NOTICE OF MEETING
92nd Meeting of Faculty Council January 14, 2021 3:00 pm – 5:00 pm, Zoom Meeting Room
AGENDA
1. Call to Order and Approval of the Agenda 2. Chair’s Remarks 3. Minutes of the December 10, 2020 Meeting………..……………………...……….………….…………..……….2 4. Business Arising from the Minutes 5. Reports of Standing Committees of Council • Executive Committee o Item for Information: Election Results………………….……………………………….…..11 o Item for Action: Creation of Special Committee to Establish Terms of Reference for Proposed Equity, Diversity & Inclusivity Committee of Council……………….…..12 • Committee on Curriculum, Curricular Policy and Standards o Discussion: General Education Working Group Report………………………….………14 o Item for Action: Approval of a Major Modification: Humanities……………….………...63 • Graduate Committee o Item for Action: Approval of Graduate Diploma in Creative Writing………….……….131 o Item for Action: Non-Major Modification Program Change: Changes to Degree: Graduate Diploma: Latin American and Caribbean Studies………………….…………276 o Consent Agenda…………………………………………………………………….…………..278 • Committee on Academic Policy and Planning o Item for Information: Developing LA&PS Academic Plan 6. Report of Professor Andrea Davis, Special Advisor on LA&PS Anti-Back Racism Strategy 7. Dean’s Report 8. Other Business
Liberal Arts & Professional Studies Faculty Council Meetings are normally on the second Thursday of the month at 3:00pm in the Robert Everett Senate Chamber, N940 Ross. During the COVID-19 pandemic, Faculty Council meetings will be held virtually over Zoom.
February 11, 2021 April 8, 2021 June 10, 2021 March 11, 2021 May 13, 2021
council.laps.yorku.ca
York University 5. Reports of Standing Committees of Council Faculty of Liberal Arts & Professional Studies Faculty Council 5.1. Executive Committee (EC)
Zoom Meeting Room · Item for Information: Elections Results Minutes of the 91st Meeting of Council December 10, 2020 The Vice-Chair announced that one of the student members has stepped down from FC. In addition, a member from the Research Policy Please find the Attendance List from the meeting enclosed. and Planning Committee, Soma Chatterjee, has stepped down and a nomination period will be taking place from Dec 2 to Dec 8 to fill that 1. Call to Order and Approval of the Agenda position.
The meeting was called to order. The Chair announced that we are The Vice-Chair announced that the EC has decided to move forward in piloting live captioning at this meeting. proposing that a subcommittee of Council be established to investigate what a permanent committee on Equity, Diversity and Inclusion would A poll was taken to confirm quorum for the meeting. Quorum was look like. He said that the EC is hoping to bring a motion at the January achieved. FC meeting to have such a temporary committee approved by Council.
A member brought a motion from the floor. She said that her motion is 5.2. Committee on Curriculum, Curricular Policy and to request endorsement of the motion she shared in the chat regarding Standards (CCPS) the closing of the research officer positions. · Item for Information: General Education Working Group The Chair announced that 2/3 of Council members must vote in favour Report of adding this hortative motion to the agenda for it to be included on the agenda. A motion to add this item to the agenda was moved, sec- The Chair of CCPS revealed that the General Education Subcommittee onded and passed. of CCPS, convened to address the Dean’s Office concerns about the general education program, has finished its report, which is included in A motion to approve the agenda was moved, seconded and passed. today’s agenda package at page 13. He stated that Council will be discussing this report at the next Council meeting to give members time 2. Chair’s Remarks to review and consider the report prior to the discussion.
The Chair welcomed all to the 91st meeting of Faculty Council (FC). · Item for Action: Minor Change to Existing Program: Sociology 3. Minutes of the November 12, 2020 Meeting The Chair of CCPS presented the first motion from CCPS to approve a It was moved, seconded, and passed to approve the minutes of the minor change to the existing program in Sociology. The rationale is that November 12, 2020 Faculty Council meeting. it provides more clarity to students and it ensures that the course numbers and titles correspond to the intentions of the program. 4. Business Arising from the Minutes A motion to approve this proposal was moved, seconded and passed. There was none. · Item for Action: Minor Change to Existing Program: point they would like to raise in discussion at Faculty Council with Department of English: Certificate in Anti-Racist Research respect to an item on the Consent Agenda. In such a case, the item will and Practice (CARRP) be removed from the Consent Agenda and added to the Faculty Council agenda as a separate item. The Chair of CCPS presented the second motion to approve the minor change to the existing program in the Department of English, the 5.3. Committee on Academic Policy and Planning Certificate in Anti-Racist Research and Practice. · Item for Information: Developing LA&PS Academic The motion to approve this proposal was moved and seconded. Plan
A member stated that as Chair of DES, she wrote to the appropriate The Chair of APPC thanked LA&PS community members for joining staff members to withdraw this motion, as there has been more APPC in consultation discussions. She announced that APPC has been discussion and there is no longer a desire for this minor change at the attending departmental meetings to discuss the LA&PS Academic Plan department level. and that the second town hall took place.
The Chair of CCPS confirmed that this was an administrative error. He She advised that the surveys, links to which can be found on the LA&PS said that Kathryn Doyle confirmed that the request to withdraw this Academic Plan website, are another opportunity to gain feedback and motion was received by her team but was inadvertently not processed. she encouraged community members to send their comments and He, therefore, brought a motion to withdraw the earlier motion, which feedback to the LA&PS Academic Plan email address: was seconded and passed. [email protected].
The motion was withdrawn. A member thanked APPC and the staff members working on the plan. He said that he would like to see issues of climate, environmental action · Item for Action: Minor Change to Existing Program: Work and and justice at the forefront of the plan. Labour Studies 6. Budget Consultation by the President, Provost and VPFA The Chair of CCPS moved to have a minor change to the existing program in Work and Labour Studies approved. The motion was The Chair welcomed the President, Provost, AVP BAM, and VPFA and seconded and passed. invited them to begin their budget consultation presentation. They presented the slides that can be found under Additional Documents on · Consent Agenda the Council website.
The Chair of CCPS stated that CCPS discussed the possibility of 7. Budget Consultation Question and Answer Session including minor changes to existing programs in the Consent Agenda at future meetings. He said that CCPS still must ensure that this A member raised four points: corresponds to protocol, which is why these minor changes to existing programs/certificates are being presented as motions at this Council 1) In terms of capital projects, many in LA&PS perceive LA&PS to meeting. be the abandoned child at York, as the majority capital projects appear to occurring elsewhere in this institution. He asked He invited all faculty members to notify the Chair of Faculty Council and whether this perception is a reality. to copy the Chair of the committee presenting the motion if they have a 2) With respect to the lands for learning, he understands there is are exciting plans emerging to improve the Ross building. LA&PS will a proposal for climate solutions around the pond area to bring have significant space at the Markham campus and the classrooms and together a series of actions around teaching, experiential washrooms will be significantly improved. With respect to the faculty education and public dissemination, and it sounds like it will complement, she said she doesn’t have the exact numbers before her, develop to enormous opportunities consistent with the UAP. however, there has not been net complement growth in LA&PS yet. We 3) The full time complement for the full university has grown, but need to bring down faculty-student ratios in three faculties, including we are not seeing this growth within LAPS. It would be useful LA&PS. With respect to interdisciplinary, she said she hopes that for us to know the full time complement recovery for LA&PS colleagues are aware of guidelines that were created on the importance specifically. of interdisciplinary cross-faculty programs at York and the need to have 4) One of the major problems with the SHARP budget is it doesn’t more of them. This was done so that we can relax, if necessary, the way facilitate collaboration within an interdisciplinary university. He the SHARP budget model works so that we can focus on how to make asked whether this will be addressed in the revised version of those programs thrive. In the generation of the next version of the SHARP. SHARP model, there will be further attention on this issue, particularly around the way we compensate faculties for doing cross-faculty The President said that two good things have happened in the last while: teaching. There is a perception of barriers. The larger goal is to ensure 1) developing priorities for capital projects has shifted. This used to be we can maintain our leadership in interdisciplinary. done at a very senior level without much consultation with Deans, however, this has changed and a table has been created where all A member asked how the different parts of the plan speak to each other deans can come forward with their priorities. 2) we have a new funding and integrate effectively. The Provost said that the best remedy for that model under SHARP. Under SHARP Money is flowing directly to the is conversation, dissemination and percolation of our UAP as a tool to faculties so that faculties can set money aside to invest in capital keep all of that together. This will create a common vision and sense of projects. Any capital projects that comes forward now must have common purpose we will all want to advance. She is open to ideas as sources of funding to be approved. We are heading in the direction to how we can do more of that. APPRC is planning a forum in the spring toward greater autonomy of faculties, greater transparency and to try to bring some of this together. The President said that she thinks collective consensus building on the priorities. With respect to the that structure underpinning the discussion is very important and we second point, she said that once the entire consultation process is have a fair amount of structure to help of us integrate these different complete, various interests will be ranked. With respect to the climate initiatives. We have specific Councils taking up important themes for the solutions point, we can look at building a solution to more than one university. The IRPs operationalize the actions we are going to take to problem and we will determine the best way to try to meet as many of help advance the UAP. Every faculty and division have their own IRP. the emerging ideas that come out of these consultations as possible The Presidents and Vice-Presidents together have their own IRP. It is that are consistent with the UAP. She encouraged the Dean to do his an opportunity to see how local plans connect to institutional plans and own budget presentation for LA&PS, as it is important for every faculty how one initiative might be related to another. We should always put to see its own budget presentation. everything we do through a sustainability, equity, and Indigenous lens to ensure we are not losing opportunities to integrate different initiatives. The Provost said that with respect to the capital issue, there has been a strong focus in previous UAPs to become a more comprehensive A member said it is great to see our leaders thinking about our lives university, and, in particular, that meant building and improving our post-pandemic. He asked the VP if the university’s finances have science, engineering and health facilities. Now we are turning a corner dramatically improved from a few years ago and, if so, what that would where we have achieved a great deal towards becoming a more be attributed to. VP McAulay said the university is in a strong position. comprehensive university and we are now looking at investing more heavily in some of the more traditional strengths of the university. There A member voiced concern about the additional resources spent on The Chair called for a motion to extend the meeting. A motion was Microsoft office 365. He said he thinks this is supporting a proprietary move, seconded and passed. USA company that has been called out for various practices that are contrary to York’s ideas of creating positive change. He said alternatives 8. Other Business are available and he asked York to look closely at those alternatives. The VP said this will be discussed with the CIO. A member moved a hortative motion for Council to adopt the following opinion on a matter lying outside Council’s jurisdiction: A member said that the IT part of the budget does not appear to include the people that are involved in software development and IT support. Council expresses its disagreement and disappointment with the He asked in what way is this budgeted to ensure we have proper decision to close the research officer positions without support for these technologies and not just during regular business consultation with faculty members. Faculty are concerned about hours. The President said that we are in the process of a major service the lack of opportunity to provide input into the design of research initiative project, which began because we recognize the previous services upon which we rely. The lack of notice also left faculty efforts to support the core activities of the university across the without key research support in the middle of the grant application university. It was clear that if you want to have a culture of service cycle. excellence you have to look at particular functions across the institution. There is significant room for improvement there. Part of that is having She said that she brought this motion because she has personally relied more support, reexamining how we provide that support and how we heavily on Research Officer support. are structured. The timeline for addressing some of those issues will take a couple of years. It is very much embedded in the strategic The hortative motion was moved seconded and passed. priorities of the university because at the end of the day we want high satisfaction from faculty, students and staff, and we want to put as much The Dean thanked the entire LAPS community and wished everyone a funds as possible into our core academic activities. She said that the happy and safe holiday. short answer to his question is yes, it is imbedded but we are doing work to find the best way to support the core activities of the university. 9. Adjournment
A student member voiced his concerns about tuition increases for It was moved, seconded and carried to adjourn. international students and he urged the university to reconsider any future international student fee increases. The President said that a review is being undertaken of the international tuition fee structure and ______for this academic year, the hardships international students face is Andrea McKenzie, Chair of Council recognized and it will make an increase very challenging. The University implemented a bursary available to all international students that matched the amount of the increase. She said that although the ______university surplus looks large, the university has a variety of needs that Lisa Lutwak, Secretary of Council need to be addressed causing those funds to disappear rapidly. We want to ensure we are offering the same high-quality experiences that our competitors are offering. It is challenging when the government does not offer any grant funds for international students. York is looking at student support packages to offer their student Faculty Council Meeting of December 10, 2020 Attendance List
Full-Time Faculty Members
First Name Last Name Membership Category Email Laura Allen FT Faculty [email protected] Kristin Andrews FT Faculty [email protected] Steven Bailey FT Faculty [email protected] Henry Bartel FT Faculty [email protected] Danielle Beausoleil FT Faculty [email protected] Jody Berland FT Faculty [email protected] Marlene Bernholtz FT Faculty [email protected] Kym Bird FT Faculty [email protected] Stephen Brooke FT Faculty [email protected] Elizabeth Caravella FT Faculty [email protected] Tina Choi FT Faculty [email protected] You-Ta Chuang FT Faculty [email protected] Elicia Clements FT Faculty [email protected] Rosemary Coombe FT Faculty [email protected] Natalie Coulter FT Faculty [email protected] Naomi Couto FT Faculty [email protected] Tania Das Gupta FT Faculty [email protected] Lisa Davidson FT Faculty [email protected] Hilary Davis FT Faculty [email protected] Andrea Davis FT Faculty [email protected] Sabrina Deutsch FT Faculty [email protected] David Doorey FT Faculty [email protected] Liisa Duncan FT Faculty [email protected] Jonathan Edmondson FT Faculty [email protected] Carl Ehrlich FT Faculty [email protected] Sheila Embleton FT Faculty [email protected] Paul Evans FT Faculty [email protected] Ida Ferrara FT Faculty [email protected] Sakis (Athanasios) Gekas FT Faculty [email protected] Michael Giudice FT Faculty [email protected] Mary Goitom FT Faculty [email protected] Ricardo Grinspun FT Faculty [email protected] Shubhra Gururani FT Faculty [email protected] Nadia Habib FT Faculty [email protected] Alison Halsall FT Faculty [email protected] Eve Haque FT Faculty [email protected] Susan Henders FT Faculty [email protected] Shamette Hepburn FT Faculty [email protected] Rob Heynen FT Faculty [email protected] Zulfikar Hirji FT Faculty [email protected] Thaddeus Hwong FT Faculty [email protected] uwafiokun idemudia FT Faculty [email protected] Susan Ingram FT Faculty [email protected] Henry Jackman FT Faculty [email protected] Merle Jacobs FT Faculty [email protected] William Jenkins FT Faculty [email protected] Joanne Jones FT Faculty [email protected] Joan Judge FT Faculty [email protected] Mustafa Karakul FT Faculty [email protected] Sirvan Karimi FT Faculty [email protected] Eric Kennedy FT Faculty [email protected] Daniel Kikulwe FT Faculty [email protected] Alena Kimakova FT Faculty [email protected] Rachel Koopmans FT Faculty [email protected] Kenton Kroker FT Faculty [email protected] Sophia Kusyk FT Faculty [email protected] Amy Kwan FT Faculty [email protected] Poland Lai FT Faculty [email protected] Marilyn Lambert FT Faculty [email protected] Frances Latchford FT Faculty [email protected] Marie-Christine Leps FT Faculty [email protected] Maria Liegghio FT Faculty [email protected] Hyunwoo Lim FT Faculty [email protected] Anne MacLennan FT Faculty [email protected] Joanne Magee FT Faculty [email protected] Gajindra Maharaj FT Faculty [email protected] Olga Makinina FT Faculty [email protected] Terry Maley FT Faculty [email protected] Alexandru Manafu FT Faculty [email protected] Joel Marcus FT Faculty [email protected] Marcel Martel FT Faculty [email protected] Andrea McKenzie FT Faculty [email protected] Kate McPherson FT Faculty [email protected] Andrea Medovarski FT Faculty [email protected] Kim Michasiw FT Faculty [email protected] Allyson Mitchell FT Faculty [email protected] Karen Murray FT Faculty [email protected] Natalie Neill FT Faculty [email protected] Jacqueline Ng FT Faculty [email protected] Michael Nijhawan FT Faculty [email protected] Ken Ogata FT Faculty [email protected] Ron Ophir FT Faculty [email protected] Patrick Phillips FT Faculty [email protected] Kendra-Ann Pitt FT Faculty [email protected] Carolyn Podruchny FT Faculty [email protected] Maurice Poon FT Faculty [email protected] Marcela Porporato FT Faculty [email protected] Maggie Quirt FT Faculty [email protected] Ferydoon Rahmani FT Faculty [email protected] Narda Razack FT Faculty [email protected] Markus Reisenleitner FT Faculty [email protected] Karen Ruddy FT Faculty [email protected] Tameka Samuels-Jones FT Faculty [email protected] Cristobal Sanchez-RodriguezFT Faculty [email protected] Leslie Sanders FT Faculty [email protected] Abigail Shabtay FT Faculty [email protected] James Sheptycki FT Faculty [email protected] Adrian Shubert FT Faculty [email protected] James Simeon FT Faculty [email protected] Dagmar Soennecken FT Faculty [email protected] Adriano Solis FT Faculty [email protected] Brenda Spotton Visano FT Faculty [email protected] Ian Stedman FT Faculty [email protected] Joan Steigerwald FT Faculty [email protected] Jennifer A Stephen FT Faculty [email protected] Yvonne Su FT Faculty [email protected] Jon Sufrin FT Faculty [email protected] Nabil Tahani FT Faculty [email protected] KELLY THOMSON FT Faculty [email protected] Ako Ufodike FT Faculty [email protected] Antonella Valeo FT Faculty [email protected] Gail Vanstone FT Faculty [email protected] Duff R. Waring FT Faculty [email protected] Nelson Waweru FT Faculty [email protected] Allan Weiss FT Faculty [email protected] Richard Wellen FT Faculty [email protected] Sandra Widmer FT Faculty [email protected] Semih Yildirim FT Faculty [email protected] Faculty Council Meeting of December 10, 2020 Attendance List
Contract Faculty Members
First Name Last Name Membership Category Email Paul Brienza C Faculty [email protected] Gizem Çakmak C Faculty [email protected] linda Carozza C Faculty [email protected] Yundi Chen C Faculty [email protected] Tom Hooper C Faculty [email protected] Kate Kaul C Faculty [email protected] Vanessa Lehan C Faculty [email protected] Keith O'Regan C Faculty [email protected] Karrie Sandford C Faculty [email protected] Dani Spinosa C Faculty [email protected] Carolyn steele C Faculty [email protected] Andrea Valente C Faculty [email protected]
UFE members
First Name Last Name Membership Category Email Lily Cho UFE [email protected] Ravi de Costa UFE [email protected] Michele Johnson UFE [email protected] Sean Kheraj UFE [email protected] Anita Lam UFE [email protected] JJ McMurtry UFE [email protected] David Mutimer UFE [email protected]
UFE members
First Name Last Name Membership Category Email Debra Bisram Staff [email protected] Steve Gennaro Staff [email protected] Manjula Kanwar Staff [email protected] Stefanie Lamonaca CaputoStaff [email protected] Lorraine Myrie Staff [email protected] Luis Quesada Staff [email protected] Vina Sandher Staff [email protected] Min-A Yoon Staff [email protected] Faculty Council Meeting of December 10, 2020 Attendance List
Alumni Members
First Name Last Name Membership Category Email Zack Bhatia Alumni [email protected]
Student Members
First Name Last Name Membership Category Email Naquee Blake Student [email protected] Thi Bui (Student) Student [email protected] Issa Abdi Jamaa Student [email protected] Alexandra Sorbara Student [email protected] Linda Wang Student [email protected] Kristen Zammit Student [email protected]
Ex-officio Members
First Name Last Name Membership Category Email Rhonda Lenton Ex-officio [email protected] Lisa Lutwak Ex-officio [email protected] Carol McAulay Ex-officio [email protected] Lisa Philipps Ex-officio [email protected]
Non-Members
First Name Last Name Membership Category Email Jennifer Ankrett Non-Member [email protected] Rodolfo Arata Non-Member [email protected] Sarah Burley Hollows Non-Member [email protected] David Cuff Non-Member [email protected] Kathryn Doyle Non-Member [email protected] Mona Frial-Brown Non-Member [email protected] Lindsay Gonder Non-Member [email protected] Mathew Harper Non-Member [email protected] Toni Kerekes Non-Member [email protected] Ran Lewin Non-Member [email protected] Tom McLagan Non-Member [email protected] Catherine Salole Non-Member [email protected] Katherine Skene Non-Member [email protected] Cory Strul Non-Member [email protected] Paminderjit Sunner Non-Member [email protected] Siram Tortumlu Non-Member [email protected] Executive Committee Report to Council
December 2020
ITEM FOR INFORMATION
1. Election Results
An e-vote was conducted from December 16, 2020 - December 18, 2020 to fill a full-time faculty member position on the Committee on Research Policy and Planning. The below member has been elected to fill the vacancy:
Membership Last name First name Committee Type Committee on Research Wu Cary FT Faculty Policy and Planning
The following alumni member of Faculty Council has stepped down due to scheduling conflicts:
Membership Last name First name Committee Type Barnes Kirsten Alumni Faculty Council
Below is the new alumni member appointed to the Faculty Council to fill the most recent vacancy:
Membership Last name First name Committee Type Kochhar Avreen Alumni Faculty Council
FACULTY OF LIBERAL ARTS & Memorandum PROFESSIONAL STUDIES
Executive Committee To: Members of Faculty Council
S900 ROSS BLDG. From: Executive Committee 4700 KEELE ST. TORONTO ON Date: December 22, 2020 CANADA M3J 1P3 T 416 736 5220 F 416 736 5750 Subject: Motion to Create a Special Committee to Propose the laps.yorku.ca Mandate and Membership Composition for a Committee on Equity, Inclusivity and Diversity
Motion
Be it resolved that the Faculty of Liberal Arts & Professional Studies (LA&PS) strikes a task force to produce a preliminary report for the Executive Committee on the issue of instituting a Standing Committee on equity, diversity, and inclusivity into the current Standing Committee structure of Faculty Council. The working group will be asked to develop a set of recommendations based on outreach consultations within the Faculty about:
▪ The mandate of such a Standing Committee ▪ Membership representation that is itself equitable, diverse, and inclusive ▪ Determining the terms of reference for such a Committee
The twelve-member task force will be constituted as follows: two full-time faculty members from each of the three sections of LA&PS (Humanities, Social Sciences, and Professional Studies), one graduate student from each of the three sections of the Faculty, and ex-officio members, including the Special Advisor to the Dean on Anti-Black Racism, an Indigenous representative, and a recording secretary.
To ensure that affected community members are represented, membership in the working group will, as much as possible, prioritize nominees who self identify as Indigenous, racialized, LGBTQ+, and/or persons with disabilities. The working group will also strive for gender equity.
Rationale
The preliminary report prepared by the proposed task force will serve as a basis for future discussion by Faculty Council on how to adapt the Standing Committee framework to address issues of equity, diversity, and inclusivity. We acknowledge that systemic racism shapes the lives of students, staff, and faculty within our Faculty, and that Black and Indigenous students, faculty, and staff are especially affected. We also acknowledge that the lives of those who identify as racialized, LGBTQ+, persons with disabilities and/or women are also shaped by such issues.
Page 2 of 2
General Education Working Group Report Prepared by John Simoulidis Chair, General Education Working Group October 2, 2020.
Table of Contents
1 Executive Summary 1.1 Mandate 1.2 Vision 1.3 Consultations 1.4 Key findings
2 Recommendations 2.1 Consensus-based decision-making process 2.2 Recommendations and Rationales
3 Appendices 3.1 Appendix A: Student Survey 3.2 Appendix B: General Education Course Outline Survey 3.3 Appendix C: Enrollment and Student Performance Data 3.4 Appendix D: Revisions to Criteria for LA&PS General Education Course Proposals
1. Executive Summary
1.1. Mandate
The General Education Working Group was formed in the spring of 2019. Faculty Council struck a committee with stakeholder representation (not just “providers” of General Education courses, but also programs/departments who are “serviced” by these courses) to review all General Education offerings in the Faculty and to carefully examine issues such as: reducing the class size of General Education courses, reviewing current General Education offerings, the role of 9.0-credit courses, etc. In order to more broadly reflect the interests of diverse constituencies, the Working Group’s representation was broader than the General Education Subcommittee of the committee on Curriculum, Curricular Policy and Standards (CCPS). It included representation from the Division of Natural Science, from Philosophy, from Economics, from Communication Studies, from Contract Faculty and from undergraduate students. 1.2. Vision To reaffirm the current principle underlying the General Education Curriculum; that is, “to provide students with a foundation of interdisciplinary knowledge, breadth, and methods and approaches necessary for a successful liberal and professional education.” Some consideration was given to a broader vision of education for global citizenship and the Sen and Nussbaum capability approach. While this appealed to a number of members of our group, it was agreed that such a re-articulation of the General Education vision would require considerable restructuring of the General Education requirements. 1.3. Consultation We consulted broadly with various constituencies and in a variety of forms: ● Undergraduate students were invited to complete a student survey designed by the Institute of Social Research in consultation with the General Education Working Group; ● Vice-Provost Academic Alice Pitt, whose office provided funding for the survey; ● In-person meetings with the then Interim Dean of LA&PS as well as Associate Deans Students and Programs, both current and former; ● A Faculty Feedback Forum (unfortunately, not well attended) with an online submission option (we received two, I believe); ● In-person meetings with Chairs, UPDs, coordinators and faculty from the two largest General Education providers, the Departments of Humanities and Social Science; ● We invited coordinators of Modes of Reasoning, and the Division of Natural Science to present on their program administration; and ● Faculty who designed the “Fundamentals of Learning” and “First Year Experience” courses made presentations to our group. 1.4. Key findings There is room for improving the quality and diversity of course offerings to provide flexibility for students and improve their experience in first-year courses. We can also make improvements to the administration and stewardship of General Education course offerings. A list of recommendations follows in the next section. General Education curriculum review should become institutionalized at the level of CCPS. While the Associate Dean Programs can perform managerial functions such as ensuring there are sufficient seats to address potential unmet student demand, no one is doing what chairs do—filling curricular gaps, encouraging the renovation of courses and ensuring quality control. It is possible, however, that the new Associate Dean Teaching and Learning will be able to provide such oversight.
CCPS should also find ways to assist individual units in incorporating General Education course offerings into their Cyclical Program Reviews, as is currently done in the Philosophy Department (with Modes of Reasoning courses) and the Faculty of Science (with the Division of Natural Science course offerings).
2. Recommendations
2.1 Consensus-based decision-making process
The working group voted to utilize a consensus-based model of decision making. The aim of such a consensus is to ensure that no decision is made against the will of an individual or a minority. Where significant concerns remain unresolved, a recommendation can be blocked and prevented from going ahead. The recommendations approved may not have received unanimous support but were acceptable to all. The list of recommendations that follows is organized in response to the general problems identified by the then Associate Dean Programs in response to a series of Town Halls on the future of General Education in our faculty. These proposals aim to address the concerns raised through the review of our General Education requirements initiated by Associate Dean Programs JJ McMurtry. 2.2. Recommendations and Rationales The Associate Dean Programs’ response to a series of Town Halls held on General Education raised a number of issues, which were subsequently referred to the General Education Working Group to address. These issues were further specified to reflect the findings of the Student Survey conducted by the Institute of Social Research (Appendix A). Issue 1: The apparent lack of a consistent and focused breadth, critical skills and interdisciplinary educational framework for students given the changes initiated in 2014. 1.1 - The CCPS should articulate a mission or vision statement for why we ask students to take General Education courses. 1.2 - The CCPS should reaffirm its criteria for LA&PS General Education course proposals, requiring that any new General Education course proposal explicitly demonstrate how the relevant learning objectives will be met. 1.3 - The General Education Sub-Committee of CCPS should take a more active role in providing oversight of the General Education course offerings. For example: ● Each year, CCPS should distribute a "Criteria for General Education Course Proposals" document to all units that are teaching General Education courses; and ● Each unit teaching General Education courses should have a General Education coordinator tasked with ensuring that General Education courses mounted by that unit fulfill the mandate of General Education. 1.4 - Student Academic Advising Services should be represented on the General Education Sub- Committee in CCPS.1 1.5 - A Moodle (or e-class) site should be created for all students enrolled in General Education courses offered through LA&PS, with a section for instructors teaching General Education courses. These sites will be administered by CCPS or the General Education Sub-Committee. They will include information on General Education learning objectives (for students) and a sample syllabus/guideline on wording for syllabi (for instructors). Issue 2: The emergence of foundations and General Education courses being offered by disciplinary programs as a mode of "recruitment" for majors. While we believe that the General Education goals of LA&PS can indeed be fulfilled by all courses and programs (History's General Education course "Making Money" is a good example), we are unsure whether these goals have been fully embedded in all offerings. 1.2 - The CCPS should reaffirm its criteria for LA&PS General Education course proposals, requiring that any new General Education course proposal explicitly demonstrate how the relevant learning objectives will be met. 1.3 - (as above) The General Education Sub-Committee of CCPS should take a more active role in providing oversight of the General Education course offerings. ● Each year, CCPS should distribute a "Criteria for General Education Course Proposals" document to all units that are teaching General Education courses
1 This is to ensure that CCPS hears from advisors on the student experience. Currently, it includes an ex-officio non-voting member from the Centre for Student Success (of which SAAS is a part). ● Each unit teaching General Education courses should have a General Education coordinator tasked with ensuring that General Education courses mounted by that unit fulfill the mandate of General Education
Issue 3: There exists no regular review of General Education courses across LA&PS. In addition to recommendation 1.3 above, the General Education Working Group conducted a review of 15 course outlines (with information identifying course directors redacted) from NATS, ESL, MODR, HUMA, GER, and SOSC on the basis of a 10-point checklist. What we discovered was that while outlines contained essential information pertinent to fulfilling the objectives of the General Education mandate, no one course outline contained all relevant information. A review of course outlines is helpful in discovering best practices that can be shared across units in an effort to better communicate and educate students on the purposes and expectations associated with General Education courses. In general, we agreed that the best course outlines included: ● Clear learning objectives. ● Learning outcomes that map onto General Education learning outcomes. ● Critical skills development explicitly integrated into the course. ● Information on academic and social support services (e.g. the Student Support Tree document). ● Basic scheduling and contact information for tutorials and TAs. Issue 4: A significant number of students (25%) reported that they did not understand the General Education requirements very well (Table 1.1). Approximately 20% of students reported making an error in identifying General Education courses (Table 1.4). In addition, the advising community has consistently brought to our attention that a significant number of LA&PS students require extra courses or waivers in order to meet their General Education requirements.2 As the review in 2012/13 recognized (but did not resolve), students often take more than the required 21 General Education credits.3
2 Former Associate Dean Students Peter Avery reported that while it may seem like there were many requests for waivers for too many, or not enough, General Education credits, these represented a small percentage of students overall.
3 No recommendation was made to lower (or raise) the required number of General Education credits. There is significant opposition to changing General Education requirements in particular units, just as there is significant support from particular units for reducing the requirements.
4.1 - "This is an approved General Education course” should be added to the front page of 1st year HUMA or SOSC course syllabi that are General Education courses. 4.2 - "This is NOT an approved General Education course" should be added to the front page of 1st year HUMA or SOSC course syllabi that are not General Education courses. 4.3 - The General Education Sub-Committee of CCPS should undertake an online audit of York's websites to ensure that information relating to General Education requirements is up-to-date and consistent with existing policy. 4.4 - The classification of whether a course is an approved General Education course or not should also be in the course descriptions within the online course catalog so students have that information while they are building their class schedules. 4.5 - Student Academic Advising Services should develop an active advising program for students with respect to General Education requirements. Issue 5: The student survey identified that students who were able to register in their 1st- choice General Education courses reported higher levels of satisfaction (Table 1.5 and note). How can we improve the chances that students are able to register in General Education courses of their choice? 5.1 - Students should be required to satisfy their General Education requirements within their first 54 credits. 5.2 - More double-speed General Education courses should be offered in the Winter and Summer terms. 5.3 - More 3-credit General Education courses should be offered (for example, courses similar to the “First Year Experience” or “Fundamentals of Learning” courses). 5.4 - Have a notification for 1st- and 2nd-year students in their “my.yorku.ca” announcements (for example) linking information about General Education requirements and the importance of taking them early on. 5.5 - Email students about the importance of early enrollment in order to guarantee access to their 1st-choice General Education courses.
General Education Survey: 2019
Completed for the General Education Working Group under the direction of Chair Dr. John Simoulidis
David Northrup Institute for Social Research York University
January 28 and April 15, 2020 Contents and List of Tables
Introduction Tables
1 Administrative Issues Related to General Education Courses 1.1 Students’ understanding of General Education requirements...... 3 1.2 When to take General Education courses...... 3 1.3 Reasons why students either plan to take or have already completed more than the minimum number of General Education courses...... 4 1.4 When to take General Education courses...... 4 1.5 Likelihood of registering in General Education course of first choice...... 4 1.6 Reasons for not registering in General Education course of first choice ...... 4 1.7 Support and opposition to possible changes in General Education courses...... 5
2 Comparisons Between General Education and Core Courses 2.1 Skills in critical thinking: usefulness by course type ...... 5 2.2 Provision of broad knowledge base by course type ...... 5 2.3 Diversity by course type...... 6 2.4 Helpfulness of General Education courses in providing skills needed to complete the core courses required for degree ...... 6 2.5 Scheduling courses by course type ...... 6
3 Comparison of Humanities, Social Science and Natural Science General Education Courses 3.1 Overall rating of General Education courses...... 6 3.2 Difficulty level of General Education courses ...... 7 3.3 Quality of General Education courses with respect to developing skills ...... 7 3.4 Effectiveness of General Education courses in developing skills ...... 8 3.5 Students’ views on amount on time General Education courses should spend on critical skills and transition to university...... 9
4 Comparing 6-credit and 9-credit General Education Courses 4.1 Comparing 6 and 9-credit General Education courses on skill development...... 9 4.2 Scheduling 6-credit and 9-credit General Education courses...... 10
5 Advising 5.1 Who provides advising to students on General Education courses...... 10 5.2 Rating quality of advice...... 10
1 Students “Characteristics” and Students Responses
Introduction
The General Education survey was completed for the General Education Working Group under the direction of Chair Dr. John Simoulidis. The primary purpose of the survey was to obtain student feedback on general education courses and their conception of the general education requirements at York University.
The sample was comprised of students who have completed at least 18 credits, who were currently enrolled in or had already completed at least one general education courses and had started their studies on or after September 2014. These criteria were designed to ensure that students had some recent experience at York (so basically students who had completed at least one year of study) and had experience with general education courses.
Using student lists provided by York University’s Office of Institutional Planning & Analysis (OIPA), the ISR sent a series of emails inviting students to participate in the survey. These emails, up to four for students who did not respond to previous requests, were sent to students between November 29 and December 11, 2019. The survey was closed on December 19, 2019 but 75% of the survey was completed on or before December 11, 2019. Email invitations were sent to 13,446 students (most of which were successfully delivered) and 1,634 students completed all or nearly all of the questions. Students who skipped key questions or many of the questions were not used in the production of the summary tables that follow.
2 1 Administrative Issues Related to General Education Courses
Table 1.1 Understanding of General Education Requirements:
How easy/difficult to understand the General Education requirements # % Very easy 322 20.8 Somewhat easy 784 50.7 Somewhat difficult 364 23.6 Very difficult 75 4.9 Total 1,545 100.0 When you first enrolled, how well did you understand the General Education requirements Very well 175 11.3 Fairly well 572 37.1 Not very well 468 30.4 Not at all well 275 17.8 Can’t remember 52 3.4 Total 1,542 100.0
Table 1.2 When to take General Education Courses:
LA&PS advises that all General Education requirements should be # % completed within the first two years. Do you think that ... Almost everyone should take them in 1st & 2nd year 409 25.3 Good advice, but many students have a good reason for taking the general education courses later 693 42.9 It doesn’t matter when you take them 474 29.3 Not sure 41 2.5 Total 1,617 100.0 How many General Education courses did you complete (or do you) expect to complete in your first two years? All 614 37.8 Most 526 32.4 Some 280 17.2 Few 164 10.1 None 40 2.5 Total 1,624 100.0
3 Table 1.3 Reasons why students (41% of those in the survey) either plan to take or have already completed more than the minimum number of general education courses:
Quality of Focus on topics Courses less Easier to get Gain the teaching of importance demanding good grades skills I want Importance: # % # % # % # % # % Very 351 53.1 313 47.5 226 34.4 257 39.1 291 44.4 Somewhat 219 33.1 248 37.6 252 38.4 220 33.4 223 34.0 Not very 52 7.9 54 8.2 109 16.6 115 17.5 74 11.3 Not at all 39 5.9 44 6.7 70 10.7 66 10.0 67 10.2 Total 661 100.0 659 100.0 657 100.0 658 100.0 655 100.0
Table 1.4 Student error in identifying general education courses (Ever enroll in what you thought was a required general education courses and then found out it was not?)
Humanities Social Science Natural Science # % # % # % Yes, once 146 18.3 140 19.6 161 11.8 Yes, more than once 57 7.2 75 10.5 84 6.1 Never 593 74.5 500 69.9 1125 82.1 Total 796 100.0 715 100.0 1,370 100.0
Table 1.5 Likelihood of registering in general education course of first choice:
Humanities Social Science Natural Science When you registered was # % # % # % it on the topic: You wanted most 257 32.0 198 27.3 522 37.4 Of interest but not first 380 47.3 343 47.3 538 38.6 choice Of not much interest 103 12.8 130 17.9 198 14.2 Not interested in 64 8.0 54 7.4 136 9.8 Total 804 100.0 725 100.0 1,394 100.0
Table 1.6 Reasons for not registering in general education course of first choice:
Humanities Social Science Natural Science Not registered on the topic # % # % # % you wanted most because: The course was already full 272 50.1 241 46.6 340 40.0 Scheduling conflict 212 39.0 216 41.8 358 42.1 Other reasons 59 10.9 60 11.6 153 18.0 Total 543 100.0 517 100.0 851 100.0 4 Table 1.7 Support and opposition to possible changes in general education courses:
Removing the Students’ program Reducing # of required General Education determines what General Education requirements all General Education courses from 3 to 2 together courses to take # % # % # % Strongly Support 330 21.5 680 44.4 358 23.4 Somewhat support 361 23.5 396 25.9 388 25.3 Neither support nor oppose 323 21.0 225 14.7 271 17.7 Somewhat oppose 254 16.5 110 7.2 166 10.8 Strongly oppose 267 17.4 120 7.8 350 22.8 Total 1535 100.0 1531 100.0 1533 100.0
2 Comparisons between general education and core courses
Table 2.1 Skills in critical thinking: usefulness by course type:
Core Courses General Education Electives # % # % # % Very useful 841 56.4 429 29.8 397 29.4 Somewhat useful 526 35.3 668 46.4 713 52.7 Not useful 123 8.3 344 23.9 242 17.9 Total 1,490 100.0 1,441 100.0 1,352 100.0
Table 2.2 Provision of broad knowledge base by course type:
Core Courses General Education Electives # % # % # % Very useful 815 54.7 553 38.2 501 37.0 Somewhat useful 573 38.5 646 44.6 671 49.6 Not useful 101 6.8 250 17.3 181 13.4 Total 1,489 100.0 1,449 100.0 1,353 100.0
Table 1.5 above indicates that the majority of students are not in their first-choice general education course. When we select on students who are in their first choice general education course, the percentage of students who say their general education courses were ‘very useful’ in providing critical thinking skills is 39% for Humanities courses, 49% for Social Science courses and 37% for Natural Science courses. General education students also report an increase in provision of a broad knowledge base when they are in their first-choice course (52%, 59% and 48% in Humanities, Social Science and Natural Science respectively). Cleary students’ evaluation of their general education courses is different when they are taking their first-choice course.
5 Table 2.3 Diversity:
Not Much General Difference/ Core Courses Total Education Difficult to Compare # % # % # % # % Way instructors teach, 314 20.2 492 31.6 752 48.2 1,558 100.0 materials used, assignments, etc. (A9) Student Diversity: More 228 14.6 813 52.4 511 33.0 1,552 100.0 diversity in students, students' interest & viewpoints (A10)
Table 2.4 Helpfulness of General Education
Helpfulness in providing skills # % needed for degree core courses The helpfulness figures are higher for Very helpful 335 21.3 students who were in their first-choice general education course. The percentages Somewhat helpful 715 45.5 for ‘very helpful’ for students in Humanities, Not very helpful 267 17.0 Social Science, and Natural Science are 31, Not at all helpful 171 10.9 35 and 28 percent respectively. Varies a lot buy courses 82 5.2 Total 1,570 100.0
Table 2.5 Scheduling Courses by Course type:
# % Easier to schedule core courses 603 37.3 Easier to schedule General Education courses 330 20.4 Little difference 685 42.3 Total 1,618 100.0
3 Comparison of Humanities, Social Science & Natural Science General Education Courses
Table 3.1 Overall rating of General Education courses:
Humanities Social Science Natural Science # % # % # % Excellent 167 21.5 123 17.9 287 20.8 Very Good 226 29.0 209 30.4 336 24.3 Good 181 23.3 211 30.7 379 27.5 Fair 133 17.1 81 11.8 229 16.6 Poor 42 5.4 36 5.2 82 5.9 Very Poor 29 3.7 28 4.1 67 4.9 Total 778 100.0 688 100.0 1,380 100.0 6 Table 3.2 Difficulty level of General Education courses:
Humanities Social Science Natural Science # % # % # % Very Easy 44 5.6 40 5.7 40 7.7 Somewhat Easy 175 22.2 146 20.8 146 21.9 About Right 347 44.0 320 45.6 320 42.9 Somewhat Difficult 164 20.8 145 20.7 145 18.7 Very Difficult 58 7.4 50 7.1 50 8.8 Total 788 100.0 701 100.0 701 100.0
Table 3.3 Quality of General Education Courses with Respect to Developing Skills:
Humanities Social Science Natural Science # % # % # % Developing Excellent 145 19.0 135 19.6 251 18.8 research skills Very good 193 25.3 174 25.3 307 23.0 Good 183 24.0 194 28.2 324 24.3 Fair 147 19.3 93 13.5 213 16.0 Poor/very poor 95 12.5 92 13.4 239 17.9 Total 763 100.0 688 100.0 1,334 100.0 Developing Excellent 196 25.3 141 20.5 194 14.6 writing skills Very good 228 29.4 203 29.5 250 18.9 Good 177 22.8 177 25.7 310 23.4 Fair 108 13.9 106 15.4 275 20.7 Poor/very poor 67 8.6 62 9.0 297 22.4 Total 776 100.0 689 100.0 1,326 100.0 Skill in Excellent 137 18.2 106 15.6 209 15.8 understanding how the Very good 167 22.1 155 22.8 255 19.3 university works Good 179 23.7 198 29.1 305 23.1 Fair 153 20.3 125 18.4 284 21.5 Poor/very poor 118 15.6 96 14.1 268 20.3 Total 754 100.0 680 100.0 1,321 100.0 Skill in Excellent 202 26.1 188 27.2 352 26.2 understanding the world around Very good 192 24.8 168 24.3 322 24.0 you Good 171 22.1 189 27.4 338 25.2 Fair 128 16.5 85 12.3 186 13.8 Poor/very poor 82 10.6 60 8.7 145 10.8 Total 775 100.0 690 100.0 1,343 100.0
7 Table 3.4 Effectiveness of General Education Courses in Developing Skills:
Version of question in Humanities Social Science Natural Science italics used for natural science # % # % # % Reading books & Very 276 35.9 199 29.1 285 21.8 articles critically Fairly 341 44.3 337 49.3 592 45.2 Not very 104 13.5 94 13.8 260 19.8 Not at all 48 6.2 53 7.8 173 13.2 Total 769 100.0 683 100.0 1,310 100.0 Writing clearly and Very 253 33.2 186 27.3 387 29.5 effectively / developing a basic Fairly 369 48.4 363 53.2 645 49.1 under-standing of the Not very 100 13.1 87 12.8 173 13.2 scientific method Not at all 41 5.4 46 6.7 109 8.3 Total 763 100.0 682 100.0 1,314 100.0 Speaking to a group Very 201 27.0 171 25.5 324 24.9 clearly and effectively / developing basic Fairly 320 43.0 289 43.1 581 44.7 scientific skills, logic, Not very 152 20.4 139 20.7 226 17.4 problem-solving, Not at all 71 9.5 71 10.6 169 13.0 laboratory practice, & Total 744 100.0 670 100.0 1,300 100.0 report writing Learning effectively Very 246 32.4 194 28.7 369 28.1 on your own Fairly 367 48.4 345 51.0 618 47.0 Not very 102 13.4 90 13.3 202 15.4 Not at all 44 5.8 48 7.1 125 9.5 Total 759 100.0 677 100.0 1,314 100.0 Working effectively in Very 162 22.1 145 21.5 248 19.4 groups / thinking about and analyzing Fairly 308 42.0 286 42.5 517 40.4 problems involving Not very 173 23.6 150 22.3 301 23.5 numbers Not at all 91 12.4 92 13.7 213 16.7 Total 734 100.0 673 100.0 1,279 100.0 Developing an Very not asked not asked 340 26.5 understanding of the links between science Fairly 520 40.5 and political and/or Not very 232 18.1 social issues Not at all 191 14.9 Total 1,283 100.0
8 Table 3.5 Students’ views on amount on time in general education courses should spent on critical skills and transition to university:
Humanities Social Science Natural Science # % # % # % Thinking about More time 266 33.9 227 32.9 406 30.0 critical skills would you have preferred About the same 437 55.7 372 53.9 762 56.4 that your 1000-level Less time 58 7.4 69 10.0 125 9.2 General Education course spent: No time at all 23 2.9 22 3.2 59 4.4 Total 784 100.0 690 100.0 1,352 100.0 Thinking about the More time 337 43.2 296 42.8 463 34.5 transition into university would you About the same 344 44.1 281 40.7 691 51.5 have preferred that Less time 58 7.4 75 10.9 100 7.4 your 1000-level General Education No time at all 41 5.3 39 5.6 89 6.6 spent: Total 780 100.0 691 100.0 1,343 100.0
4 Comparing 6-credit and 9-credit General Education Courses Table 4.1 Comparing 6 and 9-credit General Education Courses on Skill Development:
Humanities Social Science # % # % Developing research skills Better in 6-credit course 78 33.6 76 36.5 Better in 9-credit course 65 28.0 41 19.7 About the same 73 31.5 73 35.1 Too early to tell 16 6.9 18 8.7 Total 232 100.0 208 100.0 Developing writing skills Better in 6-credit course 71 31.0 62 30.4 Better in 9-credit course 74 32.3 53 26.0 About the same 70 30.6 75 36.8 Too early to tell 14 6.1 14 6.9 Total 229 100.0 204 100.0 Developing critical Better in 6-credit course 65 28.4 65 31.7 thinking skills Better in 9-credit course 59 25.8 42 20.5 About the same 92 40.2 82 40.0 Too early to tell 13 5.7 16 7.8 Total 229 100.0 205 100.0 Skill in understanding the Better in 6-credit course 64 27.8 62 30.1 world around you Better in 9-credit course 62 27.0 48 23.3 About the same 91 39.6 81 39.3 Too early to tell 13 5.7 15 7.3 Total 230 10.6 206 100.0 9 Table 4.2 Scheduling 6-credit and 9-credit General Education Courses:
# % Easier to schedule 6-credit courses 556 34.3 Easier to schedule 9-credit courses 137 8.4 Not much difference 802 49.4 Not sure 128 7.9 Total 1,623 100.0
5 Advising
Table 4.3 Who provides advising to students on general education courses?
