Preparing graduate students to teach: The role of literature faculty

dc.contributor.author Reeser, Todd W.
dc.date.accessioned 2020-12-14T23:16:21Z
dc.date.available 2020-12-14T23:16:21Z
dc.date.issued 2011-01-01
dc.description.abstract This chapter discusses how faculty who work and teach in literary/ cultural studies 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.
dc.identifier.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
dc.identifier.uri http://hdl.handle.net/10125/69696
dc.publisher Heinle Cengage Learning
dc.title Preparing graduate students to teach: The role of literature faculty
dc.type Article
dc.type.dcmi Text
prism.endingpage 59
prism.startingpage 45
prism.volume 2011
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
2011_03.pdf
Size:
640.04 KB
Format:
Adobe Portable Document Format
Description: