The Core Lecturer position was created at Columbia in 2006 as a way of retaining Columbia College’s best graduate student instructors. The position offers three-year, faculty-rank postdoctoral appointments in which Core Lecturers, sometimes referred to as Core Faculty Fellows, teach almost exclusively in the Core Curriculum.
Core Lecturers represent some of the most skilled and dedicated teachers in the Core faculty. Harkening back to figures like Jacques Barzun and Lionel Trilling who, as young instructors, had a decisive impact on the energy, tenor and ambition of the Core, Core Lecturers bring fresh and cutting-edge perspectives to the classroom and contribute substantially to the weekly pedagogical discussions held by the broader faculty.
Nicole Callahan CC‘05, GSAS'17 received her Ph.D. in English Education from Columbia's Graduate School of Arts and Sciences in 2017. Her research focuses on composition pedagogies and the history of the essay. In addition to teaching Contemporary Civilization, she also teaches a Columbia course called “Humanities Texts Critical Skills” to the Justice-in-Education Scholars, a group of formerly-incarcerated men and women. She works on the Justice in Education Initiative, in collaboration with the Heyman Center and the Center for Justice, building a curriculum connecting canonical texts in core classes at Columbia (like Literature Humanities and Contemporary Civilization) to issues of mass incarceration for the “Justice in the Core” program. In 2016, Callahan was awarded the Graduate Student Core Preceptor Award for excellency in teaching Contemporary Civilization. She is also an adjunct instructor in English Education at Teachers College, Columbia University and a fellow of the National Writing Project at UCLA. She first encountered the texts of Contemporary Civilization in 2002-2003 as a student in the course, and although her favorite Contemporary Civilization text changes every year, Thomas Aquinas might be the current winner.
Daniel del Nido
Daniel M. del Nido GSAS’17 received his Ph.D. in Religion from Columbia University’s Graduate School of Arts and Sciences. He also holds an M.A. and an M.Phil in Religion, both from Columbia. He received his B.A. in Philosophy and Religion, highest honors, from Swarthmore College in 2010. Daniel’s research focuses on the intersection between philosophical and religious practices of self-formation, and particularly on how ideas of happiness, the good life and spiritual exercises drawn from ancient Greco-Roman philosophy are received in modern and contemporary religious thought. His dissertation, “Just Like Nature: Habit and the Art of Life”, is an investigation and assessment of a conception of the nature of habituation and its role in self-formation through philosophical and liturgical practices developed within a tradition of 19th and 20th Century French philosophy. Daniel is currently working on expanding his dissertation into a scholarly monograph, and has other work forthcoming in the Journal of Religious Ethics. Along with serving as a preceptor in the Core Curriculum, teaching Contemporary Civilization in 2015 and 2016, Daniel has also worked as an Adjunct Professor at Pace University from 2013 to 2014, where he taught "Religions of the Globe and Normative Ethics: Contemporary Problems." He is extremely excited to be returning as a Core Lecturer this fall, and is looking forward in particular to teaching his favorite Contemporary Civilization texts, Aristotle’s Nicomachean Ethics and Rousseau’s Discourse on the Origin of Inequality.
Gal Katz received his PhD from Columbia’s Department of Philosophy in 2018. Before that, he earned an M.A. in Philosophy (summa cum laude) from Tel Aviv University, where he was a member of the Adi Lautman Program for Outstanding Students. His research revolves around the nature and social conditions of individual freedom. Drawing on Hegel’s (tacit and explicit) dialogue with other post-Kantian thinkers—and challenging the liberal tradition—he argues that full-fledged individual freedom includes aspects that will become central within 20th century existentialism and critical theory, such as a skeptical and critical attitudes towards social norms, differentiation from others, creative engagement, and even apprehension of death. He is especially intrigued by Hegel’s optimism about the prospects of accommodating such freedoms while maintaining stable and well-functioning social institutions, and believes it offers a sophisticated framework for thinking through social heterogeneity and individual identity in the 21st century. Given this research program, it is hardly a surprise that teaching CC has been Gal’s most fulfilling pedagogical experience in over a decade of academic teaching and tutoring—an experience that has also influenced his non-academic, creative pursuits as a writer and editor (for The Pointand Ha’aretz, among other publications). His favorite CC text is Nietzsche’s Genealogy of Morals(though he has learned some of his most important lessons from those texts he also dislikes).
Charles McNamara GSAS’16 is a classicist who studies the rhetorical tradition, intellectual history and ancient philosophy. He holds an A.B. from Harvard University and a Ph.D. from Columbia University. His doctoral research explored one widespread notion of certainty in antiquity—where certainty is understood as a matter of consensus, not demonstrative truth—and this notion’s afterlife in early modern Italy. After completing his Ph.D., he was a fellow at the Bayerische Akademie der Wissenschaften in Munich, where he was a lexicographer for the Thesaurus Linguae Latinae, a monumental dictionary of all Latin texts up to the seventh century. During his graduate education, Charles taught literary criticism, ancient languages and Contemporary Civilization. In addition to his appointments at Columbia, he regularly teaches with the Paideia Institute, a nonprofit educational organization dedicated to promoting the study and appreciation of the classical humanities, both in New York and in Rome. Before beginning his academic career, he taught English in an Arkansas public high school through Teach for America. Although he finds Plato and Aristotle endlessly fascinating, his favorite text to teach in Contemporary Civilization is Adam Smith's The Wealth of Nations on account of its provocative, perplexing and enduring contributions to many strands of modern thinking.
