US Spotlight: Natalie Updike
Source/Author: Raffi Darrow, Ebytes Editor
October 19, 2022
Natalie Updike joined Shorecrest's Upper School English Department in 2020 with a cacophony of experiences. Whether teaching rhetoric, composition, literature, creative writing, professional writing and editing, and TESOL at various universities; or serving as a Peace Corps Colombia volunteer; or more recently teaching at a public high school in south Florida, her passion for English has never dulled. She loves building positive relationships with students beyond the classroom, such as in her work as a writing studio coordinator at F.A.M.U. and West Virginia University, her role as the chief fiction editor of "The Cheat River Review," her membership with the Appalachian Prison Book Project, and her volunteerism as an athletic literacy coach.
Natalie earned an MFA in creative writing from West Virginia University, an MA in literature from the University of Tennessee, Knoxville, and a BFA in creative writing and BA in literature from the University of Evansville.
This year Ms. Updike is teaching AP Literature and Composition, Prison Narratives, American Literature, and Dystopian Literature.
We asked Natalie some get-to-know-you-better questions:
What did you want to be when you were a child?
Oddly enough, my mom recently found a picture book I'd created in the second grade about which I'd completely forgotten. The story contained my experience of a tornado that had passed by my hometown in Indiana; however, the "About the Author" page featured the following, pictured information. Though, of course, much of this information has changed since I was eight, it astounds me that I knew at eight years old I wanted to be a teacher (switching to psychologist, civil engineer, and back to teacher in the meantime) and live "close to Disney World." I now prefer Universal Studios, but growing up, our family vacations to Disney World (and Gatlinburg, Tennessee) were my favorites.
Natalie earned an MFA in creative writing from West Virginia University, an MA in literature from the University of Tennessee, Knoxville, and a BFA in creative writing and BA in literature from the University of Evansville.
This year Ms. Updike is teaching AP Literature and Composition, Prison Narratives, American Literature, and Dystopian Literature.
We asked Natalie some get-to-know-you-better questions:
What did you want to be when you were a child?
Oddly enough, my mom recently found a picture book I'd created in the second grade about which I'd completely forgotten. The story contained my experience of a tornado that had passed by my hometown in Indiana; however, the "About the Author" page featured the following, pictured information. Though, of course, much of this information has changed since I was eight, it astounds me that I knew at eight years old I wanted to be a teacher (switching to psychologist, civil engineer, and back to teacher in the meantime) and live "close to Disney World." I now prefer Universal Studios, but growing up, our family vacations to Disney World (and Gatlinburg, Tennessee) were my favorites.
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Do you play an instrument?
Not anymore. I used to play keyboard. I've always wanted to learn drums but have never had the coordination or discipline for that skill.
Not anymore. I used to play keyboard. I've always wanted to learn drums but have never had the coordination or discipline for that skill.
What is your favorite book (or genre) to read?
Obviously, Dystopian literature! My favorite books are "The Light Changes" by Amy Billone (a former professor), "Chasing Utopia" by Nikki Giovanni, "The Elements of Moral Philosophy" by James and Stuart Rachels, "Felon" by R. Dwayne Betts, "Severance" by Ling Ma, "The House on Mango Street" by Sandra Cisneros, "Playing in the Dark: Whiteness and the Literary Imagination" and "The Bluest Eye" by Toni Morrison, "Cloud Atlas" by David Mitchell, "Hunger" by Roxane Gay, "Are Prisons Obsolete?" by Angela Davis, "Fahrenheit 451" by Ray Bradbury, "The Perks of Being a Wallflower" by Stephen Chbosky ... and so many others I'm currently neglecting.
Obviously, Dystopian literature! My favorite books are "The Light Changes" by Amy Billone (a former professor), "Chasing Utopia" by Nikki Giovanni, "The Elements of Moral Philosophy" by James and Stuart Rachels, "Felon" by R. Dwayne Betts, "Severance" by Ling Ma, "The House on Mango Street" by Sandra Cisneros, "Playing in the Dark: Whiteness and the Literary Imagination" and "The Bluest Eye" by Toni Morrison, "Cloud Atlas" by David Mitchell, "Hunger" by Roxane Gay, "Are Prisons Obsolete?" by Angela Davis, "Fahrenheit 451" by Ray Bradbury, "The Perks of Being a Wallflower" by Stephen Chbosky ... and so many others I'm currently neglecting.
What makes you laugh the most?
I love witty, intelligent humor with a satirical angle for change; I like it when people can land jokes while also "reading the room." Comedians I most like are Hasan Minhaj, Ali Wong, Michelle Buteau, Hannah Gadsby, Jimmy O'Yang, Gina Brillon, Tig Notaro, Nicole Byer, Trevor Noah, etc. I love a good callback.
I love witty, intelligent humor with a satirical angle for change; I like it when people can land jokes while also "reading the room." Comedians I most like are Hasan Minhaj, Ali Wong, Michelle Buteau, Hannah Gadsby, Jimmy O'Yang, Gina Brillon, Tig Notaro, Nicole Byer, Trevor Noah, etc. I love a good callback.
What is your favorite thing about your career?
