Faculty Profile: Professor Katelynn Liberatore

Profile by Sophia Avella (’20)

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Professor Katelynn Liberatore

Learning about Liberatore

Professor Liberatore is the mother of an adorable one and a half year old, loves to cook, and enjoys hiking with fellow mothers when she has some down time. She absolutely loves to read literature where she, “can enter that other world” and loves to uncover the hidden meaning behind the writings, like piecing together a puzzle.

At Pace, Professor Liberatore teaches courses such as English 110, 120, and 201. In these classes, she teaches her students how to write formal essays and critically analyze formal pieces of writing. She assigns journal style homework assignments and multiple readings from the textbook that are due each class to strengthen her students’ reading and writing skills.

Professor Liberatore was always fond of English classes. She always enjoyed reading and took a couple of AP/ honors classes in High School. But, believe it or not, going into college, she enrolled as a biology major! In fact, Liberatore did not switch her major until the end of her sophomore year in college when she realized her heart was not set on going to medical school. She simply could not see herself working in that field for the rest of her life.

“So I took a couple of English classes and ended up switching majors, then I got a Master’s degree in English, and here I am!” Liberators says with a smile.

Greatest Accomplishments

In the fall semester that Professor Liberatore changed her major, she was enrolled in a course called Eighteenth Century Novels. Liberatore says that this class is her best memory of English, although the course was the most challenging she had ever encountered. “She (her professor) was tough as nails… the class was not an easy A and I had to hold myself to a higher standard,” considering the extremely strict and “brutal” grading policy. Even so, this most certainly did not discourage Liberatore. The teacher’s harsh way of grading motivated her and she was “determined” to work diligently throughout the class. In the end, she did not ace the course. However, it really showed her how dedicated she was to declaring an English major.

Along with that fond memory, her all-time favorite class she took in college was a Narcissistic Literature Seminar. “That absolutely affected me and I ended up doing my Master’s thesis on that,” Liberatore says proudly. Her thesis was forty-seven pages long and it is obviously a prominent piece in her career. It truly was a work that she is triumphant about and it gave her a sense ,of empowerment in the major she chose. She tells current English majors to,

“stay passionate about it because, it is really easy to feel boggled down in the analysis and the really rudimentary parts of it, but always remember why you gravitated towards it.”

In the classroom:

Liberatore loves to challenge her brain when she reads works of literature: “I get a satisfaction from figuring out what I read… lately I have been reading the classics, greek mythology, Dante’s Inferno.

She also brings this aspect of solving problems and dedication to all of her classes. Liberatore states that she taught a Literature 102 class at Westchester Community College, where the students hardly showed up, were not connected, and could not care less about the due dates of assignments. “This was a real struggle to me as Professor… because they would show no enthusiasm for pieces of literature that I loved- I started to dread the class because it was like pulling teeth,” she stated, but then she went on to explain that this is why she loves teaching:

“I like all my classes for different reasons and every group of students is like a new combination.”

Liberatore enjoys figuring out and connecting with students to share her love of writing with them. “My students make the experience- not me as much,” she humbly states.

As one of her students, I must say that Professor Liberatore does in fact do everything in her power to motivate and push her students to get the best grades possible and get them involved and intrigued in what she is teaching in the classroom. She makes the class interactive and leaves it up to the students to take what they can out of this course—a truly inspiring professor.

Alumna Profile: Melissa Capozzi

Profile by Samantha Dexter

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Melissa’s time at Pace
Melissa found herself at Pace University because of its proximity to her home in the Bronx, and also because of a scholarship that she had been granted. During her time at Pace, Melissa enjoyed the quaint atmosphere of Pleasantville and exploring the many surrounding towns with her friends.

Melissa majored in film and English with a concentration in creative writing. She speaks highly of her time in classes taught by Professor Poe, and valued the creative freedom that the classes provided. Her desire to be more engaged in a person’s story combined with her interest in psychology led Melissa to consider a career in social work.

Melissa graduated from Pace in 2012 and decided to take a year for herself, when she enrolled in creative writing classes around Westchester county. She then attended graduate school at Fordham.

What Melissa is doing now
Melissa found her niche in social work. Currently, Melissa is working for a company that places social workers in high schools and middle schools, where they provide therapeutic services to adolescents and children.

As a therapist, Melissa prides herself in being able to provide a safe space for each individual to share their story. She connects this to her background in English and creative writing. Using narrative therapy and her analytical skills, Melissa seeks out patterns and helps her students make sense of their actions. During our interview, Melissa stressed the value and the relevance of the skills that she gained in English classes in her profession.

