- Clearly establish learning goals for a seminar. Faculty often do this for undergraduates, but mistakenly think that a graduate seminar should be more free-flowing or organic. (“Re-envisioning Teaching Graduate Seminars,” Anton Rosenthal)
- On the other hand, when appropriate and feasible, work with the students to set the direction of the class.
- Ask students to write a short “intellectual autobiography.” This is a deeper form of the first day questionnaire that is used in undergraduate classes. Some graduate students are fresh from undergraduate experience, while others are older with a variety of experiences. It’s helpful both the instructor and the other students to understand the variety of backgrounds. (“From Seminar to Study Group,” Barbara Katz Rothman)
- Even if the material is new to most students, don’t lecture in a seminar. Depend on their doing background reading so that the time can be spent in discussion and analysis. For some topics, assign a presenter and a respondent, students who will be responsible for kicking off the discussion.
- Make sure that students understand the context in which this course is set (Re-envisioning the Ph.D., 2000 Conference, Don Wulff). Surveys have indicated that graduate students, even those who have been in a program for several years, do not understand the processes involved in a Ph.D. program.
- Consider the various roles of the faculty member. In any graduate seminar, the faculty member is not only teacher, but also frequently student, as well as mentor and advisor.