ENG9400HF L0101
CREDIT/NON-CREDIT (0.25 FCE)
Essential Skills Workshop Series
Hernandez, A.
Course Description:
The Essential Skills Workshop Series (ESWS) introduces the incoming cohort of doctoral students to the essential skills they will need in order to succeed in the PhD Program in English and beyond. ESWS meets eight times each fall, approximately once a week for one hour and twenty minutes from mid-Sept through mid-Nov. Most meetings will feature a guest or guests, who, along with the faculty coordinator, will lead an open discussion for students embarking on the doctoral degree at U of T, moving into new pedagogic responsibilities, and entering wider professional and scholarly networks. Occasionally, there will be short, pre-circulated readings. Some sessions may provide students with tangible feedback on work (such as SSHRC proposals) they are already doing as part of their professionalization during the first year of the program.
*Although the series is mandatory for all PhD1 / PhD U2 students, who must enroll through ACORN, weekly meetings are open to all interested graduate students (MA or PhD), who do not need to enroll in order to attend any given session or sessions.
Course Method of Evaluation and Course Requirements:
ENG9400HF The Essential Skills Workshop Series will include the following workshops over 8 weeks in the Fall Term:
Class Schedule F-Term 2024:
Session 1: Sept. 5 - Introduction: Pathways through the PhD Program in English
Session 2: Sept. 12 - Grant Writing for the Graduate Student
- Guest: Prof. Dan White
- External Fellowships Primer; SSHRC samples
Session 3: Sept. 26 - Libraries: Rare Books, Primary Source Research, and Digital Resources
- Special Visit to the E.J. Pratt Library, Rm. 306, hosted by Agatha Barc and Jess Todd
Session 4: Oct. 3 - Writing the Seminar Paper
- Guest: Dr. Dan Newman
Session 5: Oct. 17 - The Research Project: From Coursework to Dissertation
- Guest: Prof. Melissa Gniadek and Ph.D. student Dana Lew
Session 6: Nov. 7 - Pedagogy for the Graduate Student Teacher
- Guest: Prof. Will Robbins
Session 7: Nov. 14 - Navigating the Conference Paper
- Reading varies: students will do research into conferences representative of their field ahead of our class session
Session 8: Nov. 21 - The Journal Article: Writing, Revising, and Publishing your Work
- Guest: Prof. Tom Keymer
Reading varies: students will do research into journals representative of their field ahead of our class session.
These eight topics have emerged from consultation with faculty and PhD students. The rationale for these eight topics is that each represents an essential skill that all PhD students must begin to master in the first year of the program.
Credit will be received for attendance and for receiving and providing tangible feedback on a draft SSHRC proposal.
Term: F-TERM (September 2024 to December 2024) Modular course taught over 8 weeks, see exact dates on schedule above.
Date/Time: Thursday / 5:00 pm - 7:00 pm (Class actually ends at 6:20pm or 18:20, but it says 6:30 or 18:30 in ROSI/ACORN because of limitations of that program)
Location: JHB 616 (170 St. George Street, Jackman Humanities Building)
Delivery: In-Person
ENG9900HF L0101
CREDIT/NON-CREDIT
Teaching Literature
Robins, W.
*** NOTE: This course is required of and limited to PhD students in either Year 2 or 3 and PhD U students in either Year 3 or 4. PhD students starting Year 3 and PhD U students starting Year 4 in 2024-25 must take ENG9900H in 2024-25.
Course Description
This seminar, required of and limited to PhD students in either Year 2 or 3 and PhD U students in either Year 3 or 4, addresses the teaching of English literature at the university level. It is designed to provide the foundations for an informed, self-reflexive pedagogy and to help students develop effective methods for teaching English to undergraduate and graduate students. Guest faculty will discuss a range of pedagogical challenges and solutions. (Credit/Non-credit)
Course Reading List
All of the readings and all the other aspects of the course are available on the class Quercus site.
Readings:
Elaine Showalter, “The Anxiety of Teaching” (2003).
