Students who enrolled in Assistant Professor of English Jennie Joiner’s Traditions of Literature course this spring expected to delve into a collection of works set in New York state.
What they didn’t expect was an Empire State history lesson.
The running joke in class is that maps are now a regular part of Joiner’s routine, as students traverse a literary route from east to west across the state, exploring different regions of New York in works that include Washington Irving’s The Legend of Sleepy Hollow, James Fenimore Cooper’s The Pioneers, the Erie Canal Reader, 1790-1950, and Walter Edmonds’ Rome Haul.
Joiner acknowledged that her dependence on maps has been to emphasize that New York was the only state with geography sufficient for construction of the Erie Canal, and with the canal, linked the Great Lakes to the Atlantic Ocean, bringing commerce and other boons of civilization further west.
“You think the biggest thing that happened to the state was New York City, or you’d think New York City was the heart of the state, but it’s not. The Erie Canal was. I’m not from here so it’s interesting to know,” said junior Annie Smith, a New Jersey native. “I never heard of the Erie Canal, so to see how much went on during the Erie Canal [era] and now in the 21st century … We wouldn’t have Auburn, Geneva, and all those places if it wasn’t for the canal. It played a major part in what’s 20 miles north of us and east or west.”
Sophomore Marie Cozzi calls Long Island home, and said she never realized how much history was prevalent in Upstate and Western New York.
“Reading through the stuff, it’s cool to see how the history is [represented] in the novels. I never thought there would be a history of Upstate New York in the books. One thing leads to the next. They all relate to the other.” (more…)
For Jake Banas, the month of January was all about journalism.
The Keuka College sophomore and Delmar resident spent most of the month writing for The Spotlight, an independent news organization headquartered in his hometown, near Albany. Spotlight News produces five weekly editions in Albany, Schenectady and Saratoga counties, with a combined circulation of more than 45,000, according to its website.
Each Keuka undergrad conducts a 140-hour internship, known as Field Period, every year en route to a bachelor’s degree. An English major, Banas had begun to write for the Keukonian, the student newspaper at Keuka, and decided to learn more about journalism by pursuing an internship with his hometown paper.
Banas started by proofing pages for grammatical errors before the paper went to press for a Thursday distribution. From there, he began writing short event announcements submitted by local organizations, and gradually worked his way into full-scale, bylined articles—transitioning from shadowing reporters to being a reporter himself.
“The first day I walked in, everything was very hectic, because it was a Wednesday and they were trying to finalize the paper and get it out [the next day]. People were yelling back and forth and I was kind of scared, not sure what was happening,” Banas said. “The next day it was all quiet because everyone was out doing assignments and getting ready for the next issue.”
His first major assignment was an interview with the owner of the Junk King garbage removal company for the paper’s regular “Spotlight on Business” feature. Other assignments found Banas at the local school district board of education meeting, or taking hundreds of photos of different town locales. As each article went into print, Banas said it was “incredible” to have something he wrote published. Most of his work ran in the Bethlehem Spotlight, he said, while a few articles ran in other editions.
“There’s a lot more to journalism than people think. I expected it to be so simple, [thinking] you just hear a story and write about it but I learned you want to keep your ears open for specific things,” Banas said. “You have to go out and work with people and gather information and there’s a lot more to take away from it than just sitting there, writing the news.” (more…)
Editor’s Note: This is the fifth in a series of features on recipients of the Judith Oliver Brown Memorial Award. The award, named after the late 1963 Keuka graduate, is supported by Brown’s family and the Class of ’63. It is designed to assist students pursuing culturally-oriented Field Periods.
To Britani Pruner, college is more than just an education— it’s about creating experiences that will influence her for the rest of her life.
So when the Pennellville resident enrolled at Keuka, she told herself two things: every Field Period would be a challenging and new experience, and she would take every opportunity presented to her.
I have the chance to do both when I will travel to London,” said Pruner before she departed for the capital of England. “Becoming more culturally aware is a component I wish to add to my experience. As a junior English major, I have the opportunity to explore London through literature.”
She is participating in Literary London, a two-week course offered through Cayuga Community College. The course examines London through selected samples of English literature. Pruner will have the opportunity to tour such iconic locales as Westminster Abbey, St. Paul’s Cathedral, the Globe Theatre, Windsor Castle, Tower of London, and walking along Fleet Street.
“Among my goals for this Field Period are to bring to life the words I’ve read in books,” said Pruner. “Many authors, such as Virginia Woolfe and Charles Dickens, have based their work in and around London. To be able to visit such influential places would add a beneficial layer to my understanding of literature.”
Through the course, Pruner will participate in tours, lectures, discussions and walks to deepen her understanding of the history, geography, and culture of the city. She will also attend theatre performances and visit literary-specific museums, including the Sherlock Holmes Museum, Dickens House, and Keats House.
Dr. Jennie Joiner, assistant professor of English at Keuka College, is putting a new twist on some classic short stories, sonnets, plays and prose.
Joiner introduced a new course this fall, Literature in the Wider World, which serves as the new introduction to the major. It seeks to expand student horizons on books, reading, writing and all-things English and to grasp the role literature plays in everyday life.
