"Further Thoughts on "Rethinking the Graduate Seminar

THE PRIMARY GOAL Of our work, Rethinking the Graduate Seminar, is to encourage dialogue about how to teach graduate students effectively. Clearly, graduate students' needs and talents differ from undergraduate students. They deserve an education that is actively cognizant of these differences. With our article, we hoped to promote active, public discussion about graduate education in classrooms. We did not intend to imply that professors do not think about their graduate teaching, but rather that little has been written about the subject. We do not claim to present the only or ideal way of teaching graduate students, but rather raise several issues and provide one possible solution. We appreciate the responses to our article, as they raise several issues relevant to the dialogue and provide other possible solutions. The question of what we are preparing graduate students to be is a crucial one. We fully understand that the realities of the academic job market have changed substantially over the last 20 years. The diversification of job opportunities suggests that this is a critical time to rethink graduate teaching. It further suggests that the issues involved in this rethinking are very complex, and any given solution may not be appropriate for all students. While writing the article, we did not assume that all graduate students become professors, and we believe that rethinking graduate education would benefit all graduate students, regardless of their future employment. We strongly agree that graduate students should have an active role in their classroom

Engineering ethics · Graduate students · Higher education · Pedagogy · Political science · Social science · Sociology · Doctoral Education Challenges and Solutions · Engineering · Law

• Preparing Future Faculty

  Open Access•Angela Jones, Angela Lewellyn Jones et al.•Teaching Sociology•2004

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