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  • Richard E. Miller
  • Professor of English
  • At Rutgers Since: 1993
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  • Office: 43 (Historic) Mine Street, Room 101, College Ave Campus
  • Office Hours:

    By appointment: in person and via Zoom.

  • Primary Areas of Specialization: Reading in Slow Motion; Multimedia Composition; The Essay; Creative Nonfiction; 21st Century Literatures; Apocalyptic Literature; Writing Studies; Teacher Training/Pedagogy; Graphic Narratives.
  • Field of Interest: Creative Writing Studies, Pedagogy, Twentieth Century, Twenty-first Century, Writing
  • About:

    Professor Miller is the co-author, with Ann Jurecic, of Habits of the Creative Mind (2019, 2nd edition). This collection of essays works with the idea that writing is a technology for thinking new thoughts and that one learns to use writing for this purpose through practice. Composed with the reflective teacher in mind, Habits promotes an approach to writing that keeps open and alive the questions that are central to our humanity.

    Professor Miller's most recent work, On the End of Privacy: Learning to Read, Write, and Think in the 21st Century (UPitt, 2019) looks at the personal, educational, and cultural consequences of the shift from a paper-based to a screen-centric world. He is in the early stages of a project on the untold stories of the institutionalized. Both projects are centrally concerned with curiosity and archival exploration.

    Professor Miller is also the author of Writing at the End of the World (2005) and of As if Learning Mattered: Reforming Higher Education (1998). He has delivered over one hundred invited talks across the country and abroad on a range of topics related to literacy, technology, and higher education. Professor Miller published exclusively on his blog,, from 2008-2016, pursuing a project he called, "An Experiment in Learning in Public." During this time, he wrote extensively about "the end of privacy" and how education is being changed as a result of the proliferation of hand-held devices that enable instant publication and global distribution of anything that can be seen or heard. He focused on news coverage of Tyler Clementi's suicide, campus violence, and evolving forms of literacy in the digital age. He also composed a graphic narrative following the misadventures of Professor Pawn, erstwhile expert in Exlification.

    Professor Miller started his career as a writing teacher, spent time as an administrator, returned to the classroom as a Gen Ed teacher specializing in large lecture courses, and now focuses on teaching creative thinking and imaginative reading. In recognition of his success in these areas over the 29 years he has been teaching at Rutgers, he received the Chancellor-Provost's Award for Excellence in Teaching in 2022, which honors a member of the New Brunswick faculty "whose teaching contributions resulted in an extraordinary impact on the institution, students’ experiences, and public engagement."

  • Book(s):
  • Undergraduate Courses Taught:
    • Reading in Slow Motion
    • Intro to 21st Century Literatures
    • Creative Nonfiction
  • Graduate Courses Taught:

    I haven't taught in the graduate program in two decades. When I did, I taught the required writing pedagogy course and a course that explored business practices in higher education. I've directed four dissertations and have provided teacher training to advanced graduate students who have assisted me in running my two Signature courses.

  • Awards:

    Awards for Scholarship

    James N. Britton Award, which recognizes Exemplary Studies Published by English Language Arts Teachers, for Writing at the End of the World. Conference on English Education of the National Council of Teachers of English. Nov 2006.

    James L. Kinneavy Award for Best Essay Published in JAC, A Journal of Advanced Composition, for “What Does It Mean to Learn?: William Bennett, the Educational Testing Service, and a Praxis of the Sublime.” JAC 16 (1996): 41-60.

    Awards for Teaching

    Chancellor-Provost's Award for Excellence in Teaching, which honors a faculty member "whose teaching contributions resulted in an extraordinary impact on the institution, students’ experiences, and public engagement." (Selected from 1100 eligible tenured faculty on the NB campus), Rutgers University. May 2022.

    Faculty Scholar-Teacher Award, which honors tenured professors who make exceptional connections between their academic research and their teaching. Board of Governors, Rutgers University. May 2006.

    Faculty of Arts and Sciences Award for Distinguished Contributors to Undergraduate Education Rutgers University. May 1998.