In the future
Melissa hopes to acquire her next license and become a clinical therapist, but she is content with her career. She admits that she has not been able to write much in recent times, but she intends to change that.

From her own experience, Melissa says that English degrees are more versatile than one might think. For Pace students who are approaching graduation, Melissa offers her advice:

“It’s okay to not know what you want to do.”

It’s a common fear to not know exactly which path to take, but she wants to reassure graduating seniors that it will soon become clear.

Cell phones in the classroom!

Dr. Jane Collins led a workshop for writing teachers suggesting that instead of framing cell phones as devices that interrupt learning, we instead find ways for cell phones to enhance learning.

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Dr. Jane Collins leads a workshop for writing teachers

Here are notes I took during the discussion portion of the workshop—lots of good ideas for how faculty might use cell phones in their writing classes.

  • Use phone for audio recording of an interview or video; used to collect data and then analyze it; reflect on this process and what it means to review the data*
  • Poll Everywhere used to get everyone involved, often with T/F or Y/N responses and a follow-up—did you enjoy the reading? why?
  • Poll Everywhere also used for reflection
  • Use Poll Everywhere for students to survey the class and use that research as data to analyze
  • Students who don’t have laptops use cellphones
  • Use phones for quick searches when class wants to know info
  • Taking photos of peer review feedback that was provided so the writer and the peer reviewer both had the peer review work
  • Use camera to frame a situation (to get ENG 120 students to think about essay on framing race and class in the news, how framing is achieved visually vs. in written text)
  • Create audio recording of peer review to discuss, create some distance from the peer review
  • Use Pace’s access to New York Times to help students follow news stories based on their interests, generate topics for scholarly research
  • Breaks down idea that what we do in our daily lives is separate from our scholarly interests and research—can recognize that we use phones to engage in discourse communities, to construct versions of ourselves to present to others
  • In minutes, it’s possible to find a scholarly article on Pace’s library site and create an MLA or APA citation using an EasyBib app

*Forgive my lack of parallelism in the bulleted list. These are my actual notes with minimal editing.

Hope you like some of the ideas. If you implement any, give feedback on what worked and what didn’t in the comments below. Also consider adding your own ways of using cell phones in the classroom. We love crowd-sourcing ideas!

 

 

 

 

 

Faculty Profile: Dr. Leslie Soodak

Profile by Carly Wood (’19)

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Dr. Leslie Soodak

Educational and Career Path

After graduating from college with an undergraduate degree in Psychology and English and a minor in Education, Doctor Leslie Soodak knew she wanted to work with people and policies. Right after graduation she obtained her masters in special education.

Dr. Soodak’s first job was with United Cerebral Palsy where she worked to deinstitutionalize Willowbrook Developmental Center, a housing institution for individuals with mental disabilities. The fight to deinstitutionalize was because many children living at Willowbrook were recommended by doctors to be placed there despite not having any significant disabilities.

After 10 years Dr. Soodak returned to school to get her doctorate in Psychology. Dr. Soodak currently works as a professor in the School of Education where her favorite course to teach is one on special education. She loves that through this course she is able to “discover people’s perspectives on individuals with disabilities and hopefully enrich their knowledge in that area.”

 The Importance of Reading and Writing

Reading and writing are two very important things in Dr. Soodak’s life. She can distinctly remember her favorite expository writing course she took during her undergraduate studies. She said the course required her to write constantly, and by doing so she was able to really understand herself and her writing. The class was small and a safe place for her to truly open up and express herself. She shared her opinion that “if you cannot comfortably relay information and express yourself then you are really at a disadvantage.” Dr. Soodak holds the firm belief that reading and writing are key in almost anything we do.

Dr. Soodak’s Words of Advice

In terms of the English path, Dr. Soodak’s first piece of advice is to stay on it! She expresses the need to look at information on a broader sense and consider more ways of communicating.

Dr. Soodak recognizes that the field has gone much more in the way of nonfiction and factual information; however, she has hopes that this generation will be able to bring back the love of reading and writing for pleasure.

 

Alum Profile: Michael S. Spinner

Profile by Francesca Ferreira (’19)blog-photo-5

Perfect Fit

Michael chose Pace University for his undergraduate studies for a multitude of reasons. Through a long college search, Michael was tirelessly looking for a school that was the perfect fit, as many other students struggle to do when transitioning from high school to college. But when he came in contact with Pace University this exhaustive search was over: “Pace University was the right balance because of the location, size, classroom size, etc.” Pace made him feel academically comfortable and secure.

