All posts by Rachel Hicks

The Promise for Change

Abigail Breckbill traveled to Harrisburg in March to advocate for education reform through the Pennsylvania Student Power NetworkOn April 23, Millersville University is hosting an Education Justice rally in front of the McNairy Library from 10am-3pm. If you are interested in speaking at this event, are a member of a campus club that would like to support the event, or would like more information, contact Rachel Hicks. Read more about Abigail’s experiences below!

Students and faculty from across PA stood together in Harrisburg during the Pennsylvania Promise rally. MU Students Abigail Breckbill and Nathaniel Warren appear in the bottom left corner. (Photo Credit: Kathryn Morton)

On March 27, I was among a crowd of students from across PA in the Harrisburg capitol building. I joined them in chanting as they implored: Pennsylvania, keep your promise!

That promise is one that would renew investment in Pennsylvania’s future, reprioritize education, and provide opportunity to so many who desperately need it. The Pennsylvania Promise is a proposal for affordable, accessible education and would provide funding for those who, in our current educational and economic climate, find only closed doors in the form of skyrocketing tuition prices.

I first learned about the Pennsylvania Promise when I attended the 2019 Student Power Spring Break retreat, an event which brought together people from 25 campuses across the state for the common goal of learning how to better organize, plan, and advocate for change. Hosted by Pennsylvania Student Power Network (PSPN) it was an opportunity for me to meet members of our statewide community and discuss issues which affect us all, no matter our background, identity, or beliefs. It also provided me with the invaluable experience of seeing how deeply so many students are impacted by the policies that are currently in place.

Attending this retreat with PSPN was when I began to see firsthand what it takes to bring about change. It takes compassion for one another. It takes patience, and understanding, and the ability to listen to voices that are not often heard.

And it takes courage.

I found myself surrounded by people who were brilliant, determined, and inspiring. But they were also people who have been hurt. They’ve been hurt very deeply by a system which has been against them from the start. It’s easy to be afraid when you’ve been wounded before, when you know what you’re up against and how hard you’re going to have to fight. But what these people from my own community, from our community, have taught me is that rather than back away from that challenge, we must instead face it together. We, as young people, as dedicated students, as advocates for the future, can make change happen.

So when the opportunity arose to truly commit to becoming an activist, I knew I had to be there in Harrisburg. I had to take courage and speak out for change.

At the rally, we heard from a number of speakers across the state, both students and professors alike who often heartbreakingly explained the need for accessible education. For many students, making it through higher education is the only way out of the vicious cycle of poverty. They pursue a college degree as a means of creating a better life, one in which they don’t have to fear homelessness or watch their children go hungry.

But as things are, Pennsylvania has the highest rates of student debt in the nation. College students in our own communities are going hungry every day for the sake of getting an education. Rather than being the door-opening opportunity that it should be, college is often financially devastating, saddling students with debt for decades to come.

We heard from those who were forced to drop out or were not even able to attend college at all due to the costs of tuition. We heard from students who dreamed of making a better life for themselves but have to fear that it may never come to fruition no matter how hard they work. These are the people who have been hurt by the system. They must fight for change, as they have no other option.

Depressing as these struggles are, it doesn’t have to be this way.

The Pennsylvania Promise would supply two years of tuition fees to students attending community college, and four years of tuition fees for any student who has been accepted into a PASSHE school and whose parents make less than $110,000 a year. The amount of doors this would open to struggling students across the state is astounding.

Before going to Harrisburg, I understood the struggling from which activism arose. But when I found myself in a crowd of students, facing our legislators as we cried out for fulfillment of a promise we not only needed but demanded, I began to understand empowerment. I began to understand hope.

We rally not only because things need to change, but because we believe they can change.

The promise we need is one not only to reward hard work but to give hope, to invest in our community and our future. The promise is for students, and for Pennsylvania.

Abigail Breckbill

Educate the State Rally

On Tuesday, April 23rd, Millersville University will rally for Education Justice in front of the library. 
Come join us and share your passion for education.
10am-3pm

Be part of the change you want to see by stepping up to voice your ideas and concerns, by learning about what legislation is proposed, by being an engaged citizen, and by forming an opinion on ways that–for example–Pennsylvania can move from the dead last state in the nation in high education (yeah… we are LAST) to something … better.  We owe this to our younger siblings, our children, our state, and our democracy, because without education, democracy falters.  So don’t just stand back… care about your world.

