Education: B.A. and M.A. at Old Dominion University in Norfolk, Virginia, Ph.D. at The University of Tulsa
During her time at TU, Melissa worked as a graduate assistant in the English Department and in the department of Special Collections in McFarlin Library; she was also a member of the editorial staff of the journal Tulsa Studies in Women’s Literature. Melissa has served as co-chair of the Graduate Student Caucus for the American Society for Eighteenth-Century Studies (ASECS) and is co-founder of the Junior Scholars’ Caucus for the Society of Early Americanists (SEA). In additions, she recently completed a one-year postdoctoral appointment teaching Freshman Composition and American literature courses at TU.
In 2014, Melissa received the Bellwether Fellowship to complete her dissertation, “Reluctant Adventurers: The Risky Business of Female Travel in Stories by Anglophone Women, 1767-1830.” Her research concerns women’s transnational mobility within the early Atlantic world and offers a new context for thinking about the ways in which texts centered on female mobility participate in reorienting women as adventurers in their own right. Currently, she is at work on an essay for a collected volume on trauma in early American literature wherein she explores the interconnectedness between trauma that results from exile, embedded social and cultural values of geographical environments, and the reconstitution of home as they merge within imagined early British Atlantic landscapes.
Office: Cate 2,
Education: M.A., New York University; Ph.D., The Graduate Center, City University of New York
Chancellor joins the First-Year Composition program at OU from the CUNY Graduate Center, where she recently completed her Ph.D. in English. Her current research examines the relationship between shifting notions of masculinity and the exploding promotions industries in mid-twentieth-century America through the writings of four novelists who worked in advertising and public relations during the 1950s and early 1960s. While working on her dissertation, she held a fellowship from the Leon Levy Center for Biography and taught Composition and Literature courses at Borough of Manhattan Community College. Before that she served as a Writing Across the Curriculum Fellow at Bronx Community College, where she co-edited a series of Resource Books designed to help faculty in all disciplines use writing more effectively in their own courses.
Research/Teaching Interests: The post-1945 American novel, masculinity studies, cultural/media studies, Writing Across the Curriculum, multimodal composition, and writing pedagogy.
Office: Cate2, 210
Education: MA from Loyola Marymount University and a Ph.D. in Literary Theory from Purdue University.
Her research interests intersect between Jewish Studies, Early Modern Literature, and Mimetic theory. Her latest project focuses on scapegoating and the ability to map those occurrences through literature. This concept first came to fruition in her dissertation, The Lesser of Two Evils: The Misidentification of the Jew in Elizabethan Literature. She loves her research and passion is a great motivator. This is the same idea she tries to convey to her students – study what they love and enjoy every second of it.
Lami Fofana is a feminist cultural rhetorics scholar, teacher, and researcher. Her work is rooted in non-Western indigenous space-making theories, pedagogies, and practices. She teaches in the First Year Composition program.
Cate Two, Room 216
David G. Kelly
Education: Ph.D., Southern Illinois University, 2014
David Kelly's dissertation research examines the intersection of two themes: cultural appropriation and the re-imagination of Northern Irish identity in the works of three contemporary poets writing during the Troubles (1968-1998). My comparative study traces how each of the writers, Seamus Heaney, Ciaran Carson, and Sinead Morrissey, constructs a distinctive postnational space for envisioning Northern Irish identity through incorporation of Japanese religio-aesthetic elements in their verse. Collectively, their works help shift the focus from a national to a postnational identity that enables both a regional and a transnational notion of Northern Irish identity to coexist.
Office: Cate 2, Room 212
Twentieth-century American literature; twentieth-century British and Irish literature; rhetoric and composition.
Literary perspectives on the modern world; analytical writing; first-year composition.
Collaborating with Ronda Leathers Dively on developing exercises for an instructor's manual supporting her textbook, Invention and Craft A Guide to College Writing.
Education: Ph.D., University of Oklahoma
Amanda Klinger specializes in Romantic literature with a broader interest in British literature of the long 18th and 19th centuries. Amanda particularly studies representations of urban life, consumer culture, empire, and cultures of sensibility. She is currently working on a book that considers connections between urban walking, spectacle, and nervous sensibility in early nineteenth-century London.
Office: Cate 2, Room 216
Bookshelf: “The Violence of Enlightenment in William Blake’s Visions of the Daughters of Albion,” Nineteenth
Century Studies, Forthcoming 2015.
