Andy Frazee serves as the Assistant Director of the Writing and Communication Program at Georgia Tech and teaches courses in Business Communication and English. He received his PhD in English from the University of Georgia in 2010, with concentrations in creative writing, 20th century American poetry, and 20th century British literature. Author of a book of poetry, The Body, The Rooms (Subito Press, 2011), he also writes book reviews and essays on contemporary poetry.
My research focuses on emotion in contemporary American literature and culture. I'm interested in how authors and artists represent emotions like disgust, shock, and shame, but I'm equally concerned with how they provoke such powerful feelings in audiences. I argue that violence functions as a meeting point between emotion inside and outside a work, and I'm particularly interested in depictions of violence that refuse to offer social commentary, ethical payoff, or cathartic release. My interest in the emotional effects of represented violence extends to the trigger warning debate, which, as I see it, revolves around the status of pain in the experience of reading. I hold a Ph.D. from the University of Virginia and have taught courses on contemporary American fiction, Gender and Sexuality Studies, The Avant-garde, and Queer Literary Studies.
Amy King approaches her research and teaching with hemispheric, cross-cultural perspectives. Exploring intersections between issues of race, class, gender, sexuality, and nationality, her current project demonstrates how contemporary texts set in the Caribbean and US depict women’s violence on and beyond plantation settings. Specifically, this project uncovers the complex intertwining of intimacy and power in scenes of physical violence between women.
My research and teaching focus on post-1900 American literature and popular culture, with a special interest in multimodal pedagogy, speculative fiction (including science fiction and horror), gender studies, and the post-World War II era. I'm interested in how authors turn to the fantastic in order to challenge reigning narratives of normativity. For example, my chapter in the edited collection Home Sweat Home: Perspectives on Housework and Modern Domestic Relationships examines how Ray Bradbury, Shirley Jackson, and Ira Levin critique postwar appliance culture. I hold a Ph.D. from the University of Florida and have taught various courses on science fiction, 20th century American literature, the 1950s, and domesticity. Please feel free to contact me at firstname.lastname@example.org.
Alison Valk is the Multimedia Instruction Librarian for the Georgia Tech Library. She has worked in a variety of capacities at Georgia Tech since 1998. Valk received her Master’s in Library & Information Science from Florida State University and a BBA from Georgia State University in Computer Information Systems. She also has a background in fine arts from the University of Georgia where her area of focus was Drawing & Painting. She coordinates all the course- integrated multimedia software workshops offered through the Georgia Tech library and has been researching the benefits of embedded librarians in college-level courses. She was recently published by the Association of College and Research Libraries spotlighting her efforts in this area.
Andrew Marzoni is co-editor of TECHStyle for the 2016-2017 academic year. He holds a PhD in English from the University of Minnesota (2015). He has published essays and criticism in ARTnews, Cinephile, The New York Observer, Review 31, Music & Literature, Rain Taxi Review of Books, and other publications.
Caitlin L. Kelly (PhD in English, University of Missouri; MA in English, University of Tennessee) has been a Brittain Fellow since Fall 2013. Her research area is 18th-century/Romantic-era British literature and culture, with particular interests in religious and print cultures and the development of the novel. In her teaching, Caitlin often draws on adaptation theory to think about rhetorical strategies and modes of communication, and she has taught texts like Pamela and Shamela, Pride and Prejudice and The Lizzie Bennet Diaries, and Tristram Shandy and A Cock and Bull Story. Follow her on Twitter at @CaitlinLeeKelly or email her at email@example.com.
Christina M. Colvin specializes in twentieth- and twenty-first-century American literature, the environmental humanities, and animal studies. Her current book project, The Disorder of Species: Animal Encounter in Anthropocene Literature, examines how literary texts expand, challenge, and complement the abilities of the sciences to describe nonhuman animal complexity in the current and previous century. Her peer-reviewed work appears in the Journal of Modern Literature, Evental Aesthetics, the International Journal of Comparative Psychology (co-authored with Dr. Lori Marino), and the edited collection Mourning Animals: Rituals and Practices Surrounding Animal Death. Dr. Colvin has taught courses in American literature and culture, environmental literature, modern and contemporary poetry, and multimodal composition. She is currently a Brittain Postdoctoral Fellow at the Georgia Institute of Technology.
