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Preparing graduate students to teach: The role of literature faculty
|Title:||Preparing graduate students to teach: The role of literature faculty|
|Authors:||Reeser, Todd W.|
|Date Issued:||01 Jan 2011|
|Publisher:||Heinle Cengage Learning|
|Citation:||Reeser, T.W. (2011). Preparing graduate students to teach: The role of literature faculty, The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 45-59. http://hdl.handle.net/102015/69696|
|Abstract:||This chapter discusses how faculty who work and teach in literary/|
can contribute to training graduate students in teaching at the upper levels.
Beginning with some ideas about how the various, usually separate, aspects of
graduate education “in literature” can begin to be placed in a more productive
dialogue, the chapter then focuses on ways in which graduate literature seminars
can directly dialogue with teaching. After considering key textual or contextual
questions around a given author, theme, or period over the course of a semester,
faculty could invite graduate students to think about how those “research” questions
can be adapted to the undergraduate classroom. As a representative case
study, the author draws upon his own experiences
teaching graduate seminars in
Renaissance French literature.
|Appears in Collections:||
2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY|
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