Two students in the Fall 2025 MA “Early Women Writers” course were teacher-scholars, teaching high-school in addition to pursuing their degree. Their projects were thinking about how they might assign a text by an early women writer. To do this, they used the Women Writers Online database to help select a text that wasn’t on the syllabus, and then use what they had learned from the semseter to introduce their chosen text in a pedagocial context. This allowed them to leverage their classroom expertise while thinkign concretely about places in their curriculum where they might diversify the current offerings by adding in a female voice from this time period.