The essays on Teaching Global Romanticism collected here present varied approaches to teaching Romanticism in a global context through individual assignments, units, and syllabi. The contributors share ways to enrich pedagogical approaches to Romantic literature and culture with texts and ideas from beyond Britain and America. These essays discuss how literature guides students’ engagement with international themes and issues in the Romantic period and after. The initiative for this volume began under the leadership of William Stroup.

This collection came together as the result of the annual Romantic Circles-NASSR (North American Society for the Study of Romanticism) Pedagogy Prize. Lindsey Eckert and Lissette Lopez Szwydky, co-winners of the 2014 prize, separately submitted projects that included technology as central components of their courses. Together, the six essays in this volume speak to the value of collaboration, interdisciplinary teaching, and public humanities. Underscoring all of the contributions is a belief that Romantic literature is uniquely suited to innovate pedagogical approaches that embrace new technologies because the historical period itself was characterized by questions about technology, its consequences, and its possibilities. As scholars and educators of Romanticism, we see strong parallels between the period that we teach and the age in which we live. Using multimedia projects, the essays in this collection approach themes central to Romanticism—nature, rights, collaboration, reading, the public sphere—through the Industrial Revolution at the turn of the nineteenth century and the digital revolution at the turn of the twenty-first century. This volume provides practical overviews of technical and digital alternative assignments that can be incorporated into Romantic-period courses, including critical reflection about the value of digital projects in the humanities.