    External Grants/Solicited Gifts to Enhance the Curriculum ($3,231,500):

    Principle Investigator, “Grounded in Tradition, Preparing for the Future,” 1M grant from the Mellon Foundation for a four-year project to improve advanced study in the humanities through the recruitment of senior scholars and the provision of summer writing stipends and summer research funds for graduate students. Summer 2004.

    Co-author with Susan Forman and Isabella Nazzaro of the John and Joan Bildner Foundation’s Diversity Initiative Grant, “Rutgers Intercultural Initiative,” $225,000. Grant established a summer Intercultural Institute for faculty development across all three Rutgers’ campuses. Spring 2002.

    Principal Investigator, “Reaching Other Audiences: Web Authorship for Humanities Graduate Students,” $6,500 Woodrow Wilson Innovation Grant, Woodrow Wilson Foundation, Fall 2002.

    Collaborated with Joseph Stampe and Barry Qualls on “The Jules and Jane Plangere Center for Speaking and Writing,” a proposal that attracted a commitment of $2 million to endow the College Avenue Writing Center, part of a $3 million gift to Rutgers College. Spring 1999.

    Internal Grants to Enhance the Curriculum ($44,010):

    Organizer, “The New Humanities Lecture Series for Undergraduates.” Awarded $1,600 grant from The Committee to Advance Our Common Purposes to launch the inaugural lecture. Spring 2004.

    Principal Investigator, $5,000 Teaching and Curriculum Evaluation Grant, “Tracking the Use of Instructional Technology.” Fall 2000.

    Principal Investigator, $3,000 Rutgers Dialogue Grant for the Enhancement of Undergraduate Education, “Getting Students and Teachers On-Line.” Fall 1997.

    Co-recipient with Godfrey Roberts, $3,000 Rutgers Dialogue Grant for the Enhancement of Undergraduate Education, “Improving the Reading and Writing Skills of Students in the Health Professions.” Fall 1997.

    Co-recipient with Alexander Librarians, Ellen Gilbert and Boyd Collins, of a $5,410 Rutgers Dialogue Grant for the Enhancement of Undergraduate Education, “Teaching Research Skills to Undergraduates.” Fall 1997.

    Principal Investigator, $16,000 Teaching Excellence Center Grant to Upgrade the Writing Centers, “Revising the Culture of Undergraduate Research at Rutgers University: A Collaborative Project between the Writing Program and the Rutgers Libraries for Promoting Excellence in Writing Across the Disciplines.” Fall 1996.

    Principal Investigator, $10,000 Rutgers Dialogue Grant for the Enhancement of Undergraduate Education, “350:201 Pilot Project: Developing Linked Courses Across the Disciplines to Foster Excellence in Student Writing.” Fall 1995.

    Internal Grants for Equipment Upgrades ($824,707):

     Principal Investigator, $120,000 ACIC Grant for the Enhancement of Undergraduate Education. “The Culture Lab, Phase II: Multi-media Production Studio.” Fall 2008.

    Principal Investigator, $73,340 ACIC Grant for the Enhancement of Undergraduate Education,
    “Replacing Computers in the Writing Program's Douglass College Instructional Lab and
    the Plangere Writing Center Resource Lab.” Summer 2005.

    Principal Investigator, $37,367 ACIC Grant for the Enhancement of Undergraduate Education, “The Culture Lab: A Lab for Digital Media Production.” Summer 2005.

    Principal Investigator, $132,000 ACIC Grant for the Enhancement of Undergraduate Education, “The Fluency Lab Initiative.” Summer 2004.

    Principal Investigator, $62,000 ACIC Grant for the Enhancement of Undergraduate Education, “Upgrading the CAC Writing Lab.” Summer 2004.

    Principal Investigator, $125,000 ACIC Grant for the Enhancement of Undergraduate Education, “Replacing the Computers in the Writing Program’s Three Computerized Classrooms.”
    Spring 2002.

