Immersive Summer Program Combines Literary Studies with Professional Internships Across Manhattan
Innovative Academic Program Launches in Manhattan
Rhodes College has expanded its New York City educational offerings with the debut of Literary NYC: Reading the City, an intensive summer program that merges literary studies with professional experience in America’s publishing capital. The program, which ran for two and a half months in summer 2025, represents a fresh approach to experiential learning that connects classic and contemporary literature about New York with hands-on career exploration. Associate Professor of English Amy Benson designed the program after receiving a grant to develop preparatory coursework and establish partnerships with New York cultural institutions. A former New York resident herself, Benson drew upon her extensive knowledge of the city to create an experience that transcends typical tourism. The program aims to help students develop authentic connections to New York’s literary landscape and professional opportunities.
Rigorous Academic Foundation
The eight-credit curriculum combines extensive reading assignments, daily observational writing exercises, collaborative fellowship projects, and individual internships. Benson curated the reading list in consultation with independent bookstore staff throughout the city, treating these literary professionals as valuable knowledge resources while simultaneously introducing students to New York’s vibrant independent bookstore ecosystem. The cohort undertook an ambitious fellowship project creating a destination map of more than 70 independent bookstores across the five boroughs. Each student visited multiple bookstores, engaging staff members in conversations about books that authentically capture the city’s character. This project provided both a practical guide to the city’s literary landscape and valuable networking opportunities within the publishing community. Students engaged deeply with challenging texts including Teju Cole’s “Open City,” works by James Baldwin, Audre Lorde, Colson Whitehead, and Walt Whitman. Billy Flukinger, an English literature major from Austin, Texas, described the intensity and rewards of the reading load in his class of 2026. He noted the program required approximately 70 pages of reading nightly, followed by discussion posts and morning seminar conversations. Despite the demanding schedule, Flukinger appreciated the unprecedented level of engagement and depth of literary analysis.
Professional Experience Through Internships
The internship component positioned students in diverse sectors of New York’s professional landscape including publishing, advertising, library sciences, and business. Each student secured their placement with assistance from Benson and the Rhodes English department, ensuring appropriate matches between student interests and organizational needs. Flukinger served as an editorial assistant at Bold Type Books, an imprint within the Hachette Book Group. His responsibilities included reading nonfiction manuscripts and book proposals, participating in editorial discussions about publication decisions, and working closely with editors managing relationships between Hachette, Bold Type Books, and the Type Media Center. The latter organization, a nonprofit supporting independent journalism, provided Flukinger exposure to the intersection of publishing and public interest media. The internship culminated in an extraordinary opportunity: Flukinger developed his own book proposal, a rare experience for undergraduate students. This hands-on experience with the publishing process from concept through proposal development provided invaluable insight into the industry’s mechanics and professional expectations.
Diverse Career Pathways
Jeb Mathis, pursuing a double major in English and history with a political science minor, interned with Octus, a financial credit news agency. As part of the staff writing and operations team, Mathis contributed to daily market trend articles while assisting with office operations and website maintenance. His interest in legal careers benefited from exposure to the company’s legal team, providing a unique perspective on how law intersects with financial journalism. The position was specially created through connections with a Rhodes alumnus working at Octus, demonstrating the value of professional networks in creating educational opportunities. Mathis, from Conway, Arkansas, found that his daily observational writing assignments enhanced his connection to the city beyond what the literary curriculum alone provided.
Unique Transportation and Work Environments
Eliza Richter, a double major in health equity and Spanish, undertook perhaps the program’s most distinctive commute. After taking the subway, she boarded a ferry to reach her internship at the Statue of Liberty-Ellis Island Foundation. Working in the American Family History Immigration Center, Richter assisted families researching their immigration histories, combining historical research skills with public service. The position aligned with Richter’s post-graduation goals of working on the East Coast while providing networking opportunities and professional advocacy experience. She noted how the program’s readings, particularly “Open City,” helped her conceptualize the city’s physical and social geography–a skill she recognized from her health equity coursework examining how urban environments shape health outcomes. For more information about how cities impact public health, the CDC’s Healthy Places initiative provides valuable resources.
Literary Texts Bringing the City to Life
The program’s carefully selected readings served as both objects of academic study and practical guides to navigating New York’s physical and cultural landscapes. Benson incorporated literary walking tours led by colleagues, allowing students to experience locations described in their coursework. The readings inspired students to replicate literary explorations described in the texts, creating organic connections between academic study and lived experience. “Open City” by Teju Cole emerged as a particular favorite among multiple students. Flukinger described the intensity of engaging with approximately 70 pages nightly, combined with discussion posts and morning seminars. This level of engagement created what he characterized as a transformative learning experience unlike any previous coursework. The literary texts helped students understand New York’s complex layering of history, culture, and contemporary urban life.
Personal Transformation and Urban Literacy
Beyond academic and professional development, participants emphasized how the program transformed their personal relationship with urban environments. Mathis described learning to be “in tune with the city,” developing the ability to navigate its high energy and chaotic pace while remaining aware of its pervasive culture. He characterized the experience as personally, emotionally, and spiritually transformative. Richter, raised in Dallas, Texas, found particular value in experiencing a walkable city with comprehensive public transportation. The subway system’s accessibility enabled independent exploration without relying on others for transportation–a liberating experience for someone from a car-dependent environment. The city’s accessibility and the welcoming attitude she encountered from New Yorkers contributed to her personal growth and confidence in meeting new people and discovering new places.
Developing Urban Competencies
Students developed practical urban living skills including subway navigation, budget management, and traffic adaptation. These competencies, while seemingly mundane, represent important life skills for young adults planning professional futures in major metropolitan areas. Flukinger noted how the program consistently inspired him to explore the city, step outside his comfort zone, and recognize language in everyday urban life. The combination of literary study and intensive urban immersion created what he described as becoming “a New Yorker in a real way.” The program successfully balanced practical skill development with intellectual growth, creating graduates better prepared for both professional careers and urban living. For students interested in urban studies, the National Trust for Historic Preservation offers additional resources on understanding American cities.
Future of Literary NYC
The program’s success in its inaugural year suggests strong potential for continuation and growth. By combining rigorous literary study with professional experience and urban immersion, Literary NYC: Reading the City offers a model for humanities education that emphasizes practical application and experiential learning. The program demonstrates how English departments can prepare students for diverse careers while maintaining commitment to literary study and critical analysis. As universities increasingly emphasize career preparation alongside traditional liberal arts education, programs like Literary NYC offer blueprints for achieving both goals without compromising academic rigor or intellectual depth.
