Outcomes assessment is necessary in higher education partly because it can counteract courseocentrism, the assumption teaching naturally occurs in isolated classrooms that leave teachers knowing little about one another and that leave students vulnerable to confusingly mixed messages as they go from course to course and subject to subject.

These four essays derive from presentations on a panel held at the CCCC Annual Convention in 2007.

English departments must work harder to include creative and critical courses, in part through experiments with pairing them.

Research Article| January 01 2001 Hidden Intellectualism Gerald Graff Gerald Graff Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 21–36. https://doi.org/10.1215/15314200-1-1-21 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Gerald Graff; Hidden Intellectualism. Pedagogy 1 January 2001; 1 (1): 21–36. doi: https://doi.org/10.1215/15314200-1-1-21 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Confronts the problem of applicants for admittance to graduate programs in the Humanities failing to have been told what would be wanted on their applications. Discusses helping students learn to explain their specialties to nonspecialists. Assumes that learning to summarize and “enter the conversations around one” is excellent rhetorical training regardless of the student’s profession.

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