University of Victoria, BA
Queen’s University, MA, PhD

Tiffany Potter works in 18th-century studies. Her arc has included major research projects on libertinism and gender in fiction and theatre; representations of indigenous women in 17th- and 18th-century North American contact and captivity narratives; and women writers in 18th-century England. She also works in television studies, co-editing with CW Marshall an award-winning critical collection on SciFi’s Battlestar Galactica (Bloomsbury 2008), and the first scholarly collection on HBO’s The Wire (Bloomsbury 2009).

Her most recent SSHRC-funded research project generated the 2012 collection, Women, Popular Culture and the Eighteenth Century (UTP). Also with SSHRC support, she has published three critical editions with the University of Toronto Press: Robert Rogers’ 1766 play, Ponteach, or the Savages of America: A Tragedy (2010); Elizabeth Cooper’s 1735 play, The Rival Widows, or Fair Libertine (2013); and Eliza Haywood’s 1724 short novels The Masqueraders and The Surprise (UTP 2015). Her next book project will be Approaches to Teaching the Works of Eliza Haywood with MLA Press.

She is one of the originators of the groundbreaking English PhD Co-op program that started at UBC in 2013. She was awarded the Fairclough Teaching Prize in 2006 and the Killam Teaching Prize in 2015.

I teach primarily in eighteenth-century studies, including courses on theatre; cultures of libertinism; gender and indigeneity; and popular culture and adaptation studies. I also teach first-year English most years, which is always a great experience.

Recent books

  • Oroonoko. Broadview Press, 2020.
  • Approaches to Teaching the Works of Eliza Haywood. Modern Language Association, 2020.
  • Eliza Haywood’s The Masqueraders, or Fatal Curiosity and The Surprise, or, Constancy Rewarded (1724). Critical edition. U of Toronto P 2015.
  • Elizabeth Cooper’s The Rival Widows, or Fair Libertine (1725). Critical edition. Ashgate 2007; rpt UTP 2014.
  • Women, Popular Culture and the Eighteenth Century. UTP 2012.
  • Robert Rogers’ Ponteach, or the Savages of America: A Tragedy (1766). Critical edition. UTP 2010.
  •  The Wire: Urban Decay and American Television. Bloomsbury 2009 (ed. with CW Marshall)
  •  Cylons in America: Critical Studies in Battlestar Galactica. Bloomsbury 2008 (ed. with CW Marshall)


Recent articles and book chapters

  • “Insurgency, Accidental Guerrillas and Gang Culture in The Wire.” The Wire and America’s Dark Corners: Essays on a Post 9/11 Urban Dystopia. McFarland 2015.
  • “Closure in the Classroom: ‘Final Grades’” (with CW Marshall). HBO’s The Wire in the College Classroom: Pedagogical Approaches to the Humanities. McFarland 2015.
  • “Historicizing the Popular and the Feminine: The Rape of the Lock and Pride and Prejudice and Zombies.” Women, Popular Culture and the Eighteenth Century. Ed. Tiffany Potter. UTP, 2012.
  • “Thinking Inside the Box: A Short View of the Immorality and Profaneness of Television Studies” (with CW Marshall). From Text to Txting: New Media in the Classroom. Indiana UP, 2012.
  • “‘I am the American Dream’: Modern Urban Tragedy and the Borders of Fiction” (with CW Marshall). The Wire: Urban Decay and American Television. Bloomsbury, 2009.
  • “Circular Taxonomies: Regulating European and American Women through Representations of North American Indian Women.” Early American Literature 41.2 (2006).
  • “Reciprocal Regulation: Trans-Atlantic Implications of Colonial Accounts of North American Indian Women and Menstruation.” British Journal for Eighteenth-Century Studies 29.1 (2006).
  • “Writing Indigenous Femininity: Mary Rowlandson’s 1682 Narrative of Captivity.” Eighteenth- Century Studies 36.2 (Winter 2003).

My current major project is the editing of Approaches to Teaching the Works of Eliza Haywood, forthcoming in the MLA series “Approaches to Teaching World Literature.”

I also work in the scholarship of teaching and learning, and have articles in progress on the Adaptive Comparative Judgement Tool, UBC-designed teaching technology; and on an innovative classroom practice called the Discussion Day Protocol.