Author Archives: marissagreenberg

Many faculty are being asked or required to move their courses online during the coronavirus outbreak. The following list of resources for transitioning courses from brick-and-mortar classrooms to virtual learning environments is designed to help faculty make that move. It is a work in progress, and resources will be added as they come to myContinueContinue reading “Resources for Moving Online”

In the early days of the coronavirus outbreak, I published an op-ed in Inside Higher ED. The piece, titled “What counts as proximity?,” talks about the future of online telework. “In telling my story,” I write, I hope to provide other faculty members with leverage for conversations about expanding options for working remotely. I alsoContinueContinue reading “It’s Not Just for Emergencies”

Spread of the coronavirus has led some U.S. universities with overseas campuses to move classes to online. Rather than cancel study abroad programs, the shift to online helps to keep faculty, staff, and students safe while continuing to provide employment and education. The move to full-time online teaching poses other health risks, however. These healthContinueContinue reading “Staying Healthy While Teaching Online”

The plenary panel at this year’s Shakespeare Association of America Annual Conference is titled “Walking the Talk: Embodied Pedagogies of Social Justice.” I have the dual honor of organizing the panel and co-presenting a paper, “Of Alliances and Pluralities,” with Elizabeth Williamson, Dean of Faculty Hiring and Development and Tenured Member of the Faculty atContinueContinue reading “5 Principles Toward Social Justice Pedagogy”

The start of a new semester is an opportunity to reflect on what, how, and why we teach. Looking back on my fall courses, and especially on student feedback, I became acutely aware of the ways that online teaching allows me to advance a set of values about individual students’ situations, needs, and ambitions. LastContinueContinue reading “Serving our values”

Once again, an inquiry from a colleague spurred my thinking about basics of online instruction. This time the colleague asked about how I prepare students for racist and gendered language in literature. It is pretty much a guarantee that students will encounter prejudicial — even hateful — language, imagery, and action in my classes! AfterContinueContinue reading “Some basics for talking about racist and gendered texts in the online classroom”

The transition from face-to-face (F2F) to online teaching can be challenging! In addition to the expected challenges, like finding and creating dynamic content, instructors new to online teaching encounter unexpected challenges in the mundane: managing communication, getting regular participation, and generating productive discussion. A colleague wrote to me recently about these everyday issues. Here’s myContinueContinue reading “Some basics for success in the online learning environment”