SCJ Editors

Jennifer Mara DeSilva, Ball State University

Whitney A. M. Leeson, Roanoke College

Barbara Pitkin, Stanford University

Lynneth Miller Renberg
Anderson University

Group projects can be frustrating for students in the best of times. Should they play a role in pedagogy during a pandemic? I struggled with this question in my Age of Reformations course, which included a group board-game project as its final assessment. As originally intended, this project asked groups of students to work together to research a historical event or theme from early modern Europe. Students would then implement concepts such as causality, contingency, and change over time as they designed a historically accurate and playable game.

Glenda Y. Nieto-Cuebas
Ohio Wesleyan University

Although online digital media had always been a part of my Women and Power in Early Modern Spain class, the Covid-19 stay-at-home order issued during the spring 2020 semester turned it into a central feature of my course rather than a supplemental one. This class was taught in Spanish and focused on the political and social role of women in early modern Spain.

John S. Garrison
Grinnell College

I was midway through teaching an undergraduate seminar on “The Memory Arts in Renaissance Literature” when Grinnell College announced that we would be teaching remotely after spring break. The course focused on early modern English poetry and drama in the context of memory studies, and much of our discussion dwelt upon how a culture’s collective memory is perpetuated through literature. I had planned our final unit to consider the use of early modern literature for commemorative practices in our own era.

Alyssa Falcone
Youngstown State University

In the spring of 2020, the novel coronavirus manifested a global pandemic (COVID-19) large enough to require a complete shift in higher education. Students and educators had to adapt to digital classes; some universities faced complete restructuring and closures. Even before the switch to online lessons, difficulties persisted in the teaching of early modern studies, specifically the interplay between those centuries and ours, a productive link that is often hard to teach and hard for undergraduates to grasp. By relating my experience teaching Giovanni Boccaccio’s Decameron (ca.

Brian Sandberg
Northern Illinois University

The Medici Archive Project [MAP] online platform offers a vital digital tool for students to become researchers in Renaissance and early modern studies during the age of COVID-19. Digitized document collections are more crucial than ever when archives and research libraries are closed due to pandemic quarantines.

Kyle J. Dieleman
Trinity Christian College

Merriam-Webster Dictionary defines exile as “the state or a period of forced absence from one’s country or home.” This means, of course, exile depends on one’s definition of home. For those of us in higher education, residential students who live “on campus” may very well consider their time at college as an experience of exile—forced from their home by parents, peer pressure, or broader economic systems. On the other hand, many students may find being away from campus its own type of exile.

Albrecht Classen
The University of Arizona

There are many debates about the literary quality of the famous cobbler-poet Hans Sachs (1494–1576), one of the most prolific authors in the sixteenth century. Moreover, with his writing, Sachs represented one of the most industrious, economically vibrant cities in early modern Germany. Although he virtually never left his home town of Nuremberg after the return from his years as a journeyman in 1516, Sachs had a literary worldview that seems to have been almost limitless.

Alena Buis
snəw̓eyəɬ leləm̓-Langara College

In the middle of March, at the height of the novel coronavirus pandemic the internet was flooded with a convenient claim: “There is a St. Corona, and She is the Patron Saint against plagues and epidemics.”1 Since I am an art historian with a background in early modern visual culture, this caught my attention. According to several sources, not only was St.

Isabella Walser-Bürgler
Ludwig Boltzmann Institut für Neulateinische Studien, Innsbruck

Teaching the early modern in the era of COVID-19 is challenging for instructors of all stripes. This article outlines how these challenges were met in teaching Neo-Latin in an undergraduate seminar in Austria by highlighting the special role of constructivist learning and digital resources.


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