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SONOMA STATE UNIVERSITY DEPARTMENT OF ENGLISH FULL-TIME FACULTY PROFILES |
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Brantley Bryant Brantley Bryant teaches and researches medieval literature with special
interest in Chaucer and fourteenth-century literature. Other areas of
interest include classical and ancient literature, medieval women's Gillian Conoley Current projects include an eighth manuscript of poetry and a talk on French poet Henri Michaux, scheduled to occur at Poet's House in New York City in April 2006. Professor Conoley teaches English 318, Introduction to Poetry Writing; English 418, Advanced Poetry Writing: English 500, Graduate Poetry Workshop: English 435 and 535, Directed Writing: English 368, Small Press Editing; as well as graduate seminars in Emily Dickinson, undergraduate GE courses, and a reading series course entitled Writers on Writing. She is the advisor for Zaum, the award-winning Sonoma State University student literary magazine, and the editor and founder of VOLT, the nationally recognized literary magazine also housed at Sonoma State. Students may work on both magazines through her course English 368, Small Press Editing.
Anne Goldman teaches courses in both nineteenth and twentieth century American literature. She routinely teaches English 315, California Ethnic Literature, and American literature surveys, as well as seminars on modern and contemporary poetry, Jewish American literature, the African American novel, Chicana/o narrative, and Early Mexican American literature. She has taught courses entitled "Apocalyptic Literature of California," "Fallen Women," and "American Ghost Stories" and a number of courses on the poetry of Emily Dickinson, Robert Frost, and William Carlos Williams. Recent classes include seminars on immigrant narrative, twentieth-century Jewish American literature, contemporary poetry, and the nineteenth century American novel. Professor Goldman has published books on the Californiana writer María Amparo Ruiz de Burton (María Amparo Ruiz de Burton: Critical and Pedagogical Perspectives, co-edited with Amelia de la Luz Montes [Lincoln: University of Nebraska Press, 2004]), on the late nineteenth and early twentieth-century novel (Continental Divides: Revisioning American Literature [New York: Palgrave/St. Martin's Press, 2000]), and on autobiography theory and practice (Take My Word: Autobiographical Innovations of Ethnic American Working Women [Berkeley: University of California Press, 1996]. Her essays have appeared in journals including Feminist Studies, Western American Literature, and Cultural Critique. She has also published essays on autobiography theory, and on writers such as Willa Cather, Toni Morrison, and María Amparo Ruiz de Burton. Currently Professor Goldman is finishing up a manuscript on Jewish Cultural Studies, "Glass Half Full," which considers Jewish American achievement across the fields of physics, painting, music, and literature. She is also in the process of writing an essay on Egyptian Jewish, Muslim, and Christian Exilic Memoir in English. In the fall of 2006, she will be coordinating, together with Karen Brodsky,
a campus-wide lecture series on contemporary Jewish American literature
in conjunction with other texts that explore both exilic identity and
visions of home. Kim Hester-Williams Kim Hester-Williams studied early American literary
history and African American literature at UC San Diego. She joined the
English department in 1999. Her research and teaching interests include
American romanticism; nineteenth-century discourses on slavery and freedom;
and African American literary and cultural studies. She is currently a
member of the editorial board for the academic journal, Genders. Her published
articles have explored the politics of racial representation on the Internet
and in contemporary film and literature. Hester-Williams, Kim. "The Reification of Race in Cyberspace: African
American Expressive Culture, FUBU and a Search for 'Beloved Community'
on the Net." Mots Pluriels (October 2001). “The Net: New Apprentices,
Old Masters.” <http://www.arts.uwa.edu.au/MotsPluriels/> Sherril Jaffe Professor of English (1999) Sherril Jaffe is the English Department's resident fiction writer, specializing
in teaching short story and novel writing-workshops. In addition, she
offers one-on-one mentoring in fiction writing, "Directed Writing."
She is the recipient of a PEN Award for literary excellence and the author
of eight critically acclaimed books, which include Scars Make Your Body
More Interesting, The Unexamined Wife, House Tours, and Ground Rules.
