Friends of
Rutgers English Spring/Summer 2006
A Newsletter for Alumni and Friends of the Department of English

Inside This Issue
Barry Qualls is New VP
From the Chair
Derek Attridge Departs
John McClure Wins Susman Award
Regina Masiello Honored for Teaching
Aresty English Researchers
George Levine Retires
Richard Miller Wins Scholar-Teacher Award
Martin Gliserman Wins Teaching Award
William Walling Retires
Cheryl Wall Wins Research Award
Writers at Rutgers:
      Susan Wheeler
      Jonathan Franzen
A History of Rutgers English
What's in a Name?
In Memoriam:
       Horace E. Hamilton
       Peggy Friedman
Student Awards and Honors
An English Major in England
Howard Fellowship Continues
New Face at the Plangere Center
Thanks to Our Interns
Alumni Enjoy Book Fair
New Alumni Book Corner
Thanks to Our Supporters

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Department of English Home

Richard Miller Wins

Scholar-Teacher Award

By Elizabeth Heisler


Professor Richard E. Miller, winner of the 2006 Scholar-Teacher AwardAt a research university like Rutgers, professors are expected to combine solid teaching with scholarly research and publication. The Scholar-Teacher Award honors those faculty members who form a vital link between their research and their work in the classroom, inspiring students to work at the edges of current understanding.

We are proud to announce that Rutgers English Department Chair Richard E. Miller received the Faculty Scholar-Teacher Award for 2006, making him the second Rutgers English professor to receive this honor since its inception in 2000. Professor Miller has achieved a national reputation for his work in the fields of pedagogy and composition studies, and for his critical work bridging personal experience and academic labor. He is also a past recipient of the FAS Award for Outstanding Contributions to Undergraduate Education, and the co-chair of the Task Force on Undergraduate Education’s Core Curriculum Committee. He is known throughout the Rutgers community for his longstanding commitment to intellectual rigor, and for pedagogical innovation in both graduate and undergraduate courses.

In As If Learning Mattered, his first book, Professor Miller explores the dynamics of reform in higher education, paying particular attention to the gap between official statements of educational commitments and actual classroom practices. With The New Humanities Reader, now in its second edition, Professor Miller and his co-editor, fellow Rutgers English Professor Kurt Spellmeyer, give entry-level students a selection of some of the most vibrant and compelling current nonfiction writing on a wide range of contemporary topics in many different fields. Over the past five years, The New Humanities Reader has become a standard text in first-year writing courses across the nation.

In his most recent book, Writing at the End of the World, Professor Miller considers the future of higher education and the allure of apocalypticism. Professor Miller unites discussions of current events with personal recollections, interpretations of literary texts, and responses to educational theory, all to explore the questions “Why go on writing in a world where no one reads? Why go on reading in a world awash with violence?” Writing at the End of the World reveals Professor Miller’s thoughts about the important role the humanities should play, providing both the intellectual tools and the resources for hope required to remain committed to building a better world.

In the classroom, Professor Miller’s confidence and ability to step back from his authoritative position create a learning environment where students always feel comfortable participating. Through a pedagogy based on “questioning and connecting,” Professor Miller combines the academic with the personal, encouraging students to develop their own intellectual values and commitments. Whether he is teaching the first-year writing course or a dissertation writing seminar for advanced graduate students, Professor Miller’s goal is to get students to write and to think at the edge, making it possible for students to transform their sense of themselves in the process.

The Faculty Scholar-Teacher Award is a testament to Professor Miller’s ability to bridge the intellectual gap between scholars and students, between academic professionals working to make the humanities matter and students who are trying to do the same thing, on a personal level, through their education. As he describes it in the conclusion to Writing at the End of the World: “The practice of the humanities, so defined, is not about admiration or greatness or appreciation or depth of knowledge or scholarly achievement; it’s about the movement between worlds, arms out, balancing; it’s about making the connections that count.”


The New Humanities Reader site

More about Writing at the End of the World

Our Award-Winning Faculty



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