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Faculty

Faculty 
Jeff Allred
Stephen Brier

Cathy Davidson
Duncan Faherty
Kevin Ferguson
Matthew K. Gold
Kelly Josephs
Michael Mandiberg
Lev Manovich
George Otte
Lisa Rhody
Katina Rogers
Andie Silva
Maura Smale
Luke Waltzer

Graduate Advising Fellow:
Micki Kaufman


Jeff Allred
Faculty A
Position: Associate Professor of English
Campus Affiliation: Hunter College and Graduate Center
Phone: (212) 772-5170
Email: jeff.allred@hunter.cuny.edu
Degrees/Diplomas: PhD, University of Pennsylvania
Research Interests: Literary modernism, American studies, Documentary in literature and film, Digital Humanities

Jeff Allred is Associate Professor of Digital Humanities at the Graduate and Associate Professor of English at Hunter College, where he has taught since 2005. He also serves as Director of Undergraduate Studies in the Hunter English department and is past Director of ACERT, Hunter's center for teaching and learning. He is author of American Modernism and Depression Documentary (Oxford UP, 2010) and has published articles and reviews on American literature, modernism, digital humanities, and new media studies in journals such as American Literature, American Literary History, Criticism, Arizona Quarterly, and Transformations.

Publications:

American Modernism and Depression Documentary. Oxford University Press, 2010.  Paperback edition, 2012.
Book Chapters

“Documentary Work,” American Literature in Transition, 1930-1940, ed. Ichiro Takayoshi (Cambridge University Press, 2018).

“Visual Cultures of Modernism,” Cambridge Companion to the American Modernist Novel, ed. Joshua Miller (Cambridge University Press, 2015).

“Novel Hacks: New Approaches to Teaching the Novel Genre,” Transformations: The Journal for Inclusive Scholarship and Pedagogy 24:1&2 (Winter, 2014).

“Boring from Within: James Agee and Walker Evans at Time Inc.,” Criticism: A Quarterly for the Arts 52:1 (Winter, 2010).

“From Eye to We: Richard Wright’s 12 Million Black Voices, Documentary, and Pedagogy,” American Literature 78:3 (September, 2006).

“The Needle and the Damage Done: John Avery Lomax and the Guises of Collecting,” Arizona Quarterly 58:3 (Autumn, 2002).
 


Stephen Brier

Position: 
Professor, PhD Program in Urban Education and Interactive Technology & Pedagogy Doctoral Certificate Program
Campus Affiliation: CUNY Graduate Center
Phone: (212)817-7290
Email: sbrier@gc.cuny.edu
Degrees/Diplomas: Ph.D. in U.S. History from UCLA.
 
Research Interests: U.S. History, Labor and Working-Class Studies, Public Education, Information Technology and Pedagogy

Publications:
  • Co-Executive Producer, “The September 11 Digital Archive,” a joint project of the Center for Media and Learning/New Media Lab, CUNY Graduate Center, and the Center for History and New Media, George Mason University, to collect, preserve, and present the history of the September 11, 2001 attacks. http://www.911digitalarchive.org
  • Executive Editor, American Social History Project’s Who Built America? Working People and the Nation’s Economy, Politics, Culture, and Society, Third Edition, 2 vols. (Bedford-St. Martin’s, 2008).
  • Article, “History, Interactive Technology and Pedagogy: Past Successes and Future Directions,” Journal of the Canadian Historical Association/Revue de la Société Historique du Canada, 24, 2 (Spring 2013), (forthcoming).
  • Article, “’Where’s the Pedagogy?’” The Role of Teaching and Learning in the Digital Humanities,” Debates in the Digital Humanities (M.K. Gold, ed.), University of Minnesota Press (2012).
  • Article (with Joshua Brown), “The September 11 Digital Archive: Saving the Histories of September 11, 2001,” Radical History Review (Fall 2011), 101-09.
  • Article (with Ferdinando Fasce), “Italian Militants and Migrants and the Language of Solidarity in the Early Twentieth-Century Western Coal Fields,” Labor: Studies in Working Class History of the Americas, Vol. 8, No. 2 (Summer 2011), 88-121. Winner, 2012 Working Class Studies Association’s C.L.R. James Award for Published Article or Essay for Academic or General Audiences.
Stephen Brier founded the Interactive Technology and Pedagogy Certificate Program at The Graduate Center in 2002 and served as its Coordinator until July 2017. He is a historian and a member of the doctoral faculty in Urban Education who has published widely in text, video, and various forms of multimedia on issues from U.S. history to the uses of interactive technology to improve teaching and learning. He was the founding director of The Graduate Center’s American Social History Project/Center for Media and Learning and was the executive producer of the award-winning “Who Built America?” multimedia curriculum, including textbooks, videos, and CD-ROMs. He has co-produced other award-winning websites, including “History Matters” and the “September 11 Digital Archive”. Brier, who previously served for eleven years as a senior administrator at The Graduate Center, is also that institution’s Senior Academic Technology Officer and the co-director of its New Media Lab.
 



