Abstract This essay details the evolution of an interdisciplinary course at a university with proximity to Baltimore, Maryland. The original course relied entirely on experiential learning via field trips. During these trips, students conducted analyses of museums as rhetorical and political spaces. As a result of the pandemic, the course evolved into one that relied entirely on students making virtual field trips for cultural organizations and for those at home. In both courses, students focused on issues of social justice as they pertain to museums: issues of access (who is able/encouraged to visit the museum?), issues of diversity (which artists/works of art are featured and who is offered positions of power within the organization?), and issues of engagement (does the museum offer exhibits/programming that is relevant to the public they serve?). In the revised class, students (1) virtually met with museum representatives to discuss their needs; (2) researched the types of resources, events, and objects that can be found in the different locations; (3) learned how to use technology such as Nearpod as multimodal composing platforms; and (4) created a virtual field trip to be used by that organization for educational and promotional purposes. By creating material for specific audiences, students not only learned the rhetorical skills of composing for diverse groups but also grappled with issues of equity, access, and engagement. While the revisions were made out of necessity, this essay details the transferable methodology that can continue to be employed in online classes and integrated into in-person learning.

This paper details the evolution of a course, Arts and Society, and the inception of a student-centered assignment, “Putting ‘US’ back in Museums.” By tapping into a nationwide discussion of inclusion and public spaces, this business proposal style assignment asks students to consider their own observations as museum visitors alongside research that considers community engagement, diversity and accessibility in order to identify a specific issue within a museum and to propose change. Throughout the project, students are supported by the implementation of smaller scaffolding assignments, in-class discussions, an embedded librarian and an assigned writing fellow. Furthermore, they will meet at least eight professionals in the field and visit at least four different local sites. This assignment demonstrates best practices via scaffolding, institutional support, experiential learning, and engagement with the local community.

While Ellen Terry's Shakespearean roles are commonly discussed in considerations of her work, the actress's involvement with the comic play Nance Oldfield is glossed over if not entirely overlooked. However, Terry bought the rights to this play, revised the script with Bram Stoker, performed the leading role, and invoked this semi-fictional figure across the latter part of her career. This essay examines public theatrical ephemera in conjunction with personal photographs of Terry dressed up as Oldfield at home and the extensive marginalia on Terry's copy of the script to argue that Terry's assumption of ‘Nance Oldfield’ was a rhetorical performance. Terry's alliance with this character, as an on-stage character and an off-stage alter ego, led her to speak with greater confidence about her own professional life and about women's public role in nineteenth-century England.

While Ellen Terry’s Shakespearean roles are commonly discussed in considerations of her work, the actress’s involvement with the comic play Nance Oldfield is glossed over if not entirely overlooked. However, Terry bought the rights to this play, revised the script with Bram Stoker, performed the leading role, and invoked this semi-fictional figure across the latter part of her career. This essay examines public theatrical ephemera in conjunction with personal photographs of Terry dressed up as Oldfield at home and the extensive marginalia on Terry’s copy of the script to argue that Terry’s assumption of ‘Nance Oldfield’ was a rhetorical performance. Terry’s alliance with this character, as an on-stage character and an off-stage alter ego, led her to speak with greater confidence about her own professional life and about women’s public role in nineteenth-century England.