Faculty Accomplishments

Was an invited reader at a number of series in 2023-2024, including the Faculty Reading Series at the Fine Arts Work Center (Provincetown, MA 2023, 2024); the Visiting Writers Series at the UMass Amherst (Amherst, MA 2023); and T4T: Trans For Texts (Boston, MA 2024).

MacDowell Foundation Fellow, 2025

Ucross Foundation Fellow, 2024

Andrea Lawlor’s novel, Paul Takes the Form of a Mortal Girl, was included in a NYT piece on The 25 Most Influential Works of Postwar Queer Literature.

Was an invited panelist at a number of panels, including the University of California Irvine's Center for Storytelling's "Writing Sex: A Conversation about Writing” panel, moderated by Jonathan Alexander; and the Brooklyn Book Festival's "Beyond the Year of Trans Creativity," moderated by Riley McLeod. Moderated conversations with writers Jung Yun (Odyssey Bookshop), Megan Milks (Books Are Magic), Joss Lake (Books Are Magic), and Callum Angus (Odyssey Bookshop), among others. Was invited to read with Andrea Abi-Karam, hosted by Books Are Magic (Brooklyn).

Moderated conversation with the writer Jordy Rosenberg (UMass) for Grub Street's Writing Conference: "How I Wrote This".

Was invited to read in The St. Mark’s Poetry Project's 47th Annual New Year's Day Marathon December 31, 2020.

Was in conversation with writers Eileen Myles (via Harvard Bookstore) and emily c. danforth (via Charis Books & More) in October 2020.

Invited to read and present at a number of series and festivals, including the UA Prose series at the University of Arizona at Tucson’s Creative Writing Program, with writer T. Fleischmann; at the Texas Book Festival, on the "Pop Music & Queer Identity Panel" with Karen Tongsen and the "What Makes a Classic?” panel with Elda Rotor (VP/Publisher of Penguin Classics); and at the Segue Reading Series in New York, with poet Cecilia Vicuña.

Lawrence, S. M. (2020). Collaborating, animating, improvising: Young children in mixed-gender dyads participating in digital pretend play with a story-making app. Journal of Early Childhood Education Research, 9(1), 52-75.