Christopher Diller

Christopher Diller is a Professor of English, Rhetoric, and Writing at Berry College, where he has served since 1999, progressing from Assistant to Associate Professor and achieving full Professorship in 2014. He directed the Writing Center from 2005 to 2015 and is actively engaged in teaching and research within the Department of English, Rhetoric and Writing.

Education:

• B.A. in English (with honors), Miami University (Ohio)
• M.A. in Languages and Literature, Northwestern University
• Ph.D. in English/American Studies, University of Utah

Dr. Diller's research focuses on American Studies, particularly antislavery and reform literature of the 19th and 20th centuries, supported by deep archival research. He integrates digital humanities into his pedagogy, employing statistical analysis and geospatial mapping in courses like his upper-division class on Dracula. He teaches across genres, from Romantic American literature to popular authors like Stephen King, encouraging students to “say more about less.”

His recent scholarly output shows a strong trend in digital literary pedagogy, archival recovery of marginalized voices, and the intersection of sentimentality and African American literature. Projects include editing Twelve Years a Slave and analyzing unpublished journals from the 19th century, reflecting a commitment to historical recovery and critical reinterpretation.

Selected Scientific Contributions:

• Editor, Uncle Tom's Cabin, Broadview Press, 2009
• Co-editor, Nathaniel Hawthorne in the College Classroom, 2018
• Forthcoming edition of Twelve Years a Slave with Karen B. Cook-Bell (2025)

Dr. Diller has advised numerous students and contributed to curriculum development, especially in writing instruction and digital humanities integration. He has not received explicitly mentioned grants, but his sustained publication and editorial work indicate active research support. He is affiliated with the Writing Center and continues to publish in major academic presses and journals.

His work is associated with collaborative academic teams, particularly in digital pedagogy and American literary recovery, and he contributes to national scholarly conversations through the Modern Language Association and university press publications.