    Principal Investigator, $100,000 ACIC Grant for the Enhancement of Undergraduate Education, “Integrating Instructional Technology into the Required Undergraduate Writing Courses, Part II.” Spring 2001.

    Principal Investigator, $175,000 ACIC Grant for the Enhancement of Undergraduate Education, “Integrating Instructional Technology into the Required Undergraduate Writing Courses.”
    Spring 1999.

  • Visiting Professorships :

    From 2013-2015, Professor Miller served as a full-time consultant on curricular design for Rutgers University's newly launched Doctorate in Social Work program. Miller also taught full-time in the program, helping its first two graduating classes create capstone multimedia projects for their writing portfolios. 

  • Membership Affiliations:

    Professor Miller was ordained as a minister for the Univeral Life Church Monastery on March 23rd, 2016.

  • Other Publications:
  • Other Information of Interest:
  • Education: PhD, University of PittsburghMA, University of Massachusetts BostonBA, St. John's College
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  • Allan Punzalan Isaac
  • Associate Professor of American Studies and English
  • Phone Number: (848) 932-9174
  • Office: Ruth Adams Building, Room 201, Cook/Douglass Campus
  • Primary Areas of Specialization: Asian American Literature; Critical Race Studies; Migration and Diaspora
  • Field of Interest: Asian-American, Critical Race Studies, Gender & Sexuality, Postcolonial, Twentieth Century, Twenty-first Century
  • About:

    Professor Allan Punzalan Isaac specializes in Asian American, comparative ethnic and postcolonial aspects of contemporary American literary and cultural studies. His book American Tropics: Articulating Filipino America (2006) is the recipient of the Association for Asian American Studies Cultural Studies Book Award. In 2003-2004, he was a Senior Fulbright Scholar at DeLaSalle University-Taft in Manila, Philippines. He received his BA from Williams College and his PhD in Comparative Literature from NYU. He teaches a broad range of courses in theory and literature, Asian American Studies, critical race theory, U.S. cultural studies, and comparative race studies. His upcoming book, Timely Frictions, is on Filipino affective labor and temporality. His current research is on Dying in Diaspora.

  • Undergraduate Courses Taught:
    • Asian American Literature and Its Discontents
    • Gender & Sexuality in Asian American Literature
  • Education: PhD, New York UniversityBA, Williams College
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  • Lauren M.E.Goodlad
  • Professor of English
  • Office: 36 Union St., Room 303
  • Primary Areas of Specialization: 19th century and Victorian studies; genre theory and seriality; global studies and critical theory; critical artificial intelligence; television and media studies
  • Field of Interest: Film, Global Anglophone, Postcolonial, Theory, Victorian
  • About:


    Lauren M. E. Goodlad is Professor of English and Comparative Literature as well as a faculty affiliate of the Center for Cultural Analysis (CCA), the Rutgers British Studies Center, and the Rutgers Center for Cognitive Science. At the University of Illinois, where she taught until 2017, Goodlad was Kathryn Paul Professorial Scholar, University Scholar, Provost Fellow for Undergraduate Education, and director of the Unit for Criticism & Interpretive Theory (2008-14). At Rutgers, she has served as Associate Chair of English and as a member of the executive committee for Graduate Studies; she currently serves as a board member for CCA and RBSC, the chair of a new interdisciplinary initiative on Critical Artificial Intelligence and as Editor-in-Chief Critical AI, a forthcoming multidisciplinary journal. Grant-funding for these initiatives includes a recently announced two-year NEH international grant ("Unboxing AI') to create workshops and other programming in collaboration with partners at the Australian National University.

