This peer-reviewed, open access journal offers brief essays on teaching, service, and institutional environments/ cultures geared toward teachers and scholars of Geoffrey Chaucer and his age. Drawing on a wide range of contributors, including independent scholars and educators at K-12/primary and secondary schools, New Chaucer Studies: Pedagogy and Profession publishes essays concerned with usefulness, to readers across institutions and non-institutional settings. The journal also aims to be geographically inclusive in order to attempt to understand the issues discussed within a global perspective.

Areas for inquiry will include the following:

• the effect of the pandemic on our profession;
  
• strategies for equity and inclusivity in teaching, recruiting, and hiring;
  
• strategies for addressing or rectifying institutional constraints (budgets, criteria for tenure, etc.);
  
• teaching methods for medieval literature; including medieval literature in a Gen Ed curriculum and/ or at the level of K-12 and primary and secondary schools;
  
• recruiting graduate students for the study of medieval literature;
  
• the impact of curricular change on medieval courses;
  
• issues of hiring, tenure and promotion;
  
• the workings of professional organizations, journals, and conferences;
  
• graduate training for a shrinking number of academic jobs;
  
• outreach to the public and to colleagues in other disciplines. 

New Chaucer Studies: Pedagogy and Profession also publishes collaborative essays or responses unified around a single topic and will have a letters section featuring responses to past issues.