Education: MA Pennsylvania State University,
Molly Lehman studied at Pennsylvania State University where she specialized in the politics of literacy and the transfer of writing practices across intrauniversity disciplines as well as between and among different academic institutions. While teaching in the College of Engineering at the University of Massachusetts, she received a fellowship to develop a new course that examined the rhetoric and practices of sustainability initiatives in upper-division writing. In studying these shifting contexts, she is especially interested in the concept and practices of listening as a rhetorical act.
Office: Cate 2, Room 208
Ph.D. Candidate University of Oklahoma
Jason Lubinski received his M.A. in English from the University of Toledo and is currently working on his Ph.D. at the University of Oklahoma. Jason specializes in Medieval literature. The primary focus of his dissertation investigates how medieval authors, like Chaucer, understood and represented compositions of gender characteristics in their literary works.
Office: Cate 2, 214
MA Loyola Marymount University(English) and the City University of London, UK (international journalism); Ph.D. in fiction writing and literature from the Center for Writers at the University of Southern Mississippi.
For over 15 years, he has worked as a freelance sports journalist writing articles on European soccer, boxing, mixed martial arts and fitness. His short fiction has appeared in various literary journals, and he is currently at work on a novel. Eddie also specializes in American ethnic literature and recently published an article on Richard Wright and hip hop in the Journal of Black Studies.
Office: Cate 2, Room 212
Education: M.A., University of Illinois at Chicago; Ph.D., Purdue University
Mia Martini specializes in American Literature with particular focus on war novels. She studies the interaction between text and memory, specifically how cultural memory is formed and affects group identity. Her current project focuses on James Jones and World War II in the Pacific.
Office: Cate 2, 206
Education: M.A., University of Texas at San Antonio, 2010
Annemarie Mulkey’s background is in queer rhetoric and how “texts” are queered to challenge heteronormativity in popular culture. Her current research interests center on game design and using gaming as a framework for curricula that encourages students to seek out and participate in social change through gaming and design thinking. Additionally, she has a background in student and academic support services, so her research also includes current practices of incorporating learning strategies and healthy time management habits into the writing process.
Office: Cate 2, Room 214
Research and Teaching Interests:
Writing in the disciplines, Critical pedagogy, Visual rhetoric, Game theory, Popular culture, and Queer theory.
K. Cheyenne Riggs
Education: M.A., Texas State University
An army brat throughout her childhood, Cheyenne recently returned to her hometown to teach First-Year Composition here at OU. She finished her bachelor’s in English Education at Appalachian State University and moved to Texas that summer to pursue a master’s in English, Rhetoric and Composition at Texas State University.
She’s particularly interested in student-centered teaching pedagogies and the needs of minority and first-generation students. Her thesis, “We Want-um Your Wampum!”: Colonizing, Appropriating, and Reconstructing Native American Identities Through Popular Culture, focused on using Tribal Critical Race Theory as a lens to deconstruct representations of Native Americans in popular culture and the connection between such constructed identities and the writing classroom. Originally studying to be a high school English teacher, Cheyenne has found that the heart of her interests still lies in direct pedagogy and student interaction. Plainly said: She enjoys being in the classroom.
Office: Cate 2, Room 216
Education: M.A., University of Oklahoma, 2009
During her Master’s studies, Katie Shearer focused on Composition, Rhetoric and Literacy, as well as literary theory. In addition to teaching freshman composition, technical writing in the geological sciences, and an authorship course through OU’s integrity programs, Katie has also created several intersession courses that brought together posthumanist theory with pop culture. For example, she created courses that examined capitalism, consumption, and contagion as portrayed in zombie films, and she developed a course that used sci-fi cyborgs and androids to explore posthuman theory and human existentialism.
Office: Cate 2, 206
Education: PhD, University of Louisville, 2016
Stephanie Weaver specializes in public rhetoric in digital spaces. Her dissertation, The Available Means of Imagination: Personal Narrative, Public Rhetoric, and Circulation, focuses on how personal narratives travel in digital spaces to become part of the larger social and political debates regarding issues like mental health care and rape culture. Her current book project examines the event known as #GamerGate as a microverse of contemporary public rhetoric trends. In conjunction with her research interests, Stephanie is invested in preparing students to engage in public and political life by providing them with a rhetorical tool kit for understanding and analyzing social issues and for composing their own entries into these debates.
Office: Cate 2, 210