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About Rollins

Lucy R. Littler, PhD

Lecturer in the English Department

Lucy Littler English Lecturer

I earned my PhD in English from Florida State University in 2011. I am a Lecturer in the English Department and a Faculty Coordinator in the Foundations General Education Program at Rollins College. 

In these roles, I teach innovative composition and American literature courses at multiple levels of the curriculum and administer organizational and pedagogical support for faculty across divisions. 

My research interests include the dynamics of race in American culture, composition studies, and the science of teaching and learning. My work has been published in The Southern Literary Journal and the Associated Colleges of the South's Open Access Resources. I have given presentations at a number of professional meetings, including the Association of American Colleges and Universities, the South Atlantic Modern Language Association, the Northeast Modern Language Association, and the College English Association.

 

T. 407.646.2502

Lecturer, Department of English | Rollins College
2011 - current 

Faculty Coordinator for the Foundations General Education Program | Rollins College
2015 - current

Lecturer, Department of English | North Carolina State University
2006 - 2007

Adjunct Instructor, Department of English | Durham Technical Community College, Durham, NC 
2007

My research and teaching are inextricably linked. In addition to exploring the dynamics of race in American literature and culture, I'm interested in how teachers teach and how students learn. Specifically, I want to find ways to help students transfer what they learn from one situation to the next, from the classroom to the world beyond it.

Peer Reviewed Publications

Chick, Nancy, Lucy Littler and Emily Russell, “Surfacing Disciplinarity: Citation as a Site for Integrative Learning,” Arts and Humanities in Higher Education. Forthcoming.

Littler, Lucy. “The Implications of ‘Chosenness’: Unsettling the Exodus Narrative as a Model for Black Liberation in Randall Kenan's A Visitation of Spirits,” The Southern Literary Journal, Fall 2011.

Open Access Resource Publications

“Teaching with Popplet,” Open Access Resources, Associated Colleges of the South, Summer 2017. View this tutorial here.

“Teaching with Instagram,” Open Access Resources, Associated Colleges of the South, Fall 2015. View this tutorial here.

Selected Conference Presentations:

“Creating an Integrative Gen Ed Program through Intentional Faculty Development,” American Association of Colleges & Universities (AAC&U), Network Meeting on General Education and Assessment, February 2020.

"A Pedagogy of Brave Space: Diversity and Inclusion Beyond the High Impact Classroom," American Association of Colleges and Universities (AAC&U), Network Meeting on Diversity, Learning and Student Success, March 2018. 

 “Blending to Help Students LEAP: Achieving Curricular Goals and Preserving Student Autonomy,” Conference on Blended Learning in the Liberal Arts, Bryn Mawr, May 2017Watch this presentation here.

“Beyond the Flip: Blended Learning in the Literature Classroom,” Conference on Blended Learning in the Liberal Arts, Bryn Mawr, May 2015. Watch this presentation here.

 “Defining Blackness in the Promised Land: Exodus and Racial Belonging in Gloria Naylor’s Mama Day,” Society for the Study of American Women Writers (SSAWW), Denver, CO, October 2012.

 “Ethnicity as Commodity: Multiculturalism and American Exceptionalism in Mona in the Promised Land,” Northeast Modern Language Association (NeMLA), Rochester, NY, March 2012.

“(De)Naturalizing Whiteness as Commodity: Race as Realist Narrative in E. L. Doctorow’s Ragtime,” College English Association (CEA), St. Petersburg, FL, April 2011

“The Double Consciousness of Barnum Kinsey: How Whiteness Traumatizes White People in Edward P. Jones’s The Known World,” NeMLA, Montreal, Canada, April 2010.

I teach classes that purposefully blur the imagined boundaries between "academic" and "real world" problems, asking students to critically re-examine the world they know through analysis of literary and cultural texts, and through their own writing. My proudest professional moments include students realizing their power in a world that needs their creativity and innovation. For an example of how learning can meaningfully extend beyond the traditional classroom space, check out this Rollins 360 Spotlight on my 20th century American literature course, "American Dreams; American Nightmares."
 
Classes I have taught at Rollins include:
  • ENG 140 (First-Year Composition)
    • Writing about Rollins
    • Writing about Love
    • Writing about the American Dream
  • Racial Fictions: Interdisciplinary Foundations Program Capstone
  • American Dreams; American Nightmares 
  • Love Stories in American Literature
  • Literary Selfies: American Stories of Self-Making
  • Crossing Borders in Contemporary American Literature
  • American Adolescence: Coming of Age in the Civil Rights Era
  • Reimaging the Past in Contemporary American Fiction

students walking to Zora Neale Hurston’s hometown of Eatonville

Course Spotlight: American Dreams & Nightmares in 20th-Century Literature

First-year students study how culture and context influence our values, fears, and aspirations.
Read Story