Courtney Maloney

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Education Ph.D. Program in Literary and Cultural Studies, Department of English, Carnegie Mellon University M.A. Department of English, Portland State University B.A. Department of English, Portland State University

Dissertation Images of Steel: Labor, Memory, and the Cultural Work of Corporate Photography Director: Kathy M. Newman. Committee: David Shumway, David P. Demarest, Jr., and Charlee Brodsky

Appointments Lecturer, Department of English, Tufts University | September 2019–present Professor of Writing and Humanities, Milwaukee Institute of Art & Design | August 2018–2019 Associate Professor of Writing and Humanities, Milwaukee Institute of Art & Design | August 2011–2018 Assistant Professor of Writing and Humanities, Milwaukee Institute of Art & Design | August 2006–2011 Graduate Student Instructor, Carnegie Mellon University | August 1995–May 2006 Graduate Teaching Assistant, Portland State University | September 1993–June 1995

Book Proposal “The Faces Who Make Steel”: Roy Stryker and the Jones and Laughlin Photographic Library Submitted to the Press

Publications “Reframing Solidarity: Company Magazine as Family Album.” The Journal of Working-Class Studies, June 2018

“On the Ground with David Demarest: Toward a Methodology of Scholar Activism” co-written with Charles Cunning- ham and Joel Woller. Scholactivism: Reflections on Transforming Praxis, In and Beyond the Classroom, a special joint issue of Works and Days and Cultural Logic, ed. Joseph G. Ramsey, Winter 2016. Published online in Workplace: A Journal for Aca- demic Labor , Winter 2018

“Looking Back: Workers and Photography at J&L Steel.” Politics and Culture, 2003:3.

“The Faces in Lonesome’s Crowd: Imaging the Mass Audience in Elia Kazan's A Face in the Crowd.” Journal of Narrative Theory, Fall 1999

Exhibition Co-Curator Steel Genesis: Sandra Gould Ford, Frederick Layton Gallery, Milwaukee Institute of Art & Design, Fall 2018 • Wrote proposal for photographic exhibition; submitted to competitive selection process • Coordinated communication between artist, gallery director, and community outreach • Worked with artist and director of galleries to design the exhibition • Organized a panel discussion with the artist and local experts • Curated a complementary display of archival materials

Awards and Honors Sabbatical, Fall 2017–Spring 2018 AAUW Educational Foundation American Fellowship, 2004–2005 Schaffer Dissertation Fellowship, 2004–2005 (Competitive departmental award, declined for AAUW) Michael Sprinker Memorial Graduate Student Writing Award, 2004 Pauline B. Adamson Award for student writing, Carnegie Mellon University, 1998 Philip Ford Graduate Award, Portland State University, 1995

Teaching Interests Expository writing, visual culture, nineteenth- and twentieth-century literature and culture of the United States, popular culture, working-class studies, documentary film, photography, and prose (late 19th c. to current), representations of deindustrialization, issues of representation and historical memory considered in relation to race, class, and gender.

Teaching Experience • Milwaukee Institute of Art & Design. “WRTG340/HUMT340: Imagining the Rust Belt.” Spring 2019. This upper- level elective takes a critical approach to representations of postindustrial communities. Reading fiction, creative nonfic- tion, poetry, drama, journalism, photography, film, websites, and blogs, students think and write about the aesthetics of decay, the politics of ruin imagery, urban exploration, creative place-making, gentrification, environmental justice, and class. Major assignments provoke self-directed inquiry, encourage experimentation with form, and cause students to ac- tively engage in shaping course content.

• Milwaukee Institute of Art & Design. “WRTG300: The Creative Professional in Context.” 2009–present. This course causes students to research and practice various forms of professional self-representation and discipline-specific forms of writing, to write reflectively and critically about their influences as emerging professionals, and to determine a self- directed line of inquiry into an issue pertinent to their career goals. I have taught in-person, hybrid, and fully-online ver- sions of this course.