Cathy Davidson


Position: Distinguished Professor; Director, The Futures Initiative; Co-Founder, Humanities, Arts, Science and Technology Alliance and Collaboratory (hastac.org)
Campus Affiliation: Graduate Center
Phone: 212-817-7247
Email: cdavidson@gc.cuny.edu
Website
Additional Website
Degrees/Diplomas: Ph.D. SUNY at Binghamton
Research Interests: History of technology, history of the book in the U.S., history and future of higher education, digital media and learning, digital humanities, critical university studies, the role of technology in culture, cognition, and learning, industrial and postindustrial society, American cultural and literary studies.
Specialization: Digital Humanities, Textual, and Media Scholarship|Early American Literature|Gender, Sexuality, and Feminist/Queer Theory|Postcolonial, Transnational, and Global Literature and Theory|Twenty-first-Century and Contemporary Literature

Selected Publications:
  • The New Education:  How To Revolutionize the University To Prepare Students for a World in Flux (Basic Books, 2017) 
  • Now You See It:  How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn.  New York:  Viking Press, 2011.   Paperback re-issue (with a new subtitle): Now You See It:  How Technology and Brain Science Will Transform Schools and Business for the 21st Century (Viking Penguin, 2012).
  • The Future of Thinking:  Learning Institutions in a Digital Age, with David Theo Goldberg. Cambridge, MA: MIT Press, 2010.
  • Revolution and the Word: The Rise of the Novel in America.  Expanded Edition.  New York: Oxford University Press, 2004.  
  • Closing:  The Life and Death of an American Factory. With photographs by Bill Bamberger. New York:  W. W. Norton, 1998; paperback, 1999.
  

Duncan Faherty 



Position: Associate Professor of English
Campus Affiliation: Queens College and Graduate Center
Phone: (718) 997-4668
Email: duncan.faherty@qc.cuny.edu
Degrees/Diplomas: Ph.D. CUNY Graduate Center
Research Interests: Eighteenth-century American literature; early U.S. literature and culture (1780-1850); American Studies; circum-Atlantic Studies
Specialization: Early American Literature|Nineteenth-Century US Literature
Duncan Faherty is the author of Remodeling the Nation: the Architecture of American Identity, 1776-1858. This interdisciplinary study argues that throughout the late eighteenth and early nineteenth centuries, Americans conceptualized their still unsettled political and social states through metaphors of home building. During this period, a pervasive concern with the design and furnishing of houses helped post-Revolutionary Americans manage previous encounters with settlements, both native and European, and imagine and remodel a new national ideal.

Selected Publications:
  • Remodeling the Nation: The Architecture of American Identity, 1776-1858. University of New England Press, 2007.
  • "'Legitimate sources' and 'Legitimate results': Surveying the Social Terror of 'Usher' and 'Ligeia.'" In Approaches to Teaching Poe's Poetry and Prose. New York, MLA, 2008.
  • "'A Certain Unity of Design': Edgar Allan Poe's Tales of the Grotesque and Arabesque and the Terrors of Jacksonian Democracy." In The Edgar Allan Poe Review 6 (2005): 4-21.
  • "'The Borderers of Civilization': Susan Cooper's View of Amderican Development. In Susan Fenimore Cooper: New Essays on Rural Hours and Other Works. Ed. Rochelle Johnson and Daniel Patterson. Athens: University of Georgia Press, 2001. 109-29.
  • "'A Game of Architectural Consequence': Susan Fenimore Cooper's Dissolving View." In James Fenimore Cooper, His Country and His Art: Papers from the 1999 Cooper Seminar. SUNY Oneonta: James Fenimore Cooper Society, 2000.
 

Kevin Ferguson
Faculty
Position: Associate Professor of English
Campus Affiliation: Queens College and Graduate Center
Phone: (718) 997-4707
Email: kferguson@qc.cuny.edu
Degrees/Diplomas: Ph.D. CUNY Graduate Center
Research Interests: cinema and media studies, digital humanities, contemporary American literature, literary theory, college writing

Kevin L. Ferguson is associate professor of English at Queens College, City University of New York, where he directs Writing at Queens and teaches undergraduate and graduate courses on digital humanities, film adaptation, college writing, and contemporary American literature. His first book, Eighties People: New Lives in the American Imagination (Palgrave Macmillan, 2016), examined cultural strategies for fashioning self-knowledge in the American 1980s, focusing on objects of knowledge such as the yuppie, crack baby, brat pack, surrogate mother, and the person with AIDS. His digital and media studies writing has appeared in Bright Lights Film Journal, Camera Obscura, Jump Cut, Scope, The Journal of Medical Humanities, Criticism, [in]Transition: Journal of Videographic Film and Moving Image Studies, The Journal of Dracula Studies, Digital Humanities Quarterly, and Cinema Journal. He also has chapters on the 1980s and 1990s in American Literature in Transition: 1980-1990 (Cambridge University Press, 2017), 25 Sitcoms that Changed Television: Turning Points in American Culture (Greenwood/ABC-CLIO, 2017), and Satanic Panic: Pop-Cultural Paranoia in the 1980s (Spectacular Optical, 2015).

