Month: February 2018

The Interdisciplinary Thing

Image: Whitney H Hello! Apologies for the long break since my last post — my laptop did that fun thing where it wouldn’t turn on and I had to send it off to Apple for a couple of weeks, and then the next couple of weeks were spent catching up on all the homework and writing I’d failed to do while laptop-less. I’m now a semester and a half into my MFA, and one of the things I’m finding incredibly (and surprisingly, in my specific case) rewarding about being at Michener is the interdisciplinary focus. Our program requires everyone to declare a primary and secondary genre, but on top of that, we also take a multi-discipline first year seminar together with our entire cohort of fiction writers, poets, playwrights and screenwriters, and we’re allowed to take classes in disciplines that are neither our primary nor secondary genre. I hadn’t thought much about this when I applied to Michener. I know for some people this is a big draw, because they already write some combination of …

So You’re Waiting to Hear Back from MFA Programs: Post Application Advice With Rachel Heng

For the next two months we’ll be asking some of our first year contributors to talk about the post application period and how they dealt with it last year. What did you do to get through the post application period? I was working at a dead-end job when I applied to MFA programs, and […]

Why We Need Diverse Syllabi

Image: John Nakamura Remy In the second year of my M.A. program, I’ve had the opportunity to teach my own introductory fiction course to undergraduate students. Creative Writing courses tend to draw a diverse group of students, especially because my intro course fulfills a general education requirement. I have students from all different disciplines, not just English— biology, engineering, poli-sci, agriculture, you name it. My students also range from freshman to so-called “super seniors.” Moreover, the UC Davis student population is racially diverse (only 26% of the freshman class of 2016 was white), and my classroom reflects the wider demographics of the school. With that in mind, I’ve needed to craft a syllabus that will both fit my students’ needs and fulfill my learning objectives. To do this, I’ve made a concerted effort to focus on readings by writers of color and women on my syllabus. In my course, my students read Junot Diaz’s story “How to Date A Brown Girl (Black Girl, White Girl, or Halfie)” to discuss 2nd person point of view. They …