fsu creative writing faculty

FSU | Career Center

Career Center

Creative writing.

FSU students have designed a variety of blueprints to design their careers when engaging in the Creative Writing major. There are some commonalities with career design blueprints, which are the foundation building blocks of Self-Knowledge and Options Knowledge. Whether you are just beginning to design your career or updating your design, the information, tools, and materials below will provide you with a solid foundation to design your career.

Self-Knowledge

To help you explore, here are interests, values, and skills commonly associated with common career fields related to Creative Writing. This list is not exhaustive yet gives you a starting point for your Career Design.

Enterprising

Conventional

Achievement

Working Conditions

Key Transferrable Skills

Communication

Critical Thinking

Research & Innovation

Teamwork & Cross-cultural Collaboration

Key Technical Skills

Desktop publishing software

Graphics or photo imaging software

Presentation software

Word processing software

Learn More about You

The Career Center provides assessments that can help you explore and identify your interests, values, and skills. Utilize the Computer Assisted Career Guidance Systems and virtual values activity to see how your interest, values, and skills match those that are closely correlated with this major and compare occupation options that develop from your assessment results to those found in this blueprint.

Focus2Career    My Next Move    SIGI3    Virtual Values Card Sort

Options Knowledge

Exploring occupations is an important step in your career design. Finding occupation options that match your interest, values, and skills create a solid foundation for your career design. Additional information that will help you design your career is job titles, typical work duties, training and education required, industry growth and projected growth, and salary data based on geographical areas.

General Information and Resources

Access valid and reliable occupation information through the resources below and compare the occupations you explore to your self-knowledge.

The Occupational Outlook Handbook O*Net CareerOneStop

Sample Occupations

Research Assistant, Librarian , Law librarian, Legislative aide, Congressional researcher, Convention planner, Bookstore manager, Buyer, retail store, Market researcher, Psychometrician, Patient education officer, HMO, Program coordinator, Programmer / Analyst  Attorney, Counselor / Psychologist, Social worker, Foreign Service officer, Curriculum planner, Industrial analyst, City manager, Creative writer, Technical writer,  Speech writer, Journalist, Drama, art, music critic,  Web writer, Newsletter writer, Editor, Publications coordinator, Editorial assistant, Web designer, Advertising copywriter, Reading specialist, K-12 teacher,  College instructor, Peace Corps / Teach for America teacher, Speech Therapist, Sales manager, Training consultant, Public relations representative, Politician,  Lobbyist

Salary Range Based on Sample Occupations

Introductory Range: $30,380 - $35,880

Mid-Career Range: $63,400 – $67,120

Experienced Range: $126,800 - $133,460

Additional salary information: FSU Graduating Senior Survey Dashboard Board of Governors Dashboard

Explore the FSU Community to Find Opportunities that Match You

To see your major's tailored CandidCareer playlist click  here 

Connect with The Career Center

Drop-in to Career Advising with the Career Center and meet with a Career Advisor to explore and build your Individual Action Plan.

Drop-in Career Advising Options

Connect with your Career Liaison who specializes in supporting students in this major and related industries.

Meet Your Liaison

Sample Registered Student Organizations

FSU Society for Collegiate Journalists

FSU Film Club

Kudzu Review FSU

Phi Alpha Delta Pre-Law

Explore NoleCentral for Additional Options

Research Graduate and Professional School Options

Depending on your long-term goals, graduate school might be part of you career design. Utilize these resources using the keyword "Creative Writing" to research your options.

Career Cornerstone      Petersons      US News & World Report      Grad Schools.com      Study.com

Career, Internship and Graduate School Fairs

Each year the Career Center hosts career, internship and graduate school fairs to help students connect with employers. These events and more can be found in NoleNetwork, the centralized job board and connection to career events and opportunities at FSU.

Engage with the people and opportunities to learn more about yourself and career options. Career Advisors, Career Liaisons, Alumni, ProfessioNole Mentors, employers and other people you meet through involvement on and off campus will help you refine your career design.

After finding a Registered Student Organization to engage with, engage with Career Center and FSU Campus events and Programs to help you connect and build your network while also developing ProfessioNole Competencies.

Career Center Events and Programs

Connect with professionals and FSU Alumni who are in careers that you want to learn more about or tryout a career to see how it matches your interest, values, and skills.

FSU Events and Programs

Division of student affairs programs.

At FSU there is a program for everyone. Engage with one of the many programs that will help you develop, academically, personally, socially, and help you design your career.

Division of Student Affairs Program Connection

Student Government Association

Build Your Skills and Earn Badges

Earn badges and develop your ProfessioNole Competencies. From Financial Success options to learning how to build an App, there is a badging pathway for you. Pathways allow you to enhance your skills while working autonomously and alongside your peers, industry experts, and other ProfessioNoles. While you are earning badges, be sure to engage in ProfessioNole Ready so you are prepared to seek new experiences that will help you in your career design.

Prepare to Connect

As you design your career, the Career Center can help you prepare to connect with employers and graduate and professional school programs through services, programs, and events.

Career Advising Mock Interviews

Grad School Boot Camp ProfessioNole Ready

Resume Cafés Information Sessions

Build Your Network

FSU is here to help you build your network. However, you can also get engaged with opportunities and groups outside of the FSU community by getting involved with professional associations and engaging in or following groups on LinkedIn.