To Volunteer
Email Rachel Hicks

Some of the education advocates who will be attending include:

Education Justice is an intentionally broad term.  You can slice it however you want, to address a concern that you feel strongly about.  Here are some concerns that people have been talking about recently:

Higher Education (also called: University/College Funding, Post-Secondary Funding)

 This is a topic you all have some experience with—your tuition dollars and debt.  In recent decades, Pennsylvania has contributed less to the cost of running universities.  Whereas in the past, PA would use its tax dollars to support the state colleges, now it supports them less.

For example, PA spends 37.3% less per student in 2018 than it did in 2008 (adjusted for inflation).  What does that mean?  It means that the money the state isn’t putting in has to come from tuition dollars, which eventually becomes debt, your debt.  As taxpayers, we do have some say about how our dollars are spent—do you agree with the allocation? Do you know of some other ways that the state could fund education so that students and their families aren’t financially stressed?  Speak out then (with a speech on the 23rd, or a video, or a meme, or a social media campaign) on the issue.

Racial Bias in the Funding of PA K-12 Schools

Would it surprise you to find out that the K-12 schools that have more students of color in PA get less money from the Pennsylvania government per student than schools with more white students?  You would think someone might fix that, and they did with a Fair Funding formula (see attachment). Unfortunately, one of the conditions of the new formula is that it applies only to the new money brought in in taxes, leaving the vast majority of funds to be distributed in the old way. People are trying to change that—what do you think should be done to be fair?

See video: Racial Bias in PA Funding

Funding for Special Education

Do you believe that students with disabilities should have the resources they need to succeed?  It probably won’t surprise you that special education expenditures have also risen in the past 10 years—but state support, not so much.  From 2008/09-2016/17, expenditures in School District of Lancaster for Special education rose over $8 million, or 40%.  Where the state used to pay 41% of those costs, in 2016-17 it only paid 33%.  That forced local funds to cover 59% (see attachment), forcing local taxpayers to foot more of the bill.  What would be fair for covering the costs of special education?

Gender Issues

As aspects of gender fluidity became more prominent in the national discussion, debates about the rights of LGBTQ+ students became more prominent in both K-12 and universities.  Some of these revolved around practical issues (for example, issues of bathrooms), while others were more focused on support within the learning environments (for example, PA law did not explicitly protect against discrimination based on sexual orientation or gender identity, until in 2018 the Human Relations Commission stated that these categories were covered under sex discrimination in existing law).  Does PA do enough to support the LGBTQ+ students?  How could things be fairer? More supportive?

PA Promise

Do you want more financial support from the state for post-secondary education?  Would you consider new legislation? Consider the proposed PA Promise legislation (excerpt below is from the proposal, which is attached)—is it fair?


The Need for Investment

There is a pressing need for reinvestment in post‐secondary education and training in Pennsylvania.

  • Thirty‐five years of state disinvestment have left Pennsylvania ranked worst in the nation when it comes to higher education, sunk in the rankings by students’ high debt at graduation and the state’s high tuition and fees, according to U.S. News and World Report.
  • The state ranks 40th for the share of adults 25‐64 with an education beyond high school. In over half of Pennsylvania counties (35), the share of adults with more than a high‐school degree is lower than in any of the 50 states (i.e., lower than West Virginia’s 48.1%).
  • A large body of economic research shows that lagging educational attainment translates to lower wages and incomes for individuals and slower economic growth for regions.
  • The Wall Street Journal has already labeled rural America the “new inner city,” the nation’s most troubled regions. Rural Pennsylvania has so far escaped the fates of some parts of West Virginia and Kentucky.  But if Pennsylvania’s rural counties remain higher education deserts, it would guarantee their accelerating decline over the next generation.

