ENGL 593

Spring 2022 Part of Term 1

Part of Term 1
Jan 18-May 4

Professional Seminar in College Teaching

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Credit: 0 TO 4 hours.

Seminar on undergraduate pedagogy for new graduate instructors. Individual sections will focus on the teaching of film, literature, or rhetoric.

0 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated by PhD students to a maximum of 8 hours as topics vary. Credit is not given for more than 8 hours, but course may be repeated for no credit. Prerequisite: Graduate standing in the Department of English or consent of instructor. Students needing the proseminar for their programs will be given priority enrollment.

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ENGL 593 class schedule data for spring 2022
	CRN	Type	Section	Time	Day	Location	Instructor	Section Details
	45985	Lecture-Discussion	M	12:00PM -2:50PM	T	241 Armory	Gray, C	Part of Term: 1 Date Range: 01/18/22-05/04/22 Section Title: Teaching in Literature Section Info: Proseminar in the Teaching of Literature - Designed to prepare graduate students from different backgrounds to teach literature at the college level, this seminar is framed by readings in pedagogical theory and other relevant texts. Having said that however, let me emphasize that the focus of the seminar will be less on theoretical issues and more on practical matters having to do with generating teaching portfolios that will be of use on the academic job market. The teaching portfolio will include sample syllabi for different course types, sample assignments for each of these courses, and a statement of teaching philosophy that reflects on the methods students have employed to arrive at their respective syllabi and assignments. To that end, we will address some of the following questions: how to effectively intertwine different genres in one’s teaching, how to develop productive assignments and grading practices, how to balance discussions with lectures, how to nurture diverse points of view without sacrificing at their altar textual integrity, and how to take in one’s stride those ‘bad teaching days’ which all of us must face at one time or another. In addition, the course will involve practicing teaching in front of one another, analyzing the respective strengths of each other’s pedagogical strategies, and reflecting on our own locations as teachers of literary, cultural, and critical studies. At the end of the semester, these reflections would ideally become a part of the teaching portfolios, appearing there as comments on how one views one’s role in relation to one’s students and what one hopes to achieve as a teacher of literature. Restriction(s): Restricted to Graduate - Urbana-Champaign.