Engage in Professional Organizations

National Association of Independent Writers & Editors

The International Women's Writing Guild

American Society of Journalists and Authors

Society for American Travel Writers

Society for Children's Book Writers and Illustrators  

Asian American Journalists Association

Native American Journalists Association

Writers Guild of America West

Engage in LinkedIn Groups

To search for LinkedIn Groups you can use the names of the associations above in the linked in search box and set your filter to groups or companies. You can then generate a list of LinkedIn Groups to explore and join or connect. Additionally, try some of the following keywords:

Creative Writing      Fiction Writing     Story-Telling    Journalism    Journalist    Non-Fiction 

Experiences like internships, leadership, research, creative works and global engagement, also known as experiential learning or formative experience, are a key part of determining your interests, values, and skills and developing competencies for career success. Experiential learning provides the opportunity to apply the knowledge you have gained in the classroom to a real-world experience while enhancing your transferrable and industry specific skills. By engaging in these types of experiences, you can “try on” the various work environments within your aspirational career field.

Experience Essentials

Many FSU Students engage in experiences throughout the year, however it is important to know when application deadlines occur and that majority of employer recruit heavily in the Fall semester to hire interns for the upcoming summer. Below are some sample of possible experiences related to this major.

Types of Experiences

Internships.

Editing Writing and Media Academic Internship

Florida Press Foundation Internships

Book Jobs Internships (Publishing)

Florida House of Representatives Internship

U.S. State Department Virtual Student Federal Service Internships

The Southeast Review (Internships and Submissions)

WFSU Public Media Internships and Volunteering

FSU Honors in the Major Research

FSU Digital Humanities Research

Florida Association of Museums

FSU Leadership Programs

Global Engagement

U.S. Fulbright Program

FSU Global Exchanges

Literacy Volunteers of Leon County

Junior Achievement of the Big Bend (Youth Education)

Idealist Internship Database

Find Experiences

FSU provides or connects students with experiences every day. For internships, the Career Center's NoleNetwork connects students to internship opportunities on campus, across the country, and even globally. The Career Center's "Gain Experience" webpage also connects you with opportunities and other FSU departments. Other departments and programs on campus can also help connect with an experience that matches your career design.

Experiences Through FSU

Center for Undergraduate Research and Academic Engagement

The Center for Global Engagement

FSU International Programs

Innovation Hub

The Center for Leadership and Social Change

Sample Employers

• City of Tallahassee
• Defense Intelligence
• Department of State
• Deutsche Bank
• Fasig Brooks
• Florida Board of Governors
• Florida Department of Environmental Protection
• Harris Corporation
• Teach for America
• U.S. Department of State
• Zimmerman Agency

Sample Work Settings

• Advertising Agencies
• Archives Art Galleries
• Banks or Investment Firms
• Colleges/Universities
• Consulting Firms
• International Business Organizations
• Professional and Technical Journals
• Radio/TV Industry Research Departments
• Social Service Agencies
• Agency for International Development

Earn Recognition for Your Experience

Get recognized for your experiences. Whether it is one experience or a combination of various types of experiences that you engage in and complete during your time at FSU, there is a recognition program for you. Checkout the Experience Recognition Program options through the FSU Career Center and the Garnet and Gold Scholar Society, which is the highest experience recognition and honor offered at FSU.

Construct Your Blueprint

Now that you have the tools and basic concepts to being building your career. Start designing your custom blueprint.

NoleNetwork is the not just your connect to Career Center events, but your connection to employment opportunities. Below are opportunities related to this major that you may be interested in pursuing.

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Individual Learning Plan

As you design your career and build your blueprint create overarching goals with smaller smart goals that create the building blocks of your blueprint. Revisit and revise your plan as you meet your goals. If you get stuck, visit the FSU Career Center.

• Customized Individual Action Plan

Career Center part of the Division of Student Affairs 100 South Woodward Avenue Tallahassee, FL 32306 Hours: M - F  8 a.m. - 5 p.m.

(850) 644–6431 Questions/Broken Links

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Make a gift to the David Kirby Graduate Fellowship and join David and the FSU Creative Writing Program in launching the next generation of promising young poets.

Donations ended on 4/30/2024

Missed this Spark? You can still make a difference.

$52,130 raised of $50,000 goal, 143 total gifts, 123 supporters, $11,000 largest gift, 0 days to go, david kirby graduate fellowship, creative writing.

Florida State University has been the academic home of Robert O. Lawton Distinguished Professor Dr. David Kirby for the first 50 years of his career. David has created a long-lasting legacy for hundreds, if not thousands, of students and colleagues. Now, to properly recognize his scholarship and service at FSU, we launch this project to create an endowment, the David Kirby Graduate Fellowship within Creative Writing. We invite you to join us in honoring David by making a contribution to the David Kirby Graduate Fellowship. Once established, the David Kirby Graduate Fellowship will support the general needs and priorities of the Creative Writing program and recruitment of graduate students, provide stipend supplements and, among other uses, fund graduate student travel to conferences and invited lectures. The Director of the Creative Writing Program, in consultation with the award-winning poets in FSU's world-class Creative Writing Program, will select promising young poets for this fellowship. It is our dream to recognize David's 50 years of service with a $50,000 endowment. In the first two weeks, we have already achieved more than our initial goal of $5,000. With your help, we can make our next milestone.  Our next milestones are below. Please join us in support of this goal.

• 10% endowed: $5,000
• 25% endowed: $12,500
• 40% endowed: 20,000
• 100% endowed: $50,000

Project Updates

Update title march 21, 2014.

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Thank You to Our Supporters

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Donations for this project ended on 4/30/2024 12:00 AM

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FSU | College of Arts and Sciences

College of Arts and Sciences

Creative writing students among 2015 florida book awards recipients.

With its 10th annual competition now complete, the Florida Book Awards has announced winners for books published in 2015. More than 200 eligible publications were submitted across the nine categories of competition.

FSU creative writing students Brandi George and Jesse Goolsby received first place in the Poetry and General Fiction categories, respectively.

Two of the winners are current doctoral students in Florida State University's creative writing program , located within the Department of English . They are Jesse Goolsby , who took the top prize in General Fiction for his book, "I’d Walk With My Friends If I Could Find Them"; and Brandi George , who received the Gold award in the Poetry category for her collection "Gog."

