Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Editors’ Note

Editors’ Note Jennifer L. Holberg and Marcy Taylor In some ways, this issue has been over twenty years in the making. When we had our first thoughts of a journal, we were both graduate students, helping to administer our university’s writing program — and we lamented the dearth of attention to the scholarship of teaching, particularly that concerned with graduate preparation. As we were finishing graduate school, Pedagog y was born— a product of our experience in the 1990s and an emblem of our desire to see the profession transformed. The journal has always been committed to hearing voices from across the discipline — and at every professional level. That is certainly the case in this issue. In other ways, the cluster on graduate education in this issue is abso - lutely of the moment. The very week we went to press with this issue, the Modern Language Association published its “Report of the MLA Task Force on Doctoral Study in Modern Language and Literature” to much fanfare. The report’s executive summary could have been written by our authors: We are faced with an unsustainable reality: a median time to degree of around nine years for language and literature doctoral recipients http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Loading next page...
 
/lp/duke-university-press/editors-note-wbbM91Cals

References (1)

Copyright
© 2014 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2799084
Publisher site
See Article on Publisher Site

Abstract

Jennifer L. Holberg and Marcy Taylor In some ways, this issue has been over twenty years in the making. When we had our first thoughts of a journal, we were both graduate students, helping to administer our university’s writing program — and we lamented the dearth of attention to the scholarship of teaching, particularly that concerned with graduate preparation. As we were finishing graduate school, Pedagog y was born— a product of our experience in the 1990s and an emblem of our desire to see the profession transformed. The journal has always been committed to hearing voices from across the discipline — and at every professional level. That is certainly the case in this issue. In other ways, the cluster on graduate education in this issue is abso - lutely of the moment. The very week we went to press with this issue, the Modern Language Association published its “Report of the MLA Task Force on Doctoral Study in Modern Language and Literature” to much fanfare. The report’s executive summary could have been written by our authors: We are faced with an unsustainable reality: a median time to degree of around nine years for language and literature doctoral recipients

Journal

PedagogyDuke University Press

Published: Jan 1, 2015

There are no references for this article.