Personal Touch

It wasn’t only the physical appearance of the school that reassured him of his decision, it was the people, the faculty, and the guidance. Michael said, “I knew I wanted to be a Political Science Major, and during the application process, Pace University made sure I had a chance to speak with the Political Science Chair on the phone, and meet him in person. Knowing I wanted to [also] be a journalist, Admissions arranged for the Newspaper Editor to call me.”

The Pace University faculty went above and beyond to provide him with connections to real people in his field. Not only did faculty go beyond in academic success, however; they went beyond their duty as good people. Michael shared a personal story of an instance where at a Pace Open house, his mother, who is diabetic, needed something to help boost her blood-sugar level; a simple bottle of juice or candy would have been sufficient. But instead a registered nurse came, insisted on getting her checked out, stayed with her for a long time, and even got her number and called her afterwards. Michael went on to say,

“This faculty member went way above and beyond the call of duty to help somebody else out. The personal touch really resonated with me, and made Pace University an easy decision.”

Opportunities

Michael went on to pursue a Political Science and History degree with a focus in writing. The reason he chose to have a major focus in writing was because of the opportunities he was given during his years at Pace University. He said, “I became Sports Editor of the Campus Newspaper (then called the ‘New Morning’) as a freshman, and then spent three years as Editor in Chief.” As a sophomore, he helped to start a publication, “Inside Lacrosse” which is the biggest lacrosse publication in the sport.

As a junior he had the opportunity to intern with the New York Times and as a senior he interned at the United Nations in their official communications office. All of these opportunities helped Michael to not only improve in his writing, but also helped him decide that writing was something he wanted to focus on.

Light at the End of A Tunnel

After graduating from Pace, Michael Spinner went through a struggle to find himself. He enrolled in the Pace Law School and although he was a good student, it was not his passion. He said, “While at Pace Law, I accepted a position as Assistant Men’s and Women’s Lacrosse Coach at nearby Manhattanville College, and loved every minute of that experience. By the time lacrosse season ended, I was convinced that I should leave Law School and become a coach … and the rest is history.”

A Coach and A Writer

No matter what occupation a person is in, they must perform, in some way, the important skill of writing. As a coach, writing plays a big role in Michael Spinner’s life. He said, “As coaches, we are always recruiting, and electronic communication is a significant part of recruiting. I have a form letter I send to every recruit, and I e-mail with recruits constantly.” Although writing an email might sound simple, it is not. This use of writing connects player to coach while showing the coach’s character and intelligence. An email in the world of coaching could be the difference between gaining a new player or pushing one away. Without refining his writing and editing skills through the help of Pace University faculty and opportunities along the way, he would not be able to be the best coach he can be.

Alum Profile: LeeAnn Reynolds (’16)

Profile by Jessica D’Angelo

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LeeAnn Reynolds (’16)

LeeAnn Reynolds is a Pace University alumna who graduated in December of 2016. She earned her degree in English with a minor in Creative Writing. While attending Pace, she was an animal caretaker at Pace’s Nature Center. This allowed her to take care of animals, create informational packets, and give tours. She currently has a job as a personal assistant and is writing a novel.

Life at Pace

While at Pace, LeeAnn was influenced by several professors—Dr. Poe, Dr. Collins, Dr. Kirschtein, and Dr. Martin were just a few. She strongly believes that the English department was a positive influence in her experience at Pace. She said,

“I think the English department at Pace is really unique, because you get the sense that the whole department cares about you and wants to help you.”

When she started at Pace she was originally an Education major. She wanted to double major but then eventually dropped Education entirely when she decided that being an English major would give her more job opportunities. She did have some discouragement from others about her choice in major at first. People told her that there were no jobs for English majors, but she feels differently:

“I feel that being an English major has really helped to give me a diverse set of skills that I can apply to a wide variety of jobs.”

Role of Reading and Writing

Currently LeeAnn has a job as a personal assistant, which consists of many different things. She never really considered becoming one, but she saw a job opening, and she decided to apply. She saw that it would be a great job that included writing, learning  more about businesses, and cooking and cleaning. There were over 75 applicants, and she was chosen for the position. Her job consists of context writing, website maintenance, childcare, cleaning, and errand-running.

