Sid Ray

Sid Ray is a Professor and Department Co-Chairperson in the Department of English at Pace University, affiliated with the Dyson College of Arts and Sciences in New York City. She holds a PhD and MA from the University of Rochester and a BA from Wesleyan University. Her academic work centers on Shakespeare and early modern literature, with a strong emphasis on performance, gender, and pedagogy.

Education:

• BA, Wesleyan University
• MA, University of Rochester
• PhD, University of Rochester

Research Interests: Sid Ray's research explores Shakespeare and early modern drama, particularly the works of Shakespeare and his contemporaries. She investigates representations of marriage and monarchy, early modern women writers, and how the medieval and Renaissance periods are portrayed in modern film. A dedicated educator, she also examines performance-based pedagogies and the use of humor in teaching Shakespeare.

Her publications and presentations reflect a deep engagement with Shakespearean performance and textual analysis. Works such as Holy Estates and Shticky Shakespeare demonstrate her expertise in both scholarly and performative dimensions of early modern drama. Her conference presentations at the Shakespeare Association of America and the Folger Shakespeare Library highlight her active role in the academic Shakespeare community.

Scientific Awards:

• Keenan Award for Excellence in Teaching, Pace University (2016)

Advising and Grants: While no specific advisees or grant funding are mentioned in the provided text, Sid Ray has supervised independent studies (e.g., ENG 395, LIT 395, WS 395), indicating her involvement in mentoring students. Her leadership as Department Co-Chairperson suggests administrative and academic guidance responsibilities. There is no mention of external grants, but her publications and presentations imply sustained scholarly activity.

Labs and Teams: There is no explicit mention of research labs or formal research teams. However, her collaborations on edited volumes and presentations at institutions like the Folger Shakespeare Library suggest participation in scholarly communities and collaborative academic networks.