During this school year, how often have you seen or spoken to each of the following for advice on what general education courses to take or when to take them?
3 or Total (1,572 Never (%) Once (%) Twice (%) more (%) cases) Professor (teaches a General 65.1 20.4 7.5 6.9 100.0 Education course) UPD or UPC 72.4 17.9 5.2 4.5 100.0
Program/Department office 67.0 19.2 6.6 7.2 100.0
Academic Advisor in Dept. 51.7 26.7 10.6 10.9 100.0
SAS 62.6 22.3 7.3 7.8 100.0
Registrar 67.6 20.2 7.3 5.1 100.0
35% of students reported they had not seen or spoken to any advisor in the school year
Table 4.4 Rating Quality of Advice:
Very Poor/Very Total Total Excellent Good Fair Good Poor % # Professor 23.4 30.3 29.2 12.7 4.3 100.0 534 UPD or UPC 17.1 31.3 23.5 20.7 5.5 100.0 416 Program/Department 17.1 23.7 31.3 19.9 8.0 100.0 502 office Academic Advisor in 23.7 25.5 29.7 14.0 7.1 100.0 744 Dept. SAS 21.7 24.8 26.4 16.6 10.5 100.0 572 Registrar 18.5 23.6 28.1 20.4 9.3 100.0 491
10 6 Student “Characteristics” and Student Responses
Number of credits completed
Students were grouped into four categories of about equal size (18 to 31credits, 32 to 51 credits, 52 to 71 credits and more than 71 credits). Cross tabulations were run on a number of the key questions presented above. These tables were reviewed for statistical significance and patterns where the number of credits completed varied systematically with student response. With a single exception noted below, the number of credits completed did not vary in a statistically significant or systematic way with other variables. For example, students who had completed more credits did not have:
- a better understanding of the general education requirements; - different views on when it was best for students to complete their general education requirements; - different plans on the number of general education courses they were plaining to take; - different ratings on the of the general education courses; - different views on the difficulty level of the general education courses; or - different views on how well general education courses helped students learn to think critically.
Students who completed more credits were more likely, in the current term, to have sought out advisors about general education issues than students with fewer credits. There were, however, no differences based on number of credits completed, on students’ views on the quality of the assistance they received.
Gender
Students’ gender was included in the OIPA records and came from information students provided during the application process. The 1% of students who did not identify a gender was excluded in the review of the relationship between gender and response to the survey questions. For almost all questions, response does not vary by the gender of the student. And, when there is variation by gender it relates to core courses rather than general education courses. For example, more female students (59% compared to 53% for males, probability = .009) indicate core cores were very useful in providing critical thinking skills.1 (But note that while the difference reaches a conventional level of statistical significance, the percentage difference of 6% is not large.) Also, female students are no different than male students in the usefulness they ascribe to general education or elective courses in providing critical thinking skills.
The same pattern is found for students’ assessment of the extent to which core courses, general education courses and electives provide a broad knowledge base. Female students give higher ranking to how well core courses do this (57% to 52% for males, probability = .009) but there is no gender difference when it comes to ranking how well general education courses (38% for both female and male students) or electives (37% for both female and male students) provide students with a broad knowledge base.
Female students were more likely to report that the Natural Science General Education course was difficult (31%) than were males (22%) which is statistically significant at p= .011. Also, female
1 All probability figures noted are from Pearson chi square tests. 11 students were more likely to have sought out advisors for assistance on general education courses and related issues than their male counterparts. However, female and male students who received advising did not differ on how they rated the quality of the advising they received.
Citizenship Status
Seventy percent of the students indicated they were Canadian Citizens. The remaining 30% were mostly landed immigrants or Visa students but also included refugees, visitors and students of other status. There are some differences between these two groups, but it is difficult to see how these differences are unique to general education courses and requirements.
Those students who were not Canadian citizens were more likely to report that they had or that they planned to delay completion of their general education courses. These students were more likely to report that they had mistakenly assumed a course was under the general education umbrella when it was not. In addition, they tended to give somewhat higher rankings to core courses as well as general education courses. Conversely, students who were Canadian citizens were more likely to oppose dropping general education courses all together (37% to 26%, p = .003) and allowing programs to set students’ course requirements (36% to 28%, p = .005).
GPA
Students with higher GPA (defined as GPA greater than 7) often had a different pattern of responses than students with lower GPAs. Students with higher GPAs reported (at levels that reached statistical significance):
- a greater current understanding of general education requirements; - were less likely to misidentify general education courses; - were more likely to have been able to enroll in their first-choice general education courses; - were more likely to say they plan to complete all general education requirements in the first two years of study; - were less to have completed or plan to complete more than the required number of general education courses; - were more likely to oppose getting rid of general education requirements; - found it easier to get good grades in general education courses, and - gave higher rating of Humanities general education courses.
There were no differences or patterns of response by GPA on:
- understanding the general education credits requirements when first enrolled; - what they think of the program’s recommendation when they take their general education credits; - ease of scheduling core as compared to general education courses; - ease of scheduling 6 versus 9 credit general education courses; - reasons for taking more than the required number of general education courses for those who are doing so; - the amount of time they wanted to have spent on critical skills in their courses; - ease of completing general education courses; - reporting that their Humanities course was easy;
12 - perceptions of diversity of students or diversity of methods by course type; or - how well general education courses have provided the skills required to complete courses required for by their degree program.
When asked about how well their specific Humanities, Social Sciences and Natural Science general education courses did in providing specific learning outcomes, such as developing research skills, developing writing skills, speaking to a group clearly and effectively, developing a basic under- standing of the scientific method, etc., those with higher GPAs did not consistently answer differently than those with lower GPAs.
Table 2.1 above documented the difference between how helpful students found core courses (56% said they were ‘very useful’) and general education courses (30% said they were ‘very useful’) in providing critical thinking skills. These differences are amplified – but only for core courses - when GPA is considered. Better students, as measured by GPA, give higher ratings to their core courses in providing critical thinking skills. Just less than one-half of students (48%) in the lowest GPA category say their core courses were very useful and almost two-thirds of those in the highest GPA category felt this way. This pattern of higher GPA and increasingly positive assessment of the core courses in providing critical thinking skills is not matched for the general education courses. The percent of students saying general education courses were very useful in providing critical thinking skills is essentially the same for all but the lowest GPA category (31%, 30 and 32% respectively). GPA matters to how students answered many of the survey questions, but generally GPA has no role in explaining how students answer questions about the general education courses.
Table 6.1 GPA and courses as ‘very useful’ in developing critical thinking skills
Course type GPA <6 GPA 6 GPA 7 GPA <7 P value Core 48% 55% 60% 64% .000 General education 26% 31% 30% 32% .175 Electives 26% 31% 28% 33% .382
The overall conclusion is that the summary tables generally do not need to be parsed by contingent variables such as gender, citizenship status, number of credits completed, or GPA.
13 Comment on the Comparison Tables
The excel file that includes key comparisons between the four groups (Social Science (SOCO), Humanities (HUMA), Professional Studies (Prof S) and Economics (ECON)). Mostly the order of the tables follows that of the first set of tables delivered on January 28. Because a number of related ideas are included in many of the tables, there are actually 91 places where the response patterns to the survey questions for the four groups of students are compared. (In addition, there are four sociodemographic tables at the end of the file.)
For many of the comparison I have included part - rather then all - of the output. Table C8 1-5 lines 80 to 92 in the excel file is such a Table. The table shows the importance student’s give to five different reasons for taking more than the minimum number of general education courses. It shows the number and percent of students who indicated each reason was “very important” but not the number and percent who said “somewhat” important, “not very” important, or “not at all” important nor the overall figures. This leaves us with 25 numbers and 25 corresponding percentages, or 50 data points, rather than 250 data points and an overwhelming table if we reported every figure. Complete tables can be generated but very little information is lost by looking at these easier to read versions.
Pearson chi square probability values are provided for each comparison and the p value is highlighted in red when it reaches conventional levels of statistical significance. There are 91 tests for differences between the four groups and the differences reach statistical significance in just over one-third of them. About one-half of the significant differences relate to the Economics students giving a pattern of responses that is different from one or more of the other three groups of students. Another one-quarter of the differences resulted from Humanities students having different response patterns.
Given that the Economics students were singled out the major differences between them and the other three groups are listed. While Economics student report a better understanding of the general education requirements, they are also more likely to have taken a course thinking it was a general education course then found out it was not. In addition, Economics students planned to take fewer of their general education requirements in first two years and were more supportive of “removing general education courses all together” than other students (60% of Economics students supported this while only 37% of Humanities students did so). Economic students reported more diversity in teaching methods in their general education courses than their core courses or electives as well as greater diversity of students in their core courses.
Humanities (65%) and Social Science (59%) students were more likely to say their core courses were “very useful” in providing critical skills than Economics students (48%). Economics students were more likely than other students to report general education courses provided the skills they needed to complete their degree. When respect to rating their Natural Science courses as excellent or very good Economics students were the group most likely to do so. In terms of gaining critical thinking skills from their courses Economics students gave higher ratings to all three (SOCO, HUMA and NATS) of their general education courses than other students. This was also the case for writing skills: Economics students were more likely to say their general education courses were either “excellent or “very good” in helping them gain writing skills.
The apparent inconsistency between Economics students being more supportive dropping the general education requirements and their more positive rating of the general education courses than other students deserves thought.
It is also the case that Economics students are different in three ways than other students in the survey. The last four tables show that while there are no differences between Social Science, Humanities, Professional Studies, and Economics students on courses completed, Economics 14 students are more likely to be males, to have lower GPAs, and are less likely to be Canadian citizens (and more likely to be VISA students). The extent to which these differences help explain the differences between Economics and other students in the comparison tables requires further investigation.
***
David Northrup ISR, April 14, 2020
15 General Education Survey: Data Collection late November and early December 2019
Tables comparing 4 groups of students as requested by the General Education Working Group under the direction of Chair Dr. John Simoulidis. The four groups (Social Studies, Humanities, Professional Studies and Economics) were defined by the working group based on student's major as provided by the student in the web based survey.
David Northrup, ISR, April 14, 2020
16 D1: Understand the General Education requirements
1 SOSC 2 HUM 3 Prof S 4 ECON Total Count 117 87 89 29 322 Very easy % 19.60% 25.00% 19.70% 19.70% 20.80% Somewhat easy Count 312 174 224 74 784 % 52.20% 50.00% 49.60% 50.30% 50.70%
Somewhat difficult Count 141 72 119 32 364 % 23.60% 20.70% 26.30% 21.80% 23.60% Very difficult Count 28 15 20 12 75 % 4.70% 4.30% 4.40% 8.20% 4.90% Total Count 598 348 452 147 1545 % 100.00% 100.00% 100.00% 100.00% 100.00%
Pearson Chi-Square 0.292
D2: Thinking back to when you first enrolled in LA&PS, at that time how well did you understand the General Education requirements?
1 SOSC 2 HUM 3 Prof S 4 ECON Total Very well Count 52 38 58 27 175 % 8.8% 10.9% 12.8% 18.4% 11.3% Fairly well Count 234 114 164 60 572 % 39.4% 32.8% 36.2% 40.8% 37.1% Not very well Count 174 107 146 41 468 % 29.3% 30.7% 32.2% 27.9% 30.4% Not at all well Count 118 71 73 13 275 % 19.9% 20.4% 16.1% 8.8% 17.8% Can't remember Count 16 18 12 6 52 % 2.7% 5.2% 2.6% 4.1% 3.4% Total Count 594 348 453 147 1542 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.003
17 C1: LA&PS advises that all Gen Eds should be completed within the first two years. Some students, however, take the courses later on in their program. Do you think that ...
1 SOSC 2 HUM 3 Prof S 4 ECON Total Almost everyone Count 168 88 114 39 409 should take the courses in the first and second year % 26.7% 24.5% 24.4% 24.2% 25.3%
Good advice, but Count 274 163 193 63 693 many students have a good reason for taking % 43.6% 45.4% 41.2% 39.1% 42.9% courses later It doesn’t matter Count 168 97 156 53 474 when you take the courses % 26.7% 27.0% 33.3% 32.9% 29.3% Not sure Count 19 11 5 6 41 % 3.0% 3.1% 1.1% 3.7% 2.5% Total Count 629 359 468 161 1617 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.142
C2: How many of the General Education requirements did you complete (or expect to complete) in your first two years?
1 SOSC 2 HUM 3 Prof S 4 ECON Total All Count 247 169 167 31 614 % 39.1% 46.8% 35.5% 19.3% 37.8% Most Count 201 99 166 60 526 % 31.8% 27.4% 35.3% 37.3% 32.4% About half Count 104 50 83 43 280 % 16.5% 13.9% 17.7% 26.7% 17.2% Few Count 64 36 45 19 164 % 10.1% 10.0% 9.6% 11.8% 10.1% None Count 16 7 9 8 40 % 2.5% 1.9% 1.9% 5.0% 2.5% Total Count 632 361 470 161 1624 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.000
18 C8 1-5 Reasons why students have or plan to take more than the minimum, number of general education courses (% saying very important)
1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Quality of teaching Count 146 92 80 33 351 % 52.3% 63.0% 46.5% 51.6% 53.1% 0.085 Focus on topics of Count 141 76 67 29 313 importance % 50.9% 52.4% 38.5% 46.0% 47.5% 0.010 Courses less Count 87 52 63 24 226 demanding % 31.5% 35.6% 36.6% 38.1% 34.4% 0.183 Easier to get good Count 107 53 66 31 257 grades % 38.8% 36.3% 37.9% 50.0% 39.1% 0.306 Gain the skills I Count 128 67 66 30 291 want % 46.7% 46.2% 37.9% 48.4% 44.4% 0.337
H11, S11 & N11: Ever enrolled in a course that you thought was a required General Education course but it was not?
1 or More Course Type Times 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Count 71 44 64 24 203 Humanities % 23.1% 21.8% 28.4% 38.7% 25.5% 0.011 Count 112 28 46 29 215 Social Science % 38.9 19.6 21.8 39.7 30.1 0.000 Count 85 33 90 37 245 Natural Science % 16.1% 10.7% 22.0% 29.8% 17.9% 0.000
H9, S9 & N9: Able to enroll in the General Education Course that was on the topic you wanted most (% yes)
1 or More Course Type Times 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Humanities Count 87 80 72 18 257 % 28.1% 39.0% 31.9% 28.6% 32.0% 0.054 Count 87 35 57 19 198 Social Science % 29.9 24.1 26.5 25.7 27.3 0.060 Count 190 117 173 42 522 Natural Science % 35.1% 37.5% 41.8% 33.1% 37.4% 0.316
19 C14 1-5: Support for changes to general education requirements (% support strongly or somewhat)
Proposed Change 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Count 247 127 228 89 691 Removing require- ments all together % 41.9% 36.6% 50.4% 60.5% 45.0% 0.000 Reducing # of Count 408 246 312 110 1076 required GE courses from 3 to 2 % 69.5% 71.1% 69.1 75.3% 70.3% 0.925 Having degree pro- Count 310 154 211 71 746 gram determine1st & 2nd year GE % 52.6% 44.4% 46.8% 48.6% 48.7% 0.417 courses
A7 1-3: Usefulness in providing critical skills by course type (% very useful)
1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Count 338 216 219 68 841 Core courses % 58.7% 64.9% 48.9% 47.9% 56.4% 0.000 General education Count 154 105 127 43 429 courses % 27.6% 33.0% 29.7% 31.2% 29.8% 0.276 Count 152 110 90 45 397 Electives % 29.0% 35.1% 23.4% 34.4% 29.4% 0.003
A8 1-3: Provide a broad knowledge base (% a great deal)
1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Core courses Count 337 198 204 76 815 % 59.0% 58.2% 46.8% 53.5% 54.7% 0.001 General education Count 207 152 137 57 553 courses % 37.6% 46.3% 31.9% 40.7% 36.2% 0.000 Electives Count 198 139 111 53 501 % 38.2% 43.7% 28.4% 42.4% 37.0% 0.000
A9 & A10: Diversity in topics, methods, materials & ways of thinking (% more diversity in general education courses)
Diversity 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson In topics, methods, Count 150 86 189 67 492 materials & ways of thinking % 24.9% 24.5% 41.5% 45.0% 31.6% 0.000
In students, Count 293 170 279 71 813 students' interest & viewpoints % 49.0% 48.3% 61.2% 48.6% 52.4% 0.000
20 A11: Helpfulness of general education courses in providing skills needed to complete courses required for degree
1 SOSC 2 HUM 3 Prof S 4 ECON Total very helpful Count 123 79 89 44 335 % 20.2% 22.4% 19.4% 29.1% 21.3% somewhat Count 297 163 198 57 715 helpful % 48.8% 46.3% 43.1% 37.7% 45.5% not very helpful Count 103 48 91 25 267 % 16.9% 13.6% 19.8% 16.6% 17.0% not at all helpful Count 58 34 63 16 171 % 9.5% 9.7% 13.7% 10.6% 10.9% varies a lot by Count 27 28 18 9 82 courses % 4.4% 8.0% 3.9% 6.0% 5.2% Total Count 608 352 459 151 1570 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.009
H1, S1 & N1: Rating of overall quality of (current/most recent) general education course (% excellent or very good)
1 or More Course Type Times 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Humanities Count 138 114 106 35 393 % 46.2% 57.0% 48.9% 56.4% 50.5% 0.071 Count 139 61 87 45 332 Social Science % 49.8% 44.6% 42.6% 66.1% 48.3% 0.328 Count 209 138 210 66 623 Natural Science % 39.2% 44.8% 50.7% 52.8% 45.1% 0.025
H8, S81 & N8: Difficulty level of (current/most recent) general education course (% very or somewhat easy)
Course Type 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Humanities Count 85 48 65 21 219 % 28.3% 23.9% 29.1% 33.3% 27.8% 0.736 Count 82 40 43 21 186 Social Science % 29.0% 28.6% 21.0% 28.7% 26.5% 0.094 Count 152 81 127 42 402 Natural Science % 28.9% 26.4% 31.5% 34.7% 29.6% 0.061
21 H1-H4, S1-S4 and N1-N4: Quality of course in developing skills (% excellent and very good)
Course Type 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Humanities Count 112 88 99 39 338 critical skills % 38.3% 45.6% 46.3% 61.9% 44.3% 0.012 Humanities Count 149 116 120 39 424 writing skills % 50.2% 58.9% 54.8% 61.9% 54.7% 0.103 Humanities Count 98 86 88 32 304 understanding the % 33.9% 45.0% 41.3% 52.5% 40.3% 0.304 university Humanities Count 137 99 118 40 394 understanding the % 46.0% 51.0% 53.6% 63.5% 50.9% 0.301 world Social Science Count 120 55 86 48 309 critical skills % 43.1% 39.6% 42.8% 68.5% 44.9% 0.051 Social Science Count 140 55 103 46 344 writing skills % 50.4% 40.5% 50.8% 63.8% 50.0% 0.053 Social Science Count 104 46 72 39 261 understanding the % 37.8% 34.1% 36.4% 54.2% 38.4% 0.059 university Social Science Count 138 75 98 45 356 understanding the % 49.4% 54.4% 48.8% 62.5% 51.5% 0.219 world Natural Science Count 190 111 191 66 558 critical skills % 36.9% 37.2% 47.4% 56.4% 41.8% 0.001 Natural Science Count 147 82 159 56 444 writing skills % 28.7% 27.6% 39.8% 48.3% 33.5% 0.000 Natural Science Count 160 99 150 55 464 understanding the % 31.1% 33.5% 37.8% 47.8% 35.1% 0.000 university Natural Science Count 240 154 208 72 674 understanding the % 46.1% 51.0% 51.5% 62.0% 50.2% 0.222 world
22 H5 1-5 & S5 1-5: Effectiveness of courses in developing skills (% very effective)
Course Type 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Humanities Count 56 25 39 25 145 reading critically % 20.1% 18.1% 19.2% 36.2% 21.1% 0.031 Humanities Count 76 50 51 24 201 writing effectively % 25.8% 24.9% 23.3% 38.1% 25.8% 0.353 Humanities Count 98 86 88 32 304 speaking to a % 33.9% 45.0% 41.3% 52.5% 40.3% 0.115 group Humanities Count 97 63 61 25 246 learning on own % 32.7% 31.3% 27.7% 39.7% 31.5% 0.347 Humanities Count 59 37 43 23 162 working in groups % 19.9% 18.3% 19.7% 36.5% 20.8% 0.021 Social Sciences Count 74 38 56 31 199 reading critically % 26.4% 27.7% 27.6% 43.7% 28.8% 0.063 Social Sciences Count 73 34 52 27 186 writing effectively % 26.2% 24.6% 25.6% 38.0% 26.9% 0.307 Social Sciences Count 70 29 43 29 171 speaking to a % 25.3% 21.2% 21.2% 40.8% 24.9% 0.105 group Social Sciences Count 79 37 49 29 194 learning on own % 28.5% 26.8% 24.1% 41.4% 28.2% 0.538 Social Sciences Count 56 25 39 25 145 working in groups % 20.1% 18.1% 19.2% 36.2% 21.1% 0.031
N5 1-6: Effectiveness of courses in developing skills (% very effective)
Course Type 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Natural Science Count 92 60 99 34 285 reading critically % 17.5% 19.6% 24.5% 28.3% 21.0% 0.216 Natural Science Count 130 85 134 38 387 understanding % 24.9% 27.9% 33.1% 31.7% 28.6% 0.116 scientific method Natural Science Count 109 70 107 38 324 basic scientific % 20.7% 22.9% 26.7% 31.9% 24.0% 0.070 skills Natural Science Count 85 51 83 29 248 analyzing problems with % 16.2% 16.8% 20.6% 25.2% 18.4% 0.055 numbers Natural Science Count 121 87 117 44 369 learning on own % 23.0% 28.6% 29.2% 37.6% 27.4% 0.055 Natural Science Count 120 78 104 38 340 links between science & other % 23.1% 25.8% 25.9% 32.8% 25.4% 0.062 social issues
23 H6 & 7, S6 & 7, N6 & 7: Time general education courses should spent on critical skills and transition to university (% saying about current amount of time is about right)
Course Type 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Humanities Count 159 117 130 31 437 critical skills % 53.5% 58.5% 58.0% 49.2% 55.7% 0.589 Humanities Count 129 82 105 28 344 transition to % 43.4% 41.6% 46.9% 45.2% 44.1% 0.376 university Social Science Count 149 81 109 33 372 critical skills % 53.4% 58.3% 53.4% 48.5% 53.9% 0.880 Social Science Count 112 57 83 29 281 transition to % 40.1% 41.3% 40.3% 42.6% 40.7% 0.811 university Natural Science Count 268 176 247 71 762 critical skills % 51.0% 57.5% 61.6% 59.2% 56.4% 0.112 Natural Science Count 253 163 215 60 691 transition to % 48.7% 54.0% 53.8% 49.6% 51.5% 0.518 university
C4 & C5: Scheduling Courses
Question Response 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Easier to Core courses Count 206 143 189 65 603 schedule: % 32.8% 39.8% 40.2% 40.4% 37.3% Electives Count 135 60 100 35 330 % 21.5% 16.7% 21.3% 21.7% 20.4% No difference Count 287 156 181 61 685 % 45.7% 43.5% 38.5% 37.9% 42.3% Total Count 628 359 470 161 1618 % 100.0% 100.0% 100.0% 100.0% 100.0% 0.047 6 credit general Count 222 111 167 56 556 Easier to eds schedule: % 37.6% 33.4% 39.5% 37.6% 37.2% 9 credit general Count 46 26 42 23 137 eds % 7.8% 7.8% 9.9% 15.4% 9.2% No difference Count 323 195 214 70 802 % 54.7% 58.7% 50.6% 47.0% 53.6% Total Count 591 332 423 149 1495 % 100.0% 100.0% 100.0% 100.0% 100.0% 0.028
24 D3 1-6: Advising, number and types of advisors seen
Question 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson Saw 1 or more Count 425 231 298 105 1059 advisors current year % 67.1% 63.6% 62.6% 64.8% 64.8% 0.433 # advisors seen mean 2.04 1.93 2.06 2.27 2.05 who seen for advice prof who taught Count 220 100 157 71 548 Gen Ed course % 34.8% 27.5% 33.0% 43.8% 33.5% 0.004 Under Grad Count 184 81 119 50 434 Coordinator % 29.1% 22.3% 25.0% 30.9% 26.6% 0.069 someone from Count 213 93 145 67 518 Under grad office % 33.6% 25.6% 30.5% 41.4% 31.7% 0.003 Advisors in 'home' Count 317 155 207 80 759 program* % 50.1% 42.7% 43.5% 49.4% 46.5% 0.058 Student Academic Count 229 132 166 61 588 Services (SAS) % 36.2% 36.4% 34.9% 37.7% 36.0% 0.685 Registrar's Office Count 200 106 147 57 510 % 31.6% 29.2% 30.9% 35.2% 31.2% 0.441 * i.e., the program in which the student was registered
D3 1-6: Advising, rating quality of advice received (% saying excellent or very good)
Advisor 1 SOSC 2 HUM 3 Prof S 4 ECON Total Pearson prof who taught Count 97 54 90 46 287 Gen Ed course % 0.451 0.557 0.592 0.657 0.537 0.304 Under Grad Count 71 44 57 29 201 Coordinator % 0.397 0.579 0.505 0.604 0.484 0.253 someone from Count 76 36 58 35 205 Under grad office % 0.364 0.404 0.411 0.556 0.408 0.071 Advisors in Count 144 72 98 52 366 'home' program % 0.461 0.477 0.482 0.667 0.492 0.138 Student Count 88 54 83 41 266 Academic Services (SAS) % 0.396 0.422 0.509 0.695 0.465 0.001 Registrar's Office Count 68 45 60 34 207 % 0.353 0.459 0.413 0.618 0.421 0.165
25 Gender
1 SOSC 2 HUM 3 Prof S 4 ECON Total Female Count 407 260 267 80 1014 % 64.9% 72.6% 56.8% 49.7% 62.7% Male Count 220 98 203 81 602 % 35.1% 27.4% 43.2% 50.3% 30.0% Total Count 627 358 470 161 1616 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.000
GPA
1 SOSC 2 HUM 3 Prof S 4 ECON Total 18 - 31 credits Count 173 115 115 47 450 % 27.9% 32.2% 24.7% 29.7% 28.1% 32 - 51 Count 144 83 119 34 380 % 23.3% 23.2% 25.6% 21.5% 23.8% 52 - 71 Count 134 81 93 35 343 % 21.6% 22.7% 20.0% 22.2% 21.5% more than 71 Count 168 78 138 42 426 % 27.1% 21.8% 29.7% 26.6% 26.6% Total Count 619 357 465 158 1599 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.291
GPA
1 SOSC 2 HUM 3 Prof S 4 ECON Total GPA 1 to 5 Count 205 91 112 87 495 % 32.4% 25.1% 23.5% 53.7% 30.3% GPA of 6 Count 112 70 130 30 342 % 17.7% 19.3% 27.3% 18.5% 20.9% GPA of 7 Count 154 75 126 25 380 % 24.3% 20.7% 26.5% 15.4% 23.3% GPA 8 or more Count 162 127 108 20 417 % 25.6% 35.0% 22.7% 12.3% 25.5% Total Count 633 363 476 162 1634 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.000
26 Status
1 SOSC 2 HUM 3 Prof S 4 ECON Total Canadian citizen Count 501 316 295 31 1143 % 79.1% 87.1% 62.0% 19.1% 70.0% All others Count 132 47 181 131 491 (mainly Visa % 20.9% 12.9% 38.0% 80.9% 30.0% students) Total Count 633 363 476 162 1634 % 100.0% 100.0% 100.0% 100.0% 100.0%
Pearson Chi-Square 0.000
27 General Education Working Group Course Outline Review Nov. 27, 2019
Question 1 2 3 4 5 6 7 8 9 10 NATS 1675A NATS 1675B ANTH 1120 ESL 1010A ESL 1010B ESL 1200 A ESL 1200B ESL 1200C ESL 1450 GER 1700 HIST 1777 HUMA 1160 MODR 1760 HREQ 1040 SOSC 1000
Questions 1. Do they refer to the learning objectives referred to in gen ed criteria (see attached—note that criteria for NATS is missing)? 2. provide an explanation of how critical skills are integrated into the weekly schedule? 3. Include course learning outcomes? 4. Do these course learning outcomes map on to gen ed criteria? 5. Do the assignments reflect general education learning objectives? 6. Do they provide students with information on student support services 7. Does it contain information on how to use the library? 8. Does it include a document like “Student Support Tree”. 9. Does it include a claim that it is a Gen Ed course? 10. Does it include details on credits, meeting times, course exclusions? Comments
1. Do they refer to the learning objectives referred to in gen ed criteria (see attached—note that criteria for NATS is missing)? 2. provide an explanation of how critical skills are integrated into the weekly schedule?
6. Do they provide students with information on student support services Study Level (Multiple Items) Prog Fac AP 1A -B
Count of Sisid Fiscal Year Study Sess Total SFW14 FW15 15092 SFW15 FW16 15190 SFW16 FW17 13900 SFW17 FW18 17409 SFW18 SU18 742 SU17 2299 SU15 2386 *FW14-FW18 - OIPA SU16 2631 SU14 2626 FW14 15254 Grand Total 87529
#2 A-C LA&PS Gened Course Enrollment by Study Level Study Sess (Multiple Items) Prog Fac AP
Count of Sisid Percentage Breakdown by Study level (Total GenEd vs Year Level) Study Level Total 1 45735 52% 2 23647 27% 3 13893 16% 4 4254 5% Grand Total 87529
3rd year 105
Study Sess (Multiple Items) Prog Fac AP
Count of Sisid Adm. Basis Study Level 101 105 ~ 1 16222 9080 20433 2 7221 8009 8417 3 4485 5181 4227 4 1604 1425 1225 Grand Total 29532 23695 34302 Total LAPS Course Enrolment by Resp. LA&PS GENED Fiscal Year Course Percentage GenEd enrolment Faculty* Enrollment from Total LAPS Enrolment 183949 17880 10% 180865 17478 10% 175672 17821 10% 176363 16199 9% 173498 18151 10%
Percentage Breakdown by Study level (Total GenEd vs Year Level)
Grand Total 45735 23647 13893 37% 4254 of 3rd year students are 105 87529 LA&PS GENED Enrolments by Major 1 (High to low)
Prog Fac AP
Count of Sisid Study Level Subject1 3 4 Grand Total ADMS 1490 557 2047 SOCI 1161 272 1433 ECON 1223 190 1413 BUSO 1135 124 1259 COM 776 238 1014 POLS 718 256 974 FBEC 470 317 787 EN 530 177 707 BUEC 668 3 671 HIST 469 172 641 COMN 325 222 547 CRIM 290 213 503 HUMA 431 64 495 LASO 267 221 488 HRES 378 98 476 ISS 418 42 460 SOWK 307 146 453 SOSC 362 33 395 ITEC 282 58 340 CHST 163 86 249 GEOG 185 50 235 PHIL 164 65 229 HREQ 176 52 228 IDST 176 41 217 HESO 166 33 199 WKLS 130 15 145 ANTH 94 49 143 LING 95 43 138 PRWR 76 55 131 GWST 80 28 108 FR 86 22 108 URST 64 25 89 DEMS 62 26 88 ITEK 43 28 71 PUAD 36 22 58 COGS 36 19 55 CLST 40 7 47 ENPR 25 21 46 RELS 32 14 46 SP 19 23 42 EAST 16 23 39 SXST 26 12 38 CRWR 18 19 37 GPS 18 16 34 CLTR 27 7 34 UNMA 28 28 ITAS 18 10 28 MIST 18 5 23 PPM 18 1 19 GUST 8 10 18 JSST 10 8 18 STS 11 1 12 GEST 5 1 6 WMST 5 1 6 REI 1 3 4 CLAS 1 3 4 INDV 4 4 HELN 3 3 USST 3 3 CCY 2 1 3 CDNS 2 1 3 PAJS 3 3 PPA 1 1 2 POR 2 2 PORL 1 1 Grand Total 13893 4254 18147 Study Sess (Multiple Items) Prog Fac AP
Count of Sisid Study Level Course Grade 1 2 3 ~ 10 2 1 A 1538 739 446 A+ 326 186 104 B 1762 773 437 B+ 1389 595 360 C 1292 466 238 C+ 1486 590 311 D 766 230 113 D+ 798 261 126 E 364 112 50 F 1206 295 112 P 1 Grand Total 10937 4249 2299
Grade B+ & above 3253 1520 910 Percentage of students B+ & above 30% 36% 40% 4 Grand Total 13 196 2919 55 671 113 3085 114 2458 53 2049 73 2460 19 1128 18 1203 6 532 18 1631 1 2 666 18151
365 55% Study Sess (Multiple Items) Course Enrolled (Multiple Items) Prog Fac AP
Count of Sisid Study Level Course Grade 1 2 3 4 A 19 5 1 2 A+ 5 3 1 B 29 7 8 B+ 13 9 2 C 34 3 2 C+ 28 2 3 D 9 D+ 8 2 E 2 F 19 Grand Total 166 31 15 4 A or A+ 14% 26% 13% 50% B+ or above 22% 55% 13% 100% Grand Total 27 9 44 24 39 33 9 10 2 19 216 Grade Breakdown Between Domestic Vs Visa - FW18
Study Sess (Multiple Items) Prog Fac AP
Count of Sisid Course Subject Visa code Course Grade HUMA NATS SOSC D ~ 2 1 A 473 688 555 A+ 116 194 109 B 514 764 529 B+ 383 593 407 C 317 630 317 C+ 411 709 352 D 176 406 138 D+ 190 411 154 E 71 201 68 F 227 541 283 P 1 D Total 2878 5140 2913 V ~ 1 1 A 83 211 77 A+ 10 53 15 B 83 230 117 B+ 59 194 105 C 50 224 82 C+ 66 253 120 D 34 143 48 D+ 31 154 57 E 9 67 25 F 47 154 56 V Total 473 1684 702 Grand Total 3351 6824 3615
All Students with E/F 11% 14% 12% Grand Total 3 1716 419 1807 1383 1264 1472 720 Domestic students with E/F 755 HUMA NATS SOSC 340 10% 14% 12% 1051 1 10931 2 371 78 430 358 356 439 225 242 International Students with E/F 101 HUMA NATS SOSC 257 12% 13% 12% 2859 13790 Enrolment Domestic Vs Visa by Study level (5 years) Prog Fac AP
Count of Sisid Study Level Visa code 1 2 3 4 Grand Total D 37081 19288 11068 3708 71145 52% V 8654 4358 2825 546 16383 53% Grand Total 45735 23646 13893 4254 87528 27% 16% 5% 27% 17% 3% Study Sess (Multiple Items) Prog Fac AP Course Subject (All)
Count of Sisid Visa code Course Enrolled Total D SOSC1000 3094 MODR1770 2175 NATS1775 2021 SOSC1340 1796 MODR1760 1701 NATS1700 1602 ANTH1120 1517 NATS1675 1432 NATS1745 1412 MODR1730 1396 D Total 18146 V ESL 1000 2218 NATS1740 1202 NATS1870 846 SOSC1000 777 ESL 1450 752 NATS1780 736 SOSC1340 444 MODR1760 379 MODR1770 374 HUMA1745 358 V Total 8086 Grand Total 26232 Committee on Curriculum, Curricular Policy and Standards December 2020 ITEM FOR ACTION (1):
The Committee on Curriculum, Curricular Policy and Standards recommends that Council approve the following curricular proposal:
Major Modification – Humanities
The primary change is the merge of the existing Humanities and culture & Expression programs in the Department of Humanities. This change requires a number of additional changes listed below: - Closure of the Culture & Expression Program. - Introduction of four new streams to better articulate for students the department’s curricular strengths across the existing Humanities and Culture & Expression programs. - Introduction of four new core courses: one core course each at the 1000 and 2000 level, and capstone courses at the 3000 and 4000 levels. - New requirement of 18 shared core credits for all majors: a core course at the first-and second-year, and a capstone course in the third or fourth year. - New requirement of at least 12 credits (BA General degree) or 18 credits (BA honours/ Specialized honours degree) in the selected stream at the 3000 and 4000 levels.
Academic Rationale All department-based courses offered for degree requirements in Humanities interdisciplinary programs, including Classics, Classical Studies, Culture & Expression, East Asian Studies, Hellenic Studies, Jewish Studies, and Religious Studies now count towards the Humanities Major. This overlap in course offerings alongside a shrinking curriculum has made it increasingly difficult to offer a clearly articulated set of course offerings at each year level for Humanities majors and was flagged as a concern in the department’s 2016 cyclical program review. By merging the Humanities and Culture & Expression programs into a separate program offering – distinct from the department’s other programs – the department can offer a more clearly articulated Humanities degree, while building a greater sense of community among majors to increase retention and improve student experience.
Rationale for the closure if the program The closure of the Culture & Expression Program is necessitated by the plan summarized above to merge the program with the existing Humanities Major. The consolidation of the Humanities Major and the Culture & Expression program will provide students with an expanded and energized degree option that will allow the department to more readily respond to shifting student interests and needs, as well as growing pressure on the humanities to articulate their value in a changing world. By combining the two programs, the department will be able to maximize the strengths of both programs to offer students s suite of courses in thematic streams, from the historical to the contemporary and across different media and genres, that better reflect the breadth and depth of knowledge covered in the department.
To: FGS Dean Thomas Loebel
From: Karen Valihora, Grad Program Director, Graduate Program in English
Date: 2 March 2020
Program Brief: Proposed Type II Graduate Diploma in Creative Writing
1. Introduction
1.1 We propose the creation of a Type II Diploma in Creative Writing within the existing graduate program in English Literature.
The Notice of Intent for this proposed diploma received expedited approval on 7 January 2019 from the VPA Alice Pitt. —See Appendix One.
1.2 The Graduate Diploma in Creative Writing is so-called in order to: 1. distinguish it from the study of English Literature; it allows for the development of critical, narrative, self-reflective, and poetic writing skills ancillary to those developed within our core program. 2. It allows for both MA and PhD students taking the Diploma.
1.3 This diploma may be awarded in conjunction with the MA and/or the PhD in English Literature.
2. General Objectives
2.1 Brief Description
The focus will be on different genres of literary production – from the poem, long poem, and poetry chapbook through literary nonfiction — memoir, literary essay, biography, autobiography, narratives of history, historical biography — to fiction, including the many genres of the novel and short story, both emerging and established.
Our aims are two pronged. First, we aim to equip all of our students with a wider range of forms for the dissemination of their academic work. Opportunities to write something other than a standard academic essay already exist in certain courses, such as the Literary Nonfiction course we currently offer. The courses offered for the diploma will be open to all students enrolled in the GPE, as well as, if there is room, grad students from other programs, such as Cinema and Media Studies; Film/Screenwriting; History, and Humanities, who are qualified in creative writing. Second, we seek to recruit students whose primary interest and demonstrable talent is in creative writing. They will develop both writing skills and traditional interpretive skills through our core workshops, while earning a degree in an academic graduate program with strengths in the critical analysis of literature across every genre, literary theory and history, and world literature. 2.2 University and Faculty Missions and Academic Plans
The current University Academic Plan prioritizes innovation within the arts curriculum while enriching existing strengths. Priority 1 stresses enhancing the quality of existing programs and developing them further. Priority 1.1 stresses building on existing strengths, while priority 1.2 involves addressing key program challenges, such as declining enrollments in the traditional humanities disciplines and their graduate programs. The Plan stresses public outreach and media engagement, both areas in which creative writing and creative writers excel. Priority 2.2 involves championing the liberal and creative arts at York, areas of traditional strength and national recognition, through program innovation, increased interdisciplinarity, and new collaborations across disciplines. A Graduate Diploma in Creative Writing housed in the Graduate Program in English and inviting collaborations from related departments, such as History, the Humanities, the Writing Department, Theatre, Film, and Cinema and Media studies would do just this, creating a central hub promoting both research and the engaging writing needed to disseminate it to an expanded audience. At York, the department of Cinema and Media Studies offers an MFA with a Screenwriting stream – a valuable potential collaborative and cross-listing resource for the GPE’s Graduate Diploma in Creative Writing. More broadly, this Diploma will attract students enrolled in many other graduate programs at York. Courses in literary non-fiction, fiction, poetry, and other narrative arts, will interest qualified students enrolled in graduate programs in the Fine Arts, Humanities, Social Anthropology, Sociology, and History, to name a few. These programs are already preparing students for alt-academic, public-facing research, and “public intellectual” careers. The Department of History, for example, recently designed a new Diploma in Public History in collaboration with the department of Art History.
Priority 2.4 advocates increasing student flexibility in combining degree programs. Priority 2.10 stresses increasing graduate education. Finally, priority 3 stresses the role of experiential education in all that we do at York and mandates its introduction into every level and every area of teaching and learning at York. Promoting the experiential is a core strength of the workshop peer-review process central to writing programs, as is interdisciplinarity. Writing workshops engage students in presenting to a varied audience. The process of peer-review, as well as public readings and book launches, involve and engage students in active thinking about what they are doing, how best to do it and for whom. Meanwhile, a grad-level writing program will foster the adaptation of research into different forms, enabling our students to reach across the disciplines as well as imagine and address a wider audience for their work.
