1. English Program Assessment and the Institutional Context
  2. John M. Ulrich
  3. pp. 3-7
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  1. Liminal Spaces and Research Identity: The Construction of Introductory Composition Students as Researchers
  2. James P. Purdy, Joyce R. Walker
  3. pp. 9-41
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  1. Medieval Rhetoric and the Commedia
  2. Michelle Bolduc
  3. pp. 49-57
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  1. Using Dante to Teach the Middle Ages: Examples from Medieval Southern Italian History
  2. Joanna H. Drell
  3. pp. 59-65
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  1. Teaching the Divine Comedy's Understanding of Philosophy
  2. Jason Aleksander
  3. pp. 67-76
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  1. Suffering in Hell: The Psychology of Emotions in Dante's Inferno
  2. John Alcorn
  3. pp. 77-85
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  1. The Triple Cord: Teaching Dante's Divine Comedy and Creativity
  2. Kirilka Stavreva
  3. pp. 87-95
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  1. Dante in the Italian Renaissance of Art
  2. Lisa Bixenstine Safford
  3. pp. 97-104
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  1. Teaching Dante as a Visionary Prophet
  2. Anne L. Clark
  3. pp. 105-113
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  1. Virtual Cities: GIS as a Tool for the Analysis of Dante's Commedia
  2. Louis I. Hamilton
  3. pp. 115-123
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  1. Lighting Their Own Path: Student-Created Wikis in the Commedia Classroom
  2. Elizabeth Dolly Weber
  3. pp. 125-132
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  1. Introducing Undergraduates to Books in the Age of Dante — in Twenty Minutes or Less
  2. Melissa Conway
  3. pp. 133-144
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  1. Teaching Literature like a Foreign Language; or, What I Learned When I Switched Departments
  2. Catherine Mainland
  3. pp. 145-148
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  1. Pedagogical Approaches to Diversity in the English Classroom: A Case Study of Global Feminist Literature
  2. Julie M. Barst
  3. pp. 149-157
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  1. Discourses on the Vietnam War: Teaching from Many Perspectives
  2. Bunkong Tuon
  3. pp. 158-170
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  1. Occupy U: The Timely Call of Henry A. Giroux's On Critical Pedagogy
  2. Michael Sutcliffe
  3. pp. 171-178
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  1. Everything Old Is New Again
  2. Yvonne Bruce
  3. pp. 179-187
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  1. Notes from Post-9/11 Classrooms: Parsing Representation and Reality
  2. Beth Stickney
  3. pp. 189-197
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  1. Editors' Introduction
  2. Jennifer L. Holberg, Marcy Taylor
  3. pp. 1-2
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  1. Introduction
  2. Christopher Kleinhenz
  3. pp. 43-47
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  1. Contributors
  2. pp. 199-202
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