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Critical Transfers: Teaching Approaches in Graduate Political Science
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Critical Transfers: Teaching Approaches in Graduate Political Science
Abstract
What kinds of Political Science programs excel in professional development of graduatestudents? This paper considers a fundamental way of improving professionaldevelopment in graduate programs without spending exorbitant amounts of moneyreinventing them. Rather, I offer an alternative through rethinking the structure ofgraduate seminars and what students are actually learning. Using data collected from adeliberate sample of 63 course syllabi as well as the 2000 National Doctoral ProgramSurvey this paper assesses professional development scores of graduate programs as afunction of the quality of graduate seminars in political science. The results illustrate apositive and significant relationship between what students are learning in their seminarsand professional development ratings of graduate programs, suggesting that one way ofimproving professional development opportunities in graduate programs is to improve thestructure and content of doctoral seminars. The remainder of the paper uses examplesfrom current course syllabi to make suggestions for integrating professional developmentinto graduate courses, fundamentally by incorporating theoretical approaches.
Mary BreedingPhD Candidate
Department of Government
American University, School of Public Affairs
4400 Massachusetts Ave, NW
Washington, DC 20007
mary.## email not listed ##
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Critical Transfers: Teaching Approaches in Graduate Political Science
Abstract
What kinds of Political Science programs excel in professional development of graduate
students? This paper considers a fundamental way of improving professional
development in graduate programs without spending exorbitant amounts of money
reinventing them. Rather, I offer an alternative through rethinking the structure of
graduate seminars and what students are actually learning. Using data collected from a
deliberate sample of 63 course syllabi as well as the 2000 National Doctoral Program
Survey this paper assesses professional development scores of graduate programs as a
function of the quality of graduate seminars in political science. The results illustrate a
positive and significant relationship between what students are learning in their seminars
and professional development ratings of graduate programs, suggesting that one way of
improving professional development opportunities in graduate programs is to improve the
structure and content of doctoral seminars. The remainder of the paper uses examples
from current course syllabi to make suggestions for integrating professional development
into graduate courses, fundamentally by incorporating theoretical approaches.
Mary Breeding
PhD Candidate
Department of Government
American University, School of Public Affairs
4400 Massachusetts Ave, NW
Washington, DC 20007
mary.## email not listed ##
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