College professors seek to create intellectual experiences that free students from false perceptions and incomplete truths. This article explores one curricular decision and an accompanying pedagogical approach which, the authors argue, facilitates such a liberating experience. In the online environment of WebCT, students post their reactions to course readings, including a null curriculum consisting of a few examples of a complex body of literature by and about heretofore lost women writers. What we believe emerges from the students' words is, first, that they feel awakened to their own unconscious complicity in perpetuating and normalising a male-dominated body of literature; second, the female students report experiencing an increased sense of empowerment because they believe that contemporary woman's self-identity is intimately joined to the experiences and accomplishments of their scholarly female predecessors. The authors argue that the curricular choice to expose students to the women's works, aided by the pedagogical decision to require online responses to these works, offers benefits for students and professors alike.