Lisa specializes in interdisciplinary, literary cultural theories of feeling and embodiment in Western storytelling traditions, with an emphasis on comparison between medieval European and twenty-first century Euro-American literature, media, and culture. She therefore teaches topically-organized courses on expansive literary and cultural histories across time and medium.
Research Interests
Lisa’s research expertise is medieval romance and superhero comics, with specialization in Arthurian romances and legacy superheroes. Her methodology is conversational, informed by the work of Sylvia Wynter, emerging Black Feminist methodologies in Medieval Studies, and early articulations of Black Feminist Creative-Theoretical praxis initiated by her colleagues at Cornell University. Lisa’s work focuses on the roles of empathy and social regulations of feeling in Euro-American literary traditions of heroism. Lisa’s dissertation project, “After You’re Done Crying”: Regulating Feelings, Gender, and Race in Medieval Literature and Contemporary Comics, tentatively argues that narrative storytelling across time and medium construct, communicate, and repeat social cues for proper modes of feeling for the hero which influence how we organize what Sylvia Wynter calls “genres of the human.” Her previous work has focused on medieval English affective piety, medieval and modern visual culture, and the crucified masculine body in medieval literature and superhero comics. She is broadly interested in cultural “traces” in temporally distant media, and more specifically interested in what those traces reveal about cultural expectations for our own embodied experiences.
Biography
Lisa joins the faculty of the University of Mississippi from Cornell University, where she earned her doctorate and taught first-year and advanced writing seminars on topics including writing in the disciplines, monster hunter narratives across cultures, the perpetual “call of duty” and its effect on what it means to be a masculine subject in the West, and understanding truth and fiction through King Arthur narratives. She has previous teaching and administrative experience in higher education administration, specifically focused on integrative and experiential learning. She has coauthored work on integrative and experiential learning for the National Association of Student Personnel Administrators (NASPA) as well as a book chapter on ePortfolios, integrative learning, and institutional engagement in Catalyst in Action: Case Studies in High Impact Practice.
Publications
"Constellations of the Beyond: Finding Theoretical Rupture in The Hills of Hebron." Interviewing the Caribbean, vol. 8, no. 1, 2022, pp. 36-42.
"'Time to Ride the Monster Train': Multiplicity, the Midnighter, and the Threat to Hegemonic Superhero Masculinity." Journal of Graphic Novels and Comics. Vol. 8, No. 5 (Fall 2017), pp. 464-479.
Harrison, Theresa, Jabari Bodrick, Amber Fallucca, Ambra Hiott, Ryan Patterson, and Lisa D. Camp. "Closing the Feedback Loop: Visible Learning with Intentional Reflection." Synergy. NASPA, Spring 2018.
Van Scoy, Irma J., Amber Fallucca, Theresa Harrison, and Lisa D. Camp. "Integrative Learning and Graduation with Leadership Distinction: ePortfolios and Institutional Change." Catalyst in Action: Case Studies of High Impact ePortfolio Practice. Stylus, 2018
Education
M.A. English Language and Literature, Cornell University (2022)
Ph.D. English Language and Literature, Cornell University (2025)