The Pennsylvania Promise

For about a billion per year, Pennsylvania could:

  • cover two years of tuition and fees for any recent high school graduate enrolled full‐time at one of the Commonwealth’s 14 public community colleges;
  • cover four years of tuition and fees for any recent high school graduate with a family income less than or equal to $110,000 per year accepted into one of the 14 universities in the State System of Higher Education;
  • provide 4 years of grants ranging from $2,000 up to $11,000, depending on family income, for students accepted into a state‐related university.
  • Provide free college tuition and fees for adults without a college degree, with priority going to those seeking in‐demand skills and industry‐recognized credentials, as well as college credit.
  • Currently per capita funding for higher education in Pennsylvania ranks 47th out of 50 states.9 The increase in state spending required under the Pennsylvania Promise would raise Pennsylvania’s rank to 36th.

Resources:

Professor Emeritus Bruce Kellner

Professor Emeritus Bruce Kellner was a professor at Millersville University from 1968 until his retirement in December 1991. Professor Kellner passed away on Saturday, February 16, 2019.

From the LNP Obituary:

Bruce Kellner died of complications from Lewy body dementia on Saturday, February 16, 2019 at age 88. He is survived by his wife, Margaret; his children, Hans of Philadelphia and Kate Kellner Wilcox of Pittsburgh; his sister, Gloria Cameron of Houston, Texas; and many other family members and friends.

Bruce Kellner was born March 17, 1930 in Indianapolis, Indiana, and reared in Louisville, Kentucky, and Kansas City, Missouri. He served in the United States Navy for four years, 1951-1954. He graduated from Colorado College (BA) in 1955 and from The Writers Workshop at the University of Iowa (MFA) in 1958. He taught at Coe College in Cedar Rapids, Iowa (1956-1960), and at Hartwick College in Oneonta, New York (1960-1969), where he was also director of theater activities and staged over thirty productions. He then taught at Millersville University from 1969 until his retirement as Professor Emeritus of English in December 1991.

In 1968, Bruce Kellner published his first book, Carl Van Vechten and the Irreverent Decades, a biography of the American writer and photographer who had been his friend and mentor. He went on to publish 16 more books. He also wrote three one-character plays, all of which were produced, and lectured locally, nationally, and internationally.

Cremation will be conducted privately. In lieu of flowers, Kellner suggested that donations might be made in his memory to the Demuth Foundation or the Lancaster Public Library.

A memorial will be held on Saturday, April 6, 2019 at Homestead Village, 1800 Village Circle, in the Glasford Room, at 11 am.

Fall 2019 Classes

Check out these highlighted classes for Fall 2019! Make sure to check out the registration schedule and meet with your adviser to get your TAP number before your registration time.

ENGL 274 The Craft of WritingDr. Bill Archibald

  • MW 3pm (the schedule says MWF, but it’s MW)
  • This course will focus on writing for television this semester.
  • Prereq: ENGL 110

ENGL 429 Seminar: Killers and ThrillersDr. Carla Rineer

  • TR 9:25 am
  • This class will focus on American Crime Fiction and it satisfies the American Literature requirement.
  • Prereq: ENGL 110, 237 (contact the instructor if you need special permission)

ENGL 450 British Literature Since 1914 – Dr. Katarzyna Jakubiak

  • TR 2:35-3:50pm
  • This course will consider literary figures and works against the background of crisis in the 20th century from the onset of World War I to the present. Students will read and experience new movements, attitudes, and experimental techniques.
  • Prereq: ENGL 110, 237

ENGL 451 Literary CriticismDr. Jill Craven

  • Monday 6-9pm (schedule says Tuesday, but it’s Monday night)
  • This course is a seminar on major critics and theorists from Plato to selected modern critics and will explore critical trends and controversies within literary criticism.
  • Prereq: ENGL 110, 237 (contact the instructor if you need special permission)

