News and Events

While the national narrative coming out of Ireland since the 2008 economic crisis has been relentlessly sanguine, fiction has offered a more nuanced perspective from both well-established and emerging authors. In Broken Irelands, McGlynn examines Irish fiction of the post-crash era, addressing the proliferation of writing that downplays realistic and grammatical coherence. Noting that these traits have the effect of diminishing human agency, blurring questions of responsibility, and emphasizing emotion over rationality, McGlynn argues that they reflect and respond to social and economic conditions during the global economic crisis and its aftermath of recession, austerity, and precarity. Rather than focusing on overt discussions of the crash and recession, McGlynn explores how the dominance of an economic worldview, including a pervasive climate of financialized discourse, shapes the way stories are told. In the writing of such authors as Anne Enright, Colum McCann, Mike McCormack, and Lisa McInerney, McGlynn unpacks the ways that formal departures from realism through grammatical asymmetries like unconventional verb tenses, novel syntactic choices, and reliance on sentence fragments align with a cultural moment shaped by feelings of impotence and rhetorics of personal responsibility.

Also by Christina Katopodis (Ph.D. in English, 2021)

What the latest science of learning tells us about inspiring, effective, and inclusive teaching at the college level.

College instruction is stuck in the past. If a time traveler from a century ago arrived on today’s campuses, they would recognize only too well the listlessness of the lecture hall and the awkward silence of the seminar room. Yet we know how to do better. Cathy N. Davidson and Christina Katopodis, two of the world’s foremost innovators in higher education, turn to the latest research and methods to show how teachers at every kind of institution can help students become independent, creative, and active learners.

The New College Classroom helps instructors in all disciplines create an environment that is truly conducive to learning. Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies to incorporate into any course. These empirically driven, classroom-tested techniques of active learning—from the participatory syllabus and ungrading to grab-and-go activities for every day of the term—have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings.

Extensive evidence shows that active-learning tools are more effective than conventional methods of instruction. Davidson and Katopodis explain how and why their approach works and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.

Through expert guidance on understanding, interpreting, and writing about Shakespeare's language, this book makes The Winter's Tale accessible and exciting for students. It demonstrates that careful attention to Shakespeare's complex dramatic language can clarify the structure and concerns of the play, as well as provide deep and satisfying engagement with the social, political and ethical questions Shakespeare raises. Each chapter features a 'Writing Matters' section designed to connect analysis of Shakespeare's language to students' development of their own writing strategies. The book examines topics in the play such as tragicomic genre; women's assertion of social and political agency; obedience and resistance to rulers; the virtues and risks of following festivity, and disputes over the proper forms of religious devotion.