Games book (Sunrise on the Reaping). I actually just started re-reading Donna Tartt’s The Secret History. It’s part of my thesis, but it’s something I return to very frequently. Donna Tartt has a quote in The Secret History where she says, “it’s better to know one book intimately than a hundred superficially”, and I do re-read The Secret History a lot. Every time I re-read it, I find something new that I never noticed about it before. It’s amazing, there are so many different lenses you can look at it through. I don’t think I’ll ever catch everything that Donna Tartt is trying to tell me. It never gets old, it’s so good.

Evelyn Dong is a sophomore at Stony Brook University, majoring in Biology and minoring in English, with an anticipated graduation in Spring 2027. She is especially interested in exploring the intersection of STEM and the humanities, with a focus on bioethics.

What made you choose English as your minor, and what got you interested in the subject, even if it’s not your primary study area?

I first decided to minor in English because I came from an early college high school, so I had some credits that could transfer from the classes I took there. I decided to continue taking English classes at Stony Brook because my high school focused a lot on the humanities, and I thought it could be interesting to continue that trajectory in college. With the credits I already had and the ones I was gaining from taking more courses, it made sense to declare a minor. 

How do you think your English minor connects to your major? Have you noticed any ways that the two work well together or help you understand things better?

There are a lot of ways that Biology and English connect, especially since one of the English classes I’m taking right now is related to the conversation about bioethics and disease in terms of English literature. Both biology and English focus on interdisciplinary studies. It’s exciting to connect STEM with humanities which leads to very interesting conversations.

What’s been the most enjoyable or meaningful part of studying English so far, whether it’s a class, project, or just something you’ve learned along the way?

I think it kind of goes back to what I mentioned earlier; I feel like it gave me sort of a different perspective of looking into a lot of STEM subjects, conversations, especially those about bioethics. I am looking at the conversation from a different perspective and can analyze things I usually learned in a STEM-related area in a more holistic way which is pretty interesting.

Do you have a career in mind for after you graduate? Will your English minor help you, maybe through your writing, communication, or thinking skills?

I’m currently a pre-med student. I’m considering working in health-related fields in the future. I feel like having an English major is definitely helpful in terms of medical school applications. I have learned a lot about writing more personalized statements and have grown in terms of interacting with other people. Having an English minor or just an education in humanity would be helpful in a career as a doctor or in healthcare fields in general.

And finally, what advice would you give someone thinking about adding English as a minor but isn’t sure yet? What do you think they should know before deciding?

Before they decide, I would talk with advisors in the Department of English. All of them are really friendly and willing to help you if you express your interest in minoring in English or even taking some classes. And if you’re not sure, I suggest you take a course you find interesting and then, if you are interested, continue taking more classes.

Dr. Benedict Robinson, Professor of English and Departments of English and Theatre Arts Chair. Dr. Robinson started at Stony Brook University in Fall 2004. His primary specializations are in early modern literature, with interests that include the history of emotion, the history of literary theory, the history of science, and topics related to race and religion.  

Where did you attend undergrad and grad school? What do you think prepared you most to be a professor and, ultimately, the chair of the Department of English?

My undergraduate studies were at the University of Chicago, which I applied to because the train from my hometown went past it. It maybe wasn’t the best reason, but it turned out to be a great place to be an undergrad. Chicago has a reputation for being tough and cultivating a kind of love of misery, but I really enjoyed my time there. I then went to Columbia for grad school, which is when I first came to the New York area, and I’ve stayed here ever since.

As for what prepared me, a lot of things prepared me for becoming a professor. Ultimately, a professor spends most of their life around schools, so kind of everything is training you for that. But becoming a chair—nothing really prepares you for that. You become the chair, and then you try to figure it out. It’s been an interesting experience. As a professor, much of the work is solitary, aside from the time in the classroom; but as chair, you’re involved in meetings and administration. Above all there’s a real sense of responsibility: the things you do, or fail to do, can have an immediate impact on peoples’ lives.

What drew you to your current occupation?

As an undergrad, I was an English major and knew I wanted to be an English major from high school. I thought about other careers, but none appealed to me. Going to law school seemed interesting, but I couldn’t see myself actually being a lawyer. I initially thought I would focus on late-20th-century fiction. But I took a required class on literature between 1500 and 1700, which focused on Renaissance poetry, and I found it weird but compelling. The professor was inspiring–Douglas Bruster, now at UT Austin–and that led me to keep exploring. In grad school, I became more focused on Shakespeare and drama, because that was the emphasis in that department. Ultimately, a fascination with the subject and the joy of engaging with it drove me.

