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From Our Postdocs & Students

Teaching Graduate Students

March 28, 2024
Jamie Trost
a student in a blue University of Notre Dame Graduate School t-shirt talks with other students outdoors at Graduate School Orientation
Graduate pedagogy remains a neglected area of study, with the vast majority of instructors lacking in formal pedagogical training of any kind. The limited training available predominantly focuses on undergraduate teaching methods, overlooking the essential adjustments required for effective instruction at the graduate level. While good pedagogy remains relevant across all levels of education, teaching graduate students requires that educators recognize and adapt to the distinctive traits of graduate students. Their diverse needs, interests, and abilities set them apart from undergraduates in many ways.
 
In both graduate and undergraduate courses, educators can leverage techniques such as active engagement and the establishment of learning goals to maximize student learning and success. The below tips are applicable in any classroom:
  • Stray away from simply lecturing at your students and integrate active learning whenever possible.
  • Utilize in-class time wisely and remain adaptable.
  • Assess content knowledge that is directly meaningful to your students.
  • Periodically gauge student learning and intentionally adjust or revisit content as needed.
However, there are specific differences between the needs and requirements of graduate and undergraduate learners. When designing a course for graduate students, additional considerations come into play regarding community building, content relevance, assessment strategies, and policy development. Making adjustments to your course that address and embrace these considerations can help create an engaged environment tailored to graduate learners.
 

Belonging

In a study assessing graduate student perspectives on effective teaching, Hill (2014) emphasizes the importance of cultivating meaningful relationships with your students. By validating their experiences, demonstrating approachability and flexibility, and offering mentorship, you establish yourself as a valuable and accessible resource during this critical phase of their academic and professional development.
  • Graduate class sizes tend to be smaller than their undergraduate counterparts; take advantage of this opportunity to learn your students’ names, backgrounds, and unique interests.
  • Encourage your students to meet with you early on in the semester regarding their research interests and reasons for taking your course.
  • Provide your students with the agency to contribute to course content. When designing or revising your course, use student feedback to focus on what students want to learn and be transparent about adjustments you plan to make.

Community

The rigorous demands of graduate school often create a sense of isolation among students (Kalubi et al., 2020); take every opportunity you can to build and foster community in your classroom. It will greatly benefit the discourse, atmosphere, and engagement in your course (Janta, 2014).
  • Deliberately make space for collaboration and scholarly dialogue. Encourage respectful discussion and provide attention-grabbing conversation starters.
  • Consider allowing your students opportunities to independently present class materials, but remain at the ready to correct any potential mistakes. Teaching a course on literature? Assign groups of students to independently present on different literary movements or major works.
  • Encourage your students to form study groups and do your best to build a community of support in your class.

Content

It can typically be assumed that graduate students have a higher level of prior knowledge and intellectual maturity than undergraduate students, but you should also keep in mind that your graduate students are now likely developing focused and in-depth areas of research. Use this to your advantage when designing content for your course, and capitalize on opportunities for engagement and higher-level thinking.
  • Feel comfortable taking a deep-dive into course topics—your students will appreciate learning more about material that will directly benefit their academic journey.
  • Design content that is directly relevant to your students. In a course on quantitative methods in psychology, I make sure to include practice sets spanning a variety of my students’ interests (e.g., developmental psychology, cognitive neuroscience, clinical psychology).
  • Consider holding a guided debate to encourage your students to learn about current topics in your field (Moody-Corbett, 1996).
  • Encourage independence, but avoid expecting your graduate students to teach themselves.

Assessment

Graduate students take courses not to fulfill a college requirement, but to learn skills that will directly benefit their future careers. “Unless students have direct instruction in teaching and an opportunity to practice, they will often uncritically reproduce the teaching models they have experienced.” (Hill, 2014) You should remember that you are playing a large role in preparing your students for careers in academic or other professional fields. Thus, course assessments should focus on skill development in addition to rote retention.
  • In fields where retention is essential (e.g., nursing, law, etc.), use short, weekly, ungraded quizzes to make sure students are comprehending material.
  • Include assessments that center around critical thinking, content exploration, and application. For example, assign a project where students have to analyze a real-world engineering problem and propose innovative and practical solutions.
  • Remind yourself—and your students—that grades aren’t as important as they were in their undergraduate courses. It’s easy for students to quantify their success based on letter grades, but it’s much more rewarding and effective to highlight professional and personal growth during your course.
  • Incorporate opportunities for your students to practice professional skills and collaboration. Consider oral or group presentations, and design a final project that reflects skills necessary in your field (e.g., a short project proposal or article review)

Attendance

From the day they begin their graduate studies, students dive headfirst into a busy world full of time constraints and obligations. The thing is, rarely does the schedule of one graduate student align with the schedule of another. While it is expected that your students are able and willing to attend your course, flexibility can go a long way in fostering the independence and autonomy your students deserve. 
  • Encourage (but don’t require) attendance at every course meeting, approach student absences with understanding, and work with students to make up missed assignments (to an extent that makes sense in your context).
  • Provide effective opportunities for students to practice material and hone skills in their own time—they will use these skills later!
  • Share your Google Calendar (or use an app such as YouCanBookMe) to allow students to schedule individual or group appointments for office hours. 
By tailoring your teaching approach to accommodate the unique needs and aspirations of graduate students, you can create a more enriching and effective learning experience for everyone involved.
 

Additional Resources

Citations

Jamie Trost is a graduate associate at Notre Dame Learning’s Kaneb Center for Teaching Excellence and a Ph.D. candidate in the Department of Psychology at Notre Dame.