• Milwaukee Institute of Art & Design. “WRTG400: Senior Writing Seminar.” 2009–2018. “Senior Writing Seminar” is the capstone course in MIAD’s writing curriculum. Students may select from several different approaches offered each semester. From 2009 through 2013 I taught sections that focused on creative nonfiction and memoir. From Fall 2014 through Spring 2017 I team-taught an iteration called New Approaches to Art & Design Writing with art historian Debra Brehmer. Most recently I taught a similar version focused on critical analysis and community engagement.

• Milwaukee Institute of Art & Design. “HU/WR/DS340: Migration | Memory | Memorial.” Summer 2017. This team-taught, integrated humanities/studio elective brought together students majoring in interior architecture and de- sign, communication design, fine arts, and illustration. Students examined the history and culture of the Irish people in Milwaukee and the Historic Third Ward, undertook an examination of late 20th century memorial design, and generated a series of design alternatives for a permanent monument to the Irish immigrants of Milwaukee. At the end of the course, students presented their design and plan for promotional materials to architects and members of the Irish cul- tural community.

• Milwaukee Institute of Art & Design. “WRTG200: Critical Conversations.” 2016–2017. This is a course in which stu- dents use writing and research to engage in critical conversations about topics that matter. Students compose and com- municate in a variety of expository modes as they hone their awareness of the relationship between audience, context, and purpose in a variety of rhetorical situations. Topics addressed include race in America, social media and society, and global dynamics post 9/11.

• Milwaukee Institute of Art & Design. “HU/FA/DS396: Critical Cartography: The Art of Place Making.” Summer 2016. This course was an interdisciplinary team-taught study abroad experience in which students engaged the idea of mapmaking as a critical and creative enterprise. Based at the Burren College of Art in County Clare, Ireland, it took the rich history and contested landscape of the West of Ireland as both case study and point of departure for students to critically consider maps as documents, and to creatively explore the potential of new cartographic languages to deepen understanding of identity and place.

• Milwaukee Institute of Art & Design. “WRTG120: The Word and the World,” and “WRTG200: Critical and Creative Forms.” 2006–2008 and 2006–2016 respectively. “The Word and the World” gives students a working awareness of the writing process, the link between writing and thinking, and the connection between personal expression and broader social contexts. The course also involves intensive practice in critical reading and thinking. “Critical and Creative Forms” is an intermediate-level writing course that focuses on developing the student's ability to see writing as both a critical and creative endeavor and to assess and evaluate a range of communicative forms.

• Milwaukee Institute of Art & Design. “HUMT121: Human Thought and Action.” Spring 2011. This course is an inter- disciplinary inquiry into human thought, action and reaction. In it, students and teachers examine the way that humanist

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knowledge and processes have influenced humankind’s perception of self through millennia. As a prerequisite for the upper-level humanities and service learning courses, HUMT121 focuses on significant forms of knowledge and ontolog- ical questions. Students are challenged to reflect upon and discuss definitions of group problem-solving activities, “com- munity,” cultural literacy, and the importance of human action and witness to a culture.

• Milwaukee Institute of Art & Design. “HS360/AH318: Comics and American Culture.” Spring 2009. This course provides a survey of the development of the comic book and graphic novel as a visual and literary art form, within the specific social and political contexts of American culture, from its beginnings in the late 1930’s to the present.

• Milwaukee Institute of Art & Design. “Space, Place and Memory.” Summer 2007. The liberal studies component of a team-taught study abroad experience in the Burren, Co. Clare Ireland, this course investigated the various ways Irish cul- tural identity has been constructed through narrative—particularly through autobiography and memoir—within the con- text of globalization and Irish migration.

• Carnegie Mellon University. “76-101: Interpretation and Argument.” Fall 1995–Spring 2006. Required course in academic reading and writing for all Carnegie Mellon undergraduates. Students read primary texts such as novels and films, and numerous secondary articles in order to practice interpreting critical arguments and mak- ing arguments of their own. Topics I taught include literary debates, documentary film and photography, urban culture, media and society, and gender, race and representation.