Jason Resnikoff CC’08, holds a Ph.D. in History from Columbia University. He specializes in US labor history, intellectual history, and the history of technology. His current work considers the historical relationship between work and freedom, in particular the ideological origins of automation in the postwar United States of America. In both 2017 and 2018, Resnikoff was awarded the Core Preceptor Award for excellence in teaching Contemporary Civilization, the first time in the distinction’s history it was awarded to the same person two years in a row. A member of the Board of Advisors in the American Studies Department at Columbia, he has taught Contemporary Civilization on campus through the Office of the Core Curriculum, as well as to incarcerated students at Taconic Correctional Facility through Columbia’s Justice in Education Initiative. His favorite book on the CC syllabus changes all the time, but at the moment he’s most looking forward to teaching that taproot of the radical intellectual tradition, Rousseau’s Discourse on the Origin and Basis of Inequality Among Men.
Sarah Arkebauer holds a BA from Penn and a PhD in English and Comparative Literature from Columbia (2019). Her dissertation explored contemporary avant-garde poetry and its relationship to material objects. She is at work on two research projects, one on the interplay between contemporary poetry and historical sources, and another on the cultural role of children’s historical fiction in the late twentieth century. Beyond Literature Humanities, Sarah has taught in Columbia’s University Writing program, the English Department’s Literary Texts, Critical Methods, and cross-genre courses in contemporary poetry and rap music. Her favorite texts on the Lit Hum syllabus are Toni Morrison’s Song of Solomon and Dante’s Inferno.
Nassime Chida received her Ph. D in Italian and Comparative Literature from Columbia University in 2019. She also holds a M.St from the University of Oxford, (Brasenose College) and a B.A in French and Italian from University College London. Her doctoral dissertation attended to the political content of Dante's Inferno, focusing on Dante's representation of local political leadership. Her research involves an immersion into the political history of Medieval Italy. Nassime is particularly interested in poetry as a site of political contestation and in the representation of tyranny. Nassime taught Elementary Italian at Columbia for three years (2013-16), and Literature Humanities for two years (2016-17 and 2018-19). She won the Preceptor's award for excellence in teaching in Spring 2019, a distinction awarded by Columbia students. Her favorite Core book after Dante's Inferno is the Iliad of Homer.
Dalia Inbal specializes in German and Austrian modernist literature. She received her Ph.D. in Germanic Languages and literatures from Columbia's Graduate School of Arts and Sciences in 2016. Her research focuses on the works of Franz Kafka. Before coming to Columbia, she studied comparative literature and Jewish studies at the Freie Universität in Berlin. She also spent a year as a Fulbright exchange scholar at the Jewish Theological Seminary in New York. During her graduate studies at Columbia, she taught Literature Humanities for four semesters as a Core preceptor. She also taught for six semesters in the Department of Germanic Languages (Elementary German I and II, and Intermediate Conversation). Her favorite Lit Hum books are Homer's The Iliad and Cervantes' Don Quixote and she is very excited to continue to teach Lit Hum as a Core Lecturer.
Zachary Roberts holds a B.A. in English from Bowdoin College (2008) and a Ph.D. in English and Comparative Literature from Columbia University (2018). His dissertation explored connections between the visual arts and American realist fiction of the late nineteenth century. His current research focuses on nineteenth and early twentieth century literary and art history, particularly theories of realist aesthetics and the development of the novel. Besides Literature Humanities, Zachary has taught in Columbia’s University Writing Program, and has also taught courses on literary impressionism and nineteenth century painting, as well as the influence of painting, opera, and other arts on the development of the American novel. Zachary is also affiliated with the Center for American Studies, where he advises students and research projects. His favorite texts to teach on the Lit Hum syllabus are Augustine’s Confessions, Milton’s Paradise Lost, and Woolf’s To the Lighthouse. He has always wondered what Lily Briscoe’s paintings look like.
Shulamit Shinnar holds a PhD in History from Columbia University (2019), a MA with distinction in Rabbinic Literature from the Jewish Theological Seminary (2011), and a BA in Philosophy from Columbia University (2009). She studies the cultural, intellectual, and religious history of ancient Jews in the Mediterranean world, specializing in rabbinic literature. Her research engages with theoretical questions from medical anthropology, the history of science and medicine, the study of gender and sexuality, disability studies, and post-colonial theory. She is working on a book that explores Jewish medical culture in late antiquity, focusing on medicine as a site for social encounter and cultural exchange between different ethnic, religious, and gender identities. She is a recipient of the Presidential Teaching Award, the highest teaching honor at Columbia University. In addition to teaching Literature Humanities as a preceptor, she has taught courses at the Jewish Theological Seminary examining theories of justice in ancient Jewish literature. She is thrilled to be returning to teach Lithum as a Core Lecturer this fall. Some of her favorite works to teach on the syllabus include Aeschylus’ Oresteia and Virginia Woolf’s To the Lighthouse.