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Kristen Galvin

Assistant Director for Graduate Engagement (Photo Credit: Justin Chan)

Email: kgalvin@ufl.edu
Office: Walker Hall 200A
Office Hours: by Appointment

Curriculum Vitae

Examining post-1960s visual and material culture in the United States, Dr. Kristen Galvin’s interdisciplinary research and teaching areas include film and media, popular music, performance, contemporary art, gender and sexuality, memory, and subcultural studies. She received her PhD in Visual Studies from the University of California, Irvine (UCI), where she wrote her dissertation on Downtown New York’s underground scenes of the 1970s–1980s, demonstrating their potentiality for queer worldmaking and creative placemaking. During her time at UCI she received a Chancellor’s Fellowship and the University of California Humanities Network Graduate Fellowship and served as a Graduate Student Researcher to Humanities Graduate Study.

She has published in the Journal of Popular Music Studies, Leonardo Electronic Almanac, Critical Studies in Men’s Fashion, and in edited collections.  Her current book project explores “hypernostalgia” and reconfigurations of old versus new media cultures in the 21st century. An advocate for faculty empowerment, she also recently collaborated on two essays for Art Journal Open discussing the “gigification” of higher education, addressing both its problems and solutions.

Kristen joins the Center for the Humanities and Public Sphere from the Savannah College of Art and Design where she taught courses in film, media, and art history. Holding an MFA and MA from Purchase College, State University of New York, and a BA from Brown University, she has also worked across cultural industries, from non-profit arts organizations to television, and has exhibited her own video projects. As the Assistant Director for Graduate Engagement at the Center for the Humanities and Public Sphere, Kristen looks forward to creating a suite of programs to both promote the diversification of career outcomes for humanities graduate students and to support their navigation of the shifting terrain of higher education.