Fall 1995, 23.2

Special Issue: A forum on Doctoral Pedagogy



Bill Bolin and Peter Vandenberg Introduction: A Forum on Doctoral Pedagogy


Course Syllabi and Critical statements

Rosemary Winslow Catholic University of America
Thomas E. Recchio University of Connecticut
Donna Dunbar-Odom East Texas State University
Ruth M. Mirtz Florida State University
Lynee Lewis Gaillet Georgia State University
Heather Graves and Dana Harrington Illinois State University
C. Mark Hurlbert Indiana University of Pennsylvania
Helen Rothschild Ewald Iowa State University
Edwina L. Helton and Jeffrey Sommers Miami University (Ohio)
Kate Ronald, Joy Ritchie, and Robert Brooke University of Nebraska-Lincoln
Hephzibah Roskelly University of North Carolina at Greensboro
Kathleen Dixon University of North Dakota- Grand Forks
Joseph Harris University of Pittsburgh
Derek Owens Saint John's University
W. Ross Winterowd University of Southern California
Louise Wetherbee Phelps Syracuse University
Richard Marback Wayne State University 



Beth Burmester Doctoral Pedagogy as a Field of Inquiry: A Bibliography 
Roger Graves Teaching Composition Theory in Canada 
Louise Wetherbee Phelps Reproducing Composition and Rhetoric: The Intellectual Challenge of Doctoral Education