Mira-Lisa Katz Mira Lisa Katz earned a Ph.D. in Education in Language, Literacy and Culture from the University of California, Berkeley in 1999. At SSU, she teaches undergraduate and graduate courses in Literacy Studies, Applied Linguistics, Literature, Arts-based Education and Embodied (Multimodal) Learning. Katz has presented her educational research internationally, and has published in professional journals including Afterschool Matters; Open Letter: Australian Journal for Adult Literacy and Research; the Canadian Modern Language Review; Linguistics & Education; and Research in the Teaching of English. A recipient of UC Berkeley’s Outstanding Dissertation Award in 2000, Katz also received the Promising Researcher Award from the U.S. National Council of Teachers of English in 2001, and the Edmund Stanley Jr. Research Grant from the Robert Bowne Foundation in 2006 to fund her study, “Growth in Motion,” on young women learning dance in community-based programs in northern California. She writes about literacy, learning through the arts, gender and education, and identity development, and is currently editing a book about multimodal learning in community and school contexts, to be published in winter 2011/2012 by Lexington Books (Rowman & Littlefield). In addition to teaching and writing, Katz has been a performing artist in the San Francisco Bay Area for over 30 years and is currently a member of SoCo Dance Theater, based in Sonoma County. More information on Mira’s dance background can be found at http://www.socodancetheater.org/ . Partial List of Publications: Katz, M.L. Co-author with Edlund, J., and Brynelson, N. (Forthcoming 2012). Commissioned Chapter on the California State University’s Expository Reading and Writing Curriculum (ERWC) for the Sixth Edition of Theoretical Models and Processes of Reading, Norman Unrau and Donna Alvermann (Eds.). International Reading Association. Katz, M.L. (February 2010). “Dance Journal Prompts: Reflecting on Dance, Cognition, Culture and Identity: How Dancing Shapes Thinking and Experience On and Off the Dance Floor.” In Wendy Oliver (Ed.), Writing About Dance. Champaign, IL: Human Kinetics Publishers, Inc. Katz, M.L. Co-author with Street, C, Fletcher, J., Merrill, M., Cline, Z. (September 2008). “The Expository Reading and Writing Curriculum (ERWC): Preparing all students for college and career.” The California Reader 42(1): 34-41. Katz, M.L. (Spring 2008). “Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development Through Dance After School.” Afterschool Matters, 7: 12-22. Katz, M.L. (2008). Co-authored with members of the CSU Twelfth Grade Expository Reading and Writing Task Force (Edlund, J., Brynelson, N., Buchan, M., Ching, R., Flachmann, K., Fletcher, J., Harrington, M.K., Jago, C., Kittle, P., Merrill, M., Unrau, N., Walton, S., Warriner, A., and Zandi, M. The California State University Expository Reading and Writing Course. Published by The California Department of Education and the California State University’s Office of the Chancellor, Center for the Advancement of Reading. UC approved 11 th-12 th grade course. Katz, M.L., Co-authored with Cline, Z., Bissell, J., & Hafner, A. (November/December 2007). “Closing the College Readiness Gap: Aligning High School and College Curricula.” Leadership Magazine, 37(2): 30-33. Published by the Association of California School Administrators. Katz, M.L. (October, 2007). “Scaling ICT Skills Training for Teachers in 21 st-Century India.” Microsoft Partners in Learning Progress Report 2007: 42-49. Hull, G. & Katz, M.L. (2006). Crafting an Agentive Self: Case Studies of Digital Storytelling. Research in the Teaching of English, 41(1):43-81. Greenleaf, C., & Katz, M. L. (2004). “Ever Newer Ways to Mean: Authoring Pedagogical Change in Secondary Subject Area Classrooms.” In S.W. Freedman and A. Ball (eds.), Bakhtinian Perspectives on Language, Literacy, and Learning. Cambridge, MA: Cambridge University Press, pp. 172-202. Katz, M. L. (2001). “Engineering a Hotel Family: Language Ideology, Discourse and Workplace Culture.” Linguistics & Education, 12(3): 309-343. Katz, M. L. (2000). “Workplace Language Teaching and the Intercultural Construction of Ideologies of Competence.” Canadian Modern Language Review, 57(1): 144-172. Katz, M. L. (1999). Discursive Fault Lines at Work: A Comparative Ethnographic Study of Three Workplace Literacy Programs Serving Immigrant Women in the United States. Unpublished Doctoral