Journal Articles | Q-U

Laura E. Rotunno, Associate Professor of English


Rotunno, L. 2011. “Blackfriars: The Post Office Magazine, A Nineteenth-Century Network of ‘The Happy Ignorant.’” Victorian Periodicals Review 44 (2): 141–64.


Rotunno, L. 2009. “Writers of Reform and Reforming Writers in Aurora Leigh and A Writer of Books.” In Gender and Victorian Reform, ed. Anita Rose, 58–72. Newcastle: Cambridge Scholars Press.


Rotunno, L. 2008. “E-Writing: Expository Writing Exploring the Electronic.” In From Hip Hop to Hyperlinks: Teaching about Culture in the Composition Classroom, ed. Joanna N. Paull, 252–73. Newcastle: Cambridge Scholars Press.


Rotunno, L. 2006. “‘This alone would drive me to despair’: The Position of Anselm in Robert Browning’s ‘The Bishop Orders His Tomb at St. Praxed’s Church.’” Browning Society Notes 31 (March): 22–34.

———. 2006. “User Ids: Email Novels and the Search for Identity.” a/b: Auto/Biography Studies 21 (2): 70–82.


Rotunno, L. 2005. “The Long History of ‘In Short’: Mr. Micawber, Letter-Writers, and Literary Men.” Victorian Literature and Culture 33 (2): 415–33.

———. 2005. “Novel Expectations to Novel Evaluations.” Academic Exchange Quarterly 9 (1): 89–92.

Hayley Russell, Assistant Professor of Kinesology

Wiese-Bjornstal, D. M., A. C. White, H. C. Russell, and A. M. Smith. 2015. “Psychology of Sport Concussions.” Kinesiology Review 4 (2): 169–89.

Daniel J. Shevock, Part-time Lecturer in Music


Shevock, D. J. 2016. “Music Educated and Uprooted: My Story of Rurality, Whiteness, Musicing, and Teaching.” Action, Criticism, and Theory for Music Education 15 (4): 30–55. doi:10.22176/act15.4.30.

Stringham, D. A., L. C. Thornton, and D. J. Shevock. 2016. “Composition and Improvisation in Instrumental Methods Courses: Instrumental Music Teacher Educators’ Perspectives.” Bulletin of the Council for Research in Music Education 205 (Summer): 17-25.


Shevock, D. J. 2015. “The Possibility of Eco‐Literate Music Pedagogy.” TOPICS for Music Education Praxis, 1:1–23.

———. 2015. “Satis Coleman—A Spiritual Philosophy for Music Education.” Music Educators Journal 102 (1): 56-61. doi:10.1177/0027432115590182.

Megan Simpson, Associate Professor, English and Women’s, Gender, and Sexuality Studies


Simpson, M.  2010. “Finding Trail: The Maine/New Brunswick Border Cut.” The Goose: A Journal of Literature, Environment, and Culture in Canada 7 (Spring).


Marshall, I., and M. Simpson.  2009. “Introduction: Ecopoetics and the Eco-Narrative.” Interdisciplinary Literary Studies 10 (2): 1–4.


Simpson, M.  2008. “Will in the Wilderness: Language and Ecology in Will Alexander’s ‘The Stratospheric Canticles.’” ISLE: Interdisciplinary Studies in Literature and Environment. 15 (2): 117–35.


Simpson, M.  2007. “‘I believe all the stories of who I was’: An Interview with Terrance Hayes.” Obsidian 8 (1): 127–36.


Marshall, I., and M. Simpson.  2006. “Deconstructing Haiku: A Dialogue.” College Literature 33 (3): 117–34.

Simpson, M.  2006. “‘rolexical glitter’ and ‘soul kitch’: Pun, Allusion, and Cross-cultural Engagement in Harryette Mullen’s Muse & Drudge.” Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy 54 (Spring): 11–40.


Simpson, M.  2003. “Trickster Poetics: Multiculturalism and Collectivity in Nathaniel Mackey’s Song of the Andoumboulou.” MELUS: The Journal of the Society for the Study of the Multi-Ethnic Literature of the United States 28 (4): 35–54.

Simpson, M.  2003. “Mei-mei Berssenbrugge’s Four Year Old Girl and the Phenomenology of Mothering.” Women’s Studies 32 (4): 479–98.


Simpson, M.  1999. “Un-Gendering the Subject in U.S. Women’s Experimental Novels.” In The Making of American Fiction, ed. Manuel Brito. Revista Canaria de Estudios Ingleses (Fall 1999): 103–13.


Simpson, M.  1996. “An Interview with Carla Harryman.” Contemporary Literature 17 (4): 510–32.

Samuel Tanner, Assistant Professor, Literacy Education


Tanner, S. 2018. “Saying One Thing and Doing Another: Whiteness and Education in the Neoliberal Era.” Journal of Curriculum Theorizing 32 (3): 79–92.

Tanner, S., and E. Miller. 2018. “Some Strange Magic: Whiteness, Castles, and Improvisational Pedagogy in Early Childhood.” Critical Questions in Education 9 (2): 84–99.


Tanner, S. 2017. “Killing Victoria: Improvisational and Emergent Teaching and Learning.” Ethnography and Education 12 (3): 367–80

———. 2017. “Permission to Be Confused: Toward a Second-Wave of Critical Whiteness Pedagogy.” Journal of Curriculum and Pedagogy 14 (2): 164–79.

———. 2017. “Teaching to the Golem: A Pedagogical Intra-Action.” Journal of Literacy Research 49 (3): 321–41.

Tanner, S., and C. Berchini. 2017. “Seeking Rhythm in White Noise: Difficulties Embedded in Work with Whiteness.” English Teaching: Practice and Critique 16 (1): 40–54.


Tanner, S. 2016. “Accounting for Whiteness through Collaborative Fiction.” Research in Drama Education 21 (2): 183–95.

———. 2016. “Storying a White Teacher.” Journal for Multicultural Education 10 (4): 422–34.
———. 2016. “Storying the Classroom: A Narrative Approach to Teacher Evaluation.” English Teaching: Practice and Critique 15 (2): 208–20

Tanner, S. and C. Corrie. 2016. “Sam and Cristina: A Critical Dialogue between a Teacher and Student about the Commoditization of People of Color by Schools.” Democracy and Education 24 (2), article 3.


Tanner, S. 2015. “What the Whiteness Project Should Have Been: Poetry as an Organic, Collaborative Tool.” English Journal 104 (2): 65–70.

Edit Toth, Part-time Lecturer in Art History


Toth, E. 2017. “Hitchcock’s Vertigo and György Kepes’s Light Art in Postwar America.” Balkon, contemporary art journal 10 (pt. 1): 20–25; 11–12 (pt. 2): 33–35.


Toth, E. 2015.  “Capturing Modernity: Jazz, Film, and Moholy-Nagy’s Light Prop for an Electrical Stage.Modernism/modernity 22 (1): 23–55.


Toth, E. 2013. “Activating Visual Energy: The MA Circle and the Art of Sándor Bortnyik.” Acta Historiae Artium 54:95–110.

———. 2013. “Breuer’s Furniture, Moholy-Nagy’s Photographic Paradigm, and Complex Gender Expressivity at the Haus am Horn.Grey Room 50 (Winter): 90–111.

Comments are closed