ENGL 242 Reading Our World: Unruly BodiesDr. Emily Baldys

  • MW 3-4:35pm or MW 4:30-5:45pm
  • Disability can be a powerful symbol in literature (think Tiny Tim), but what does it mean to be “disabled”? How do the stories that we tell about disabled people’s “unruly bodies” influence society’s expectations about what it means to be a “normal” citizen, subject, and human being?  This course will examine representations of disability in contemporary literature and popular culture. With the help of some readings in critical disability theory, we’ll explore what disability does for literature, and what literature does for disability. We’ll analyze the emotional and political impact of representing disability in a diverse selection of modern narratives, including short stories by Flannery O’Connor and Raymond Carver, Mark Haddon’s novel The Curious Incident of the Dog in the Night-Time, and an episode from the Netflix series “Atypical.”  Readings will also include poetry, videos, and memoir by disabled authors and activists such as Anne Finger, Stella Young, Stephen Kuusisto, and Neil Hilborn.
  • Prereq: ENGL 110 and SPED 237 (which may be taken as a co-requisite)

ENGL 242 Reading Our World: Bible as Literature – TBD

  • W 6-9pm
  • This class will examine the Bible from a literary and cultural perspective. We will consider the Bible itself as a literary text, reading it closely, and the issues this perspective raises. These include canon formation, the aesthetic forms of the Bible, and its impact on the literary, historical, and religious traditions of diverse peoples for several millennia.
  • Prereq: ENGL 110

ENGL 471 Creative WritingDr. Judy Halden-Sullivan

  • TR 7:30-8:45pm
  • Creative Writing Fall 2019 Flyer
  • This section will emphasize contemporary innovative styling with an invitation to invent hybrid genres of creative writing. Students will explore their relationships with language, notions of what texts can be, and connections with readers.
  • Prereq: ENGL 110

Student Teaching

Mariah Miller wrote an article about her experiences student teaching. Read more below to learn what to expect!

Mariah Miller with her team during Halloween

I never thought I’d be someone who would get excited to be awake at 5:30am. Student teaching has done that for me. Every morning I get up, get ready, and head off to teach 7th grade English Language Arts at Conestoga Valley Middle School. As an English education major, this is the capstone of my entire college career. Everything that I’ve done has led up to this experience. It’s almost surreal to think about, in a sense.

I didn’t always want to be a teacher. I went back and forth between multiple majors for some time. For a semester, I majored in Biology, then switched to undecided, and then went back to English Education. Why did I choose to become a teacher? Mainly, I just want to teach students how to be good people. If I can teach one student how to be a genuinely good person, I’ll know I’ve succeeded. The thing about being an educator is that you are teaching the students so much more than just your subject area entails. You’re there to help them grow not just as as learners, but as productive people in society. Teaching is not an easy job to have, despite what some people think. Here are some of the things I’ve learned so far during my Student Teaching semester:

  1. There is so much more to teaching than you think. You’re constantly thinking, changing plans, and adapting. You have to manage the classroom while simultaneously thinking on your feet. Kids will ask you questions that you did not even think would be on their radar. In order to counteract the everyday spontaneity of being a teacher, over prepare and organize. You can never prepare too many activities, or think of too many ways that students could misunderstand. Put yourself in your students’ shoes. What questions would you have about this activity/assignment if you were this student? Outside of the classroom, keep an agenda and calendar with all of the important assignments/lessons you will have to do. You’ll thank yourself later.
  2. Learning in college classes what teaching is and actually teaching are two entirely different ball games. Of course, the theories and methods are important, but remembering that these are actual individuals with their own unique backgrounds is more important. I can’t stress it enough – get to know your students first and foremost. If you don’t establish rapport with students, it’s almost impossible to get them to want to learn. Your classroom environment is so much stronger when learners know that you care about them and want them to succeed. They’re not afraid to fail when they know you are there to catch them when they do.
  3. You can’t predict what is going to happen on a daily basis. You may have a plan, but that plan may fall flat and you will have to improvise on the spot. Don’t be afraid to try new things, because your mentor will be there to help you! It’s ok for things to not work out because it’s a learning experience. Failure = growth!
  4. Don’t be afraid to reach out for support. If you find yourself struggling, ask for help. You have so many people around who want you to succeed.
  5. It’s not as scary as you probably think it is. Throughout your professional bloc, you will pick up on the ins and outs of your school/classroom (using the printer, taking attendance, organizing student work, grading, disciplining, managing the classroom, etc.). When you start your student teaching semester, your first main focus is integrating yourself back into the classroom. Your mentor won’t just throw you to the sharks without any support. You gradually ease into taking over the classroom.