• Carlow University. “HS243/WS243: Representations of Women: High Art/Popular Culture.” Spring 2003, 2004. This course introduced adult learners to feminist approaches to interpreting representations of women in a wide array of cultural texts and gave students the opportunity to develop the skills and vocabulary of cultural critique.

• Carlow University. “HS308/WS318: History of American Women.” Fall 2002. This course provided an introduction to diverse histories of American women, focusing primarily on the years between the Civil War and the end of World War I. We explored women’s life experiences in the context of larger historical changes in the U.S., with attention to differences and similarities between the experience of women of different regions, races, classes and ethnicities. De- signed for adult learners, mostly women, in Carlow’s graduate professional programs.

• Carlow University “HS208: History of American Cinema.” Fall 2002. This course focused on the genre of documen- tary in order to explore the special issues raised by the effort to represent “reality” in film. This course was designed to provide adult learners with a history of documentary film in the U.S., as well as to encourage students to think critically about the relationship between non-fiction film and history itself.

• Carnegie Mellon University. “76-235: Urban Lives and the American Imagination: Literary Realism, Social Reform, and Popular Culture.” Spring 2001. This course examined representations of urban industrial life in late nineteenth- and early twentieth-century America using realist literature, popular fiction, social reform literature, photography, and film.

• Carnegie Mellon University. “76-213: Literature of 19th Century American Industry.” Summer 2000 This course provided students with an introduction to American literary realism while situating the production of realist novels within the historical context of 19th and 20th century industrialism, urbanism, and immigration.

• Carnegie Mellon Action Project, Summer Bridge Program. “English Seminar.” Summer 1999. This was a preparatory course for the “Interpretation and Argument” requirement for newly admitted minority students at Carnegie Mellon.

• Carnegie Mellon University. “76-214: Documenting Difference: Problems of Representation in Documentary Photog- raphy and Film.” Summer 1999. This course introduced students to documentary modes of representation, with particu- lar attention to representation and difference regarding race, class, and gender.

• Portland State University. “Writing 121: First-year Composition.” Fall 1993, Winter 1994, Spring 1994, Winter 1995. This course, which served traditional as well as non-traditional students, introduced skills of invention, responding to other written texts, thesis construction, paragraph construction, overall organization, and drafting and revision in college writing.

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• Portland State University, Writing Assistant. “American Culture.” Junior-level Anthropology. Fall 1994. “Public Com- munications and Society.” Senior-level Sociology. Spring 1995. After completing a research project on Writing Across the Curriculum, I was selected to be the first Writing Assistant in a new interdisciplinary program at Portland State. I evaluated and responded to student drafts, met with students individually, and collaboratively graded student writing with the course professor.

Administrative Experience • Chair, Faculty Senate and Representative to the Board of Trustees: responsibilities included facilitating faculty govern- ance; representing the faculty to senior staff, the board of trustees, and the public; reporting on faculty activities to the board; reporting board activities to faculty; and generally promoting faculty leadership within the college. MIAD, Fall 2015–Spring 2017

• Chair, Department of Writing and Humanities: responsibilities included facilitating curricular planning and assessment, communicating and coordinating with other chairs and , conducting program reviews, recruiting and evaluating part-time faculty members for contract renewal and/or future hire, guiding and mentoring faculty, scheduling classes in cooperation with the Registrar, assisting with maintenance of accreditation, coordinating the completion of academic and governance tasks required within the department, representing the department to internal and external constituen- cies, and researching and implementing best practices in teaching, learning and assessment. MIAD, Fall 2009–Spring 2015

• Dialogue Convener for Writing and Service Learning Affinity Group: responsibilities included convening colleagues in Writing and Service Learning for on-going discussions and the creation of action plans regarding our responses to the Student Satisfaction Inventory and the transformation of MIAD’s academic governance structure. MIAD, Fall 2008– Spring 2009

