The Writing Institute
An innovative hub
for multimodal composition
and practice of writing craft
The Writing Institute works to help scaffold writing skills across the curriculum, and offers printed resources and workshops that support writing projects common to the Antioch experience, including the Life Aims Paper, the self-design major Statement of Inquiry, Senior theses, and the Senior Reflection Paper—as well as technical writing support for the co-op resume, cover letter, and digital portfolio. Writing mentorship includes faculty consultations, peer tutoring, the Alumni Writers Program, student-led writing groups, and faculty-led writeins. The Writing Institute and program at Antioch College also fosters opportunities in multimodal composition and the Digital Liberal Arts, creative nonfiction, reportage, literary journalism, writing immersions, public readings, Writers-in-Residence, and community outreach.
Brooke Blackmon Bryan is an aesthetic philosopher and oral historian who composes work in narrative, media and textiles. A practitioner of critical and digital pedagogies, she currently chairs the Writing Program and serves as Assistant Professor of Writing & Digital Literacy at Antioch College. Brooke convenes the creativity and story area of practice, teaches a variety of nonfiction writing courses, and supports students in self-design majors that engage philosophy, media, oral history, critical community studies, and contemporary art practice.
As director of Oral History in the Liberal Arts for the Great Lakes Colleges Association, Brooke works with GLCA program officers to fund, train, and support more than 60 Mellon-funded research projects employing interview methodology and digital tools for community-based learning. In its 5th year, the program has grown into a partnership with the Global Liberal Arts Alliance to support transnational interview projects. She travels regularly, offering workshops in critical pedagogy and oral history. Her recent convenings have been held at Antioch College, GLCA colleges, and other small liberal arts institutions throughout the Midwest while transnational oral history gatherings have been piloted in Morocco (Al Akhawayn University in Ifrane), Bulgaria (American University in Bulgaria in Blagoevgrad), and Ecuador (Universidad San Francisco de Quito, planned for June 2020).
Brooke has studied with Howard Caygill, Franco (Bifo) Berardi, Santiago Zabala, Giovanni Tusa, Jean-Luc Nancy, Silvia Mazzini, Drew Dalton, Chris Yates, and Simonetta Moro in courses and topological field studies in Rome, Florence, Venice, Berlin, Paris, Athens, and NYC (2016-2019). Her current research focuses broadly on process and activist philosophy and takes two main tracks. The first is an object-focused exploration of new materialisms that locates the American quilt within a feminist Deleuzian aesthetic, exploring its praxis and conservation through virtuality, multiplicity, and event. This research focuses on the ‘broken pattern’ collection of African American quilts recently donated to the Berkeley Museum of Art by late collector Eli Leon, specifically exploring how vernacular art praxis engages iteration and alteration— qualities reflected in the form of the quilt and in contemporary quiltmaking communities. Her second line of research engages radical pedagogies at the intersection of Deleuze and Guattari’s philosophy and community-based research models in an attempt to rethink and reconfigure practices in higher education today. This work generates primary sources through interview, specifically engaging questions of collaborative and co-constructed knowledge production, how we might explode the canon of western theorists in our research and curricula, and how institutions of higher education must scaffold epistemological access for all— not just an offer of admission.
Brooke often refers to herself as a radical phenomenologist with an audio recorder. She can usually be found in the Writing Institute building digital interview exhibits and working with students on their writing craft, in the midst of an interview with a person who is working in the trenches with these connected questions, or in her studio stitching.
- Ph.D., Philosophy, Aesthetics, and Art Theory, Institute for Doctoral Studies in the Visual Arts, ABD 2020
- M.A., Humanities— Oral History Methodology & Sound Studies, Antioch University, 2013
- B.A., Humanities— World Classics, Antioch University, 2009
- Invited Review, Classics Revisited: A Shared Authority: Essays on the Craft and Meaning of Oral and Public History, by Michael Frisch. The Oral History Review, Volume 44, Issue 2, Summer/Fall 2017, Pages 380–382, https://doi.org/10.1093/ohr/ohx054.