Lastly, I’ve learned to just have fun and enjoy this valuable time of my developing professional career. It may seem like a semester is a long time, but it flies by when you’re the one teaching. Student teaching has made me more excited than ever to have a classroom of my own one day. I’ve never been so sure of a career in my life. As you take the next step into student teaching, remember these words. I promise they will help to guide you and make student teaching one of the best experiences of your life.

-Mariah Miller

Do you have any advice for student teachers or any experiences other students could benefit from about student teaching? If so, contact Rachel Hicks with your story.

Alumni Profile: Dr. Jude Nixon

Dr. Jude V. Nixon has enjoyed more than 35 years as a college professor and administrator. His teaching and research interests include Victorian literature and culture and Caribbean literature. Dr. Nixon holds a PhD in 18th-20th century British Literature, and he has taught at universities (small, regional, comprehensive, doctoral, research, private, and public) in Pennsylvania, Texas, Michigan, and Massachusetts, where he currently teaches and resides. Read about his newest work on The Collected Works of Gerard Manley Hopkins: Editing G. M. Hopkins. 

Dr. Jude Nixon

At the Hopkins International Conference at Oriel College, Oxford, in 2004, Oxford University Press charged six Hopkins scholars with undertaking the challenging task of bringing out a new Collected Works of Gerard Manley Hopkins in 8 volumes to replace the five-volume extant edition. It has been over fifty years since the five-volume edition of Hopkins’s non-poetic texts was published: The Letters of Gerard Manley Hopkins to Robert Bridges; The Correspondence of Gerard Manley Hopkins and Richard Watson Dixon; Further Letters of Gerard Manley Hopkins including his Correspondence with Coventry Patmore (edited by Claude Abbott), Journals and Papers (edited by Humphry House); Sermons and Devotional Writing (edited by Christopher Devlin). The poetry has been republished in various forms and in edited collections. Although the edition served specialists and Victorian scholars adequately, it has long been out of print, is outdated editorially and annotatively, lacks primary materials recovered in the last four decades, and do not benefit from the last five decades of wide-ranging original scholarship on Hopkins. In addition to Higgins and Suarez, the team includes Cathy Phillips, Kelsey Thornton, Philip Endean (replaced by Noel Barber), and Jude V. Nixon.

The Collected Works will correct textual errors, restore censored materials, add a substantial amount of important primary texts, include a biographical register of notable figures, and provide new introductions, chronologies, and annotations that set Hopkins’s varied writings within their nineteenth-century literary and cultural contexts. These volumes will not only change Hopkins studies for the next generation, but will also help scholars to revise substantially our knowledge of Victorian poetry, art theory, education history, social studies, and cross-disciplinary studies.

This new edition, appearing when Hopkins’s position in the literary canon has become secure, presents his religious prose differently and free from the scrutiny of Jesuit censors: as raw material expressive of personal struggle. Sermons includes materials that have not been seen since Hopkins’s death, particularly notes from scriptural lectures he attended as an Oxford undergraduate; vows made in the Society of Jesus; and private meditations written during his Dublin years. Expanded historical and theological commentary are provided throughout the volume. This new treatment is mediated through new annotations to the sermons and spiritual writings, new chronologies that show the complexities of Hopkins’s ministry, and new introductions that set the spiritual writings within a Catholic, Jesuitical, and parochial context. The general introduction to Hopkins’s religious prose attempts four things: it outlines the tensions between Hopkins’s vision and the theology in which he had been trained, clarifies the relationship between Hopkins’s originality and wider Christian tradition, notably Duns Scotus and Ignatius Loyola, draws attention to the differences between the historical cultures of Victorian Catholicism and the early 21st century, in the hope of encouraging a more precise understanding of Hopkins’s creativity, and explores the interplay between Hopkins’s faith and readers who, if they believe in Christianity at all, necessarily believe in it differently from him. As well, the volume sets everything within the larger Victorian context in which they are embedded. What has come as a surprise to us is how tied Hopkins’s sermons are to the current issues of the day locally and geo-politically