Christine Hoffmann (PhD University of Arkansas, MFA Art Institute of Chicago) studies the shifting standards for credibility and utility that develop inside post-Gutenberg and post-digital rhetorical environments. Her scholarly work has been published in College Literature, the CEA Critic, PLL, the CEA Forum and, somewhat randomly, Slayage: the Online Journal of Buffy Studies. A few short stories can be found in Make magazine, Eclectica and Loose Change. She also blogs regularly on TECHStyle, the forum for digital pedagogy and research by the Georgia Tech Brittain Fellows. Christine looks forward to connecting the teaching of multimodal composition to her research into rhetorics of struggle, cultures of collecting, and the advantages of copious expression.
received her PhD from the University of Florida. Her teaching and research interests focus on American literature, history, and culture in the twentieth century. Her current research project examines the theory and intellectual history of “critical regionalism,” which traces the development of the term from its use in feminist theory and practice from late modernism (literature, regional planning, architectural theory) to the contemporary moment (environmentalism, food security, activist movements, and political theory). Her other interests include women’s labor culture and regional modernism. She has work forthcoming in Politics and Culture and The Routledge Encyclopedia of Modernism.
Christopher Weedman is a Marion L. Brittain Postdoctoral Fellow and Assistant Director of the Communication Center. He received his Ph.D. in English at Southern Illinois University, Carbondale where his research focused on intersections between Film Studies and 20th-century British Literature and Drama. His dissertation examined the relationship between exile, collaboration, and social politics in the films of Joseph Losey and Harold Pinter. He has published articles on the films of Losey, Howard Hawks, Roman Polanski, and Jerzy Skolimowski in film journals such as "Quarterly Review of Film and Video" and "Senses of Cinema." He has taught courses in film studies, 20th-century British and American literature, and composition, including a multimodal composition course this semester on contemporary British film and literature critiquing Thatcherism and British culture of the 1980s.
Caroline Young studies twenty- and twenty-first-century American literature and contemporary poetics with an emphasis on experimental women’s writing in the tradition of Gertrude Stein. Her pedagogy is influenced by her prior career in television broadcast promotion, writing for TBS, Turner South, Tribune Broadcasting, and National Geographic Television.
Doris Bremm received her Ph.D. in Twentieth-Century Studies from the University of Florida. In her research, she specializes in contemporary literature, intersections between literature and the visual arts, literary theory, and film.
I work on twentieth and twenty-first century poetry and poetics, with a special emphasis on modernism and contemporary conceptualism. My work sees a tension between seriousness and unseriousness as a defining quality of experimental literature. I am also a committed digital humanist: I've worked on large archive projects and digital pedagogy projects, and my current digital work focuses on how computers can help us sift through large archives of recorded poetry. I completed my Ph.D. at the University of Virginia in 2012, and as a Brittain Fellow, I've designed courses centered on themes of "Data, Information, and Culture," "Contemporary Experimental Writing," "Digital Culture," and "Cultures of Appropriation."
Ellen J. Stockstill is a Marion L. Brittain Fellow at the Georgia Institute of Technology where she teaches multimodal communication courses focused on nineteenth-century literary artifacts. Her scholarship focuses on the intersections of gender, sexuality, and imperialism in Victorian literature and culture, and her current research looks at the ways fallen women were categorized, treated, and narrated in an imperial society. Recent publications include essays in Victorian Medicine and Popular Culture (Routledge) and The Moral Panics of Sexuality (Palgrave), and she is a contributor to the forthcoming Blackwell Encyclopedia of Postcolonial Studies.
Ian Afflerbach researches and teaches in twentieth-century American literature, modernism and modernist studies, periodical culture, the history of ideas, and political theory. He completed his Ph.D. in English at the University of California, Davis, in 2016. His work has appeared in Modern Fiction Studies, Teaching American Literature in Theory and Practice, Notes and Queries, and The Literary Encyclopedia.
