Natalie Grinnell’s areas of interest include medieval studies (especially medieval romance), the writings of Geoffrey Chaucer and John Gower, gender studies, detective fiction, fantasy and science fiction. She holds B.A. degrees in French and English from Tulane University, and earned an M.A. degree and Ph.D. in English from SUNY at Buffalo. Grinnell says the personal relationships that develop between students and faculty and the freedom to pursue and develop her scholarly passions are two of her favorite things about Wofford. In her spare time, Grinnell enjoys ceramics, cooking and her two “strict felines.”
Eric Kocher, who holds an MFA from the University of Houston, blends environmental awareness with a passion for poetry and literature. His teaching interests include poetry, creative writing, ecopoetics, ecocriticism, environmental literature, humor and experimental literature. He enjoys the opportunity to design courses that challenge and inspire students.
Dr. Jim Neighbors’ teaching interests include Black literature and culture in the United States, the history of Black activism in the United States, the history of white supremacy and anti-Black racism in the United States, and the practice and theory of antiracism in the United States. He is currently leading the Back of the College Project, a community partnership to tell the history of the rise and decline of a prominent Black Spartanburg neighborhood. His research also focuses on the history of Black resistance to white supremacy and anti-Black racism in the United States, the history of Black women’s literary, cultural and activist traditions in the United States, and Black film history in the United States. He earned his B.A. from the University of Washington, and his M.A. degree and Ph.D. from the University of Wisconsin-Madison. He enjoys working with Wofford students, whom he often finds to be hard-working, insightful, sincere, curious, compassionate and, at times, inspiring. Away from Wofford, he enjoys long-distance running, making bread, playing with dogs, road trips and enjoying time with family and friends.
Dr. Carey Voeller teaches courses on Early American and 19th century American literature, gender studies and American protest literature. Voeller’s research interests include 19th century sensation novels; literature concerning race, slavery, and abolitionism; gender studies and disability studies. He enjoys working with students of all levels during their four years at Wofford, finding value in the intellectual conversations that he is able to have with them on a daily basis in class discussions. Away from Wofford, Voeller is an outdoorsman at heart, spending his free time fishing, hiking and listening to underground music.
Ph.D., University of North Carolina M.A., University of North Carolina at Wilmington B.A., University of Virginia
Dr. John M. Ware’s teaching interests include Restoration and 18th-century British drama, horror film, environmental film, English grammar and usage, and history and varieties of English. His research interests include Restoration and 18th-century British drama (comedies and musicals of the late 18th century in particular) and horror film (American horror film and folk horror in particular). In his spare time he enjoys reading, writing, film, dogs, gardening and enjoying the outdoors.
Professor of English and Coordinator of Academic Advising
B.A., Wofford College M.A., Ph.D., University of South Carolina
Dr. Carol Brasington Wilson’s teaching interests include modernist literature, family relationships in literature, business and professional writing; first-year writing, reading, and critical thinking; active learning pedagogy; student success coaching; and incorporating inclusive pedagogy into teaching and advising practice. Her research focuses on faculty advising models, learning and support; active-learning pedagogy in teaching and advising; academic advising theory, competencies and pedagogy; student success coaching; growth mindset in first- and second-year students; application of Arthur Chickering’s 7 Vectors of Student Development in academic advising and classroom teaching; and relational competencies valuable for achieving equity and inclusion in respecting students’ individual, familial and cultural backgrounds.