A third winner is a Florida State alumna. Tameka Bradley Hobbs , who earned her doctorate in U.S. history from FSU in 2004, won the Bronze award in Florida Nonfiction for her book "Democracy Abroad, Lynching at Home: Racial Violence in Florida."

Coordinated by the Florida State University Libraries, the Florida Book Awards is the nation’s most comprehensive state book awards program. It was established in 2006 to celebrate the best Florida literature. Authors must be full-time Florida residents, except in the Florida nonfiction and visual arts categories, where the subject matter must focus on Florida.

Setting the standard for future cash prizes, the Gwen P. Reichert Gold Medal for Children’s Literature, now in its second year, was awarded to Diane Ochiltree of Sarasota for “It’s a Seashell Day” (Blue Apple Books). This $1,000 cash prize is in memory of Gwen P. Reichert and serves as a lasting tribute to honor her accomplishments as a rare book collector, nurturer of authors and their audience, and her commitment to children’s education. Support for similar cash prizes associated with the eight other award categories are in development.

The winning authors will be honored at the Abitz Family Dinner, the annual awards banquet, which will take place Thursday, April 7, at Mission San Luis in Tallahassee. The public is invited to attend. More information is available at the Florida Book Awards website at floridabookawards.lib.fsu.edu .

Florida Book Awards 2015: Winners by Category

Children’s Literature •Gold/Reichert Award: “It’s a Seashell Day” (Blue Apple Books) by Diane Ochiltree (Sarasota), illustrations by Elliot Kreloff.

•Silver: “Monster Trouble” (Sterling Children’s Books) by Lane Fredrickson (Delray Beach), illustrated by Michael Robertson.

•Bronze: “Moving Target” (Scholastic) by Christina Diaz Gonzalez (Coral Gables).

Florida Nonfiction •Gold: “Coming to Pass: Florida’s Coastal Islands in a Gulf of Change” (University of Georgia Press) by Susan Cerulean (Tallahassee).

•Silver: “George Merrick: Son of the South Wind” (University Press of Florida) by Arva M. Parks.

•Bronze: “Democracy Abroad, Lynching at Home” (University Press of Florida) by Tameka Bradley Hobbs.

"I’d Walk With My Friends If I Could Find Them" by Jesse Goolsby

General Fiction •Gold: “I’d Walk With My Friends If I Could Find Them” (Houghton Mifflin Harcourt) by Jesse Goolsby (Tallahassee).

•Silver: “Free to Be” (Life Everlasting Press) by Gracie L. Chandler (Jacksonville).

•Bronze: “The Headmaster’s Darlings” (University of South Carolina Press) by Katherine Clark (Pensacola).

General Nonfiction •Gold: “Rain: A Natural and Cultural History” (Crown Publishing) by Cynthia Barnett (Gainesville).

•Silver: “Defining Duty in the Civil War: Personal Choice, Popular Culture and the Union Home Front” (University of North Carolina Press) by J. Matthew Gallman (Gainesville).

•Bronze: “Challenge and Change: Right-Wing Women, Grassroots Activism and the Baby Boom Generation” (University Press of Florida) by June Melby Benowitz (Sarasota).

"Gog" by Brandi George

•Gold: “Gog” (Black Lawrence Press) by Brandi George (Tallahassee).

•Silver: “Awaiting Your Impossibilities” (Anhinga Press) by Donald Morrill (Tampa).

•Bronze: “The Crossing” (Dzanc Books) by Jonathan Fink (Pensacola).

Popular Fiction •Gold: “After the Fall” (Oceanview Publishing) by Patricia Gussin (Longboat Key).

•Silver: “The Price of Justice” (Thomas and Mercer) by Marti Green (The Villages).

•Bronze: “Perception of Power” (BATJAK Publishing) by Bruce Thomason (Jacksonville Beach).

Spanish Language •Gold: “274” (Panamericana Editorial) by Andres Pi Andreu (Miami).

Visual Arts •Gold: “Coastal Dune Lakes” (Live Oak Production Group) by Nic Stoltzfus (Blountstown).

•Silver: “Ticks and Politics” (Tall Timbers Press) by Robert L. Crawford (Thomasville, Ga.).

Young Adult •Gold: “The Five Stages of Andrew Brawley” (Simon & Schuster/Simon Pulse) by Shaun David Hutchinson (Port St. Lucie).

•Silver: “The Savants” (Suspense Publishing) by Patrick Kendrick (West Palm Beach).

•Bronze: “Motherless” (Lisa Hagan Books) by Gabriel Horn (St. Petersburg).

Submissions for the 2015 awards were read by juries of three members, each nominated from across the state by co-sponsoring organizations. Jurors are authorized to select up to three medalists (including one gold winner, one silver runner-up and one bronze medalist) in each of the nine categories; jurors are also authorized to make no selections in a given year.

Co-sponsors of the competition include humanities organizations from across the state such as the Florida Center for the Book; the State Library and Archives of Florida; the Florida Historical Society; the Florida Humanities Council; the Florida Literary Arts Coalition; the Florida Library Association; the Florida Association for Media in Education; the Center for Literature and Theatre @ Miami Dade College; the Florida Chapter of the Mystery Writers of America; Friends of FSU Libraries; the Florida Writers Association; the Florida Literacy Coalition; and “Just Read, Florida!”

To learn more about the Florida Book Awards, visit floridabookawards.lib.fsu.edu.