- A Closer Look at Community Partnerships, Oral History Review (2013) 40(1): 75-82 https://doi:10.1093/ohr/oht023
- Why here/why now: using websites to power community projects. In D. Boyd, S. Cohen, B. Rakerd, & D. Rehberger (Eds.), Oral history in the digital age. Institute of Library and Museum Services.
- Interview Project. Oral History Review (2010) 37 (1):71-73. https://doi: 10.1093/ohr/ohq035
- Oral History in the Liberal Arts: A community-based teaching & learning program using tools for digital scholarship & storytelling. Consortium for Teaching and Learning, 2018.
- Interviewing 101: A few resources for teaching undergrads how to interview for Public-facing Digital Projects. Within One Term. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
- After the Interview: On Workflow & Choosing a Digital Tool to Visualize, Organize, and Publish Interview Collections. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
GS 210: Global Seminar on Water
GS 210: Global Seminar Continuing Studies: Borderlands
ENG 351: Advanced Expository Writing: Long-form Creative Nonfiction
CLCN 145: Community Reporting
ENG 251: Expository Writing: Personal Scholarly Narrative
ARTS 395: Visual and Critical Studies Seminar
ARTS 494: Senior Seminar: Studio Practice & Critique
LIT 299: Professional & Technical Writing
ENG 251: Expository Writing: Formal, Phenomenological, Hermeneutic Accounts
ENG 251: Expository Writing: Genre
ENG 101/105 English Composition: Content and Form
WORK 150: Work Portfolio I— On Working
WORK 331: Sound, Sight, Sentiment: Phenomenologies of Place
WORK 425: Humanities Fieldwork: Oral History & Digital Scholarship
WORK 475: Extended Field Experience
INSTITUTES, WORKSHOPS & SCHOLARLY ACTIVITIES
NEWS & FEATURES
- Brooke Bryan of Antioch College Unanimous Choice for Post Secondary Teaching Award of the Oral History Association https://www.facebook.com/oralhistoryassociation/posts/this-years-oha-postsecondary-teaching-award-was-awarded-tobrooke-bryan-from-anti/1262188363822834/ and https://co-op.antiochcollege.edu/faculty-spotlight-brooke-bryan-2/
- Brooke Bryan of Antioch College curates GLCA oral history research projects across Consortium http://glcateachlearn.org/oral-history-in-the-liberal-arts-a-community-based-teaching-learning-program-using-tools-for-digital-scholarship-storytelling/
- Brooke Bryan of Antioch College receives prestigious grant with Kenyon co-director https://co-op.antiochcollege.edu/antioch-college-co-op-faculty-awarded-prestigious-glca-grant/
- Oral History in the Digital Age Essays, Written by Noted Experts in the Field https://www.oralhistory.org/ohda-essays/
- Best Review from Brooke Bryan of Antioch College (from Concordia University’s Oral Historian’s Toolbox) http://oralhistorianstoolbox.cohds.ca/pop_up_pages/1many_eyes_pop_up.html
- Antioch College Retains Ideals Amid New Goals https://www.dispatch.com/article/20160515/NEWS/305159921
- Antioch alum wins Vermont council seat
- Global Seminar on Water catalyzes conversations in the community https://ysnews.com/news/2014/09/a-multi-lens-look-at-water-needs
The Writing Program
Prior to graduation, students are expected to master written communication ability that demonstrates development and effective expression of ideas and arguments in writing. This involves learning how to work in a variety of genres and styles. Written communication skills and abilities are developed through iterative experiences across the curriculum.
As part of the general education curriculum, students must complete two courses in composition:
- ENG 101 or ENG 105 English Composition
- and ENG 251 Expository Writing
Beyond General Education
In addition to satisfying general education requirements, students may also incorporate both creative and analytical writing into the design of their major. Faculty regularly teach the following:
- Advanced Expository Writing
- Lyric Essay
- Creative Nonfiction
- Community Reporting Practicum