Paul Dicken weighs in on the questions and problems facing academics writing for a popular audience in this article from Chronicle.
Welcome to H-TEACH, a network for intellectual exchange on history teaching methods at all levels--high school, university, and graduate--in diverse settings. Special attention is paid to use of new technologies in and outside of the classroom, as well as specific teaching tools including texts, videos, exams, and assignments.
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An article from Foreign Affairs by Charlies King describes the decline of international relations studies in the United States.
From the article:
I noticed this problem a few years ago will preparing a guide to graduate school for prospective and current graduate students (IS GRADUATE SCHOOL REALLY FOR YOU? THE WHOS, WHATS, WHERES, AND WHYS OF PURSUING A MASTER'S OR PHD, Johns Hopkins University Press, 2012). There is some thinking about graduate pedagogy embedded in a few academic memoirs but little else.
It is amazing how differently people teach graduate seminars. For some, it is a series of book reviews, for others a historiography essay, for still others a research paper. All of these are good and necessary. But learning how to set up the seminar, decide which readings and what assignments - all that is supposed to be learned by osmosis. You are supposed to learn how to teach them by taking them, which makes as much sense as learning to be a physician by being a patient.
In this article from Chronicle Vitae, Gregory Semenza weighs in on the general lack of preparation to teach graduate level students.
From the article:
"Isn’t there something bizarre about the general absence of a pervasive professional discourse focused on graduate pedagogy and on how to train people to teach graduate seminars?