Shakespeare & Early Modern Brit Lit — Assistant Professor

Wake Forest University; Winston-Salem (NC); On-site; USD 70,000 - 90,000; Full time

Job summary

Wake Forest University in Winston-Salem, NC invites applications for a tenure-track Assistant Professor of Shakespeare Studies and Early Modern British Literature, starting July 1, 2027. The position emphasizes research and teaching in Shakespeare and Renaissance literature with possible cross-department collaborations.

The teaching load is 2-2, including MA seminars and core literature courses. Candidates should demonstrate inclusive pedagogy and plan to publish, perform service, and engage in

Qualifications

• Ph.D. is required; ABD candidates may apply.
• Research and teaching expertise in Shakespeare and Renaissance literature.
• Possible emphases include drama and performance; global and transnational studies.
• Interdisciplinary collaborations with programs such as Medieval and Early Modern Studies, Theater and Dance, African-American Studies, Environment and Sustainability Studies, and Women’s, Gender, and Sexuality Studies.

Responsibilities

• Teach a 2-2 course load, including MA seminars and undergraduate/graduate courses in Shakespeare and/or early modern literature.
• Publish and engage in scholarly activity in the field.
• Participate in departmental, College, and University service.
• Contribute to the University’s community outreach; one-semester paid research leave guaranteed before tenure.

Skills

Shakespeare studies

Renaissance literature

Global and transnational studies

Education

Ph.D. in English or related field

Job description

Wake Forest University in Winston-Salem, NC invites applications for a tenure-track Assistant Professor of Shakespeare Studies and Early Modern British Literature, starting July 1, 2027. The position emphasizes research and teaching in Shakespeare and Renaissance literature with possible cross-department collaborations.

The teaching load is 2-2, including MA seminars and core literature courses. Candidates should demonstrate inclusive pedagogy and plan to publish, perform service, and engage in