• Course coordinator of WRTG200: responsibilities included organizing regular faculty meetings and assessment and mentoring faculty in teaching the second-year writing courses, “Critical and Creative Forms” and “Critical Conversa- tions.” MIAD, Fall 2007–Spring 2017

• Assistant Director of MA in Literary and Cultural Studies: responsibilities included admitting and mentoring graduate students, co-organizing and presenting at the department’s public “How to Apply to ” seminar, and coordinating campus visits for all prospective graduate students to the English department. Carnegie Mellon, August 2003–August 2004

• Supplemental Instruction Supervisor: responsibilities included training and mentoring undergraduate Supplemental Instruction leaders, scheduling sessions each semester, and maintaining good communication between the Supplemental Instruction program and participating professors. Carnegie Mellon, August 2003–August 2004

• Peer Tutor Supervisor: responsibilities included coordinating campus peer tutoring program, overseeing 25-35 tutors and trainees, scheduling, cooperating with instructors and deans, and training and mentoring tutors. Carnegie Mellon, August 1999–December 2001

Service to the Institution • Co-chair, Educate Community Working Group of the campus Inclusivity Committee, MIAD, 2019 • Co-chair, Campus Planning Committee, MIAD, 2018–2019 • Chair, Faculty Senate and Representative to the Board of Trustees, MIAD, 2015–2017 • Advisory Council for Advising and Registration, 2014–2017 • Retention Committee, MIAD, 2014–2017 • Dialogue Convener for the Writing/Service Learning Affinity Group, MIAD, 2008–2009 • Academic Policy Committee (co-chair), MIAD 2008–2009 • Laptop Learning Initiative, Sabbatical Selection Committee, MIAD, 2008–2009. • Academic Policy Committee, Liberal Studies Curriculum, Library Steering Committee, MIAD, 2007–2008 • Writing Program Review, Liberal Studies Curriculum, Library Steering Committee, MIAD, 2006–2007 • Literary and Cultural Studies committee graduate representative, Carnegie Mellon, 2003–2004 • Graduate student representative on departmental hire search committee, Carnegie Mellon, 2002–2003

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• Graduate Representative on University Anti-Sweatshop Task Force, Carnegie Mellon, 2000–2001 • Literary and Cultural Studies representative of English Graduate Organization, 1998–2001 • Admissions Committee, Carnegie Mellon, Spring 1997, 1998 • Department of English Triennial Review Committee, Portland State University, Spring 1994

Service to the Profession Secretary, Working-Class Studies Association, 2015–present Steering Committee At-Large Member, Working-Class Studies Association, 2013–2015

Selected Presentations “Politics and Aesthetics in LaToya Ruby Frazier’s The Notion of Family.” Institute on Culture and Society. University at Albany-State University of , Albany NY. June 2018

“ZIP MKE: Visualizing Across Borders in Milwaukee.” Class at the Border: Migration, Confinement, and (Im)mobility (Annual Conference of the Working-Class Studies Association). , Stony Brook NY. June 2018

“Thomas Bell’s Out of This Furnace and FSA Photography.” Fighting Inequality: Class, Race and Power (Joint Conference of the Labor and Working Class History Association and Working Class Studies Association). Georgetown University, Washington DC. May 2015

“David Demarest: Toward a Working Class Studies Methodology.” Fighting Forward: A Labor and Working Class Summit and Annual Conference of the Working Class Studies Association. Madison College, Madison WI. June 2013

“Labor, Domesticity and Leisure.” How Class Works. Stony Brook University, Stony Brook NY. June 2012

“The Optical Unconscious of Labor Photography.” Institute on Culture and Society. St. Francis Xavier University, An- tigonish NS. June 2010

“Commies and the Comics: Adventures in a Capitalist Culture Industry.” Institute on Culture and Society. Portland State University, Portland OR. June 2009

“Remembering Labor Struggle in the Beaver Valley.” Working-Class Studies Association. University of Pittsburgh, Pitts- burgh PA. June 2009

“A Corporate History of Work: Labor Photography and Cultural Memory.” Center for the Study of Working-Class Life. SUNY Stony Brook, Stony Brook NY. June 2006

