Edited by William P. Banks and Susan Spangler

Information and Pricing
978-1-64317-261-3 (paperback, $34.99); 978-1-64317-262-0 (hardcover, $69.99); 978-1-64317-263-7 (PDF, $19.99); 978-1-64317-264-4 (EPUB, $19.99) © 2021 by Parlor Press, with bibliography, notes and index. 345 pages.

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What People Are Saying

This timely edited collection addresses a longstanding need for a more comprehensive treatment of online teaching in English Studies. The authors of each chapter explore matters of course or degree program design and discuss a variety of local, specific assessments of those. Their detailed scrutiny of these processes demonstrates that thoughtfully designed online education can contribute meaningfully and positively to a liberal arts education. Readers who believe there’s little future for them in online education, or those still reeling from the abrupt shift to remote instruction as a result of the COVID-19 pandemic, should explore this text to learn how a deliberately integrated approach to online teaching can benefit both their students and themselves. —Susan Lang, The Ohio State University

"This is a particularly timely publication! We've all seen what happens when a shift to online learning happens without much planning or preparation and as we are now starting to recover from that process, this collection offers excellent advice and a method for a considered response to that unanticipated shift. Any instructor or program that will continue to teach online will find these chapters full of useful information - it's a must-read especially for programs that are developing or expanding their online offerings." —Douglas Eyman, George Mason University

English Studies Online has much to offer for the wide range of educators involved with what might indeed collectively be called “English Studies Online.” Banks and Spangler have assembled thoughtful essays to provide help, methods, and models for those administering and teaching in English studies, and these chapters provide approaches to using digital technology while never losing sight of the perspectives, philosophies, and grounding ethics that define humanistic teaching—or, as Banks and Spangler say in the introduction, the larger questions about “how online learning spaces might serve to open up and democratize higher education.”—Scott Warnock, Drexel University

About This Book

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.

Contributors include Joanne Addison, William P. Banks, Lisa Beckelhimer, Dev K. Bose, Elizabeth Burrows, Amy Cicchino, Erin A. Frost, Heidi Skurat Harris, John Havard, Marcela Hebbard, Stephanie Hedge, Ashley J. Holmes, George Jensen, Karen Kuralt, Michele Griegel-McCord, Samantha McNeilly, Lilian Mina, Catrina Mitchum, Janine Morris, Michael Neal, Cynthia Nitz Ris, Rochelle Rodrigo, Cecilia Shelton, Susan Spangler, Katelyn Stark, Eric Sterling, and Richard C. Taylor.

About the Editors

William P. Banks is Professor of Rhetoric, Writing, and Professional Communication at East Carolina University. In addition to directing the University Writing Program and the Tar River Writing Project, Will teaches courses in writing, research, pedagogy, and LGBTQ and young adult literatures. His essays on digital rhetorics, queer rhetorics, pedagogy, and writing program administration have appeared in several recent books, as well as in College Composition & Communication, College English, and Computers & Composition. He has edited multiple recent collections of scholarship, including Re/Orienting Writing Studies: Queer Methods, Queer Projects, and Reclaiming Accountability: Improving Writing Programs through Accreditation and Large-Scale Assessments.

Susan Spangler has taught online for the last decade at the State University of New York at Fredonia and has earned a certificate in online instructional design from the Online Learning Consortium. Throughout her career, Susan has taught at the secondary level and in higher education, and she served as a technology liaison for the Illinois State Writing Project, a local chapter of the National Writing Project.  She has developed numerous courses for the English department at Fredonia in every area of English studies, including writing, language, teacher education, and literature.  Susan currently serves on the Committee of the Office of Online Learning at Fredonia as well as the United University Professionals Online Education Advisory Committee. She reviews manuscripts for English Journal and English Education, and teacher-designed lesson plans for NCTE’s ReadWriteThink website.