2015 FBA Winners by Location Cynthia Barnett (Gainesville)

June Melby Benowitz (Sarasota)

Susan Cerulean (Tallahassee)

Gracie L. Chandler (Jacksonville)

Katherine Clark (Pensacola)

Robert L. Crawford (Thomasville, Georgia)

Jonathan Fink (Pensacola)

Lane Fredrickson (Delray Beach)

J. Matthew Gallman (Gainesville)

Brandi George (Tallahassee)

Christina Diaz Gonzalez (Coral Gables)

Jesse Goolsby (Tallahassee)

Marti Green (The Villages)

Patricia Gussin (Longboat Key)

Tameka Bradley Hobbs (Pembroke Pines)

Gabriel Horn (St. Petersburg)

Shaun David Hutchinson (Port St. Lucie)

Patrick Kendrick (West Palm Beach)

Donald Morrill (Tampa)

Diane Ochiltree (Sarasota)

Arva M. Parks (Miami)

Nic Stoltzfus (Blountstown)

Bruce Thomason (Jacksonville Beach)

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ACADEMIC MAP (Effective Summer 2024 and after) *Please Note: Face-to-face/in-person instruction of this program is available ONLY at the main campus in Tallahassee, FL. This program is NOT available via Online/Distance Learning.* This map is a term-by-term sample course schedule. The milestones listed to the right of each term are designed to keep you on course to graduate in four years. The Sample Schedule serves as a general guideline to help you build a full schedule each term. The General Education and Elective courses must be selected to satisfy all area and diversity requirements unless your program meets these requirements with major courses. Milestones are courses and special requirements necessary for timely progress to complete a major. Missing milestones will result in one of two types of map registration stops. The first level (Degree Map Off-track) is placed following grade posting if the student has missed a milestone (course and/or GPA) for the first time in the major. If a student is in non-compliance with milestones for two (2) consecutive semesters (excluding summers), a Major Change Required stop is placed on the student's registration. A student may major in English with a concentration in Literature, Media, and Culture; Creative Writing; or Editing, Writing, and Media. This MAP is not intended to substitute for guidance from a departmental advisor.

Mapping Coordinator: Shellie Camp Email: [email protected]

Sample Schedule and Required Milestones by Term

Employment Information Representative Job Titles Related to this Major: Writer, Press Relations, Teacher, Critic, Personnel Officer, Archivist, Lawyer, Editor/Editorial Assistant, Researcher, Investigator, Administrative Officer, Reporter, Technical Writer, Management Trainee, Public Relations Specialist, Speech Writer, Legislative Assistant, Trainee, Information Specialist Representative Employers: Local School Boards; Universities, Colleges, Junior Colleges; Businesses; Publishers of Magazines, Newspapers, Books. An English major can qualify for a variety of positions in Education, State and Federal Government, and private industry and business. English majors are attractive to employers because of their classroom training in analysis, research, and interpretation, and because they are expected to be able to communicate effectively on paper or in public International Opportunities: International study is available for all students and may include opportunities for internships or taking course work towards various majors and minors. International study may have an impact on the MAP; therefore, it is important to consult with the academic advisor before participating. Interested students can find information about international study, research, internships, and service opportunities at: global.fsu.edu/undergraduate-students/going-abroad. This Map is not a contract, either expressed or implied, between the University and the student, but represents a flexible program of the current curriculum which may be altered from time to time to carry out the academic objectives of the University. The University specifically reserves the right to change, delete or add to any Map at any time within the student’s period of study at the University.

FSU | Writing Resources

Writing Resources

Department of English

Writing Resources  | Tools & Tips

The writing center sees different types of composition every semester. On this page, you'll find resources to help guide your work through different stages of the writing process. Click on the links below to find full guides on important aspects of writing that include explanations, examples, and tips.

Researching and Writing About Sources

FSU Library Research Guides (search by subject)

Smithsonian Libraries: 5 Tips for Better Searching

Academic Phrasebank: Writing Like an Academic

What Counts as Evidence?

Quoting and Paraphrasing

Evaluating Sources Rhetorically

Writing the Paper

Brainstorming

Introductions and Conclusions

What to Do When You're Feeling Stuck

Thesis Statements

Structuring Paragraphs

Avoiding Logical Fallacies

Revising the Paper

Citations : MLA | APA | Chicago | AMA

Transitions

Sentence Paramedic

Reverse Outlining

Genre Specific Writing

Personal Statements

Academic Writing by Subject/Discipline

Creative Writing

Beginning a Short Story

3 Questions to Write a Short Story

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Home / News / Arts & Humanities / Creative writing doctoral student receives dissertation fellowship

Creative writing doctoral student receives dissertation fellowship

A Florida State University graduate student has been honored by the Woodrow Wilson National Fellowship Foundation with a Dissertation Fellowship in Women’s Studies, the only national program to support doctoral work on women’s and gender issues.

Misha Rai, one of 10 fellows for 2016, is a doctoral candidate in creative writing in the Department of English. Her dissertation, “Blood We Did Not Spill: A Novel,” is the first work of fiction to be supported by the fellowship program because of the interesting story it tells and the high degree of scholarly research required to produce it.

“Winning the fellowship is a real validation for the work I am doing and a great honor,” said Rai, who applied for the fellowship partly because of her admiration for American author and journalist Renata Adler, a 1959 recipient of the Woodrow Wilson Fellowship.

“Since I am such an admirer of her work, I thought, ‘I’ll just apply, and it will make me feel close to her in some way,’” Rai said. “Then to win it, and to find out that I am the first-ever fiction Ph.D. to be awarded the fellowship was such a tremendous shock, but also a boost to the confidence.

“The fellowship has made me work harder than I have before. I am so grateful for the opportunity the fellowship has given me and will continue to give me,” she said.

In terms of pure storytelling, “Blood We Did Not Spill” is a good old-fashioned detective story where nothing and no one is what or who they seem, the past is not something that can be buried and forgotten, and the divide between good and evil is razor thin.

Set in India, the action is split between two different decades: In 1997, when a young female police officer temporarily takes charge of a prison for five days, and in 1977, during the last months of a 21-month-long state of national emergency declared by Prime Minister Indira Gandhi.

