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.

Pedagogies Hangouts is a multimedia series that brings together scholars and teachers of Romanticism at all levels to talk about the possibilities and challenges of teaching in the twenty-first century.

This collection grows out of a 2014 conference panel at the North American Society for the Study of Romanticism (NASSR), in which five of our six authors shared their varied experiences leading study-abroad courses and field schools to various parts of England and France. These experiences ranged from do-it-yourself plans to full partnerships with third-party organizers, with a similar range of flexibility and cost. Taken together, five areas shape the concerns of the five chapters: models of study and the logistics of running them; models of leadership; types of assignments and excursions; forms of collaborative teaching and learning; and the value of international education for humanities-based learning. This volume will provide practical and experience-based information about study-abroad programs as well as critical reflection about methods and motives.

This special issue explores the notion that many of the forms, ideas, and practices inaugurated or exemplified in the Romantic period continue to shape and drive our contemporary discourses. Literary critics, cultural and political theorists, and, indeed, our students continue to encounter new permutations—if not the continued presence—of something that might be called the romantic. But how is the (neo-)romantic expressed in contemporary culture? And how might we best prepare students to listen for and hear its repetitions? How might we teach the romantic alongside the contemporary without either reducing one to the other or eliding important historical, cultural, and social contexts? In response to these questions, the nine essays and three interviews that comprise this volume address the repetitions and reverberations of the romantic as it recurs across genre, period, and media boundaries in popular culture, contemporary political situations, changing classroom dynamics, and the constantly shifting domains of literary and pedagogical practice and production.

These essays reflect on the ways contributors integrate literary theory into their teaching of Romanticism and reflect on the continued importance of literary theory to Romanticism and the work of Romanticists. Collectively the essays broach a range of questions, but perhaps most importantly: why teach Romanticism and literary theory today? How does teaching Romanticism with literary theory alter our ideas of both?