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Teaching Doctoral Courses in Fall: Thematic Conversations

Teaching support

Teaching a doctoral seminar is different from teaching at any other level in higher education. Doctoral courses require a deep engagement with ideas, grounded in rigorous reading and writing, supported by a diverse community of learners.

As we look towards the fall semester, there is significant uncertainty around how exactly doctoral classes will play out. For instance, as the note from the provost indicated, students may not choose to come to campus, or may not be able to, due to ongoing travel restrictions, or a variety of other situations and contexts. This means that each of us teaching in fall needs to be prepared for a range of alternatives, face to face, online, blended, hybrid and hyflex.

We hosted a series of peer-to-peer learning conversations, focused particularly on Teaching at the doctoral level. These conversations were led by MLFTC faculty, who shared their experience in designing and teaching doctoral level courses online or in blended formats. Session recordings are available below, and a summary of the series can be found in this blog post by Leigh Wolf, as well as a shared document of resources that were shared throughout the week.

June 22, 2020

How might we improvise and carry out individualized, responsive teaching, at the doctoral level, online?

Presented by Leigh Wolf

June 23, 2020

How might we build an intellectual community in an online doctoral seminar?

Presented by Erin Rotheram-Fuller and Leigh Wolf

June 24, 2020

How might we utilize the best of synchronous or asynchronous (or some combination thereof) in a doctoral seminar?

Presented by Punya Mishra

June 25, 2020

How might we translate and modify in-class activities and field experiences in an online doctoral seminar?

Presented by Ray Buss

June 26, 2020

How might we create intentional interdisciplinary collaborations among faculty and students across doctoral courses?

Presented by Mirka Koro