Professor of English Doug Richards, chair of the Division of Humanities and Fine Arts, visited Joiner’s class and shared a real-life example of how English can play a role in careers beyond writing and teaching. According to Richards, a graduate of Keuka’s organizational communication program was on a sales call “that was going nowhere” but took a positive turn when the prospective client referenced the medieval poem, Beowulf. The Keuka graduate was able to build on the allusion in conversation, earn the client’s respect, and make the sale.
“You will know the stories of your culture and can engage in intelligent conversation and you’ll get further along,” advised Richards. “Keep working on building links and connections.”
And that is what the students did in Joiner’s class. They studied some classics, among them Shakespeare’s Sonnet 116, and short stories, such as Faulkner’s “A Rose for Emily” and Gilman’s “The Yellow Wallpaper. However, more than simple context and content were discussed. In addition to reading the traditional works, students also investigated digital and other media formats, and even theatrical and cinematic formats, in the case of Susan Glaspell’s play Trifles, and Fitzgerald’s classic, The Great Gatsby.
While digital technology has had a significant impact on the written word, students debate more than just print-versus-e-book preferences. One challenge Joiner gave students is to consider literature as hypertext, the embedded digital links to prior electronic postings. In the final assignment, for example, the autobiographical “Narrative of the Life of Frederick Douglass,” a popular treatise against slavery, students reviewed the Biblical story of Daniel in the lions’ den. They then analyzed a portion of the work where Douglass describes his newfound freedom as escaping the hungry mouth of the lions.
While on its own, the reference makes literal sense, Joiner said, “it’s a hypertext without links and we have to be aware there’s a link, so how do we fill that in? We can read [literally] without understanding the allusion but what if we do? All of a sudden it takes on this whole new meaning and how does it help [Douglass] make [his] argument? His audience would have understood that [allusion] and we, today, may not.”
Douglass’s “Narrative” contains several other Biblical and secular allusions, which students further analyzed in their final class project, where they could choose their own creative medium to demonstrate the knowledge gleaned in their studies. While some students presented digital essays using literal hyperlinks and hypertext, others chose creative mediums – digital and traditional – to share what they learned.
For example, freshman Brianna Jackson of Syracuse used a multi-dimensionsal software known as Prezi, which some have compared to PowerPoint on steroids, to present a 3-D, visual display of quotes, images, colors and more. Two students, sophomore Jake Banas and junior Justin Hess wrote fictional stories, with Banas “writing a story about writing my paper,” while Hess reverted to the classic detective-reporter serial, turning the research into clues to decipher the mystery.
Meanwhile, sophomore Tyler Hixson of Shortsville created a Facebook persona for Douglass, posting photos available in the public domain, as well as links to facts and figures relative to Douglass, then “friending” the real Facebook accounts of fellow students in the class. He also created a Twitter account using the handle FreddyDouglass17.
Joiner asked students to compare and contrast pros and cons of each format or medium.
While sophomore Judy Ludwig of Rochester merged the traditional term paper with hypertext, she “came to the conclusion that you needed both – neither the hypertext nor the traditional paper did everything you needed it to do,” explained Joiner.
Similarly, Jackson’s Prezi slideshow was visually appealing, “but in terms of something that can stand on its own, this won’t work – we need you to fill in the blanks,” Joiner described.
At Keuka College, experiential learning is a core focus and the 140-hour annual Field Period internship is one of the primary arenas where hands-on learning comes into play.
Each year, one freshman and one upperclassman earns Experiential Learner of the Year honors for demonstrating initiative, development of a broad and varied portfolio of work, and personal reflection on the skills learned during the Field Period experience.
The six nominees for 2012 were nominated by academic advisers, created a portfolio of work in essays, photographs and other media, and were honored at a luncheon April 27. During the May 5 Honors Convocation ceremony, the winners were named: freshman Lelia Torres of Stockton and sophomore Sarah Marquart of Auburn.
Torres’s first-time Field Period experience was quite a coup, as she was the first freshman from any college or university to land a Field Period internship with the Chautauqua County Office of Probation (CCOP). (more…)
Editor’s Note: This is the third of six profiles of nominees for the 2012 Student Employee of the Year award that will be presented at the Annual Student Employment Awards Luncheon April 16.
When the Keuka College Class of 2015 arrived on campus in the fall of 2011, there weren’t many people they could greet by name. But thanks to the wonders of the web, junior Erica Ruscio was an exception.
That’s because the Middlesex resident was already familiar to incoming students who had read her blog posts for Eye on the Storm, the official blog for undergraduate admissions at Keuka, and interacted with Ruscio on the class’s official Facebook group page.
But Ruscio is far more than a social media butterfly, says Webmaster Pete Bekisz, for whom Ruscio works as a web assistant. Since she first began writing for Bekisz as a freshman, she’s penned some 130 posts for Eye on the Storm, enticing readers with advice such as The College Admissions Essay: How to Successfully Write One Without Having a Mental Breakdown. (more…)
In the world of higher education, the niche Keuka has carved with its occupational sciences program is virtually unparalleled for a small, private, liberal arts college.
