In Episode 37, we reflect on the fall semester–and this tumultuous year–with Stephanie Renée Payne, P.T. McNiff, and Sarah Orem. We discuss the unveiling nature of 2020, the new approaches we’ll carry forward in our teaching, and the importance of self-care and rest.
In Episode 36, we talk to Anwar Uhuru about using literature to start conversations about racial justice, reprioritizing the mental health of faculty and students, and grappling with the construction of gender roles and categories.
In Episode 35, we talk to Nate Jordon about masculinity, fatherhood, vulnerability, and coming into your own as a writer.
In Episode 34, we interview the host! Listen as Dan takes us through his journey as a photographer, poet, and professor.
In Episode 32, we talk to Marissa Lingen about science fiction and how to decide which shape a story should take.
In Episode 29, we talk to Amy Meyerson and Natalie Hallak about Amy’s newest novel, The Imperfects. Along the way, we chat about writing research-based fiction, the collaborative nature of publishing, balancing writing and reading with other responsibilities, and using the F-word.
In Episode 24, we talk to Rochelle Gold and Liz Blomstedt about the democratizing potential of multimodal and online writing assignments, embracing new citation practices, navigating inequities on online platforms, and letting students lead the way in digital spaces.
In Episode 23, we talk to Kristiana Willsey about folklore (the field of study and the new Taylor Swift album), the social function of fairy tales and urban legends, and the meaning-making that happens in the stories we tell about our lives.
In Episode 18, we talk to Professors Kate Levin and Nicholas De Dominic of the USC Writing Program about their work with the Prison Education Project and the obligation an institution like USC has to the incarcerated population.
In Episode 16, we talk to Stephanie Bower and John Murray about incorporating multimodal and experience-based assignments into their courses, building relationships with local communities, reframing service learning as a form of activism, and turning to abolitionist pedagogy as a model for dismantling and rebuilding the University.