About me

I completed the PhD program at Notre Dame in the summer of 2017, where I specialized in nineteenth- and twentieth-century American literature. In my research, I consider intersections among science, technology, and literature from an American pragmatist perspective in order to argue for the importance of embodied practice to how we arrive at culturally-specific forms of conceptualization, symbolization, and representation in the writings of Melville, Thoreau, Hemingway, and Hurston, among others. I see my future research engaging questions about the literary strategies developed in this period for registering neurodiversity across animal species. 



My dissertation project, Patterns of Experience: Pragmatism, Perception, and Cultural Cognition in Modern American Literature, tracks experience-based forms of mimesis in the writing of Herman Melville, Henry David Thoreau, Ernest Hemingway, and Zora Neale Hurston. It is my contention that these four American writers attend to the interplay among perception, conception, and culture in their narratives, and collectively articulate an anti-foundationalist theory of cognition in which our concepts are anchored in culturally-situated acts of perception. From Melville's depiction of machine-mediated modes of perception in European navigational practices, to Hurston's  pragmatist epistemology in which her subjective, participatory engagement with Haitian and Jamaican culture is a source of narrative authority and objectivity, Patterns of Experience suggests that how we think is not a transparent process in which ideas get transferred directly from world to body to mind. At the same time, however, my project points to the search for more flexible and creative modes of perception in the environments of Thoreau's Maine Woods and Hemingway's African Savannah and the Gulf Stream—modes that offer possibilities for conceptual renewal in the technologically-mediated cultural environments we inhabit.

Advisor: Laura Dassow Walls



"The (Non)Modern Imagination of a Noisy Williams," William Carlos Williams Review 34.1 (2017), pp. 64-92. pdf



A central focus of my project is how media affect the way that we think. With the rise of multi-media approaches, students are gaining some skills and losing others. I believe good teaching begins from an awareness that current media ecologies offer us endless possibilities for exploration and learning, but they can also narrow our horizon. The logarithmic logic of the internet poses challenges to a new generation of students who have grown up interacting with digital technologies, which is why I believe media literacy should be the central humanistic focus in the classroom. How do we avoid the trappings of google and the internet, technologies that currently serve the needs of coorporations by reducing our likes, opinions, and personalities to “data” in order to better serve our so-called consumer-needs? How do we help students navigate digital media environments where it is difficult to identify authoritative sources so that they might become better researchers and well-informed citizens? I believe that a liberal arts education at its best arms students with the analytical tools that they need to arrive at carefully-weighted opinions.