Emily Tuttle: Connecting The Humanities With The Sciences

Emily Tuttle '17 uses the sciences to fuel her enduring passion for writing.

By Anita Nejat '16

Photo courtesy of Genna Godley '17

Emily Tuttle '17, English major and creative writing and neuroscience minor, is a Terp committed to connecting the humanities with the sciences. While at this university, Emily has found a passion for creative writing and poetry, two platforms she uses to express her thoughts about this assembly of diverse disciplines. She talked to a fellow Terp about her learning experiences on this campus and her future ambitions.

Q: What interested you in studying English, creative writing and neuroscience?

A: Growing up, I went to Eleanor Roosevelt High School, and I participated in their science and technology program. So, my entire high school experience revolved around this curriculum; it was very science-oriented. Because I had this science and tech background, I decided I wanted to be a neurophysiology major in college. But two weeks before college started, I realized I needed a change. I have always been passionate about English, so I called the university and switched over to an English major. Satisfied, I still wanted to have science-based courses, so I added neuroscience as a minor. My main goal was to bring the two – science and English – together in some way. I wanted to write about the sciences. While taking creative workshops, I discovered how much I enjoyed doing that. To me, it made sense for those subjects to come together.

Q: How would you describe your experience studying those three subjects at UMD?

A: There are very different worlds, so when there is an opportunity for them to come together, it’s very interesting. One of the most memorable courses I’ve taken is ENGL390: Science Writing. I realized that a lot of the students in the course were science majors trying to learn how to write, but for me, I was a writer trying to get a more scientific mindset. When I tell some people that I’m an English major and creative writing and neuroscience minor, I often need to explain why I chose to study those three subjects simultaneously and my thinking behind how they go together. Harold Burgess, who is the director of the College Park Arts Scholars Program, was the first person who had a refreshing reaction when I told him I was an English major and creative writing and neuroscience minor. He was the first person who really understood the significance of bringing those subjects together. Herald has been a great mentor; I am currently a TA for a class he teaches in the College Park Arts Scholars Program.

Q: What are your future aspirations?

A: I really enjoy bringing the two aspects of what I love – science and English – together. For one of my Writer’s House classes, I did a 3-poem series where I incorporated technical and scientific language and tried to balance it with poetic language. This experience allowed me to translate my thoughts about two very distinct subjects through one lens. My passion for creative writing has led me to look into Master of Fine Arts programs concentrated in poetry. I am trying to find programs that will help grow and hone my skills as a creative writer. If I could have one dream job, it would be to sit and write and not worry about jobs or financial means! Writing skills are so important for everyday life and being able to communicate your thoughts in a clear and concise way. It is a very valuable skill that many people tend to overlook. I know this skill set, which comprises not only writing skills, but also critical-thinking and analytical skills, will serve my future career.

Q: In what other ways are you involved on campus?

A: With a drive to sharpen my writing skills, I decided to get involved in the school’s publishing sphere. This year, I am editor in chief of the Paper Shell Review, which is the campus’ journal of critical essays on literary topics. The Paper Shell Review accepts essay submissions from any English-speaking university in the world and includes five per semester in the journal. The journal allows me to develop professional skills associated with the critical and historical study of English literature. Continuing the writing path, I am also co-editor in chief of Stylus, which is a journal of literature and art for UMD students. The journal includes poetry and prose and is a great platform for students passionate about literature.

Q: How would you describe your experiences in these leadership positions?

A: As a TA for Harold Burgess, I found that his classes were very discussion-oriented. For example, Herald would talk about how the arts impact the community, and then the class would break up into groups to discuss specific examples in history where the statement manifests itself. I would talk to about 12 students and lead the discussion. I love being able to help students voice their ideas. I see my role as a TA as one that provides guidance and encourages leadership in those discussions. While my leadership role working at the two literary journals is more structured, it is still very much facilitated by discussion and brainstorming. I am constantly talking to my coworkers about what we liked about the poetry techniques and prose used by other students. In doing so, we also talk about how the writing could be strengthened. This helps me as a leader because not only can I spearhead critical analysis of the writing, but also acknowledge ways I can improve my own. So for me, leadership is about fostering ideas and discussion. I am not there to tell them what to do; I am there to help them figure out what to do.