Like most professors, I don’t usually teach during the summers. But that doesn’t mean we don’t work. In fact, since so much time during the semester is taken up with planning classes, grading papers, and meetings (with students, committees, etc.), the summer might be when the most academic work gets done — if by academic work we mean designing new courses, researching, and writing.
If you are or know an academic, you’re probably reacting like those people in Geico commercials: everybody knows that.
As it turns out, the National Humanities Center and the National Endowment for the Humanities know that too. Both offer summer seminars for faculty, and last summer I had the privilege to attend two: a Jesse Ball duPont Summer Seminar for Liberal Arts Faculty, held at the National Humanities Center and led by Laurie Langbauer, and a National Endowment for the Humanities Summer Seminar at the University of California, Santa Cruz, led by Sharon Weltman.
Both were immensely valuable experiences, and I’m still reaping the benefits of those weeks in North Carolina and California. The seminars changed the course of my research. I was working on my book proposal during the NHC seminar, and thanks in part to feedback from Laurie and the other seminar participants, that paid off: my book has been accepted for publication by the University of Tennessee Press. At the NEH seminar I developed what had been an undergraduate class (“Disney’s Victorians”) into an article. That article will be part of a larger project in Victorian studies and children’s literature, but also building on adaptation studies and performance theory — fields I might not even have known about if it hadn’t been for Sharon and the other NEH summer scholars. The NEH seminar culminated in Dickens Universe, a week-long event open not just to scholars but to anyone interested in Dickens. I’ve since then increased my public humanities commitments (I gave a talk at the Orlando Public Library in August and another in December, and in a couple weeks I’ll be a guest judge for a Shakespeare competition).
Two of my three classes this semester were also directly shaped by those seminars. My literature and childhood course builds on materials from the NHC seminar, and includes texts I wouldn’t have thought to include, were it not for the multimedia and childhood studies approaches I learned at that seminar. The syllabus is varied: we just transitioned from Charlotte’s Web to Sapphire’s Push (Sapphire visited campus last week as part of Rollins’s Winter with the Writers series, so my class got to hear her speak, too). I also redesigned my “Disney’s Victorians” class completely: we’re starting with two case studies, Oliver Twist and Alice in Wonderland, and looking at stage adaptations, reviews, and film clips. Then students will work on group projects for the second half of the semester, ending with research-based creative projects. All this is grounded in the adaptation theory I read at the NEH seminar.
Perhaps the greatest benefit of both seminars was meeting like-minded scholars, with whom I’ve kept contact and will be collaborating. I’ll be presenting at this year’s Dickens Universe with others from the NEH seminar, and put together a panel for the Children’s Literature Association with participants from both seminars. Less formally, but no less importantly, I made good friends with those scholars.