Publications:

Pop Goes the Decade: The Nineties. Santa Barbara: Greenwood, forthcoming 2019.

Eighties People: New Lives in the American Imagination. New York: Palgrave Macmillan, 2016.

Journal Articles:

“Where You End and I Begin,” Screenworks 8.1 (2018), 9 minutes.

“Lizard Train,” after Catherine Grant’s “Carnal Locomotive,” [in]Transition: Journal of Videographic Film and Moving Image Studies 4.4 (2018), 6 minutes.

“The Variety of Kathy Acker: on the Avant-garde between Pornography and Narrative,” Cinema Journal 56.4 (2017). 12,000 words.

“Digital Surrealism: Visualizing Walt Disney Animation Studios,” Digital Humanities Quarterly 11.1 (2017). 10,000 words.

“Quantum Haunting,” [in]Transition: Journal of Videographic Film and Moving Image Studies 3.2 (Summer 2016), 11 minutes.

“Aviation Cinema,” Criticism 57.2, Spring 2015: 8,000 words.

“Teaching Subtitles as Historiographic Research,” Cinema Journal Teaching Dossier: Digital Humanities and Media Studies Crossovers. 1,600 words.

“The Machine at the Mad Monster Party,” The Journal of Dracula Studies, Spring 2015: 3,000 words.

“Volumetric Cinema,” [in]Transition: Journal of Videographic Film and Moving Image Studies 2.1 (March 2015), 20 minutes.

“Panting in the Dark: The Ambivalence of Air in Cinema,” Camera Obscura: Feminism, Culture, and Media Studies 77 (2011): 32-63.

“Home Movies: Historical Space and the Mother’s Memory,” Scope: An Online Journal of Film and TV Studies 18 (October 2010): 14 pp.

“The Cinema of Control: On Diabetic Excess and Illness in Film,” Journal of Medical Humanities 31.3 (2010): 183-204.

“Timely Films Past Their Time: On The Singing Fool,” Bright Lights Film Journal 65 (August 2009): 4,000 words.

“The Yuppie Devil: Villainy in Kathryn Bigelow’s Blue Steel,” Jump Cut: A Review of Contemporary Media 50 (Spring 2008): 25 pp.

“Covering the Cinema: On Wallpaper in Some Films,” Bright Lights Film Journal 58 (November 2007): 5,200 words.

Book Chapters:

“Youth Culture on the Skids: Generation X and Brat Pack Fiction,” American Literature in Transition: 1980-1990. Cambridge: Cambridge University Press, 2017. 6,000 words.

“No Hugging, No Learning: Seinfeld between the Yuppies and Slackers,” 25 Sitcoms that Changed Television: Turning Points in American Culture. Santa Barbara, CA: Greenwood/ABC-CLIO, 2017. 5,000 words.

“Slices of Cinema: Digital Transformation as Research Strategy,” The Arclight Guide to Media History and the

Digital Humanities, eds. Charles R. Acland and Eric Hoyt. Falmer: REFRAME/Project Arclight, 2016. 4,000 words.

“Devil on the Line: Technology and the Satanic Film,” Satanic Panic: Pop-Cultural Paranoia in the 1980s, eds. Kier-La Janisse and Paul Corupe. Toronto: Spectacular Optical, 2015. 9,000 words.

“Pets in Memoir,” Representing the Modern Animal in Culture, eds. Jeanne Dubino, Ziba Rashidian, and Andrew Smyth. New York: Palgrave Macmillan, 2014. 7,800 words.

Creative and Other Work:

“What Does the Western Look Like?,” The Best American Infographics 2016, ed. Gareth Cook (New York: Houghton Mifflin Harcourt, 2016). Film visualizations.

“To Cite or to Steal? When a Scholarly Project Turns Up in a Gallery,” Hyperallergic, June 30, 2016.

“The Color of Time,” Photo Viz: Visualizing Information Through Photography (Berlin: Gestalten, 2016). Photography.

“from Three Thousand Films,” Hotel Amerika 10.1 (2011): 70–73.

“Index Card Poetry” (from Three Thousand Films), Michigan Quarterly Review, August 2010.

Typecast, an ongoing typewritten blog about the intersection of film and writing, particularly the question “how can film speak of writing?”

Typewriters in Films, the world’s largest collection of screenshots of typewriters in films.
 