Her job consists of writing in financial language which is not easy for her, so she has to do a lot of research beforehand.  However, LeeAnn explains, “Because I was an English major, I’m able to pick apart things and understand them relatively quickly.” She writes two articles a week, so reading and writing play an important role in her career.

Her favorite things to read and write about are Young Adult literature, especially fantasy. Some of her recommendations would have to be Tithe by Holly Black, The Goblin Emperor by Katherine Addison, and Howl’s Moving Castle by Wynne Jones. She also insists that the Harry Potter series is a must!

Accomplishments

While at Pace LeeAnn says her most memorable moment was her thesis reading. She had to write and edit a novel, so it was very personal to her. Currently, LeeAnn is in the progress of writing a book. She has been working very hard on it, and she even said, “It seems like the editing will never end!” She is about 86,000 words in, and she is very proud of her work.

 

 

Writing Center Research at Pace

This past weekend, the annual convention of the Northeast Writing Centers Association was held at Pace University in Pleasantville thanks to Dr. Robert Mundy of Pace’s English Screen Shot 2017-04-03 at 10.17.24 PMDepartment, along with a whole team of folks who worked hard to make the event successful.

Writing centers are prime sites of writing, research, conversation, critical thinking, learning, debate, collaboration, and laughter. The conference weekend mirrored these activities with high energy from scholars of all ages.

Mr. Michael Turner, Writing Center Coordinator, and Dr. Rob Mundy worked on research projects with three undergraduate consultants from Pace’s Writing Center. Undergraduate writing consultant Gisele Cole researched the nuances of required writing center visits in her presentation: “Not Just About the Horses: Faculty and Student Perceptions of Required Tutoring.”

Undergraduate writing consultants Alexandra Franciosa and Alexa Blanco worked with Michael Turner and Rob Mundy in an investigation of the role of the writing center for nontraditional female students negotiating a time of change. Their well-received presentation was titled “Neither This Nor That: Non-traditional Female Students’ Views on Identity and Writing While in Transition.”

Kudos to these student scholars and to all who participated in the conference.

Get a better sense of the high-energy conference happenings via the Storify slideshow of highlighted tweets!

Faculty Profile: Dr. Robert Mundy

Profile by Anthony J Caputo (’17)

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Dr. Robert Mundy

Background Check

Robert Mundy is an Assistant Professor of English and Writing Program Administrator at Pace University.  He has previously worked at SUNY Old Westbury as a Writing Center Professional. Robert attended Stony Brook University, CUNY Graduate Center, and St. John’s University, where he studied both Comp/Rhetoric and Gender Studies.  His research focuses on composition, writing centers, and gender/masculinity studies.

Rob is currently working on a coedited/coauthored book project that considers the relationship between public controversies and private identities in the Writing Center.  Some of his recent publications include “’I Got It’: Intersections, Performances, and Rhetoric of Masculinity in the Center” and “No Homo: Toward an Intersection of Sexuality and Masculinity for Working-Class Men.”

The Lingua Franca

Q: So, what sparked your interest in English?

A: Hmmm, where to begin?  I guess I have always been creative and outspoken.  I mention both characteristics because that is how I understand myself as a writer and the writing I try to develop—equal parts creativity and voice.  Entering college, I wasn’t all that sure what I was supposed to be doing—what was the purpose of this venture.  A bit lost, I gravitated to what I knew—the stories I had written in my journals, poems I had penned to girls I never had the nerve to talk with, my fears and sorrow.  Looking back on those days, I studied English because something inside of me said that these were my people—that they felt what I felt, saw what I saw, and had neuroses like I have.

 Q: How did you find your passion?

A: Much of my desire to write extends from a need to challenge the status quo.  From the beginning, though, I wrote as a means to figure it all out—to discover who I am and why I feel the way that I do.  As a researcher, I have taken up conversations my brother and I have had over the years to better understand the complexities of gender.  Although I often think about the larger sociocultural and socioeconomic issues we as people face—I tend to start with me.  Man, that sound narcissistic.

Q: Which leads me to my next question.  Do you have any advice for students who are very unsure of what they want to do with their lives?  When did you decide to commit your life to teaching and what passion or circumstance drove that commitment?

A: I wish I had a profound story to tell.  I write and teach because that is what I do.  In truth, I am a one-trick pony.   This is all that I am really good at – all I ever really wanted to do.  I think Bukowski said it: “Find what you love and let it kill you” – that has always been my approach.