Strategic Mandate Agreement: Key to York’s Mandate is fostering a combination of academic excellence on the one hand, and inclusion on the other, to create “maximum societal impact.” The agreement stresses community engagement, writing and working across disciplines, and experiential education. York’s undergraduate creative writing program already helps in the development of student community and intense experiential education through its studio workshop-based peer-review pedagogy as well as extra-university engagement with creative writing communities in the GTA. The program transcends disciplines in its writing workshops and public readings, while fostering
2 accessible and engaging writing as an essential part of performing research across disciplines. Many of our students want to be a part of the kind of community that creative writing programs can create, both within and beyond the university, from York’s campus to downtown Toronto’s arts scene, and well beyond it, through writing read around the world.
Our graduates include nationally and internationally acclaimed writers such as: Joseph Boyden (Giller Prize); Prof. Christian Bök (Griffin Poetry Prize); Prof. David Chariandry (Rogers Writers’ Trust Fiction Prize and the 2019 Windham-Campbell Prize); George Murray (current poet laureate of St John’s, Newfoundland and Labrador); Nino Ricci (Governor General's Award for Fiction); Eliza Clark (shortlisted for the Giller Prize); Shyam Selvadurai (W.H. Smith/Books in Canada First Novel Award); Jason Sherman (Governor General's Award for Drama and the Chalmer's Award for Drama), Michael Redhill (Giller Prize); and Yvonne Vera (Commonwealth Writers’ Prize for Africa, among other awards) as well as winners of National Magazine Awards, CBC Literary Prizes, the Thomas Morton Prize, and the Bronwen Wallace Award for Emerging Writers. Our Graduate Program in English has produced a number of luminaries, including Dr. Peter Robinson, writer of the internationally renowned Inspector Banks mystery stories; Katherine Govier, novelist and essayist, former president of PEN Canada, winner of numerous literary awards and one of York’s “famous fifty;” and Prof. Trish Salah, who won a Lambda literary award. We also boast a small but growing faculty of literary stars: to note just a couple, Prof. Michael Helm is an internationally acclaimed novelist, the editor of Brick magazine, and won a Guggenheim award in 2019. Prof. Julia Creet was awarded York’s inaugural Research Impact award in 2019 for her outstanding work in producing short documentary films screened on television (TVO) and internationally. Our new professorial-stream hire, Kenzie Delaney Allen, is an award-winning young Indigenous artist who works across multiple genres in poetry, fiction, the fine arts, and digital media.
2.3 Relevance of the grad diploma to our already existing degree programs
We are confident that the work of the CW diploma will enhance the work our students already do in the pursuit of traditional literary criticism, literary history, theory, book history, and editorial scholarship, as well as creative writing. In any given year, about a third of our students across the MA and PhD programs are already writing creatively. The diploma will offer further opportunities to develop the skills our students already possess, having acquired them in undergraduate CW programs, including our own, or in York’s Writing Department, and/or through their previous training in literary history, forms, analysis, and criticism. We also believe that making the courses open to all of our students means that the abilities they cultivate will move through the grad program, encouraging greater range, flexibility, and innovation within its existing structures —in the way, for example, Master’s Research Projects, Theses, and Dissertations, in particular, are both conceived of and written. A dissertation could be a historical and intellectural biography, a critical study of a memoir, diary, or letters, and borrow from literary forms for the presentation of its findings, increasing its interest and expanding its potential audience. Opening our program to creative writing can only expand the range of opportunities our
3 students may pursue in the service of professional development and, ultimately, employment.
The Grad Diploma in Creative Writing will enhance and extend the critical reading and writing skills that are already prioritized in our graduate degrees in English Literature. It will offer a clear framework for extending the different forms of writing and thinking our graduate students are already being trained to do. Our students are enrolled in a traditional academic, theoretical, and scholarly program, one that concentrates on the development of advanced critical thinking skills, an extensive range of reading, and research and scholarly expertise. The Grad Diploma in Creative writing will enhance traditional scholarship by expanding the range of forms in which it can be disseminated. It will also provide an important forum for those students engaged in creative literary and poetic work of their own, separate from traditional research. Graduates who complete the diploma while doing a traditional graduate degree will have developed a different and complementary set of writing and critical skills, in poetry, literary nonfiction, and/or fiction.
3. Need and Demand
3.1 Comment on similar graduate diplomas offered at York and/ or other Ontario universities
A number of Ontario universities as well as York offer Bachelor of Arts programs in Creative Writing: Brock University, the University of Toronto at Mississauga, the University of Western Ontario, Lakehead University, Trent University, the University of Windsor, and the University of Ottawa. York’s Writing Department also offers important training in professional writing, and students often take Writing and English Literature together at the undergraduate level.
Graduate degrees in Creative Writing are still relatively rare in Ontario. While a thriving industry in the U.S., here they are at the forefront of new and unmet demand. Three universities, the University of Windsor, the University of Guelph, and the University of Toronto, currently offer graduate degrees in CW. Guelph offers an MFA, and Toronto an MA in English in the field of CW. Windsor offers something similar to what we are proposing: an MA degree in Language, Literature, and Creative Writing. A two-term writing workshop and creative project are integrated into the traditional MA in English, and taken alongside traditional seminar courses.
Our proposed diploma is unique in its design in that it is integrated into the M.A. and PhD programs in English Lit. Its emphasis is on practice and on knowledge. Students who elect to complete the Graduate Diploma in Creative Writing will learn new techniques for conceiving and presenting academic research within an innovative, globalized core curriculum. They will become more aware of publishing trends and opportunities which bridge the literary, trade publishing, and academic worlds. They will develop and refine skills unique to literary and creative writing. Finally, the will have the means to make contacts within creative organizations and activities, and their range of employment prospects will grow.
4 3.2 Need and Demand
3.2.1 Student Interest: Two of the letters of support that accompany this submission, that from Andy Weaver, Coordinator of the Creative Writing Program in the English Department, and that from Kim Michasiw, Chair of Writing at York, note their respective programs’ graduating students are frustrated by the lack of advanced degree options in Writing at York. As director of the graduate program in English, I too have noted the unmet demand for a graduate level program in Creative Writing. The demand comes from students in English, in Writing, in Creative Writing, and from grad students in other disciplines, particularly Film, Humanities, and History. The flourishing grad programs at Guelph and Toronto in particular suggest York would do well to offer a CW diploma at the grad level.
Finally, students already enrolled in our graduate programs have expressed intense frustration that there is little to no support within our degree programs for their creative work and little to no support for their efforts to adapt or transform traditional research and scholarly work into more accessible and more publishable forms.
3.2.2 Societal Need: It is hard to imagine anything more pressing than the need right now for thinkers and writers who are both critical and creative. The Diploma in Creative Writing insists on both. The digital transformation of our lives into texts of one kind or another, read by people sitting alone, at laptops or on smartphones, has created a surge in both the desire to produce critical, digital, and creative commentary, analysis, and reflection, as well as a whole new level of demand for such writing. Writers now simultaneously create, inform and contextualize an ongoing digital media revolution, noting its key changes, and sounding out its possibilities.
3.2.3 Potential Employment Opportunities
Adding Creative Writing to the graduate degree in English simply widens the range of opportunity. See the chart, below:
5
6 3.2.4 Needs expressed by government agencies, professional associations, and policy bodies
1. The Canadian Association for Graduate Studies Report of the Task Force on the Dissertation: Purpose, Content, Structure, Assessment. September 2018.
The CAGS report advocates strongly for expanding the form and function of doctoral dissertations: “The format of a bound volume mimicking a scholarly book is being challenged to better reflect the requirements of scholarship in the 21st century, whether occurring inside or outside the academy. Digital artefacts, creative works, and publicly- relevant documents are increasingly being embedded within dissertations that may take diverse forms.”
The dissertation is changing, and it is crucial that our policies and practices acknowledge and facilitate this reality, so that we can fulfill our mandate to promote and ensure the highest standards of scholarly rigour. Recommendations include expanding mentorship of doctoral students, enhancing learning opportunities, broadening dissertation policies, and expanding notions of valid scholarship in universities’ faculty reward systems….Canada’s doctoral scholars are increasingly in a position to participate in a movement toward a more socially relevant academy; we encourage them to seize this opportunity. (From the Executive Summary, p. 2). See further: https://cags.ca/rethinkingphd/
2. Meanwhile, The Association of Departments of English, which represents hundreds of English Departments across the United States and Canada under the auspices of the Modern Language Association notes three things in their report, “A Changing Major: The Report of the 2016–17 ADE Ad Hoc Committee on the English Major.” These are: 1. The increase in enrollments in Creative Writing programs; 2. the increase in CW tracks, specializations, and programs themselves; and 3. this while enrollment in traditional academic English Literature programs either continues to fall — or, at best, stays stable.
The structural visibility of creative writing suggests its considerable importance for the English major—and the growth potential of creative writing does not appear to be exhausted. Student interest in creative writing continues to be high or rising at all types of institutions. Almost 60% of survey respondents from departments in MA-granting institutions, for example, reported that they had experienced either significant or sharp increases in enrollments in creative writing tracks. For most programs, creative writing students provide an important source of majors and help shore up contracting literature-class enrollments. (p. 19). See further: https://www.ade.mla.org/content/download/98513/2276619/A-Changing- Major.pdf
7 3. Finally, the Report of the Jobs Information List for 2016, an analysis of the MLA JIL undertaken by the MLA itself, shows how important a part of the sector these jobs are becoming. The MLA has tracked advertisements for tenure and non-tenure track university-level careers teaching creative writing: it is almost the only field in the modern languages that has demonstrated increases in hiring rather than steep decreases over the past 15 years. We need to be training our PhDs in the teaching of Writing, Rhetoric & Composition, Professional Writing, and Creative Writing. See further: https://www.mla.org/content/download/58256/1846498/RptJIL15_16.pdf
3.3 Projected intake, implementation date, and steady state enrollment
We plan to advertise on the Graduate Program in English website in September 2020, with admissions application deadline in January 2021 and new students entering in September 2021. We expect early demand to be relatively modest, no more than 5 new admits per year at the MA levels, and 3-5 new admits per year at the PhD level.
GPE enrollment has declined over the last 8 years from 25 to 15 MAs and from 12-15 to 8- 10 PhDs, a number that is now holding steady. We do not expect that a CW grad diploma will result in any astonishing new enrollment demand. Rather, we expect that it will slowly and steadily attract students as they realize that, in the MA and PhD programs in English at York, they will both acquire and refine skills which can lead to new and creative avenues of employment. Perhaps more importantly, we envision a transformation of the skills one can acquire within graduate study in English. Ours will become a degree for that hones skills in the presentation of “public-facing” research for an increasingly knowledge-based economy and public sphere. Finally, we expect that the core seminar workshops will attract students from cognate graduate programs – Humanities, Film, History, and Indigenous Studies, to name just a few. They will be able to enroll if they have a good background in creative writing, and with the permission of the course instructor.
4. Curriculum, Structure, and Learning Outcomes
This diploma is integrated into our traditional MA and PhD programs in English Literature; it is not a stand-alone degree. It is designed for students admitted to a highly selective graduate program in English, with the advanced critical reading and writing skills expected in such a program, who may also wish to further develop a strength in creative writing.
This is a unique diploma program in that it fosters writing skills across the genres, from critical and analytical argument and interpretation to the literary essay, personal memoir, historical biography, short story, and poetry. All of the courses are open to all of our grad students, which means, not that all those who take creative and literary writing courses will go on to complete the diploma, but that all graduate students in English Literature will be given the opportunity to develop a mastery in the writing of distinct literary forms, whether poetic, fictional, or those of literary prose, as well as in the critical interpretation of such forms. Students in our creative writing classes will learn to pay attention to voice,
8 to narrative control, and to pacing. They will learn to direct work to an audience, to create a certain experience of reading, and to include the reader in the reading experience.
The diploma program will offer traditional creative writing courses in fiction and poetry alongside courses in literary nonfiction that focus on bridging the interpretive and creative literary arts. Courses we already offer in autofiction, memoir, and literary nonfiction trace the line between fiction and memoir, literature and history. A series of core courses that directly address the literary arts as a practice will only enhance our existing, traditional training in literary criticism, theory, genres, and history.
Over time, the creative writing our program supports will have cross-pollinating effects: we expect many students will elect to take one or more of the courses offered, without necessarily completing the diploma. We wish to encourage students writing Master’s Research Projects, regular critical essays, and doctoral dissertations, to integrate effective narrative writing techniques into their work and to be aware of and able to imagine alternate formats for publishing scholarly, theoretical, and critical work.
4.1 Requirements
The GPE Grad Diploma in Creative Writing will require successful completion of
a. one 3.0 core course in fiction or poetry. Two 3.0 core courses, one in fiction, and one in poetry, will be offered every year, fall and winter, to accommodate winter admission and accommodation of student demand/scheduling constraints. Admission will be on the basis of a portfolio of creative work in either fiction or poetry, submitted to the instructor in advance of the course.
b. one 3.0 course in literary nonfiction, which will also count for the student’s regular degree requirements. At the launch of the Diploma, in 2021-22, we will offer at least one such course every year.
c. the Capstone Creative Project, to be completed under the supervision of a member of the GPE with expertise in CW. This project will include an introductory literary-critical essay (15 pages) and a coherent body of work, approx. 40-60 pages. It will be read by the supervisor and another reader, either from within the GPE CW program, or a member of FGS from another department or program, or, in rare cases, outside the university. A grade will be arrived upon by the two readers, on the FGS grading scale, falling between A+ and F.
This curriculum is designed to be integrated with the existing requirements for the MA degree so that degree may be completed within at most four terms.
9 The GDIP core courses in fiction, poetry, and literary nonfiction will be open to all students in our program, at both MA and PhD levels, with the following notations:
—Enrollment in the Fiction Workshop is by permission of the instructor, on the basis of the submission of a portfolio of approximately 25 pages of fiction.
—In the case of the Poetry courses, regular literary studies students may enroll, and will have the option to complete the course as a traditional literary critical studies course while gaining the benefit of a course in practical poetic technique. Those taking these courses for Grad Diploma credit, however, will be evaluated on both creative and critical work. Admission to the CW stream in the Poetry Workshop will be in advance, by permission of the instructor, on the basis of a writing portfolio of approximately 25 pages of poetry.
—The Literary Nonfiction courses are open to all students in the GPE. There are no separate admission requirements nor separate streams within these courses.
4.1.2 Learning Outcomes
The required 3.0 core courses develop graduate-level creative writing skills; students will be trained to recognize and to use creative literary techniques and narrative forms across a range of forms and genres, including the novel, memoir, auto-fiction, short story, essay, and the full range of poetic forms.
The required 3.0 “crossover” courses in literary nonfiction combine literary writing technqiues with scholarly and critical skills. These courses examine the tradition and history of nonfiction prose forms (historical biography, memoir, journalism, literary essay, etc.). These forms combine objective attention to history, science, fact, and detail with literary and narrative techniques drawn from the creative arts. Texts range from Freud’s case histories and George Orwell’s Homage to Catalonia through contemporary memoir. The evaluative rubric asks for both critical and creative assignments, and develops student abilities in a variety of narrative forms.
The Capstone Creative Project enables students to plan and execute a significant piece of creative work of their own design. This could be poetry, fiction, or literary non-fiction: for example, a poetry chapbook, a screenplay, 2-3 inter-related short stories, 1-3 inter-related historical or critical or autobiographical essays, a plan for and significant chunk of a novel, memoir, biography, or other piece of creative fiction or literary nonfiction or genre fiction.
Requirements and Learning Objectives, Assessments, Outcomes:
Requirement Learning Objectives Assessment and Evaluation Learning Outcomes One 3.0 Core Course: —To read widely and deeply Assessment considers —Able to write and innovate within Seminar Workshop in across the range of literary whether: several established forms and genres Fiction or Poetry or poetic forms within —peer review contributions, of poetry or prose fiction. literary history. oral and written, clearly
10 —To master the dynamics evaluate one’s own work and —Beginning to move toward of several different forms that of others mastery of at least one complex and genres. —articulates key conceptual literary form and to understand the —To practice writing as a and aesthetic principles dynamics of longer forms (novel, craft that involves the informing their own work and sonnet sequence, a chapbook, for honing of voice, and the that of others ex.) creation of character, of —written work and classroom —Able to reflect on one’s own work detailed settings, and of assignments demonstrates impartially and place it in a context various kinds of plot. the ability to integrate of work by others, across a broad —Employ a wide range of workshop and peer review spectrum. literary, rhetorical, and/or feedback appropriately —Preparing to take one’s practice poetic techniques. — the student can compose beyond the classroom, into public —To articulate and innovate within different readings and writing for publication relationships, ideas and genres and forms concepts across genres and —the student can employ a in different contexts. range of literary techniques —Begin to innovate within effectively established literary forms. —the student cultivates an ethical and honest practice One 3.0 course in —To extend the range of —student demonstrates some —Composes using a range of writing literary nonfiction reading in the form as well skill in journalistic and/ or techniques in literary, critical, (including food as a critical vocabulary for literary essay writing, in analytic, personal, and “public writing, travel writing, interpretation and critique particular the art of facing” works. etc.) —cultivate the practice of constructing a narrative and —Demonstrates the ability to writing for different kinds of including readers integrate scholarly values audiences, in a wide range —critical and interpretive (impartiality, wide-ranging research), of shorter genres (blog post, essay not only identifies but and critical and interpretive essay, personal essay, engages with key questions of argument, with attention to voice, newspaper article) form, genre, history with character, setting, narrative pace, —practice preliminary work clarity and a sense of purpose and the reading experience. in a range of different —creative work in a memoir genres of such writing, from or personal essay is moving journalism and blog post to toward reflective impartiality memoir; and a grasp of narrative arc —oral presentations demonstrate the ability to clarify complex concepts in front of an audience
Capstone Creative —work under supervision to assessment considers: —Mastery of effective literary Project: 15-page develop a reading list which —innovation and originality expression; able to compose original reflective essay and includes both primary works within the chosen form; work in chosen creative 40-60 pages of (works in the genre(s) in strength and range of genre/form(s) creative work in a which the student will be expression; demonstrated —Can evaluate and judge literary, genre of the student’s working), and a list of familiarity with prior work poetic, and critical texts in informed choice relevant critical and within the tradition; ability to and perceptive ways; interpretive works deploy conceptual and —Able to absorb new aesthetic and —to plan and execute a theoretical resources, as well critical positions into pre-existing longer work or a series of as literary technique. ones, articulate subtle ideas, unravel linked shorter ones —the ability to revise work in contradictions, and distinguish —to write a critical essay response to editorial competing positions and engage that situates the work with them productively.
11 within a larger critical, comment and to manage time generic, and effectively. historical/political context DIPLOMA —Able to produce creative work in at least two of three main genres: poetry, nonfiction prose, fiction —demonstrates, in classroom discussions and editorial exchanges, comprehension of: i) literary techniques; ii) historical and emerging movements within a wide range of literary forms; iii) literary forms in both spatial/structural and temporal/narrative aspects. iv)make sound judgments concerning the relationship between literature, criticism, and theory; v) apply literary ideas to broader issues; vi) synthesize new ideas from the implications of literature, criticism, and theory for a variety of contexts; and vii) carry out text-based research by finding, evaluating, and synthesizing various textual sources.
—communicates an understanding of the limits of their knowledge and current abilities, including how their knowledge and abilities fit within the long tradition of creative expression; —demonstrates an appreciation of creative expression as a practice of life-long learning, formal and experiential; —identifies their future possibilities, based on their understanding of their development and knowledge, including the possibilities of graduate study, publication, and work in publishing related fields. —extemporaneous oral expression; —the student has a developed a clear sense of their own limitations — and strengths.
4.2 Assessment methods Assessment, moving from class-based workshops and the group work that emphasizes experiential learning, to independent work under a faculty-member’s direction in the CCP, identifies the student’s ability to, first, situate their work spatially and temporally, within a continuing literary tradition, within distinct rhetorical forms and genres, and through the development of setting, voice, and narrative arc. Writers need to cultivate and employ the whole range of techniques and practices their chosen genre may afford them. Assessment is ongoing in the seminar-workshop, where students bring their work to an audience of peers under the direction of the course director; the peer-review that takes place in a workshop encourages the development of reflective capacity and empathy, listening skills, the ability to receive criticism, and to incorporate it into one’s understanding of one’s project, and to offer reciprocal engagement with the other students in the class.
12 Critical and reflective essays, required in every CW course, as well as in the Capstone Creative Project, develop summative capabilities, as well as the ability to compose clear arguments through judgment, evaluation, analysis, interpretation, and critique. Finally, the Grad CW Diploma Program Coordinator will oversee every student’s progress through the diploma requirements, aid in the matching of students with supervisors and second readers for the CCP, and evaluate every student’s fulfillment of diploma requirements alongside those required for their graduate program.
4.3 Courses
Core Courses
Grad English 3.0 Seminar Workshop in Fiction (NCP attached) Grad English 3.0 Seminar Workshop in Poetry (NCP attached) Grad English 3.0 Multimodalities: Writing in the Expanded Field (NCP attached)
Grad English 6595 3.0 Special Topics: Literary Non-Fiction (Description attached) Grad English 3.0 Food & Writing (NCP Attached)
4.4 Modes of delivery & learning outcomes
All GPE courses are in-person delivery. The CW courses emphasize small group learning, oral presentations, peer review, and developing articulacy: formulating responses orally through vigorous discussion of readings and approaches. Class-based seminars which workshop writing insist students cultivate the ability to articulate their methods, situate their project, and clarify purposes and goals. The method is intrinsically experiential.
5. Admission Requirements
Applicants must be admitted to the MA and/or PhD program in English to pursue the Grad Diploma in Creative Writing. Admission to the diploma core courses in fiction and poetry will be on the basis of the submission of a portfolio of written work (either fiction or poetry) of approximately 25 pages to the instructor of the course in advance of the course beginning.
5.1 How are the admission requirements aligned with learning outcomes?
Admitting only students who meet the requirements for graduate study in English — an undergraduate degree in English Literature with at least a B+ average in the final
13 two years of study — means we are admitting students with a thorough immersion in university-level literature courses. At the same time, the Grad Diploma in Creative Writing recognizes our students are already writing creatively, having pursued an undergraduate major or minor in creative writing as well as English literature, and/or may wish to develop their writing skills beyond conventional critical essay writing into literary essay writing and beyond. The Grad Diploma is designed for both of these cohorts. The Core courses presume experienced writers, while the Literary Nonfiction classes will work with the skills in writing, reading, criticism and interpretation that grad students have already developed, and extend them into a range of different literary forms, with opportunities to practice writing creatively.
6.1 Faculty Resources
There are nine full-time faculty members in the Graduate Program in English qualified to teach and supervise in Creative Writing. Together their range of strengths can support individual student projects in fiction, literary nonfiction, genre fiction, memoir, poetry, and multi-modal projects. We are also in discussions with various other units to cross-appoint faculty; these include Film, Cinema and Media studies in AMPD, and the Writing and Humanities Departments in LA&PS. See support statements, attached.
Member and Rank Home Unit Grad Program Specialization
Kenzie Delaney Allen English English Contemporary Lecturer Poetry, Contemporary Fiction, North American, Indigenous History Stephen Cain, English English Modernist Poetry and Associate Professor Poetics Julia Creet English English Contemporary Professor Cultural Studies, Theory, Literary Non- Fiction David Goldstein English English Early Modern, Poetry, Associate Professor Literary Non-Fiction and Food Writing Michael Helm English English Contemporary Associate Professor Fiction and Literature B.W. Powe English English Media Theory, Associate Professor Literary Criticism
Allan Weiss English English Science Fiction, Associate Professor Utopian and Dystopian.
14 contemporary Canadian Literature
Andy Weaver English English Contemporary Poetry Associate Professor and Poetics
6.2 Institutional Resources
York’s Clara Thomas Archives and its Special Collections are important institutional resources. They house papers for archival research into the lives and works of Canadian creative writers (e.g. Margaret Laurence, bill bissett, and Rohinton Mistry) as well as records from cultural festivals such as Scream in High Park, from literary magazines including Waves and Tessera, and the records of the literary publishing house Wolsak and Wynn. https://www.library.yorku.ca/web/archives/finding-aids/fine-arts_intro/creativewriting/
York’s Archives contains sources relevant to the study of the creative process from artists, film-makers, musicians, and playwrights. https://www.library.yorku.ca/web/archives/finding-aids/fine- arts_intro/creativeprocess/
6.1 Space
The Department of English and the Graduate Program in English recently moved to newly renovated offices in the Atkinson tower. Our grad students now have a suite of offices dedicated to their use, and a dedicated computer lab. They also have a large lounge space with a kitchen, perfect for hosting meetings, round tables, papers, workshop/discussions, and small colloquia.
7. Support Statements
Please see attached letters from:
Manfred Becker, Graduate Program Director, MFA in Production and Screenwriting Mike Zyrd, Grad Program Director, Cinema and Media Studies Kim Michasiw, Chair, Writing Department Andy Weaver, Creative Writing Coordinator, Department of English
15 Liz Pentland, Chair, Department of English FGS Dean Tom Loebel AD Research and Grad Studies, TBA LAPS Dean J.J. McMurtry Vice-Provost Academic Alice Pitt Provost and Vice-President Academic Lisa Philipps Joy Kirchner, Dean of Libraries University Registrar Darran Fernandez
16 Dr. Andy Weaver Associate Professor of English and Creative Writing Program Coordinator Department of English York University 542 Atkinson Building Liberal Arts and 4700 Keele Street Professional Studies Toronto ON Canada M3J 1P3 Department of English Email: [email protected] 524 Atkinson Bldg 4700 KEELE ST TORONTO ON February 26, 2020 CANADA M3J 1P3 T 416 736 2100 F 416 736 5412
To: Prof. Karen Valihora, Director of the Graduate English Program
RE: Support for a Graduate Diploma in Creative Writing within the Graduate English Program
Dear Prof. Valihora,
As the current Coordinator for York’s Creative Writing (CW) Program, I’m thrilled to support the creation of a Graduate Diploma in Creative Writing. I think such a Diploma will allow us to meet a strong demand from current York students majoring and minoring in Creative Writing. At the moment, our students often express frustration and disappointment that they can’t continue studying CW at the graduate level at York. Many of our students apply and are accepted each year into MA programs in English and Creative Writing. The creation of a CW Diploma in Graduate English would absolutely help us recruit and retain many of our best undergraduate CW students— many of whom, I would point out, are also amongst our best undergraduate EN students (in fact, many of our students are CW-EN double majors, or major/minor in both degrees). Not to tell tales, but three current CW students who are about to graduate and who are also about to win significant CW awards have met with me multiple times in my office hours over the past few months, asking about what schools they should apply to for graduate work. It is very frustrating for me and for these students that York is not now an option for them, since they are interested in both English and Creative Writing.
I hope the proposal for a CW Graduate Diploma is successful; if I can be of any help, please let me know.
Yours truly,
Andy Weaver
Professor Karen Valihora, Grad Program Director, Graduate Program in English
FACULTY OF LIBERAL ARTS & 3 February 2020 PROFESSIONAL STUDIES Dear Karen, Writing Department
S311 ROSS BLDG. The Writing Department’s Executive Committee met this morning to discuss, 4700 KEELE ST TORONTO ON among other things, the Graduate Program in English’s proposed Type II Graduate CANADA M3J 1P3 Diploma in Creative Writing. The Committee was unanimous in its support for this T 416 736-5134 very timely initiative. [email protected] http://writing- Committee members expressed the hope that the GPE will reach out beyond its centre.writ.laps.yorku.ca current membership to those in our unit with experience and expertise in one or more genres of Creative Writing, especially creative non-fiction and multi-modal composition. Members were also convinced that at least some of our graduating students, especially those in the Periodical and Book concentrations would find the prospect of an MA in English with a Creative Writing Diploma a highly appealing one.
There is, however, one sentence on page 8 that Writing would like to see revised: “We need to be training our PhDs in the teaching of Writing, Rhetoric & Composition, Professional Writing, and Creative Writing.” Members of the committee judged that the significance of this sentence depends a good deal on who “we” might be.
If “we” refers generally to humanities-centred disciplines, this reference might be made more clearly. If “we” refers to the Graduate Program in English, however, the Writing Department has a strong sense of being poached upon, as three of the elements on the list are what we do, even if we only do them, for the present, at the undergraduate level.
This is, however, our sole cavil; otherwise Writing is wholly supportive of the proposed Graduate Diploma.
Sincerely,
Kim Ian Michasiw Chair, Writing
Dr. Karen Valihora Program Director, Graduate Program in English 540 Atkinson via: [email protected]
01 October 2020 FACULTY OF GRADUATE Dear Dr. Valihora, STUDIES
Office of the Dean I write in support of the proposed Graduate Diploma (Type II) in Creative Writing as part of the Graduate Program in English. The focus on the different genres fits well with the 230 YORK LANES literary studies focus of the English master and doctoral programs, these with their 4700 KEELE ST historical, critical, and theoretical approaches, as well as the specialisations of the faculty TORONTO ON CANADA M3J 1P3 members, several of whom produce both creative and critical works in these fields, yet T 416 736 5521 the skills involved with the former are not yet fully and formally utilized by the graduate www.yorku.ca/grads program. As has been known for some time, many students who apply to the MA and PhD in English are either already accomplished or aspire to develop interests and talents in creative writing; however, without a specific creative writing credentialling option in the Program in the past, English has had to turn away potential applicants, including those from the Creative Writing Major housed within the English Department at York. The proposed Creative Writing Diploma will open that valve in a measured way, while allowing the Program to assess both its own capacity in the future for a graduate degree in Creative Writing as well as the size and strength of the potential applicant pool. Importantly, however, it allows for official recognition and expanded development of the outcomes of the Program. Not only will study and practical training in creative writing allow students more effectively “to integrate effective narrative writing techniques into their work”; it will also help them to become “aware of and able to imagine alternate formats for publishing scholarly, theoretical, and critical work.” These outcomes are both important and timely, since currently, the majority of graduate students in English will come to translate their degree knowledge and skills into careers outside of Academe.
The design of the Diploma provides elements to be completed in addition to the MA Degree requirements with that which can satisfy diploma and degree requirements simultaneously. On the one hand, achieving the 24-credit Master’s degree in English and 6-credit + capstone Diploma in Creative Writing in 3 funded terms simultaneously will be a challenge, but not impossible. Doing so will depend on a student’s talent for producing two different types of written work, which depends on how these two modes of living- thinking relate to each other in the student artist-critic. On the other hand, as you note and the Program has seen over the years in its degree cohorts, GPE students do switch between both modes in their daily lives, each being an outlet for the challenges of the other, the toggle enabling new critical thinking in both. Some Master’s students may relish the synergies made possible between writing a critical MRP and a Creative Writing capstone project in parallel, for instance. Given that this is a Type II Graduate Diploma and students pursuing it already will be earning 24 credits in researched, critical writing, you might reconsider the necessity of the critical
component of the capstone project, given the already MRP-length of its creative focus and the ways in which a critical approach to and understanding of one’s own creative writing is often embedded in the workshop approach of creative writing courses. However, as you note, a less frenetic pace for achieving both the MA and the Diploma will involve 4 terms.
I advise being up front with Master’s-level applicants that registering for an extra term beyond the funded MA degree length to achieve the Diploma will most probably occur in part-time status. You may find that greater demand appears at the doctoral level, as has been the case with the GPE’s current Diploma in World Literature, which has functioned as a superb recruitment tool for the Program. Eventually, devising a “direct entry” PhD with the Diploma(s) may be worth considering. Finally, I concur that there will be demand for the Creative Writing courses from graduate students outside of the Graduate Program in English. Filling to capacity won’t be the challenge, I expect, so much as having to cap and close enrolment.
Best Regards,
Thomas Loebel, PhD Dean & AVP Graduate, York University FACULTY OF LIBERAL ARTS & PROFESSIONAL STUDIES October 13, 2020
Office of the Dean Karen Valihora Email: [email protected] Graduate Program Director S900 ROSS BLDG. Department of English, York University 4700 KEELE ST. 540 Atkinson College TORONTO ON CANADA M3J 1P3 T 416 736 5220 Dear Associate Professor Valihora: F 416 736 5750 laps.yorku.ca Re: LA&PS Decanal Support of Graduate Diploma in Creative Writing
On behalf of the Dean of the Faculty of Liberal Arts & Professional Studies, I am pleased to provide you with a letter of support for the creation of the Graduate Diploma in Creative Writing. The proposal thoroughly addresses the diploma’s alignment to University goals in addressing declining enrolment in traditional humanities disciplines. These will be met through the offering of a graduate credential to further serve students enrolled in English and Creative Writing undergraduate programs and who decide to pursue graduate-level study. Professor Weaver’s letter attests to a vocal presence of undergraduate students who are interested in and well qualified for acceptance into a graduate credential in creative writing.
The proposal also models new ways to champion the liberal and creative arts at York) through increased interdisciplinarity and new cross-unit collaborations with History, Humanities, and the Writing Department. Additionally, AMPD’s screenwriting stream in the MFA provides an opportunity for cross-faculty collaboration and resource sharing (through cross-listings). By allowing students to pursue research in new forms through writers’ workshops, the proposed program also increases flexibility for students in combining programs, expands graduate education, and integrates experiential education into academic programs and courses.
In terms of need and demand, the proposal suggests that while there is a wide range of undergraduate programs in creative writing across Ontario and Canada, graduate credentials are in more limited supply. Guelph, the University of Toronto, and the University of Windsor currently offer graduate programs in creative writing; however, the proposed graduate diploma is unique in its integration into the existing MA and PhD programs in English Literature. The integration of the graduate diploma into the graduate programs will allow students to synthesize literary, trade publishing, and academic contexts. In short, you have produced a clear and detailed proposal for a credential that will serve students well. The proposal to create the Graduate Diploma in Creative Writing has my full support.
Sincerely,
Ravi de Costa Associate Dean, Graduate Studies & Research
RdC/kd
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YORK UNIVERSITY LIBRARIES Memorandum Office of the Dean To: Dr. Karen Valihora 516 Scott Library Graduate Program Director, Department of English, Faculty of 4700 KEELE ST. Liberal Arts & Professional Studies TORONTO ON CANADA M3J 1P3 From: Joy Kirchner, Dean of Libraries T 416 736 5601 F 416 736 5451 Date: October 19, 2020 www.library yorku.ca
Subject: Library Support for Graduate Diploma in Creative Writing
York University Libraries remain strongly positioned to support the Graduate Diploma in Creative Writing. As Lisa Sloniowski notes in her report, the Libraries provide access to an extensive array of resources and services that support the academic engagement of students and faculty within this program.
The Libraries’ restructuring has well positioned us to continue providing excellent collections, instructional and consultation expertise, while increasingly leveraging the Libraries' broad and deep expertise and infrastructure to better support emerging needs around resource accessibility, open education, data management and data visualization to name but a few areas. Recent events have highlighted the success of the Libraries’ to meet the increasing demand for access to online resources, and more significantly, to collaborate in the development of open content.
We look forward to our continued close association with the Department of English and are excited to to support this Graduate Diploma in Creative Writing
cc: Patti Ryan, Director, Content Development and Analysis Tom Scott, Associate Dean of Libraries, Teaching and Learning
Kenzie Allen Elgeseter gate 26A, H0701 [email protected] 7030 Trondheim Norway EDUCATION Ph.D. University of Wisconsin Milwaukee, 2016 – 2020 English and Creative Writing, Poetry Cognate Areas: Native American Literature, Documentary Poetics, Visual Poetics Dissertation Manuscript: Wampum Advisor & Committee Chair: Brenda Cárdenas, M.F.A. Committee Members: Kimberly M. Blaeser, Ph.D.; Lane Hall, M.F.A.; Bernard C. Perley, Ph.D.; Michael Wilson, Ph.D.
M.F.A. University of Michigan, Helen Zell Writers’ Program, 2012 – 2014 Creative Writing, Poetry Thesis: Firewater, Hopwood Award 1st prize (Helen S. & John Wagner Award) Advisor: Khaled Mattawa, Ph.D.
B.A. Washington University in St. Louis, 2010 Anthropology, with honors; Minor in Writing Advisor: Robert Sussman, Ph.D.; Senior Research: Blood Quantum & Native Identity Archaeological Field School (Cahokia Mounds) with John Kelly, Ph.D.
PUBLICATIONS
POETRY “When Does That Happen,” reprint forthcoming in Grub Street Grackle. Print. “But We Are Still Here,” reprinted in Bettering American Poetry vol. III, September 2019. Print. “With Thirteen Moons On Your Back,” Type Hike’s Alphabeast: a book of poems, poetry and typography anthology. Winter 2018. Print, in press. “Solkatt,” and “Tidsoptimist.” Black Warrior Review, Issue 44.2, Spring/Summer 2018, featured. Print. “Shadowboxes.” Saw Palm, Issue 12, Spring 2018. Print. Nominated for Best New Poets 2018. “Particular Bees.” Grist Journal, Issue 11, Spring 2018. Print. “But We Are Still Here.” 92 Street Y’s A New Colossus festival, July 2017, with audio. Selected for Bettering American Poetry Volume 3, 2018. Online. “Whatever Is The Matter.” Narrative Magazine Poem of the Week, May 18, 2017. Online. “Love Song to The Man Announcing Pow Wows & Rodeos,” Narrative Magazine, Winter 2017. Online. “Stavanger,” and “Nordlys.” The Swamp, Issue 2, Winter 2016. Print. “How to Be A Real Indian,” Narrative Magazine Poem of the Week, Oct 17, 2016. Online. Selected for Top 5 Poems of the Week 2015-2016.
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“When I Say I Love You, This Is What I Mean.” The Adroit Journal Issue 20, March 2017. Online, with audio. “Lamesa,” “San Angelo,” “Odessa (Neon Moon),” and three Texas photographs. The Swamp, Issue 1, Summer 2016. Online. “Indian Country.” Slice, Issue #19, Fall 2016. Print. “Letters I Don’t Send #4,” and “Light Pollution.” Cleaver, Issue 14, June 2016. Online. “Psychomanteum.” Indiana Review, Vol 28 / #1, Ghost Issue, Summer 2016. Print. “Letters I Don’t Send #3.” Iron Horse Literary Review 18.2 NaPoMo Issue, Spring 2016. Print, with interview. “Token” and “How The Skin Bruises If You Lie There Long Enough.” Boston Review, April 2016. Online. Finalist, Boston Review Annual Poetry Contest. “In Which I Become (Tiger Lily),” reprinted in Best New Poets 2016, selected by Mary Szybist. Print. “Lubbock.” Deep South Magazine, “Southern Voice,” April 2016. Online. “Burkburnett.” Lines + Stars, Spring 2016. Online. “Cradleboard” and “The Only Good Indian Is a Dead Dead Dead Dead Indian,” reprinted in Sundress Publications’ Political Punch anthology, spring 2016. Print. “Sails Like White Clouds,” “Beat Me To Grandma’s, I Dare You,” and “Waadookodaading Drum….” TheThe Poetry Blog’s Infoxicated Corner Spotlight Series, January 2016. Online, with interview. “Beat Me to Grandma’s, I Dare You” nominated for Sundress’ Best of the Net 2016. “Meredith.” Midwestern Gothic, reprinted in Issue 20, Midwinter 2016. Print. “Cavity.” Cactus Heart, Issue 14.5: Bodies, Winter 2015/2016. Print. “Draw the Human Form.” Blue Earth Review, Issue 15, Fall 2015. Print. “Norway.” Tahoma Literary Review, Issue 5 (Vol II Number III), November 2015. Print & Digital. “How Do We Always End Up At The Same Parties II,” and “Orange Moon Over Johnson.” Hermeneutic Chaos, November 2015. Online, with audio. “Orange Moon Over Johnson” nominated for Sundress’ Best of the Net 2016. “Fibonacci,” “Fistful of Emilys,” and “Ribbons.” Horse Less Review #18, October 2015. Online, with audio. “Palpitations and Seizures.” Contrary, Autumn 2015. Nominated for Sundress’ Best of the Net 2016. Online/print. “Letters I Don’t Send #1,” “Letters I Don’t Send #2,” and “Letters I Don’t Send #7,” The Boiler, Issue XVII, Fall 2015. Online. “According to Science.” Really System, Volume 8, Fall 2015. Online. “Letters I Don’t Send #6,” and “Precordial Catch.” Rogue Agent, Issues 6 and 7, September and October 2015. Online. “The Grand Canyon Opens Its Legs Wide.” Noble / Gas Qtrly, Issue 202.3, August 2015. Online.
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“In Which I Become (Tiger Lily).” Four Winds Magazine: Issue 3; Strong Women Edition, or, “Taking Back Tiger Lily.” Online. Selected, Best New Poets 2016. “Prayer To The Last Time You Walked Out On Me In A Bar.” Rabbit and Rose, Issue 7. Online. “Dress Like Pocahontas, Then Let’s Make Love.” DIALOGIST, Vol. II, Issue IV. Online, with audio. Nominated for Sundress’ Best of the Net 2015. “You Tell Me Where We’re Headed,” and “Everyone Loves A Beautiful Ironing Board.” Tinderbox Poetry Journal, Volume II, Issue I, June 2015. Online. “When Does That Happen.” Thank You For Swallowing: Women’s Protest Poetry, June 16, 2015. Online. Nominated for Sundress’ Best of the Net 2015. “West 46th Between 9 and 10.” Santa Ana River Review, Volume 11, Issue 2, Spring 2015. Online. “Solgangsbris.” The Offing, March 2015. Online, with photograph. “I Don’t Know The Words But This Is My Anthem.” BOAAT PRESS, Vol 4, March 2015. Online. “Letters I Don’t Send #5,” “Sometimes The Dreams Make Me Angry,” “While You Were Away,” and “Ask Me How It Happened.” SOFTBLOW, April 2015. Online. “The Only Good Indian Is A Dead Dead Dead Dead Indian,” “Even Hiawatha, Even This Poem,” and “Meredith,” Kweli, issue guest edited by Danielle Evans, December 22, 2014. Online, with photographs. “Remnants,” “The Time Machine,” and “Why Cats Paint.” Hobart web, December 18,2014. Online. “Cradleboard” and “Illiterate.” Drunken Boat, Issue 20, Affrilachian Arts Folio. Online, with photograph. “Repatriation.” The Puritan, Issue 27, 2014. Finalist, Thomas Morton Memorial Poetry Prize. Online, with audio. “Foundational” and “Determination of Racial Affinity.” Apogee, Issue IV, December 2014. Online. “Nuomenons.” Rust + Moth, Autumn 2014 issue. “Ann Arbor Venus Walks Into A Bar.” Day One. June 18, 2014. Kindle. Anthologized in Day One, Year One: Best New Stories & Poems 2014, Little A press, November 5, 2014. Print. “Palm Reader, Fifth Avenue.” Word Riot. April 2014. Broadside produced by Littoral Press, as part of the Littoral Press Poetry Prize 2014. Online. “Pathology” and “Forensics.” The Iowa Review, Winter 2013/2014. Print. Finalist, The Iowa Review Awards, 2014. “Sweetwater” and “Big Spring,” Sonora Review, March 2013, vol. 63. Print. “Dust Mother, Namegiver,” “Cloud-splitter,” and “I Knew a Girl Who Roosted In Airports,” Yukhika-latuhse, Issue 7, 2013. Oneida Nation Arts Program. Print.
ESSAY & MEMOIR “The Price of Entry, the Failure of Boundary.” Apogee Journal’s “TO BECOME LOUDER, EVEN STILL”: Responses to Sexual Violence in Literary Spaces. April 2016. Online.
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“Tiger Lily Teaches, Part II: Re-appropriation and Artistic Domain.” Four Winds Magazine, Issue 3; Strong Women Edition, or “Taking Back Tiger Lily,” 2015. Online. “About Grief.” Anthropoid. Issue 1: Fauna, December 2014, staff writing. Online. “A Care Package.” Matter: a Journal of Political Poetry and Commentary. Issue 9, October 2014. Online. “What Tiger Lily Can Teach Us About Cultural Appropriation.” Atticus Review Publishers’ Desk, for the Dangerous Ideas column. July 3, 2014. Online.
ACADEMIC ARTICLES “Poetry as a Gathering Space: a review of Molly McGlennen’s Creative Alliances: The Transnational Designs of Indigenous Women’s Poetry,” Studies in American Indian Literature, 30.3-4, Print.