Matthew K. Gold


Position: Associate Professor of English and Digital Humanities
Campus Affiliation: Graduate Center
Phone: (212) 817-7256
Email: mgold@gc.cuny.edu
Website
Degrees/Diplomas: PhD Graduate Center, CUNY
Research Interests: Digital Humanities, scholarly communication, networked rhetoric, open-access pedagogy, nineteenth-century American literature and culture
Other GC Affiliations: Ph.D. Program in English; M.A. Program in Digital Humanities; M.S. Program in Data Analysis and Visualization; Interactive Technology and Pedagogy Doctoral Certificate Program; American Studies Doctoral Certificate Program 

Matthew K. Gold is Associate Professor of English and Digital Humanities at the Graduate Center, where he holds teaching appointments in the Ph.D. Program in English, the M.A. Program in Liberal Studies (MALS), and the doctoral certificate programs in Interactive Technology and Pedagogy and American Studies. He serves as Advisor to the Provost for Digital Initiatives, Director of the CUNY Academic Commons, Co-Director of the CUNY Digital Humanities Initiative, Director of the GC Digital Scholarship Lab, and Director of the GC Digital Fellows Program. In all of these roles, he works to integrate digital tools and methods into the core research and teaching missions of the Graduate Center.
 
He is series editor (with Lauren F. Klein) of Debates in the Digital Humanities, which is now published on an annual basis by the University of Minnesota Press, tracking new developments in the field. His work has appeared in The Journal of Modern Literature, Kairos, and On the Horizon, as well as in the edited collections The Johns Hopkins Guide to Digital Media, Digital Humanities Pedagogy: Practices, Principles and Politics, From A to <A>: Keywords of Markup, and Learning Through Digital Media: Experiments in Technology and Pedagogy. His collaborative digital humanities projects, including Looking for Whitman, Commons In A Box, Social Paper, DH Box, and Manifold Scholarship have been supported by grants from the NEH Office of Digital Humanities, the National Science Foundation, the U.S. Department of Education, the Alfred P. Sloan Foundation, the Andrew W. Mellon Foundation, and the Ford Foundation. He serves on the Executive Council of the Association for Computers and the Humanities, the Steering Committee of HASTAC, the editorial board of Kairos: A Journal of Rhetoric, Technology, and Pedagogy, the editorial collective of the Journal of Interactive Technology and Pedagogy, and the Steering Committee of NYCDH.

Publications:

Buurma, Rachel Sagner and Matthew K. Gold. "Contemporary Proposals about Reading in the Digital Age." Blackwell Companion to Literary Theory, ed. David H. Richter. New York: Wiley, 2018. 

Gold, Matthew K. and Klein, Lauren F., Ed., Debates in the Digital Humanities 2016. Minneapolis: University of Minnesota Press, 2016. Interactive open-access edition: http://dhdebates.gc.cuny.edu

With Jessie Daniels and the InQ13 Collective. “The InQ13 POOC: A Participatory Experiment in Open, Collaborative Teaching and Learning.”Journal of Interactive Technology and Pedagogy. Issue 5, Spring/Summer 2014.

“The Digital Humanities.” The Johns Hopkins Guide to Digital Media, ed. Lori Emerson, Benjamin Robertson, and Marie-Laure Ryan. Baltimore: The Johns Hopkins University Press, 2014.

"Against Learning Management Systems." Hacking the Academy, ed. Dan Cohen and Tom Scheinfeldt. Ann Arbor: University of Michigan Press, 2013.“Looking for Whitman: A Multi-Campus Experiment in Digital Pedagogy.” Digital Humanities Pedagogy: Practices, Principles, and Politics, ed. Brett D. Hirsch.Cambridge: Open Book Publishers, 2012.

Gold, Matthew K., Ed. Debates in the Digital Humanities. Minneapolis: University of Minnesota Press, 2012. http://dhdebates.gc.cuny.edu

“The Digital Humanities Moment.” Debates in the Digital Humanities, ed. Matthew K. Gold. Minneapolis: University of Minnesota Press, 2012.

With Jim Groom. “Looking for Whitman: A Grand, Aggregated Experiment.” In Debates in the Digital Humanities, ed. Matthew K. Gold. Minneapolis: University of Minnesota Press, 2012.

Beyond Friending: BuddyPress and the Social, Networked, Open-Source Classroom.” Learning Through Digital Media: Experiments in Technology and Pedagogy, ed. Trebor Scholz. New York: Institute for Distributed Creativity, 2011.

With George Otte, “The CUNY Academic Commons: Fostering Faculty Use of the Social Web.” Online Social Networking as a Site for Learning. Spec. issue of On the Horizon. 19.1 (2011).

Becoming Book-Like: Bob Stein and The Future of the Book.” Kairos: A Journal of Rhetoric, Technology, and Pedagogy. 15.2 (Spring 2011).

