The authors invite English studies faculty to reconsider traditional graduate seminar pedagogies in light of the changing academy and evolving professional identities. Recommendations include balancing currently conventional methods that may emphasize lecturing, content coverage, or scholarly production with a workshop-style focus on writing, teaching, and metacognition. Examples from several graduate classroom experiences are provided.
Graduate, seminar, pedagogy, profession, convention, lecture, coverage, scholarship, workshop, metacognition, classroom
© 2014 by Duke University Press
2014
Issue Section:
Cluster on Graduate Education in English Studies
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