In Spring 2020, a revolution occurred at public universities across the U.S. as a pandemic upended in-classroom/in-person education. The pandemic pivot to remote instruction around mid-semester at my university caused upheavals. When conscientiously addressed, some upheavals actually resulted in better quality of teaching literature to students whose academic goals soon collided with other facets of their lives. Nearly three years later, implementing a variety of reflective changes to my teaching pedagogy for the online asynchronous mode frequently resulted in students becoming very engaged with studying literature and working positively towards such literary skills as analyzing characters in fiction, interpreting poetry or drama and exploring the human condition through literature. For this oral presentation, I will outline the key implementations, discuss the assets as well as limitations of some modes for effectiveness with student engagement, and assess the state of online asynchronous modes for the college literature curriculum. I hope to establish that a teaching philosophy aimed at (1) nurturing student interest and investment in reading literature; (b) guiding them towards expressing and articulating their literary analysis; and, (3) motivating them to include literature in their lifelong intellectual and emotional development is based on cultivating reader empathy and motivating cognitive development.

Authors:
Cynthia Wong, University of Colorado Denver, United States

About the Presenter(s)
Dr Cynthia Wong is a University Professor/Principal Lecturer at University of Colorado Denver, United States

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