“This female police officer discovers discrepancies among the prisoners in 1997 that are linked to arrests made in 1977 after a violent showdown between police officers and ‘dacoits,’ or bandits,” Rai said.

On a global level, the novel deals with the reality of living in a country where civil liberties are curbed and elections are suspended.

“Through the central characters, the novel examines what this period of trauma to democracy does to the fabric of a country and its people in the decades to come,” Rai said.

The novel is thought to be the first English language novel with an Indian female police officer as the protagonist.

“In that respect, the novel also examines what it means to be a pioneer,” Rai said. “Her investigations subsequently lead her to look for answers to the discrepancy in the historically rooted mistakes made by the first, and thus far only, female prime minister of India, Indira Gandhi.”

The fellowship will allow Rai to finish her research for the novel by visiting India to interview female police officers.

In her research prior to receiving the fellowship, Rai read widely about India’s “emergency” and Indira Gandhi. She traveled to India in the winter of 2013 to interview police officers that served during the emergency, and she visited the British Library in London in 2014 to conduct archival research on the dacoits.

“There was a lot of time spent reading biographies and reports and studies,” Rai said. “I found people who shared with me their experiences of what it was like to live in India during that time.”

Originally, Rai’s female protagonist was a man loosely based on her own father, who spent 35 years with the Indian Police Service.

“While I was in India, I met a female police officer at a dinner party who told me how hard it was for her when she was first starting out,” Rai said. “That, along with an important memory from my childhood involving a female Indian Police Service officer, made me re-think the novel completely.

“Every year, more novels are published that examine the struggles, psyche and complexities of policemen all over the world — an Indian policeman in this case,” Rai said. “But the Indian policewoman’s narrative is nowhere to be found. The more I thought about it, the more I realized that the perspective of the latter was more interesting than that of the former.”

This year’s other dissertations honored by the foundation address topics such as maternal and infant health in nationalist China; marriage, citizenship and political sovereignty in Jordan; the modern history of Cuban domestic service; and the role of visual work, such as scrapbooks and photo albums, in the oeuvre of 20th-century poets.

Each of the 2016 fellows will receive $5,000 to help cover expenses incurred while completing their dissertations. In addition, their dissertation titles will be publicized with leading scholarly publishers at the conclusion of the dissertation year.

Now in its 42nd year, the Woodrow Wilson Dissertation Fellowship in Women’s Studies program has supported more than 525 doctoral students in various fields and includes a Pulitzer Prize winner, two MacArthur Fellows, eight Guggenheim Fellows, a number of Fulbright Fellows, and many others who have achieved significant distinctions in their fields.

For more information on the Woodrow Wilson Dissertation Fellowship in Women’s Studies, click here .

FSU | University Announcements

University Announcements

Fall 2024 writing accountability sessions beginning soon.

This message has been approved by Vice President Janet Kistner, Office of Faculty Development and Advancement, for distribution to faculty and staff.

Research shows that protected, regular writing time practiced in the community increases faculty productivity. ( https://doi.org/10.1016/j.ijedro.2021.100100 ) FSU has hosted scheduled writing time for faculty for more than a decade. Isn't it time you joined in?

We will be writing together virtually, from 7 to 11 a.m., Monday - Friday, this Fall semester from Sept. 3 to Dec. 6. You may commit to any part of the writing time that serves you. Additionally, one full-day, in-person writing session will be on Friday, Oct. 18. 

Pledge the hours you will write weekly in the community with your FSU colleagues by registering for  Fall 2024 Writing Accountability .

Commit to a full day of writing on Oct. 18 by visiting  Full Day Writing Intensive Registration .

Stanford Creative Writing Program

The Stanford Creative Writing Program, founded in 1946 by Wallace Stegner, has become one of the nation’s most distinguished creative writing institutions. After almost 80 years, the program continues to evolve while also respecting its original vision of recruiting and supporting talented writers, offering exceptional creative writing instruction and mentorship, and inspiring undergraduates to develop their own unique creative written expression.

In the 1940s, E. H. Jones generously created the Wallace Stegner Fellowship, now considered the most prestigious creative writing fellowship in the U.S. for emerging writers. Dr. Jones also made possible the Jones Lectureships, which are limited, fixed-year teaching appointments, allowing exceptional Stegner Fellows some time and support to prepare a manuscript for publication, hone their teaching skills, and transition to a longer-term teaching career elsewhere.

The original framework of term-limited appointments allowed for a consistent flow of selected Stegner Fellows into the Jones Lectureship. However, over time this framework of term-limited appointments was not followed.

In the past two years, the School of Humanities and Sciences leadership and the Creative Writing Academic Council faculty have been working to formulate necessary changes in the program and to identify additional resources to meet its growing needs. A Working Group of Creative Writing Academic Council faculty held listening sessions and discussions.

Now, after thoughtful deliberation, the Working Group has recommended restoring the original intent of the Jones Lectureships: one-year appointments with the possibility of renewal for a limited term, up to a total of five years. This change will again allow Stegner Fellows the opportunity to apply to be Jones Lecturers once they have completed their fellowships. In other words, the Jones Lectureships are not being eliminated; they are only being term limited, as was the original intent of the program, so that the Stegner Fellows have an opportunity to teach Creative Writing courses at Stanford. We plan for there to be as many lecturers in the Program in five years’ time as there are today, and we expect to offer more classes then than now.

The university, school, and numerous generous donors are committed to not only the excellence of the program but also its growth. This means increasing the number of Creative Writing classes to better meet high student demand as well as ensuring competitive compensation for both the lecturers and fellows. We will provide more updates in early fall quarter about the Creative Writing Program and how it will continue to be one of the preeminent programs in the nation.

We understand that these changes to the Jones Lectureships will be met with mixed reactions. However, we firmly believe that the changes advance the program’s pedagogical mission and provide promising writers with the resources to complete their books and obtain appointments at other colleges and universities.

