Humanities and Social Sciences

Dr. Vanessa Hemovich received her undergraduate degree in psychology from the University of Washington. She went on to earn a dual master’s degree in psychology and program evaluation, as well as a Ph.D. in social psychology from Claremont Graduate University. Her educational training emphasized social influence across broad-based media contexts that target social change. As a Preparing Future Faculty (PFF) fellow, Dr. Hemovich also has extensive training to identify best teaching practices and develop essential knowledge that broadens transdisciplinary understanding in higher education among diverse faculty and student populations. One of her major goals in teaching is to help students and faculty understand the pervasive nature of psychology as a discipline across the domains of game design, digital communication, media development, UX, and UI. At DigiPen, she teaches a broad range of introductory and upper-division courses in psychology that includes Introduction to Psychology, Cognitive Psychology, Fundamentals of Psychological Research, Social Psychology, and others.

As the Assistant Dean of Faculty Development, Dr. Hemovich is also responsible for creating and implementing opportunities that support faculty research initiatives and related professional activities, along with enhancing institutional mission goals aimed to continuously improve faculty recruitment, satisfaction, promotion, and retention.

Currently, her research interests include fMRI and neuroimaging applied to various socio-cognitive concepts and phenomena, and she earned a Visiting Fellowship Award at Harvard Medical School to pursue future study in this area. She is presently exploring socio-cognitive factors applied to video games, along with perceived stigma in online gaming contexts and the complex nature of group leadership dynamics in MMOs. Dr. Hemovich recently presented a talk at the 2018 Game Developers Conference on the role of schemas and player cognition in predicting player behavior and is a frequent speaker at PAX West and other academic conferences. In addition to an active teaching, service, and research agenda, Dr. Hemovich regularly receives invitations to speak nationally and internationally for AAA game studios, government and academic institutions, and private-sector corporations.

Selected Publications

• Hemovich, V., “The schema is mightier than the sword: Using player cognition to predict gaming behavior,” 2018 Game Developers Conference: San Francisco, CA. 2018.
• Hemovich, V., “From princess to protagonist,” in M. Goodrum, T. Prescott, and P. Smith (Eds.), Gender and the Superhero Narrative, Jackson, MS: University Press. 2018.
• Hemovich, V., “Game design education and Psychology 101” [Audio Podcast], Retrieved from: www.psychologyofgames.com/2018/02/podcast-34-game-design-education-and-psychology-101/. 2018.
• Hemovich, V., “Charlie, Oscar, Delta: An exploration of militarism in the Call of Duty franchise,” In N. Garrelts (Ed.), Responding to Call of Duty, (pp. 5-17). Jefferson, NC: McFarland Press. 2017.
• Hemovich, V., “Why Fallout 3 might be a great STEM game,” Games & Learning.org. Retrieved from: www.gamesandlearning.org/2016/02/02/why-fallout-3-might-be-a-great-stem-game/. 2016.
• Michaels, S. Nizamani, F., and Hemovich, V., “Powering up your job search,” 2015 PAX Dev Conference: Seattle, WA. 2015.
• Hemovich, V., “Concomitant substance abuse disorders and history of depression among delinquent youth from nontraditional households: Findings from a national study,” (pp. 1-24). Claremont, CA: ProQuest Publishing. 2012.
• Hemovich, V., Lac, A., and Crano, W., “Understanding early-onset drug and alcohol outcomes among youth: The role of family structure, social factors, and interpersonal perceptions of use,” Psychology, Health, & Medicine, 16(3), 249-267. 2011.
• Crano, W., and Hemovich, V., “Intergroup relations and majority or minority influence,” in R. Kramer, G. Leonardelli, and R. Livingston (Eds.), Social Cognition, Social Identity, and Intergroup Relations: A Festschrift in Honor of Marilynn Brewer, (pp. 226-246). New York: Taylor & Francis. 2011.
• Hemovich, V. and Crano, W., “Family Structure and Adolescent Drug Use: An Exploration of Single-Parent Families,” Substance Use & Misuse, 44(14), 2099-2113. 2009.
• Crano, W., Siegel, J., Alvaro, E., Lac, A., and Hemovich, V., “The At-Risk Adolescent Marijuana Nonuser: Expanding the Standard Distinction,” Prevention Science, 9(2), 129-137. 2008.

Claire Alexander-Joly holds multiple higher education degrees from several major universities including a Bachelor’s degree and a Master’s degree in English from the Sorbonne in Paris, France, her home town and country. In 1986, she came to the United States on a university exchange program that allowed her to pursue her interest in American culture and led to a second master’s degree.

During her first two years in America, Alexander-Joly became interested in the country’s racial and ethnic relations. This shift of focus led to a Ph.D. in Comparative Cultures (similar to Ethnic Studies) from the University of California at Irvine where she wrote her Ph.D. dissertation on the critical reception of Richard Wright’s works. Upon completing her studies, she joined the University of Notre Dame where she worked as an Assistant Professor in American Studies. In 1998, she received an N.A.A.C.P Image Award for her work with African American students.

