Dr. Jennifer Airey Wins 2019 Excellence in Mentorship Award

The ASECS Graduate Student Caucus is delighted to grant the 2019 Excellence in Mentorship Award to Dr. Jennifer Airey of The University of Tulsa. Dr. Airey is an Associate Professor of English and Director of Graduate Studies, and she received her university’s 2018 Outstanding Teacher Award. She serves as Faculty Advisor of multiple university organizations, including the campus Hillel organization, the Society for Gender Equality, and the Women’s and Gender Studies Program.

Dr. Airey is co-director of the University’s Institute of Trauma, Adversity, and Injustice, and has served on twelve dissertation committees in the past four years. Additionally, she is the Editor of Tulsa Studies in Women’s Literature and Executive President of the Aphra Behn Society.

Dr. Airey’s nominators praise her advocacy for and dedication to her students. “Jennifer embodies the feminist integrity that I aim to achieve in my own career,” states Dr. Elizabeth Polcha, whose work Dr. Airey continues to guide and encourage ten years after taking Dr. Airey’s Early Modern Sexualities course.

Professor Laura Stevens explains, “I cannot exaggerate the admiration I feel for the work Jennifer has done to advocate for the approximately 40 graduate students in our program, ensuring that they benefit from university- and college-level support [and that they are] steered and advised through every stage of their education.”

Her nominators commend her steadfast dedication to student mentorship. Former student Dr. Ashley Schoppe describes Dr. Airey as “a wise and responsive advisor and tireless advocate for students.”

The Graduate Student Caucus is honored to give this year’s Excellence in Mentorship Award to Dr. Jennifer Airey, and we thank her for making mentorship an integral part of her work.


Call for Applications: 2019-2020 Co-Chair, 2020-2021 Chair

ASECS Graduate Student Caucus

Call for Applications: 2019-2020 Co-Chair, 2020-2021 Chair

We are now accepting applications for a two-year Graduate Student Caucus (GSC) executive position.

During the first year, the successful applicant will serve as the Graduate Student Caucus co-chair and will be responsible for organizing the Caucus’s scholarly panel at the 2020 ASECS meeting. During the second year, the co-chair will move into the chair position and will organize the Caucus’s professionalization panel.

Among other duties, the co-chair will assist the chair in the following:

  • Coordinating the annual Excellence in Mentorship Award—soliciting nominations, assembling an award committee, assessing application materials
  • Conducting interviews with colleagues and soliciting guest columns for the GSC blog
  • Keeping the GSC blog current with news/announcements, interviews, and columns
  • Monitoring and updating GSC Twitter account
  • Sharing members’ news and announcements
  • Keeping Caucus members informed about prizes, awards, deadlines, etc.
  • Composing an annual report for the ASECS Executive Board
  • Responding to queries and communicating regularly with the ASECS Business Office

Candidates must have at least two years remaining in their graduate program. To apply, submit 1) your C.V. and 2) a CFP for the ASECS 2020 panel you would like to organize. Send these materials to the 2019-2020 GSC chair, April Fuller: amfuller[at]umd[dot]edu. Applications are due on or before 30 April.

The Doctor Is In!

The schedule and sign-up for The Doctor Is In, the annual advising and mentorship program at the ASECS conference, is now available!

See the Doctor website for a full description of each mentor’s areas of expertise, from job market materials and work/life balance to pedagogy issues, publishing, book proposals, and SO much more.

Sign up for a session today!

Accessibility at ASECS and Beyond: A Guest Post by Dr. Jason Farr and Dr. Travis Chi Wing Lau

Title page of book manuscript

Title Page of Sarah Scott’s _Millenium Hall_ (4th ed., 1778. Photo credit: Kristin Distel, Ohio University)

In Sarah Scott’s Millenium Hall (1762), a group of women who have each escaped the dreadful consequences of toxic heterosexual courtships and disastrous marriages come together to establish a community of industrious laborers who work together for the common good. As the novel’s narrator, Sir George Ellison, and his “coxcomb” nephew, Lamont, are shown around the grounds of Millenium Hall (the name of the estate and namesake for the novel), they marvel at the variably-embodied, sensory impaired, and neurodiverse individuals that they encounter there. At one point, an aging woman reveals the core principles behind the estate’s organization through her description of her neighbors: “Now, there is neighbour Susan, and neighbour Rachel; Susan is lame, so she spins cloaths for Rachel; and Rachel cleans Susan’s house, and does such things for her as she cannot do for herself” (66). As the woman indicates to Ellison and Lamont, Susan and Rachel, and the estate inhabitants generally, depend upon one another for subsistence. Despite the individualism of their life there (they each live in different homes, for instance), the labor they perform is based on a communal and interchangeable kind of accessibility. Susan and Rachel, though each impaired in their distinctive ways, assist each other by completing tasks that the other would not be able to accomplish on their own. Each of the estate members works toward the common good of caring for one another, which in turn keeps the estate prosperous. Through this mindful organization of labor, the estate becomes accessible to figures from across the body and mind spectrums.