Iuliu Ratiu started his teaching career at Kent State University where he earned a master’s degree in English and Writing and taught writing and composition classes. While pursuing his doctorate in American Studies at SUNY Albany, Iuliu served as a mentor in the Writing Center and continued teaching a variety of lower and upper division composition, writing, and literature classes. His research agenda covers the period leading to the Civil War and allows him to engage with critical social, cultural, and political issues such as slavery and domesticity, the role of print culture in the development of the nation, and incipient manifestations of environmental awareness. This semester, Iuliu hopes to teach his students how to pack and unpack the nuts and bolts of communication by reading closely Georgia Tech’s e-book "WOVENText" and how to apply those findings to a close analysis of Colin Beavan’s family multimodal project "No Impact Man," which is, in turn, a living experiment, a blog, a book, a documentary film, and a publicity stunt.
Jeff Fallis specalizes in twentieth- and twenty-first-century American and British literature and poetics. His poems and nonfiction have appeared in publications such as The Oxford American, The Iowa Review, Paste Magazine, and Unsplendid, as well as the anthologies Blues Poems and The Art of Losing: Poems of Grief and Healing. His current book project, Tear in the Throat: The Voice and Its Mistaken Identities, examines the human voice and its vexed relationships with recording technology, transcendence, and poetry. He is a first-year Brittain Postdoctoral Fellow in the School of Literature, Media, and Communication at Georgia Tech.
Jennifer Forsthoefel holds a PhD in English Rhetoric and Composition from the Georgia State University (2015). Her dissertation examines intersections in the disciplinary histories of Women’s Studies, Composition Studies, and Writing Center Studies to determine future trajectories for defining specialization within interdisciplinary fields. She researches patterns within administrative and departmental structures in higher education, how professional identities that are articulated within the academy translate to those outside of it, and the ways in which specialization in various fields serves as a credential for certain kinds of administrative work.
While completing his Ph.D. in English at the University of Georgia, Athens, James Gregory spent three terms and a summer as a visiting student at Jesus College, Oxford, and as a graduate resident on the UGA at Oxford program. His M.A. in Medieval Studies is from the Medieval Institute at Western Michigan University, and his primary interests in that field include nationalism and national identity in high and late medieval England and Wales, Welsh hagiography, orality and translation, mysticism and affective piety, as well as general religious and manuscript studies. His wider academic and professional interests center on Technical Communication and e-Learning, and he has worked in professional broadcast radio, web design, freelance writing, and as a contract instructional designer. His publications and forthcoming work include articles on Margery Kempe and Beowulf, and he intends to develop several chapters from his dissertation on the medieval cult of St. Wenefred into a book-length study of twelfth- to fifteenth-century hagiographical traditions in England and Wales. James is currently teaching Technical Communication for LMC.
Julie Hawk received her Ph.D. from Georgia State University. Her research focuses on the intertwined roles of media, narrative, and subjectivity. Her work has appeared in The Journal of Popular Culture and Slayage: The Online Journal of Whedon Studies, and she has a forthcoming article in Critique: studies in Contemporary Fiction. She is currently working on a book project that examines the role of narrative--and narrative's mediation--in the process of subjectivization through the fiction of John Barth, Richard Powers, Don DeLillo, and David Foster Wallace as well as two televisual texts, Ronald D. Moore's Battlestar Galactica and Joss Whedon' Dollhouse. Drawing from several seemingly disparate theories, she situates her argument in the interstices of systems theory, psychoanalysis, media theory, and posthuman theory, putting forth a theoretical lens she calls posthuman narrative onto-epistemology. The study thus fits into overlapping critical conversations ranging from contemporary American fiction to critical theory.
A Brittain Fellow since 2012, Jonathan Kotchian (PhD and MA in English, University of Connecticut; BA in theater, Yale University) is revising his first book project, which shows how the figure of the superior author in early modern England co-evolved with satire. His second book project, which continues his investigation of “insider” literature accessible only to certain readers or viewers, explores the relationship between concepts of intelligence and literary taste. His interests range from Shakespeare and Milton to using theatrical training techniques in the multimodal composition classroom, where he asks his students to foreground their own motivations, self-presentations, and affective responses. Key interests: early modern literature, composition, authorship, satire, intelligence, drama, theater, interactive fiction games, and digital humanities. He can be reached by e-mail at firstname.lastname@example.org or email@example.com, and via Twitter @JonKotchian.
