About

Christina Katopodis is a doctoral candidate in English and a Futures Initiative Fellow at the Graduate Center, CUNY. She is the winner of the 2019 Diana Colbert Innovative Teaching Prize, the 2018 Dewey Digital Teaching Award, and the 2018 Digital Dissertation Award. Katopodis’s research has been supported by the Ralph Waldo Emerson Society Research Grant (2016), and two consecutive GC Provost’s Digital Innovation Grants (2016-18). Her dissertation, “Vibrational Epistemologies: Music and Ecology in American Transcendentalism,” examines the influence that human and nonhuman sounds and sonic vibrations had on American thought and literature in the nineteenth century before and after sound recording technology. Katopodis records sounds at Walden Pond for her digital humanities project, The Walden Soundscape, an award-winning website that makes sounds at Walden Pond accessible to a wide audience, and calls for a new approach to reading as listening to a text.

Education

Ph.D. in English, Certificate in Women’s and Gender Studies, Certificate in American Studies, The Graduate Center, CUNY, Expected 2020.
M.Phil. in English, The Graduate Center, CUNY, September 2016.
M.A. in Liberal Studies, American Studies, The Graduate Center, CUNY, February 2011.
B.A. in English and Creative Writing, The George Washington University (GWU), May 2009.

Publications

Christina Katopodis, “Vibrational Epistemology in the Nineteenth-Century American Soundscape: Music and Noise in Walden,” ESQ [Forthcoming Article]
Christina Katopodis, “Listening in the Field: Recording and the Science of Birdsong,” Configurations vol. 27, no. 1 (January 2019): 120-2. [Book Review]
Christina Katopodis, “Thoreau at 200: Essays and Reassessments,” Emerson Society Papers (Spring 2019) [Book Review]

Projects

The Walden Soundscape, an award-winning website and teaching tool that brings an immersive experience to a public audience.

Progressive Pedagogy Group, a guide for active learning on HASTAC.org with a live public bibliography of #ProgressivePedagogy texts.

Teaching Climate Change in the Humanities, a resource for educators created by members of the Ecocriticism Public Working Group, Center for the Humanities, The Graduate Center, CUNY.

“Better Meetings Through Pedagogy,” The Chronicle of Higher Education Prof Hacker, originally posted as “Revolutionary Office Meetings,” Futures Initiative, May 24.

“Addressing Despair in the Classroom: An Ecocritical Approach to Non-Canonical American Writers,” Pedagogy & American Literary Studies Guest Blog Post, May 18, 2016.

“Student-Driven Pedagogy in the Early American Survey Course,” Pedagogy & American Literary Studies Guest Blog Post, May 16, 2016.

Upcoming Talks and Conferences

“Listening in the Field and to the Text: The Role of Sound Recording in Ecocritical Approaches to Thoreau’s Walden,” MLA 2020.

Memberships

American Literature Association (ALA); American Studies Association (ASA); Association for the Study of Literature and Environment (ASLE); C19: The Society of 19th-Century Americanists; Margaret Fuller Society; Modern Language Association (MLA); Northeast MLA (NeMLA); Ralph Waldo Emerson Society; Society for Science, Literature, and the Arts (SLSA); Thoreau Society; William James Society (WJS)

Christina Katopodis

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