Throughout the history of the program, the Jones Lecturers—both those who are here now and those who have been lecturers in the past—have helped make Stanford Creative Writing what it is today, and we are truly grateful to them for their significant contributions to the program’s mission.

‘It was like we were garbage’: Stanford to ‘cycle out’ creative writing lecturers

One creative writing lecturer requested anonymity due to fears of professional retaliation. Pseudonyms and gender neutral pronouns were used to protect sources’ identities and improve readability.

Many of Stanford’s creative writing lecturers will be phased out over the next two years, as the University restores the Jones Lectureship’s term limit as part of the restructuring of the Creative Writing Program.

The restructuring, executed under the recommendation of a working group formed after the lecturers secured pay raises last September, was announced in a Zoom meeting on Wednesday, Aug. 21 by Humanities and Sciences dean Debra Satz, Humanities and Arts senior associate dean Gabriella Safran and Creative Writing Program co-director Nicholas Jenkins. The working group was composed of creative writing faculty members but no Jones Lecturers. 

The Jones Lectureship came with a four-year cap that only began to be enforced on fellows hired after 2019, but over the course of the years, some lecturers have stayed longer than the terms of the program. With the restoration of the original term-limited appointments, however, all current Jones Lecturers — including those hired prior to 2019 — will be let go within the next two years.

Some lecturers have already been affected; for instance, Rose Whitmore was dismissed in 2023 after winning that year’s Phi Beta Kappa Teaching Prize.

For Casey, a lecturer who requested the use of a pseudonym due to fear of professional retaliation, the Wednesday meeting felt cold and awkward.

“It was like we were garbage,” Casey said. “They didn’t even acknowledge how difficult this news would be, and when they did give us time to ask questions, the way they fielded the questions, particularly [Jenkins], it was just very cold and very dismissive.”

Safran disagreed with Casey’s characterization in a statement on behalf of the Creative Writing Program and the School of Humanities and Sciences. The Daily also reached out to the University for comment but has not obtained a response.

During the Wednesday meeting, the deans told the lecturers that they would be “cycled out.” They clarified that it meant the lecturers’ jobs would be “terminated,” Jones Lecturer Tom Kealey told The Daily. Some lecturers will be teaching for an additional year, while others will be teaching for two more years. Kealey called the situation a “future fire.” 

“We were brought in to discuss the ‘restructuring’ of the overall program, and then we were all fired,” Kealey said. One lecturer even told him the meeting felt like the Red Wedding from Game of Thrones. 

Five minutes after the meeting, an email from Christina Ablaza, the administrative director of the Creative Writing Program, informed the lecturers that they could sign up for one-on-one meetings to discuss their individual situations. 

Lecturers to be affected by the decision were frustrated that they had no say in the phase-out. But Satz and Safran do not have voting power in the working group either — only the faculty members do. The faculty members made the decision “to fire all 23 of their junior colleagues” in what Kealey called a “secret meeting.” 

“I got the impression that the deans themselves were confused as to why the professors had voted to fire them,” Kealey said.

Kealey believed that 10 out of all the creative writing faculty members on the working group only taught 13 undergraduate classes last year, while the same number of Jones Lecturers would have taught 50 classes. Lecturers also advise about 90% of students in the Creative Writing Program and 50% of students in Department of English, he estimated.

Many students expressed concerns that they will lose a strong community of creative writing peers and classes. They are also confused as to what the program will look like in the future. 

Students are receiving information from each other, lecturers, a recently created Instagram page called “ripstanfordcw” (which stands for rest in peace, Stanford creative writing) and even from Fizz, an anonymous social media platform. The confusion comes a week before course enrollment is set to begin on Sept. 5.

Students have tried to voice their displeasure with the current decision. A petition , started by Kyle Wang ’22 M.A. ‘23, has received over 600 signatures from students and alumni. He began the petition after talking to some of his friends about the positive impact many of the Jones Lecturers have had on their lives. Other community membes tried to write emails to University administrators.

In an online announcement published on Wednesday, Aug. 28, the Creative Writing Program states that Stanford will increase “the number of creative writing classes to better meet high student demand as well as ensuring competitive compensation for both the lecturers and fellows.” According to the statement, more details will be released in the fall. 

“I know they said that they were having meetings and they’re reworking [the program], but it’s not very transparent,” said English major Skya Theobald ’25.

Mia Grace Davis ’27, a prospective English major, wanted to take “English 190E: Novel Writing Intensive,” a class known for its popularity and limited enrollment, in the fall. Now she is not even sure if it will be offered in the future. 

For Davis, the main appeal of Stanford had always been its Creative Writing Program, but “it’s kind of falling apart as we’re watching it,” she said.

To students who have taken numerous creative writing classes like Theobald, it doesn’t make sense why lecturers are being cycled out when the program wants to meet the growing demand for creative writing. 

Prospective English major Annabelle Wang ’27 said what’s happening has even made her reconsider her course of study.

“It definitely makes the English major less desirable,” she said of the phase-out. “I think for students and the student experience, it’s going to be a really big loss. A lot of community is going to be lost.”

Theobald also expressed concerns the variety of creative writing classes will be reduced. A lot of them such as “English 190G: The Graphic Novel” and “English 190E: Novel Writing Intensive” are rarely offered at other universities, but incoming freshmen now may not have the same opportunities to explore those classes. For instance, specialized classes like “The Graphic Novel” may not be offered again if the lecturers who teach them are let go, Kealey said.

Students felt that the Jones Lecturers have shaped the way they view their own writing. Lydia Wang ’27 had often struggled to understand the value of her writing, but her lecturers were the ones to help her realize there is a place in the world for what she creates. 

“That’s the type of impact that really changes people, and when people change, they can change the world as well,” she said. “So I really hope that Stanford learns to value the humanities, and especially creative writing, because we’re creating change, and we’re creating something for ourselves.” 

