Category Archives: Teaching

Five Easy(ish) Ways To Be More Productive In Your Scholarship With Less Time In Your Schedule

Let me lay all of my cards on the table from the start: I taught for ten years at a year-round private boarding school where I was responsible for developing and implementing the curriculum for three programs (French, English, and … Continue reading

Posted in Academia, New Faculty Experiences, Research and Scholarship, Teaching, Time Management, work-life balance | Tagged , , , , , | 1 Comment

How To Succeed In Academia By Really, Truly Trying: Advice from Professors, for Students

This past Fall, I found that many more of my students than is usually the case were struggling–struggling with work/life balance, struggling with extra-academic issues affecting their work, struggling to keep up with their coursework, struggling to pay attention in … Continue reading

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Preliminary Survey for an exciting new initiative: “Teaching Celtic Literature in the Generalist Classroom!”

Hello, all! I am very excited to announce that Dr. Matthieu Boyd (Fairleigh Dickinson University) and I are embarking upon a new collaborative project onĀ “Teaching Celtic Literature in the General Education Classroom.” This project will culminate in two volumes of … Continue reading

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AY 2017-2018 Begins: Here Are Some Behind-the-Scenes Glimpses into the Making of an Online Course.

I’ve been radio-silent on this blog for over a month now, and that’s because I became an Auntie for the first time at the end of July (yay!!!), we got the page proofs for Melusine’s Footprint (yay!!!), and I was … Continue reading

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Teaching an online class for the first time: things to consider

I am by no means an expert in distance/online education, and I would never claim to be one. But after having taught my second online course in two different university settings this past June, I do have a couple of … Continue reading

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Either/Or [Versus?] Yes/And: Towards an Ethos of Inclusivity and Inquiry in the Twenty-First Century Classroom

The following is a presentation on inclusivity and collaborative inquiry practices that I gave as part of the “Far Out!” Roundtable discussion at the 2016 International Congress on Medieval Studies. Either/Or [Versus?] Yes/And: Towards an Ethos of Inclusivity and Inquiry … Continue reading

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They Didn’t READ! What to do with unprepared students (besides just kicking them out and canceling class)

There is nothing less fun than being in a classroom with unprepared students, but the reality is that it is going to happen. When you are prepared for this possibility, you have the means to avoid unpleasant confrontations with students, and the ability to make sure your class can still be successful in meeting the goals you have set for it. Continue reading

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So, You’re Developing Your First Solo Class: A Brief Guide To College Course Levels

If you have never taught before, or have been a teaching assistant for a course but not Instructor of Record, the idea of developing your own syllabus can be a daunting one. What should you teach? How should you teach … Continue reading

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A Sample Instructional Unit Design: Shakespeare’s “The Tempest”

One of the things graduate students and those new to teaching often struggle with is how to articulate a text beyond discipline-specific approaches in order to reach a broader audience in the classroom. This, however, is a crucial skill to … Continue reading

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The “Back Pocket” Lesson Plan

“Back pocket” lesson plans are perfect for days when you’re too swamped to prepare carefully for a class session; when you’ve forgotten or are unable to access some element of a prepared lesson without which you cannot proceed as planned, like a handout or reading or audio-visual component, or when the Internet is unexpectedly down in the classroom; when you simply cannot think of something interesting or meaningful to do in class; for days when the planned lesson seems to be going flat; for days when you finish early and have ten or more minutes left in the session; or really, for any occasion when you want to turn the class over a little more to the students. Continue reading

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