Alexander-Joly started teaching at DigiPen in 2000 and became a full-time member of the Department of Humanities and Social Sciences faculty in 2006. In 2008, she became department chair and remained in that position until 2016. Alexander-Joly teaches writing, storytelling, and scriptwriting among other things. She has also taught courses on race, ethnicity, and gender identity.

Because she understands the importance of making her curriculum relevant to her students, Alexander-Joly strives to relate it to games, film, and technology. She is particularly interested in story-based games, games that address issues of diversity, and serious games. Whenever possible, she finds ways to bring her world and her students’ world together. You might even catch her playing a game or two. In her quiet time, she enjoys reading, writing, singing, and going to the theatre.

Catherine Kyle completed her undergraduate studies in English at the University of Washington before earning an MA in English from the University of Rochester, a Ph.D. in English from Western Michigan University, and an MFA in creative writing from New England College. She taught at the College of Western Idaho for a few years before returning to Washington to teach at DigiPen.

Dr. Kyle is particularly interested in the crossroads where pop culture and literature meet. Her research focuses on comics, children’s and young adult literature, video games, and animation, often with an emphasis on representations of gender, nature, and power. Her poetry, fiction, and creative nonfiction frequently include symbolic uses of magic and other elements inspired by fairy tales, sci-fi, and fantasy. A lifelong gamer, she can often be found playing an RPG, and she loves reading, especially poetry and manga.

As a teacher, Dr. Kyle delights in introducing students to texts that bend and defy genre categories. She enjoys taking an interdisciplinary approach to literature and creative writing classes, pairing short stories with paintings and poems with music videos. She is excited to explore with students what video games add to the ongoing adventures of art and storytelling. Seeing what students create is a highlight of her job, whether it be an essay analyzing a superhero movie or a short story that experiments with solarpunk.

Dr. Kyle has given talks around the United States, as well as in Europe and Australia, and her writing has been honored by the Idaho Commission on the Arts, the Alexa Rose Foundation, and other organizations. She was the winner of the 2019-2020 COG Poetry Award and a finalist for the 2021 Mississippi Review Prize, and her poetry collection Shelter in Place received an honorable mention for the 2019 Idaho Book of the Year Award. She is currently at work on a new poetry manuscript, a book-length lyric essay told in fragments, and a short story collection.

Selected Publications

• Kyle, Catherine. “Treacherous Fields and Bunny Girls: Representations of Nature in Yuu Watase’s Alice 19th.” Ecocomix: Ecocriticism and Comics Studies, edited by Sid Dobrin, McFarland, 2020, pp. 146-160.
• Kyle, Catherine. Shelter in Place. Spuyten Duyvil, 2019.
• Kyle, Catherine. Coronations. Ghost City Press, 2019.
• Kyle, Catherine. “Not Haunted, Just Empty: Figurative Representation in Sarah Oleksyk’s Ivy.” Graphic Novels for Children and Young Adults: A Collection of Critical Essays, edited by Michelle Ann Abate and Gwen Athene Tarbox, University Press of Mississippi, 2017, pp. 59-73.
• Kyle, Catherine. Gamer: A Role-Playing Poem. dancing girl press, 2015.
• Kyle, Catherine. Flotsam. Etched Press, 2015.
• Kyle, Catherine. Feral Domesticity. Robocup Press, 2014.

Courtney A. Druzak attended Chatham University in Pittsburgh, where in 2014 she received a Bachelor of Fine Arts degree in creative writing. By 2016, she had graduated from West Virginia University with a master’s in English literature, followed up by a Ph.D. in English from Duquesne University in 2021. She began teaching college-level writing and composition as a master’s student in fall 2014; taught composition, writing, and literature at Duquesne University from 2016-2020; and returned to her undergraduate alma mater Chatham from 2018-2019 as a literature adjunct. At DigiPen, she teaches courses based in writing, composition, literature, and research. As a scholar, Druzak focuses on early modern English literature (spanning the period 1550-1680) and contemporary fantasy and sci-fi novels, with a dedication to reading texts through an intersectional ecofeminist framework.

As an Assistant Professor of English at DigiPen, Druzak is committed to helping students understand writing, research, and reading as tools of self-empowerment, both in their personal lives and careers. She firmly subscribes to the dual notions of process writing and reflection, and helps students navigate these aspects of their learning in every class she teaches. She greatly enjoys getting to know her students as individuals and working closely with them to help them make the most of their time at DigiPen and in higher education more broadly. Further, she is committed to accessibility, inclusion, and equity in her lessons and classroom, and always hopes students leave her classroom both having learned something and having had fun.

When she’s not working, Druzak spends her time gardening, reading, watching k-dramas, and exercising to prepare for the upcoming zombie apocalypse. She has an abiding love for the arts and history, and greatly enjoys browsing art collections and museums, or attending the theater. She considers herself a gamer-lite, mostly due to her fixation on handheld gaming platforms.