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

I’ve taught a wide range of classes at Stony Brook, primarily in my area of specialization, but I’ve also taught other classes, including a 100-level film class that I now teach with some regularity. Film is a significant interest, and I’ve studied it in different contexts. It’s interesting to me as an entirely different medium from literature that nevertheless you can approach in the same basic way as, say, poetry or drama: the starting-point for me is always thinking about what the medium makes possible, what the tools are that it gives anybody working within it. At Stony Brook, there’s a fair amount of freedom to teach what you want, and I enjoy learning things both within and outside my specialty. I think as a teacher you have to keep learning, too. I wouldn’t say I have a clear favorite, but at the undergraduate level, I’ve been focusing on 100- and 200-level classes in recent years, like the one you took with me (EGL 205). Many students are not English majors, so you have to teach a little differently. It means engaging a wider audience. I take the work of refining core courses as a challenge: I never teach these classes the same way from year to year; I’m always trying to think about what I can or should do differently, whether that means changing the readings, changing the assignments, changing how I present material, and so on. I don’t think I’ve gotten it absolutely right yet, but I’m working on it.

Many New York residents view Stony Brook as strictly a STEM school. Do you think the English department is making enough strides to change that perception?

We’re aware of that perception and trying to change it. The administration is also very conscious of the need for all fields to be supported, including the humanities. There’s a desire to ensure that all students are supported in their academic pursuits. But there’s probably more we as a department can do to shift that perception. Our department, and the humanities in general, could benefit from increased visibility.

Do you hope to see any specific changes at the university level that will help change people’s perceptions of Stony Brook?

One big change recently is the arrival of Alyssa Bergman, who focuses on communications, programming, and outreach for the department. She’s been instrumental in several initiatives that will make a big difference in terms of our visibility. We’ve been doing good work in the department, in terms of teaching, research, and creative activity, but haven’t always been great at  communicating it. Alyssa’s efforts will help make what we do more visible to the university and the community.

We’re also currently doing a comprehensive review of all our programs, evaluating both undergraduate and graduate offerings. Professor Scheckel is leading a committee that’s looking at the undergraduate BA and the minors; Professor Cabat is leading another committee that’s reviewing the English Education program; and with the help of the Graduate School, we’ve hired a consultant (Katina Rogers) who is reviewing our graduate programs, both the MA and the PhD. We’re striving to ensure that our students receive the best education possible and that we’re preparing them for the world as it is now, not as it was when I was an undergrad, a million years ago. All of that is really exciting, and I hope the changes we’re making will lead to a stronger future for the department.

Nadine Jamora is only a freshman here at Stony Brook, but the connections she’s making have already had lasting impacts on her academic and professional journey. As the President and Founder of Journal at Stony and an intern for the Humanities Institute, Nadine plans to use what she’s learned through her experiences on campus to someday teach at a college level, inspiring future generations of English students. 

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

I don’t know when exactly I realized what books can do, and how far a reader can travel into herself and outside of herself. But ever since I was young, I’ve always gravitated towards books. My parents have been very supportive. My mom used to bring me to the bookstore every Sunday after church and it’s a hobby I’ve kept and enjoy doing. . English was also my favorite school subject growing up, but I chose to pursue English as a major for a reason more than my love of books and literature. . There is a quote that my EGL204 Professor, Katherine Johnston, said that really stuck with me; she said that there is creative reading as well as creative writing, and I think I’m a creative reader. I love analyzing books. Once I read a book and get into the analysis, my world opens up. Everything in my life gets more textured and I start connecting things together. The English major  makes my life more meaningful and allows me to be intellectually curious and ambitious.

What is the biggest difference you’ve seen from your time in high school and being in college?

I get to focus a lot more on my interests now that I’m in college versus when I was in high school, but the things I learned in high school undoubtedly shaped my understanding of what I know now. It truly set the foundation for my academic journey. I had an amazing high school experience, actually. It’s a part of the reason why I decided to study English. I’ve always had great English teachers. 

Are you involved in any extracurriculars/jobs/internships at SBU? 

I am a member of the English Department’s Advisory Council and President and Founder of Journal at Stony, a club dedicated to providing access to wellness journaling. We’ve built a community of students who are passionate about journaling, scrapbooking, and letter-writing. I’m also an intern for the Humanities Institute at Stony Brook (HISB) with Dr. Scheckel and Adrienne Unger. I conduct marketing and interviews with visiting scholars and artists. I recently interviewed a Professor from Columbia two weeks ago, and I really enjoyed it. 

What has been your favorite class that you’ve taken so far? 

I would say EGL204 with Professor Katherine Johnston. I learned the foundations of literary analysis and she’s really inspired me to teach at a college level someday. I also took British Literature, EGL205, with Professor Robinson which is one of my favorite courses. I like that I was able to take it in my first semester at Stony Brook because it was a great transition from highschool to college. His whole class told a story in a way because the literature was all interconnected with one another. It made me realize that I chose the right major.

What’s been the most interesting thing you’ve learned either from any of your classes or your time as an English major?

Right now I am taking EGL311, Literary or Critical History, with Professor Koski, and we’re learning a lot about posthumanism, postcolonialism, and post-structuralism. It’s helping me a lot with my other classes as well. I’m able to make connections by using what I’ve learned in this class to concepts outside of English.