Faculty

In late June, Professor of Education Mara Tieken was a panelist on an episode of Maine Calling, Maine Public’s weekday call-in show, focused on rural students. The episode examined the “options and goals” for rural students in higher education.

Tieken studies rural education and students; her book Educated Out: How Rural Students Navigate Elite Colleges—And What It Costs Them, published by the University of Chicago Press and released in May, is a study exploring the ways that geography impacts the experiences of first-generation students from rural communities — from access to higher education, experiences during college, and postgraduation opportunities.

In August, Tieken, who received the 2024 Kroepsch Award for Excellence in Teaching, was also featured in Ed. Magazine, the publication of Harvard Graduate School of Education, where she received both her master’s in education and her doctorate.

News of Associate Professor of Art and Visual Culture Carolina González Valencia’s Sundance Documentary Fund grant of $50,000 to finish her film How to Clean a House in Ten Easy Steps was covered in Deadline. The Sundance Institute funded 32 projects this year.

In August, Deadline covered Gonzalez Valencia’s Points North Fellowship, which supports filmmakers in developing their pitches, and invites them to present their works in progress to a panel of funders and distributors at Camden International Film Festival. The film, which is being shot in the U.S., Colombia, and Mexico, is a “hybrid documentary” in which a domestic worker and her filmmaker daughter co-create the fictional character of a writer to uncover the slippage between truth and fantasy. It tells a story about immigration, labor, dreams, and the power of fiction to spark emancipation.

Associate Professor of Philosophy Paul Schofield published an essay this July in the Jacobin, his fourth for this quarterly magazine and website. For this piece, he interviewed homeless people in Olympia, Wash., offering a political and philosophical analysis of American homelessness and our current at-risk democracy. 

“Homeless people find themselves in what we might call a state of internal exile — cast out of, and excluded from, the society in which they physically remain,” Schofield writes. 

The people he interviews speak of horrific, rat-infested, living conditions, the lack of response from law enforcement to violence committed against homeless people, and the double-edged sword of government-provided transitional housing. “If they can tell us we’re not allowed outside, then where are we all supposed to go?” one man Schofield interviewed asked, framing the central question of the article. 

Where can people go when the left and right alike are uncomfortable coexisting with them? How can our society fix a problem that we have attempted to resolve using both extreme sympathy and extreme shame? Schofield offers a solution: “What’s needed is a broad, sustained transformational effort designed to bring those pushed to the margins back into the fold and to prevent people from being pushed out in the first place. What’s needed is a politics that is focused not just on keeping people alive, but on enabling everyone to flourish as the social beings they are.”

Stephanie Kelley-Romano, professor of rhetoric, film and screen studies, was featured on The Chronicle of Higher Education’s podcast College Matters, a series that examines “how higher education pushes students to wrestle with big ideas.” Kelley-Romano’s popular course, “Conspiracy Rhetoric: Power, Politics and Popular Culture,” was highlighted in the podcast episode “Course Catalog: Decoding — and Fighting — Conspiracy Theories” as one of  “the most intriguing and popular courses on the nation’s college campuses.”

 “Conspiracy Rhetoric,” which Kelley-Romano is teaching again this fall, focuses on the ways that rhetoric — the art of effective (and often persuasive) communication —  shapes conspiracy theories. Kelley-Romano explains that “when students understand how things function rhetorically, then they can see and create rhetorical campaigns.” She told the Chronicle that the course often helps students understand that “when more people have more rights and more support, the entire society does better.”