Orth-Veillon is a Marion L. Brittain Postdoctoral Fellow at the Georgia Institute of Technology. She teaches courses in human rights, artistic expression, and technology. Orth-Veillon received her PhD from Emory University in Comparative Literature, where she specialized in the intersections between political resistance and literature. She also holds a Maitrise and a DEA (Dilpome des Etudes Approfondies) in French Literature from the University of Paris VII. Her research interests include the intersections of human rights, technology, and creative expression, political theory, genocide studies, 20th and 21st-century French and Francophone literature and film, fiction writing, and translation from French to English.
Julie McCormick Weng specializes in Anglophone literatures, modernism, science and technology, and gender and women's studies. Her work has appeared in Journal of Modern Literature, Éire-Ireland, and Joyce Studies Annual. Currently, she is co-editing a collection of essays, Science, Technology, and Irish Modernism, with Kathryn Conrad and Cóilín Parsons. She also serves as editor of reviews for Breac: A Digital Journal of Irish Studies.
KellyAnn Fitzpatrick pursues research and teaching interests in medieval studies and medievalism (the ways that post-medieval societies reimagine or appropriate the Middle Ages). Through its analysis of the labor processes involved in the production of online games and electronic texts, KellyAnn's work with medievalism overlaps with her interest and experience in both technical communication and software development. She has presented at various academic and technical conferences, and continues to seek out ways to integrate the best of both worlds into her work and her teaching.
Kathryn Huie Harrison (Katy) is a Marion L. Brittain Postdoctoral Fellow at the Georgia Institute of Technology. Her research investigates Victorian treatment of the female body and the ramifications of Victorian ideology on the contemporary conceptions of women’s bodies. Her current research focuses on the Victorian breast, breastfeeding, and miscarriage.
Matthew Dischinger researches and teaches in U.S. multiethnic, regional, contemporary, and global Anglophone literatures. His work has appeared or is forthcoming in Virginia Quarterly Review, Mississippi Quarterly, and North Carolina Literary Review—as well as edited collections examining race, region, and popular culture.
Noah Mass received his Ph.D. from the University of Texas at Austin. His relocations from New York to San Francisco to Austin to Atlanta over the past several years have inspired his work on space, place, and identity in American life. He specializes in 20th and 21st century American literature, southern literature, African American literature, and ethnic and third-world studies. He is currently working on a book project in which he explores the impact of the Great Migration on southern literature. His published work has appeared in Studies in American Fiction and the edited collection Science Fiction and the Two Cultures. He currently teaches English 1101: The Rhetoric of Southern Identity, in which his students will consider the persistence and value of southern regionalism in an an era characterized by global flows of capital, people, and communication.
Peter Fontaine earned his Ph.D. in English, Creative Writing - Fiction from Georgia State University. He is currently teaching "Time Travel, Alternate History, and the Fiction of History" in English 1102, which is a multimodal course that looks at science fiction texts to better understand the ways in which various histories have shaped our contemporary identity and ways of thinking. He has recently published several book reviews with The Southeast Review and The Collagist, and is at work revising his book manuscript The Exchange.
Rachel Dean-Ruzicka graduated from Bowling Green State University with a degree in American Culture Studies. Her dissertation covered ideas of tolerance, cosmopolitan ethics, and young adult Holocaust literature. Her interest in digital pedagogy is closely aligned with feminist pedagogy and attempts to decentralize the classroom and create collaborative environments for students. Currently, she is working on two projects: a piece on Alison Bechdel's graphic novel Fun Home and an article covering representations of Neo-Nazis in young adult literature. Despite all the Holocaust studies, she's really quite a cheerful person.