FELLOWSHIPS & RESIDENCIES 2019 – 2020 R1-Advanced Opportunity Program Fellow Univ. of Wisconsin—Milwaukee 2016 – 2019 Advanced Opportunity Program Fellow Univ. of Wisconsin—Milwaukee 2014 – 2015 Helen Zell Postgraduate Fellow University of Michigan 2013 Helen Zell Residency Fellow Vermont Studio Center 2013 Aspen Summer Words Fellow Aspen Writers’ Foundation 2013 Disquiet International Scholarship (Lisbon) Dzanc Books 2012 – 2014 Helen Zell Graduate Fellow University of Michigan
PRIZES & AWARDS 2019 English Department Poetry Prize Univ. of Wisconsin—Milwaukee 2016 Chancellor’s Award Univ. of Wisconsin—Milwaukee 2016 Finalist, Selected by Mary Szybist Best New Poets 2016 2016 Finalist, Wisconsin Institute for Creative Writing Fellowships UW-Madison 2015 “Discovery” Prize Runner-Up Boston Review 2014 Littoral Press Poetry Prize Littoral Press 2014 Helen S. & John Wagner Award in Poetry University of Michigan 2014 Hopwood Award in Graduate Non-fiction University of Michigan 2014 Michael R. Gutterman Award in Poetry University of Michigan 2013 Meader Family Award, Poetry University of Michigan 2013 Thesis Research/Travel Grant University of Michigan 2013 Finalist, Disquiet International Literary Prize Dzanc Books 2013 Finalist, Norton Girault Literary Prize Barely South Review 2013 2nd prize, Annual Poetry Contest Sonora Review 2009 Wednesday Club of St. Louis Short Fiction Prize Univ. of Missouri—St. Louis
CONFERENCES, PAPERS, & PRESENTATIONS 2019 “Poetry & Ethnography: Expanding the Narrative,” lecture & workshop. Anthropology and Poetry Speaker and Workshop Series, University of Michigan, Ann Arbor, MI.
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2018 “Good Words: Traumatic Source Materials and the Researcher’s Affect in Indigenous Creative Ethnography,” presentation and talk. Affect Theory & Praxis Workshop, Norwegian University of Science & Technology (NTNU), Trondheim, Norway. 2018 “Works in Progress. Writers on Process.” panel & reading of photo-memoir. Kweli Journal International Literary Festival, New York, NY. 2018 “Why Start A Literary Magazine?,” panel member. Association of Writers & Writing Programs (AWP) Annual Conference, Tampa, FL. 2017 “Discarding the Cloak of Invisibility: A Candid Look at the Whitewashing in the Potterverse,” panel member. Harry Potter And The Pop Culture Conference, DePaul University, Chicago, IL. 2017 “Writing as Refugees: Collective Trauma & Impossible Return,” panel member. Association of Writers & Writing Programs (AWP) Annual Conference, Washington D.C. 2013 “Facebook and the MFA Admissions Process,” panel member. Association of Writers & Writing Programs (AWP) Annual Conference, Chicago, IL. 2013 “Voices for the Land: Civic Poetry & New Media Activism,” presentation. High Plains Society for Applied Anthropology’s Spring Conference, Metro State University, Denver, CO. 2012 “Poetry and Anthropology: ethnography at the intersection of fact & fiction,” presentation & paper. High Plains Society for Applied Anthropology’s Annual Fall Retreat, Ghost Ranch, NM.
TEACHING EXPERIENCE Fall 2018 Literistic, Course Leader MFA Programs 101 – developed subscription-based course on applying to MFA programs in Creative Writing, in the form of 10 email lessons and additional online course notes & resource list Spring 2018 Indian Community School of Milwaukee, Workshop Co-Leader BIG READ Milwaukee Poetry Workshop – presented week-long poetry class and workshop for 5th graders based on readings of Louise Erdrich’s Jacklight Spring 2018 Oneida Nation Arts Program, Instructor Stories + Soup; Writer Wednesdays – taught 3 workshops aimed at helping adult writers from the Oneida reservation community generate and revise new work. Summer 2017 The Adroit Journal Mentorship Program, Mentor/Instructor The Writer’s Toolbox – designed and taught poetry course to high school student through online syllabus and “office hours” mentoring sessions, covering readings, exercises, and weekly writing feedback Fall 2016 - University of Wisconsin—Milwaukee, Teaching Assistant Spring 2018 AIS 101: Intro to American Indian Studies – assisted with materials, co- lecturing, grading, attendance; and lead weekly 1-hour discussion sections classes for four sections each semester (4 semesters/classes). 5
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April 2015 Apiary Lit editorial services & workshops, online Instructor Generative Workshop in Poetry – designed and taught online workshop for writers of all levels, covering technique fundamentals through readings as well as generative prompts and exercises Spring 2014 University of Michigan, Graduate Student Instructor English 223: Introduction to Creative Writing, “The Modern Creative’s Workshop” – designed and taught course focusing on craft techniques and forms, generative exercises, and the analysis of texts from a writer’s perspective; covering poetry, fiction, conceptual/visual and digital composition. Fall 2013 University of Michigan, Graduate Student Instructor English 125: Writing and Academic Inquiry, “The Craft of Human Inquiry” – designed and taught composition course structured around issues of identity, culture, and human experience.
LITERARY SERVICE 2019 Reader, Gloria E. Anzaldúa Poetry Prize Newfound 2018 Application Reviewer MFA App Review volunteer program 2018 Jurist, June Writing Fellowships Vermont Studio Center 2016 Reader, Annual Chapbook Competition Sundress Publications 2015 Co-editor, Bettering American Poetry 2015 BlazeVOX 2015 Guest Editor Noble / Gas Qrtly 2015 Reader, Bryant-Lisembee Book Prize Red Paint Hill 2012 Reader A Cappella Zoo 2006 Reader; Editorial & Layout Review Board Bellerive
PROFESSIONAL EXPERIENCE 2015 – present Art Editor Reservoir 2013 – present Founder & Managing Editor The Anthropoid Collective 2009 – present Editorial / Digital Marketing & Media, freelance Strateglobe LLC 2015 – 2018 Founder & Director Apiary Lit literary services 2015 – 2016 Product/UI Designer Guidings 2013 UI/UX & Mobile Design Tagify, NYC 2012 PR & Design; Startup Mentor Entrepreneurs Roundtable Accelerator 2008 – 2010 Digital Humanities Lab Assistant Washington Univ. in St. Louis
EXHIBITIONS & PERFORMANCES
VISUAL “Water Basket,” visual poetry sculpture. “Art of the Native Peoples” exhibition, Galena Center for the Arts, Galena, IL, Oct 2018 – Jan 2019. “I Wrote You Poems Across Texas,” photographs. “PHOTOGRAPHY NOW!” exhibition, hosted by Ozier Muhammad, Kweli Journal International Literary Festival, Raw Space Gallery, Harlem, NY, May 2018.
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“Water Basket,” visual poetry sculpture. “(About that) Water Is Life” exhibition, presented by Heid. E. Erdrich, Minnesota Center for Book Arts, Summer 2017.
OPERA & LYRIC “Letters I Don’t Send,” new music libretto, composed by Dylan Arthur Baker for the Black House Collective’s 2015 New Music Workshop in Kansas City, MO. “Who Married Star Husbands” chamber opera libretto, composed by Shuying Li for Vocalypse’s Opera From Scratch in Nova Scotia, for two sopranos, baritone and piano, Spring 2014. Additional Performances: Composers Conference (Wellesley College, 2015), Midwest Composer’s Symposium (2017), “New in November” (Hartford Opera Theater, 2018). “New Episodes,” art song, composed by Shuying Li. Performed at University of Michigan’s Word Up! Concert, April 20th, 2014. “LIKE, the opera,” libretto & animation, composed by Dylan Arthur Baker, for soprano, alto and baritone, utilizing overhead projection screen for animation of accompanying social media meta-commentary and digital audiovisuals. Performed at University of Michigan’s “Words & Music” workshop, Spring 2014. “The Opera Singer,” opera scene, composed by Dylan Arthur Baker, for soprano and baritone. Performed by Natasha Drake at University of Michigan’s “Words & Music” workshop, Spring 2014. “Mein Mädchen,” an aria, composed by Daniel Sottile, for soprano and celesta. Performed by Natasha Drake at University of Michigan’s “Words & Music” workshop, Spring 2014.
PORTFOLIO & WEBSITE http://kenzieallen.co
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STEPHEN CAIN
80 Edna Ave Toronto, ON M6P 1B6
(416) 763-0615
Electronic Poetry Centre:
BOOKS
False Friends. Toronto: Bookthug, 2017. 130 pages.
I Can Say Interpellation. Toronto: Bookthug, 2011. 50 pages.
American Standard/ Canada Dry. Toronto: Coach House, 2005. 120 pages.
-----. Second Printing. January 2006.
Double Helix. (with Jay Millar). Toronto: Mercury, 2006. 120 pages.
Torontology. Toronto: ECW, 2001. 108 pages. dyslexicon. Toronto: Coach House Books, 1998. 176 pgs.
BOOK EDITED (With Introduction and Notes) bp: beginnings by bpNichol. Toronto: BookThug, 2014. 256 pages.
ANTHOLOGIES
“TTA: Crossword Clue.” In Translating Translating Apollinaire by bpNichol. 2nd Edition. New York: Telephone Books, forthcoming.
“A Cover Lights.” In Avant Canada. Eds. Gregory Betts and Derek Beaulieu. Calgary: No Press, 2014.
“ABC: An Amazing Alphabet Book!”, “In a People House”, and “Mr. Brown Can MOO! Can You?” In Why Poetry Sucks: An Anthology of Humorous Experimental English Canadian Poetry. Eds. Jonathan Ball and Ryan Fitzpatrick. Toronto: Insomniac P, 2014.
“Or the Valley.” In After the Mountain: The A.M. Klein Reboot Project. Ed. Jason Camlot. Montreal: Synapse P, 2011.
“Dead Soldiers.” In Rogue Stimulus: The Stephen Harper Holiday Anthology for a Prorogued Parliament. Eds. Stephen Brockwell and Stuart Ross. Toronto: Mansfield, 2010.
“College Streetcar.” In City of Words: Toronto Through Her Writers’ Eyes. Ed. Sarah Elton. Toronto: Cormorant, 2009.
“Psychogeography (1999)” In Gulch: An Assemblage of Poetry and Prose. Eds. Sarah Beaudin & Karen Correia Da Silva. Toronto: Tightrope Books, 2009.
“bill bissett” In radiant danse uv being. Eds. Jeff Pew and Stephen Roxborough. Roberts Creek: Nightwood/ blewointment, 2006.
“from The Viagra Monologues” In Pissing Ice: An Anthology of “New” Canadian Poets. Eds. Jay MillAr and Jon Paul Fiorentino. Toronto: BookThug, 2004.
“A History of Canada.” In Career Suicide!: Contemporary Literary Humour. Ed. Jon Paul Fiorentino. Montreal: DC Books, 2003.
“A Peculiar Window.” In A Tribute to Bob Cobbing. Toronto: The Scream Press, 2003.
“four stanzas from American Standard.” In The Common Sky: Canadian Writers Against the War. Eds. Mark Higgins, Stephen Pender, and Darren Wershler-Henry. Toronto: Three Squares Press, 2003.
“Pac Man,” “Donkey Kong,” “Hydra,” “Route I: Ped Xing,” and “Waiting” In side/lines: a new canadian poetics. Ed. rob mclennan. Toronto: Insomniac Press, 2002.
"Story." In Voices: Poems for Karl & Talon. Calgary: House Press, 2001.
"The Crystal Palace," "Centipede," and "Asteroids." In The I.V. Lounge Reader. Ed. Paul Vermeersch. Toronto: Insomniac Press, 2001.
"Grad School Blues," and "Mountains of My Mind." In Courier: An Anthology of Concrete and Visual Poetry. Ed. Derek Beaulieu. Calgary: House Press, 1999.
"blob/plop (b/p:b/o)" In TTbpN2: translating translating bpNichol Part 2. Calgary: House Press, 1999.
"dyslexicon." In Coach House Books Y20K (1998). CD ROM. Toronto: Coach House Books, 1999.
"Requiem for the Tish Poets" In A Letter to His Ecsellency Nicky Drumbolis. Toronto: Letters, 1997.
BOOK OBJECTS from Alph Bites: A Primer. Pilot Bay: The Press, 2000. [limited edition letterpress book object by Jane Merks].
CHAPBOOKS
Tag & Run: Canto One. above/ground, 2019.
Etc Phrases. Toronto: Bookthug, 2014.
Zoom. Ottawa: above/ground, 2013.
Stanzas. Toronto: Bookthug, 2010
Wordwards. Calgary: No Press, 2008.
Montreality: B-Sides & Rarities. Toronto: Bookthug, 2006.
American Psycho. Windsor: Stained Paper Archive, 2005.
A Parliament of Foules. Kingston: In Case of Emergency Press, 2004.
“MM’s,” “Spanky’s,” and “The Blasted Mine” In Read York. Ottawa: Apostrophe P, 2004. deClerambault's Syndrome. Calgary: housepress, 2001.
5x4 & 4x5. [Poetry Diptych]. Toronto: Bookthug, 2000. a no(u)n. Toronto: Fingerprinting Inkoperated, 1997.
Circa Diem. Ottawa: above/ground, 1997.
SELECTED PERIODICAL PUBLICATIONS
Walking and Stealing 5 & 14 Partial Zine 1 (2018): 34-37.
Walking and Stealing 1, 2 & 10 Touch the Donkey 18 (2018): np.
“Adorno Hates Jazz” and “from Hims from a Room” IDIOT (Slovenia) 20 (2017): 78-81.
Etc Phrases #8, 13, 16, 25 & 29 in The Windsor Review 47.1 (2014): 39-43.
Etc Phrases #5, 6, 14, 15 in New American Writing 31 (2013): 127-130.
Featured poet in Ditch magazine (June 2009). Includes poems: “Sportstalk,” “1996 Video,” “from Wordwards,” and “Mayakovsky’s Yellow Shirt.”
“A Homophonic Translation of Claude Gauvreau’s `Trustful Fatigue and Reality’” Exile 32.4 (2008): 122-123.
“1997 Video” and “Psychogeography 1997” in Precipice 15.2 (2008): 6-9.
“Hide,” “Instructions,” “Quarry,” and “Zed” in dANDelion 32.1 (2006): 83-86.
“Hydra.” in Matrix 72 (2005): 13.
“…too late to save…” in Industrial Sabotage 61 (2005): np.
“The American Me” and “Then Arose …” in Peter F. Yacht Club 4 (2005): 3-4.
“Canada Dry.” in Open Letter 12.5 (2005): 98-99.
“from American Standard” eye weekly 14 April 2005: 49.
“Dark City” in Matrix 68 (2004): 1.
“Eponymous/” and “/Eponymous” in Rout/e (2004).
“The Wild Swans at Sunnyside,” “The Darkling Thrush,” “Defender,” “Tempest,” and “Route III: Exit Sodom.” Jacket 18 (Australia):
"Route II: Johnny Cake Road." dANDelion 27.2 (2002): 89-91.
"1994: Naked (Mike Leigh): 126 min." In existere 21.1 (2000): 86-88.
"Peach," "The Industrial Revolution," "Lonelyhearts/Shrike" and "1971: A Clockwork Orange (Stanley Kubrick):137 min." In filling station 17 (1999): 42-48.
"Towards a Lacanian Reading of Robert Zend," "Grad School Blues," and 3 Selections from Russian Dolls. In Open Letter 10.6 (1999): 48-49.
"bpNichol is Alive and Well and Living in Bowmanville, Ont." In Open Letter 10.4 (1998): 115.
"1979: Manhattan (Woody Allen): 96 min." In Queen Street Quarterly 2.3 (1998): 27-29.
"Love and Human Remains" and "26th Birthday Pome" In Rampike 9.1 (1997)
"Jouissance" In Essex (U.S.) 1.2 (1997)
"Loop" In Queen St. Quarterly 1.2 (1997)
"Lunch at Kirkpatrick's" In Writing Space 4.1 (1997)
"Rainy Day Blues" and "for AK" in Torque 2.1 (1997)
"Requiem for the Tish Poets" in Oversion 3 (1997)
"Sequels to the Scarlet Letter," "Window Wavering," and "Fragmintentions 2 & 9" in Oversion 6 (1996)
"As Said by the Eroticist to the Pornographer" in Torque 1.6/2.1 (1995/96)
"Mountains of My Mind" in Torque 1.4/1.5 (1995)
"Song for the Stellar Settler" and "Uncommissioned Poster for a Hypothetical Performance of a Play by Ionesco" in Torque 1.1 (1995)
"New Age Blues" in 1Cent 301 (1994)
BROADSIDES & POSTERS
“Kitsch in Ink (1995-2003).” Banff: No Press, 2019.
“Tag & Run: Canto Two.” NC: Happy Monks P, 2018.
“Trustful Fatigue and Reality.” Calgary: No Press, 2010.
“Sportstalk.” Ottawa: above/ground, 2009.
"Waiting." Ottawa: above/ground, 2002.
"Billy Bragg: Don't Try This at Home (1991)". Ottawa: above/ground, 1997.
"Jouissance." Toronto: Kitsch in Ink, 1996.
"Translating Translating Apollinaire: Mock Welsh." Toronto: Kitsch in Ink, 1997.
ONLINE PUBLICATIONS
“Poem for CUPE.” Dusie Tuesday Poem #103 < http://www.dusie.blogspot.ca/2015/03/tuesday- poem-103-stephen-cain-poem-for.html> 2015.
“Sportstalk,” “1996 Video,” “from Wordwards,” and “Mayakovsky’s Yellow Shirt.” ditch, anthology 1 (Canadian innovative poets).
“Canada Dry”
“Joyce/ Beckett” and “Socrates/ Plato” Coupremine 1.
“Hydra” Lexiconjury.
“Stop and Go to Slow” Poetics.ca
DyslexiconLINE: Coach House Books
RECORDINGS
"Rhinoceros," "from Alph-Bites: A Primer," and "Pome for Viktor Shklovsky" On Carnivocal: A Celebration of Sound Poetry. Red Deer: Red Deer Press & Omikron, 1999.
WORKS IN TRANSLATION
Slovenian
“Adorno Hates Jazz” and “from Hims from a Room” IDIOT 20 (2017): 78-81.
Icelandic
“/Eponymous” from American Standard/ Canada Dry, translated into Icelandic by Eiríkur Örn Norðdahl in 131.839 slög með bilum [131, 839 keystrokes with spaces]. Helsinki: ntamo press, 2007: 164.
ARTICLES (AUTHOR)
“Poetics Statement.” In side/lines: a new canadian poetics. Ed. rob mclennan. Toronto: Insomniac Press, 2002: 52-55.
"Fragment of a Letter to Jay. RE: Academic Poetry." endNOTE 2 (2000): 15-17.
ARTICLES (SUBJECT)
Roberts, Gillian. “Diverging Parallels: Canadian Literature and the Canada-US Border.” The Eccles Centre for American Studies. London: British Library, 2016.
Percy, Owen. “Drinking with Sir John A.: Stephen Cain’s New History of Canada.” Canadian Poetry 63 (2008): 59-80.
Percy, Owen D. “Drinking with Sir John A: Stephen Cain’s New History of Canada.” Conference Paper delivered at the University of Calgary, March 11, 2006.
Cornish, Chris. “Stephen Cain Plays Games With Poetry.” Y-File Nov. 22, 2005
Popowich, Jamie. "X-Factor: York T.A. battles literary formulas in new book." Excalibur 33.27 (March 24, 1999): 19.
REVIEWS
False Friends
Ball, Jonathan. “Anatomy Poetry Sonically Stellar”. Winnipeg Free Press 26/08/2017.
Barbour, Douglas. “Stephen Cain raises his ante & his anti- in False Friends” Eclectic Ruckus (Aug. 2017)
Betts, Greg. “The Pleasure of Not Knowing.” Canadian Literature 234 (2018).
Hamilton, Megan. Broken Pencil 76 (2017): 55. rob mclennan’s blog: April 13, 2017.
Wiens, Jason. The Humber Literary Review 2.4 (2017)
Zoom
Armstrong, Neal. Broken Pencil 65 (2014): 43.
I Can Say Interpellation
Mara-McKay, Nico. Broken Pencil 54 (2012): 50.
American Standard/ Canada Dry
Donaldson, Jeffrey. University of Toronto Quarterly 76.1 (2007): 299-230.
Porco, Alex. filling station 34 (2006): 66-67.
Ball, Jonathan. Prairie Fire Review of Books (2006)
Green, Hilary. sub-Terrain 42 (2005): 46-47.
Szczepaniak, Angela. “The Linguistic Cartography of Toilets and Ginger Ale.” Electronic Book Review
Minkus, Kim. “Surprise the Muse” Jacket 28 (2005).
Betts, Gregory. “Bucks Against the Border.” Word Vol. 11. Nos. 9-12 (2005/ 2006): 14-16
LoveGrove, Jennifer. THIS Magazine Sept./ Oct. 2005: 39.
Stone, M.J. “Poetic Licence” The Hour (Montreal) May 19 2005: 22.
Harris, Sharon. The Small Press Exchange.
Double Helix (with Jay MillAr)
Barbour, Douglas. Canadian Book Review Annual. Toronto: Dundurn, 2008.
Bey, Kindah Mardam. Lucid Forge
Good, Alex. The Record (Waterloo) April 21 2007: W11.
Stanzas mclennan, rob. Broken Pencil 50 (2011): 49.
Porco, Alessandro. “The Derive of Derivativeness.” Northern Poetry Review (2011):
Montreality/ Wordwards
Porco, Alessandro. Matrix 84 (2009): 59-60.
Heart of the Helix/ Double Helix: Initial Sequence (with Jay MillAr) mclennan, rob. “Wet Ink.” Word 8.7 (Oct. 2002): 3.
Torontology
Reibetanz, Julia. “Letters in Canada: Poetry.” University of Toronto Quarterly 72.1 (2002/3): 248- 249.
Neilson, Shane. Arc 49 (2002): 87-88.
Wakulich, Bob. subTerrain 34 (2002): 48.
Epstein, Ronald Charles. Canadian Book Review Annual. Toronto: Peter Martin, 2002: 205-06.
Conley, Tim. "Seepage & leakage." paperplates 5.1 (2002): 32-33.
Bryden, Diana Fitzgerald. the danforth review (2001):
Neff, Lyle. (2001):
Pioro, Matthew. Broken Pencil 17 (2001): 58.
Conley, Tim. “Soothsaid Verse.” Canadian Literature 178 (2003): 104-105. mclennan, rob. Praire Fire Review of Books.
Dutton, Paul. "Haydn Intersections of Sense." Books in Canada 28.5 (1999): 26-7.
Higgins, Mary Rising. Textellaneous (2001):
Huffman, Kerri. The Annex Gleaner 4.8 (1998): 18.
Bok, Christian. "Idealize Dyslexia." Word 3.6 (Sept. 1997): 6.
Circa Diem
Alfonso, Ralph. Ralph: Coffee, Jazz and Poetry. Webzine. "Ralph Recommends." (March 1998):
Bok, Christian. "The Noun Unknown." Word 3.3 (June 1997): 6.
EPHEMERA
A Homophonic Translation of Claude Gauvreau’s Trustful Fatigue and Reality [For Ray Ellenwood]. Calgary: No Press, 2010.
Anticipointments. Box of unbound poems. Toronto: Kitsch in Ink, 1996. blob/plop (b/p:b/o). Poetry File Card. Brampton: Poetic Immolation Press, 1999.
Christmas Card: Seasons Greetings. Toronto: Kitsch in Ink, 1996.
Diptych for DWH. Poem Card. Toronto: Kitsch in Ink, 1999.
Fragmintentions (1-10). Poetry pamphlets. Toronto: Kitsch in Ink, 1995-96.
Nicholphilia. Cento of bpNichol Poetry. Toronto: Kitsch in Ink, 1997.
1979: Manhattan (Woody Allen). Poem card. Toronto: Kitsch in Ink, 1997.
Thank You Card. Toronto: Kitsch in Ink, 1995.
Window Wavering. Poem Card. Calgary: housepress, 1998.
Words of TransAd. Found poems. Toronto: Kitsch in Ink, 1997.
PERFORMANCES (READINGS, SELECTED)
Over 100 solo and group readings across Canada including most major literary reading series. Highlights:
International Festival of Authors (Toronto, 2007); Ottawa International Writers Festival (2005); Windsor Bookfest (2007); Kootenay School of Writing (Vancouver, 2008); Modernist Studies Association (Toronto, 2019); Word on the Street Dundas Pop Up (2017); Junction Arts Festival (Toronto, 2009); Canadian Writers in Person (York U, 2005); Scream in High Park (Toronto, 1998); Bread and Honey (Toronto, 2014); Hearthside Series (Niagara Falls, 2010); Rust Belt Books (Buffalo, 2010); Steel Bar (Buffalo, 2001); GritLit (Hamilton, 2005); Avantgarden Series (Toronto, 2012); Test (Toronto, 2006); Lexiconjury (Toronto, 2001, 2002, 2003, 2004, 2006); University of Toronto Bookstore Series (2001); Free Speech (Toronto, 2009); Grey Borders (St. Catharines, 2007, 2012); Art Bar (Toronto, 1997); Writuals (U of Toronto, 1999); IV Lounge (Toronto, 1998); Idler Series (Toronto, 1995, 1997, 1998, 1999); Word Ward (Waterloo, 1998); Torpor-Vigil (Toronto, 1996); Cargo Culture (Kingston, 2000); This Ain’t the Rosedale Series (Toronto, 2003); Waterloo Public Library (2004); Dundas@Yonge (Toronto, 1996); McGill St. (Toronto, 1996); Harbourfront Celebrations of Coach House Press (2005) and ECW Press (2003); Featured Readings at the University of Calgary (2005), Queen’s University (2000, 2005), Wilfrid Laurier University (2005), University of Toronto (2005), University of Northern British Columbia (2007) and Brock University (2017).
PERFORMANCES (RADIO)
CIUT 89.5: Interviewed on “Howl”: 17/08/29
CIUT 89.5: Interviewed on “Howl”: 07/04/17
CBC Radio One: Interviewed on “Here and Now”: 05/06/30
CIUT 89.5: Interviewed on “The Small Print”: 03/06/27
CIUT 89.5: Panelist on "Howl" discussing the Avant-Garde: 97/07/13 PERFORMANCES (TELEVISION)
Rogers Cable 10: Panelist on "Motions in Poetry" discussing Concrete Poetry: 96/03/23.
INTERVIEWS
Whyte, Thomas. Poetry Mini Interviews (Nov 2018):
“One Book That Altered My Writing” (Sept 2018):
“Poets in Profile: Stephen Cain.” Open Book Toronto (May 2011):
Medley, Mark. “The NaPoMo Questionnaire: Stephen Cain.” The National Post. Apr 30, 2009. The Afterword.
Hibbs, Angela. “Matrix Interview—Stephen Cain.” Matrix 72 (2005): 12-13.
“Interview at the Toronto Book Expo” (2005):
Abrams, Val. "FallUpView: An Interview with Stephen Cain." Existere 21.2 (2001): 93-101. mclennan, rob. “Stop and Go to Slow: A Conversation with Stephen Cain” Poetics.ca 3
BOOKS USED IN COURSES
False Friends
(Brock University, 2017)
American Standard/ Canada Dry
EN4273: Studies in Canadian Literature: Poetry (York University, 2007) EN425: Advanced Creative Writing (Concordia University, 2006, 2007) EN356: Contemporary Canadian Poetry (University of Toronto, 2005) EN509: Canadian Literature: 21st Century Poetry (University of Calgary, 2005, 2006) EN1953: Canadian Writers in Person (York University, 2005) EN672: Creative Writing: Poetry (Concordia University, 2005)
I Can Say Interpellation
ENGL 3B03: Children’s Literature (OCAD, 2012)
Torontology
EN269: Contemporary Literature (Queen’s University, 2004-2005) EN4277: Studies in Canadian Literature: 21st-Century Canadian Poetry (York University, 2003- 2004 & 2002-2003)
AWARDS
Ontario Arts Council: Recommender Grant: $1,500 (2018) Ontario Arts Council: Writer’s Reserve: $1,500 (2012) Ontario Arts Council: Writer’s Reserve: $3,000 (2004) Toronto Arts Council: Level Two Grant: $7,500 (2003) Ontario Arts Council: Writer’s Reserve: $1,500 (2003) Ontario Arts Council: Writer's Reserve: $1,500 (2000)
REVIEWER
Rev. of Concetta Principe’s This Real, Jason Stefanik The Night Became Years, and John Creary Escape from Wreck City. In Canadian Literature (2018)
Rev. of bpNichol’s Konfessions of an Elizabethan Fan Dancer and Stuart Ross’s Confessions of a Small Press Racketeer. In Canadian Literature (2006)
Rev. of Karen Mac Cormack’s Implexures. In 1913 (U.S.A.) 1 (2004): 140-141.
Rev. of bill bissett’s peter among th towring boxes/ text bites. In paperplates 5.3 (2003): 36-37.
Rev. of Stan Rogal's Geometry of the Odd; Stuart Ross' Farmer Gloomy's New Hybrid; and John Barlow's ASHINEoVSUN. In filling station 21 (2001): 67-71.
Rev. of Mary Cameron's Clouds Without Heaven. In Quarry 46.2 (2001): 47-48.
Rev. of R.M. Vaughan's Invisible to Predators. In Quarry 46.1 (2000): 61-62.
Rev. of Lisa Robertson's XEclogue. In paperplates 4.2 (2000): 33-34.
Rev. of Cliff Burn's The Reality Machine. In Paragraph 20.1 (1998): 30-31.
Rev. of James Wallen's Her Smoke Rose Up. In Paragraph 20.2/3 (1998/99): 57-8.
INTERVIEWER
Interview with Steve Venright. In Torpor Vigilante. Toronto: Kitsch in Ink, 1998.
Interview with Frank Davey. In Queen Street Quarterly 3.2 (1999): 40-46 & 3.3 (1999): 57-63.
Interview with Karen Mac Cormack. In Queen Street Quarterly 3.4 (2000): 53-61.
EDITING/ PUBLISHING
Poetry Editing: Bookthug (2008-9): Books edited: In Stereo by Paul Hegedus (2008); Declining America by Rob Budde (2009); Lost Cosmonauts by Ken Hunt (2018).
Editor and Publisher: Kitsch in Ink Press (1995-). Publishing: Darren Wershler-Henry, Steve Venright, Tara Azzopardi, Derek Beaulieu, Jay MillAr, Neil Hennessy, and Bill Kennedy.
Co-editor and Publisher (with Bill Kennedy and Darren Wershler-Henry): The (n-1) Collective (1996). Publishing (n-1) Magazine, and Nancy Dembowski.
Copy-Editor. Queen St. Quarterly (1998).
Literary Editor. Queen St. Quarterly (1999-2005).
Book Review Editor. Quarry (2000-2001)
Editor: Implosion Imprint [an imprint of Insomniac Press] (2001-2006). Books edited: Black Coffee Night (2002), by Emily Schultz; A Penny Dreadful (2003), by Gustave Morin; The Inactivist (2003), by Chris Eaton; Meet Me in the Parking Lot (2004), by Alexandra Leggat; Certifiable (2004), by David McGimpsey; Asthmatica (2005), by Jon Paul Fiorentino; The Grammar Architect (2005), by Chris Eaton; Whatever Happens (2006), by Tim Conley, and The Mole Chronicles (2006), by Andy Brown.
CURATOR
“Eye Scream: A Night of Visual Poetry.” The Virus Gallery and Objectorium (624 Richmond St. W., Toronto) July 13, 2003.
“From a [murmur] to a Scream.” Designed and guided literary walking tour of the Annex in Toronto. July 1, 2005.
COLLABORATIONS with a. rawlings. [a,r] [s'c]. [chapbook]. Calgary: housepress, 2002. with Jesse Huisken. , even [chapbook]. Toronto: Wood & Coal, 2002. with Jay MillAr. Two Cents [monthly column on the Small Press]: Word 9.7 (Oct. 2003)-present.
-----. Double Helix: Initial Sequence [chapbook]. Calgary: housepress, 2002.
-----. "4 Poems from Double Helix." dANDelion 27.2 (2002): 93-96.
-----. Heart of the Helix [chapbook]. Toronto: Book Thug, 2002.
-----. Hijinks: A Sequence from Double Helix [chapbook]. Ottawa: above/ground, 2003.
As the (n-1) Collective (with Bill Kennedy and Darren Wershler-Henry): "Poetry and Excess." Editorial. Word 3.8 (Nov. 1997): 1, 7.
OTHER
Poetry from American Standard/ Canada Dry used in the performance of Camoes: The One Eyed Poet of Portugal. Clay and Paper Theatre. Dir. David Anderson. July 21-Aug. 13, 2006.
BLURBS
Kreuter, Aaron. Arguments for Lawn Chairs. Toronto: Guernica, 2016.
Weaver, Andy. This. Ottawa: Chaudiere, 2015.
Millar, Jay. Timely Irrelevance. Vancouver: blewointment, 2013.
Moore, Nathaniel. The Chelsea Papers. Toronto: Burner Books, 2012.
Conley, Tim. One False Move. Toronto: Quattro, 2012.
Robertson, Lisa. The Men. Toronto: Bookthug, 2006. beaulieu, derek. With Wax. Toronto: Coach House, 2003.
JULIA CREET Curriculum Vitae
PERSONAL INFORMATION
Professor, Department of English, York University 604 Atkinson, 4700 Keele St. 63 Springmount Ave Toronto, ON, Canada M3J 1P3 Toronto, ON, Canada M6H2Y5 416 736-2100 ext 30442 416 605-3542 [email protected]
JuliaCreet.com Academic https://yorku.academia.edu/JuliaCreet
EDUCATION
Ph.D. History of Consciousness, University of California, Santa Cruz 1994 M.A. History and Philosophy of Education, OISE, University of Toronto 1988 B.A. Honours History, University of Victoria 1986
HONOURS and SPECIAL RECOGNITION
President’s Research Impact Award, York University 2018 York Research Leader Award, York University 2017 Jewish Thought And Culture Award, Canadian Jewish Literary Awards 2016 for H.G Adler: Life, Literature, Legacy. Faculty of Liberal Arts and Professional Studies, Research Leave 2015, 2013 Tziporah Wiesel Fellow, Center for Advanced Holocaust Studies, Feb-June 2014 United States Holocaust Memorial Museum, Washington, DC. Scholar-in-Residence, Hadassah-Brandeis Institute, Brandeis University 2010-11 Postdoctoral Fellow, Centre for Theory and Criticism, 2006 University of Western Ontario 1995-1996 Sidney Petit Prize in European History, University of Victoria 1986 Willard E. Ireland Scholarship in History, University of Victoria 1985 Gregory Heitzmann Prize in Japanese Studies, University of Victoria 1985
EMPLOYMENT HISTORY
Full Professor, Department of English, York University 2018- Associate Professor, Department of English, York University 2002-2017 Chair, Department of English, York University 2006-2009 Visiting Professor, Film Studies, University of Karlstad, Sweden 2003 Assistant Professor, Department of English, York University 1998-2002 Assistant Professor, Departments of English and Women’s Studies c.v. Creet 2
University of Western Ontario 1995-1996 Lecturer, Humanities, Women’s Studies, Visual and Performing Arts University of Toronto 1991-1994,1997
RESEARCH FUNDING HISTORY
External Funding
Years Source Amount
2018-2019 Raising Public Awareness Office of the Privacy Commissioner of Canada $50,050 about Genealogical Privacy across Contributions Program Canada, in both Official Languages
2017 “Data Mind the Deceased: Office of the Privacy Commissioner of Canada $3,700 Ancestry and the Business of Family Contributions Program
2016 “Jewish Literary memory in SSHRC – Connections Grant $25,000 Post-war Paris” Symposium Co-applicant with PI Sara Horowitz
2014-15 “Data Mining the Deceased: Office of the Privacy Commissioner of Canada $52,000 Ancestry and the Business of Family” Contributions Program
Internal Funding
2019 Workshop Funding: Digital LA&PS Seed Grant For Collaborative Research $5,000 Afterlives Initiatives
2018 Event Funding: Genealogy and LA&PS Events Funding, VPRI $4,500 Genetics Workshop
2017-18 Travel and Research SSHRC, Centre for Jewish Studies, LA&PS $3,500 Dissemination Grants $8,500 2016 Sabbatical Research Fellowship York University Faculty Association
2016 Travel and Research LA&PS and SSHRC $1,670 Dissemination Grants
2015 “Data Mining the Deceased” LA&PS Minor Research Grant $5,000
c.v. Creet 3
Summary Of Publications And Professional Contributions: Monographs 1 Documentary Films 2 Invited Screenings 40 Co-Edited books 3 Chapters and Introductions in Books 16 Articles in refereed journals 14 Encyclopaedia entries 7 Papers in refereed conference proceedings 3 Reviews 10 Reviews of Memory and Migration 5 Nonfiction publications 14 Invited Scholarly and Public Talks 32 Conference Presentations 31 Media Appearances 11
DOCUMENTARY FILM
Director and Producer Data Mining the Deceased: Ancestry and the Business of Family (HD Video 56 Minutes, Canada 2017) French dub. Ancêtres Inc.: Affaires de famille - Affaires d’argent (2019).
Broadcast Premiere, TVO, Feb 1, 2017. Rebroadcast 12 times. Approximate viewership 400,000
Worldwide Distributor: FLAME, London, U.K. Broadcast licenses: PBS, Poland, Latvia, Estonia, Croatia, Singapore Airlines, Air France Streaming: Amazon Prime: U.S., Canada, U.K., India, Video on Demand: 7Plus, Australia.
Educational Distributor: Vtape.org., Toronto Rentals: Barbados Museum & Historical Society, Barbados
Invited Screenings with Discussion Birkbeck College, London, UK, May 2019 Office of the Privacy Commissioner for Nova Scotia, Halifax, February 2019 Jewish Genealogical Society of Toronto, Toronto, January 2019 Lennox and Addington Country Museum and Archives, Napanee, October 2018 Genetics and Genealogy Workshop, Ontario Archives, Toronto, September 2018 Access and Privacy Conference, University of Alberta, Edmonton, June 2018 Congress, SSHRC invited screening. Regina, May, 2018 Wellesley University, Wellesley, Mass. April 2018 Frontier Cinema, Brunswick, Maine, April 2018 Memory Studies Association Conference. Copenhagen, Dec 2017 48th Asia Pacific Privacy Authorities Conference. Vancouver, Nov 2017 Brandeis University, Nov, 2017 Bay Street Film Festival, Thunder Bay, Sept 2017. (Audience Choice Award) c.v. Creet 4
DocUtah, St. George, Sept 2017 (Catalogue cover image) Ethnografilm Festival. Paris, April 2017. Popular Culture Studies Association. Seattle, March 2016. Office of the Privacy Commissioner of Canada. Ottawa, Dec 2015.
Library Acquisitions: York, University of Toronto (Innes College), McMaster University
Director and Producer MUM: A story of silence (SD Video 37 minutes. Canada 2008) Distributor: Vtape.org
Invited Screenings with discussion Centre for Advanced Studies, University of London, UK, May 2019 Jagiellonian University, Krakow, Poland. May 2018 Bernard Betel Centre, Toronto, April 2018 Temple Anshe Sholom, Hamilton, March 2017 Holocaust Education Week, Toronto, November 2015
Video Library Acquisitions and Deposits York University, Toronto; Yad Vashem, Israel; Memorial Archive, Moscow HotDocs Online Library; Boston College, Boston, USHMM, Washington, D.C.
PUBLICATIONS
Monograph: Forthcoming
Julia Creet, The Genealogical Sublime. In Press, University of Massachusetts Press. Release date Feb. 2020.
Co-edited Books
Sara Horowitz, Amira Dan and Julia Creet, eds. Shadows Over the City of Lights: Paris in Post- War Jewish Literary Memory” In Press. SUNY Press. Release date Feb 2020.
Julia Creet, Sara Horowitz and Amira Dan, eds. H.G. Adler: Life, Literature, Legacy. Evanston: NorthWestern UP, 2016. 417 pp. Winner of the 2016 Jewish Thought and Culture Award from the Canadian Jewish Literary Awards.
Chapters and Introductions in Books
“Dora Bruder: A Psychogeography of Jewish Absence.” Eds. Sara Horowitz, Amira Dan and Julia Creet. Jewish Shadows Over the City of Lights.
Julia Creet, Amira Dan and Sara R. Horowitz, “Introduction: Encountering H.G. Adler.” In Creet, Dan, Horowitz, eds. H.G. Adler: Life, Literature, Legacy. 3-20.
“A Dialectics of the Deictic: Pronouns and Persons in H.G. Adler’s The Journey.” In Creet, Dan and Horowitz, eds. 205-227. c.v. Creet 5
“Foreword.” Nergis Canefe, Ed. The Jewish Diaspora as a Paradigm: Politics, Religion and Belonging. Libra Kitap: Istanbul, 2014. 11-13.
Articles in Refereed Journals
“H.G. Adler as Modernist Historiographer in North America.” A Modernist in Exile: The International Reception of H.G. Adler (1910-1988). Ed. Lynn Woolf. Studies in Comparative Literature 42. (Cambridge: Legenda, 2019): 191-206.
“Peripheral to the Past: Memory and Microhistory.” Hagar 12 (Winter 2014): 73-89.
Nonfiction and Journalism:
“How cops used a public genealogy database in the Golden State Killer case.” The Conversation April 30, 2018 https://theconversation.com/how-cops-used-a-public-genealogy-database-in-the- golden-state-killer-case-95842 “Believe Nothing: The hoax of the Shed at Dulwich.” The Conversation Feb 8, 2018. https://theconversation.com/believe-nothing-the-hoax-of-the-shed-at-dulwich-91211 “The mythical search for our ancestors is big business.” The Conversation January 11, 2018 https://theconversation.com/the-mythical-quest-for-our-ancestors-is-big-business-89524 “What She Never Said.” Reader’s Digest (Nov 2014): 81-82.
Works-in-progress: Book projects
“The Unread Novel.” 400 ms.pgs. This book is the companion piece to my documentary MUM. Although I have had a complete manuscript for several years—and had submitted and had it accepted by the Haddassah Brandeis Institute for consideration by Northeastern UP—I am applying for the Spatz Chair in Jewish Studies at Dalhousie University in order to have the time to restructure the ms. for pace and narrative arc. Penguin Canada, Wilfrid Laurier Press and Northwestern UP have expressed interest in reading the revised ms.
“‘Paris-la-politique’ Monique Wittig in Pronoun Hell.” Annulling Gender: The Legacy of Monique Wittig Eds. Julia Balén and Dominique Bourque. Submitted. Accepted. 8500 wds. (This book project has been on hold for several years).
Reviews and Review Essays of Memory and Migration
Georgis, Dina. “Memory and Migration: Multidisciplinary Approaches to Memory Studies Ed. by Julia Creet and Andreas Kitzmann (Review).” University of Toronto Quarterly 82 (2013): 485–87.
Lehr, John C. “Memory and Migration: Multidisciplinary Approaches to Memory Studies Ed. by Julia Creet and Andreas Kitzmann.” Canadian Ethnic Studies 45 (2013): 274–75.
Nienass, Benjamin, “History, Memory and Migration: Perceptions of the Past and the Politics of Incorporation. Edited by Irial Glynn and J. Olaf Kleist. Memory and Migration: Multidisciplinary Approaches to Memory Studies. Edited by Julia Creet and Andreas Kitzmann.” Migration Studies c.v. Creet 6
1 (2013): 117–22.
Sheftel, Anna, “Julia Creet and Andreas Kitzmann, Eds. Memory and Migration: Multidisciplinary Approaches to Memory Studies (Toronto: University of Toronto Press, 2010).” Left History 17 (2013). 162-166.
Amine, Laila, and Caroline Beschea-Fache. “Crossroads of Memory: Contexts, Agents, and Processes in a Global Age.” Culture, Theory and Critique 53 (2012): 99–109.
KEYNOTE ADDRESSES, INVITED TALKS, WORKSHOP PAPERS, ROUNDTABLE DISCUSSIONS, AND PUBLIC TALKS
Online Discussion “From Archives to Databases: Depositing and Finding the Genealogical Selves,” Association of Canadian Archivists, Personal Archives Special Interest Section. May 18- 23, 2019.
