David Marshall is a Professor of English and Director of CSUSB's University Honors Program who joined the faculty in 2007 after completing a PhD at Indiana University.
- Earned an MA in Medieval Studies (with distinction) from the University of York, England
- Has rebuilt and grown the University Honors Program at CSUSB while adding a variety of new elements
- Received College of Arts & Letters award as Outstanding Faculty in the area of Service (2021)
- Nominated for Golden Apple Award 5 times
- Served as Senior Scholar with the National Institute for Learning Outcomes Assessment
- Facilitated higher education reform initiatives for the states of Kentucky and Montana, the Midwest Higher Education Compact, the American Historical Association, and the National Communication Association
- Mentored students in numerous MA theses, Honors theses, and 24 different independent studies
- Delivered numerous keynote speeches and led many workshops at colleges and universities across the country
- Collaborated in building the London summer study abroad program and is building a similar program in Rwanda
- Has been an invited speaker at both national and international conferences
Ph.D. Indiana University 2007
M.A. (with Distinction) Centre for Medieval Studies, University of York, England 1998
B.A. College of the Holy Cross 1993
My classes tend to be group explorations, in which my students and I work together to develop understandings of how texts convey ideas and engage with larger contexts. Lectures, therefore, are short and intended to provide information to ground those explorations.
I teach courses having to do with early literatures, including:
- Eng 2100: Medieval and Early Modern Lit
- Eng 3330: Myth & Epic
- Eng 4010: Literature of the Middle Ages
I also teach:
- Eng 6590: Approaches to Teaching College Level Literature
In my other role, I am the Faculty Director of the University Honors Program. In that role, I am responsible for overseeing the program and ensuring that it best serves the students of the Inland Empire. I assumed the Director position in 2015 and have worked to slowly grow the program while adding to its offerings.
Games & Game Studies
Medievalism in Popular Culture
Design of Educational Systems & Programs
Research and Teaching Interests
Two distinct areas comprise my research. Most recently, I have returned to my training in medieval studies with a focus on medievalism. This area focuses my scholarly attention on how the medieval past and its cultural artifacts continue to structure and influence modern conceptions of human experience. The new direction is a book project that examines the ways in which structure and aesthetics of games (board, video, and role playing) synergize to shape player experience. This interdisciplinary work adopts approaches and theories ranging from media studies, literary theory, psychology, sociology, and cultural studies, all under the larger scholarly framework of Game Studies.
My prior research examined higher education in relation to its essential mission of educating learners. That work has allowed me to study the full scope of higher education in America (and beyond), ranging from national policy initiatives and foundation funded intervention strategies, to state-level approaches to strengthening higher
education, to campus-level activities and reforms that make institutions more responsive to students and better designed to foster learning that empowers. I have undertaken work on outcomes development as a collaborative, consensus-building process, assignment design for deeper learning, and learning systems development for more coherent campus experiences of learning.
Co-author with Dr. Natasha Jankowski (Director, National Institute for Learning Outcomes Assessment), Degrees that Matter: Moving Higher Education to Learning Systems Paradigm, (Stylus Press) 2017.
Ed. and introduction, Mass Market Medieval: the Middle Ages in Popular Culture, (Jefferson, NC : McFarland & Co.) 2007.
Co-editor with Dr. Natasha Jankowski (Director, National Institute for Learning Outcomes Assessment), New Directions in Institutional Research 165 (2015).
Articles & Book Chapters
“Degree Qualifications Profile (DQP) and Tuning: What Are They and Why Do They Matter?,” New Directions in Institutional Research 165 (2015): 3-14. (With Natasha Jankowski)
“New Directions for IR, the DQP, and Tuning,” New Directions in Institutional Research 165 (2015): 77-88.
“Holy Grails, Schlocky Grails,” The Holy Grail on Film: essays on the cinematic quest, ed. Kevin J. Harty (McFarland 2015)
“Working Across the Segments: High Schools and the College Completion Agenda,” with Shelly Valdez, New Directions in Community Colleges no. 164 (Winter 2013): 47-55.
“Neomedievalism, Identification, and the Haze of Medievalisms,” in Studies in Medievalism vol.20
“Harrying an Infinite Horizon: The Ethics of Expansionism in Outlander,” in The Vikings on Film, ed. Kevin J. Harty (McFarland & Co. 2011)
“Getting Reel with Grendel’s Mother: the Abject Maternal and Social Critique,” in Studies in Medievalism vol. 19: 135-59
“Everywhere Be Dragons: The Persistence of Dragon Legends in the Creation Debate,” in Myth and the Modern Age, ed. Paul Hardwicke, Lewiston, NY: Edwin Mellon Press 2010
“Paranormal Parade.” Cinefex 115 (October 2008): pp. 39-58. 12
"John Ball’s Revolutionary Windmill: “The Letter of Jakke Mylner” in the English Rising of 1381," in Steven A. Walton (ed.), Wind & Water: Medieval Fluid Technologies, Penn State Medieval Studies vol. 15 (Tempe, AZ: ACMRS, 2006)
“Autopoietic Creation and Secondary Worlds in Medieval Role-Playing”, in Mass Market Medieval: the Middle Ages in Popular Culture
The Making of Middle Earth: A New Look Inside the World of J.R.R. Tolkien, by Christopher Snyder. (Spring 2015), Arthuriana.
Movie Medievalism, by Nickolas Haydock. (Fall 2009), The Medieval Review • Seamus Heaney and Medieval Poetry, by Conor McCarthy. (Fall 2008), The Medieval Review
The Erotic in the Literature of Medieval Britain. By Amanda Hopkins and Cory James Rushton, eds. Arthuriana 17.4 (Fall 2007): 122
Educational Reports & Guides
“Mapping Learning: A Toolkit” (National Institute for Learning Outcomes Assessment 2018, December) with Dr. Natasha Jankowski and Dr. Gianina Baker
“Tuning Impact Study: Developing Faculty Consensus to Strengthen Student Learning” (National Institute for Learning Outcomes Assessment 2017, December) with Dr. Natasha Jankowski and Dr. Terry Vaughan III
“Tuning: A Guide for Creating Discipline-Specific Frameworks to Foster Meaningful Change” (National Institute for Learning Outcomes Assessment 2017, April)
“Roadmap to the DQP & Tuning” (National Institute for Learning Outcomes Assessment 2014) with Dr. Natasha Jankowski
“Tuning American Higher Education: The Process” (Institute for Evidence-Based Change 2013)
“Tuning Educational Structures: A Guide to the Process” (Institute for Evidence-Based Change 2011) with Michelle Kalina and Will Dan