“Breaking All the Rules: <HR> and the Aesthetics of Online Space.” From A to <A>: Keywords of Markup, Eds. Bradley Dilger and Jeff Rice. Minneapolis: University of Minnesota Press, 2010.

Forthcoming:

Gold, Matthew K. and Klein, Lauren F., Ed., Debates in the Digital Humanities 2019. Minneapolis: University of Minnesota Press, 2019. 

DH: A Short Guide to the Digital Humanities, Johns Hopkins University Press. 
 
Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, Co-General Editor, with Rebecca Frost Davis, Katherine D. Harris, and Jentery Sayers, Modern Language Association.
 

Kelly Josephs
Faculty
Position: Associate Professor 
Affiliation: York College and Graduate Center
Email: kjosephs@york.cuny.edu
Degrees/Diplomas: PhD Rutgers University
Research Interests: Caribbean Literature/Studies, Digital Humanities, editing, digital storytelling
Website [kbjosephs.net]
 
Kelly Baker Josephs specializes in Anglophone Caribbean Literature and Digital Humanities. Josephs was the 2016-17 Sterling Brown Professor of Africana Studies at Williams College and is currently a Scholar-in-Residence at the NYPL Schomburg Center for Research in Black Culture (2019). Her book, Disturbers of the Peace: Representations of Insanity in Anglophone Caribbean Literature (2013), considers the ubiquity of madmen and madwomen in Caribbean literature between 1959 and 1980. She is currently working on two book projects: a collection co-edited with Roopika Risam for the Debates in the Digital Humanities series, titled The Digital Black Atlantic, and a monograph, titled Caribbean Articulations: Storytelling in a Digital Age, that explores the intersections between new technologies and Caribbean cultural production. Josephs is the editor of sx salon: a small axe literary platform [smallaxe.net] and manages The Caribbean Commons website.
 
Scholarship/Select Publications:
 
Disturbers of the Peace: Representations of Insanity in Anglophone Caribbean Literature
(Charlottesville: University of Virginia Press, October 2013).
 
Special edited journal issue: The Work of Paule Marshall Today [anth.ubiquitypress.com], Anthurium: A Caribbean Studies Journal 14.1 (Spring 2017).
 
Special edited journal issue: The Caribbean Digital [smallaxe.net], co-eds Kaiama L. Glover and Alex Gil, sx archipelagos: a small axe journal of digital practice 1 (May 2016).
 
Special edited journal section: The Brathwaite Effect [smallaxe.net] (special section with three interviews and co-edited bibliography). sx salon: a small axe literary platform. 27 February 2018
 
“‘Kingston Full of Them’: Madwomen at the Crossroads” in Madness in Anglophone Caribbean Literature: On the Edge, Eds. Bénédicte Ledent, Evelyn O’Callaghan, and Daria Tunca (Palgrave MacMillan, 2018):19-38.
 
Teaching the Digital Caribbean: The Ethics of a Public Pedagogical ExperimentThe Journal of Interactive Technology and Pedagogy 13 (June 2018).
 
“Handling with Care: Handling with Care: On editing, invisibility, and affective labor” Special section on “What is Journal Work” Small Axe no. 50 (July 2016): 98-105.
 

Michael Mandiberg


Position: Associate Professor 
Campus Affiliation: College of Staten Island and Graduate Center
Phone: 718.982.2555
Email: Michael.Mandiberg@csi.cuny.edu
Degrees/Diplomas: MFA, California Institute of the Arts
Website

Michael Mandiberg is an artist, programmer, designer and educator. Mandiberg’s work varies from web applications about environmental impact to conceptual performances about subjectivity, to laser cut lampshades for Compact Flourescent Lightbulbs.

Mandiberg’s work includes:
-HowMuchItCosts.us, a car direction site that incorporates the financial and carbon cost of driving;
-Digital Foundations: an Intro to Media Design, a textbook that teaches formal principles through design software;
-The Real Costs, a browser plug-in that inserts carbon footprints into airplane travel & car directions websites;
-Oil Standard, a browser plug-in that converts prices on any web page into their value in barrels of oil;
-Year long performance and e-commerce website Shop Mandiberg, which sold all of his possessions;
-AfterSherrieLevine.com, where he made hi-resolution scans of the Walker Evans images rephotographed by Sherrie Levine available, complete with certificates of authenticity to be signed by the user themselves;
-The Essential Guide to Performing Michael Mandiberg, an extensive DIY guide prepared for a life art.

He is a founding member of Eyebeam's Sustainability Research Group which developed the Eco-Vis Design Challenge and the Feedback exhibition. Working with fellow group member Steve Lambert, he has created the Bright Idea Shade, a Creative Commons licensed lampshade for bare CFL lightbulbs.

Scholarship/Publications:

Michael is currently an OpenLab Research Fellow at Eyebeam.

