The authors invite English studies faculty to reconsider traditional graduate seminar pedagogies in light of the changing academy and evolving professional identities. Recommendations include balancing currently conventional methods that may emphasize lecturing, content coverage, or scholarly production with a workshop-style focus on writing, teaching, and metacognition. Examples from several graduate classroom experiences are provided.

This program profile examines the storied and conflicted five-decade genealogy of the Stony Brook University writing program. From the points of view of former administrators of this program who were faculty members during two of its most significant transitional periods, the authors make a case for the utmost importance of faculty community and reflectiveness, discourse-empowered advocacy, and shared governance to the well-being of postsecondary writing programs. In this context, the profile maintains a particular focus on disciplinary identity formation, including its effects on curriculum, working conditions, and placement and assessment practices.