Abstract

Designing a successful graduate seminar should account for more than just the content to be conveyed and the completion of the standard seminar paper. This article dissects the seminar structure, revealing some of what is obscured by the “hidden curriculum” of graduate education, with an eye toward transforming the climate in philosophy. I begin with a brief review of literature on graduate teaching and inclusive teaching in philosophy. I then examine four components of a typical graduate seminar: the faculty instructor of graduate courses, the graduate students themselves, the material selection, and the course requirements. Reflecting on the graduate seminar compels revisiting learning goals, ensuring inclusivity and accessibility, and adopting a more intentional approach to graduate course design that ties course goals to specific activities and assessments for the life of the professional philosopher.