Two English major alums have made recent appearances in print.
Marc DiPaolo (1997), Assistant Professor of English and Film at Oklahoma City University is the editor of Unruly Catholics from Dante to Madonna: Faith, Heresy, and Politics in Cultural Studies, recently out from Scarecrow Press. Unruly Catholics is an interdisciplinary anthology featuring essays by, among others, SUNY Geneseo Distinguished Teaching Professor Ronald Herzman, who contributed the essay “Dante: Cafeteria Catholic?” DiPaolo’s own contribution to the volume is an autobiographical essay on C.S. Lewis, Madonna, and the greatness of a SUNY Geneseo liberal arts education. Other contributors include Frederick S. Roden, Darren Middleton, and John Kenneth Muir. DiPaolo is also War, Politics, and Superheroes: Ethics and Propaganda in Comics and Film (2011); Emma Adapted: Jane Austen’s Heroine from Book to Film (2007); Godly Heretics: Essays on Alternative Christianity in Literature and Popular Culture (2013); and Devised and Directed by Mike Leigh (2013). You can learn more about him on the alumni profile page he recently created on our website.
Meanwhile, Patrick Morgan (2010), who is pursuing a Ph.D. in English at Duke University, has contributed an essay on Practicing Web Wisdom: Mindfully Incorporating Digital Literacies into the Classroom” to a new volume on open teaching titled Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning from HASTAC.
From the website: “Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning is intended to assist anyone embarking on open teaching. It offers foundational methods, examples, and explanatory theories for how to set up the practices of a class, how to determine guiding principles, how to theorize what you are doing in the classroom, how to design the class, how to include multimedia elements and approaches such as games, and how to ensure that you have designed a class for inclusion, not exclusion. Finally, the openness of the learning should continue even after the book is published/goes public, and the chapters in the ‘Invitations’ section offer advice on how to extend your open practices to the world beyond the classroom. This is by no means the only way to set up peer-to-peer teaching, but it is an account of the way we have done it, with as much detail as possible to encourage others to try, in whatever way suits their community and purposes.”