“Privacy Issues and Outcomes Impacting Genealogical Research.” Panellist. Access and Privacy Conference, University of Alberta, Edmonton. June 25, 2018
“Feminism, lesbianism, and the Straight Mind.” Queer Studies: genre et traduction. Université de MontréalCentre d'études et de recherches internationales, Écoles d’été. Invited Lecture. June 18, 2018
“Dialogue for Descendants.” Public Talk. Sarah and Chaim Neuberger Holocaust Education Centre, UJA Toronto. May 31, 2018.
“SSHRC Documentary Panel.” Invited Panellist. Congress. University of Regina, Regina. May 30, 2018.
“On the Sidewalk: Bystanders and Witnesses in a Hungarian Town.” Research Centre of Memory Cultures, Lecture Series. Jagiellonian University, Krakow, Poland. May 17, 2018
“H.G. Adler as Modernist Historiographer.” Memory Studies Lecture. University of Frankfurt, Germany. May 15, 2018
VPRI Research Symposium, “Digital Databases and the Genealogical Sublime,” Digital Doings: Perspectives on Artificial Intelligence. York University, February 15, 2018.
“The OPC Contributions Program.” Invited Panellist. 48th Asia Pacific of Privacy Authorities Forum. Vancouver. November 15, 2017
“Reading the Holocaust: From the Diary of Anne Frank to the Diary of Molly Applebaum.” Panel Discussion. Holocaust Education Week. Munk School of Global Affairs, University of Toronto. November 7, 2017
“Unsettling Canada at 150.” Roundtable discussion. York University, November 3, 2017
Association of Canadian Archivists Annual Conference.” Plenary Panel. Ottawa, June 8, 2017
c.v. Creet 7
“H.G. Adler: Life, Literature, Legacy.” Invited lectures, Departments of Jewish Studies and German Literature, Brandeis University and Wellesley University. December 6, 2017.
“History and Imagination - The Place of Literature in Holocaust Remembrance.” Panel for Holocaust Education Week. Centre for Jewish Studies, York University, Toronto. Nov 8, 2016.
“Dora Bruder: A Psychogeography of Jewish Absence.” Paris in Post-War Jewish Literary Memory Symposium. York University, May 24-25, 2016.
“H.G. Adler as Moderninst Historiographer in North America.” A Modernist in Exile. The International Reception of H.G. Adler Conference. Institute of Modern Languages Research. University of London, May 10, 2016.
“Data Mining the Deceased: Ownership, Privacy and Family Records.” OPC Pathways to Privacy Symposium, The Centre for Law, Technology and Society. University of Ottawa Feb. 25, 2015.
“Recovering Lost Family: Genetic Genealogy and Ancestral Identification.” Memory (Loss) Speakers Series. Wilfrid Laurier Centre for Memory and Testimony Studies. Toronto, Feb. 8, 2015.
“Remigration: Genetic Genealogy and Ancestral Identification” “Migration Matters: Memory & Nostalgia Panel.” Centre for Refugee Studies, York University. Jan. 29, 2015.
CONFERENCE PRESENTATIONS (refereed)
“Dora Bruder’s Paris: A Psychogeography of Jewish Absence” World Congress of Jewish Studies, The Hebrew University of Jerusalem, August 6-10, 2017.
“On Microhistory and Memory.” Association for Jewish Studies. Baltimore, Dec. 2014.
“The House of Terror and the Holocaust Memorial Center: Resentment and Melancholia in Post- 89 Hungary.” The Holocaust In Hungary, 70 Years On: New Perspectives. FGCU, March 2014.
LEADERSHIP ACTIVITIES: EXTERNAL ORGANIZATIONS
Grant Adjudication Adjudicator, Humanities in the European Research Area, “Public Spaces: Culture and Integration in Europe,” Netherlands Organization for Scientific Research, 2018 Member, Adjudication Committee, Office of the Privacy Commissioner of Canada, Connections Program, Ottawa, 2016, 2019
Academic Advisory Committee Hadassah-Brandeis Institute, Brandeis University, 2011-
Manuscript and Peer Reviews c.v. Creet 8
Manuscript Reviews: University of Toronto Press, Wilfrid Laurier University Press, McGill/Queen’s Press, Addison-Wesley, University of Massachusetts Press, SUNY Press, Palgrave McMillan, Edinburgh University Press.
Journal Referee: Crossings: Journal of Migration and Culture, Pivot, Signs, University of Toronto Quarterly, Atlantis, Dapim - Studies on the Holocaust, Contemporary Women’s Writing, Electronic Journal of Communication, Australian Feminist Studies, Research for Feminist Research, Feminist Studies, Comparative Literature
Conference and Workshop Organization:
Organizer. “Digital Afterlives and the Genealogy Industries Workshop.” Birkbeck College, London, UK. May 26, 2019
Organizer. “Genetic Genealogy Workshop.” Hosted by the Archives of Ontario. Sept 20, 2018. Supported by the Office of the Privacy Commissioner of Canada, the Faculty of Liberal Arts and Professional Studies.
Co-organizer and SSHRC Connections grant preparation with Sara Horowitz: “Jewish Literary Memory in Post-War Paris” Symposium, Centre for Jewish Studies, York University May 25-26, 2016. 16 International participants.
TRAINING AND SUPERVISORY EXPERIENCE
Member of the York University Graduate Programmes in English, Interdisciplinary Studies, Social and Political Thought
PhD Supervisions Completed: 4 In progress 6 PhD Supervisory Committee Member Completed: 3 In progress 3 MA Co-Supervisions Completed: 3 In progress 0 MA Supervisory Committee Member Completed: 5 In progress 0
Primary Doctoral Supervisor Department of English, Completed Stephen Rita-Procter, “Truth and Reconciliation Reports and the Literature of Witnessing.” 2011- 2018 SHRCC Joseph-Armand Bombardier Award Holder 2012-2016 Susan Mann Dissertation Year Fellowship 2016-2017 Jordana Greenblatt, Textual Sadism. 2005-2010. Winner of York Faculty of Graduate Studies Dissertation Prize. Elena Basile, “Tessera: Feminist Cultural Production in Translation.” 1998-2012 Department of English, In progress Aaron Kreuter, “Israel in the eyes of the Jewish Diaspora” SHRCC Doctoral Fellowship Holder 2013- Jacqueline Chia, “Narratives and Contemporary Networks” 2013- Amanda Attrell, “The Theatre of Linda Griffiths.” Janice Andreae, “Towards a visual textual culture.” 1995- (complete draft of dissertation submitted) c.v. Creet 9
(Basile and Andreae were inherited supervisees from the late Dr. Goddard) Social and Political Thought, Completed Amira Bojadzija-Dan, Testimony and Sense Memory. 2004-2010 Social and Political Thought, In progress Lisa Sloniowski, “The Feminist Porn Archives.” 2013-
Doctoral Supervisory Committees Department of English Anna Veprinska, “The Skin of Another,” 2012-2018. Complete. Research Fellow at the United States Holocaust Memorial Museum, 2016-2017 Trish Salah, “Re/Writing Transgender Subjectivity: Memoirs of Spirit, Psyche and Science.” 1998-2009 Complete. Faculty member, Queen’s University, Gender and Women’s Studies Jennifer Henderson, “Conducting Self: Race, Government and Settler Women’s Narratives.” 1993-1999 Complete. Faculty member, Carlton University, Department of English Language and Literature Social and Political Thought Sean Lokaisingh-Meighoo, “The Return of Dialectics” 1998-2004. Complete. Faculty member, San Diego State University, Department of Philosophy. Kate Kaul, “Form, Content, Disability Studies” 1998- Humanities Lesley Simpson, “Glucekel’s Texting Daughters” 2013-
Masters Supervisions Department of English, MRP Supervision Renée Jackson: “The Superwoman’s Quest: Danielle Steel and the Epic Regeneration of the American Family” 2011-2012 Fine Arts (Co-supervision) Jenn Long, Swallowing Ice 2008-2009 Mike Stevens, Blissful Rock and Roll Only Please. 2005-2007 Allison McTaggart, You and I. 2004-2006 Roch Smith, MFA Playhouse. 2000-2002 Interdisciplinary Studies (Co-supervision) Johanna Lewis, Ask the Colonial Ghosts: Intimate Histories, Harmful Complicities, and the Search for an Accountable Relationship with the Past. 2014-2016 SHRCC Joseph-Armand Bombardier Award Holder, 2015-2016 National Trudeau Fellow nomination by York University 2016 Caroline O’Brian, Between the seams: the making of a princess. 2007-09 Annie Szamosi, The Kastner Affair. 2002-2006 Lynn Cunningham, Free Trade and Magazines in Canada. 1998-2001 Social and Political Thought Kate Kaul, Translating Disablement: Ideology, Carnival and Interdisciplinary Work. 2000-2003
Numerous MA, MFA and PhD oral exams as Dean’s representative and internal external examiner in English, Fine Arts, Screen Writing, Education, Psychology and Women’s Studies. Numerous Field Exam Committees in Literary Theory, Contemporary Literature and Women’s Literature.
External Examiner Nadine Bird, PhD. Creative Writing, La Trobe University, Victoria, Australia, 2017
Winning Nominations for Undergraduate Student Awards c.v. Creet 10
Hajer Mirwali, H.K. Girling Literature Prize, Department of English, 2016 Jasmina Jacsik, H.K. Girling Literature Prize, Department of English, 2015 Rebecca Ihilchik, Best 4000-Level Essay Prize, Department of English, 2014
Date c.v. updated August 2019
DAVID B. GOLDSTEIN
CURRICULUM VITAE
[email protected] (416) 389-3655 (Canada) (410) 739-9555 (USA) Department of English 415 Clinton St York University Toronto, ON M6G 2Z1 301E Stong College Canada 4700 Keele St Toronto, ON M3J 1P3
CURRENT RANK AND STATUS
2012-present Tenured Associate Professor of English, York University 2017-present Coordinator, Creative Writing Program 2017-present Associate Member, Graduate Program in Film 2017-present Associate Member, Graduate Program in Cinema and Media Studies 2012-present Associate Member, Graduate Program in Theatre Studies 2008-present Full Member, Graduate Faculty in English
DEGREES EARNED
2005 Ph.D. English Stanford University 1995 M.A. Creative Writing (Poetry) The Johns Hopkins University 1994 B.A. English, summa cum laude Yale University
PREVIOUS ACADEMIC APPOINTMENTS
2007-2012 Assistant Professor of English, York University 2004-2007 Assistant Professor of English, The University of Tulsa
AREAS OF SPECIALIZATION
Renaissance and Early Modern English literature including Shakespeare and Milton; creative writing; food studies; ecology; book history; poetry and poetics; gender studies; literary theory; literary translation
HONOURS AND AWARDS
Goldstein, C.V., 2
2018-19 Long-Term Senior Fellowship, Folger Shakespeare Library (in conjunction with “Before ‘Farm to Table,’” below) 2018 James Holly Hanford Article Award, Milton Society of America 2014 Co-Winner, Shakespeare’s Globe First Book Award for Eating and Ethics in Shakespeare’s England. United Kingdom. $3000. 2009-10 Solmsen Fellowship, The Institute for Research in the Humanities, University of Wisconsin-Madison. $40,000 USD. 2009 Short-Term Mellon Fellowship, Huntington Library, San Marino, CA. $2500 USD. 2009 Helm Fellowship, Lilly Library at Indiana University. $1500 USD. 2005 Finalist, Action Books December Prize for Laws of Rest (earlier version). 2003-04 Mellon Foundation Dissertation Fellowship, Stanford University. $18,000 USD.
FUNDING
I. External Funding: Scholarly
2017 Co-director, “Before ‘Farm to Table’: Early Modern Foodways and Cultures.” Andrew W. Mellon Foundation Grant, Folger Shakespeare Institute, Washington, DC. $1.5 million USD. 2016 Principal Investigator, SSHRC Insight Grant for “With Whom We Eat: Literature and Commensality.” $106,259. 2006 Principal Investigator, Oklahoma Humanities Council Grant for “Digestion and Originality in Early Modern England.” $1000 USD.
II. External Funding: Creative
2014 Ontario Arts Council, Writers Works in Progress Grant for “Dawnside.” $12,000 2014 Toronto Arts Council, Writers Program Grant, Level II for “Dawnside.” $8000. 2013 Canada Council for the Arts, Professional Writers Creative Writing Grant for “Lost Originals.” $12,000. 2013 Ontario Arts Council, Writers Reserve Grant for “Lost Originals.” $1500. 2012 Toronto Arts Council, Writers Program Grant, Level I for “Lost Originals.” $2000. 2012 Ontario Arts Council, Writers Works in Progress Grant for “Laws of Rest.” $12,000. 2009 Ontario Arts Council, Multi-Arts Grant, Consulting Artist, for “Greetings from Motherland.” $6,500.
III. Internal Funding
2016 LAPS Research Release. $8000. 2016 SSHRC Grant in Aid of Travel. $379.02. 2015 SSHRC Grant in Aid of Travel. $500. 2015 LAPS International Travel Grant. $1000.
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2015 SSHRC Grant in Aid of Travel. $851.18. 2014 SSHRC Grant in Aid of Travel. $800. 2014 LAPS Research Release. $8000. 2013 SSHRC Grant in Aid of Travel. $800. 2013 LAPS International Travel Grant. $1000. 2013 LA&PS Minor Research Grant for “Bread, Fire & Writing: Culinary Ecology in the Poetry and Cookery of Ronald Johnson.” $3066. 2012 SSHRC Small Grants Program for “Eating and Ethics in Shakespeare’s England. $1000. 2012 SSHRC Grant in Aid of Travel. $260.86. 2011 SSHRC Grant in Aid of Travel (declined). $1000. 2010 SSHRC Grant in Aid of Travel. $700. 2010-16 LAPS YUFA Conference Grants, awarded yearly 2007 Faculty Summer Development Grant, University of Tulsa (declined). $5000 USD. 2007 Faculty Research Grant, The University of Tulsa (declined). $1000 USD. 2006 The University of Tulsa, Faculty Research Grant. $1000 USD. 2005 Faculty Summer Development Grant, The University of Tulsa. $5000 USD. 2005 Faculty Research Grant, The University of Tulsa. $1000 USD. 2002 Graduate Research Opportunity Grant, Stanford University. $5000 USD.
PRIOR TEACHING EXPERIENCE AND OTHER EMPLOYMENT
2002-03 Adjunct Faculty in English, Yale University 2002 Adjunct Faculty in Humanities, The Cooper Union for the Advancement of Science and Art 1999, 2000 Teaching Assistant, Stanford University 1999-2000 Instructor, Program in Writing and Rhetoric, Stanford University 1996-98 Research Editor, SAVEUR magazine 1996-97 Writing Instructor, Johns Hopkins Center for Talented Youth, Distance Learning Center 1995-96 Writing Instructor, Johns Hopkins Center for Talented Youth, Summer Programs 1994-95 Teaching Fellow, The Johns Hopkins University
CAREER TOTALS (PUBLISHED OR IN PRESS)
Scholarly Books Authored 1 Edited Collections 2 Scholarly Articles in Refereed Journals 4 Chapters in Book Collections 9 Review Articles in Refereed Journals 1 Non-Refereed Scholarly Publications 4 Encyclopedia Entries 6 Scholarly Book Reviews 10 Scholarly Blogposts and Public-Facing Writing 4 Poetry Books 2
Goldstein, C.V., 4
Poetry Chapbooks 3 Poems in Anthologies, Periodicals, and Commissions 59 Poetry Book Reviews 4 Poetry Translations in Periodicals 12 Poetry Translations in Anthologies 1 Art Installations and Book Arts Projects 8 Articles Published in Newspapers and Popular Magazines 79 Interviews (as subject) 5 Reviews of work 15 Keynotes 2 Invited Scholarly Talks 20 Conferences, Panels, and Seminars Organized 12 Conference Presentations 40 Invited Poetry Readings and Artist Talks 28
PUBLICATIONS
I. Scholarship
A. Scholarly Books Authored
2013 Eating and Ethics in Shakespeare’s England. Cambridge: Cambridge University Press, 2013. 304 pp. Co-Winner, 2014 Shakespeare’s Globe Book Award.
B. Scholarly Books Edited
2016 Culinary Shakespeare: Staging Food and Drink in Early Modern England. Amy Tigner, co-editor. Pittsburgh: Duquesne University Press, 2016. 287 pp. 2016 Shakespeare and Hospitality. Julia Reinhard Lupton, co-editor. New York: Routledge, 2016. 272 pp.
C. Articles in Refereed Journals
2018 “Eats Well with Others: Culinary Skepticism in As You Like It and Montaigne’s ‘Of Experience.’” Criticism 59.4 (2017), pp. 639-660. Reprint of “Culinary Skepticism in As You Like It and Montaigne’s ‘Of Experience’” in Of Levinas and Shakespeare: “To See Another Thus,” listed below. 2014 “Jews, Scots, and Pigs in The Merchant of Venice.” SEL Studies in English Literature 1500-1900 54.2, Spring 2014, pp. 315-348. 2010 “Emmanuel Levinas and the Ontology of Eating.” Gastronomica: The Journal of Food and Culture, Summer 2010, pp. 34-44. 2009 “The Cook and the Cannibal: Titus Andronicus and the New World.” Shakespeare Studies 37, Fall 2009, pp. 99-133.
D. Chapters in Book Collections
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2018 “Commensality.” Food and Literature. Ed. Gitanjali Shahani. Cambridge University Press, 2018, pp. 39-58. 2018 “Poetic Form as Experimental Procedure: An Historical View.” Writing Creative Writing: Essays from the Field. Ed. Rishma Dunlop, Daniel Scott Tysdal, and Priscila Uppal. Dundurn Press, 2018, pp. 151-166. 2018 “Culinary Skepticism in As You Like It and Montaigne’s ‘Of Experience.’” Of Levinas and Shakespeare: “To See Another Thus.” Ed. Moshe Gold and Sandor Goodhart with Kent Lehnhof. Purdue University Press, 2018, pp. 237-258. 2017 “Manuring Eden: Biological Conversions in Paradise Lost.” Ground-Work: Renaissance English Literature and Soil Science. Ed. Hillary Eklund. Duquesne University Press, 2017, pp. 171-193. Awarded the James Holly Hanford Article Award, Milton Society of America (listed above). 2016 David Goldstein and Julia Reinhard Lupton, “Introduction.” In Goldstein and Lupton, eds., Shakespeare and Hospitality, pp. 1-14. Responsible for 50% of chapter. 2016 David Goldstein, Amy Tigner, and Wendy Wall, “Introduction.” In Goldstein and Tigner, eds., Culinary Shakespeare, pp. 1-17. Responsible for 40% of chapter. 2015 “Facing King Lear.” In Shakespeare and the Power of the Face. Ed. James Knapp. Burlington, VT: Ashgate Press, 2015, pp 75-91. 2011 “Woolley’s Mouse: Early Modern Recipe Books and the Uses of Nature.” In Ecofeminist Approaches to Early Modernity. Ed. Jennifer Munroe and Rebecca Laroche. New York: Palgrave Macmillan, 2011, pp. 105-128. 2005 “Recipes for Living: Martha Stewart and the New American Subject.” Ordinary Lifestyles: Popular Media, Consumption and Taste Cultures. Ed. David Bell and Joanne Hollows. London: Open University Press, 2005, pp. 47-62.
E. Review Articles in Refereed Journals
2009 “Shakespeare and Food: A Review Essay.” Literature Compass 6:1, January 2009, pp. 153-174.
F. Non-Refereed Scholarly Publications
2018 “Squirrels and Spiders.” Cabinet Magazine: 64, Summer 2017 (issued 2018), pp. 15-18. 2011 “Failures of Eating in The Merchant of Venice.” Shakespeare et les arts de la table: Actes du congrès organisé par la Société Française Shakespeare les 17, 18 et 19 mars 2011. Ed. Pierre Kapitaniak, Christophe Hauserman, et Dominique Goy-Blanquet. Paris, 2011. http://www.societefrancaiseshakespeare.org/document.php?id=1702 2006 “The Lure of the God: Robert Duncan on Translating Rilke.” John Felstiner, co- author. Jacket magazine 31: October 2006. http://jacketmagazine.com/31/duncan-rilke.html
G. Encyclopedia Entries
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2015 “Sweets in Literature.” The Oxford Companion to Sugar and Sweets. Ed. Darra Goldstein. Oxford: Oxford University Press, 2015, pp. 408-411. 2012 “Originality.” The Princeton Encyclopedia of Poetry and Poetics, Fourth Edition. Ed. Roland Greene. Princeton: Princeton University Press, 2012, pp. 981-983. 2012 “Digby, Kenelm.” The Encyclopedia of English Renaissance Literature. Ed. Alan Stewart and Garrett Sullivan. Chichester, UK: Blackwell Publishing, 2012, pp. 275-277. 2012 “Fanshawe, Lady Ann.” The Encyclopedia of English Renaissance Literature. Ed. Alan Stewart and Garrett Sullivan. Chichester, UK: Blackwell Publishing, 2012, pp. 331-332. 2012 “Recipe Books.” The Encyclopedia of English Renaissance Literature. Ed. Alan Stewart and Garrett Sullivan. Chichester, UK: Blackwell Publishing, 2012, pp. 827-830.
H. Scholarly Book Reviews
2019 Women, Food Exchange, and Governance in Early Modern England, by Madeline Bassnett. Renaissance and Reformation: 41.4 (Fall 2018), pp. 203-205. 2018 Taste as Experience: The Philosophy and Aesthetics of Food, by Nicola Perullo. Canadian Review of Comparative Literature, 45.3 (September 2018), pp. 494- 498. 2018 Recipes for Thought: Knowledge and Taste in the Early Modern English Kitchen, by Wendy Wall. Renaissance and Reformation: 41:3 (Summer 2018), pp. 273- 275. 2017 Food and Health in Early Modern Europe: Diet, Medicine and Society, 1450- 1800, by David Gentilcore. Social History of Medicine, hkx074, https://doi.org/10.1093/shm/hkx074, Sept 25, 2017. 2016 Made Flesh: Sacrament and Poetics in Post-Reformation England, by Kimberly Johnson. Renaissance and Reformation: 39.2 (Spring 2016), pp. 197-200. 2012 Medical Cannibalism in Early Modern English Literature and Culture, by Louise Noble. Renaissance Quarterly, Vol. 65, No. 1 (Spring 2012), pp. 223-225. 2010 Frame, Glass, Verse: The Technology of Poetic Invention in the English Renaissance, by Rayna Kalas. Modern Philology: 108:2, November 2010, pp. E100-E103. 2008 Food in Shakespeare: Early Modern Dietaries and the Plays, by Joan Fitzpatrick. Renaissance Quarterly: 61:2, Summer 2008, pp. 693-694. 2007 Shakespeare: Script, Stage, Screen, by David Bevington et. al. Shakespeare Bulletin: 25:1, Spring 2007, pp. 150-156. 2006 Dido’s Daughters: Literacy, Gender, and Empire in Early Modern England and France, by Margaret Ferguson. Renaissance and Reformation: 28:4, Fall 2004 (issued 2006), pp. 121-123.
I. Scholarly Blogposts and Public-Facing Writing
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2019 Co-author, “A Wild and Woolley Week.” The Collation (blog). Folger Shakespeare Library, May 24, 2019. 2019 “A Guide to Ladies: Hannah Woolley’s missing book emerges from the archives.” Shakespeare & Beyond (blog). Folger Shakespeare Library, March 29, 2019. 2019 “Consider the Orange: Devouring Nell Gwynn.” Nell Gwynn Playbill. Folger Shakespeare Library: January 2019, pp. 10-11. 2018 “Toil and trouble: Recipes and the witches in Macbeth.” Shakespeare & Beyond (blog). Folger Shakespeare Library, September 18, 2018.
J. Dissertation
2005 Recipes for Authorship: Indigestion and the Making of Originality in Early Modern England. Diss. Stanford U., Dec 2004. Ann Arbor: UMI, 2005. Committee: Stephen Orgel (director), David Riggs, Jennifer Summit.
II. Poetry A. Books
2016 Lost Originals. Toronto: BookThug, 2016. 116 pp. 49th Shelf Most Anticipated Fall 2016 Poetry Preview Selection 2013 Laws of Rest. Toronto: BookThug, 2013. 96 pp.
B. Chapbooks
2016 Absolute Difference. New Orleans: Antenna Books, 2016. Collaboration with Jennie Neighbors, Grant Jenkins, and Nathan Halverson for Nathan Halverson’s gallery exhibit “Absolute Difference,” Antenna Gallery, New Orleans. 2015 Object Permanence. New York: Ugly Duckling Presse, 2015. 32 pp. 2006 Been Raw Diction. Dusie Press, 2006. 24 pp.
C. Anthologies, Periodicals, and Commissions
2018 “Recipes for the Preservation of Children.” Capilano Review: 3.36 (Fall 2018), pp. 52-59. 2017 “Vission” and “Guidead.” Reaedr: 1:1, pp. 36-37. 2017 “In Remembrance: Rishma Dunlop.” Journal of the Motherhood Initiative for Research and Community Involvement: 8:1,2, Spring/Fall 2017, pp. 336-37. 2016 “Latch (113).” New Orleans Review: 42 (2016), pp. 96-97. 2014 “Eisel.” Upstart: A Journal of English Renaissance Studies (August 11, 2014). [3pp]. http://www.clemson.edu/upstart/Essays/sequence/sequence.xhtml 2012 “San Francisco, Evening” and “Adirondacks: Summer Night.” The Malahat Review: 181, Winter 2012, pp. 77-78. 2012 “One Lands Divide River Two.” CV2, 35:2 (Fall 2012), p. 48. 2012 “Cadaverous Clara.” filling Station: 53, Fall 2012, p. 26. 2010 “Vienna,” “Paris,” “Dresden,” and “The Hague.” Reprinted in Harp & Altar Anthology. Ellipsis Press, 2010, pp. 308-311.
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2008 “Windows Written in Youth I,” “Windows Written in Youth II,” “Isolated Notes of the Epitomator,” “SRNITY,” “Narrow Places,” and “Future Crocus.” 6x6: 15: Spring 2008, pp. [25-31]. 2008 “Xerces Blue” and “The White Happiness.” Octopus: 10: Spring 2008.
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D. Poetry Book Reviews
2014 Bite Down Little Whisper, by Don Domanski. The Malahat Review: 186, Spring 2014, pp. 87-88, 91.
III. Poetry Translation
2012 “Return.” Translation of “Ritorno” by Giorgio Caproni. The FSG Book of 20th- Century Italian Poetry, ed. Geoffrey Brock. New York: Farrar, Strauss, Giroux, 2012, p. 299. 2002 “Heart.” Translation of “Il Cuore” by Giovanni Giudici. Two Lines: 2002, back page. 2001 “Dear Place,” “Caged Bird,” and “My Poems.” Translations of poems by Umberto Saba. Two Lines: 2001, pp. 56-64. 2001 “Ulysses.” Translation of “Ulisse” by Umberto Saba. Parnassus: vol. 25, no. 1, p. 408. 2001 “After Sadness,” “’Fruits, Vegetables,’” “The Cobbler,” and “The Goat.” Translations of poems by Umberto Saba. RE:AL: The Journal of Liberal Arts: Fall 2001, vol. 26, no. 2, pp. 54-61. 2001 “The Sapling” and “The Boy and the Shrike.” Translations of poems by Umberto Saba. Orion: Spring 2001, vol. 20, no. 2, p. 74. 2000 “Winter.” Translation of “Inverno” by Umberto Saba. Indiana Review: Fall 2000, vol. 22, no. 2, pp. 100-101.
IV. Collaborative Art Installations and Book Arts
2016 Editor, Grief Landscapes: an online multi-arts installation. Mindy Stricke, lead artist. http://mindy-stricke.squarespace.com/. 2010 Consulting Artist, Welcome to Motherland: a collaborative multi-arts installation. Mindy Stricke, lead artist. Goodman Community Center, Madison, WI. 2009 Founding Artist, Sermon: A multimedia web installation by the Wa-KOW! Collective. Toxic Poetry: No. 1, August 2009. E-book.
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2007 Founding Artist, Tulsita: A multimedia web installation by the Wa-KOW! Collective. Action, Yes!: January 2007.
V. Articles Published in the Popular Press
2003-04 21 restaurant reviews published in The New York Sun 2003-04 3 food-related articles published in The New York Sun 2000 13 capsule poetry reviews published in Kirkus Reviews 1998-99 9 restaurant reviews published in SOMA 1998-99 2 articles on world music published in National Geographic Traveler 1998-99 6 food-related articles and interviews published in Friends 1998 10 restaurant reviews published in Time Out New York 1998 2 feature food-related articles published in Time Out New York 1998 7 classical music reviews and interviews published in Time Out New York 1996-98 5 food-related articles published in SAVEUR 1996 1 article published in Glamour
VI. Interview (as subject)
2016 Podcast for Culinary Shakespeare, New Books Network, December 19, 2016. 2016 “Howl,” CUIT Radio, November 8, 2016. 2014 Rob McLennan’s Blog, “12 or 20 Questions (Second Series) with David B. Goldstein.” October 5, 2014. 2013 Open Book Toronto, “On Writing with David B. Goldstein.” October 28, 2013. 2010 MLA/NPR Radio Program “What’s the Word?” on the History of Cookbooks. Aired April 28, 2010.
VII. Reviews of Author’s Works
A. Reviews of Eating and Ethics 2015 Nardizzi, Vin. “David Goldstein: Eating and Ethics in Shakespeare’s England.” Renaissance and Reformation, 38.4 (2015): pp. 190-192 (solo review). 2015 Wakeman, Rob. “David Goldstein’s Eating and Ethics in Shakespeare’s England. Shakespeare Newsletter, 65.1 (Fall 2015): pp. 19-20 (solo review). 2015 Scott, Charlotte. “The Year’s Contribution to Shakespeare Studies.” Shakespeare Survey, Vol. 68 (2015): pp. 422-438 (review essay). 2015 Riley, Karis Grace. “Eating, sensing, feeling: ‘affective studies’ and the fall into ethics.” Renaissance Studies, advance online publication, Nov. 13, 2015 (review essay).
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2015 Dolan, Frances. “How to Eat a Book.” Los Angeles Review of Books, July 27, 2015 (solo review). https://lareviewofbooks.org/review/how-to-eat-a-book/ 2014 Fitzpatrick, Joan. “A Friendly Breakfast.” Times Literary Supplement, May 23, 2014, p. 23 (solo review). 2014 Lupton, Julia Reinhard. “Recent Studies in Tudor and Stuart Drama.” SEL Studies in English Literature 1500-1900 54:2, Spring 2014, pp. 475-526, 478-479 (brief featured review).
B. Reviews of Co-Edited Collections 2018 O’Malley, Sarah. Review of Shakespeare and Hospitality. Early Theatre 21.1 (2018), 197–200. 2017 Appelbaum, Robert. Review of Culinary Shakespeare. Modern Philology 115:3 (2017), E150-153.
C. Reviews of Lost Originals 2017 Cox, Ryan. “Museum Shop Memories.” Canadian Literature, 233 (Summer 2017): 143-144. https://canlit.ca/article/museum-shop-memories/ 2017 Bassnett, Madeline. Review of Lost Originals. The Rusty Toque, Issue 12, June 30, 2017. http://www.therustytoque.com/poetry-review-madeline-bassnett1.html
D. Reviews of Laws of Rest 2016 Burke, Anne. Review of Laws of Rest. The Prairie Journal, vol. 66, pp. 46-48. 2014 Sol, Adam. “Adam Sol on David B. Goldstein: Laws of Rest.” Lemon Hound blog, March 14, 2014. lemonhound.com/2014/03/14/adam-sol-on-david-b-goldstein-laws-of-rest/ 2014 Pirie, Pearl. “95 Books for 2014, List 3, Vividly Living.” Pesbo Poetry Journal, March 12, 2014 (capsule review). http://pagehalffull.com/pesbo/2014/03/12/95-books-for-2014-list-3/ 2014 Bland, Jared. “Need inspiration? Some top poetry reads you should be checking out.” Globe and Mail, February 21, 2014 (capsule review). http://www.theglobeandmail.com/arts/books-and-media/need-inspiration-some- top-poetry-reads-so-far-this-year/article17036926/
VIII. Works in Progress
A. Scholarly Books Authored With Whom We Eat: Literature and Commensality. In progress. This scholarly monograph develops a theoretical model of the relationship among food, language, and ethics. The model, rooted in notions of obligation and communality drawn from across the humanities and social sciences, finds expression through an analysis of literature in the ancient, early modern, and contemporary periods. SSHRC Insight Grant, 2016 (listed above).
The Culture of Recipes: Authorship, Originality, and the Early Modern English Cookbook. In progress.
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This monograph maps the connections between lyric poems and recipes in early modern England. I argue that culinary and medical recipe writing formed a chief model for poetic form and production for authors from Skelton through Milton, while recipe book authors developed new techniques for asserting individual authority in a genre formerly marked by anonymity.
B. Scholarly Books Edited Early Modern Cultures of Hospitality. Marco Piana, co-editor. Centre for Reformation and Renaissance Studies (Essays and Studies Series): solicited. Est. 100,000 words. This is the first edited collection dedicated to the interdisciplinary study of hospitality in early modern Europe. All essays have been received and are in the editing process. Complete manuscript anticipated in October 2019.
C. Anthologies Edited Early Modern English Foodways: A Critical Anthology. Victoria Yeoman, co-editor. Routledge: Under Contract. Est. 110,000 words. Complete manuscript anticipated in April 2020.
D. Chapters in Book Collections “Eating with Shakespeare: Timon of Athens.” Shakespeare On Stage and Off. Ed. Ken Graham and Alysia Kolentsis. McGill-Queens University Press. In press. 20 typescript pp.
“Liquid Macbeth.” Object Lessons in Renaissance Personhood. Ed. Kevin Curran. In press. 29 typescript pp.
“Home-Schooling the Grrl Stomach.” The Taming of the Shrew (Arden “State of Play” Series). Ed. Jenny Flaherty and Heather Easterling. Under Contract.
“The Restoration Cookbook as National Restorative.” In the Kitchen: Theory and Practice of Early Modern Cooking. Ed. Madeline Bassnett and Hillary Nunn. Solicited.
E. Encyclopedia Entries “Food and Drink.” The Greenwood Shakespeare Encyclopedia. Ed. Patricia Parker. Greenwood Press. In press. 5 typescript pp.
F. Poetry Books Dawnside. Book manuscript. In progress. 88 typescript pp. Ontario Arts Council Writers Works in Progress Grant Toronto Arts Council Writers Program Grant, Level II (all listed above).
G. Poetry Chapbooks Tincture of the Sun. Under submission. 17 typescript pp.
H. Poetry in Anthologies and Periodicals “Eisel.” Out of Sequence: The Sonnets Remixed. D. Gilson, Ed. Parlor Press. In press. 3 typescript pp.
