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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Recent Content

Re: Article: The Unacknowledged Art of Teaching Graduate Students

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.

Re: Article: The Unacknowledged Art of Teaching Graduate Students

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.

Article: The Unacknowledged Art of Teaching Graduate Students

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?