Michael’s work has been exhibited at such venues as the New Museum for Contemporary Art in New York City, Ars Electronica Center in Linz, ZKM in Karlsruhe, Germany, and Transmediale Festival, Berlin. His work has been featured in such books as Tribe and Jana’s New Media Art, Blais and Ippolito’s At the Edge of Art, and Greene’s Internet Art. He is a recipient of grants and residencies from Eyebeam, Rhizome.org, and Turbulence.org/Jerome Foundation. The Essential Guide to Performing Michael Mandiberg, was selected by the Electronic Literature Organization as one of the foundational works of electronic literature to be included in the Library of Congress.
 
Michael Mandiberg is an interdisciplinary artist whose work crosses multiple forms and disciplines in order to trace the lines of political and symbolic power as it takes shape online. Building on the conceptual tradition, Mandiberg orders and reorders information, remixing the forms in which it manifests or solidifies. While technically sophisticated, Mandiberg's work eschews the novelty of new technology in favor of an exploration of appropriation, the digital vernacular, the ways in which these new technologies impact our lives, and the politics and poetics of technological subjectivities.

Mandiberg received an MFA from California Institute of the Arts and a BA from Brown University. Mandiberg’s projects have been presented at The Museum of Modern Art (MoMA), Los Angeles County Museum of Art (LACMA), The New Museum, Musée d'Art Moderne de la Ville de Paris, Denny Gallery, Art-in-Buildings Financial District Project Space, Arizona State UniversityMuseum & Library, and Transmediale amongst others. Mandiberg's work has been written about widely, including Artforum, Art in America, ARTnews, The New York Times, The New Yorker, and The Wall Street Journal.

Mandiberg is the recipient of a LACMA Art+Technology Lab grant, three Eyebeam fellowships, a Mellon fellowship at the CUNY Graduate Center, several Wikimedia Foundation grants, and commissions from Rhizome, Turbulence.org, and Link Art Center/Abandon Normal Devices. Mandiberg has participated in residencies at the Banff Centre, Eyebeam, the MacDowell Colony, and 18th Street Arts Center.

Mandiberg is a Professor of Media Culture at the College of Staten Island/CUNY and is on the Doctoral Faculty at the CUNY Graduate Center. Founder of the New York Arts Practicum, and co-founder of the Art+Feminism Wikipedia, Mandiberg lives in, and bicycles around, Brooklyn. Mandiberg's work lives at Mandiberg.com.
Michael Mandiberg is an interdisciplinary artist whose work crosses multiple forms and disciplines in order to trace the lines of political and symbolic power as it takes shape online. Building on the conceptual tradition, Mandiberg orders and reorders information, remixing the forms in which it manifests or solidifies. While technically sophisticated, Mandiberg's work eschews the novelty of new technology in favor of an exploration of appropriation, the digital vernacular, the ways in which these new technologies impact our lives, and the politics and poetics of technological subjectivities.

Mandiberg’s projects have been presented at The Museum of Modern Art (MoMA), Los Angeles County Museum of Art (LACMA), The New Museum, Musée d'Art Moderne de la Ville de Paris, Denny Gallery, Art-in-Buildings Financial District Project Space, Arizona State UniversityMuseum & Library, and Transmediale amongst others. Mandiberg's work has been written about widely, including ArtforumArt in AmericaARTnewsThe New York TimesThe New Yorker, and The Wall Street Journal.

Mandiberg is the recipient of a LACMA Art+Technology Lab grant, three Eyebeam fellowships, a Mellon fellowship at the CUNY Graduate Center, several Wikimedia Foundation grants, and commissions from Rhizome, Turbulence.org, and Link Art Center/Abandon Normal Devices. Mandiberg has participated in residencies at the Banff Centre, Eyebeam, the MacDowell Colony, and 18th Street Arts Center.

Mandiberg is a Professor of Media Culture at the College of Staten Island/CUNY and is on the Doctoral Faculty at the CUNY Graduate Center. Founder of the New York Arts Practicum, and co-founder of theArt+Feminism Wikipedia, Mandiberg lives in, and bicycles around, Brooklyn. Mandiberg's work lives at Mandiberg.com.

 

Lev Manovich


Position: Professor
Program: Computer Science
Campus Affiliation: Graduate Center
Phone: 212-817-8190
Email: lmanovich@gc.cuny.edu
Website
Research Interests: Social and cultural computing, data visualization, computers and society
Lev Manovich, a world-renowned innovator in digital humanities and theorist of digital culture and media art, joined the Graduate Center’s doctoral faculty in January 2013 to lead digital humanities research. Manovich’s global reputation in digital humanities stems from the tremendous impact of his 2001 book, The Language of New Media, which has been translated into eight languages. One reviewer, William Warner of University of California–Santa Barbara, called the book “the most suggestive and broad ranging media history since Marshall McLuhan.” His next book, Software Takes Command, is forthcoming with Bloomsbury Publishing (July 2013).
 