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PROFESSIONAL PRESENTATIONS
I. Invited Lectures, Including Keynotes and Plenaries
2019 “The Culture of Recipes: Authoring Community in the Early Modern Cookbook” Long-Term Fellows Colloquium, Folger Shakespeare Library, Washington, DC 2019 “‘I preserved all’: Hannah Woolley and the Community of Collapse” Renaissances Graduate Research Series, Stanford University 2019 “M.F.K. Fisher’s Locavoracious Taste” Literature and Critical Theory Speaker Series, Victoria U., University of Toronto 2019 “Liquid Macbeth” English Department, University of Lausanne, Switzerland 2018 “Ingredience and the Liquid Actors of Macbeth” Early Modern Colloquium, Northwestern University, Evanston, IL 2018 Panelist, Plenary Round Table, “Early Modern Cultures of Hospitality” Toronto Renaissance and Reformation Colloquium, Toronto 2018 “Roast Potatoes for All: The Literary Ethics of Eating” English Department, St. Olaf College, Northfield, MN 2018 Guest Lecture, Pop-up Exhibit for William Davenant’s Macbeth, Folger Theatre 2015 “Eats Well with Others: Shakespeare and Contemporary Food Citizenship” Keynote, Symposium on Food, Citizenship, and the Environment, Laurentian U., Sudbury 2014 Shakespeare’s Globe Book Award Lecture, Shakespeare’s Globe Theatre, London 2014 “Wording My Eats: Building a Life in Food Studies,” Yale University 2013 “Toward a Skeptical Ethics of Eating: Shakespeare, Montaigne, Levinas” Keynote, English Graduate Organization of Western Illinois University, Macomb, IL 2012 “What’s Cooking? Food Studies in the Humanities: The State of the Field” Jackman Humanities Institute, Toronto 2011 “Failures of Eating in The Merchant of Venice” Société Française Shakespeare, Paris 2011 “Hospitality and the Price of Pork” The Merchant of Venice: An Open Invitation? University of California, Irvine 2011 “Eating in the Age of Relation” Conference on Food Justice, the University of Oregon, Eugene, OR 2010 “Martha Stewart Minus the Jail Time: Hannah Woolley, Restoration Cookery, and Ethical Culture,” Food Summit, University of Wisconsin-Madison 2010 “Martha Stewart Minus the Jail Time: Hannah Woolley and the Ethics of Restoration,” Food, Literature, Culture, University of Texas at Arlington 2009 “Toward a Metaphysics of Eating” Conference on Food Sustainability and Food Security, UC Santa Barbara 2008 “Manuring the World: Satan and the Ends of Paradise Lost” Milton at 400 and at Stanford, Stanford University 2008 “Shakespeare's Scottish Play: Food and Ethics in The Merchant of Venice” Early Modern Studies Seminar, University of Toronto English Department
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2007 “The Cook Function: Food and Authorship in Early Modern Culture” EGSA Faculty Colloquium, The University of Tulsa 2006 “What May Be Indigested in a Play: Staging Problems in Troilus and Cressida” UCLA Shakespeare Symposium, Los Angeles 2004 “The Cook and the Carib: Cannibal Travel Narratives in Shakespeare’s Titus Andronicus,” USC-Huntington Early Modern Studies Institute, Pasadena 2004 “How to Make a Bisk: Recipes of Incorporation in Seventeenth Century Poetry and Cookbooks,” Wellcome Conference on Early Modern Recipes, Green College, Oxford, UK
II. Organization of Conferences and other Scholarly Gatherings
2019 Symposium Co-Organizer, “Woolley Week” Folger Shakespeare Library, Washington, DC 2018 Conference Co-Organizer, “Early Modern Cultures of Hospitality” Toronto Renaissance and Reformation Colloquium, Toronto 2018 Full-Day Symposium Co-Organizer, “The Folger Diet” Folger Shakespeare Library, Washington, DC 2018 Panel Series Organizer, Toronto Renaissance and Reformation Colloquium Renaissance Society of America, New Orleans 2016 Conference Co-Organizer, “On the Peripheries of the Reformation” Toronto Renaissance and Reformation Colloquium, Toronto 2016 Seminar Co-Organizer, “Alimental Shakespeare” World Shakespeare Congress, Stratford-Upon-Avon and London, UK 2016 Panel Series Organizer, Toronto Renaissance and Reformation Colloquium Renaissance Society of America, Boston 2015 Panel Organizer, “Shakespeare and the Ends of Eating” Renaissance Society of America, Berlin, Germany 2013 Seminar Co-Organizer, “Shakespeare and Hospitality” Shakespeare Association of America, Toronto 2011 Seminar Co-Organizer, “Culinary Shakespeare” World Shakespeare Congress, Prague, Czech Republic 2010 Panel Co-Organizer, “Culinary Renaissance” Renaissance Society of America, Venice, Italy 2008 Seminar Organizer and Co-Leader, “Originality and Technology” Shakespeare Association of America, Dallas 2000 Workshop Leader, “Translating Italian Poetry: Cavalcanti” American Literary Translators Association, San Francisco
III. Conference Presentations
2019 “The Medlar’s Open Etcetera: Shakespeare and the Limits of Material Culture” European Shakespeare Research Association, Rome, Italy 2019 “Timon’s Terroir: Toward a Culinary Hermeneutic of Shakespeare” Shakespeare Association of America, Washington, DC 2019 “The Restoration Cookbook as National Restorative”
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Renaissance Society of America, Toronto 2018 “Macbeth, the Drinking Tragedy” Renaissance Society of America, New Orleans 2017 “Indigestible Shakespeare: Dryden’s Truth Found Too Late and the Problem of Futurity,” Shakespearean Theatre Conference, Stratford, Ontario 2017 “Humanism at Table: Gastro-Pedagogy in More and Shakespeare” Canadian Society for Renaissance Studies, Toronto 2017 “Home-Schooling the Grrl Stomach in Shakespeare’s Taming of the Shrew” Shakespeare Association of America, Atlanta 2016 “Educating the Humanist Stomach in Shakespeare’s Taming of the Shrew” Toronto Renaissance and Reformation Colloquium, Toronto 2016 “Alimentary Macbeth” World Shakespeare Congress, Stratford-Upon-Avon and London, UK 2016 “Reduce, Refuse, Recycle: Desire and Sustainability in Venus and Adonis” Shakespeare Association of America, New Orleans 2015 “Ingredience and the Poisoned Communities of Macbeth” Sixteenth Century Society and Conference, Vancouver 2015 Poet and Panel MC, “Women’s Arts of the Body” BABEL Conference, Toronto 2015 “Macbeth and the Ingredience of Drama” Renaissance Society of America, Berlin, Germany 2014 “Hugh Plat and the Community of Cooks” Toronto Renaissance and Reformation Colloquium, Toronto 2014 “Soiling Eden: Biological Conversions in Paradise Lost” Theatres of Conversion Workshop, Toronto 2014 “Welcome and Blindness in King Lear” Société Française Shakespeare, Paris 2013 “Myrrha’s Garden: The Terror of Ovidian Ecology in Venus and Adonis” European Shakespeare Research Association, Montpellier, France 2013 “The Oyster is still in my mouth: Ecologies of Eating in M.F.K. Fisher’s The Gastronomical Me,” Association for the Study of Literature and the Environment, Lawrence, KS 2013 “A Skeptical Ethics of Eating: Montaigne’s ‘Of Experience’ and Shakespeare’s As You Like It,” Modern Language Association, Boston 2012 “The Oyster is Still in My Mouth: Revising Original Sin in M.F.K. Fisher’s The Gastronomical Me,” Canadian Association for American Studies, Toronto 2012 “Poetic Form as Experimental Procedure: An Historical View” Canadian Creative Writers and Writing Programs, Toronto 2011 “‘Faithful Feeders’: Eating and Skeptical Ethics in As You Like It” Panel Presentation, Shakespeare Association of America, Seattle 2010 “The Social Body of Sir Kenelm Digby’s Cookbook, Opened” Rethinking Early Modern Print Culture, U. of Toronto 2010 “Anne Askew, John Bale, and the Stakes of Eating in Early Protestantism” Renaissance Society of America, Venice, Italy 2010 Moderator, “Global Regions: The Case of the Mediterranean through Time”
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Globalization and the Humanities, Institute for Research in the Humanities, Madison WI 2009 “‘They Have All Stomachs’: Shakespeare, Levinas, and the Obligations of Eating,” Shakespeare Association of America, Washington, D.C. 2008 “Manuring the World: Satan and the Ends of Paradise Lost” Modern Language Association, San Francisco 2008 “I will not eat with you, pray with you, nor kvetch with you: Kashrut and religious rhetoric in The Merchant of Venice,” Conference in honor of Stephen Orgel, Stanford, CA 2007 “Digesting Time in Troilus and Cressida” Shakespeare Association of America, San Diego 2007 “The Concrete Poetry of Early Modern Cookbooks” Group for Early Modern Cultural Studies, Chicago 2005 “‘My Hungry Soul He Filled with Good’: Religion, Domesticity, and Originality in the works of Anne Bradstreet,” North American Conference on British Studies, Denver 2005 “‘Common as the Tainted Shambles’: Dryden’s Indigestive Revision of Shakespeare’s Troilus and Cressida,” Shakespeare Association of America, Bermuda 2005 “Ovidian Chastity in Book 3 of Spenser’s Faerie Queene” “Metamorphosis: the Changing Face of Ovid in Medieval and Early Modern Europe,” U. of Toronto 2005 “Spenser and the Cannibals” Arizona Center for Medieval and Renaissance Studies, Tempe 2004 “Martha Stewart without the Jail Time: Hannah Woolley and the Marketing of Taste,” Group for Early Modern Cultural Studies, Orlando, FL 2003 “Heavenly Indigestion: The Originality of God in Paradise Lost” Group for Early Modern Cultural Studies, Newport Beach, CA 2003 “‘No fruit untill we planted some’: Reading Lady Ann Fanshawe’s Cookbook” Shakespeare Association of America, Victoria 2002 “Remembering the Taste of God: Anne Askew and the Rituals of Devourment” Group for Early Modern Cultural Studies, Tampa 2002 “Recipes for Living: Martha Stewart and the New American Subject” Eat and Drink and Be Merry? Cultural Meanings of Food in the 21st Century, Amsterdam, NL 2001 “Ordering Those Things Named to You: Authority and Form in Hannah Woolley” Shakespeare Association of America, Miami 2001 Respondent, “Transplantation and Transformation of Petrarchan Poetic in Renaissance England,” Pacific Coast Conference on British Studies, Stanford, CA 2001 “Autodigestio: Titus Andronicus and the Leftovers of Performance” Performances/ Modernities/ Shakespeares, Berkeley, CA 2000 “‘Pale? no, but whitelie’: Translation and Time in Mary Sidney’s Triumph of Death,” Group for Early Modern Cultural Studies, New Orleans 1999 “‘Afore oure departyng, geve us a daunce’: Pleasure, Violence, and Idolatry in the Digby Killing Of The Children,” Columbia University Medieval Guild, New York 1999 “Hannah Glasse’s Decoticated Oats: Toward a Theory of Recipe”
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Stanford/Berkeley Graduate Conference, Stanford, CA
IV. Invited Poetry Readings, Workshops, and Artist Talks
2018 Solo Poetry Reader, University of Montreal, Quebec 2017 Poetry Reader, Absinthe & Zygote, Chicago, IL Poetry Reader, International Festival of Authors, Toronto Poetry Reader, Fenster Gallery Opening, Toronto Contestant, Battle of the Bards, International Festival of Authors, Toronto Poetry Reader, Words(on)Stages, The Central, Toronto Solo Poetry Reader, Book Launch for Lost Originals, Holy Oak, Toronto Poetry Reader, BookThug Fall Launch, The Garrison, Toronto 2016 Poetry Reader, Ugly Duckling Cellar Series, Brooklyn, NY 2015 Poetry Reader, Paul’s Poetry Night, Mississauga, ON Poetry Reader, Ugly Duckling Presse Night, Toronto Poetry Reader, Border Blur, St. Catharines, ON Poetry Reader, Livewords, Toronto Poetry Reader, Pivot, Toronto 2014 Poetry Reader, Art Bar, Toronto Poetry Reader, LitLive, Hamilton, ON Featured Poetry Reader, Paris Lit Up, Paris, France Poetry Reader, Lighght Reading Series, Ugly Duckling Presse, Brooklyn, NY Poetry Reader, Whenever We Feel Like It Reading Series, Philadelphia, PA 2013 Poetry Reader, New Cadence Reading Series, Santa Cruz, CA Poetry Reader, COCO Reading Series, Toronto Solo Poetry Reader, Book Launch, Miles Nadal JCC, Toronto Poetry Reader, BookThug Fall Launch, Supermarket, Toronto Poetry Reader, Readings at the Common, Toronto 2008 Poetry Reader, 6x6 at The Kitchen, New York City 2007 Artist Talk, Living Arts Gallery of Tulsa Poetry Reader, Burning Chair Reading Series, New York City Poetry Reader, The Nimrod Literary Journal spring reading, Tulsa Poetry Reader, Inverse Reading Series, Philadelphia 2006 Poetry Reader, Modernist Studies Association Conference, Tulsa Solo Poetry Reader, The University of Tulsa Poetry Reader, Associated Writing Programs Conference, Austin 2004 Poetry Reader, Yale University
TEACHING (* indicates a new course of my own design or substantially revised)
I. York University
Graduate English Courses
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*GS/EN 6225 3.0 A: Ecology and Literature: Medieval to Early Modern (W 2016, W 2018) *GS/EN 6200 3.0 A: Early Modern Food and Writing (W 2011, W 2015, W 2017) *GS/EN 5050 0.25 A: Bibliography and Research Methods (F 2014)
Undergraduate English Courses
*AS/EN 4280 6.0 A: Print Culture and Book History (Y 2008-09) *AS/EN 4103 6.0 A: Studies in Literary Theory/Cultural Stud: Food and Writing (Y 2007-08) *AS/EN 4004 6.0 A: Food and Writing (Y 2008-09) *AP/EN 4002 6.0 A: Food and Writing (Y 2011-12, 2012-13, 2017-18) AP/EN 3535 6.0 A: Shakespeare (W 2012, Y 2015-16, F 2016) AP/EN 2250 6.0 A: Introduction to British Literature (Y 2010-11)
Undergraduate Creative Writing Courses
*AP/EN 4620 6.0 A: Advanced Poetry Writing (W 2013, Y 2016-17) *AP/EN 4600 6.0 A: Advanced Mixed Genre Workshop (Y 2014-15) *AS/EN 3645 6.0 A: Intermediate Poetry Writing (F 2008) *AP/EN 3620 6.0 A: Intermediate Poetry Writing (F 2010, W 2012, Y 2012-13, W 2015, Y 2015-16, F 2017)
II. The University of Tulsa
*The History of the Book (graduate seminar) *Performing Shakespeare: Text, Theater, Film (advanced undergraduate seminar) *Contemporary Poetry and Poetics (team-taught advanced undergraduate seminar) *Advanced Poetry Writing (advanced undergraduate seminar) *Seventeenth-Century British Literature (advanced undergraduate seminar) *Gender Formation in Renaissance Literature (advanced undergraduate seminar) *Poetry Writing (undergraduate seminar) Major British Writers I (undergraduate survey) Greek Law, Literature, and Philosophy (1st year undergraduate honors seminar)
STUDENT SUPERVISION
I. York University A. Undergraduate Supervision and Service
2015-16 Kathleen Hobbs, Undergraduate Directed Reading 2012-13 Jessica Bebenek, Undergraduate Honours Thesis 2009 Andrew Menchynski, Undergraduate Directed Reading 2009 Lisa Gervais, Second Reader, Undergraduate Thesis 2008 Guest Speaker on Interdisciplinarity, “Why English?” undergraduate conference
B. Graduate Supervision: Independent Study
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2015-16 Charlotte Speilman
C. Graduate Supervision: Major Research Projects
2018-19 Kate Hobbs (second reader) 2017-18 Shyam Ramachandran (Cinema and Media Arts, Committee Member) 2017 Katie Ryan (second reader) 2015-17 Maybelle Leung (supervisor) 2015 Melissa Tramontozzi (supervisor)
D. Graduate Supervision: Exams
2019 Diana Jones, Ph.D. Subfields Exam in Renaissance Anderson Tuguinay, Field Exam in Poetry Mark Buchanan, Ph.D. Subfields Exam in Contemporary Literature 2018 Tyler Ball, Ph.D. Subfields Exam in Contemporary Literature Charlotte Speilman, Ph.D. Subfields Exam in Renaissance Kristen Smith, Ph.D. Subfields Exam in Modern Poetry Fabricio Andrade, Ph.D. Field Exam in Renaissance (supervisor) Diana Jones, Ph.D. Field Exam in Renaissance 2017 Charlotte Speilman, Ph.D. Field Exam in Renaissance 2015 Clare Wall, Ph.D. Field Exam in Contemporary Literature Ted Whittal, Ph.D. Field Exam in Performance Theory, Theatre Studies, AMPD 2014 Elizabeth D’Angelo, Ph.D. Field Exam in Renaissance 2012 Anna Veprinska, Ph.D. Field Exam in Poetry 2011 Bernice Neal, Ph.D. Field Exam in Renaissance 2008 Natalia Khomenko, Ph.D. Field Exam in Renaissance
E. Graduate Supervision: Ph.D. Committees
2018-present Mark Buchanan, Ph.D. Committee Member, English 2018-present Tyler Ball, Ph.D. Committee Member, English 2017 Bernice Neal, Ph.D. Oral Defense, Chair, English Farid Aliniaeifard, Ph.D. Oral Defense, Internal/External, Math Sherri Wise, Ph.D. Oral Defense, Committee Member, English Kate Siklosi, Ph.D. Oral Defense, Chair, English 2015 Dani Spinosa, Ph.D. Oral Defense, Chair, English 2014 Ryan Whibbs, Ph.D. Oral Defense, Internal-External, History 2012-present Ted Whittal, Ph.D. Committee Member, Theatre Studies, AMPD 2012-13 Robyn Lee, Ph.D. Committee Member, Social and Political Thought 2010-2015 John Oughton, DCP Committee Member, Faculty of Education 2009-2017 Sherri Wise, Ph.D. Committee Member, English 2009-2011 Gabrielle Sugar, Ph.D. Committee Member, English
F. External Examiner
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2017 Erin Weinberg, “Affection Wondrous Sensible”: Locating Affect in Shakespeare’s Comedies: Dissertation in English Literature, Queen’s University, Ontario 2015 Fatima Ebrahim, Turning to Food: Religious Contact and Conversion in Early Modern Drama: Dissertation in English Literature, University of Western Ontario
G. Research Assistant Training
2019-present Diana Jones (PhD) 2016-2019 Kristen Smith (PhD) 2015-16 Phoebe Todd-Parrish (MA) 2014-15 Matthew Casaca (MA) 2013-14 Clare Wall (PhD) Najia Chaudry (MA) 2012-13 Amanda Fiorelli (MA) 2010-11 Adele Meleca (MA) 2009 Navneet Alang (PhD) 2008 Gabrielle Sugar (PhD) Amanpreet Dhami (MA) Anthony Hicks (MA)
II. The University of Tulsa A. Undergraduate Supervision
2005-06 Emily Landry, Senior Honors Project 2004-07 Undergraduate Student Adviser
B. Graduate Supervision
2006 Josh Brazee, Independent Study, MA program Sheila Black, Directed Writing, MA program Matt Huculak, Ph.D. Field Exam in Critical Theory 2005 Sloan Davis, Directed Writing, MA program
III. Stanford University
2000-01 Teaching Assistant Mentor, Stanford English Department
UNIVERSITY SERVICE
I. York University
A. Faculty-Level Service
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2015-18 Member and Frequent Chair, LA&PS, Tenure and Promotion Senate Review Committee 2015-17 Member, Faculty of Graduate Studies, Academic Planning & Policy Committee 2015-17 Member, Faculty of Graduate Studies, Academic Affairs Subcommittee
B. Department-Level Service
2016-present Member, Nominations Committee 2017-18 Member, Executive Committee 2017-18 Member, Undergraduate Curriculum Committee 2016-17 Member, Indigenous Hiring Working Group 2016-17 Chair, Tenure and Promotion File Preparation Committee for Julia Creet 2014-16 Chair, Lectures and Colloquia Committee 2013 Member, Hiring Committee, CLA in Renaissance 2012 Contributor, Tenure and Promotion, Teaching File Letter for Michael Helm 2011 Contributor, Tenure and Promotion, Teaching File Letter for Rishma Dunlop 2010-14 Member, Tenure and Promotion Adjudication Committee 2010-11 Member, Ad Hoc Speakers Committee 2010 Member, Tenure and Promotion File Preparation Committee for Priscila Uppal (service file)
C. Program-Level Service: Graduate English Program
2015-2018 Chair, Professionalization Committee 2014-2017 Member, Curriculum Committee 2012-13 Chair, Professionalization Committee 2010-11 Co-Chair, Professionalization Committee
D. Program-Level Service: Creative Writing Program
2017-18 Coordinator, Creative Writing Program 2014-18 Co-Chair, Creative Writing Reading Series Committee 2012-13 Coordinator, Creative Writing Program 2007-present Member, Creative Writing Committee
II. The University of Tulsa
A. University Service
2006-07 Faculty Senate Library Committee 2004-07 Advisor to Special Collections in the purchase of books related to the culinary arts
B. Collegiate Service
2005 Theatre Department Review Committee, Michael Wright (Fall 2005)
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C. English Department and Creative Writing Program Service
2006 English Department Review Committee, Grant Jenkins 2006 English Department Review Committee, Hermione de Almeida 2005-07 Advisory Board, Stylus 2005-06 Hiring Committee, English/Creative Writing Search 2005 English Department Review Committee, Lars Engle 2004-07 English Department library liaison
III. Stanford University
2000-01 Co-Chair, Stanford English Department Review Club (graduate governing body)
PROFESSIONAL SERVICE
I. Advisory and Editorial Boards
2017-2019 Chair, Toronto Renaissance and Reformation Colloquium 2015-present Advisory Board, Toronto Renaissance and Reformation Colloquium 2016-present Member, Early Modern Recipes Online Collective 2015-present Advisory Board, Shakespeare Newsletter 2016-17 Vice Chair, Toronto Renaissance and Reformation Colloquium 2009-15 Editorial Review and Advisory Board, Early Modern Studies Journal 2008-16 Editorial Review and Advisory Board, Studio 2005-07 Editorial Board, Nimrod International Literary Journal
II. Peer Reviews
2018 SSHRC (External Assessor, Insight Grant) 2017 University of Western Ontario (External Research Assessor, Tenure and Promotion) 2014 Fulbright Franco-American Commission 2012-present Book Publishers: Edinburgh University Press, McGill-Queens University Press, Palgrave, Routledge, University of Pennsylvania Press, University of Toronto Press 2005-present Scholarly Periodicals: Christianity and Literature, Cuizine; Food, Culture, and Society; Food and Foodways; Gastronomica; M/C Journal: A Journal of Media and Culture; Pivot; Shakespeare Quarterly; Studies in English Literature: 1500- 1900; Tulsa Studies in Women’s Literature; University of Toronto Journal of Jewish Thought
III. Editor, Professional Journals
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2009 Guest article editor: Lexi Rudnitsky, “Planes, Politics, and Protofeminist Poetics: Muriel Rukeyser‘s ‘Theory of Flight’ and The Middle of the Air." Tulsa Studies in Women’s Literature: 27:2 (Fall 2008; published June 2009), pp. 237-257. 2001-2002 Issue Co-Editor, Mantis, Issue 2: Poetry and Translation 1999-2002 Co-Founder and Contributing Editor, Mantis: An International Journal of Poetry, Translation, and Poetics
IV. Other Service
2002, 2004 Second-round Judge, National Translator’s Award, American Literary Translators Association 2001-02 Co-Founder and Co-coordinator, Stanford Humanities Center Workshop in Contemporary Poetry 1999-2001 Founding Member, Stanford Humanities Center Workshop in Performance Studies 1999-2000 Co-Founder and Co-coordinator, Stanford Humanities Center Workshop in Poetry and Translation 1998-2001 Co-Founder and Co-coordinator, Stanford Renaissance Reading Group
V. Public Lectures And Outreach
2019 Invited Talk, “Eating Early Modern Style,” Cosmos Club, Washington, DC 2019 Invited Talk, “Shakespeare and the Bible,” Congregation Sha'are Shalom, Leesburg, VA 2019 Donor Talk on Ralph Fiennes’ Coriolanus, Folger Shakespeare Library, Washington, DC 2016 Seminar Leader and Panel Moderator, Shavuot Study Session, Miles Nadal Jewish Community Center, Toronto 2015 Table Talk Leader, Food Encounters and Exchange, Depanneur, Toronto 2014 Invited Author Talk for Eating and Ethics in Shakespeare’s England, Google Cambridge, Cambridge, MA 2009 Seminar Leader, Shavuot Study Session, Miles Nadal Jewish Community Center, Toronto 2006-07 Discussion Leader, Jewish Book Series, Temple Israel, Tulsa 2006 Faculty, “The Merchant of Venice and its Contexts,” Institute of Adult Jewish Studies, Tulsa 2006 Invited panelist, Jewish Mysticism in Myla Goldberg’s Bee Season, Nimrod Literary Journal 2006 Invited lecturer, “The Comedy of Macbeth,” Shakespeare Society of Tulsa 2005 Co-Leader, Master Class in Poetry, Nimrod Literary Journal Awards Celebration 2005 Invited scholar-facilitator, “Let’s Talk About It: Jewish Literature,” Tulsa City- County Library Book Discussion Series 2005 Invited lecturer, “The Merchant of Venice in Context,” Tulsa B’nai Israel Jewish Studies Midrasha Program 2004 One-on-One Editor, Nimrod International Literary Journal Awards Celebration
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2003 Invited Darshan (Sermon-Giver), Jewish Theological Seminary, Rosh Hashanah Services
PROFESSIONAL MEMBERSHIPS since 2016 League of Canadian Poets since 2015 Sixteenth Century Society since 2015 Toronto Renaissance and Reformation Colloquium since 2013 European Shakespeare Research Association since 2011 Société Française Shakespeare since 2010 Renaissance Society of America since 2001 Shakespeare Association of America since 1998 Modern Language Association
CURRICULUM VITAE Helm, Michael October 2019
Personal Information
Michael Helm Associate Professor (tenured) Department of English Faculty of Liberal Arts and Professional Studies, York University
Academic History
MA (English), 1985, University of Toronto BA Honours (English), 1983 University of Saskatchewan
Employment History
June, 2013-present Assoc. Professor (tenured), Dept. of English, York University 2010/2014-16/18-19 Program Coordinator, Creative Writing, York University July, 2008-June, 2013 Assist. Professor (tenure stream), Dept. of Eng., York University Jan-April, 2008 Course Director, Dept. of English, University of Toronto Jan-April, 2008 Snider Visiting Artist, University of Toronto Sept-Dec, 2007 Course Director, Creative Writing MFA, University of Guelph May, 2007 Instructor, Writing Studio, Banff Centre for the Arts Jan-April, 2007 Course Director, Dept. of English, University of Toronto Jan-Aug 2003/06/07 Instructor, Corr. Program, Humber School for Writers, Toronto Sept-Dec, 2003 Course Director, Dept. of English, Western Michigan University Sept 1991-May 2002 Professor, General Arts and Sciences, Humber College Sept 1989-May 1991 Instructor, General Arts and Sciences, Humber College Jan-May 1988 Instructor, Centennial College, Toronto Sept 1986-May 1987 Instructor, General Arts and Sciences, Humber College
Teaching Honours
2012 Ian Greene Award for Teaching Excellence, Nominated, York University 2010 Faculty Merit Award, York University
University Service, York
Faculty Level
2010 Bibliometrics Committee Department Level, English
2018-19 Adjudication Committee 2018-19 Appointments Committee, Indigenous Literature/Creative Writing 2015-16; 18 Curriculum Committee 2015-present Executive Committee 2016 Ad Hoc Committee on the CPR 2015 Search Committee, Canadian Literature 2013 Search Committee, CLA Fiction--Post-1945 2010 Conference on the Book Committee
Program Level, Creative Writing
2018-19 Program Coordinator, Creative Writing 2010/14-16 Program Coordinator, Creative Writing 2009-2019 Admissions Committee, Creative Writing 2008-2019 President's and Faculty Creative Writing Awards Adjudication Committee 2008-2019 Creative Writing Curriculum Committee 2008-2018 Creative Writing Speakers Series Committee 2008-10 Graduate Program in Creative Writing Planning Committee 2010 Anthology Committee
University Service, Beyond York
2018 Tenure/Promotion External Reviewer, University of Toronto 2017 External Thesis Assessor, Memorial University 2016 Tenure/Promotion External Reviewer, University of British Columbia 2015 Tenure/Promotion External Reviewer, University of Guelph
Publication History
Novels
After James, McClelland and Stewart (Canada); Tin House (US), September 2016; audiobook, Blackstone, September, 2016. o shortlisted finalist for the Rogers Writers’ Trust Fiction Prize o shortlisted finalist for the Arthur Ellis Award o Globe and Mail and Now magazine Book of the Year Cities of Refuge (US edition) Tin House, March, 2013.
Cities of Refuge, McClelland and Stewart, 2010.
o longlisted finalist for the Giller Prize o shortlisted finalist for the Rogers Writers' Trust Fiction Prize o Globe and Mail Book of the Year In the Place of Last Things, McClelland and Stewart, 2004.
o shortlisted finalist for the regional Commonwealth Prize, Best Book o shortlisted finalist for the Rogers Writers’ Trust Fiction Prize o Globe and Mail Book of the Year
The Projectionist, Douglas and McIntyre, 1997 (re-issued, McClelland and Stewart, 2006).
o shortlisted finalist for the Giller Prize o shortlisted finalist for the Trillium Award
Short Fiction
"Spotlight on Michael Helm." Maclean's with an excerpt from After James. Oct. 27, 2016 http://www.macleans.ca/culture/books/rogers-writers-trust-spotlight-on-michael-helm/
"An Engine to Accelerate the Real: An Excerpt from Michael Helm's After James." Literary Hub, Sept. 23, 2016: http://lithub.com/after-james/
"That's Literally Twisted: An Excerpt from Michael Helm's After James." Literary Hub, Sept. 6, 2016: http://lithub.com/lithub-daily-september-6-2016/
"In the Massif Central," Tin House 66, February, 2016.
"Santiago Letter" in Brick 85, Summer 2010, pp. 65-73.
Essays in Journals and Anthologies (a selected list)
"Known Stranger." Luminous Ink: Writers on Writing in Canada. Eds Tessa McWatt et al. Cormorant, 2018.
"The Unsayable Translated from Spanish with a Gun." Literary Hub. Sept. 16, 2016.
http://lithub.com/finding-the-unsayable-in-translation/
"On Robert Stone," Brick 95, June 2015.
"On Mavis Gallant," Brick 93, June, 2014. o shortlisted finalist, National Magazine Awards "In a Stone Country," Tin House, March, 2013.
"In the Balance," Descant 153 42:2, Summer 2011, pp. 241-242.
"On Denis Johnson's Incognito Lounge and The Veil" Brick 82, Winter 2009, pp. 108-110.
“Writing and the World Replaced,” in Writing Life, a PEN Anthology, Ed. Constance Rooke, McClelland & Stewart, 2006, pp. 197-208.
“On Rackstraw Downes,” Brick 75, Spring 2005, pp. 52-54.
"On Philip Levine's They Feed They Lion," in Lost Classics, Ed. Michael Ondaatje, Knopf, 2000, pp. 78-81.
"Garry Winogrand's Moment of Exposure," Brick 64, Spring 2000, pp. 19-22.
"Introduction" in "Caribbean Canadian Descant," Descant 101 29:2, Summer 1998, pp. 3-8.
"DeLillo's American Sunlight," Brick, 42-43, Winter-Spring 1992, pp. 33-37.
Critical introduction to the writing of Leon Rooke in The New Canadian Anthology, Methuen, 1988, pp. 124-125.
Interview (as subject)
"These Aren't Your Grandmother's Fear, Paranoia, and Doom." The Millions. Sept. 6, 2016. http://www.themillions.com/2016/09/these-arent-your-grandmothers-fear-paranoia- and-doom-a-conversation.html
"The Rumpus Bookclub Chat With Michael Helm" at The Rumpus: http://therumpus.net/2016/09/the-rumpus-book-club-chat-with-michael-helm/
"An Interview with Michael Helm" at The Rumpus: http://therumpus.net/2013/05/the- rumpus-interview-with-michael-helm/
"Putting the Strange in Stranger." The University of Toronto Quarterly, Volume 82, Number 2, Spring 2013.
Arts Journal and Newspaper Reviews (selected)
Diary of Andrés Fava by Julio Cortázar, Brick 90, p. 81.
Cormac McCarthy’s The Road in The Globe and Mail, Oct. 7, 2006.
Ian McEwan’s Saturday in The Globe and Mail, Feb. 19, 2005.
Richard Powers' The Time of Our Singing in The Globe and Mail, Feb. 1, 2003.
J.M. Coetzee's Stranger Shores in The Globe and Mail, Nov. 29, 2001.
Cormac McCarthy's Cities of the Plain in The Edmonton Journal, June 14, 1998, F7.
Jim Harrison's The Road Home in The Globe and Mail, Oct. 31, 1998, D13.
Robert Stone's Damascus Gate in The Ottawa Citizen, feature review, May 10, 1998.
Robert Stone's Bear and His Daughter in The Globe and Mail, Sept 13, 1997, D10.
Russell Banks' Rule of the Bone in The Globe and Mail, May 27, 1995.
Katherine Govier's Fables of Brunswick Avenue in Contemporary Literary Criticism, 51.
Rohinton Mistry's Tales From Firozsha Baag in Rubicon, 10, Fall 1989.
Richard Ford's Rock Springs in The Malahat Review, 81, Winter 1987. Magazine Columns
“Off the Shelf,” Nuvo Magazine, Summer 2007-- Winter, 2011
Scholarly and Creative Professional Contributions
Conference Papers (refereed)
"On Research." The Writers Summit Conference, Toronto. June 15, 2018.
"The Practice of Play in Fiction." The Writers Summit Conference, Toronto. June 18, 2016.
"Strangeness and Displacement in One Urban Novel." University of Salamanca, Spain, March 25, 2014.
"Teaching the Uses of Blur." Canadian Creative Writers and Creative Writing Programs Conference, Humber College, May 10, 2012.
"Reading the Gaps: Teaching Apprentice Writers the Uses of Holes, Stutters, and Resistance in Literary Language." Canadian Creative Writers and Creative Writing Programs Conference, University of Calgary, Oct. 7-11, 2010.
Guest Seminar Presentation, Panel Discussions
"Fiction: The Articles." Wild Writers Festival. University of Waterloo. Nov. 2016.
"Plot and Causality in Fiction." Winnipeg Writers Festival. Sept. 2016.
"Luck, Fate, and the Fiction of Character." Talking Fresh Writers Festival. University of Regina. March, 2015.
"Getting Lucky." Panel Discussion. Talking Fresh Writers Festival. University of Regina. March, 2015.
"Publishing Panel." Wild Writers Festival. University of Waterloo. Nov. 8 2014.
"Great Beginnings." Panel Discussion. University of Waterloo. Nov. 8 2014.
"On the Structure of Novels." Panel Discussion. University of Guelph. March 22, 2013.
Guest Writer. UBC, Creative Writing Program. March 13, 2013.
"On Endings." Panel Discussion. Wild Writers Festival. University of Waterloo. Nov. 2- 3, 2012.
"Kekule's Snake: Research, Randomness, and the Prepared Dream." Research Matters Speaker Series, Faculty of Liberal Arts and Professional Studies, York University, November 3, 2011.
Funding: Research/Arts Grants
2019 Guggenheim Fellowship, $80,000 2016 Canada Council Grant, $25,000 2008 Canada Council Grant, $20,000 2008 Ontario Arts Council Works-in-Progress Grant, $10,000 2007 Ontario Arts Council Writer's Reserve Grant, $4500 2006 Ontario Arts Council Writer's Reserve Grant, $3500 2004 Canada Council Grant, $8000 2002 Ontario Arts Council Works-in-Progress Grant, $10,000 2000 Telefilm Canada, through Cadence, Giraffe Productions, $8,000 1999 Ontario Arts Council Writer's Reserve Grant, $5500 1999 Telefilm Canada, through Cadence, Giraffe Productions, $12,500 1998 Canada Council "B" Grant, $10,000 1997 Telefilm Canada, through Upstart Pictures, $7500 1995 Ontario Arts Council Works-in-Progress Grant, $10,000 1995 Ontario Arts Council Writer's Reserve Grant, $1500 1989 Canada Council Explorations Grant, $10,000
Public Appearances
Public Readings and Panels (selected)
Sept 2017 Eden Mills Writers Festival, Eden Mills Jan 2017 Fernie Writers' Series, Fernie, B.C. Nov 2016 Wild Writers Festival, Waterloo Oct 2016 International Festival of Authors, Toronto Oct 2016 Ottawa Writers Festival Oct 2016 Vancouver International Writers Festival Oct 2016 Calgary Writers Festival Oct 2016 Salmon Arm Series, Salmon Arm Sept 2016 Fresh Air Writers Festival, Winnipeg Sept 2016 Blue Heron Festival, Uxbridge Sept 2016 Word in the Woods Festival, Dunedin March, 2015 Talking Fresh Writers Festival, Regina March, 2014 University of Salamanca, Spain April 2013 Tin House Night, KGB, New York March 2013 Tin House and Literary Arts Reading, Portland, Oregon March 2013 Tin House Night, AWP, Boston April 2012 Friday Nights With Diaspora Dialogues, Toronto Nov 2011 Eramosa/TransCanada Institutes, Guelph Oct 2010 International Festival of Authors, Toronto Oct 2010 Vancouver International Writers Festival Oct 2010 Lorenzo Reading Series, University of New Brunswick June 2010 Luminato Arts Festival, Toronto April 2010 Harbourfront Reading Series, Toronto March 2007 University of Toronto, Scarborough May 2007 Banff Centre for the Arts Feb 2006 University of Waterloo Nov 2004 Harbourfront Reading Series, Toronto Oct 2004 University of Toronto Hart House Reading Series
On-Line Readings/Interviews (selected)
Oct 2016 CBC Radio, The Next Chapter, @ iTunes Sept 2010 CBC Radio, The Next Chapter, @ iTunes May 2007 banffcentre.ca (Readings From the Writing Studio) April 2003 authorsaloud.com
Editorial Service
Journal Co-editor
2003 -- present Brick magazine 1991-1998 Descant magazine
Journal Contributing Editor
2007-2011 Nuvo, 2007-2011
Co-editor of Collections
2001 The Journey Prize Anthology 13, McClelland and Stewart.
Special Issue Editor
1998 Descant 101 29:2 (Summer 1998), The Canadian Caribbean Issue.
National Arts Juries
2010 CBC Literary Awards, fiction category
Professional Service Outside the Academy
2010-2012 PEN Canada, Writers in Exile Placement sub-committee 2006-2008 PEN Canada, Chair, Membership
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CURRICULM VITAE OF B.W. POWE
INSTITUTIONAL ADDRESS HOME ADDRESS 632 Atkinson College 18 Alderwood Street York University Stouffville, Ontario 4700 Keele Street L4A 5C9 Toronto, Ontario 905-640-8077 M3J 1P3 (416) 736-2100, x 33772
EMAIL ADDRESS [email protected]
EDUCATION
Ph.D., 2009 English Literature, York University Dissertation: “Critical Agon, Apocalyptic Orchestration: Conflict and Complementarity in the Thought and Writings of Marshall McLuhan and Northrop Frye” Supervisor: Ian Balfour Dissertation Committee: Susan Warwick and Marcus Boon Defence Committee: David Staines, Janine Marchessault, Mauro Buccheri
M.A., 1980 English Literature, University of Toronto M.A. Dissertation: “Poetic Fiction: A Study of the Lyrical Element in Virginia Woolf’s The Waves, James Joyce’s Ulysses, William Burroughs’ Naked Lunch and Peter Matthiessen’s Far Tortuga” Supervisor: Eric Domville Second Reader: Marshall McLuhan
B.A., Spec. Honours, 1977 English Literature, York University Faculty of Arts Book Prize for Excellence in Scholarship
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EMPLOYMENT HISTORY
1981 - 2005 Free-lance essayist, journalist, book reviewer The Globe & Mail, The Toronto Star, Financial Post, Books in Canada, Quill & Quire, Bennington Review,The Antigonish Review
1982 - 1992 Writing Consultant and Advisor, McLuhan & Davies Communications, Toronto Duties included teaching grammar, syntax, editing skills to business and government clients Vice-Presidents: Roger Davies, Eric McLuhan
1995 - 2000 Academic Advisor, Winters College College Master: Andy Tomcik
2001 - 2003 Humber College Contract Course Director, Departments of English and Humanities; also involvement in Humber College School for Writers, under the direction of Joe Kertes
1986 - 2005 York University Contract Course Director, Departments of English, Humanities, Fine Arts Cultural Studies (FACS)
2005 – present York University Appointed through conversion as Lecturer, Department of English, July 1, 2005
2007 Trent University Writer-in-Residence
2010 Tenured Professor—Associate Professor level
2011 Sabbatical leave for research purposes
2012 Universitat Oberta de Catalunya, IN3, Barcelona, Spain Scholar/Researcher in Residence 3
University of Basque Country, Bilbao, Spain Guest Lecturer
2013 Univeristat oberta de Catalunya, IN3, Barcelona, Spain Researcher/Scholar in Residence
2013 Creative Writing Program Coordinator, Department of English, York University
2014 Universitat oberta de Catalunya, IN3, Barcelona, Spain Researcher/Scholar in Residence
2015 Universitat oberta de Catalunya, IN3, Barcelona, Spain Researcher/ Scholar in Residence
2016 Appointment to Graduate School, Department of English, York University
2019 Appointment to Graduate School, Department of Humanities, York University
PROFESSIONAL CONTRIBUTION AND STANDING
PUBLICATIONS
Books - Non-fiction
---. Mystic Trudeau: The Fire and the Rose. Toronto: Thomas Allen Publishers, 2007. 274 pages
---. Towards a Canada of Light. New edition. With “A Prayer for Canada: A New Introduction.” Toronto: Thomas Allen Publishers, 2006. 168 pages Simultaneous French translation : Vers un Nouveau Pays- Lumiere. Trans. Michelle Tisseyre. Toronto: Thomas Allen Publishers, 2006. 180 pages
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---. A Tremendous Canada of Light. Original edition. Polemic, philosophy. Toronto: Coach House Press, 1993. 124 pages. Also published as A Canada of Light. New Edition. Toronto: Somerville House, 1997. 155 pages
---. The Solitary Outlaw. Original edition. Literary criticism. Five chapters on Wyndham Lewis, Pierre Trudeau, Glenn Gould, Marshall McLuhan, Elias Canetti. Toronto: Lester & Orpen, Dennys, 1987. 192 pages. The Solitary Outlaw, New Edition. Toronto: Somerville House, 1996. 206 pages.
---. A Climate Charged: Essays on Canadian Writers. Eleven original essays with footnotes. Essays on Northrop Frye, Marshall McLuhan, Margaret Atwood, Margaret Laurence, Irving Layton, Leonard Cohen, Robertson Davies, Mordecai Richler. Oakville: Mosaic Press, 1984. American edition: New York: Flatiron Books, 1984. British edition: London: John Calder, 1984. 196 pages
Newest Publications (non-fiction)
---. The Charge in the Global Membrane. Multi-Genre Work. Book. Seattle, Victoria (Canada): Neo Poeisis Press, 2019. 170 pages.
---. Amar, Artist: Memoir-Essay. Hamilton: Hamilton Arts and Letters (HAL), 2019. 50 pages
---. ****Marshall McLuhan and Northrop Frye, Apocalypse and Alchemy. Extensively revised and enlarged version of Ph.D. dissertation. With footnotes, bibliography, index. Toronto: University of Toronto Press: April 2014. Second printing: 2015. 354 pages.
Refereed Book; scholarly text.
Poetry (Recent)
---. Decoding Dust. Seattle, Victoria: Neo Poeisis Press, 2016. 148 pages.
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Mixed Modes
---. Where Seas and Fables Meet: Parables, Aphorisms, Fragments, Thought. Toronto, Montreal: Guernica, 2015. 204 pages.
Forthcoming
---. Embryonic: The Tiger & Lamb of Perception. A Lyric Multi-Genre Essay. Hamilton: Hamilton Arts and Letters (HAL), 2020
Fiction
---. Outage. Toronto: Random House of Canada, 1995. 324 pages. American edition: Hopewell, New Jersey: The Ecco Press, 1995. 324 pages Top ten list for fiction, Christmas 1995, Globe & Mail, Toronto Star.
---. These Shadows Remain: A Fable. Montreal: Guernica, 2010. 136 pages. Long Listed for Relit Prize, September 2012.
Poetry
---. The Unsaid Passing. Montreal: Guernica, 2005. 192 pages Short-listed for Relit Prize in Poetry, June 2006.
Electronic Book Project
---, Opening Time: On the Energy Threshold. Collaborative project/process with York University, McLuhan Initiative, IN3-Universitat oberta de Catalunya, Barcelona Spain. 2013-2016.
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Other
---. “Noise of Time,” text for CD-Rom, “The Glenn Gould Profile”. Banff: Banff Centre of Fine Arts, YIATTS, Maclean-Hunter, 1990. CD-Rom housed in National Archives in Ottawa. View project at www.collectionscanada.gc.ca/glenngould/02810-502.10-e.html. Text published in Exile: A Literary Quarterly, Vol. 14, Number 1, 1989, 101 – 128.
Chapters and Excerpts in Academic Journals and Books (Selected)
---. **** “Presences: Signatures and Evocations”. Chapter from Marshall McLuhan and Northrop Frye, Apocalypse and Alchemy in A Giant in Time: An Anthology of Writings in Honour of Northrop Frye’s 100th Birthday, revue Ellipse, texts litteraires canadiens en traduction/Canadian writing in translation, No. 87-88, 35-43, Spring 2012.
Refereed Publication; scholarly journal, text
---. **** “Apocalypse and Alchemy:Visions of Marshall McLuhan and Northrop Frye”. Selections from Marshall McLuhan and Northrop Frye: Apocalypse and Alchemy in International Journal of McLuhan Studies, Volume 1, 48-62, November 2011.
Refereed Publication; scholarly journal, text
---. **** “Magnetic City Alchemy”. Excerpt from Marshall McLuhan and Northrop Frye: Apocaylpse and Alchemy in English Studies in Canada, Volume 36. Issues 2-3, 10-13. July 2011.
Refereed Publication; scholarly journal, text
---. **** “Mystic Trudeau: The Fire and the Rose”. Excerpt in World Religions Today. Eds. J.L. Esposito, D.J. Fasching, T. Lewis, P. Bowlby. Toronto: Oxford University Press, 2009.
Refereed Book Publication; scholarly text
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In Print (Selected)
---. “Eternal Granada” (A Homage to the Passing of Leonard Cohen), in Anthologie, York University, 2018; in Hamilton Arts and Letters, Spring 2019.
---. “Two Poems: Technogenie and Reader, in The Medium is the Muse: [Channeling Marshall McLuhan]. Editors: Lance Strate , Adeena Karasick. Seattle: Neo Poiesis Press, 2014.
---.“Faith” and “Back Home” in Pierre. Ed. Nancy Southam. Toronto: McCelland and Stewart, 2005. 4; 346 -350.
---. “Soul’s Flow,” in The Hidden Pierre Elliott Trudeau: The Faith Behind the Politics. Eds. John English, Richard Gwyn, P. Whitney Lackenbauer. Papers from a conference held at St. Jerome’s University, Waterloo, Ontario, May 9-10, 2003. Toronto: Novalis, 2004. 183 -191.
---. “The Elusive I”, in Trudeau’s Shadow. Eds. Andrew Cohen, J.L. Granatstein. Toronto: Random House of Canada, 1998. 395 - 408.
---. ****“Imagining Canada,” in Canada: Horizons 2000, Re(Defining) Canada. Eds. Raymond-M. Hebert, Raymond Theberge. Winnipeg: University of Saint- Boniface Press, 1997. 73 - 84.
Refereed Journal; scholarly text
---. ****“The Tooth of Crime: Sam Shepard’s Way with Music,” in Essays on Modern American Drama: Williams, Miller, Albee, and Shepard. Ed. Dorothy Parker. Toronto:University of Toronto Press, 1987. 174 - 186.
Refereed Journal; scholarly text
---. “The Hunter, Laughter, and the Surgical Blade: Wyndham Lewis and Satirical Criticism,” in Blast 3. Eds. Seamus Cooney, Bradford Morrow, Bernard Lafourcade, Hugh Kenner. Santa Barbara: Black Sparrow Press, 1984. 115 - 121.
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Edited Collection
Powe, B.W., ed. Light Onwords/Light Onwards: The Living Literacies Text of the November 14 – 16th, 2002, Conference at York University. Collection of essay presentations by George Steiner, Jean Baudrillard, Gayatri Chakravorty Spivak, Camille Paglia, William Irwin Thompson, Steve McCaffery, Geoff Pevere. Toronto: Coach House Press, 2004. B.W. Powe’s essay-contribution, “Light Between Words”, 11 - 16.
Articles (Selected)
---. “Joseph Amar: Essay Fragments, Memoir Fragments” Rediscovered Masters’ Series, New York, New York, Curator: Peter Hastings Falk, redM www.RediscoveredMasters.com, 2016.
---.“Contemplations of the Book,” in Education Canada, Spring, 1998. 28 - 33.
---. “Venice Spiritus,” in Grail: An Ecumenical Journal, Vol. 13, Issue 1, March 1997. 25 - 29.
---. “Samotar: Elias Canetti,” in Lettre Internationale, 7, Podzium, 1992 (Czech). 60 - 65
---. ****“The Tooth of Crime: Sam Shepard’s Way with Music,” original version, in Modern Drama, Vol. XXIV, No.1, 1981. 13 - 25.
Refereed Journal; scholarly text
Book Reviews, Articles, Literary Journalism
1984 – 2015 Over fifty pieces in Dialogue, Exile, Moncton Telegraph, Excalibur, The Globe & Mail, The Toronto Star, Financial Post, Books In Canada, Quill & Quire, Bennington Review, The Downtowner, Medical Post, The Idler, Boston Globe, The Antigonish Review.
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Special Collections
Complete Collection of Papers and Manuscripts in Clara Thomas Archives and Special Collections, 305 Scott Library. Recent donations of papers and artifacts: 2010, 2012, 2016, 2017. York-site: http://archivesfa.library.yorku.ca/fonds/ON00370-f0000103.htm Public Display Collection: YorkWrites, Library Lobby, 2007.
Other: Literary and Cultural Events Organization at York University
Programs’ Director
2002 Living Literacies. Three-Day Conference. Stong College, Frontier College, City-TV, HRDC-Heritage Canada, Department of English, Hospitality York, The Globe & Mail, Penguin Books of Canada. Guest Speakers: Susan Sontag, Gayatri Chakravorty Spivak, Camille Paglia, George Steiner, Jean Baudrillard, Caitlin Fisher, Steve McCaffery, Senator Joyce Fairbairn (selected list). At Fine Arts Theatre. Televised by BookTV, Bravo!, TVO-Big Ideas.
1999 The Trudeau Era. Three-Day Conference. Stong College, Calumet College, McLaughlin College. Guest Speakers: Stephen Clarkson, Michael Bliss, Lorna Marsden, Mark Kingwell, James Coutts (selected list).
1997 Marshall McLuhan: What If He Was Right? Two-Day Conference, Winters College. Guest Speakers: Neil Postman, Arthur Kroker (selected list).
Presentations (Selected Academic)
2019 Lecture/Presentation, “The Charge in the Global Membrane” Stouffville Community Centre and Library, October 23rd
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Lecture/Presentation, “The Charge in the Global Membrane” York University Bookstore, York University, October 2nd
Lecture/Presentation, “The Charge in the Global Membrane” Media Ethics Association Conference, University of Toronto, June 28th-29th
Movie documentary interview, MEA Conference, University of Toronto, June 29th
TV Interview, Centre for Cross Cultural Dialogue, “Towards a Canada of Light” McLuhan Centre for Culture and Technology, University of Toronto, Toronto, May 16th
Presentation “The Charge in the Global Membrane” Markham Workspace, May 11th
2016 Lecture/Presentation “Marshall McLuhan and Northrop Frye: Apocalypse and Alchemy” Carlton University, with the Ottawa Literary Festival, Ottawa, Canada, March.
****Two Lectures (Verbal Essays) on line https://platform.europeanmoocs.eu/#mod https://platform.europeanmoocs.eu/course “ESP Without LSD: New Forms of Consciousness in the Digital Age”, “IBRAIN GENERATIONS: Teaching Lessons in the 21st Century Classroom” University of Catalunya (UOC), Barcelona, Spain, and University of Naples, Naples, Italy, September.
Referred on line lectures/presentations, from University of Naples
Lecture/Presentation “Bob Dylan, The Nobel Prize Win, and New Consciousness: ‘In the Electronic Age we are living entirely by Music” “The Toronto School Then and Now”: University of Toronto, October.
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2015 Lecture/Presentation, “The Visionary Tradition in Canada” Canadian Studies Program, Vanier College, York University.
Founder of The Dead Tree Medium Theatre Group with students in York Fine Arts Theatre Program and Creative Writing Program
First performance of B.W. Powe’s “Technogenie” (from Decoding Dust) The Cabaret of Wild Culture/Pages Unbound Festival in Toronto, May. (This troupe is currently in pre-production for film versions of “Technogenie” for presentation, winter 2016.)
Presentation of latest phase of Opening Time: On the Energy Threshold, a virtual multi-text process and project IN3, University of Catalunya, Spain, July. Simultaneous webcast through European Union and South America
2014 Lecture/Presentation/Discussion, 50th Anniversary of Understanding Media, St. Michael’s College, University of Toronto, September.