    A specialist in Victorian and nineteenth-century literature and culture, Goodlad also has research and teaching interests in genre studies; critical, feminist, postcolonial, and political theory; television and seriality studies; Big Tech and artificial intelligence; as well as literature in relation to liberalism, globalization, and financialization. She has served as the chair of the MLA's TC History and Literature forum and a member of the advisory boards for Victorian Literature and Culture, Nineteenth-Century Gender Studiesand Victoriographies. Goodlad's new project, tentatively titled Genres that Matter: The Ontological Work of Nineteeneth-Century Fiction, is longue duree study of groundbreaking Victorian-era media including Wuthering Heights, Trollope's Barchester Chronicles, and the creation of Sherlock Holmes. By way of exploring genre conventions as they migrate and morph across periods, media, and geographic borders, the book describes such varied afterechoes as David Peace's Red Riding Quartet, HBO's Big Love, and the advent of data-driven artificial intelligence. Excerpts from the study have appeared in New Literary HistoryRe-Plotting Marriage in Nineteenth-Century British LiteratureThe Edinburgh Companion to Anthony Trollopeand The Wide Nineteenth Century (a recent special issue of Victorian Literature and Culture)Goodlad co-edited What Is and Isn't Changinga December 2020 special issue of MLQ and has a second project under development on the topic of the country house and the world-system. Parts of the project were adapted for "Said and the 'Worlding' of Nineteenth-Century Fiction," her contribution to After Said (ed. Bashir Abu-Manneh).

    Goodlad is the author of The Victorian Geopolitical Aesthetic: Realism, Sovereignty and Transnational Experience (Oxford, 2015, 2016) and Victorian Literature and the Victorian State: Character and Governance in a Liberal Society (Johns Hopkins, 2003) as well as the editor or co-editor of two collections and several special issues: Worlding Realisms, a 2016 special issue of Novel; Mad Men, Mad World: Sex, Politics, Style, and the 1960s (Duke UP, 2013); The Ends of History, a 2013 special issue of Victorian Studies; Goth: Undead Subculture (Duke, 2007); States of Welfare, a 2011 special issue of OccasionComparative Human Rights, a 2010 special issue of the Journal of Human Rights; and Victorian Internationalisms, a 2007 special issue of RaVoN. Her work has also appeared in American Literary History, Cultural CritiqueELH, Genre, Literature Compass, Nineteenth-Century Literature, and PMLA. Some of her discussions on the topic of liberalism, from the nineteenth century to the present day, have appeared in Victorian StudiesThe Routledge Research Companion to Anthony Trollope, The Blackwell Companion to the Novel, Victorians Institute Journal, and in "Liberalism and Literature," and essay commissioned for The Oxford Handbook to Victorian Literary Culture.

    Goodlad's first essay on Mad Men, originally titled "Madmen Yourself," appeared in The Chronicle of Higher Education in 2009 and was reprinted in The McGraw Hill Reader. In addition to the book she co-edited with Lilya Kaganovsky and Robert Rushing, she was the editor of a series of blogs on the show's later seasons and published "It's the Real Thing," her take on the show's 2015 finale, in Public Books. Among other work on serialization and serial telelvision, she has written a keyword on "Seriality" and the afterword to Television for Victorianists (a 2013 special issue of RaVoN), while serving as a juror for the International Emmy Awards' Peter Ustinov Prize for Television Scriptwriting. 

  • Education: BSILR, Cornell UniversityMasters in English, NYUPhD in English, Columbia University
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  • Jeffrey Lawrence
  • Associate Professor of English
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  • Phone Number: (848) 932-7371
  • Office: Murray Hall, Room 025, College Ave Campus
  • Primary Areas of Specialization: 20th- and 21st-century American literature and culture, Latin American/Hemispheric Studies
  • About:

    Jeffrey Lawrence’s research and teaching focus on 20th- and 21st-century American literature and culture and Latin American/Hemispheric Studies.  His first book, Anxieties of Experience: The Literatures of the Americas from Whitman to Bolaño (Oxford, 2018), offers a new interpretation of US and Latin American literature from the nineteenth century to the present. Revisiting longstanding debates in the hemisphere about whether the source of authority for New World literature derives from an author's first-hand contact with American places and peoples or from a creative (mis)reading of existing traditions, the book charts a widening gap in how modern US and Latin American writers defined their literary authority. In the process, it traces the development of two distinct literary strains in the Americas: the "US literature of experience" and the "Latin American literature of the reader." Reinterpreting a range of canonical works from Walt Whitman's Leaves of Grassto Roberto Bolaño's 2666, Anxieties of Experience shows how this hemispheric literary divide fueled a series of anxieties, misunderstandings, and "misencounters" between US and Latin American authors. In the wake of recent calls to rethink the "common grounds" approach to literature across the Americas, the book advocates a comparative approach that highlights the distinct logics of production and legitimation in the US and Latin American literary fields. Anxieties of Experience closes by exploring the convergence of the literature of experience and the literature of the reader in the first decades of the twenty-first century, arguing that the post-Bolaño moment has produced the strongest signs of a truly reciprocal literature of the Americas in more than a hundred years.