Sermons and Spiritual Writings will be essential for understanding Hopkins the priest-poet, for investigating the impact of his Jesuit identity and training on his habits of mind, and for determining the relationship between his pastoral practices and private devotions. There has been in place a standard, almost orthodox, way of reading Hopkins’s ministry founded on partial and piecemeal historical evidence, which has been followed lockstep by critics and biographers. That evidence, slight though it is, has often been deployed to support that theory of reading. What we are offering here are not so much new ways to counter that tradition of reading, to radically alter it, as to problematize that reading by providing hitherto unknown historiographic, biographical, and cultural aspects of Hopkins’s priestly ministry. The tradition of reading has presented Hopkins largely on the sidelines of his parish ministry, as a spectator ill adapted and poorly equipped for ministry. Our evidence reveals the contrary, showing him as a priest who was part of a team digging in and doing the work of parish ministry. That work, when considered fully, was strikingly successful. Perhaps not so successful might be Hopkins’s at times relatively discrete roles if judged only by his sermons. But what we don’t have is the ability to compare them with those of his fellow-Jesuits and the presumably successful ones, which are not extant. Finally, Hopkins’s theology shapes his poems in ways not sufficiently recognized.

We anticipate completion of The Collected Works in 2020, with the release of The Poems. Reviews of the volumes thus far have been favourable. Helen Vendler, for example, reviewing the Correspondence in the Times Review of Books (London), writes: “A marked narrative of intellectual and personal engagement arises as one letter follows another, and as the correspondences with poets come and go like eddies in the flow of mail.” Another critic, reviewing The Dublin Notebook, applauds the work of the editors: “Profs. Higgins and Suarez, both experienced editors, have completed this major editorial project with great distinction: they have provided a generous fifty-six page introduction, full editorial notes, 117 pages of facsimiles and transcriptions, explanatory and textual notes, the nine appendices, a biographical register of the names Hopkins most frequently cites, and a comprehensive bibliography.” It will be intriguing to observe public reception of the volumes and estimation of their scholarly value.

Finally, The Collected Works will make the leap from bound books to e-books as part of Oxford Scholarly Editions On-Line (OSEO— http://www.oxfordscholarlyeditions.com/page/2/about). The project has been developing its lists chronologically; the first 19th-century rollout began in spring 2016. The Collected Works volumes published thus far will be part of the next tranche, and the remaining volumes will be added as they become available.

-Dr. Jude Nixon

Re-Imagining Merlin

Professor Leah Hamilton will present a paper on Authorial adaptations at Wayne State University in March. Read about her work below! 

Several years ago I was confused by some very strange questions from students about the Arthurian tradition. The students eventually confessed that those questions were inspired by a television show I had never heard of: the BBC’s Merlin. Anyone who teaches literature contends with the many popular book, film, and television adaptations that influence in-class discussions, and it is helpful to know what students are influenced by and watching. So, that very week I set out to watch the first episodes in order to better “unteach” the show’s (apparently) strange presentations of the characters and tales. Instead, the students won me over; years later, I find myself championing the show as a significant adaptation of the Arthurian tradition as I develop a presentation paper about Merlin for Wayne State University’s conference “Telling & Retelling Stories: (Re)imagining Popular Culture,” and write a chapter for editor Susan Austin’s upcoming book, Arthurian Legend in the 20th & 21st Centuries.

Merlin includes many obvious adaptations to the Medieval stories (including casting Merlin, Arthur, and Lancelot as young adults simultaneously), but to me the most striking change is an emphatic erasure of Christianity from the stories. The omission of Christianity complicates the retelling of quite a few tales, perhaps most notably those involving the Holy Grail, and this was particularly intriguing as I waited for the young Lancelot and Guinevere’s flirtation to develop into their famously treasonous relationship.  How would the writers of the BBC show redeem these characters and preserve their exemplary status without Christianity?