So much of my love for my career is influenced by environmental factors and professionalism, a collective setting aside of ego for a great purpose. I've been teaching several variations of English for 10 years now: literature, creative writing, rhetoric and composition, teaching English as another language, professional writing and editing, copyediting, resume-writing, personal statements, etc. from the college level to the Peace Corps to a public high school, but I've never felt a greater sense of community, autonomy, and support than at Shorecrest. Here, I have the resources, trust, and compassion to give students and the surrounding community my best self.
Innately, I love English, communication, working with juniors and seniors for college-readiness, and all of the potential that the bridge from high school to college can provide. I always work to be a compassionate yet accountable resource in my students' lives, trying to build the best foundation possible for their future selves. One of the best compliments I can ever receive is when a student in college or even beyond college messages me to tell me that what they learned in my classes has helped them later in their lives.
So much of my love for my career is influenced by environmental factors and professionalism, a collective setting aside of ego for a great purpose. I've been teaching several variations of English for 10 years now: literature, creative writing, rhetoric and composition, teaching English as another language, professional writing and editing, copyediting, resume-writing, personal statements, etc. from the college level to the Peace Corps to a public high school, but I've never felt a greater sense of community, autonomy, and support than at Shorecrest. Here, I have the resources, trust, and compassion to give students and the surrounding community my best self.
Innately, I love English, communication, working with juniors and seniors for college-readiness, and all of the potential that the bridge from high school to college can provide. I always work to be a compassionate yet accountable resource in my students' lives, trying to build the best foundation possible for their future selves. One of the best compliments I can ever receive is when a student in college or even beyond college messages me to tell me that what they learned in my classes has helped them later in their lives.
What motivates you to work hard?
Three things:
First, as I mentioned, seeing my students and community succeed makes me want to work harder. I'm always trying to identify "gaps" in what I could be doing better. I think complacency is a quick road to apathy as no one is infallible at any moment. This desire to work hard is what has created an escape room for my students among many other games that, yes, are quite time-consuming to make, but working with juniors and seniors (especially second-semester seniors), I have to identify more motivation and engagement-oriented activities to help them want to be learning in the classroom.
Three things:
First, as I mentioned, seeing my students and community succeed makes me want to work harder. I'm always trying to identify "gaps" in what I could be doing better. I think complacency is a quick road to apathy as no one is infallible at any moment. This desire to work hard is what has created an escape room for my students among many other games that, yes, are quite time-consuming to make, but working with juniors and seniors (especially second-semester seniors), I have to identify more motivation and engagement-oriented activities to help them want to be learning in the classroom.
Secondly, and strangely, the fear of time motivates me. Much of my day is scheduled to the minute, so I'm constantly reminded how precious this resource is. We're always time travelers, propelled forward by an unstoppable hand. That's why there are literally no ticking clocks in my classroom as they are the existential symbol of lost time. In a way, the crocodile from Peter Pan is sure to be swimming behind us always.
Third, my two cats, Beatrice and Charlotte, motive me because I want to create the most comfortable life for them 😹
What is your proudest accomplishment?
Writing my M.A. and M.F.A. thesis work and novels are my proudest accomplishments. Either that or lugging a bed from Ikea into my Jeep and then putting it together by myself last summer or driving a 15-foot Uhaul from West Virginia to Florida, despite a flat tire, by myself.
Writing my M.A. and M.F.A. thesis work and novels are my proudest accomplishments. Either that or lugging a bed from Ikea into my Jeep and then putting it together by myself last summer or driving a 15-foot Uhaul from West Virginia to Florida, despite a flat tire, by myself.
What is your favorite game or sport to watch or play?
I played volleyball for eleven years, coached at the middle school level for a few summers, and still love helping out with the volleyball games during Homecoming Week. I typically don't make time to watch "sportsball," but I like baseball and gymnastics the most. I do my best to keep up with our students' athletic accomplishments, but that's more about the students than the sport.
I played volleyball for eleven years, coached at the middle school level for a few summers, and still love helping out with the volleyball games during Homecoming Week. I typically don't make time to watch "sportsball," but I like baseball and gymnastics the most. I do my best to keep up with our students' athletic accomplishments, but that's more about the students than the sport.
If you could choose to do anything for a day, what would it be?
I don't know the parameters of this hypothetical, but I've always wanted to displace all water from earth's oceans to see what exists on the bottom. This is given that marine life, ecosystems, etc. are unaffected and also observable. But, it would be fascinating to see wreckage, undiscovered creatures, trenches, and an abundance of other unknown mysteries making home on our very planet. If this didn't work out, I'd like to check in on NASA's Golden Record on Voyager 1 or witness a black hole's event horizon. You know, something low-key.
I don't know the parameters of this hypothetical, but I've always wanted to displace all water from earth's oceans to see what exists on the bottom. This is given that marine life, ecosystems, etc. are unaffected and also observable. But, it would be fascinating to see wreckage, undiscovered creatures, trenches, and an abundance of other unknown mysteries making home on our very planet. If this didn't work out, I'd like to check in on NASA's Golden Record on Voyager 1 or witness a black hole's event horizon. You know, something low-key.