            We are fascinated by Scott’s portrayal of the utopian estate of Millenium Hall for the way that it balances the needs of the individual with those of the community. We might look to Scott’s portrayal of accessibility as a model for what we could achieve at ASECS meetings and in conference settings generally. Academia is, of course, a profession that demands individualized intellectual labor, but one of the most rewarding times of the year is when we all come together to share with each other what we have been reading, writing about, and teaching. And like Scott’s variably-embodied inhabitants, we all bring our unique embodiments to these meetings in shared space. We like to think of accessibility–in our panels, in the various social events we plan, and in the conference generally–as a collective way of both celebrating and including every body and mind. We see accessibility to be a cornerstone of scholarly community where there is space and time for everyone who attends.

If part of what we train our students to do is enter into scholarly conversations, how we go about that conversation in our own professional settings matters.

            Successful conferences can bring about transformations in the methods, archives, and topics within our field. Such substantive dialogue requires an ongoing attention to who has access to these spaces and conversations. If part of what we train our students to do is enter into scholarly conversations, how we go about that conversation in our own professional settings matters. The format of conference panels, which include both the delivered papers and subsequent Q&A, remains primarily aural. Papers are typically delivered sequentially in spoken form and sometimes accompanied with audio-visual presentations. However, those who may be hard of hearing, deaf, or have cognitive disabilities may not find the conventional spoken paper accessible even when delivered at the podium with a microphone.

While not every panelist may be working off of a scripted talk, accessibility copies can take the form of lists of key points or even sketches of the talk—any form that might guide your audience member.

A primary accessibility strategy widely adopted at many conferences including the MLA annual meeting is accessibility copies of individual given papers. Accessibility copies are typically large-print versions of the talk’s script, which attendees can use to follow along or refer to if they miss something. The Disability Caucus requests all of its panelists to have these copies regardless of whether or not an attendee requests accessibility copies in advance. This takes the pressure off attendees having to disclose any disabilities or having to constantly ask the chair of each panel they are interested in to provide copies. Most importantly, it does not make the assumption that all audience members’ bodyminds are the same. Papers are simply there if you need one, no questions asked. While not every panelist may be working off of a scripted talk, accessibility copies can take the form of lists of key points or even sketches of the talk—any form that might guide your audience member. Attending to accessibility involves an ongoing process of thinking through the inclusions and exclusions of a paper. How might you extend the reach of your ideas and thinking?

While there is no universal design that will make conferences perfectly accessible to all bodyminds in attendance, we want to stress the value of accessibility in the way it benefits every attendee. By enabling every attendee to engage with the presentations and feel more comfortable in conference settings, prioritizing accessibility actually improves the circulation of new ideas and new voices. We echo the principles guiding the Society for Disability Studies: foster community, strive to connect; think access, model access. This project is a collective one from which all of us in the field have to gain.

…We can work toward the creation of a community that accounts for everybody.

            We have included a link to a handy guide that includes different strategies–ranging from describing visuals in detail to chairing sessions–to improve accessibility at conferences. We hope that you will integrate these relatively easy accessibility tips into your experience during #ASECSat50. If you have any questions or concerns, please write to us or find us during the conference. Please do not be afraid to ask if you are concerned about an access issue, which we know can be hard to talk about. We are always happy to talk about accessibility and other disability-related issues as we ourselves learn new ways to make our own research and pedagogy accessible to not only our colleagues but our students and the wider public. Let’s make this a shared conversation so that, like the inhabitants of Millenium Hall, we can work toward the creation of a community that accounts for everybody.

Link for: “Toward a More Accessible Conference Presentation”

Jason Farr, Marquette University

Headshot of man wearing suit

Jason Farr is assistant professor of English at Marquette University and adjunct assistant professor in the Institute for Health & Equity at Medical College of Wisconsin. His book, Novel Bodies: Disability and Sexuality in Eighteenth-Century British Literature (Bucknell), will be out in June of 2019. His writing appears in venues such as Eighteenth-Century Fiction, Journal for Early Modern Cultural Studies, and The Eighteenth Century: Theory and Interpretation. He is currently working with colleagues at Marquette to establish a health humanities minor and serves on the board for Marquette’s Center for Gender and Sexualities Studies. He can be found on twitter at @farr_jason.


