Nancy Reale


Clinical Assistant Professor of Liberal Studies

Ph.D. New York University

M.A. New York University

M.A. New School for Social Research

B.A. Cornell University

Areas of Interest: Classical, Medieval, Renaissance literatures and arts; interdisciplinary humanities; music

Course(s) Taught: Cultural Foundations I, II, & III; Global Topics: First Encounters & Their Legacies: Collisions, Continuities and Global Re-Imaginings; GLS Senior Colloquium; GLS Senior Thesis


    NYU Distinguished Teaching Award
    Jose Vazquez Award for Teaching Excellence 2014
    Lehman Foundation Award 2014, 2013, 2012, 2011, 2010, 2009
    LS Curriculum Development Challenge Award 2014, 2005-10
    LS Research Challenge Award 2012
    SCPS Outstanding Service Award 2006, 2005
    SCPS Conversations Across the Disciplines Grant 2005
    NYU Curricular Development Challenge Fund Grant 2005

Teaching Statement: I encourage students to think of the classroom as a unique space in which there is a continued opportunity to experience kinds of interaction that are generally not possible outside of a classroom. When we interrogate various art forms, we are always communicating with other minds and cultures, and we are also talking to one another about deep convictions, questions, and aspirations. Thus, the work we do fosters communication, tolerance, and intellectual and emotional growth, and I seek to underscore this from the start so that students will see in their studies of sometimes seemingly distant cultures an immediacy about which they can become excited and with which they can engage. A good classroom environment is a complex set of deeply personal exchanges that are organized around a central activity of intellectual inquiry. True intellection is best accomplished in an atmosphere of trust, which I seek to encourage from the beginning of any course. I strive to demonstrate to students that I take them seriously—their intellects as well as their sensibilities—and I hope to communicate that I will do my best to show them why the subject matter I teach engages me and how it can have meaning for them. My formal training is in late medieval and Renaissance literature, but my real joy in the classroom is showing students how all the arts are interconnected and how they are discrete imaginative processes and ways of knowing the world.


  • “Chaucer Kowthe in Sondry Londes,” in Standing in the Shadow of the Master, ed. Kathleen Bishop (Cambridge Scholars Press, 2010)
  • “Companies, Misteries, and Foreign Exchange: Chaucer’s Currency for the Modern Reader,” in Chaucer in the Twenty-first Century. ed. Kathleen Bishop (Cambridge Scholars Press, 2008)
  • Satura: Essays on Medieval Education and Religion in Honor of Robert R. Raymo. Co-editor with Ruth Sternglantz and contributor (Paul Watkins, 2001)
  • “Medieval Western European Debate Poetry,” in An Encyclopedia of Medieval Literature, ed. Laura Lambdin and Robert Lambdin (Greenwood, 2001)
  • “Selected English Translations of Boccaccio’s Decameron,” in Encyclopedia of Literary Translation. (Fitzroy Dearborn, 2000)
  • “Reading the Language of Love: Boccaccio's Filostrato as Intermediary between the Commedia and Chaucer's Troilus and Criseyde,” in Desiring Discourse: The Literature of Love, Ovid Through Chaucer, ed. Cynthia Gravlee and James Paxon (Susquehanna UP, 1998).
  •  “Merchants in Chaucerian London and in Chaucer's The Canterbury Tales,” in Chaucer's Pilgrims: An Historical Guide to the Pilgrims in Guide The Canterbury Tales, Laura and Robert Lambdin, eds. (Greenwood, 1996) “
  • ‘Bitwixen Game and Ernest': Troilus and Criseyde as a Post-Boccaccian Response to the Commedia,” in Philological Quarterly (Summer 1992)
Updated on 02/22/2016