Some lecturers remain hopeful that the restructuring, which is ongoing, will be reconsidered.

“I may be naive, but I still believe in Stanford. I think Stanford is much better than this,” Kealey said. “I think as light is shed on this, enough people are going to say, ‘This doesn’t make our university better. It makes our university much worse.’”

Judy N. Liu '26 is the Academics desk editor for News and staff writer at The Daily.

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University of Notre Dame

Department of English

College of Arts and Letters

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Tina Lupton

Professor, English

Ph.D., Rutgers, The State University of New Jersey M.A., University of Sussex, Brighton, England B.A., Flinders University, South Australia

Research and teaching interests

Materiality of the Book, History and Future of Reading, British and American Novel, Eighteenth-Century British Literature, Literature and/as Work

Christina teaches the theory of the book, very broadly defined, and works on the history of reading from the eighteenth century to the present. Her main body of research has been into the history of reading as an activity that is both materially defined by the codex format, and politically tied up with the history of work and leisure. Reading and the Making of Time (JHU, 2018) explores these themes in the context of a group of eighteenth-century readers, largely women, and mostly professionals, who make and struggle for time for books in their lives.

During the Covid-19 pandemic, Christina was part of a team studying the habits of novel readers under more recent conditions. The results of that study, Reading Novels During the Covid-19 Pandemic , (OUP, 2022) was published as a co-authored book and won the British Association for Contemporary Literature Monograph Prize in 2023.

Christina is now working at work on two different projects, Literature and the Working Day , a study of the way that the novel has reflected and complimented working life since the 1700s, and Paid Leaves: Writing a Life Around 1968 , which explores the sponsorship of life writing by state and social policy at that moment in the US and the UK. She remains interested more generally in the work of Michel Serres, Jacques Rancière, Peter Weiss, Siegfried Kracauer, Hannah Arendt, and Raymond Williams and in recent fictions that engage with the relationship between work, reading, and temporal experience.

Representative publications

“Jacques Rancière, J.M. Coetzee, and Doing Things Oneself,” New Literary History , Autumn 2024, Vol. 54, no. 4., 1595-1611.

 With Ben Davies and Johanne Gormsen Schmidt, Reading Novels During the Covid-19 Pandemic , Oxford University Press, 2022. (Winner of 2022 British Association for Contemporary Literature Monograph Prize)

“Queer Times for The Straight Book: Maggie Nelson and Michel Serres” POST 45 , September 2019.

Reading and The Making of Time , Johns Hopkins University Press, 2018.

Knowing Books: The Consciousness of Mediation in Eighteenth-Century Britain , University of Pennsylvania Press, 2012.

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Master of Fine Arts in Creative Writingm, Distance Education (MFA)

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Creative Writers are at the heart of our cultural industries. Poets, novelists, screenwriters, playwrights, graphic novelists, magazine writers: they entertain, inform and inspire. For more than 15 years, UBC's Creative Writing program has been educating writers through distance education in a program which complements our long-standing on-campus MFA program.

A studio program with the writing workshop at its heart, the distance MFA focuses on the work created by students as the primary text. Through intensive peer critique and craft discussion, faculty and students work together with the same goal: literary excellence.

The MFA granted to distance students is the same degree as granted to on-campus students, and the same criteria of excellence in multiple genres of study apply.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

UBC's Optional-Residency (Distance) MFA was the first distance education MFA program in Canada and remains the only full MFA which can be taken completely online. It is designed to be uniquely flexible, allowing students across Canada and around the world to study writing at the graduate level while still living in their local communities and fulfilling career and family obligations.

The program is unique globally for its multi-genre approach to writing instruction: students are required to work in multiple genres during the course of the degree. As a fine arts program rather than an English program, students focus on the practice of writing rather than the study of literature. Students may work on a part-time basis, taking up to five years to complete the degree.

My time in the Creative writing grad program at UBC has given me the discipline and focus I need to complete long-form writing pieces and larger poetry projects.

Kwaku Darko-Mensah Jnr.

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The optional residency MFA (distance) program only has a July intake.

1) Check Eligibility

Minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 90

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

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A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

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Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

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Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Master of Fine Arts in Creative Writingm, Distance Education (MFA)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Options

Graduates of the MFA program have found success in varied fields related to writing and communication. The MFA qualifies graduates for teaching at the university level and many graduates have gone on to teach at colleges and universities in Canada, the United States and overseas as well as holding writing residencies. Many publish books and win literary awards. Others go on to work in publishing, and graduates have become book and magazine editors.

Although the MFA is a terminal degree, some graduates go on to further study in PhD programs in the US, UK and Australia.

The Optional-Residency MFA is particularly well suited to teachers: our teacher-students have been able to gain an advanced degree while continuing their careers.

• Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Belcourt, Billy-Ray (Fiction; Nonfiction; Poetry)
• French, Whitney (memory, loss, technology, and nature)
• Hopkinson, Nalo (Creative writing, n.e.c.; Humanities and the arts; Creative Writing: Speculative Ficton, Fantasy, Science Fiction, especially Other Voices)
• Irani, Anosh
• Koncan, Frances
• Leavitt, Sarah (Autobiographical comics; Formal experimentation in comics; Comics pedagogy)
• Lee, Nancy (Fiction; Creative Writing)
• Lyon, Annabel (Novels, stories and news)
• Maillard, Keith (Fiction, poetry)
• Marzano-Lesnevich, Alex (Nonfiction)
• McGowan, Sharon (Planning of film productions from concept to completion)
• Medved, Maureen (Fiction, writing for screen)
• Nicholson, Cecily (Languages and literature; Poetry)
• Ohlin, Alix (Fiction; Screenwriting; Environmental writing)
• Pohl-Weary, Emily (Fiction; Writing for Youth)
• Svendsen, Linda (Script development; Novels, stories and news; Writing for Television; Fiction)
• Taylor, Timothy (fiction and nonfiction)
• Vigna, John (Novels, stories and news; Fiction, Literary Non-Fiction, Creative Writing)

Related Programs

Same specialization.

