A Few Comments about Medievalism in the Non-Medievalist Classroom

ℑ've noted elsewhere that my continued engagement in academe is chiefly through the Tales after Tolkien Society, a few other memberships in scholarly organizations, and teaching at a for-profit university. I've also noted that, in the teaching I've done at for-profit and non-profit schools, technical colleges and Big 12 universities and small liberal arts schools, I've rarely been assigned to teach courses with explicit expectations of medieval content. Consequently, I've had to think of ways to incorporate my own work into what I offer my students, and I've had some success; if I may be forgiven a bit of self-promotion, my comments on the matter are available here. But there are some others I might add to them, given recent experiences teaching in the for-profit school; I have hardly exhausted the topic.
The recent experience suggests to me that some of my ideas continue to work in the different environment than existed for me when I wrote the chapter. I am, for example, still apt to use Æ, Ð, and Þ in examples, rather than X, Y, and Z, and I still work to make use of the medieval and medievalist when I put together examples of student work, whether the "major" papers asked for by their assignment sequences or the discussion posts that are the focus of the online and hybrid instruction I am paid to offer. (The medievalist is more common as it takes less explaining to make make sense to students not necessarily well steeped in the medieval--which is a concern with eight-week instructional sessions devoted to non-traditional students who are working full-time jobs for the most part and taught by an instructor who has a different full-time job. The academic expatriate life is real.) But such are only surface issues, amusing me, perhaps, and making my job easier, but not necessarily making it work better for my students.
I am, unfortunately, constrained in my current teaching by institutional demands. As noted, the term is only eight weeks long, and I see students once each week--if that often. As such, there's not much time to work even on the core materials, let alone to supplement them with works five hundred years old and more and that require explication--though I do still trot out some of my more...entertaining Kalamazoo papers for them. And my assignments are rigidly structured by centralized dictate, so I've not got much flexibility in choosing texts or approaches. I have, at times, developed supplements to the course structure, alternatives that fit institutional demands, but students avoid them time and again in favor of the worn-out standard topics that just so happen to have cheating materials readily available to get around the demands of doing the work the class expects. Making them more overtly medievalist is a thing I could do, certainly, but given how little interest students have shown in the other topics I've offered, I'm doubtful as to whether it would do them or me any good for me to do so.
I offer this post not to complain; I am aware that I am in a reasonably decent position, even for one who's not an academic expatriate. Indeed, I adjunct along something not unlike the traditional model for adjuncting--someone pursuing it as a side-venture and more or less for the love of it--rather than the hyper-exploitative horror it readily became. Instead, I offer it because I know I am not alone in facing such challenges, and I had the thought that others might well have insights I do not--and the hope that sharing them would suggest itself as a thing worth doing.