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.
Research Article|January 01 2015
Rethinking and Unthinking the Graduate Seminar
Pedagogy (2015) 15 (1): 19-30.
Peter H. Khost, Debra Rudder Lohe, Chuck Sweetman; Rethinking and Unthinking the Graduate Seminar. Pedagogy 1 January 2015; 15 (1): 19–30. doi: https://doi.org/10.1215/15314200-2799132
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