Rebecca E. Burnett (August 2007–present; PhD Carnegie Mellon) is Director of Writing and Communication at Georgia Institute of Technology. She holds an Endowed Professorship in Georgia Tech’s School of Literature, Communication, and Culture. Her scholarly interests include collaboration, risk communication, technical communication, visual literacies, and educational innovation. For more than 20 years, she has investigated ways in which teams and groups handle various kinds of productive and unproductive conflict. Her recent work is diverse: a study comparing student writing performance in stand-alone disciplinary classes and team-taught classes, an examination of 18th and 19th-century disease maps, and a discussion of collaboration and leadership in technical communication. She is author of a widely used technical communication textbook (now in its 6th edition); author, co-author, or co-editor of seven other books; and author or co-author of a number of articles and chapters. Her interest in international communication has led to work in more than a dozen countries including Canada, Japan, Mexico, Saudi Arabia, and South Africa. She has a long history as an adviser and consultant to educational systems, businesses, industries, and government agencies and as a developer of documentation for proprietary processes in industry. As an expert witness in products liability cases, she deals with adequacy of text, visuals, and information design, particularly in instructions, manuals, and warnings.
Rebekah Greene studies the development of the adventure genre and the Scottish publishing industry in the long nineteenth century. Greene's interests in the use of emergent technologies and material culture in adventure intersects with her previous professional career and her current pedagogical interests in technical communication. Greene has presented research on pedagogy, archival research, Victorian studies, and film at a wide variety of conferences. She is a peer reviewer for Victorian Network, a bibliographer for the Research Society for Victorian Periodicals, and has auditioned in person for Jeopardy! four times.
Rebecca Weaver, _TechStyle_ chief editor for school year 2014-15, received her PhD from the University of Minnesota and an MFA from Hamline University. Her research is on discourses within poetry communities and institutions, especially in moments of conflict. Her teaching specialties are American Literature 1850-present (with a focus on poetry Contemporary American Poetry and Poetics and American Poetry 1850-present), Creative Writing, Service Learning, and Literature for Non-majors. Her composition / communication courses tend to focus on discourses of higher education and community. Her manuscript about the discourses and conflicts of poetry communities in the 1970s is under review. She is also working on two poetry chapbooks.
Sarah Bleakney received her PhD in English from the University of Florida. Her dissertation examined fictional portrayals of aging masculinity in conjunction with Victorian science and medical writing. In addition to a background that includes teaching composition and literature (for which she was awarded a Graduate Student Teaching Award in 2010), she has extensive experience teaching technical and business communication. She draws on her 12 years of experience in technical and professional communications, as well as an undergraduate degree in English with a Concentration in Professional Writing and Technical Communications from the University of Massachusetts at Amherst and a post-graduate certificate in Information Design from Bentley University. Her current research focuses on using technology to support student self-reflection, collaboration, and learning.
I teach courses in document design, technical, scientific, professional, and intercultural communication. I completed my PhD at New Mexico State University. My dissertation examined the multimodal composition process of three experienced teachers who spent a semester designing instructional videos to be delivered online to students. In this study, I investigated the writing decisions these teachers made as they transitioned from delivering course material in print-based format to those that are multimodal. My current research interests include new media in the workplace, intercultural document design, and rhetorical theory of contemporary communication practices.
Sarah Whitcomb Laiola is a Marion L. Brittain Postdoctoral Fellow at Georgia Tech, where she teaches courses in software design and technical communication. She received her PhD in English from the University of California, Riverside in August 2016, and specializes in new media poetics, contemporary digital technoculture, and 20th-century American literature. Her publications appear in the journal Television and New Media as well as the edited collection, Civic Media: Technology, Design, Practice (MIT Press, 2016), and she has a listicle "31 Truths of Teaching Cultural Semiotics in a General Education Class" forthcoming in the edited collection Buzzademia: Scholarship in the Internet Vernacular.
Tobias Wilson-Bates examines novels as participating both conceptually and materially in the techno-cultural discourses that shaped the nineteenth century. At the center of his work is the concept of the "time machine," an idea he reads as emerging from the combination of narrative modes with assumptions of scientific and technological objectivity. His dissertation traces this idea from early-century thinkers like Mary Shelley and Charles Babbage to the mass implementation of standard time and universal education that made possible HG Wells's infamous machine. His work on temporality and mechanization is forthcoming in Victorian Studies (Spring 2015) and Dickens Studies Annual (Summer 2016).