Teaching the Middle Ages aims to reflect the best and most innovative in medieval pedagogies, providing resources for instructors, students, and administrators wishing to understand the current and future place of medieval studies in the modern academy. Publications in the series respond to current trends and debates reshaping modern classrooms and curricula, including issues of identity, race, gender, sexuality, religion, violence, disability, environment, technology, and how medievalists teach these topics in our classrooms. These publications are grounded in the scholarship of teaching and learning and/or data-driven pedagogical research methods.
The series editors are particularly interested in proposals for two kinds of publications: first, monographs and collections, aimed at instructors, libraries, and administrators, detailing innovative pedagogical theories and demonstrably effective techniques for teaching pre-modern topics in undergraduate settings. Second, the series editors are interested in proposals for texts and tools best suited for student use. These might be paperback texts for classroom adoption, including sourcebooks, translations, or essay collections. The series board will also consider proposals for hybrid projects (i.e., classroom texts linked to digital resources).
Coverage
Geographical scope
Global medieval studies, primarily as taught in the United States
After receiving his Ph.D. in Medieval Studies from the University of Connecticut in 2006, Josh moved to a position as Assistant Professor in the English department at Columbus State University in Georgia. Although he was approved for tenure at CSU, his love for teaching and his desire to work with instructors from many different disciplines led him to the field of faculty development and to George Mason University, where he served as an Associate Director of the Center for Teaching and Faculty Excellence from 2011-2013. In August of 2013, he came to Rice to take the position of Director of the CTE. He has published broadly on medieval literature, and his eclectic research interests include the biological basis of learning, Chaucer, and disability studies. His current projects include the book The Story of Learning: Why Some Teaching Techniques Work Well and Others Fall Short, which is under contract with West Virginia University Press.
Although she is a medievalist, Susan Yager is interested in children’s literature and topics in higher education as well as in Chaucer’s language and poetry, medieval studies pedagogy, and medievalism. Other interests include humor in literature, the rewriting or remaking of earlier works, and publications from the Second World War. As faculty director of Iowa State’s Honors Program, she published on effective ways to teach high-ability students on the autism spectrum and on teaching the Harry Potter series to Honors students. She also recently published on the editorial and pedagogical complexities of a Middle English lyric, “My lefe is faren in londe.” Her current projects include a study of Chaucer’s presence and influence in the twentieth century and another essay on Harry Potter.
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