Q: That’s an interesting outlook that I hope not only I can learn from but others as well.  Knowing your passions, did people discourage you in your choice of majors?

A: My parents were just happy we, my brother and I, went to college.  I’m not sure they understood the whole design (as I just noted about myself), either.  All they understood was that we needed to go if we were to be successful.

Q: Was English/Education your first choice, or were there other options you considered?

A: As an undergrad – yes.  As I graduate student, I wanted to paint.  Mom said no.  She couldn’t imagine how I could survive as a painter.

Help Along the Way

Q: So, passion is certainly a factor but what helped you along the way?  Do you have any idols?

A: When I started to identify as a writer, as a much younger man, I remember replacing my Michael Jordan poster with one of Jack Kerouac.  So, I tend to turn to old Jack for such an answer.  As a man and a writer, he spoke to me in way few others have.  Musicians have also inspired me – the Joe Strummers, Patti Smiths, and Jim Carrolls of the world.  Richard Hell is pretty cool – and my inner 7-year-old wants to say Paul Stanley from KISS.

Q: What’s your best memory of an English class? Why?

A: Missy Bradshaw – Stony Brook University – “Deconstructing the Diva.”  She first introduced me to Michel Foucault (French philosopher, theorist).  His work blew my mind, and I suddenly realized, as I noted before, that English is bigger than I had ever imagined.  For the first time, I was beginning to see the sociological side of writing.  English was no longer the “classics” for me.  Looking back, that was a big moment, as I never returned to the “traditional” English that first brought me to the college.

Q: Was there a particular faculty person who influenced you? In what way?

A: Over the years, I have had the privilege of working with some truly brilliant people.  I noted Missy before – but Harry Denny, my dissertation director, really influenced me as a man, teacher, and writer.  Together we have published a bunch of writing together – the book I mentioned and a book chapter called “No Homo.”  Presently we are working on an article about masculinity and sexuality.  Harry was my greatest teacher and supporter.  He taught me just about all that I know about my job – from how to be a leader to how to be a good colleague.

Adding Character to Context

Q: We tackled some of the reasons you decided to pursue English in education and in life, but let’s add a little more context to that.  What are some interests and hobbies you enjoy?

A: I play a good amount of basketball.  Recently, I got involved in Krav Maga, an Israeli fighting style.  I’m not so interested in the fighting, per se – but I need to get into better shape – and walking on the treadmill bores me to tears.  Beyond that, I paint, play guitar, bike…

Q: Favorite ninja turtle?

A: Splinter (hope that is acceptable).

Q: (Laughs) Good answer.  What are your favorite things to read and to write?

A: I write predominately about gender – namely masculinity – and composition/rhetoric and writing centers.  As a reader, I get stuck looking at texts for work most of the time, but when I am free to read for myself, I tend to explore memoirs and graphic novels.

Q: What are some of your greatest accomplishments?

A: I recently coauthored my first book—a text that looks at public controversies and private identities.  I could talk about my writing all day, but that is boring.  As a kid, I threw a nine-pitch inning once.  That was pretty incredible.  Three strikes in a row to three consecutive batters.

Q: What is something commonly accepted that you wish would be different? 

A: Sexism – homophobia.  Man, this could easily turn into a manifesto.

Q: Switching gears, what do you find peaceful or soothing?  What eases your mind?

A: I wish I had an answer for you.  I would benefit from some peace.  I really enjoy watching college basketball, particularly St. John’s University.

Q: Favorite art-form? Song? Movie? Book? Comedian? Actor?

A:

Art:            Dadaism

Song:         Age of Consent

Movie:       Raging Bull

Q: How do you feel about our social and political climate in regards to English majors? Or in regards to college and education in general?  Are they under attack?

A: Well, we could talk about that all day, so I’ll just say this: Art seems to be under attack given the present climate (see cuts to the NEA and NEH).  And, for me, that is all right.  I think that tension was what brought me to the arts.  Art, writing, etc. keeps culture honest.  When art is at its most vulnerable is when it is most powerful.

Q: “When art is at its most vulnerable is when it is most powerful.”  That’s quite a profound statement and one I’ll certainly remember. 

 Finally, any advice for current English majors?

A: Well, I am not much of an advice guy, but I would say to cast a wide net.  I went into my studies thinking that English was “X” and only “X” – but eventually learned the field is much larger than that.  Think about what you value and what moves you—how powerful this major truly is.  Hmmm – ask questions.  We are here as a department to help and support you.