“The Photographic Legacy of J&L Steel.” Invited talk sponsored by the Battle of Homestead Foundation. Delivered to the public at the Pump House, Homestead PA, September 24, 2005

“Men and Steel: Company Magazine as Family Album.” Institute on Culture and Society. Georgetown University, Wash- ington DC. June 2005

“Roy Stryker and the Ideology of Corporate Documentary.” Center for Working-Class Studies Biennial Conference. Youngstown State University, Youngstown OH. May 2005

“Monumental Spaces, Humble Faces: Advertising Artistry and Liberal Documentary in 1950’s Steel Industry Publicity.” Cultural Studies Association. , Tucson AZ. April 2005

“Selected Memories: Remembering Labor Through Steel Industry Public Relations Imagery.” Institute on Culture and Society. University of Illinois, Chicago IL. June 2004

“Looking Back: Workers and Photography at J&L Steel.” Cultural Studies Association Founding Conference, Pitts- burgh PA. June 2003

“Mining the Archive: In Search of Working-Class Photography from the Progressive Era.” Institute on Culture and So- ciety. Carnegie Mellon University, Pittsburgh PA. June 2002

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“Visualizing Resistance?: Photographs of the Westinghouse Strike of 1914.” Center for Working-Class Studies Biennial Conference. Youngstown State University, Youngstown OH. May 2001

“Reform, Resistance, and the Uses of Photography in Early Twentieth Century Pittsburgh.” WVU-CMU Graduate Col- loquium. Carnegie Mellon University, Pittsburgh PA. March 2001

“The Business of Labor: Representing Workers in the Literature of Social Reform.” Central New York Conference on Language and Literature. SUNY College at Cortland, Cortland NY. October 2000

“Representing the Mass Audience: Elia Kazan’s A Face in the Crowd.” 100 Years of Mass Culture: Beyond Good and Evil. Carnegie Mellon University, Pittsburgh PA. September 2000

“Remembering Labor, Remembering Progressivism: The Contradictions of the Pittsburgh Survey.” Summer Institute on Culture and Society. Georgetown University, Washington DC. June 2000

“John Fitch’s The Steelworkers: Radical Progressivism in the Pittsburgh Survey.” WVU-CMU Graduate Colloquium. West Virginia University, Morgantown WV. March 2000

“The Lens of Progressive Reform: Political Action and Immigrant Community in (and out of) the Pittsburgh Survey.” 9th Annual Cultural Studies Symposium, , Manhattan KS. March 2000

Selected Conferences and Workshops Moderator and Facilitator. Annual Conference of the Working-Class Studies Association. Indiana University, Blooming- ton IN. June 2017

Participant. Dispossession, Exclusion, Exploitation: Institute on Culture and Society. Concordia University, Montreal QC. June 2016

Participant. Energy, Environment, Culture: Institute on Culture and Society. Banff Centre for the Arts, Banff AB. June 2014

Participant. Big Ideas for Small Campuses: The Humanities and Technology Camp (THATCamp). Carroll University, Waukesha WI. August 2013

Respondent. “Citizen Photographers: The Lives and Work of Hansel Mieth and Marion Palfi.” Fighting Forward: A La- bor and Working Class Summit and Annual Conference of the Working Class Studies Association. Madison College, Madison WI. June 2013

Participant. The Storm of Progress: New Horizons, New Narratives, New Codes: Humanities, Arts, Science and Tech- nology Alliance and Collaboratory (HASTAC). York University, Toronto ON. April 2013

Participant. All Our Relations: Contested Space, Contested Knowledge: Conference on College Composition and Com- munication (CCCC). Atlanta GA. April 2011

Co-Organizer of the Institute on Culture and Society, University of Wisconsin-Milwaukee, Milwaukee WI, June 2008

Respondent and panel organizer. “Labor and Memory: Family, Community, Solidarity.” Cultural Studies Association. Portland State University, Portland OR. April 2007

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