Lecture/Presentation, McLuhan and Frye and on to Opening Time, Italian Cultural Centre, University of Toronto, October. Lecture/Presentation, McLuhan and Frye: Apocalypse and Alchemy, Victoria College, University of Toronto, October.
Lecture/ Presentation, McLuhan and Frye: Apocalypse and Alchemy and On to Opening Time, Mercer Union, Art Gallery, October.
Lecture/Presentation, McLuhan and Frye: Apocalypse and Alchemy, Founders College, York Unversity, Toronto, Canada, October.
Lecture/Presentation, the Opening Time Project, IN3, UOC, July.
Lecture/Presentation, Marshall McLuhan-Northrop Frye, IN3, Universidad obera de Catalunya, Barcelona, Spain, July.
2012-13 Lecture Series on New Forms of Consciousness in the Digital 12
Age, IN3, Universidad obera de Catalunya, Barcelona, Spain, Sept-Nov- July-Aug.
Lecture: “Who are You? Identity in the Global Theatre” University of Basque Country, Bilbao, Spain, October.
2011 Keynote Address at Northrop Frye International Festival, “The Frye and McLuhan Agon” (adaptation from Ph.D.dissertation).
Moncton.New Brunswick, April.
Lecture on Marshall McLuhan and Northrop Frye, McLuhan Galaxy Conference Universidad Oberta de Catalunya, Barcelona, Spain. May.
Panel Presentation, “Opening Time,” McLuhan Galaxy Conference Universidad Oberta de Catalunya. May.
Lecture/Presentation: “Bruno, Vico, Joyce, McLuhan,” McLuhan 100, University of Naples, Naples, Italy. May.
Lecture/Presentations/Panels, McLuhan Galaxy 100th Year Anniversary Conference University of Toronto, November.
2009 “Across the Generations: Legacies of Meaning and Hope”. Fordham University, Sponsored by Institute of General Semantics and the Media Ecology Association. Subject: “Marshall McLuhan and Northrop Frye: The Medium is the Message and the Great Code.” Chair of Break-Out Session, “New Meaning” Department of Communication and Media Studies, New York City. September.
2008 Chair and Organizer of Panel on “Visionary Cities”, including Derrick de Kerckhove, Eric McLuhan, and Christopher Dewdney. Cosmopolis Conference, Founders College, October.
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Lectures/ Presentations, “Resources of Hope” Lecture Series. “Mystic Trudeau.” Founders College, York University. October.
Lectures/Presentations to Political/Humanities Department on “Mystic Trudeau” and “Towards a Canada of Light” Trent University, Peterborough. March.
2006 Lecture/ Dialogue, “Talk of the Town on Towards a Canada of Light,” University of British Columbia, Vancouver. November.
Lecture/Dialogue, “Talk of the Town on Towards a Canada Light”, Kelowna Campus of University of British Columbia. November.
Lecture/ Presentation on “Towards a Canada of Light,” Massey College, University of Toronto. December.
2005 Lecture, “Philosophy and Literature,” Philosophy Club York University, February.
Lecture/ Presentation, “On McLuhan and Frye: A Preliminary Exploration into Conflict-Harmony” Northrop Frye International Festival, Moncton, New Brunswick, April.
Lecture, “Searing Frye” Victoria College Northrop Frye Lecture Series University of Toronto, Toronto, May.
2004 Lecture/Presentation, “Gnosticism, Hermetism, Alchemy, Kabbalah” Marshall McLuhan International Festival. University of Toronto. October.
“Soul’s Flow: The Hidden Current in the Life and Thought of Pierre Trudueau” at The Hidden Pierre Elliott Trudeau Conference St. Jerome’s/ Wilfrid Laurier, May.
2002 “Hidden Literacies”, Living Literacies’ Conference. York University. November.
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Addresses and Invited Lectures, Readings, Presentations (Selected)
2018 Marshall McLuhan and Northrop Frye: The Great Debate. University of Toronto, Victoria College/ McLuhan Centre, April
Decoding Dust and other New Works: Art Bar, Toronto, March.
2016 Decoding Dust and other New Works: An Evening with B.W. Powe, Stouffville Public Library, November.
Decoding Dust Book Launch Founders College, York University
2015 Where Seas and Fables Meet Book Launch Kensington Kitchen Reading Series Toronto. April.
2013-2014 Readings: Poetry, Fiction York University Creative Writing Program Founders College
2011 These Shadows Remain: A Fable Kensington Kitchen Reading Series Toronto. April.
These Shadows Remain, “McLuhan Galaxy” Universidad Oberta de Catalunya, May.
“The Poetics of Heart-making,” Presentation for McLuhan 100th The Ottawa International Literary Festival. October.
“The Legacy of Marshall McLuhan” for “McLuhan 100th” IdeaCity, Host. Moses Znaimer Toronto, Ontario, June.
2009 “Kafka’s Parables and Paradoxes” Toronto Public Library Lecture Series. June.
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2007 Trent University, Poetry Readings and Workshops, February- March.
Ottawa Literary Festival, Poetry, Literacy, Mystic Trudeau, Towards a Canada of Light. April, October.
2006 Books and Breakfast, Paragraphe Bookstore, Omni Hotel/Montreal Literary Festival Montreal. November.
2005 Arts and Letters Club Toronto. January.
Literacy Presentations, Bravo! Studios. Toronto. January.
Guernica/Exile Reading Series, Bar Italia. April. December. .
2000 “Why Read?” Frontier College 101st Anniversary Meeting University of Toronto. September.
“Canada & Modernity.” Canadian Cultural Centre Paris, France. June.
Readings, Lectures, Presentations, Talks (General List)
1987 - 2000 National Library Association Meeting at Museum of Civilization, Couchiching International Affairs Global Village Conference,Virtual North (Calgary), International Festival of Authors On-Stage Interviews, Canada-Ports Corporation, Arts and the Cities Conference (Quebec City), Art Gallery of Ontario, Writers’ Union of Canada, University of Toronto Bookstore Visionary Lecture Series, Blurred Genres Conference University of Calgary, Ottawa National Library, Café Nostalgia (Montreal), Harbourfront Reading Series, Mohawk College, Fringe Festival, Humber College
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Awards and Research Support
2015-2016 *Six (6) nominations for the Media Ecology Awards (in the USA)
For Marshall McLuhan and Northrop Frye, Apocalypse and Alchemy, University of Toronto Press, 2014
1. Marshall McLuhan Award for Outstanding Book in the Field of Media Ecology
2. Irving Goffman Award 3. Suzanne K. Langer Award (for new ideas) 4. Dorothy Lee Award 5. Lewis Mumford Award (for philosophy)
For Where Seas and Fables Meet, Guernica, 2015
6. Mary Shelley Award for Outstanding Fiction
2019 English Department Travel Grant for Lecture in Bilbao, Spain, 2020 ($1,000)
2014-015 McLuhan Initiative Grant for Opening Time Project (EU. $2,000) (Canadian funds: $2,200)
Office support, computer use, office space, equipment, student assistance, for Visiting Scholar at Universidad oberta de Catalunya, BCN, Spain (in kind support)
2013 McLuhan Initiative and Department of English Research and Travel Grants ($2,600.00)
Office support, computer use, office space, equipment, and student assistance, for Scholar/Researcher in Residence at Universidad oberta de Catalunya in Barcelona, Spain (in kind support)
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2012 McLuhan Initiative and Department of English Travel grants ($1,350)
Office support, computer use, office space, equipment, and student assistance, for Scholar/Researcher in Residence at Universidad oberta de Catalunya in Barcelona, Spain (in kind support)
2011 Founders College and Department of English Travel grants ($1,650)
2008 Ontario Arts Council Writers’ Grant for non-fiction research ($5,000)
2005 - 2006 Arts Dean Sabbatical Grant for Research and Writing ($5,000)
2005 Arts Dean Start-Up Grant for Conversion Appointment ($5,000)
2000 - 2007 Human Resources Development Canada (HRDC), National Literacy Research Grants for Stong College/ York University, for Living Literacies, LLIFE, and the development of the McLuhan Centre Initiative. Federal agencies have supported these initiatives, through joint applications by B.W. Powe and former Master Eric Willis of Stong College, and current Master Modupe Olaogun. The total for the series of grants is $600,000. The University matched these grants in kinds with support staff, computers, space, and other equipment.
1999 - 2007 Ontario Arts Council Writers’ Trust Grants for Literary Projects ($2,500 per year)
1996 George Woodcock Award, Writers’ Union of Canada ($2,500)
1989 - 1990 MacLean-Hunter Fellowship for Development of Glenn Gould Profile ($12,000)
1980 - 1984 Canada Council Explorations Grant, Literary ($18,000) 18
1978 - 1980 National Humanities and Social Science Research Grant, for Special M.A. Scholarship at University of Toronto ($15,000)
Appointments, Memberships
2019- Board of Directors, McLuhan Foundation, University of Toronto
Editorial Board, Explorations: a New Journal of Discovery, University of Toronto
2012 - Editorial Board, International Journal of McLuhan Studies Universidad oberta de Catalunya, Barcelona, Spain
Research Fellow, McLuhan Centre for Media Studies University of Toronto, Toronto.
Fellow, Founders College, York University, Toronto
2006 - 2008 Honorary Board Member, MZTV Museum of Television, Toronto. Director: Moses Znaimer
2005 - 2008 Visiting Scholar, Massey College, University of Toronto
2005 - 2008 Appointment to Graduate Programme in Film & Video, Faculty of Graduate Studies, York University
2001 Fellow, McLuhan Centre, University of Toronto
Works In Progress
Non-Fiction:
---. Evocations of the Visionary: Hildegard von Bingen, Teresa of Avila, Rumi, through Blake, Rimbaud, Yeats, T.S. Eliot, the Beats, to Bob Dylan, Patti Smith, Susan Howe, Anne Carson.
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Multi-Media:
---. Opening Time: On the Energy Threshold. E-book; text and images on new forms of consciousness in the noosphere of global electronica. In production at IN3, Universdad oberta de Catalunya, with International Journal of McLuhan Studies, in collaboration with Professor Matteo Ciastellardi and Professor Cristina de Miranda. Electronic publication in 2015. Ongoing revisions through 2020.
Fiction
---. The Forking of the Ways Trilogy. Three fictions. At work since 1997. (Books were optioned by Somerville House in 1997; Somerville House went into receivership in 1999/2000. Books were tied up in contract litigation until 2005. Rights were returned to author in 2009.)
Mixed Modes, Poetry and Fiction
---. Cordoba Aleph: Inspiration Codes ---. Splinter: Melancholy and Media ---. In the Garden of Guitars (Spanish Journals: poems & stories) ---. In Constant Need of Redemption (poems)
*All titles provisional (in process)
Contributions to the University (Service)
2013 - 2014 Creative Writing Program Coordinator, Department of English
2012 Poetry Slam Judge, Thaqalayn Muslim Association (TMA @yorku.ca) Rhymes and Reason Club, Vanier College, November.
2010 Continued Support of English Department based Readings and Talks, through the McLuhan Initiative at Founders College. Shakespeare Association of America, March 2013. Also: Ravenspeaks, talk by Ojibway Shaman, Founders College, 2011. 20
2010 - 2012 Establishment of The McLuhan Initiative at Founders College. In collaboration with Professor Mauro Buccheri, Master of Founders College. Support of College Events, in particular the McLuhan 100th Conversation with Doug Coupland.
2004 - 2010 Guidance and development of The McLuhan Centre for the Study of Multiple Literacies at Stong College, York University. Official authority to use McLuhan name by the McLuhan family (letter available). In collaboration with previous Master of Stong College, Eric Willis, and current Master, Modupe Olaogun. The McLuhan Centre is proposed as a multi-disciplinary exploratory centre devoted to the discovery of new bridges between the University and literacy organizations, researchers, writers, scholars, students, and activists. It is hoped that we will have official status within York University by 2009/2010. www.mcluhanliteracies.ca; www.livingliteracies.ca
2007 McLuhan Centre was major financial contributor to the “Why English?” Conference held at York University with the Department of English, in April 2008. Support of student contributions to the “Reclaiming McLuhan as Literary Figure” presentations.
2007 - 2008 Co-coordinator, McLuhan Centre Lecture Series
2005 - 2006 Member, Search Committee, Master for Stong College
2005 - 2006 Member, Search Committee, Tenurable Appointment in Poetry, Department of English
2000 Member, Search Committee, Master for Winters College Faculty of Fine Arts, Fine Arts Cultural Studies
1998 - 1999 Interim Chair, Inter-College Committee (ICC)
1996 - 1997 Administration of College Courses, Academic Advisor, Winters College
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Scholarly Service
2017– 2018 ****Dean´s Rep and Chair, Ph.D. Dissertation-defense committee for Anna Veprinska, Department of English, York University, January 2018.
MA Dissertation-defense committee for Ivona Jovanivic, Fine Arts-LAPS York University and Dept. of Photography, Ryerson University, August 2017.
****Ph.D. Dissertation-defense committee for Elaine Kahn, Rutgers University (USA), Political Science and International Studies, June 2017.
Teaching
Undergraduate Courses (Selected List)
York University EN 1006.A Writer’s Introduction to Literature, 2019 EN 1006 A Writer’s Introduction to Literature, 2018 EN 1004 Intertextualities, 2016 EN 1002 A Writer´s Introduction to Literature, 2015 EN 1001, Introduction to Literature, Fall Term, 2009 EN 1100B: Introduction to Major Authors in English, 1996 – 1997, 1999 – 2000 EN 1100A: Majors Authors in English, 2003 - 2004, 2004 – 2005* EN 1200: Introduction to Literary Genres, 1999 FACS/FA 1000: Process of the New: Modernism to Post- Modernism, 1996 – 2001** HUM 1200 Creative Writing Non-Fiction Prose, 1993 - 1995 SS/York: 1100: Business History, Economic Philosophy, Ethics, 1998 - 2004 (Teaching Award Nomination for Excellence in Class Room, Schulich School, 1999) Humber College HUM: Introductions to Philosophy, Literature, Humanities, 2001- 2003
York University EN 2330 American Literature since 1865, 2000 - 2001 22
EN 2690 Introduction to Contemporary Literature, 1999 - 2000 EN 2510 American and British Poetry and Fiction 1900 - 1940, 1999 - 2000 HUM 2100 Creative Writing Workshop, 1997 – 1998, 1999 – 2000 EN 2600 Intro to Creative Writing, 2014-2015
EN 3700 Professional Writing: Periodical Writing, 2007 - 2008 EN 3451 Edges of the New: Modernism to Post- Modernism, 2004 – 2005* EN 3310 Literature of the US, 1800 – 1865, 1994 - 1995 ATKIN Contemporary Canadian Writing, Summer 1994 ATKIN Contemporary American Writing, 1992 - 1993 HUM 3000 Creative Writing, Prose Fiction Workshop, 1989 – 1990, 1991 - 1992, 1992 - 1993, 1994 -1995, 1995 - 1996*
ENG 4411 Visionary Literature: From Dante to Dylan, 2007 - 2008, 2008 – 2009, 2009 - 2010* ENG 4411 Visionary Trauma and Tradition, Winter 2006* ENG 4004 Two Canadian Theorists: Marshall McLuhan and Northrop Frye, 2003 - 2004, 2004 - 2005, 2005 – 2006, 2008, 2009, 2010, winter 2013 Returned to schedule, 2016-2019* EN 4163 Visionary Tradition, 2013-2018* EN 4170. Modernism/Post Modernism, 2013-2014. 2014- 2015, 2015-2016 HUM 4100 Creative Writing Non-Fiction Prose Workshop, 1989, 1990, 1990 – 1991, 1991 – 1992, 1992 – 1993, 1993 – 1994* HUM 4410 Imagination on the Edge: Studies in Contemporary Literature and Ideas, Winter 1993*
HUM Independent Studies Courses, 4th year level, 2014- 2016
ENG MA Directed Reading Course, On Emily Dickinson, HD, Simone Weil, Anne Carson, with MA student Lindsay Presswell. Autumn 2017.
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ENG 6997 MA/PH.D. Course, “Issues in Contemporary Theory: Marshall McLuhan and his Network of Influence”, Autumn 2019.*
* = Courses that I designed ** = Course that I designed in collaboration with Christopher Dewdney
Out-Reach (Community Work)
1995 - 2007 Frontier College Literacies Projects. Collaborations with John O’Leary, President of Frontier College. This literacy activism included readings with children in under-privileged areas of Toronto, going into half-way houses for men and talking about writing and books, addressing fellow literacy activists, discussing teaching techniques with activists, working with O’Leary on the literacy projects at York University, helping to keep literacy issues in the public eye with Senator Joyce Fairbairn.
2006 – 2015 Stouffville Public Library Readings, Stouffville, Ontario. Library Director: Catherine Sward.
1993 - 1997 Ontario Arts Council Fiction and Poetry Grant Juries.
Major Reviews, Documentaries, TV and Radio Presentations, Interviews, Profiles (General List)
2013 - 2018 Ottawa Citizen, National Post (Canada), Times Literary Supplement, (UK), New York Times, Dialogue, Hamilton Arts and Letters, University of Toronto Review,
The Antigonish Review, Y-file (May 5th, 2017, September 24th 2019) CBC Radio, ‘McLuhan and Frye”, 2015
1987 - 2015 Toronto Star, “Sounds Like Canada”, CBC Player, “Whistlestop: Stouffville Radio,” Open Book: City of Toronto, TVO Big-Ideas, Bravo! TV, IdeaCity, CBC-TV Newsworld, CBC-TV National Magazine, Vision Network, CITY-TV, MUCH-MUSIC, CTV Millennium Series, TVO 24
Studio Two, CJRT, CIUT, Cross-Canada Check-up CBC Radio, Ryerson Radio
Websites and Biographical Listings
McLuhan [email protected] Re: B.W. Powe, updates, 2016-2019 by Dr. Alex Kuskis Cf. Review of The Charge in the Global Membrane By Dr. Robert K. Logan, https://tinyurl.com/yscjudsq.
Wikipedia, The Free Encyclopedia: On-Line Biography http://En.wikipedia.org/wiki/B._W._Powe
Blog: bwpowe.net (updated regularly)
www.mcluhanliteracies.ca
Bruce Powe & The Solitary Outlaws: www.media- studies.ca/articles/powe.html Figureground.ca/interviews/b-w-powe
Research.news.yorku.ca/…/professor-b-w-powe-celebrating- the-legacy-The Poetics of Heartmaking/www.writers festival.org/…the poetics-of- heartmaking-where obsolescence-is-only-/ IdeaCity/www,ideacityonline.com/presenters/b-w-powe/
www.spiritbookword.net/spirit/an_interview_with_bw_powe.s html www.imaginingtoronto.com/2007week3slideGEOG4280 pp. 101-102
Encyclopedia of Literature in Canada, ed. W.H. New. Toronto: University of Toronto Press, 2002. 899. Canadian Who’s Who. University of Toronto. 1997 entry 4 available on line at www.utpress.utoronto.ca/cww/-6k My entry was last updated in 2019
The Oxford Companion to Canadian Literature, second edition, editors: W. Benson, William Toye. Toronto: Oxford University Press, 1997. 959 – 960.
CV Updated: October 2019 CURRICULUM VITAE Weaver, Andy
A. PERSONAL
Andy Weaver Associate Professor (Tenured as of July 1, 2011) Department of English, Faculty of Liberal Arts and Professional Studies, York University Member: Graduate Program in English (appointed Fall 2006); Graduate Program in Interdisciplinary Studies (appointed 2012)
DEGREES Ph.D. (English), University of Alberta, 2005 Dissertation: The Indeterminacy of Poetics: Six Experimental Poets Supervisor: Douglas Barbour M.A. (English and Creative Writing), University of New Brunswick (Fredericton), 1997 Thesis: A Flow of Touch (a collection of ekphrastic poems) Supervisor: Jan Zwicky B.A. (Hons.) (English), Carleton University, 1995
EMPLOYMENT HISTORY 2011- Associate Professor, Department of English, York University 2006-2011 Assistant Professor, Department of English, York University 2005- 2006 Part-time Sessional Instructor, Department of English, Univ. of Alberta Winter 2005 Full-time Sessional Instructor, Department of English, Augustana Faculty (Camrose, AB), University of Alberta 1998- 2004 Graduate Teaching Instructor, Department of English, Univ of Alberta 1996- 1997 Teaching Assistant, Dept of English, Univ of New Brunswick (Fredericton)
HONOURS AND AWARDS 2012 Nominated for the Robert Kroetsch Poetry Award (for gangson) 2011 YUFA Merit Award ($3000) 2010 YUFA Merit Award ($2000) 2006 Nominated for Stephan G. Stephansson Award for Poetry (for Were the Bees) 2004 Faculty of Arts Graduate Student Teaching Award, University of Alberta 2004 J. Gordon Kaplan Graduate Student Award in Canadian Literature ($500), University of Alberta 2002 Sarah Nettie Christie Graduate Award ($2000), University of Alberta
Weaver 2/11 B. RESEARCH
B.1) SCHOLARLY PUBLICATIONS
Chapters in books (Refereed) “Divining the Derivers: Anarchy and the Practice of Derivative Poetics in Robert Duncan and John Cage.” Reading Duncan Reading, edited by Stephen Collis and Graham Lyons, U of Iowa P, 2012, pp. 189-209. [See also “Non-refereed articles” below.]
Articles in journals (Refereed) “It is I: Robert Creeley’s Deictic Subjectivity and the Sublime Self.” Journal of Modern Literature, vol. 41, no. 3, 2018, pp. 77-96.
“‘I am giving you a present’: Olson’s Sublime Sense of Time in His Early Poetry and Poetics.” Paideuma, vol. 42, 2015, pp. 273-98.
“Writing through Merce: John Cage's Silence, Differends, and Avant-Garde Idioms.” Mosaic, vol. 45, no. 2, 2012, pp. 19-37.
“Darren Wershler-Henry’s the tapeworm foundry, Agency, and the Problem of the Kantian Sublime.” Canadian Poetry, vol. 66, 2010, pp. 98-116.
“Promoting ‘a community of thoughtful men and women’: Political Anarchy in Robert Duncan’s Ground Work Volumes.” English Studies in Canada, vol. 34, no. 4, 2008, pp. 71-95.
“Synchronous Foreignicity: Fred Wah’s Poetry and the Recuperation of Experimental Texts.” Studies in Canadian Literature, vol. 30, no. 1, 2005, pp. 309-25.
Non-refereed articles “Robert Duncan: Reading as Divine Insurrection.” Generic Pronoun, 23 Oct. 2015, https://genericpronoun.com/2015/10/23/andy-weaver-on-robert-duncan/.
“‘the white experience between the words’: Thoughts on Steve McCaffery’s Carnival, the second panel: 1970-75.” Open Letter, vol. 14, no. 7, 2011, pp. 130-46.
“Divining the Derivers: Anarchy and the Practice of Derivative Poetics in Robert Duncan and John Cage.” Jacket Magazine vol. 40, 2010, jacketmagazine.com/40/weaver-duncan- cage.shtml. [See also “Chapters in Books” above.]
“That Bastard Ghazal.” Poetics.ca vol. 1, 2002, www.poetics.ca/issue1/.
Weaver 3/11 Book Reviews (Refereed) Academic book review of From Cohen to Carson: The Poet’s Novel in Canada by Ian Rae. English Studies in Canada. English Studies in Canada, vol. 34, no.4, 2008, pp. 184-87.
“Supporting the Cage.” [Academic book review of Writings Through John Cage’s Music, Poetry, and Art, edited by David W. Bernstein and Christopher Hatch.] Postmodern Culture, vol. 14, no. 3, 2004, http://pmc.iath.virginia.edu/text-only/issue.504/14.3weaver.txt.
Forthcoming Articles (Refereed) None at the moment.
Articles Under Consideration “Not Just A Matter of Story or Medium: Differing Conceptualizations of Subjectivity in Black Mountain Poets and Language Writers.” 28pp. Contemporary Literature. Sub Aug 2020.
B.2) SCHOLARLY PRESENTATIONS Conference Presentation (Refereed) “Jordan Abel’s Acts of Re-inscription Against Canonized CanPo’s Terra Nullius.” TEXT/SOUND/PERFORMANCE: Making in Canadian Space Conference. University College Dublin, Ireland. April 2019.
“From Maximus to Injun: mise-en-page as spatial politics in the poetry of Charles Olson and Jordan Abel.” ACCUTE Conference. University of Regina, Canada. May 2018.
“A Reading from Usufruction: a kaleidoscopic meditation on love.” Canadian Creative Writers and Writing Programs Conference. Toronto, Canada. June 2018.
“Not Just A Matter of Story: Differing Conceptualizations of Subjectivity in Black Mountain Poets and Language Writers.” ACCUTE Conference. Ryerson University, Toronto, Canada. May 2017.
“A Reading from Octopoesis.” Canadian Creative Writers and Writing Programs Conference. Ryerson University, Canada. June 2016.
“Robert Duncan: Reading as Divine Insurrection.” ACCUTE Conference. University of Ottawa, Canada. May 2015.
“Charles Reznikoff's Holocaust: Legal Event, Not Traumatic Site.” ACCUTE Conference. Brock University, Canada. May 2014.
“A Reading from This.” Canadian Creative Writers and Writing Programs Conference. University of British Columbia, Canada. May 2014.
Weaver 4/11 “It is I: Robert Creeley’s deictic subjectivity.” Canadian Association of American Studies Conference. York University, Toronto, Canada. October 2012.
“‘I am giving you a present’: Olson’s sublime sense of time in The Distances.” Charles Olson Centenary Conference. Simon Fraser University, Vancouver, Canada. June 2010.
“John Cage’s Homosexual Silence as an Alternative to Jean-François Lyotard’s Differend.” Poetries of Numerousness Conference. Grant MacEwan College, Edmonton, Canada. May 2009.
“Darren Wershler-Henry’s the tapeworm foundry and the problem of the sublime.” Re: Reading the Postmodern Conference. University of Ottawa, Canada. May 2008.
“Sublime Tension: Darren Wershler-Henry’s the tapeworm foundry.” Rocky Mountain Modern Literature Association Conference. University of Calgary, Canada. October 2007.
“The Political Use of Formal Anarchy in Robert Duncan’s Ground Work Volumes.” ACCUTE Congress. University of Saskatchewan, Canada. May 2007.
“To Speak a Silence: John Cage’s ‘Writing for the Second Time through Finnegans Wake’ as an Act of Political Anarchy.” Poetry and Politics Conference. University of Stirling, Scotland. July 2006.
“Synchronous Foreignicity: Fred Wah’s Poetry and the Recuperation of Experimental Texts.” Diasporic Avant-Gardes Conference. University of California, Irvine. November 2004.
“I Remember Twenties: the Text as Anarchist Archive in Jackson Mac Low’s Twenties and Joe Brainard’s I Remember.” Archiving Modernism Conference. University of Alberta, Canada. August 2003.
Forthcoming Conference Presentations (Refereed) None at the moment
Conference Presentations Under Consideration (Refereed) None at the moment
B.3) CREATIVE PUBLICATIONS
Books of Poetry This. Chaudiere, 2015. 103 pages. Gangson. NeWest, 2011. 93 pages. Were the Bees. NeWest, 2005. 118 pages.
Weaver 5/11 Chapbooks of Poetry Haecceity. Gap Riot Press, [October] 2018. 38 pages. Concatenations. above/ground Press, 2014. 26 pages. Dumbing Down Western Culture. Extra-virgin Press, 2009.
Poems published (in the last seven years) from “The Loom.” Happy Monks Press. (Broadside). November 2019. from “The Loom.” Café Review 30 (Spring 2019): 63-65. from “Cleave.” above/ground Press. (Broadside). January 2019. “Amity.” Chaudiere Books. 29 April 2016. Web. “Incognito.” Rampike 24.1 (Fall 2015): 46. “Titled.” Rampike 24.1 (Fall 2015): 46. “ssalGlass.” 17 seconds 11 (Winter 2014/15): 73-96. “From This.” New American Writing 31 (2013): 146-47. “Updating Shakespeare #18.” Descant 158 (Fall 2012): 28. “Updating Shakespeare #73.” Descant 158 (Fall 2012): 29. “Updating Shakespeare #107.” Descant 158 (Fall 2012): 30. “Updating Shakespeare #116.” Descant 158 (Fall 2012): 31. “Four Poems.” BafterC 5.1 (May 2012): 16-19. “71.” Prism International. 50:1 (Fall 2011): 47. “73.” Prism International. 50:1 (Fall 2011): 48. “94.” Prism International. 50:1 (Fall 2011): 49. “This is a small poem for Robert Kroetsch…” Dear Robert Kroetsch. Ottawa: above/ground press, 2011. “gangson.” West Coast Line 63 (2009): 80-91. from “Weavings.” PRECIPICe 3.1-2 (2009): 141-46. “Homage to Sex at 31.” Contemporary Verse 2 31.4 (Spring 2009): 19-20. “Dance.” Contemporary Verse 2 31.4 (Spring 2009): 21. “I do not understand.” Contemporary Verse 2 31.4 (Spring 2009): 22.
Creative work forthcoming None at the moment
CREATIVE PRESENTATIONS More than 45 invited public poetry readings, including Lit Live (Dec 2017); The Olive Reading Series (Dec 2016); IFOA Battle of the Bards, 2016; Boneshaker Reading Series, 2016; Border Blur Readings Series, 2016; Ottawa Writers Fest, Dec 2015; Niagara Literary Arts Festival, 2011; Tree Reading Series, 2011; Tree Reading Series, 2010; Art Bar Readings Series, 2010; Poetries of Numerousness, 2009; and First Past the Post, 2008.
Weaver 6/11 B.4) PROFESSIONAL SERVICE
Editorial positions 1996-1997 Member of the poetry editorial board, The Fiddlehead (literary journal) 1995-1997 Co-founder and member of the editorial board, Qwerty (literary journal)
Juries of arts organizations Nov 2005 Member of literary arts grants jury, Alberta Foundation for the Arts Nov 2000 Member of literary arts grants jury, Alberta Foundation for the Arts
Other July 2019 Vetted paper (119-027) for Mosaic Apr 2018 Vetted poetry manuscript (by Ken Hunt) for U of Calgary P Feb 2018 Reviewer of book proposal (Remarkable Bridge: Poetic Encounters in the Americas, by Peter Ramos) for Routledge Press Feb 2018 Vetted paper (40307a) for Pivot Aug 2017 Vetted paper (0914) for Modern Drama Jan 2014 Vetted paper (#13MS1649) for Canadian Literature Mar 2012 Vetted paper (141.11) for Ma Comere Feb 2012 Vetted paper for Pivot May 2011 Vetted paper (11MS1347A) for Canadian Literature Dec 2010 Vetted paper (7498-18317-1-RV) for English Studies in Canada 2009 Vetted paper (MS # 11-2009) for Newfoundland and Labrador Studies 2009 Edited rob mclennan’s book of poetry, wild horses, for U of Alberta Press 2000-2005 Co-founder, co-coordinator: Olive Poetry Reading & Chapbook Series, Edmonton AB
B.5) FUNDING Grants for creative works Feb 2005 Grant ($7000) literary creation from the Alberta Foundation for the Arts Feb 2003 Grant ($3000) literary creation from the Alberta Foundation for the Arts Sept 2001 Grant ($4263) literary creation from the Alberta Foundation for the Arts
C. TEACHING SUMMARY OF TEACHING AND TEACHING CONTRIBUTIONS
UNDERGRADUATE Courses taught (* New course developed) 2019-2020 EN 2600 6.0 (Intro to Creative Writing), EN 3620 6.0 2018-2019 EN 2100 6.0, EN 3620 6.0 (Intermediate Poetry Workshop) 2017-2018 EN 4115 6.0, EN 3620 6.0 [Winter term only] 2016-2017 EN 3440 6.0 (Contemporary Lit.; online), EN 1001 3.0, EN 1002 3.0
Weaver 7/11 2015-2016 EN 2100 6.0A, EN 3041 6.0A (The Writer/Critic) 2014-2015 EN 2100 6.0A, EN 3310 6.0A 2013-2014 EN 3310 6.0A (American Poetry), EN 4115 6.0A 2011-2012 EN 2100 6.0A, EN 4115 6.0A, EN 1001 3.0C (Intro to Literary Study) 2010-2011 EN 2100 6.0A, EN 4115 6.0A 2009-2010 EN 2100 6.0A (formerly EN 2110), EN 4115 6.0A (formerly EN 4111) 2008-2009 EN 2110 6.0A, EN 41116.0A (Contemporary Poetry and Poetics)* 2007-2008 EN 2110 6.0A, EN 4148 6.0A 2006-2007 EN 2110 6.0A (Introduction to Poetry), EN 4148 (British and American Poets after WWII)
Honours theses (Creative Writing) supervisions 2010 (Spring/Sum) Supervisor of James McInnes’s AP/EN 4099 6.0 A Honours thesis, “Isosceles. Right.” 2007-2008 Supervisor of Wendy Prieto’s GL/EN 4100 6.0 Honours thesis, “The Length of Silences in the Torah: A Verse-Prose Study of Biblical Characters”
GRADUATE Courses taught Fall 2018 EN 6610 3.0: Writing as Resistance/Writing as Resistant: Language Poetry, Language, and Politics Fall 2017 EN 6599 3.0: Contemporary Poetry and Poetics Fall 2016 EN 6610 3.0: Writing as Resistance/Writing as Resistant: Language Poetry, Language, and Politics* Fall 2015 EN 6600 3.0: Black Mountain Poetry and Poetics in Context Fall 2014 EN 6599 3.0: Contemporary Poetry and Poetics Fall 2013 EN 6714 3.0: Postmodern Canadian Literature* Fall 2010 EN 6600 3.0: Black Mountain Poetry and Poetics in Context 2009-2010 EN 6600 3.0: Black Mountain Poetry and Poetics in Context* 2008-2009 EN 6599 3.0: Contemporary Poetry and Poetics 2007-2008 EN 6599 3.0: Contemporary Poetry and Poetics*
Masters theses supervisions/committees Aug 2017 Second reader for Robert Sparrow-Downes’s Major Research Project Nov 2016-Aug 2017 Supervisor of Yasmina Jaksic’s Major Research Project (Completed) Aug 2010 Second reader for Andrea Giansante’s Major Research Project May 2010 External Examiner for Patrick Scott’s Master’s Thesis, Trent University Sept 2009 Second reader for Kate Siklosi’s Major Research Project
Doctoral theses supervisions/committees [in prog] Supervisor of Anderson Tuguinay Jr.’s Subfields Candidacy Exam (on Queer American Poetry and Poetics)
Weaver 8/11 [in prog] Member of Sara Rozenberg’s Subfields Candidacy Exam Committee (on Contemporary Indigenous Poetry and Formal Innovation) [Dec 2019] Member of examining committee for Yasmina Jaksic’s, Monica De Sousa’s, and Robert Sparrow-Downes’s Major Field Exam in Contemporary Literature Member of examining committee for Tyler Hosken’s Major Field Exam in Canadian Literature (Tyler sat the exam again after not qualifying in Aug 2019) Aug 2019 Supervisor of Anderson Tuguinay Jr.’s Major Field Exam in Poetry Aug 2019 Member of examining committee for Catherine Umolac’s and Tyler Hosken’s Major Field Exam in Canadian Literature March 2018 Member of supervisory committee for Jake Bermel’s Subfields Candidacy Exam (on Language Poetry and Kootenay School of Writing) Feb 2018 Member of supervisory committee for Kristen Smith’s Subfields Candidacy Exam (on sound in experimental poetry and music) Dec 2017 Chair of examining committee for Mitchell Gauvin’s Major Field Exam in Contemporary Literature June 2017- Supervisor of Jake Bermel’s doctoral dissertation April 2017- Supervisor of Kristen Smith’s doctoral dissertation May 2017 Member of examining committee for Jake Bermel’s and Tyler Ball’s Major Field Exam in Contemporary Literature May 2016 Member of examining committee for Quintin Pierce’s and Deanna Henderson’s Major Field Exam in Canadian Literature May 2016 Member of examining committee for Dan Dufournaud’s and Shirin Dossa’s Major Field Exam in US Literature After 1900 June 2015 Chair of examining committee for Chris McIntyre’s Major Field Exam in US Literature After 1900 Candidacy Exam May 2015 Chair of examining committee for Lauren Fournier’s Major Field Exam in Contemporary Literature May 2015- Member of Indra Singh’s doctoral dissertation committee (Environmental Studies) May 2015-June 2018 Member of Eric Schmaltz’s doctoral dissertation committee (successfully defended on June 14, 2018) April 2015 Member of examining committee for Eric Schmaltz’s Subfields Candidacy Exam (on Canadian concrete poetry) Nov 2013-Jan 2018 Supervisor of Anna Veprinska's doctoral dissertation (successfully defended on January 25, 2018) Oct 2013 Member of supervisory committee for Anna Veprinska's Subfields Candidacy Exam (representations of trauma in contemp. poetry) Sept 2013 Member of examining committee for Dave Milman's Contemporary Literature Candidacy Exam May 2013 Member of examining committee for Meryl Borato’s Contemporary Literature Candidacy Exam June 2012-Mar 2017 Supervisor of Kate Siklosi's doctoral dissertation (successfully defended on March 24, 2017) May 2012 Member of supervisory committee for Kate Siklosi’s committee for Subfields Candidacy Exam (on Black Mountain poetry and poetics)
Weaver 9/11 May 2012-2016 Member of Matt Carrington’s doctoral dissertation committee Member of Sean Rogers’s doctoral dissertation committee Feb 2012-Mar 2014 Supervisor of Dani Spinosa’s doctoral dissertation (successfully defended on March 13, 2014) May 2012 Member of examining committee for Kate Siklosi’s, Richard Welch’s, Sean Braune’s, and Josh Chong’s Contemporary Literature Candidacy exams Nov 2009-May 2012 Co-supervisor of Jason Guriel’s doctoral dissertation (successfully defended on May 2, 2012) April 2012 Member of supervisory committee for Matt Carrington’s Subfields Candidacy Exam (Little Magazines & Cont. Poetry Communities) Member of supervisory committee for Sean Rogers’s Subfields Candidacy Exam (Contemporary Canadian Comics and Visual Literature) Jan 2012 Member of supervisory committee for Dani Spinosa’s Subfields Candidacy Exam (Cont. Formally Innovative Poetry & Anarchism) Dec 2011 Member of examining committee for Anna Peppard’s Twentieth-century American Literature Candidacy exam Oct 2009-Sept 2011 Member of Lee Frew’s doctoral dissertation committee (successfully defended on September 23, 2011) Feb-May 2011 Member of supervisory committee for Faye Guenther’s Subfields Candidacy Exam (A-G queer writing in NYC in 1970s & 1980s) Dec 2010 Member of examining committee for Danielle Spinosa’s and John Dale’s Contemporary Literature Candidacy exams Oct 2010 Member of examining committee for Jared Morrow’s Twentieth-century American Literature Candidacy exam Sept 2010 Member of examining committee for Faye Guenther’s Contemporary Literature Candidacy exam Oct 2009 Member of examining committee for Mark Wadman’s, Anindo Hazra’s, and Hannele Kivinen’s Contemporary Literature Candidacy exams Sept 2009 Dean’s Representative for Stephen Voyce’s doctoral dissertation defense Aug 2009 Member of examining committee for John Dale’s Twentieth-century American Literature Candidacy exam Aug. 2008 Member of examining committee for Denise Dennis’s and Nemanja Protic’s Contemporary Literature Candidacy exams May 2008 Member of examining committee for Reginald Khokher’s Twentieth- century American Literature Candidacy exam May 2007 Member of examining committee for Jordana Greenblatt’s Twentieth- century American Literature Candidacy exam
COURSES TAUGHT AT OTHER INSTITUTIONS 2005-2006 University of Alberta: English 361 3.0 B1 (American Literature and Culture: Towards the Now - Later 20th and Early 21st Century); English 111 6.0; English 199 3.0 (Essentials of Writing for Engineering Students) 2004-2005 University of Alberta: English 111 (Language, Literature, and Culture)
Weaver 10/11 University of Alberta, Augustana Faculty: English 104 3.0 (English Literature from the Middle Ages to the Romantic Period), 3 sections; English 215 3.0 (Creative Writing) 1999-2004 University of Alberta: English 101 6.0 (Critical Reading and Writing), one section per academic year
TEACHING AWARDS 2004 Faculty of Arts Graduate Student Teaching Award, University of Alberta
COURSE/CURRICULUM DEVELOPMENT June 2015 Updated and revised the poetry section of the Contemporary Literature candidacy exam Jan 2007 Updated and revised the poetry section of the Twentieth-century American comprehensive exam
D. SERVICE July 2019- Creative Writing Program Coordinator and Member of English Department’s Executive Committee Aug 2018-June 2019 Member of English Department’s Curriculum Committee Oct 2016-June 2019 Member of the GPE Graduate Study Committee Jan 2019-April 2019 Member and Affirmative Action Representative for English Department’s Hiring Committee (Contractually Limited Appointment, CW Fiction; successfully hired Pasha Malla) Sept 2018-April 2019 Creative Writing Reading Series coordinator Sept 2018-April 2019 Member and Affirmative Action Representative for English Department’s Hiring Committee (Assistant Professor, Tenure Track, Indigenous Literature and Creative Writing; successfully hired Kenzie Allen) Jan 2019 Co-adjudicator of York University President’s Prize in Poetry July 2018-Sept 2018 Interim Chair of GPE Graduate Study Committee July 2017-June 2019 Chair of GPE Curriculum Committee Aug 2017-July 2018 Chair of English Department’s Teaching Committee Feb 2016 Co-adjudicator of the GPE Linda Heather Lamont-Stewart Fellowship in Canadian Studies Jan 2016 Co-adjudicator of the York University President’s Prize in Poetry Jan 2015 Co-adjudicator of the York University President’s Prize in Poetry Sept 2014-July 2017 Member of English Department's Teaching Committee Aug 2014-June 2017 Member of Graduate English Program’s Curriculum Committee
Weaver 11/11 Oct 2014-July 2015 Chair of English Department's Hiring Committee (Open Rank appointment in Canadian Literature; successfully hired Dr. Robert Zacharias) Sept 2006-June 2012 English Department’s Coordinator of Lectures and Colloquia Jan 2012-Sept 2012 Member of Art Redding’s Promotion file preparation committee (co- ordinated Service component) Sept 2011-June 2012 Member of the Graduate English Program Scholarships Committee Sept 2010-Sept 2011 Chair of Ad Hoc Committee on reorganizing the English Department’s Lectures and Colloquia Funds Nov 2011-Feb 2012 Member of Graduate English Program’s Director Search Committee Jan 2011-Oct 2011 Member of Elizabeth Pentland’s Tenure and Promotion file preparation committee (co-ordinated Service component) May 2011-Sept 2011 Member of Undergraduate English Ad hoc committee on American Literature course offerings Oct. 2009-June 2011 Member of the Faculty of Liberal Arts and Professional Studies Students Petitions Committee March 2011 Led the Graduate English Program’s Professionalization Workshop on Course Design Sept 2010-June 2010 Member of Graduate English Program’s Scholarships Committee Feb 2010-Sept 2010 Member of Brett Zimmerman’s Tenure and Promotion file preparation committee (co-ordinated Service component) May 2008-Oct. 2009 Member of the Faculty of Arts Students Petitions Committee June 2008 Served on the jury for the Avie Bennett Prize in Canadian Lit Dec 2007 Served on the English Dept Hiring Committee (Creative Writing Fiction): successfully hired Prof. Michael Helm June 2007 Served on the jury for the Avie Bennett Prize in Canadian Lit
[Updated November 2019]
ALLAN WEISS
70 De Quincy Blvd English Department Toronto, Ont. M3H 1Y7 York University Tel.: 416-630-4287 4700 Keele St. E-mail: [email protected] Toronto, Ont. M3J 1P3
______
EDUCATION:
1985 Ph.D. in English, University of Toronto Thesis: “The University and the English-Canadian Short Story, 1950-1980” Supervisor: John Margeson
1980 M.A. in English, Concordia University Thesis: “Henry Fielding’s Reader” Supervisor: Robert Philmus
1979 B.A. Honours in English/Minor in History, Concordia University
ACADEMIC AND OTHER POSITIONS:
2005-Present Associate Professor, Department of English/Division of Humanities (60/40 cross-appointment), York University 2003-2005 Assistant Professor, Department of English/Division of Humanities (50/50 cross-appointment), York University 1990-2003 Contract Faculty, York University 1998-1999 Distribution Assistant, CanCopy 1990-1998 Part-Time Instructor, Woodsworth College 1996-97 Academic Adviser, Faculty of Arts Academic Advising Centre, York University (summers) 1990-1992 Editor/Indexer, Canadian Literature Index 1988 1984-1989 Part-Time Instructor, Ryerson Polytechnical Institute 1986-1988 Freelance writer/editor Indexer on contract with ECW Press, Canadian Literature Index (1985- ) 1980-1984 Teaching Assistant, University of Toronto 1979-1980 Teaching/Research Assistant, Concordia University
Allan Weiss 2
ACADEMIC HONOURS:
1981-1982 Ontario Graduate Scholarship 1981-1982 University of Toronto Open Fellowship 1980-1981 University of Toronto Open Fellowship 1979 Graduated B.A. Honours in English summa cum laude 1978-1979 Compton-Lamb Memorial Scholarship
PUBLICATIONS:
Scholarly Books and Monographs:
The Routledge Introduction to Canadian Fantastic Literature. Contracted for submission May 2020.
