MemberCarol DeGrasse

…“‘I would not paint – a picture – ’: Symbolic
Representation of Dickinson’s ‘I’ Poems.”
Emily Dickinson International Society Critical
Institute, August 2018.
“Struggle as Catalyst and Catharsis in the Fiction
of Rebecca Harding Davis,” Society for the Study
of American Women Writers (SSAWW) Triennial
Conference, November 2018. 
…Modern Language Association

Emily Dickinson International Society 
South Atlantic Modern Language Association
Thoreau Society
Sigma Tau Delta
National Council of Teachers of English


…Working research for a monograph–“‘The Art to Stun Myself’: Symbolic Evolutions of Emily Dickinson’s ‘I’ Poems”–and studying how EDs poetic symbols transform from symbol to signifier in pop-art, tattoo narratives, social media, and cinematic/ theatrical adaptations.
…“The Highest Calling: The Professorship.” The Little Orange Book II: Student Voices on Excellent Teaching, Tower Books. (forthcoming)
“Teaching Thoreau and the Common Core.” Thoreau Society Bulletin, (forthcoming) 
“Emily Dickinson’s ‘’Twas warm — at first — like Us—’ (Fr614),” The Explicator, vol. 75, no. 4, 2017, pp. 248-51. doi:10.1080/00144940.2017.1382439
 “Emily Dickinson’s ‘I’ve known a Heaven, like a Tent –’ (Fr257),” The Explicator, vol. 75, no. 2, 2017, pp. 125-28. (with Dr. Ann Beebe)

I am a doctoral student at Southern Methodist University (SMU). My primary focus is on nineteenth-century American/ transatlantic literature, particularly that of Emily Dickinson, transcendentalists, and American women writers. My current book project, titled “‘The Art to Stun’: Emily Dickinson in Popular Culture,” examines Dickinson, her poems, and how perceptions of both change when adapted for use in tattoo narratives, social media, pop art, and theatrical/ cinematic productions.  

MemberMargaret Freeman

…hew Arnold’s “The Last Word.” Cognitive Semiotics CSN 2376820
2013. Cognitive poetics. In Michael Burke, ed. The Routledge Handbook of Stylistics, 313-328. New York and London: Routledge.
2013. Natural surroundings. In Eliza Richards, ed. Emily Dickinson in Context, 56-66. Cambridge: Cambridge University Press.
2013. The influence of anxiety: poetry as a theory of mind. Cognition, Communication, Discourse.

  Margaret H. Freeman is Professor Emerita, Los Angeles Valley College, and co-director of Myrifield Institute for Cognition and the Arts ( She was a founding member and first president (1988-1992) of the Emily Dickinson International Society and moderates the monthly meetings of the Emily Dickinson Reading Circle at Myrifield in Heath, MA. She is a co-editor of the Oxford University Press series in Cognition and Poetics. Her research interests include cognitive poetics, aesthetics, linguistics, and literature. A list of her scholarly publications may be found at  

MemberFrank D. Rashid

…MLA, AAUP, Emily Dickinson International Society…
…. Print. also republished in Poetry Criticism 123 (2012) Gale Literature Resource Center.

“Against the Empire: The Lost Struggle to Save Tiger Stadium.” The Elysian Fields Quarterly 16.1 (1999): 6-8. Print.

“The Role of Dickinson’s Biography in the Classroom.” Approaches to Teaching Emily Dickinson. Eds. Robin Riley Fast and Christine Mack Gordon. New York: MLA,
1989. 134-141. Print.

“Emily Dickinson’s Voice of Endings.” ESQ: A Journal of the American Renaissance. 31 (1985): 23-37. Print.

“Higginson the Entomologist.” The New England Quarterly 56 (1983): 577-58…

Lifelong Detroit resident Frank D. Rashid is Professor Emeritus of English at Marygrove College, where he taught literature, writing, and Detroit Studies courses from 1980 until 2017. He is a founding member of Marygrove’s Institute for Detroit Studies, now affiliated with the Center for Detroit Arts & Culture@Marygrove.  He has published on Emily Dickinson, Robert Hayden, and Lawrence Joseph and on Detroit literature, culture, and politics.

MemberMark Steed Richardson

My interests lie chiefly in lyric poetry (American and British), in African-American literature, and in the history of the Reconstruction. I am author of “The Ordeal of Robert Frost: The Poet and the Poetics” (Illinois, 1997), co-editor, with Richard Poirier, of the Library of America’s edition of Frost (1995), editor of “The Collected Prose of Robert Frost” (Harvard, 2007), co-editor of “The Letters of Robert Frost” (Harvard), the first volume of which is due out in January 2014, and editor of “Robert Frost in Context,” due out from Cambridge in 2014.As for lyric poetry: I most often read, assign in classrooms, and write about––as for example in the weblog listed above––17th century British poetry, Emily Dickinson, Frost, Thomas Hardy and Philip Larkin.

MemberGerard Holmes

…“‘Invisible, as Music –’: What the Earliest Musical Settings of Emily Dickinson’s Poems, Including Two Previously Unknown, Tell Us about Dickinson’s Musicality,” Emily Dickinson Journal, Volume 28, no. 2, 2019. 73-105.
Forthcoming, 2021, “‘Discretion in the Interval’: Emily Dickinson, Musical Improvisation, and Manuscript Variations,” Oxford Handbook to Emily Dickinson, Oxford University Press.
Forthcoming, October / November 2020, Guest-edit and contribute essay, “‘the Bird / Who sings the same, unheard, / As unto Crowd -’: Dickinson’s Birdson…

MemberSören Fröhlich

Blood (History of Medicine, Galenism, Eugenics, Scientific Racism, Racial Statistics, Race, Violence, War, Menstruation, Vampirism, Cannibalism, Ingestion, Judaism, Catholicism, Protestantism, HIV/AIDS, Tissue Economies, Visual Arts, Horror, Political Theory, Phenomenology, Affect)MLA Specialization:
Long Nineteenth Century.Authors:
William Wells Brown, Pauline E. Hopkins, Emily Dickinson, Nathaniel Hawthorne, Walt Whitman, Ludwig von Reizenstein, Samuel A. Cartwright, Edward H. Dixon.Theoretical training:
Narrative theory (Narratology, Reader-Reception), Disability Studies, Feminist theory, Political Studies.Theorists:
Michel Foucault, Norbert Elias, Mary Floyd-Wilson.Advisors:
Nicole Tonkovich (co-chair), Michael Davidson (co-chair), Shelley Streeby, Lisa Cartwright, Lisa Lampert-Weissig.Languages:
German (Native), English (Quasi-Native), French (Everyday), Ivrit (Student).Teaching techniques:
Verbal discussion of assigned readings, video lectures, etc. Fundamentals in theory and methodology applied in regular, manageable writing assignments aimed at the completion of a final project. Student presentations of final projects. Thesis-driven final assignments with emphasis on argument and reflection (research paper or essay).