Loyola University Chicago

Bridge to Loyola

Faculty and Staff

Sherrie Weller

Title/s: Instructor

Office #: Crown Center 465

Phone: 773.508.2240

E-mail: sweller@luc.edu


Sherrie Weller earned an undergraduate degree in English at Marquette University (another fine Jesuit institution), and went on to complete an MFA in Creative Writing (poetry and non-fiction) at the University of Minnesota in Minneapolis.  She has taught writing at various Chicago institutions, including DePaul University, Columbia College, and the School of the Art Institute.  She is a member of the Writing Faculty in the English Department and teaches UCWR 110, the University Core Writing Seminar required of all incoming Loyola students.  She also teaches Engl 283 Women in Literature, focusing on contemporary memoirs that explore women's experiences with sex, gender, race, politics, and socioeconomics. Her literature classes take a specific interest in what gender issues society still sees as taboo, or as concepts to be silenced.  Ms. Weller is also the Coordinator of the Loyola Writing Program's Shared Text Project, which encourages and creates collaborative curricular planning for Writing faculty and provides opportunities for UCWR 110 students to interact outside of their classroom and engage in the larger Loyola academic community.  Some events sponsored by the Shared Text Project each semester are a two-day symposium, a keynote speaker, a film festival, and an opportunity to be published in a student essay collection. Look for information on these activities in your UCWR 110 classes this fall!
Favorite Quote:

"Curiosity is one of the most permanent and certain characteristics of a vigorous mind."

-Samuel Johnson 

First Year Memory:

"I have a vivid memory of the orientation week that Marquette had, where we freshman were bombarded with an inordinate amount of university and residence life information in small groups and large groups alike. There were also tons of social activities planned which were awesome in providing opportunities to meet other students who were from very different backgrounds and places. I found meeting new people to be incredibly fun and cool.  I also remember the last day of orientation when they held a huge square dance on the front lawn of the student union, full-on with professional square dance instructors, callers, and a live band.  This might seem rather cheesy (then again, it was Wisconsin) but it was a blast!  By the time my growing group of new friends and dorm mates had all embarrassed ourselves by do-si-doing the night away, and laughing a ton, we felt solidarity, confidence, and were incredibly excited to face the start of fall semester classes."


B.A. Marquette University, 1991 (English and Philosophy), M.F.A. University of Minnesota at Minneapolis, 2003 (Creative Writing: Poetry and Non-Fiction)

Research Interests

Rhetoric and Composition, Women in Literature: Contemporary Memoir, Creative Non-Fiction

Teaching Philosophy

In my composition courses, I focus on the recursive nature of the writing process modeled and practiced through critical reading and thinking, free-writes, small and large group discussion and analysis, the generation of ideas and critical questions, and critical writing and revision.  At the end of a semester my students understand that writing and critical thinking and reading is a life-long process which continues to develop beyond my classroom and into the world beyond academia. As an instructor, when I am able to successfully facilitate a student's writing and reading experience, I know I have empowered a student.  I have empowered a human being, who may empower others and maybe the world.  Perhaps idealistic and romantic, but I believe it because it has worked and continues to work in my own life.  Empowerment and access is key to teaching writing, and I find that extremely rewarding, professionally and personally.


The Provost's Award for Excellence in Teaching Freshmen, 2012:  The Provost's Award recognizes faculty who build community with first-year students by teaching 100-level freshmen classes. Exemplary faculty foster cura personalis (care of the whole person) in new students by providing necessary support and challenging them to become fully integrated into the Loyola community.

Selected Publications

"It Did Not Seem Odd". Becoming: What Makes a Woman. Ed. Jill McCabe Johnson. The University of Nebraska-Lincoln Gender Programs. Lincoln, NE. 2012. Print. 4-5.

Administrative Positions:
Writing Program Committee member, 2007-present

Shared Text Project Coordinator, 2010-present