[With Dean Baldwin]. Instructor's Resource Manual. The Riverside Anthology of Short Fiction: Convention and Innovation. Boston: Houghton Mifflin, 1998. 220p.
Canadian Literature Index 1985-88. Toronto: ECW Press, 1987-1992. 500p.
A Comprehensive Bibliography of English-Canadian Short Stories, 1950-1983. Toronto: ECW Press, 1988. 973p.
Edited Collections:
Editor, The Canadian Fantastic in Focus: New Perspectives. Jefferson NC: McFarland, 2014. 250p.
Editor, Further Perspectives on the Canadian Fantastic: Proceedings of the 2003 Academic Conference on Canadian Science Fiction and Fantasy. Toronto: ACCSFF, 2005. 117p.
Editor, Perspectives on the Canadian Fantastic: Proceedings of the 1997 Academic Conference on Canadian Science Fiction and Fantasy. Toronto: ACCSFF, 1998. 104p.
[Co-Editor, with Hugh Spencer]. Out of This World: Canadian Science Fiction & Fantasy Literature. Comp. Andrea Paradis. Kingston: Quarry Press; Ottawa: National Library of Canada, 1995. 264p.
Allan Weiss 3
Chapters in Books:
“Colonial Visions: The British Empire in Early Anglophone and Francophone Canadian Science Fiction and Fantasy.” Canadian Science Fiction, Fantasy, and Horror: Bridging the Solitudes. Ed. Amy J. Ransom and Dominick M. Grace. Houndmills: Palgrave-Macmillan, 2019. 31-48.
“The Mini-Cycle in Clark Blaise’s Resident Alien.” Clark Blaise: Essays on His Works. Ed. J. R. “Tim” Struthers. Toronto: Guernica, 2016. 259-86.
“Crossings and Transformations: An Interview with Clark Blaise (2000).” Clark Blaise: The Interviews. Ed. J. R. “Tim” Struthers. Toronto: Guernica, 2016. 61-87.
"Beyond Genre: Canadian Surrealist Short Fiction." The Postmodern Short Story: Forms and Issues. Ed. Farhat Iftekharrudin et al. Westport: Praeger, 2003. 233-45.
"Professing Support: In Defense of Academia's Role in Canadian Literature." The Bumper Book. Ed. John Metcalf. Toronto: ECW Press, 1986. 130-39.
Articles (Refereed):
“`It’s Over!’: Reflexivity in Don McKellar’s Last Night.” With Nicole M. Black. Canadian Journal of Film Studies 26.2 (2017): 31-45.
“`The True North Strong and Free’: National Evolution and Race in Early English- Canadian Utopian Fiction.” Journal of the Fantastic in the Arts 26.2 (2015): 292-310.
“Baptisms by Fire: War in Early Canadian SF.” Studies in Canadian Literature 39.2 (2014): 210-29.
“The Form and Function of the Modern Fable in the Short Stories of Janet Frame.” Commonwealth Essays & Studies 33.2 (2011): 43-55.
“Between Collection and Cycle: The Mini-Cycle.” Short Story 17.2 (2009): 78-90.
“Cycles within Cycles: Mini-Cycles in Robert Olen Butler’s Fiction.” Short Story 17.1 (2009): 65-80.
Allan Weiss 4
“Offred’s Complicity and the Dystopian Tradition in Margaret Atwood’s The Handmaid’s Tale.” Studies in Canadian Literature 34.1 (2009): 120-41.
"Beyond Human: Fading Boundaries Between Human and Machine in Canadian Fantastic Literature." Foundation 81 (2001): 68-75.
"Separations and Unities: Quebec Separatism in English- and French-Canadian Science Fiction." Science-Fiction Studies 74 (1998): 53-60.
"Private and Public in Timothy Findley's The Wars." Canadian Literature 138/139 (1993): 91-102.
"Adele Wiseman's Technique and the Yiddish Tradition." World Literature Written in English, 24:2 (1984): 397-407.
Articles (Non-Refereed):
“Apocalypse: It’s the End of the Word as We Know It.” On Spec 24.4 (2012-13): 7-12.
"Beyond Dualities: Canadian Women's Fantastic Literature." Journal of Indo- Canadian Studies 2.1 (2002): 68-81.
Papers in Published Conference Proceedings:
“The Miniature Apocalypse.” The Radiance of the Short Story: Fiction from Around the Globe: Selected Conference Papers. Ed. Maurice A. Lee and Aaron Penn. Conway, AR: Lee and Penn, 2019. 479-89.
“Beyond the North: Nordicity in Canadian Fantastic Literature.” Beyond the 49th Parallel: Many Faces of the Canadian North/Au-delà du 49ème parallèle: multiples visages du Nord canadien. Ed. Évaine Le Calvé-Ivičević and Vanja Polić.. Brno: Central European Association for Canadian Studies, 2018. 111-24.
“`The Culpability of Innocence’: The Encounter of Canadian Women and Africa in the Short Stories of Isabel Huggan.” Pluri-Culture et écrits migratoires/Pluri-Culture and Migrant Writings. Ed. Elizabeth Sabiston and Robert Drummond. Sudbury: Laurentian University Press, 2014. 491-503.
“Apocalypse from a Genre Theory Perspective.” A Critical Approach to the Apocalypse. Ed. Alexandra Simon-Lopez and Heidi Yeandle. Oxford: Inter-Disciplinary, Allan Weiss 5
2013. 3-14. E-book.
“Disharmony and Dystopia: Music in Classic Dystopian Fiction.” Collision of Realities: Establishing Research on the Fantastic in Europe. Ed. Lars Schmeink and Astrid Boger. Berlin: de Gruyter, 2012. 285-94.
“Future Vision: Time and Perspective in Margaret Atwood’s Speculative-Fiction Short Stories.” Time and the Short Story. Ed. Maria Teresa Chialant and Marina Lops. Bern: Peter Lang, 2012. 225-36.
“Aliens and the Alien in Canadian Science Fiction.” Managing Diversity and Social Cohesion: The Canadian Experience/Diversité culturelle et cohésion sociale: L’expérience canadienne. Proceedings of the 5th International Conference of Central European Canadianists. Ed. Diana Yankova. Sofia: Masaryk University, 2010. 445-50.
"Destiny and Identity in Canadian Urban Fantasy." Literary Environments: Canada and the Old World. Ed. Britta Olinder. Brussels: Peter Lang, 2006. 109-117. (Refereed)
“The Question of Genre.” Further Perspectives on the Canadian Fantastic: Proceedings of the 2003 Academic Conference on Canadian Science Fiction and Fantasy. Ed. Allan Weiss. Toronto: ACCSFF, 2005. 47-54.
“The Canadian Apocalypse.” Worlds of Wonder: Readings in Canadian Science Fiction and Fantasy Literature (Reappraisals Canadian Writers Series). Ed. Jean- François Leroux and Camille R. La Bossière. Ottawa: U of Ottawa P, 2004. 35-45.
"Beyond the Here and Now: Canadian Utopias and Dystopias." Rediscovering Canadian Difference. Ed. Gudrun Bjork Gudsteins. Reykjavik: NACS, 2001. 230-39. (Refereed)
"Rediscovering the Popular Canadian Short Story." Dominant Impressions: Essays on the Canadian Short Story. Ed. Gerald Lynch and Angela Arnold Robbeson. Ottawa: U of Ottawa P, 1999. 87-97.
"Guardians of Earthy Delights: Sexual Humour in Canadian Immigrant Fiction." Canada and the Nordic Countries in Times of Reorientation: Literature & Criticism. Ed. Jorn Carlsen. Arhus: Nordic Association for Canadian Studies, 1998. 226-33. (Refereed)
“Beyond the Borders: Invasion Narratives in Canadian Science Fiction.” Perspectives Allan Weiss 6
on the Canadian Fantastic: Proceedings of the 1997 Academic Conference on Canadian Science Fiction and Fantasy. Ed. Allan Weiss. Toronto: ACCSFF, 1998. 15-23.
"Politics and the Self: Themes and Techniques in Canadian Fantastic Literature.” In Transcultural Travels: Essays in Canadian Literature and Society. Ed. Mari Peepre-Bordessa. Lund: Nordic Association for Canadian Studies, 1994. 89-99. (Refereed)
"Magazines and the English-Canadian Short Story, 1950-1970." Visions critiques 5 (1988): 223-30.
Reviews:
Untitled. Rev. of Blast, Corrupt, Dismantle, Erase: Contemporary North American Dystopian Literature, ed. Brett Josef Grubisic, Gisèle M. Baxter, and Tara Lee. University of Toronto Quarterly 85.3 (2016): 562-63.
Untitled. Rev. of Victorian Wastelands: Apocalyptic Discourse in Nineteenth-Century Poetry, by Ralph Pordzik. Trans. Lars Schmeink. Zeitschrift für Fantastikforschung 5 (2013): 128-31.
Untitled. Rev. of Future Wars: The Anticipations and the Fears, ed. David Seed. SFRA Review 303 (2013): 14-15.
“Opening the Gate.” Rev. of Reading Stargate SG-1, ed. Stan Beeler and Lisa Dickson. Canadian Literature 196 (2008): 118-20.
Untitled. Rev. of Visions and Re-Visions: (Re)constructing Science Fiction, by Robert K. Philmus. University of Toronto Quarterly 77 (2008): 178-80.
Untitled. Rev. of Return to Thyna. LittéRealité 19.1 (2007): 83.
“Realistic to Bizarre.” Rev. of Optique by Clayton Bailey and Bang Crunch by Neil Smith. Literary Review of Canada July-Aug. 2007: 18.
“Characters at Sea.” Rev. of A Telling of Stars by Caitlin Sweet and Home by the Sea by Elisabeth Vonarburg. Canadian Literature 187 (2005): 173.
Untitled. Rev. of The Dreamlife of Bridges. Canadian Literature 186 (2005): 196.
“A Sextet of Trios.” Rev. of Any Day Now by Denise Roig. Literary Review of Canada Allan Weiss 7
July-Aug. 2005: 17.
“Challenging Boundaries.” Rev. of A Promise of Salt by Lorie Miseck, A Johnny Novel by Robert Richard, and The View from Tamischeira by Richard Cumyn. Canadian Literature 184 (2005): 160-61.
“Strong Voices.” Rev. of The Clarinet Polka by Keith Maillard, Necessary Betrayals by Guillaume Vigneault, and The Cameraman by Bill Gaston. Canadian Literature 182 (2004): 153-54.
“Poor Relations.” Rev. of Mount Appetite by Bill Gaston, The Falling Woman by Shaena Lambert, Waterfalls by Eugene McNamara, and Red Plaid Shirt: Stories New & Selected by Diane Schoemperlen. Canadian Literature 181 (2004): 129-30.
“Two Collections.” Rev. of Emma’s Hands by Mary Swan and Way Up by Kathryn Kuitenbrouwer. Literary Review of Canada, March 2004: 22.
Untitled. Rev. of Canadian Crime Fiction: An Annotated Comprehensive Bibliography of Canadian Crime Fiction... by David Skene-Melvin. Papers of the Bibliographical Society of Canada 35 (1997): 218-20.
"Real and Surreal." Rev. of Short Stories of Thomas Murtha ed. William Murtha, Torque: Collected Fiction: 1960-1987: Volume I by J. Michael Yates, and God's Bedfellows by David Carpenter. Canadian Literature 122-23 (1989): 159-60.
Untitled. Rev. of Fighting the Upstream by Don Dickinson. Books in Canada June-July 1988: 6.
Untitled. Rev. of Bring Me Your Passion by Don Bailey. Books in Canada May 1988: 5.
Untitled. Rev. of A Fine & Quiet Place by Nora Keeling. Books in Canada May 1988: 5.
Untitled. Rev. of Hockey Night in Canada by Diane Schoemperlen. Books in Canada May 1988: 6.
Untitled. Rev. of Summer of the Greater Yellowlegs by Patrick O'Flaherty. Books in Canada Mar. 1988: 26.
Untitled. Rev. of The Celluloid Barrette by Elizabeth Gourlay. Books in Canada Mar. 1988: 26, 28.
Untitled. Rev. of Wide Load by Fred Bonnie. Books in Canada Dec. 1987: 26-27.
Allan Weiss 8
Untitled. Rev. of The Day of Creation by J. G. Ballard. Books in Canada Aug.-Sept. 1987: 26.
Untitled. Rev. of Unknown Soldier by George Payerle. Books in Canada Aug.-Sept. 1987: 26.
"In the Mode." Rev. of Small Regrets by David Margoshes, The Unsettling of the West by Gary Geddes, and Leaping Up Sliding Away by Kent Thompson. Books in Canada Apr. 1987: 30-31.
"Travelling Light." Rev. of Night Driving by Peter Behrens. Books in Canada Apr. 1987: 36-37.
"Sins of Omission." Rev. of The Oxford Book of Canadian Short Stories in English ed. Margaret Atwood and Robert Weaver. Books in Canada Jan.-Feb. 1987: 21-22.
Untitled. Rev. of The Paris-Napoli Express by Janice Kulyk Keefer. Books in Canada Aug.-Sept. 1986: 23.
Untitled. Rev. of Canadian Short Fiction: From Myth to Modern ed. W. H. New. Books in Canada Aug.-Sept. 1986: 23.
Untitled. Rev. of A Dialogue with Masks by Mary Melfi. Books in Canada May 1986: 40.
Untitled. Rev. of Canadian Short Stories: Fourth Series. ed. Robert Weaver. Books in Canada Mar. 1986: 20-21.
Untitled. Rev. of Painted Ladies by H. R. Percy. Atkinsonian Oct. 1984: 27
Articles in Reference Works:
Articles on Lesley Choyce and Donald Kingsbury. Canadian Science Fiction and Fantasy Writers. Dictionary of Literary Biography v. 251. Ed. Douglas Ivison. Detroit: Gale, 2002.
Articles in A Reader's Companion to the Short Story in English. Ed. Erin Fallon et al. Westport: Greenwood P, 2001.
Articles in Reference Guide to Short Fiction. Ed. Noelle Watson. Chicago: St. James P, 1994.
Allan Weiss 9
Articles in supplement to Canadian Selection (1978). Ed. Mavis Cariou et al. Toronto: U of Toronto P, 1985.
Other Non-Fiction:
“Conference Report: Academic Conference on Canadian Science Fiction and Fantasy, June 2-3, 2017, Canada.” Fantastika 1.2 (2017): 155-58.
"SFC Interview: Robert Charles Wilson." Science Fiction Chronicle 20 (Feb.-Mar. 1999): 8, 38-42.
"The 1997 Academic Conference on Canadian SF & Fantasy." Locus 39 (Sept. 1997): 57.
"Judith Merril: A Retrospective." Odyssey 2 (1997): 45-46.
"Not Only a Mother: An Interview with Judith Merril I." SOL Rising 18 (Apr. 1997): 1, 6-9; "Beyond the Whole Jar: An Interview with Judith Merril II." SOL Rising 19 (Aug. 1997): 6-9; 20 (Jan. 1998): 14-15, 25.
Column, “Socially Speaking.” Approx. 50 columns. North York Mirror 1995-1997.
"An Interview with Sean Stewart." SOL Rising 13 (May 1995): 6-7; 14 (Sept. 1995): 9, 11.
"An Interview with Hal Clement." SOL Rising 10 (May 1994): 4-5.
Creative Writing:
Telescope (short stories). Oakville: Guernica, 2019.
Making the Rounds (short stories). Edmonton: Edge, 2016. 180p.
Living Room (short stories). Toronto: Boheme P, 2001. 155p.
“A Tartan of Many Colours.” Other Covenants: Alternate Histories of the Jewish People. Ed. Andrea D. Lobel and Mark Shainblum. Toronto: CZP (forthcoming).
“Selfie.” The Radiance of the Short Story: Fiction from Around the Globe. Ed. Maurice A. Lee and Aaron Penn. Lisbon: Humus, 2018. 721-28.
Allan Weiss 10
“Moving Day.” Revue CMC Review 3.1 (2016) n.p..
“Bus Opera.” Influence and Confluence: East and West: A Global Anthology on the Short Story. Ed. Maurice A. Lee. Shanghai: East China Normal University Press, 2016. 294-99.
“A Little Leavening.” On Spec 26.3 (2014): 87-102.
“Lines.” Unbraiding the Short Story. Ed. Maurice A. Lee. Charleston: CreateSpace, 2014. 346-51.
“Black Book.” Bridges: A Global Anthology of Short Stories. Ed. Maurice Lee. [North Little Rock]: Temenos, 2012. 209-23.
“The Whole Megillah.” On Spec 23.2 (2011): 50-69.
“Contracts.” Wascana Review 40.1-2 (2005 [copyright 2008]): 46-57.
“Making Light.” On Spec 19.1 (2007): 58-74.
“Heaven and Earth.” Tesseracts 9. Ed. Nalo Hopkinson and Geoff Ryman. Edmonton: Edge/Tesseract Books, 2005. 361-76.
"The Missing Word." On Spec 13.2 (2001): 59-72.
Excerpt from Bread and Stone (a novel-in-progress). Rampike 12.1 (2001): 67-69.
"The Solomon Cheats." Tesseracts 7. Ed. Jean-Louis Trudel and Paula Johanson. Edmonton: Tesseract Books, 1998. 159-74.
"Exchange." On Spec 10.2 (1998): 17-28.
"The Last of the Maccabees." Arrowdreams. Ed. Mark Shainblum and John Dupuis. Winnipeg: Nuage Editions, 1998. 99-124.
"Fixed." NorthWords 3.1 (1996): 26-33.
"Journals." Prairie Fire 16.4 (1995-96): 97-107. (Honourable mention, speculative fiction writing contest.)
"Living Room." Short Story 3.1 (1995): 64-73.
"All the Birds That Fly." Windsor Review 27.1 (1994): 3-13. Allan Weiss 11
"Property." NeWest Review 18.6 (Aug.-Sept. 1993): 13-16.
"The Domitable Knight Errant." Communique 12 (May-June 1993): 6-7.
"Ants." Tesseracts 4. Ed. Michael Skeet and Lorna Toolis. Victoria: Beach Holme P, 1992. 108-23. (Nominated for an Aurora Award as best English-language Canadian science fiction story 1992.)
"Minorities." Fiddlehead No. 172 (1992): 35-48.
"The Doorknob." Green's Magazine 16:1 (1987): 7-16.
"Jean Beliveau Was Number Four." Loomings 1.1 (1979): 2-12. Rpt. Short Story International: Seedling Series 4.13 (March 1984): 5-12.
"Tuparosh." Space and Time 40 (1977): 14-20.
"Satanesque." Fantasy and Terror 1:6 (1974): 24-28. Rpt. Year's Best Horror Stories III Ed. Richard Davis. New York: Daw Books, 1975. 98-108.
CONFERENCE PRESENTATIONS:
Invited Talk:
“Peter Watts’s Rifters Trilogy and the Apocalyptic Tradition.” Space Vampires and the Future of `I’: The Fiction of Peter Watts. Toronto, November 2017.
Conference Papers:
“The Miniature Apocalypse.” Fifteenth International Conference on the Short Story in English. Lisbon, June 2018.
“The Plague Apocalypse and the Technological Vector.” ACCUTE Conference. Regina, May 2018.
“Darwinism and Apocalyptic Science Fiction in the Nineteenth and Early Twentieth Centuries.” Hawaii International Conference on the Arts and Humanities. Honolulu, January 2018.
“The Suburban Apocalypse.” The Politics of Space and the Humanities. Thessaloniki, December 2017. Allan Weiss 12
“A Tri-Cycle Built for Three: The Mini-Cycle and Point of View.” Fourteenth International Conference on the Short Story in English. Shanghai, July 2016.
“Science Fiction and Fantasy with a Yiddish Accent: The Jewish-Canadian Fantastic.” Polish Association for Canadian Studies conference. Torun, May 2016.
“Through the Funhouse Looking-Glass: The Fantastic Mirror in Stone Mattress.” 2016 MLA Conference. Austin, January 2016.
“Beyond the North: Nordicity in Canadian Fantastic Literature.” Central European Association for Canadian Studies conference. Zagreb, October 2015.
“The Sociology of Short Story Linking.” Thirteenth International Conference on the Short Story in English. Vienna, July 2014.
“From Space to Time: The Shift in Linking Principles in the Canadian Short Story Cycle.” Indian Association for Canadian Studies conference. Tirupati, January 2014.
“Ancient and Modern Apocalypse from a Genre Theory Perspective.” Apocalypse: Imagining the End. Oxford, July 2013.
“Realism and the Mythopoeic: The Short Stories of W. D. Valgardson.” Twelfth International Conference on the Short Story in English. Little Rock, June 2012.
“White Woman’s Burden: Female Characters in Africa in Short Stories by Canadian Women Writers.” Nordic Association for Canadian Studies conference. Aarhus, Denmark, August 2011.
“The Grotesque in Satiric Apocalyptic Science Fiction.” 32nd. International Conference on the Fantastic in the Arts. Orlando, March 2011.
“Musical and Social Harmony in Utopian Fiction.” Academic Stream, World Science Fiction Convention. Melbourne, August 2010.
“World Building in Fantasy Short Stories.” Eleventh International Conference on the Short Story in English. Toronto, June 2010.
“Baptisms by Fire: Future Wars in Early Canadian Science Fiction.” ACCUTE Conference. Montreal, May-June 2010.
“Aliens and the Alien in Canadian Science Fiction.” Central European Association Allan Weiss 13
for Canadian Studies conference. Sofia, October 2009.
“Virtual Spaces in Canadian Science Fiction.” Nordic Association for Canadian Studies Conference. Tromso, August 2008
“Between Collection and Cycle: The Mini-Cycle.” Tenth International Conference on the Short Story in English, Cork, June 2008.
“Strong and Free: Themes in Early Canadian Utopian Fiction.” ACCUTE Conference. Vancouver, May-June 2008
“`It’s Over’: Self-Reflexivity in Don McKellar’s Last Night.” 2007 Academic Conference on Canadian Science Fiction and Fantasy. Toronto, June 2007.
“The Sociology of Literature and the Short Story.” Ninth International Conference on the Short Story in English. Lisbon, June 2006.
“Science, Science Fiction, and the Environment.” Initiations and Enactments on Health, Environment and Development: India and Canada. Thalassary, India, January 2006.
“Parallel Worlds, Parallel Lives: Alternate Realities in Canadian Science Fiction.” Indian Association for Canadian Studies conference. Chennai, January 2006.
“The Sociology of the Canadian Short Story.” Hawaii Conference on the Arts and Humanities. Waikiki, January 2006.
“Images of the British Empire in Early Canadian Science Fiction.” Academic stream, World Science Fiction Convention. Glasgow, August 2005.
“The Alien and the Other in Canadian Science Fiction.” Nordic Association for Canadian Studies conference. Turku, August 2005.
“Ethnicity and Identity in Canadian Women’s Fantastic Short Fiction.” Eighth International Conference on the Short Story in English. Alcala, Spain, October 2004.
“The Question of Genre.” 2003 Academic Conference on Canadian Science Fiction and Fantasy. Toronto, August 2003.
"Art, Culture, and Identity in Charles de Lint's Fiction." Russian Association for Canadian Studies conference. Moscow, June 2003.
Allan Weiss 14
"Judith Merril's Anti-Authoritarian Vision." Peter Wall Institute for Advanced Studies Interdisciplinary Workshop: New Angles on Science? Fiction?. Vancouver, September 2002.
“Destiny and Identity in Canadian Urban Fantasy.” Nordic Association for Canadian Studies conference. Stockholm, August 2002.
"Politics and Identity in Margaret Atwood's The Handmaid's Tale and Hélène Holden's After the Fact." 2002 Academic Conference on Canadian Science Fiction and Fantasy.oronto, May 2002.
“The Canadian Apocalypse.” The Canadian Science Fiction and Fantasy Symposium. Ottawa, May 2001.
"Some Thoughts on Short-Story Endings." Sixth International Conference on the Short Story in English. Iowa City, October 2000.
“Beyond the Here and Now: Canadian Utopias and Dystopias.” Nordic Association for Canadian Studies conference. Reykjavik, August 1999.
"Proclaimed in Their Veins: Past and Present in Robert Charles Wilson's Novels." 1999 Academic Conference on Canadian Science Fiction and Fantasy. Toronto, June 1999.
“Beyond Human: Fading Boundaries between Human and Machine in Canadian Science Fiction.” 1998 Academic Conference on Canadian Science Fiction and Fantasy. Toronto, 1998.
“Beyond Genre: Canadian Surrealist Short Fiction.” Fifth International Conference on the Short Story in English. Iowa, 1998.
“Beyond Dualities: Canadian Women’s Fantastic Literature.” 1997 MLA Conference. Toronto, December 1997.
“Rediscovering the Popular Canadian Short Story.” Canadian Short Story Symposium. Ottawa, 1997.
“Beyond the Borders: Invasion Narratives in Canadian Science Fiction.” 1997 Academic Conference on Canadian Science Fiction and Fantasy. Toronto, June 1997.
“Guardians of Earthy Delights: Sexual Humour in Canadian Immigrant Fiction.” Nordic Association for Canadian Studies conference. Aarhus, August 1996. Allan Weiss 15
“Self and the Other in Canadian Fantastic Short Stories.” International Conference on the Short Story in English. Iowa, June 1996.
“Separations and Unities: Approaches to Quebec Separatism in English- and French- Canadian Fantastic Literature.” Second Academic Conference on Canadian Content in the Speculative Arts and Literature. Ottawa, May 1996.
"Compiling Genre Bibliographies." Bibliographic Society of Canada conference. Montreal, June 1995.
"Beyond Science Fiction." First Academic Conference on Canadian Content in the Speculative Arts and Literature. Ottawa, May 1995.
“Immigrant Humour in the Canadian Short Story.” Third International Conference on the Short Story in English. Iowa, June 1994.
“Politics and the Self: Themes and Techniques in Canadian Fantastic Fiction.” Nordic Association for Canadian Studies conference. Turku, August 1993.
"Everything That's Parallel Must Converge." Second International Conference on the Short Story in English. Iowa, June 1992.
"Magazines and the English-Canadian Short Story, 1950-1970." First International Conference on the Short Story in English. Paris, February 1988.
"The Schlemiel in Richler and Wiseman," Graduate English Association Seminar on the Jewish Novel. Toronto, November 1981.
"The Influence of Readership: The Example of Fielding," Graduate English Association Seminar on Literature and History: Invisible Boundaries. Toronto: February 1981.
RESEARCH SUPPORT:
2016 SSHRC Conference Travel Grant Amount: $1200 Purpose: To present at the Fourteenth International Conference on the Short Story in English, Shanghai, July 2016
2015 SSHRC Conference Travel Grant Amount: $1000 Purpose: To present at the Central European Association Conference, Zagreb, October 2015 Allan Weiss 16
2014 SSHRC Conference Travel Grant Amount: $1000 Purpose: To present at the Thirteenth International Conference on the Short Story in English, Vienna, July 2014
2013 SSHRC Conference Travel Grant Amount: $800 Purpose: To present at the conference on Apocalypse: Imagining the End, Oxford, July 2013
2010 YUFA Sabbatical Leave Fellowship Amount: $9200 Purpose: To fund research equipment and travel during the year 2010-11
SSHRC Conference Travel Grant Amount: $1200 Purpose: To present at the World Science Fiction Convention Academic Stream, Melbourne, Sept. 2-6, 2010
2008 SSHRC Conference Travel Grant Amount: $700 Purpose: To present at the Tenth International Conference on the Short Story in English, Cork, June 2008
2006 SSHRC Conference Travel Grant Amount: $700 Purpose: To present at the Ninth International Conference on the Short Story in English, Lisbon, June 2006
2006 York Ad Hoc Research Fund: Travel Grants Amount: $677 Purpose: Indian Association for Canadian Studies Conference, Chennai, January 2006
1990-1991 Research Grant, Social Sciences and Humanities Research Council of Canada Amount: $30,700 Purpose: To compile Canadian Literature Index 1988
1984-1985 Research Grant, Social Sciences and Humanities Research Council of Canada, Allan Weiss 17
Amount: $24,090 Purpose: To compile a comprehensive bibliography of English- Canadian short stories first published from 1950-1983
CONTRIBUTIONS TO THE PROFESSION:
2005-Present Member of the Board, Society for the Study of the Short Story 1997-1998, 2000-present Chair, Academic Conference on Canadian Science Fiction and Fantasy 2008-2010 Organizing committee, Eleventh International Conference on the Short Story in English, Toronto, June 2010 2008 Panelist, “Why English?” conference 2007-2017 Editorial Board, Existere 2005-2006 Organizing Committee, Ninth International Conference on the Short Story in English, Lisbon 2006 May 1996 Organizer, Academic Conference on Canadian Content in the Speculative Arts and Literature, Ottawa 1995-1996 Research Consultant, Allarcom Pay TV 1992-1995 Research Consultant, National Library of Canada Exhibit, "Out of This World: Canadian Science Fiction and Fantasy" (Open 12 May - 31 December 1995) Designed and compiled "The Canadian SF Database"
Memberships: Science Fiction Research Association SF Canada Society for the Study of the Short Story Association of Canadian College and University Teachers of English The Writers’ Union of Canada
TEACHING:
Undergraduate:
Faculty of Arts/Faculty of Liberal Arts and Professional Studies, York University:
2018 Directed Reading Adriana Zoroberto: “Utopian and Dystopian Allan Weiss 18
Fiction” 2014-2016 EN 1202 Satire 2011-2014 EN 3230 Modern Canadian Fiction 2008 EN 4095 Directed Reading Sonia Strimban, “Romantic Science Fiction” 2007 EN 4095 Directed Reading Sonia Bachmeier, "Apocalyptic Science Fiction" 2006-2007 EN 4371 Canadian Fantastic Literature* 2004-2005, 2007-2008 HUMA 3915 Imagined Societies: Utopias and Dystopias* 2003-2004 EN 2480 Satire 2000-Present EN 2240 Apocalyptic Science Fiction* 2000-Present HUMA 1905 Science Fiction Culture** 1999-2003 HUMA 1630 Forms of Fantasy 1999-2000 HUMA 1200 Contexts of Canadian Culture 1999-2000 EN 3160H Detecting the End of the World 1999 EN 2690 Introduction to Contemporary Literature 1998-1999 EN 3340 Modern Canadian Fiction 1998-1999 EN 4270 Four Contemporary Canadian Writers 1996-1997 EN 1100 Major Authors in English 1996-1997 EN 1200 Introduction to Literary Genres 1993-1997 SC 1220 Immigrant Humour in Canada* 1993-1996 EN 2450 Canadian Literature 1990-1993 SC 1010 New Worlds for Old: Science Fiction**
*Courses designed **Courses largely redesigned Course kit compiled for each
Guest Lecturer:
January 2003 & HUMA 1980 Professional Writing: Process and Practice January 2004 Lectured on short-story writing
Superviser, Undergraduate Theses:
2010-2011 Clare Wall 2008-2009 Samantha Marcello 2008 Sonia Strimban 2004-2005 Andrew Pelletier 1996-1997 Jennifer Heyns 1998-1999 Carlene Higgins
Allan Weiss 19
Woodsworth College:
1990-1998 Pre-University Canadian Studies
Ryerson:
1984-1989 ENG 101/201 Literature I/II 1984-1989 ENG 106/206 Forms of Writing I/II 1989 ENG 305/405 Modern Short Fiction
University of Toronto:
1983-1984 ENG 283 Canadian Literature (C.D.) 1981-1983 ENG 281 Effective Writing (C.D.) 1980-1981 ENG 252 Canadian Literature in English (T.A.)
Other Contributions:
2008 Developed Grammar Man website as resource for Faculty
Graduate:
Dissertation Supervisions: 2013-Present Clare Wall 2011-Present David Milman 2007-Present Cat Ashton 2013-2014 Renee Jackson-Harper 2009-2010 (temporary) Lars Schmeink (Exchange Student) 2006-2008 Tara Elliott
Dissertation Thesis Committees: 2015-Present Gina Webb 2014-Present Renee Jackson-Harper 2013-Present Olga Stein 2010-Present Reg Khokher 2003-2004 Gayle Irwin
Master’s Thesis Committee: 2014-Present Ella Morton Allan Weiss 20
Examination Committees: 2015-2016 MLA Chernoff Deanna Henderson 2014- 2015 Barry Wallace Eric Schmaltz 2013-2014 David Milman 2011-2012 James Clark Olga Stein 2007-2008 Tara Elliott Belinda Karsen 2008-2009 Denise Dennis Nemja Protic
Dissertation Defense Committees: 2013-2014 John Dale 2008-2009 Jon Sufrin 2007-2008 Rebecca Waese
Courses: 2018 Directed Reading Gorana Tolja, “Utopian and Dystopian Fiction” 2014 EN 6010 Directed Reading Junaid Ahmed, “Utopian and Dystopian Literature”
2013 EN 6987 Utopian and Dystopian Literature 2012 HUMA 5000 Directed Reading Alex Hurezeanu, “After the Bomb: Post- Nuclear Apocalyptic Fiction” 2009 EN 6010 Directed Reading Sonia Strimban, “Canadian Fantastic Literature” 2008 EN 6987 Utopian and Dystopian Literature 2007 EN 6010 Directed Reading Angie Mitrevski, "Then and Now: Myth, Symbol, and Archetype in Science Fiction and Fantasy" 2005 EN 6010 Directed Reading Carolyn Hibbs, “Religion and Utopia in Science Fiction” 2004-2005 HUMA 5000 Directed Reading Kathryn Grimbly, “Xenophobia and Racism Allan Weiss 21
in Contemporary Speculative Fiction” 2002-2003 EN 6010 Directed Reading Mercedes Lee, “Speculative Fiction and the Body”
ACADEMIC SERVICE:
2018-Present Member, Hiring Committee for First-Year Teaching position 2018-Present Member, Curriculum Committee, Department of Humanities 2017-Present Member, Curriculum Committee, Department of English Chair of the Committee 2018-Present 2016-2017 File Preparation Committee for Prof. Julia Creet’s application for promotion to Full Professor 2014-2016 Member, Hiring Committee for Canadian Literature position, Department of English 2013-2017 Nominating Committee, Graduate Program in English 2013-2017 Teaching Committee, Department of English 2012 Faculty Adviser, Write to Succeed Program, Stong College 2012-2017 Member and Chair, Committee on Curriculum, Curricular Policy & Standards 2012-2017 Chair, General Education Sub-Committee 2013-2014 Judge, President’s Creative Writing Award 2011-2013 Member, Research Committee, Department of Humanities 2008-2010 Undergraduate Program Director, Department of English 2007-2008 Member, Merit Committee, Faculty of Arts 2007-2008 Tenure and Promotion Committee, Division of Humanities Faculty of Arts Merit Committee 2007 Departmental Representative to ACCUTE meeting 2006-2007 Faculty Adviser, Science Fiction Association of York University 2006-2007 Adjudication Committee, Department of English 2005 English Department liaison for Dr. Vijay Sheshadri, Shastri Institute scholar 2005 Academic Advising, Department of English 2004-2005 Curriculum and Teaching Committee, Division of Humanities 2004-2005 Search committee, CLA in Canadian Literature, Department of English 2004 Judge in Stong College essay prize contest 2004 Faculty Adviser, Division of Humanities 2003-2005, 2007-2010 Petitions Committee, Faculty of Arts 2003-2004 Teaching Committee, Department of English 2003 Judge in Stong College playwriting contest Allan Weiss 22
1990-Present Fellow, Stong College; participant in various College events 1993-1994 Curriculum Committee, Stong College 1983-1984 Elected Departmental Representative to the Graduate Students Union, University of Toronto 1981-1984 English Department Steward, CUEW, University of Toronto 1980-1981 Elected Vice-President, Graduate English Association, University of Toronto 1979-1980 Co-Chair, English Graduate Organization, Concordia University
EXTRA-UNIVERSITY SERVICE:
“The Moral Dimension of the Amoral Apocalypse.” Invited talk at When Words Collide, August 2018.
“Politics in Canadian SF.” Invited talk at science-fiction conventions: When Words Collide, Calgary, August 2017; CanCon, Ottawa, October 2017; SFContario, November 2017.
“Frankenstein: The Novel and Its Legacy.” Invited talk at the Merril Collection of Science Fiction, Speculation and Fantasy, December 2016.
“The Reality and Rhetoric of the Apocalypse.” Invited talk at Toronto Reference Library, May 2016.
“Bill C-51 and Dystopian Fiction.” Invited talk at Toronto Reference Library, September 2015.
“Science Fiction: The Art of Prophecy and Wonder.” Toronto Public Library series on Ray Bradbury: Talk given to middle-school children, April 2013.
Talks on the Book of Revelation, St. Thomas Anglican Church, November 2011.
Keynote Address and workshop on writing science fiction and fantasy, Bethany Beach Writers' Workshop, Bethany Beach DE, August 2007.
Talk on the short story, Mensa, Toronto, December 2005.
Talk concerning fiction at the Arts and Letters Club, Toronto, May 2005.
“Themes and Techniques of Science Fiction.” Bernard Betel Centre for Creative Living, Toronto, March 2005. Allan Weiss 23
Address on The Book of Revelation, St. Thomas Anglican Church, Toronto, November 2004.
“Jewish Science Fiction and Fantasy.” Lecture. Bernard Betel Centre for Creative Living, Toronto, September 2004.
Panelist at various science fiction conventions, including World Science Fiction Conventions, Toronto, August 2003; Boston, August 2003; Glasgow, August 2005; and local conventions including ConCept ’04, Montreal, November 2004 and SF Contario, October/November 2011-12.
“Science Fiction: Exploring the Future.” Lecture. Bernard Betel Centre for Creative Living, Toronto, September 2002.
Fiction and poetry readings at various venues, including Cote St. Luc Public Library, Flash Fiction Jam, Idler Pub, Art Bar, ChiZine Reading Series, academic conferences, and science-fiction conventions.
October 2019
APPENDIX 1
OFFICE OF THE VICE-PROVOST Memorandum ACADEMIC To: Karen Valihora, Associate Professor and Director, 4700 Keele St. Toronto Ontario Graduate Program in English, LAPS Canada M3J 1P3 Tel 416 736 5280 Date: January 7, 2019 Fax 416 736 5876 From: Alice Pitt, Vice Provost Academic vpacademic.yorku.ca Subject: Notice of Intent – Graduate Diploma in Creative Writing - Type 2
CC: Dean, FGS; Interim Dean, LAPS; YUQAP Coordinator
As prescribed by the York University Protocol on Quality Assurance, I am writing to you in response to the Notice of Intent you submitted in December 2018 for a Type 2 Graduate Diploma in Creative Writing, to be offered with the traditional MA in English Literature. This note confirms my authorization of the development of a proposal brief for the Graduate Diploma.
The Program Brief will follow the template for new programs with expedited approval which can be found here: http://yuqap.info.yorku.ca/home/procedures/protocols/new-programs-with-expedited- approvals/. As this proposal will follow the expedited approvals process, no external review will be undertaken before the proposal goes to Quality Council. Although I expect you have reviewed them, I am directing you to the graduate Diploma guidelines. https://secretariat-policies.info.yorku.ca/policies/senate-guidelines-for- diplomas-faculty-of-graduate-studies/. I am particularly interested in how you see students being able to accomplish the requirements for this Diploma within the three terms that the program normally takes and how the additional requirements for the Diploma are positioned vis-a-vis the regular MA program. Will this option be available to PhD students in English?
Please provide my office with the draft proposal brief before it proceeds to any approval stage so I can provide informal feedback and guidance that might be helpful as the proposal begins its journey through our governance processes. In addition, I will ensure that the required letter from the Provost is prepared for the relevant committees.
If you have questions, please don’t hesitate to contact me.
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Graduate Committee
Graduate Curriculum
January 2021 ITEMS FOR ACTION (1):
The Graduate Committee recommends that Council approve the following curricular proposal:
Non-Major Modification Program Changes 1. Graduate Diploma: Latin American and Caribbean Studies Type of Modification: Changes to Degree
The department has been informed by FGS that this 34-year-old diploma is no longer in compliance with provincial or university expectations. It was originally designed to certify expertise based on things students would have already done as part of their degrees and their involvement in CERLAC. Graduate diplomas now are expected to require things from students that would not have been part of their degree programs. This is a significant shift in expectations that we need to adjust to. The diploma core course is our solution to the new normal.
Another justification for these changes is accessibility and equity. The current diploma through its language and experience in the region requirements, excludes students working in the English-speaking Caribbean and diasporic communities. Furthermore, through the course work and research paper requirements, it excludes students whose graduate work operates in other medias and formats. Put simply, it is against CERLAC’s values to exclude so many students from our diploma any longer. For this reason, we have broadened the language requirement and type of research outputs as well as shifted the focus of the experience in the region requirement to positionality.
Finally, CERLAC needs to be more connected within. In recent years, fault lines have emerged between those working in Latin America and the Caribbean as well as between students and professors. We need something to give us a shared sense of purpose. The new diploma core course, which brings students and professors together across disciplines and areas, will strive to do this.
Academic Rationale Since the creation of The Latin American and Caribbean Studies Graduate Diploma, the diploma has been administered by CERLAC. CERLAC is now seeking to bring the diploma in line with current requirements and adapt it to a changing student population. Through the proposed changes, CERLAC is also seeking to promote the deeper integration of Caribbean and Latin American studies, which is a priority for the ORU. The main proposed modification is the creation of a required diploma core course related to doing research in Latin America and the Caribbean, supported by a clarification and Streamlining of other requirements.
1. Change to Language Requirement: We have expanded the language possibilities so that researchers working within the English-speaking Caribbean as well as various Latin American and Caribbean diasporic communities are included.
2. Change to Course Work and/or Research Paper(s): We have clarified and broadened the types of scholarly engagements students can submit in order to be more inclusive from a disciplinary perspective. In addition, we have added the stipulation that a breadth of knowledge is demonstrated through these research outputs, in order to incorporate the intention of the breadth of knowledge requirement.
3. Change to Experience in Region: We have shifted focus toward students’ understanding of the political complexities of positionality when conducting research within Latin America and the Caribbean (and their diasporas) and away from attempting to quantify what commitment to a region looks like in months.
4. Change to Breadth of Knowledge: We have relocated a third paper or course requirement, given the workload expectations of the new diploma core course and instead incorporated breadth of knowledge within #2 above.
5. Change to Participation in CERLAC colloquia and related activities: We will now seek student engagement in CERLAC through the new diploma core course instead of required attendance at CERLAC events.
Graduate Committee
Curriculum
Consent Agenda January 2021
New Course Proposals
ENGL 6581 3.0 Muslim Women Write Back ENGL 6544 3.0 International Re-visionings of Antigone ANTH 5000 3.0 and ANTH 6000 3.00 : Convergences, Disparities, and Fault lines: Research in Latin American and Caribbean Studies
Non-Major Modification Program Changes Approved by the Graduate Committee Thursday November 19 Graduate Diploma: Latin American and Caribbean Studies Type of Modification: Changes to Degree
A consent agenda item does not involve new programs, significant new principles, or new policies. These proposals are clearly identified on the notice of the meeting as consent agenda items. Full proposal text is not reproduced in the hardcopy agenda package. Proposal texts are available upon request.
A consent agenda item is deemed to be approved unless, prior to the commencement of a meeting, one or more members of Council advises the chair of a request to debate it
Please contact the Graduate Manager ([email protected]) if you have any questions regarding the changes to existing courses section.
yorku.ca/laps