    Professor Lawrence is currently at work on a second book project, tentatively titled "Culture in Movement: US Literature, Social Movements, and Political Thought after 1945.” In the context of an increasing emphasis on literary institutions in the scholarship on post-45 American literature, the book argues that social movements rather than institutional networks have been the principle engine of formal and thematic innovations in American literature after 1945. It reads major literary texts from the 1950s forward in relation to the historical development of the counterculture, Civil Rights, Black Power, women’s liberation, anti-Vietnam, Chicanx, conservative, gay rights, Occupy, and Black Lives Matter movements.

    Professor Lawrence's work has appeared in or is forthcoming from American Literary HistoryTwentieth-Century Literature, Variaciones BorgesThe IC Scientific Journal of Information and CommunicationPensamiento de los confinesTropics of Meta, and The Huffington Post. His translation of Andrés Neuman’s How to Travel Without Seeing appeared in 2016.  He is also a founding contributor to the online blog of literary reviews El Roommate: colectivo de lectores.

  • Book(s):
  • Undergraduate Courses Taught:
    • American Postmodernism: Fiction, Theory and Film
    • Social Movements and American Literature after 1945
    • Roberto Bolaño and the Genres of the Americas
  • Graduate Courses Taught:
    • Culture in Movement: Post-45 Literature and Culture
  • Awards:
    • International Association of Inter-American Studies prize for the best dissertation in Inter-American Studies for 2013/4.
    • Princeton Institute for International Relations Dissertation Fellowship (2012-3)
  • Membership Affiliations:
    • Modern Language Association
    • Modernist Studies Association
    • Society for U.S. Intellectual History
    • Latin American Studies Association
    • Katherine Anne Porter Society
    • Percival Everett International Society
  • Other Publications:
    • "Why She Wrote about Mexico: Katherine Anne Porter and the Literature of Experience." Twentieth-Century Literature, forthcoming 2017.
    • “‘I Read Even the Scraps of Paper I Find on the Street:’ A Thesis on the Contemporary Literatures of the Americas.” American Literary History 26.3 (2014): 536-558.
    • “The International Roots of the 99%,” IC Scientific Journal of Information and Communication, 10 (2013): 53-72.
    • “El viajero y el lector: Waldo Frank, Jorge Luis Borges, y la disputa por la América whitmaniana,” Pensamiento de los confines30 (Summer 2013): 204-214.
    • “An American History of Infamy,” Variaciones Borges 31.1 (2011), 160-179.
  • Education: PhD Comparative Literature, Princeton University, 2014.BA Spanish, Amherst College, 2007.
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  • William H. Galperin
  • Distinguished Professor of English
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  • Phone Number: (848) 932-7960
  • Office: Murray Hall, Room 016, College Ave Campus
  • Primary Areas of Specialization: Eighteenth Century Literature; Eighteenth Century Poetry; Film and Cinema Studies; Nineteenth Century Literature; Nineteenth Century Poetry; Romantic Literature; Romantic Poetry
  • Field of Interest: Poetry & Poetics, Restoration & Eighteenth Century, Romantic, Theory
  • About:

    My work has continually explored the relationship of canonical Romantic writing to both contemporaneous and contiguous developments in British literature and culture, beginning with my first book, Revision and Authority in Wordsworth: The Interpretation of a Career (1989). Here I reconsidered the relationship between the poetry of Wordsworth’s so-called “great decade” and the poet’s middle and later poetry, showing how the later poetry, far from an anticlimax, represents a sharply critical engagement with the poet’s overtly Romantic writings and the hierarchies they install. In a similar vein, my second book, The Return of the Visible in British Romanticism (1993), demonstrates the extent to which Romantic culture was less a movement in the sway of a single or dominant ideology than a site of competing ideologies. Through texts ranging from Wordsworth’s The Prelude, to the theater criticism of Hazlitt, Lamb and Coleridge, to the painting of John Constable, to contemporary, precinematic spectacles such as the Panorama and the Diorama, I argue that the primacy of mind in the act of imagination was only one aspect of Romantic culture. There exists in the discourse of Romanticism a countermovement to that aesthetic experience in which things seen by the bodily eye are suddenly unassimilable to control or conceptualization in the same way that the human subject’s aspirations to autonomy are mitigated by its visibility and materiality.

    My third book, The Historical Austen (2003) extends this effort to identify an expanded Romanticism by engaging the most important writer of the period not directly associated with the Romantic movement. Employing a composite of historicizing methods, ranging from the social to the literary, I retrieve Jane Austen’s writings from their seemingly regulatory disposition through an interpretation of her fiction that takes full measure of the heterogeneity of her achievement. The largest of this study's concerns, particularly in its reconception of Romantic-period writing, involves the development of the novel itself, whose progress to realism is complicated by the possible worlds that animate the otherwise probable world that Austen's fiction is thought to serve. My latest study, The History of Missed Opportunities: British Romanticism and the Emergence of the Everyday (2017) extends this investigation in further exploring an unrecognized, certainly an unappreciated, development in Romantic-era Britain: the emergence of the everyday as a distinct stratum of experience. Emergence, first theorized somewhat later in the nineteenth century, focused on the rise and synthesis of complex entities from components that were less complicated. But in a reversal of this impetus, the everyday’s emergence involved two things: the emancipation of the world from subjective or phenomenological misprision; and second, and related, the recognition that the lives and experiences of individuals (but also of nations and societies) were myopically bound to futurity––to horizons of progress––that took little stock of the present, which was increasingly “missable”  but as a prelude to being (re)discovered. The everyday’s emergence is an act of recovery that Romantic-period literature restages, transforming “history” into a placeholder for possibilities that had been ignored in deference to the “open futures” toward which everything was hurtling in “the age of revolution.”

    I've taught across and at all levels of the curriculum in English, from 200-level courses to graduate seminars. I've also taught literary theory for the Comparative Literature program. Most of my teaching, however, is in late-eighteenth/early-nineteenth-century British literature through a variety of frameworks: Politics, Sensibility, Romantic Irony, the Fragment Poem, the Novel and, most recently, questions of Immediacy, the subject of my current research.


  • Book(s):
  • Undergraduate Courses Taught:
    • Principles of Literary Study
    • British Romantic Writers
    • Early Romantic Literature
    • Jane Austen
    • Lord Byron
    • Romanticism and Realism
    • Shakespeare
  • Graduate Courses Taught:
    • Placing Jane Austen
    • Romanticism and the History of Missed Opportunities
  • Awards:
    • Distinguished Scholar Award, Keats-Shelley Association, 2016
    • Choice Outstanding Academic Title (for The Historical Austen), 2004
    • Rutgers University Board of Trustees Award for Excellence in Research, 2004
    • Howard Foundation Fellowship, 1991-92
    • Rutgers University Research Council Grant, 1988, 1990
    • Rutgers University Research Council Summer Fellowship, 1984
    • ACLS Fellowship, 1981-82
  • Membership Affiliations:
    • Member, Modern Language Association
    • Member, Wordsworth-Coleridge Association
    • Member, North American Society for the Study of Romanticism
    • Member, International Society for the Study of Narrative Literature
    • Member, Interdisciplinary Nineteenth-Century Studies Association
  • Other Publications:
  • Education: PhD, Brown UniversityMA, Brown UniversityBA, University of Chicago