Poem <3

Screen Shot 2017-03-29 at 5.26.19 PMToday my LIT 132 Intro to Literary Studies class wrote a collaborative poem as a way of coping with our stress. I think it worked! Hope you enjoy it, too!

APRIL FLOWERS BRING STRESS SHOWERS

April is the cruelest month
Like wet socks on the beach.
My summer plans like work and stuff
Family health
Money
Money
Money
An elephant. Big and loud and can crush you with one stomp.
Final exam review review review
Two tests that basically determine my final grade grade grade
My boyfriend is making my head spin
And not in a good way (from the woman with the concussion)
Gum on the bottom of the desk.
Volleyball just volleyball every aspect of it (we could write a whole poem about it)
Tests
An ant, small, with so many big things happening.
Time managing—familyfriendsandschool
Reading this stresses us OUT!!!!
My calc exam tonight (I’ve only been to my calc class like 5X this semester….)
I don’t have enough housing points ‘cause I’m a transfer
Getting to and from school every day. The crutches don’t help.
RA deadlines bulletin boards door decs meeting with all our residents
A tunnel that gets narrower and narrower.
My email inbox overflowing
Like Chinatown during rush hour.

Take this poem of stress
Rip it shred it crumple the pieces
Toss them in the recycle bin
Wait
They will transform
Come back
As a blank page
Full of possibility
Write.

Alum Profile: Ashley Linda

Profile by Jackie Coughlin

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A Courageous Move

Ashley Linda originally graduated with a BA in Communications with an Advertising concentration and an English Writing minor from Marist College in 2009. She began her education at Pace University when she ended her career at NBC in the Integrated Marketing Company. She became inspired, excited, and eager to seek out different ways to use her brain. She made phone calls to explore different graduate programs, later connecting with the superintendent of her high school. After convincing her to choose Pace, Ashley quit her job in the city and enrolled in the program in Pleasantville. Today, Ashley is a Pace School of Education alumna and current English teacher.

New Directions

Pace’s program helped shape Ashley’s teaching philosophy. Dr. Joan Walker, Beth Kava, Mary Horgan, and Dr. Christine Clayton were women who helped to shape how she thought about the profession as a whole. Having a strong teaching philosophy and a deep rooted passion for the aspects of her job that she loved allowed her to stand up for what she believes in. Ashley became confident and passionate about working towards a common goal with colleagues, especially against tough obstacles.

An Influential Career

At the end of Ashley’s first year teaching at her current school, she was approached by two students who asked if she’d help them start a Women Empowered club at the high school: “Just the fact that they thought of me was an honor, but since then we have worked for three years and have turned the club into the most attended club at the high school.” They discuss issues of equality, welcome guest speakers, and write letters to representatives in government. Ashley has witnessed these young men and women grow and become leaders in the school. She has seen them face the backlash and bullying that comes with this responsibility and supported their efforts. She conveys that it’s been a fulfilling challenge.

“I truly believe that empathy and social justice are two things that we need in society. And nothing teaches you to be empathetic more than reading; you are literally walking in someone else’s shoes. And learning to communicate your thoughts and ideas is a power that no one can take away from you. And you can stand up for others using your voice.”

Inspiring Faces

Other than her professors, Ashley is inspired by her boyfriend: a Pace graduate and teacher for AP and Regents US History. He supports her drive in being the best educator she can be. She additionally admires the work of her Department Chair, a teacher involved at all levels of the school, and a natural leader.

Learning Inside and Outside of the Field

Ashley’s work in literacy, research, and writing changes every year based on personal learning goals and initiatives within her school. This year, she worked with her Department Chair to incorporate an Independent Reading program into curricula based on research conducted last year, mainly by Penny Kittle (Readicide) and Chris Tovani (Do I Really Have to Teach Reading?).

At the end of every year, she finds herself reflecting on ways she can improve the program for the following year. Sometimes it’s a conversation for the department; other times it’s more personal.

Ashley emphasizes her first job as a lesson for the importance of life balance. She loves getting outside, exploring, and taking her dog Penny for hikes and long walks. She advocates for exercise and visiting the gym as ways to clear the mind.

Ashley loves to read, particularly about strong women and what it means to be a woman today. She claims to be a sucker for anything 1920’s and highly recommends Live By Night by Dennis Lehane. Ashley is also currently involved volunteering with the Peekskill Democrats.

Advice for English Majors:
“An audience is always warming but it must never be necessary to your work.” —Gertrude Stein