Expanding Instructional Contexts: Why Student Backgrounds Matter to Online Teaching and Learning
English Studies Online: Programs, Practices, Possibilities
William P. Banks and Susan Spangler
English Studies Online: Programs, Practices, Possibilities represents a collection of essays by established teacher-scholars across English Studies who offer critical commentary on how they have worked to create and sustain high-impact online programs (majors, minors, certificates) and courses in the field. Ultimately, these chapters explore the programs and classroom practices that can help faculty across English Studies to think carefully and critically about the changes that online education affords us, the rich possibilities such courses and programs bring, and some potential problems they can introduce into our department and college ecologies. By highlighting both innovative pedagogies and hybrid methods, the authors in our collection demonstrate how we might engage these changes more productively.
Divided into three interrelated conversations — practices, programs, and possibilities — the essays in this collection demonstrate some of the innovative pedagogical work going on in English departments around the United States in order to highlight how both hybrid and fully online programs in English Studies can help us to more meaningfully and purposefully enact the values of a liberal arts education. This collection serves as both a cautionary history of teaching practices and programs that have developed in English Studies and a space to support faculty and administrators in making the case for why and how humanities disciplines can be important contributors to digital teaching and learning.
Arts and Humanities | Education
Mitchum, Catrina; Marcela Hebbard; and Janine Morris. (2021). Expanding Instructional Contexts: Why Student Backgrounds Matter to Online Teaching and Learning. In William P. Banks and Susan Spangler (Eds.), English Studies Online: Programs, Practices, Possibilities (345pp).