As I analyze the changes to plot and characterization of the characters, I am examining at the same time the circumstances under which modern audiences are willing (or unwilling!) to forgive heroes for missteps, and how the writers of the BBC’s hit show navigate this issue again and again through the five seasons (series) of Merlin. This is particularly relevant as modern audiences are increasingly vocal and public in their responses to the failures of political leaders, celebrities, and other cultural exemplars. Analysis of popular texts about some of the most beloved heroes of all time and the way in which writers are successful in persuading audiences to forgive their flaws (and at times their grievous missteps) may give some insight not only into the Arthurian tradition, but also into current attitudes regarding remorse, atonement, and redemption.

Leah Hamilton

George Street Press Open Submissions!

George Street Press  is Millersville University’s literary magazine, open to students and faculty alike.  Submissions are open for the Spring 2019 Edition!

This year, the club will be accepting submissions until March 8th. One student/faculty/alumni university member may submit:

  • 3 poems (one poem cannot exceed two pages)
  • 2 pieces of prose (one piece should not exceed 4,000 words)
  • 2 pieces of non-fiction (one piece should not exceed 4,000 words)
  • 3 pieces of flash-fiction (each 500 words or less)
  • 5 pieces of original art (submit in .jpg format)
  • 1 experimental piece (found poems, screen-plays, the strange, genre-bending, and unknown)

To submit, please email GeorgeStreetPressSubmissions@gmail.com with your name, contact info (phone number/email), as well as any notes about your pieces for the editors. All documents must be in .docx or .doc format, and art pieces must be in .jpg format. Once a piece is printed into the magazine, the writer is officially a printed author! This is a perfect opportunity for English Majors to get ahead in the creative world.

About a week before the end of the semester, the George Street Press will host a release party for the Spring 2019 Edition! Stay tuned for more information. Here are some photos from last year’s event:

Contact Kitsey Shehan or Sara Pizzo for more information about club meetings/submission guidelines or visit their Get Involved page. Photo Credit: GSP

Literary Festival

The Literary Festival in November 2nd was a great success! If you didn’t have a chance to attend, the theme was “The Writing Life” and there were myriad presentations spanning fiction, poetry, nonfiction, publishing, and everything in between. The guest writers and presenters showcased writing as a means of self-exploration and engagement with the world around us.

The winner of the Flash Fiction Contest was Nichole DiGirolamo, a sophomore Psychology major with a minor in Art — congratulations!

Nichole DiGirolamo

Nichole’s piece, “My Mother’s Closet,” is about childhood memories, specifically memories about the items and colors inside her mother’s closet. Nichole explains, “How I miss being a child and seeing the colors and fabrics and not having a care in the world about anything going on. I wrote the piece because of all of the wonderful memories I had in that closet trying on my mothers shoes that are always way too big. Wearing her jackets that fell to the floor and always seeing the artwork she has kept from all those years. She reacts and treats each one like a million dollar piece of art even though it was terrible.”

An excerpt from her story:

A drawing made by a girl of a house on the hill. It was made with oil pastels, greens, blues, yellows fill the page. The house small but full of windows and doors so there’s a never ending amount of light to enter the home. A bush outside the shape of a cat with a tail longer than a mile it had what looked to be roses growing on it. There’s a walk way with bright pineapple colored stepping stones and in between each stone was smaller lemon colored stones. The sides of the house rough made out of bricks and cement. In the front yard a family, I tall tan man with a mustache the size of the titanic, eyes greener than limes and scribbles on his arms to mimic tattoos. A woman short with blonde hair above her ears with beautiful greenish blue eyes and a girl with long brown hair and straight across bangs giant eyes like pools of chocolate.

This is Nichole’s favorite part of the piece because of the sentimental value: “The picture is me and my family and all the colors and the details used to describe the picture was exactly how it Is described. I drew the photo when I was about 6-7 and remember every moment of making it.” To write the piece of fiction, Nichole describes that she “sat in my mom’s closet and just took a look around at the height level I would be when I was younger. I closed my eyes and touched things and smelled things to get a better sense of my surroundings and to give better detail. I looked at things that had the most meaning, like the shoes and the money. The money showed the trips we took as a family and showed how many memories we had on those trips.”