Paul Corrigan, “The State of Scholarship on Teaching Literature” (2018).
bell hooks, “Engaged Pedagogy,” “Integrity,” and “Teaching as Prophetic Vision” (2010).
Jennifer Heinert and Nancy Chick, “Reacting in Literary Studies: Crossing the Threshold from Quality to Meaning” (2017).
Thomas J. Tobin and Kirsten T. Behling, “Adopt the Plus-One Approach” (2018).
Alice E. Donlan, E. Green Carlton, and L. Byrne Virginia, “Sense of Belonging in the Classroom: Strategies for Instructors” (2024).
Elaine Auyoung, “Becoming Sensitive: Literary Study and Learning to Notice” (2023).
Jacob Stratman, “Making Room for What We Read” (2023).
Patrick Collier, “Articulating Goals and Designing Integrated Courses” (2021).
William Germano and Kit Nicholls. “The Syllabus as Theory of Teaching” (2020).
William Germano and Kit Nicholls. “Their Work and Why They Do It” (2020).
Erin Pearson. “So What? Teaching Disciplinary Skills and Purpose with Nontraditional Assignments” (2022).
Gerald Graff, “Why Johnny Can’t Argue” (2003).
Jonathan Gibson, “Beyond the Essay? Assessment and English Literature” (2017).
Anne E. Wagner, “Unsettling the Academy: Working Through the Challenges of Anti-Racist Pedagogy” (2005).
Deanna Reder, “Using Indigenous-Informed Close-Reading and Research Skills to Unlearn” (2022).
Brian Arao and Kristi Clemens, “From Safe Spaces to Brave Spaces” (2013).
Cathy N. Davidson and Christina Kadopodis, “Teaching Is Mentoring” (2022).
Chavella Pittman, “Addressing Incivilities in the Classroom: Effective Strategies for Faculty at the Margins” (2018).
Sugggested Further Reading:
Richard M. Ryan, et al., “Education as Flourishing: Self-Determination Theory in Schools as They Are and as They Might Be” (2023).
Paolo Freire. “Chapter 2 from Pedagogy of the Oppressed.” [1970]
Carla Arnell, “Seeking Wisdom and Cultivating Delight: Teaching Literature for Life” (2017).
Django Paris, “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology and Practice.” (2012).
Flett, Khan, and Su, “Mattering and Psychological Well-Being in College and University Students” (2019).
Sherry Lee Linkon, “The Literary Mind” (2011).
Aeron Haynie and Stephanie Spong, “How Do You Design a Course?” (2022).
Lesa Stern and Amanda Solomon, “Effective Faculty Feedback: The Road Less Traveled” (2006).
Paul Corrigan, “Scaffolding Critical Reading” (2023).
Diana Fuss and William A. Gleason, “Essentials: Classic Literary Exercises Everyone Should Try” (2015).
Felicia Rose Chavez, “Introduction: Decolonizing the Creative Classroom” (2021).
Peter Lindsay, “Why You Should Ignore Cheating” (2018).
Thomas Fink, “Emotional Enticements and Aversions” (2022).
“Forum on Teaching Poetry” in English: Journal of the English Association (2023).
Gallup and Purdue University, “Great Jobs, Great Lives” (2015).
Andrew Weeks et al,, “Making Ends Meet: Literature Pedagogy, Faculty-Graduate Student Teamwork, and Undergraduate Literacy” (2016).
Robert Eaglestone, “Transitioning into the Profession: Accuracy, Sincerity, and ‘Disciplinary Consciousness’” (2017).
Note that futher readings may be assigned as the course progresses in response to student interest.
Course Method of Evaluation and Course Requirements
- pass/fail, discussion and presentations.
Term: F-TERM (September 2024 to December 2024)
Date/Time: Friday / 12:00 pm to 2:00 pm NB: *Nov. 22, for one day only, class will meet at OI 4410 (O.I.S.E) 252 Bloor Street West
Location: JHB 718 (170 St. George Street, Jackman Humanities Building)
Delivery: In-Person