- Fiction, Creative Nonfiction, and Poetry Mentor
- MFA in Writing
As an award-winning essayist, novelist, poet, and the New York Times bestselling author of five books, MARYA HORNBACHER’s work has been published in more than 20 languages. Her first book, the memoir Wasted, appeared when she was 23 and was shortlisted for a Pulitzer Prize. Her internationally acclaimed novel The Center of Winter was an Editor’s Pick in the New York Times and the L.A. Times. Hornbacher’s second memoir, Madness, was an immediate international bestseller; the New York Times wrote in its review of that book, “Hornbacher is a virtuoso writer.” Her sixth book, a work of literary journalism on science and the mind, is forthcoming in 2021, and her seventh, a collection of essays on solitude in women’s lives, will appear the following year. Hornbacher’s writing across genres appears regularly in literary and journalistic publications around the world; her most recent journalism, criticism, essays, poetry, and fiction can be found in the New York Times, Boston Globe, Smithsonian Magazine, Crazyhorse, AGNI, Gulf Coast, Fourth Genre, The Normal School, DIAGRAM, Broad Street, Bellingham Review, and Vestoj. She has taught writing, journalism, and literature at the college and graduate level for more than 25 years. Her academic and research interests include medical humanities, aesthetic and intellectual history, American literatures, Modernism, 20th century poetics, humanist ethics, dramatic literature, and performance criticism. She was recently honored with the Annie Dillard Award in Creative Nonfiction, the Logan Nonfiction Fellowship from the Carey Institute for Global Good, and the Fountain House Humanitarian Award.
"Learning is a dynamic process, never static and never complete. As citizens of multiple rapidly transforming cultures, artists and teaching artists alike must break free of dated intellectual, creative, and academic models that do not serve us, and turn to strategies of learning and creating that allow us think, work, and live contextually. It is my goal that students leave their time with me having learned as much about the world into which they write as they learn about writing as a craft and professional path.
"I bring 25 years of teaching experience to each new learning environment, and in each setting I begin a new trajectory of learning myself. Students bring not only a desire for credits, degrees, and professional preparation to their coursework but also a broad array of questions, curiosities, talents, and skills; in fact, they bring the cumulative wisdom of their own lives. I hope to help them tap that wellspring of wisdom, see the possibility and potential they possess, integrate their own knowledge and curiosity with new information and skills, and push past the limitations they might currently perceive.
"I take my responsibilities as a teacher seriously. I hope to broaden students’ familiarity with unexpected, thought-provoking literary content, and to integrate as diverse a sociocultural range of literatures as possible. My goal, ultimately, is to help students deepen their commitment to a lifelong, passionate, dialectical engagement with the literatures that have shaped us, and to creating a literature of change."