Abstract

Against the background of available pedagogical advice, this article describes the challenges faced and innovations undertaken in a large lecture-discussion literature class for nonmajor undergraduates. The professor and graduate teachers found the task fraught with problems but also fertile in possibilities for improving undergraduate literacy and pedagogical skills and techniques.

Journal
Pedagogy
Published
2016-04-01
DOI
10.1215/15314200-3435852
Open Access
Closed