Think beyond

Majors: English and French
Minor: Secondary Education

Q. So, Christine, you’re a Renaissance woman, caught by surprise by medieval times, eh? 
A. I love theatre—seeing it and being in it—and I always knew I wanted to take courses on Renaissance drama. The medieval literature courses, however, were not something I had foreseen taking. From my first course in that area, my interest in linguistics was sparked. I took a few Old and Middle English courses and realized that I am as fascinated by the English language as I am by its literature.

Q. Did you always plan to study English?
A. Yes, I applied to Drew already knowing that I wanted to be an English major—I had heard great things about the department. 

Q. Well? Did the department measure up to your expectations?
A. Absolutely! The English department is extraordinarily student-centered in its approach, and I truly respect that. The department—and Drew in general—is a tightly knit community, where relationships with classmates and professors are valued. 

Q. What’s your career plan?
A. After Drew, I plan to teach high school English for a few years. Grad school is without a doubt in my future—I plan to study Renaissance drama—and perhaps someday I’ll teach at the college level. The English program at Drew essentially provided the foundation for this career. 

Q. You’re a busy bee, working toward your teaching certification through the College of Saint Elizabeth while continuing your studies at Drew. What’s it like?
A. It is a great opportunity to work toward teaching certification while still being able to major in an academic field of your choosing. I’m presently student teaching, and I must say, I’m pleased that I did not go to a school where I had to double-major in English and education; since I got to focus so much on content, on my study of English literature, I feel much more knowledgeable in the classroom. 

Q. And has your Drew experience helped prepare you for a teaching career?
A. Definitely. For example, I served as a student representative to the English department faculty—some of the most intelligent, down-to-earth people I’ve ever met. I learned a lot from their discussions, and they provided wonderful examples of how to assess—and re-assess—the curriculum and courses. The experience helped me understand essential values for strong instruction in English education. 

Q. How about another example? 
A. Throughout the last few years, I have been an English conversation partner for a theological student from Korea. It has been an incredible learning experience for me; I have learned about myself as a teacher, and I also have learned a lot about Korean culture. It has been fascinating to see my conversation partner adapt to American culture, and I have reflected differently on my own culture and language because of her experiences. 

Q. Can you name your favorite English course or professor?
A. I honestly can’t select a single course. I’m not just saying this—I enjoyed every single class in its own way. Every one changed my perspective and taught me a lot.