The \;American Association of Philosophy Teachers Studies in Pedagogy \;seeks traditional essays as well as short personal reflections \;from anyone with relevant expertise\, but especially from faculty teaching in graduate programs and philosophy graduate students \;for the next volume 12 on the topic of Teaching Graduate Students Philosophy. \; \;
\nSubmission deadline is Monday\, June 2\, 2025. More info and flyer below. Two types of articles are welcomed for this volume: Traditional essays (typically 5000&ndash\;8000 words\, but any length is permitted) as well as Short personal reflections (1\,500&ndash\;3\,000 words\, akin to Hypatia's Musings).
\n\nWe're approaching this from two perspectives: (1) teaching graduate students how to teach\, and (2) teaching of graduate students and enhancing graduate student learning. Potential topics for exploration include (but are not limited to) the following:
\n\nTeaching Graduate Students to Teach
\n● \; \; \; \; \; \;Teaching Basics: \;(1) writing a syllabus\, selecting course content\, constructing assignments\, building exams\, articulating rubrics\, and grading. (2) How to lecture\, moderate a discussion\, advance inclusivity\, and effectively use a learning management system.
\n● \; \; \; \; \; \;Advanced Teaching: learner-centeredness\; experiential\, service\, and community-engaged projects\; case studies and problem-based learning\; mastery-based pedagogies\; universal design for learning\; transparent alignment\; expert/novice studies\; the science of learning\; metacognition\; motivation\; etc. \;
\n● \; \; \; \; \; \;The Graduate Seminar on Teaching: what should or shouldn&rsquo\;t be included in a seminar designed to help graduate students become better teachers? Why? \;
\n\nEnhancing Graduate Student Learning
\n● \; \; \; \; \; \;Learning Activities: pedagogies and assignments appropriate for advanced learners \;
\n● \; \; \; \; \; \;Skills Development: the art of asking a good question\; how to listen humbly and charitably\; etc. \;
\n● \; \; \; \; \; \;Assessment: how to assess graduate student progress\, achievement\, ability\, etc. What alternatives to the seminar paper as the basis of assessment are successful?
\n● \; \; \; \; \; \;Mentoring: thesis and dissertation supervision\; how to give timely and impactful feedback\; etc.
\n● \; \; \; \; \; \;Inclusion and Wellness: how to support graduate students with respect to diversity\, equity\, and inclusion\; mental health\, wellbeing\, and belonging\; advocating for graduate students
\n● \; \; \; \; \; \;Professionalization: writing\, submitting\, and presenting conference papers\; demystifying cultural norms of the profession/professoriate\; being a good philosophical community member\; preparing for the job market
\n● \; \; \; \; \; \;Beyond the Philosophy Professor: preparing philosophy graduate students for non-academic positions\; discussion of transferable skills of philosophy
\n● \; \; \; \; \; \;The Graduate Program Curriculum: how should philosophy MA and PhD programs be structured? Which courses\, if any\, should be required (distribution\, logic\, language\, PhD minor)? Qualifying exams or papers? \;
\n\nTwo types of articles are welcomed for this volume:
\n● \; \; \; \; \; \;Traditional essays \;(typically 5000&ndash\;8000 words\, but any length is permitted)
\n● \; \; \; \;Short personal reflections \;(1\,500&ndash\;3\,000 words)
\n\nTo submit an essay or reflection go to \;https://aaptstudies.org/submissions
\n\nDirect inquiries about this call or Volume 12 to Lucas Dunlap\, \;lucas.dunlap@uc.edu
\n\nDirect general inquiries about \;AAPT Studies in Pedagogy \;to \;editor@aaptstudies.org
\n\n\n\n \;\n\n" class="Apple-web-attachment" style="font-family: Helvetica\; font-size: 12px\; background-color: #fefefe\;" src="blob:https://philevents.org/2020ddc6-5d40-463e-87aa-56e4423a697c" alt="SiP 12 CFP.pdf" />
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