Manovich’s innovative leadership in digital humanities is also playing a key role in the development of a new field of software studies—the study of how software shapes contemporary societies. In 2007, he founded the Software Studies Initiative (SSI) at UC–San Diego’s California Institute for Telecommunications and Information Technology (Calit2). Manovich’s research, which is housed at the Graduate Center, focuses on cultural analytics using computational and visualization techniques to analyze massive cultural data sets and flows. The techniques developed in his lab can be used in digital humanities, art history, cinema studies, game studies, media studies, ethnography, exhibition design, and other fields.
 
Manovich holds a Ph.D. in visual and cultural studies from the University of Rochester. His awards include a Guggenheim Fellowship; a Digital Cultures Fellowship from UC–Santa Barbara; a fellowship from the Zentrum für Literaturforschung, Berlin; and a Mellon Fellowship from California Institute for the Arts.
 

George Otte


Position: Professor, Director of Academic Technology
Campus Affiliation: Graduate Center and CUNY SPS
Phone: (212) 817-7145
Email: George.Otte@mail.cuny.edu
Website
Research Interests: Composition and Rhetoric Studies, Instructional Technology

George Otte is Director of Instructional Technology and Associate Professor of English at Baruch College and in the English Ph.D. program at the Graduate Center.  The current focus of his work is on instructional technology, represented by a forthcoming chapter on computer-mediated communication in the volume Teaching Writing in the Late Age of Print.
A member of the doctoral faculty at the CUNY Graduate Center (in the PhD Programs in English, Urban Education and Interactive Technology & Pedagogy), George Otte became the founding Academic Director of the CUNY Online Baccalaureate, CUNY's first fully online degree, in 2006. He is now the chief academic officer of the CUNY School of Professional Studies, where that Online BA has been joined by an Online BS in Business. And he was recently named University Director of Academic Technology for CUNY, a modulation in the title of CUNY Director of Instructional Technology, a position he has held since 2001.
 

Lisa Rhody


Campus Affiliation: Graduate Center
Email: lrhody@gc.cuny.edu
Phone: 
212-817-8490
Degrees/Diplomas: PhD University of Maryland
Research Interests: 20th-century American literature, digital humanities, poetry, text and image studies, scholarly communication, topic modeling, data visualization
Other GC Affiliations: Deputy Director of Digital Initiatives, Director of Digital Fellowship Programs

Publications:

“Beyond Darwinian Distance: Situating Distant Reading with a Feminist Ut Pictura Poesis Tradition.” PMLA, Volume 132, Number 3, May 2017, pp. 659–667 (9). https://doi.org/10.1632/pmla.2017.132.3.659

“Why I Dig: Feminist Approaches to Text Analysis.” Debates in the Digital Humanities 2016. Eds. Matthew K. Gold and Lauren Klein. Minneapolis, MN: University of Minnesota Press, 2016. http://dhdebates.gc.cuny.edu/debates/text/97

“Working the Digital Humanities: Uncovering Shadows between the Dark and the Light.” with Wendy Hui Kyong Chun. differences: A Journal of Feminist Cultural Studies. Edited by Elizabeth Weed and Ellen Rooney. 25.1 April 2014 DOI: 10.1215/10407391-2419985

"Topic Modeling and Figurative Language." Journal of Digital Humanities. 2.1 April 2013. http://journalofdigitalhumanities.org/2-1/
 

Katina Rogers
Faculty
Campus Affiliation: Graduate Center
Email: krogers@gc.cuny.edu
Phone: 212-817-7202
Degrees/Diplomas: PhD University of Colorado, Boulder
Other GC Affiliations: Futures Initiative, HASTAC

As the Futures Initiative’s Director of Programs and Administration, Katina Rogers guides and mentors graduate fellows, develops programming, and exercises administrative oversight over all aspects of the program. Her scholarly work focuses on many aspects of higher education reform, including scholarly communication practices, professionalization and career development, public scholarship, and advocacy for fair labor policies. She is working on a book titled Putting the Humanities Ph.D. to Work: Theory, Practice, and Models for Thriving Beyond the Classroom (under contract with Duke University Press). Rogers is the editor of #Alt-Academy, a digital publication dedicated to exploring the career paths of humanities scholars in and around the academy, and holds a Ph.D. in Comparative Literature from the University of Colorado at Boulder.
 

Andie Silva
Faculty
Position: Assistant Professor of English
Campus Affiliation: York College and Graduate Center
Phone: (718) 262-2486
Email: ASilva@york.cuny.edu
Degrees/Diplomas: Ph.D. Wayne State University
Research Interests: 16th-17th Century British Literature, History of the Book, Digital Humanities

Publications:

Silva, Andie. The Brand of Print: Marketing Paratexts in the Early English Book Trade. Leiden: Brill, Accepted for Publication. 260+ double-spaced.