• Master of Fine Arts in Creative Writing (MFA)

Same Academic Unit

• Master of Fine Arts in Creative Writing and Theatre (MFA)
• Master of Fine Arts in Film Production and Creative Writing (MFA)

At the UBC Okanagan Campus

• Master of Fine Arts (MFA)

Further Information

Specialization.

Creative Writing combines the best of traditional workshop and leading-edge pedagogy. Literary cross-training offers opportunities in a broad range of genres including fiction, poetry, screenplay, podcasting, video game writing and graphic novel.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

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Discovery Days: Funding Your Vision

Wednesday october 9, 2024 | 9:00 - 11:00 am psychology building a, room 211.

Join us for this Discovery Days workshop! This is Part 1 of a 2-part series, which will continue later in the Fall semester. 

For Funding Your Vision: Strategies For Success, we'll discuss grant writing basics and tips for telling your story and conveying the impact of your research and creative activities. We'll also hear from a panel of FSU faculty across a variety of disciplines on their experiences with grant writing and speaking to different audiences (i.e., funding agencies). Importantly, we'll include perspectives from faculty at different career stages.

Learning Objectives:

• Proposal Writing Tips: Participants will be able to understand the critical components of any proposal.
• Case Studies and Best Practices: Participants will learn best practices from faculty in diverse research areas and stages in their career who have had success securing funding.

The intended audience for this panel presentation includes faculty researchers, postdoctoral trainees, and graduate students.

Register HERE !

Speaker Information:

This workshop will be moderated by Beth Hodges, Director of Research Development. Questions? Please email [email protected] .

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As a graduate student at FSU, you can be actively involved in research under the direction of one of our distinguished faculty or through jobs and internships in various departments. Graduate Research Assistantships offer exciting opportunities to participate in on-going research developments at FSU.

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Stanford Sparks Literary Backlash by Phasing Out Creative Writing Lecturers’ Jobs

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Sarah Frisch starts each of her creative writing courses at Stanford University by letting her students know the classroom is a working community.

Stanford can be a difficult, high-pressure space, and Frisch said creative writing courses can be a respite.

“Students read this incredible literature, and they meet people they ordinarily just read about,” Frisch said. “But I think the part that’s really powerful is to see that writers are ordinary people. Writers write within friendships, and they get plugged into that community.”

Now, Frisch and other lecturers worry that the job security and lecturer longevity that make those relationships possible will disappear. During a video meeting last week, Frisch and her colleagues learned the Stanford Creative Writing Program’s nearly two dozen lecturers would lose their current positions over the next two years.

Instead, a faculty working group recommended the program’s lectureships consist of one-year appointments with the possibility of renewal for a limited period of up to five years.

Many of the current lecturers have taught at the university for more than a decade.

“I feel like our students were betrayed,” said Frisch, who has been a Stanford lecturer since 2009. “The whole program is going to be based on temporary labor, and that is a sea change from the program that we have. And that means that the program we have no longer exists.”

Transitioning to short-term futures

In a statement posted on the university’s website on Wednesday, the School of Humanities and Sciences and Creative Writing Program leadership defended the changes, arguing that the lectureship program, known as Jones lectureships, was originally intended for limited-term appointments.

“We plan for there to be as many lecturers in the Program in five years as there are today, and we expect to offer more classes then than now,” the statement reads. “The university, school, and numerous generous donors are committed to not only the excellence of the program but also its growth.”

Colleagues credit the Creative Writing Program’s success and popularity to support for lecturers from the late Eavan Boland, a distinguished poet and former director of the program. Boland, who died in 2020, encouraged lecturers to develop their own ambitious classes and foster deep mentoring relationships with undergraduates.

“She empowered lecturers not only to have job longevity but to use that time to innovate in the classroom,” said Nina Schloesser Tárano, who has been teaching in the Creative Writing Program since 2012.

“This is being treated as a luxury — my ability to be there for the entirety of somebody’s career as an undergraduate. But it’s my job, and it should be,” Schloesser Tárano said.

Students, alums and writers sound off

The changes to Stanford’s Creative Writing Program quickly generated widespread outrage online. In a Medium post , lecturer Tom Kealey noted that the changes come a year after lecturers, who made around $52,000, asked for a pay increase.

Writer Joyce Carol Oates wrote on X , “I am puzzled most by the lack of simple collegiality & generosity at one of the most wealthy universities in the world. Stanford’s endowment could support an entire nation.”

Kyle Wang, who graduated from Stanford in 2023 with a master’s in the modern thought and literature program, started a petition calling on the university to change course and reinstate the lecturers whose contracts will be phased out.

Wang said the lecturers in the Creative Writing Program changed his life.

When Wang first came to Stanford, he was unsure what to study. He had grown up in Silicon Valley, “where everyone and their mother” worked in tech or tech-adjacent fields. He took computer science class after computer science class. Then, in January 2019, he took his first creative writing class.

“A couple of weeks later, I think I knew deep down that I was going to be studying English,” Wang said. “Every single class that I’ve taken with a Jones lecturer has, in some new way, shape, or form, not only pushed me as a writer and thinker — it showed me a different way of imagining that a life in writing and a life in the arts could be possible.”

He worries for future generations of students who may not be able to build those same life-changing relationships with lecturers and about the institutional knowledge that could be lost.

Sarah Frisch is not sure what’s next when her lectureship ends. Classes start again next month, and she said in the meantime, she will focus on her students.

“I just want them to know those of us who are in this crappy position see and hear them,” Frisch said. “We’re willing to fight for their experience and their futures.”

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