tri / prof / tri
trying to be a professor and a triathlete
Though I often tweet (@triproftri) about triathlon training, cycling, crashes, run times, races, skiing, mountaineering, cooking, and dinner parties, this blog is only for my various hats of research.
No tarts here.
Katherine D. Harris, an Associate Professor in the Department of English and Comparative Literature, San José State University, specializes in Romantic-Era and 19th-century British literature, women’s authorship, the literary annual, 19th-century history print culture and history of the book, textuality, editorial theory, Digital Humanities, and Digital Pedagogy. Her work ranges from pedagogical articles on using digital tools in the classroom to traditional scholarship on a “popular” literary form in 19th-century England. She chronicled her teaching adventures in the March 2011 blog, A Day in the Life of Digital Humanities, along with 200 other participants which turned into a plenary address for the 2012 Re: Humanities and an article about the successes and failures of teaching with digital tools, “TechnoRomanticism: Creating Digital Editions in an Undergraduate Classroom” (Journal of Victorian Culture April 2011). Because of this work, Harris has been named to the Council on Digital Humanities for the National Institute of Technology in Liberal Education and co-taught a week-long seminar in Digital Pedagogy at the Digital Humanities Summer Institute, University of Victoria. In January 2012, she represented Digital Pedagogy as a panelist at the DHCommons pre-conference workshop, “Getting Started in Digital Humanities,” at the 2012 Modern Language Association Convention. Harris writes about her most recent pedagogical adventures over at FairMatter.com, a blog hosted by W.W. Norton Publishers. Another article on digital pedagogy is due to Blackwell Publishers, but the most recent article was published in Fall 2013 for Polymath.
In her scholarly adventures, Harris’ research on 19th-century British literary annuals resulted in “Feminizing the Textual Body: Women and their Literary Annuals in Nineteenth-Century Britain” (Publications of the Bibliographical Society of America 99:4) and “Borrowing, Altering and Perfecting the Literary Annual Form – or What It is Not: Emblems, Almanacs, Pocket-books, Albums, Scrapbooks and Gifts Books” (Poetess Archive Journal 1:1), two articles that are part of the larger work on the literary history of annuals.
She created a legacy scholarly edition for the study of literary annuals, The Forget Me Not: A Hypertextual Archive, most of which has been re-coded into TEI and incorporated into the Poetess Archive Database edited by Professor Laura Mandell. Harris’ most current work is an edited collection of Gothic short stories from the 1820s’ most popular annuals, with Zittaw Press (2012), and was part of her plenary address at the Gothic Fiction Studies Conference in March 2012. This work will be followed by a literary history of these annuals to be published with Ohio University Press in Fall 2014.
In January 2013, she returned to her textual studies foundation with her presentation, “Echoes at Our Peril: Small Feminist Archives in Big Digital Humanities” at the 2013 Modern Language Convention in Boston, a talk originally given in October 2012, Scripps College as part of their Humanities Institute lecture series. In February 2013, Harris spoke at the Mellon-funded Digital Humanities Colloquium, Austin College. To see her most recent and upcoming talks, check this page.
For a full list of courses, syllabi, assignments, calendar, office hours, contact information, see Harris’ teaching page. For her full Curriculum Vitae, check the drop down boxes under Bio on this blog.
A Note on Labor: In keeping with this blog’s intention, a word on the labor expectations of a tenure-line faculty member employed at a Master’s-granting, comprehensive, state university: Professor Harris often teaches four courses (some capped at 50 students) with four preparations, always one of them a new prep, with at least one writing course included in those preps. This workload, of course, impedes rate of research productivity. However, the students inspire and even encourage some forms of research, especially that on digital pedagogy and digital projects.
triproftri research blog writings by Katherine D. Harris is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.