Articles:

Inayatulla, Shereen and Andie Silva. "A conversation rewound: Queer and racialized temporalities in Hamilton." Studies in Musical Theatre. 12.2 2018: 265-273.

Silva, Andie and Shereen Inayatulla. "Who Tells Our Story: Intersectional Temporalities in Hamilton: An American Musical." Changing English: Studies in Culture and Education. 24.2 2017: 190-201.

Silva, Andie. "Corrections." Archbook: Architectures of the Book. 2017.

Silva, Andie. "Mediated Technologies: Locating Non-Authorial Agency in Printed and Digital Texts." History of European Ideas. 42.5 2016: 607-617.

Silva, Andie. ""Counterfeit Letters and Fictional Trials: Thomas More’s Utopia as Cultural Brand.”." Appositions: Studies in Renaissance/Early Modern Literature and Culture.. 9 2016.

Silva, Andie. "Digital Literacies and Visual Rhetoric: Scaffolding a Meme-Based Assignment Sequence for Introductory Composition Classes." Journal of Interactive Technology and Pedagogy. 2016.

Articles:

Inayatulla, Shereen and Andie Silva. "A conversation rewound: Queer and racialized temporalities in Hamilton." Studies in Musical Theatre. 12.2 2018: 265-273.

Silva, Andie and Shereen Inayatulla. "Who Tells Our Story: Intersectional Temporalities in Hamilton: An American Musical." Changing English: Studies in Culture and Education. 24.2 2017: 190-201.

Silva, Andie. "Corrections." Archbook: Architectures of the Book. 2017.

Silva, Andie. "Mediated Technologies: Locating Non-Authorial Agency in Printed and Digital Texts." History of European Ideas. 42.5 2016: 607-617.

Silva, Andie. ""Counterfeit Letters and Fictional Trials: Thomas More’s Utopia as Cultural Brand.”." Appositions: Studies in Renaissance/Early Modern Literature and Culture.. 9 2016.

Silva, Andie. "Digital Literacies and Visual Rhetoric: Scaffolding a Meme-Based Assignment Sequence for Introductory Composition Classes." Journal of Interactive Technology and Pedagogy. 2016.

Chapter:

Estill, Laura and Andie Silva. "Storing and Accessing Knowledge: Digital Tools for the Study of Early Modern Drama." Shakespeare’s Language in Digital Media: Old Words, New Tools. 2018: 131-144.
 

Maura Smale


Position: Associate Professor & Chief Librarian
Campus Affiliation: Graduate Center & City Tech
Email: msmale@citytech.cuny.edu
Website

Maura Smale is the Chief Librarian and an Associate Professor at City Tech, where she works with library faculty and staff to empower and support City Tech students, faculty, and staff in their academic pursuits. She holds a PhD in Anthropology from New York University and a MLIS from Pratt Institute. She served as Project Director for the U.S. Department of Education Title V grant-funded project A Living Laboratory and Co-Director of the City Tech OpenLab. She is also a member of the Steering Committee of the CUNY Games Network . Her research interests include undergraduate academic culture, game-based learning, open educational technologies, scholarly communications, and critical librarianship.
 
I’m Chief Librarian and Professor at the Ursula C. Schwerin LibraryNew York City College of Technology (City Tech), and faculty in Interactive Technology and Pedagogy at the Graduate Center,City University of New York. I was Project Director for the U.S. Department of Education Title V grant-funded project A Living Laboratory and Co-Director of the City Tech OpenLab, an open digital platform for teaching, learning, and collaboration.
My background in anthropology, archaeology, and library/information science is brought together in a multi-campus study of the scholarly habits of undergraduates at CUNY, with Mariana Regalado of Brooklyn College. Our latest book, Academic Libraries for Commuter Students: Research-based Strategies., presents librarians’ and researchers’ studies on commuter students’ library use at public colleges and universities around the U.S. Our book on how CUNY students use technology in their academic work,Digital Technology as Affordance and Barrier in Higher Education, was published in 2017. Other research interests of mine include using games in teaching and learning, open scholarship and teaching, critical librarianship, and educational technology.
 

Luke Waltzer


Position: Director, Teaching and Learning Center
Campus Affiliation: Graduate Center
Email: lwaltzer@gc.cuny.edu
Phone: 212-817-7275

Luke Waltzer is the Director of the Teaching and Learning Center at the CUNY Graduate Center, where he supports GC students in their teaching across the CUNY system and beyond, and works on a variety of pedagogy and digital projects. He previously was the director for the Center for Teaching and Learning at Baruch College. He holds a Ph.D. in History from the CUNY Graduate Center, serves as a Community Advisor to the CUNY Academic Commons and on the editorial collective of the Journal of Interactive Technology and Pedagogy, and has contributed essays to Matthew K. Gold's Debates in the Digital Humanities and, with Thomas Harbison, to Jack Dougherty and Kristen Nawrotzki's Writing History in the Digital Age.