Clyde graduated from Columbia, which has a humanities core curriculum and commitment to liberal arts similar to those of Stanford, so his first-year experience had a lot in common with that of Stanford first-years. His BA is in comparative literature and his MA is in American literature. He also has an MFA (Master of Fine Arts) in fiction writing and a PhD in rhetoric. What’s the common thread? Writing: writing of all kinds—text-based critical essays, research-based scholarly arguments, short stories, even a little poetry. In addition to being a writer, he’s been a teacher of writing for over 25 years and an administrator of writing programs for nearly as long. He came to Stanford in 2004 as the director of the Stanford Writing Center and an Associate Director of the Program in Writing and Rhetoric. He teaches PWR classes (most recently, one focused on the history, culture, and science of the bicycle), trains SWC tutors, and does outreach to public high schools in the area. He also sits on the IHUM Teaching Fellow Coordinators Committee and understands the particular demands of IHUM on first-year students. He’s an Academic Advisor to first-year and second-year students and a mentor to graduate students in English, Comparative Literature, and Modern Thought and Literature. His research interests include the classroom teaching of writing and literacy in all its aspects—functional, critical, electronic, visual. His extracurricular activities are cooking, especially Italian food (1001 Ways to Cook Pasta), bicycling (he put in 3500 miles last year), and politics (don’t get him started . . .).
Nancy grew up in the Southwest and graduated from Idaho State University. Probably the most important things she learned in college were nonacademic--she struggled with eating disorders, and left school one time to travel to Africa (before the days of study abroad programs), another time for a short-lived transfer to a prestigious college in New York. After college, she worked in publishing for a few years as an editor, supervisor and manager. Having enough of the corporate world, she joyfully went back to grad school, this time with a clearer sense of purpose. Her M.A. and Ph.D. are both in American Literature. She’s been teaching at the college level for 15 years now. In addition to many, many sections of composition classes, she’s taught literature and training courses for undergraduate peer tutors and English Education majors. As a lecturer in the Program in Writing and Rhetoric here at Stanford she has taught both PWR 1 (The Rhetoric of American Identity) and PWR 2 (The Rhetoric of the Monstrous), and is developing a new PWR 1 for students interested in education. She also tutors and leads workshops in the Stanford Writing Center. She served last year on the PWR Curriculum Committee and is Co-chair of the PWR Teaching Practices Committee. She advises undeclared first-year students and helps mentor graduate students teaching their first composition classes. Her research interests include nineteenth-century American culture, pop culture (especially bad monster movies), and most recently, circuses and freak shows. Other interests include gardening, Pilates, singing, baking, and playing silly games with the kids. This year she’s trying hard to avoid becoming a Sudoku addict.
We met and married in graduate school, took classes together, proofread each other’s dissertations. We’ve team-taught courses and been co-administrators of writing programs. You could say we’re a close couple! Our sons are Jesse (11) and Gabriel (3), sweet and funny boys who are the twin suns of our little family system. They are both bright, curious, and sociable, and will talk your ears off about Harry Potter (the big guy) and Thomas the Tank Engine (the little guy).
We both take very seriously the intellectual lives and academic work of first-year students. The pace of development expected of Stanford students can be brisk and demanding. We feel the residence hall experience can take its place with PWR, IHUM, Intro Sems, and other classroom experiences as a vital means of mentoring students into their new roles as scholars and citizens.
Nancy grew up in the Southwest and graduated from Idaho State University. Probably the most important things she learned in college were nonacademic--she struggled with eating disorders, and left school one time to travel to Africa (before the days of study abroad programs), another time for a short-lived transfer to a prestigious college in New York. After college, she worked in publishing for a few years as an editor, supervisor and manager. Having enough of the corporate world, she joyfully went back to grad school, this time with a clearer sense of purpose. Her M.A. and Ph.D. are both in American Literature. She’s been teaching at the college level for 15 years now. In addition to many, many sections of composition classes, she’s taught literature and training courses for undergraduate peer tutors and English Education majors. As a lecturer in the Program in Writing and Rhetoric here at Stanford she has taught both PWR 1 (The Rhetoric of American Identity) and PWR 2 (The Rhetoric of the Monstrous), and is developing a new PWR 1 for students interested in education. She also tutors and leads workshops in the Stanford Writing Center. She served last year on the PWR Curriculum Committee and is Co-chair of the PWR Teaching Practices Committee. She advises undeclared first-year students and helps mentor graduate students teaching their first composition classes. Her research interests include nineteenth-century American culture, pop culture (especially bad monster movies), and most recently, circuses and freak shows. Other interests include gardening, Pilates, singing, baking, and playing silly games with the kids. This year she’s trying hard to avoid becoming a Sudoku addict.
We met and married in graduate school, took classes together, proofread each other’s dissertations. We’ve team-taught courses and been co-administrators of writing programs. You could say we’re a close couple! Our sons are Jesse (11) and Gabriel (3), sweet and funny boys who are the twin suns of our little family system. They are both bright, curious, and sociable, and will talk your ears off about Harry Potter (the big guy) and Thomas the Tank Engine (the little guy).
We both take very seriously the intellectual lives and academic work of first-year students. The pace of development expected of Stanford students can be brisk and demanding. We feel the residence hall experience can take its place with PWR, IHUM, Intro Sems, and other classroom experiences as a vital means of mentoring students into their new roles as scholars and citizens.