Travis Chi Wing Lau, University of Texas at Austin

b/w headshot

Travis Chi Wing Lau received his Ph.D. in English at the University of Pennsylvania and is a postdoctoral teaching fellow at the University of Texas at Austin. His research interests include eighteenth- and nineteenth-century British literature, the history of medicine, medical humanities, and disability studies. His academic writing has been published in Eighteenth-Century Fiction, Romantic Circles, Digital Defoe, Disability Studies Quarterly, and English Language Notes. His creative writing has appeared in Wordgathering, Glass, The New Engagement, Nat. Brut, Matador Review, Impossible Archetype, Hematopoiesis Press, and Rogue Agent. His chapbook, The Bone Setter, was recently published with Damaged Goods Press. He currently serves as an editor for The Deaf Poets Society and a reviews poetry for publications like Up the Staircase Quarterly and Tupelo Quarterly. [travisclau.com / @travisclau]


Works Cited:

Scott, Sarah. Millenium Hall. Edited by Gary Kelly. Peterborough: Broadview Press, 1995.


‘Digital Defoe’ Journal Seeks Second Technical Editor

Digital Defoe is seeking second technical editor to support the journal’s operations. The journal publishes one volume a year; typically a volume consists of 4-5 scholarly articles, 5-8 books reviews, and occasional multimedia or digital projects.

The technical editor will need to work with formatting of PDF files for publication; they will also need to help maintain the journal’s website, and may assist with migrating earlier volumes of the journal to a new server.  They will thus need to have advanced PDF editing skills (and have access to Adobe Acrobat Pro), as well as strong familiarity and experience with the WordPress content management system.

This would be an opportunity for someone with these skills to gain experience in digital editing and publishing. No specific expertise in Defoe or the early eighteenth-century is necessary.

Someone taking this on would be collaborating with the incumbent technical editor, Param Ajmera; the book review editor, Jason Pearl; and co-editors Adam Sills and Christopher Loar. Please contact Christopher Loar at christopher.loar@wwu.edu to express interest or ask questions.



ASECS Graduate Student Caucus Excellence in Mentorship Award

The ASECS Graduate Student Caucus Excellence in Mentorship Award was established by the Society’s Executive Board in 2007 at the behest of the Graduate Student Caucus in order to honor faculty who have taught, led, and motivated their students in the study of the long eighteenth century. The GSC Award committee thus invites nominations for candidates who have a distinguished record as teachers, mentors, and advisors.

The GSC will look most favorably upon nominations that can demonstrate the following: the candidate’s commitment to their students’ short- and long-term goals, their effectiveness in helping students to navigate graduate school coursework and requirements, their ability to guide and inspire students in the exchange of ideas, research and writing; their success in seeking and securing opportunities for their mentees, such as conference presentations, publications, fellowships, and/or grant awards.

The awards committee will consist of two members of the Graduate Student Caucus and a member of the Executive Board who acts as liaison with the GSC. The nominator must be a member of ASECS; the recipient need not be at the time of the award, but is expected to be a member the following year and to participate in the GSC professionalization panel in 2020.  

Submission Information

One person (not a current student/advisee of the nominee) should serve as the organizer for a candidate’s nomination. This individual should write one of the nomination letters, procure the nominee’s C.V., solicit the additional letters of support, and submit the materials.

Nominations should include:

  1. Three letters of support. Letters should discuss the ways in which the nominee has supported and fostered the teaching and scholarly/professional goals of mentees and should describe specific instances that demonstrate their qualities as an effective mentor. Letters may come from former students, from colleagues, collaborators, and others qualified to speak to the nomination. Together the letters should provide evidence for the range, excellence, consistency, and salutary impact of the nominee’s mentoring history. The maximum length for each letter is two single-spaced pages.
  1. The nominee’s 5-page C.V. The nomination organizer should highlight, and where necessary explain, items that are particularly relevant to the Mentorship Award.

Deadline and Notification

Nominations must be submitted via email to Kristin Distel, chair of the ASECS Graduate Student Caucus (kd484114[at]ohio.edu). Henceforth, the call for nominees will be posted in December each year. The deadline for applications is February 1, 2019. By February 15, the award recipient will be informed of their selection by the Graduate Student Caucus chair, and the winner’s name will be posted on the Graduate Student Caucus website. The winner of the award will be recognized at the ASECS annual meeting and will be expected to present on the Graduate Student Caucus’s professional development panel at the annual meeting in the following year.