Here are some photos from the festival on November 2nd:

Panel Discussion – “The Writing Life” From left to right: Barb Strasko, Mitchell Sommers, Matt Kabik, Alex Brubaker, Phil Benoit
Poet Michele Santamaria
Event Organizers: Jeff Boyer and William Archibald

Poet Le Hinton (on left) with Matt Kabik

Former Lancaster Poet Laureate Barb Strasko
Books for sale at the event

Thanks to:

  • Festival Chair William Archibald and Assistant Chair Jeff Boyer for their work organizing the event
  • Curtis Smith, Le Hinton, Jenny Hill, Michele Santamaria, Mitchell Sommers, Barb Strasko, Alex Brubaker, Megan Phillips, Phillip Benoit, Jamie Beth Cohen, Jen Hirt, Laura English, Timothy Mayers, Katarzyna Jakubiak, and Michael Deibert for agreeing to present
  • Graduate Assistant Andie Petrillo for creating the WordPress site and assisting with general planning
  • Rachel Hicks for creating advertising

English Majors Primed to Take on the Digital World

In Dr. Pfannenstiel’s ENGL 318 Web Writing course, Kyle Steffish wrote an essay from the International Policy Conference about English majors in the digital world.

How do you engage with media? This was the big question behind Millersville University’s 11th Annual International Policy Conference held last month. It’s certainly a big question; but one the English Department and its students are primed to tackle.

The second session on the first day of the conference was presented by the English department’s Dr. A. Nicole Pfannenstiel. The session asked visitors to consider topics like technological empowerment and digital citizenship.

Placed around Lehr Room in Gordinier Hall were stations where session visitors could participate in interactive tech demonstrations. One demonstration allowed visitors to play The Stanley Parable, a video game with heavy existential overtones, questioning free will and the illusion of choice.

Visitors were asked to think about their time playing The Stanley Parable – to think of themselves as an audience and how they interacted with the game, the aim being to decide if the player was making their own decisions or if the game was making decisions for them through an algorithm. In other words: how much control do we have when interacting with digital media and how much are we influenced?

While the individuals who visited the session were certainly engaged, it was clear ideas like digital citizenship and empowerment were not questions many people pondered while twiddling on their social media, posting to their blog, or shopping on Amazon.

We live in a digital world. A world where leaving our house and realizing we forgot our phone causes panicked patting of pockets and a cold sweat. Most people engage with technology and act as digital citizens every day – including, of course, Millersville’s English students and English professors.

Yet, as writers, as rhetoricians, as composition instructors both present and future, are we engaging enough with these ideas and questions?

How do we engage with media?

Does technology empower us or entrap us?

What is digital citizenship?

And maybe the most important question of all: are students prepared for an ever increasing digital world?

Millersville’s English program is an excellent place to try to answer these questions and, better yet, empower students as digital citizens.

English classes like the recently introduced Web Writing (ENGL 318) offer a place to start for engaging students with and preparing them for a digital world. Classes like Web Writing encourage students to think about rhetoric and composition in ways they rarely do. Rhetorical thinking – like purpose, audience, and kairos – is shifted from the purely academic space to the digital space – a space where rhetorical thinking is especially critical. This space is quickly becoming ever important to all levels of our society. Having the tools to understand and create compelling content within this space is a necessity.

As English majors graduate and enter careers, it becomes clear the landscape has changed. There is a need for writers savvy with Search Engine Optimization, with social media platforms, and with creating multimodal content for websites and blogs.

Take a walk through any career fair and you’ll quickly see copy and content writers are in high demand. More so, regardless of career, you’ll see the importance for the skills needed for digital readiness – skills that are already being taught right here in Millersville’s English department.

We are on the frontier of the digital age. It is clear technology shapes how we write and how we think of writing. Yet this is still also new. It is exciting. We are trail blazers, explorers, carrying rhetoric and composition forward. Though classes like Web Writing are a great beginning, it is only the start.

Events like the International Policy Conference show we are only just scratching the surface of how we think about and engage with media, how we can empower ourselves through it, and how we can become digital citizens prepared for a digital world.

I believe the English department is the best place to push this frontier forward. The English program not only needs classes like Web Writing, but classes that emphasize digital rhetoric, skills, and citizenship.

Kyle Steffish