In 2010, three state-of-the-art occupational therapy (OT) labs opened where students are taught cutting-edge OT techniques. Keuka boasts a pediatric play lab, a clinical care lab and a community living skills lab, set up much like a small apartment, where some 95 upperclass and graduate students take classes in occupational science. Nearly all students in Keuka’s OT program go on to a fifth year of study at the graduate level, in order to qualify for the certification exam that must be passed to obtain a permanent license as an occupational therapist.
A unique change to the program is that while Keuka’s OT students are building diverse, hands-on skills, it’s not all happening inside the walls of hospitals or schools. Traditional placements like a hospital are now supplemented by non-traditional placements, said Jean Wannall, Ph.D., who coordinates field work placements for OT students and is a full professor in the program.
“We’re seeing fewer jobs in traditional settings because of the changes in Medicare and Medicaid,” said Wannall.”A lot of agencies are downsizing and letting therapists go, so we are training therapists to be entrepreneurs, to go out and seek places where there could be a niche. At hospitals, the length of stay is shorter and shorter these days as people are being pushed out into the community quicker and quicker. More care is happening out in the community.”
In addition, OTs may find more work with assisted living communities or home health care as more members of the aging population try to stay in their own homes as long as possible, Wannall said. Keuka lies in Yates County, one of the poorest counties in the state, and other opportunities for non-traditional OT support may lie in areas with migrant workers, those who are illiterate, or other needy individuals, she said.
Editor’s Note: This is the fifth in a series of profiles on new, full-time faculty members.
Patricia Speers can relate to the international students in her classes. English isn’t her native tongue either.
A French-speaking native of Belgium, Speers has taught ESL (English as a Second Language) to international students from China and Vietnam since early July, when Keuka’s first ESL Summer Institute program launched. The Institute was developed to better prepare undergraduate and graduate students entering Keuka’s international business programs to adjust to differences in the language and academic culture of an American classroom.
“I’m a language teacher. I tend to bring everything back to language, because what the international students are challenged with is language. That’s what causes communication problems or challenges in the classroom,” she explained.
Just because you’ve got a Ph.D. doesn’t mean you stop learning.
That’s the perspective of Jennie Joiner, assistant professor of English, and winner of the 2010-11 Excellence in Academic Achievement award, given by the College’s Office of Academic Affairs. The award recognizes Keuka faculty members who have demonstrated to their colleagues an exceptional commitment to advance the knowledge base of their academic or professional field.
Within the realm of literature, Joiner’s interest includes depictions of masculinity, with a focus on the writings of William Faulkner. Her doctorate, from the University of Kansas, focused on the subject of marriage and masculinity in Faulkner’s fiction. Here at Keuka, Joiner created a senior seminar course last spring focusing on the fiction of Faulkner and Toni Morrison. The course followed the presentation of her paper, “William Faulkner’s Hearth and Toni Morrison’s Oven: The Slow Burn of Masculinity in Go Down, Moses and Paradise,” in October 2010 at a scholarly conference on Faulkner and Morrison held in Cape Girardeau, Missouri.
Not only was the class well-received by students, but a longer version of Joiner’s paper was solicited by an editor of the Faulkner Journal and published in August of this year. Another paper of hers, “Constructing Black Sons: Faulkner’s ‘Barn Burning’ and O’Connor’s ‘The Artificial Nigger,” was solicited by the Flannery O’Connor Review last year and published in the 2010 volume. She is already at work on a new manuscript that examines Faulkner’s sexual geographies, or the relationship between place, cultural institutions and sexuality.
“I don’t think students always recognize we have our own research agendas as well. Part of being a faculty member is continuing to be a student and continuing my own education. It doesn’t stop with a Ph.D.,” she said. “What you learn with a Ph.D. is how to keep doing your own research.” (more…)
Editor’s Note: This is the 8th in a series of stories saluting members of the Class of 2011. We asked division chairs for story ideas and they in turn contacted faculty members for ideas. We believe they came up with some terrific profiles.
Erin Madigan has always known she wanted to be a teacher. Sure, she debated what grade, learning level and subject she wanted to teach, but she was always convinced her future career would be at the front of a classroom.
It should be no surprise, then, that the Melrose resident will graduate Sunday with a degree in adolescent English and special education. And while Madigan said she will miss Keuka, her friends, and the professors who have pushed her further than what she initially thought she was capable of, she is excited to finish her student teaching semester and start in on her master’s degree.
“I can’t believe I’m graduating already. It’s crazy. I feel like I just started here,” said Madigan, who transferred into Keuka in the fall of 2008, after completing her senior year of high school at Hudson Valley Community College, which granted her freshman college credits at the same time. “I have loved every minute I’ve been here.”
Madigan said she knew she definitely wanted to teach secondary level students and definitely wanted to teach English. She is especially grateful for the three Field Period internships she now has “under her belt, so I won’t be blind for my first experience (leading) a classroom,” she said. (more…)