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Describes offering students a "choose your adventure unit" in a Shakespeare class where students each choose different plays to read. Suggests that student-selected readings "generates the kind of passion-led inquiries and self-aware discussions that characterize Shakespeare studies at its best."

Recounts success of "teaching Shakespeare with and as popular culture" in the context of American community colleges. Describes and offers assignment guidelines for a "Shakespop Project" where students read a Shakespeare play, watch a pop culture adaptation, and create their own pop culture adaptation.

Asks students to reflect on how we receive information through A Midsummer Night's Dream, the nature of relationships through Much Ado About Nothing, conspiracy theories through Othello, and mental health through Hamlet. Offers writing prompts that link the plays to present-day concerns and interpretations.

Describes teaching an entire Shakespeare course about a single play, Othello, focusing on Shakespeare's sources, archival documents, and afterlives. Argues for inclusive pedagogy as a way to counteract assumed white-centric learning environments.

Describes teaching a Shakespeare course cross-listed with Environmental Studies, using early modern maps as teaching tools, and culminating in a collaborative service learning project.

Suggests that teaching Shakespeare as a general education requirement is a skills-based proposition that equips students with practical competencies. Offers sample assignment prompts, including an "MBA-style case study" on Richard II.

Describes teaching Merchant of Venice in an undergraduate course on law and literature. Suggests value of teaching play's cultural context, applying close reading strategies (focusing on deictics), experimenting with linguistic deformance, and turning to early printings.

Considers purpose of general education and role of teaching Shakespeare to non-majors. Describes teaching a class of majors and non-majors and inviting them to choose whether to complete a textual studies assignment, which helps students "recognize English ... [as] a structure of knowledge" and reflect on their educational goals.

Aims to "demonstrate how teaching Shakespeare through excerpts makes it possible to step back from and even interrogate ingrained pedagogical practice." Offers examples of teaching excerpts from Merchant of Venice alongside Gareth Armstrong's solo play, Shylock (dir. Frank Barrie), and Michael Radford's film (both q.v.) as well as teaching excerpts from Antony and Cleopatra alongside passages from Plutarch's Life of Antony.

Offers strategies for teaching Shakespeare in composition and survey courses, focusing on student learning outcomes and accessibility. Includes appendix with prompts for a close reading assignment, presentation, and reflective essay.