About MeWhen I matriculated at Lawrence University in Appleton, Wisconsin, as an undergraduate, I planned to major in political science and study languages so I could become a translator at the United Nations. In my first class, Freshman Studies, the professor, a prominent medievalist, banged a pewter mead cup on the long oak table in our Main Hall classroom and recited the opening to Beowulf in Anglo Saxon. I was hooked: it was history and literature for me. My background in the Humanities led directly to the kinds of jobs I wanted: education writer for a local newspaper, publicity director and supervisor of history projects at a local library system, editor of college textbooks, and grant writer in higher education, at Calumet College, in fact. When I decided on graduate school, I continued to focus on Humanities. My Ph.D. in Interdisciplinary Studies with a concentration in Humanities makes me a generalist, and so does my research. I am interested in why we read and teach some texts rather than others, especially how an accepted literary canon of important texts developed in America and Great Britain. My educational background and work experiences have given me the right background to teach my favorite classes at CCSJ: Humanities, Literary Theory and Criticism, American Literature, British Literature, Shakespeare, The Novel, and Grant Writing, as well as introductory writing classes.
Educational BackgroundB.A., History, Lawrence University; Master of Liberal Arts, The University of Chicago; Ph.D. in Interdisciplinary Studies with a concentration in Humanities, Union Institute and University
Calumet College of St. Joseph Homepage
English 103, Academic Reading and Writing. This is a general education and foundational course in English composition. It gives students the concepts and skills needed to write an effective, college-level expository essay and introduces them to the active reading and summary writing skills needed in college work.
Humanities 110, The Foundations of Western Culture. This course introduces students to the intellectual foundations of Western Civilization and the study of the humanities. It surveys the major ideas that dominate Western Civilization from the ancient to the modern world, providing students with an outline of major historical movements of thought and an encounter with some of the principal works of philosophy, religion, literature, arts, and history that form the Western intellectual tradition. It provides students with the concepts needed to succeed in the courses that make up the humanities portion of the general education core curriculum.
English 310, Shakespeare. This course examines the principal plays of Shakespeare. It engages students in his timeless characters, his riveting plots, and his universal human themes. It introduces students to his principal dramatic genres (history, comedy, tragedy, and romance) and his extraordinary dramatic poetry and sonnets, and it investigates the historical and social contexts in which he wrote, placing emphasis on his innovations and influence in the realms of language, literature, and theater.
English 335, Grant Writing. This experiential learning course introduces students to the grant writing process, including establishing organizational needs, identifying appropriate funders, developing a competitive grant narrative, building a budget for the proposed program, drawing upon the skills and expertise of others to complete the proposal, and managing the submission process. The course emphasizes writing creative stories that effectively position an organization for successful grant proposals. Students complete at least three proposals and submit them to potential funders.
Papers, Publications, and Helpful Links
“Linking Classes: Learning Communities, “High” Culture, and the Working Class Student (with Chris Buczinsky), Learning Communities Research and Practice 1, no. 2 (Spring 2013).
• “A Review of Contemporary Literary and Cultural Theory: The Johns Hopkins Guide, edited by Michael Groden, Martin Kreiswirth, and Imre Szeman.” Journal of the Midwest Modern Language Association (forthcoming, Spring 2014).
• “The Real Issues of Liberal Education: A Review of Liberal Arts at the Brink by Victor E. Ferrall, Jr.” Journal of the Midwest Modern Language Association (Spring 2013).
• “In the Shadows of BP: Teaching Humanities to Underprepared Students at Calumet College of St. Joseph” (with Chris Buczinsky). Indiana Humanities website, posted June 2012 at www.indianahumanities.org/think-read-talk/calumet_college_in_the_shadows_of_bp
• “Humanities and the Underprepared Student” (with Chris Buczinsky), International Journal of the Humanities 9, 2011.
• “John C. Templeton: Artist and Steelworker,” Traces of Indiana and Midwestern History 5, no. 3 (Summer 1993).
• “Forging Civic Pride in the Rust Belt,” American Libraries, December 1991.
• “History Projects Promote Civic Pride,” Focus on Indiana Libraries, February 1991.
• “Critical Issues in Education,” a series for the Central Regional Education Laboratory originally posted at www.ncrel.org. 1998 – 1999.
• Regular articles about issues in writing, editing, and grammar, Righting Words: The Journal of Language and Editing. 1998 – 1999.
Dr. Rodriguez has presented at academic conferences about the formation of the American literary canon, teaching Humanities, experiential learning, learning communities, and General Education Programs.
Please don’t hesitate to contact me. My office hours are:
Monday/Wednesday, 10 to 2
Monday, 5 to 7
Tuesday/Thursday, 10 to 12
Tuesday, 1:45 – 3