Dissertation. University of California, Berkeley, Graduate School of Education, Division of Language, Literacy and Culture. Katz, M. L. (1997). “Immigrant Women, English Literacy Programs, and Work in the United States: A Look at How Ideology and Funding are Shaping Workplace Education.” ERIC Document 408 427. Katz, M. L. & Jury, M. (1997). “Literacies in a Changing Workplace: A Look at the Uses of Literacy in a Multi-ethnic, High-tech Electronics Factory.” ERIC Document 408 428 Hull, G., Jury, M., Ziv, O. & Katz, M. (1996). Changing Work, Changing Literacy? A Study of Skills Requirements and Development in a Traditional and Restructured Workplace: Final Report. Berkeley, CA: National Center for the Study of Writing and Literacy and the National Center for Research on Vocational Education. Jury, M., & Katz, M. (Spring, 1996). "Literacy and Numeracy in a Changing Workplace." The Quarterly, 18(2), 20-28. National Center for the Study of Writing and Literacy and the National Writing Project. Katz, M. L. (1995). "Language Practices in Deaf Education: How Ideology Shapes Individual Lives." Open Letter: Australian Journal for Adult Literacy and Research 6(1), 57-74. Perth, Australia. Katz, M. L. (1993). Beliefs about Deafness and Sign Language in the United States: Attitudes Past and Present. Unpublished M.A. Thesis. University of California, Berkeley, Graduate School of Education, Division of Language, Literacy and Culture.
Cathy Kroll teaches courses in composition, rhetoric, English education, and modern world literature. A recipient of a Fulbright-Hays award to South Africa in 2004, she works in the areas of critical pedagogy, cross-cultural rhetoric, and African literature. Her recent writing includes essays on intertextuality, rhetoric, and
orature in the contemporary African novel; critical educultural teaching
approaches using narrative; and public and private discourses in South
Africa. She is a member of the African Literature Association, NCTE, and
co-chair for the Spring 2006 National Association of Multicultural Education
(NAME) Northern California conference. John Kunat Noelle Oxenhandler
Thaine Stearns, Dean, School of Arts and Humanities Areas of Specialization: Twentieth Century British Literature, Virginia Woolf, James Joyce. Visual Culture and Theory. The British Novel. Courses Taught: Anglo-Irish Modernist Novels: Joyce and Woolf; Collaboration
and Exchange in Anglo-American Modernism; Experimental Novels; History
of the British Novel; Post-colonial Literature and Theory; Current Book project: A Visible Chaos: Optics, Status, and Altercations in Anglo-American Modernism
Greta Vollmer Dr. Vollmer received a PhD from the School of Education at the University of California, Berkeley, with a specialization in applied linguistics and second language acquisition. She also has an M.A. in French Literature & Linguistics (1977) from New York University. Professor Vollmer teaches courses in the English Education track: these include English 379 (Pedagogical Grammar), English 491 (Seminar in Teaching Composition), English 341 (Explorations in Language) and English 343 (Youth and Literature). She has also taught graduate seminars on stylistics, discourse analysis and visual rhetoric, and supervises the English 99 teaching group. Her areas of interest include: genre theory and genre-based pedagogy,visual rhetoric and new technologies in composition, teachers professional development, language acquisition and writing in a second language. Published articles have addressed topics in immigrant education, second language writing and composition pedagogy. She has presented numerous papers at conferences of the National Council for Teachers of English, the National Writing Project, American Educational Research Association, American Association of Applied Linguistics, and College Conference on Composition & Communication (CCCC). Timothy Wandling
Chingling Wo Chingling Wo studied English (Comparative Literature) at State University
of New York at Stony Brook. She joined the English Department in 2005.
Her work in general engages issues of empire formation, transnational
print culture, and modernization in Asia and Europe. She has presented
conference papers on eighteenth-century travel writing, early modern British
scientific discourse on other cultures, and the discursive function of
the European Enlightenment legacy in late nineteenth-century China.
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