In June 2024, the American Academy of Religion’s Graduate Student Committee conducted a survey of student members to collect information about their experiences and struggles. The results, presented in a webinAAR on July 31, highlight significant concerns about the current state of graduate education. This open letter series is an extension of that presentation and aims to share the survey data with faculty members and administrators, offer insights into the challenges faced by graduate students, and provide practical steps for offering support. Graduate students are both the labor of our present and the future of our field – faculty must take the time to understand their struggles and support them in the ways they ask. This series, and the conversations we hope it starts, is an attempt to open a dialogue about how faculty can and should play a crucial role in the success of graduate students and to bring awareness to the unique challenges faced by so many current graduate students.
“Old methodologies and red tape are roadblocks to innovative research.”
In today’s rapidly evolving academic landscape, graduate students are increasingly vocal about the need for coursework that reflects the current realities and demands of both academia and the world beyond. They are navigating a scholarly environment that is no longer confined to traditional academic pathways, and they require the tools and flexibility to innovate and excel. However, many feel that the courses they take are still rooted in outdated practices, lacking in relevance to their future careers, whether inside or outside academia.
“I wish there was more room in the coursework for skills that aren’t directly tied to academia but are crucial for professional success.”
One student pointed out, “Old methodologies and red tape are roadblocks to innovative research.” This sentiment captures the frustration that many graduate students feel when faced with academic structures that seem resistant to change. For them, innovation is not just an academic buzzword; it is a necessity. They are eager to engage with coursework that allows them to think critically, experiment with new ideas, and push the boundaries of their fields. However, when the curriculum is overly rigid or steeped in tradition, it stifles their ability to do so. One student shared, “I wish there was more room in the coursework for skills that aren’t directly tied to academia but are crucial for professional success.” This sentiment is echoed by many who feel that the narrow focus of their coursework leaves them ill-prepared for careers both inside and outside the traditional academic path.
The message from graduate students is clear: they need coursework that is adaptable, relevant, and forward-thinking. By embracing these changes, faculty can help to create an academic environment that not only supports the success of their students but also fosters a culture of innovation and creativity. This means not just updating the curriculum but actively seeking student input and being willing to make adjustments based on their evolving needs. When students feel that their voices are heard and their educational experiences are valued, they are more likely to thrive both academically and professionally. It’s about creating a partnership between faculty and students, where both contribute to a dynamic and responsive learning environment.
Innovative assignments like digital or creative projects as well as practical assignments like syllabi creation, grant writing, or conference proposals are ways faculty can adjust their courses to serve the needs of the changing student landscape.
To better support graduate students, faculty members must adapt their courses to be more flexible and responsive to the changing needs of the students. This can be achieved by incorporating interdisciplinary approaches that allow students to draw connections across fields, and by encouraging the development of practical skills that can be applied both inside and outside of academia. For example, students may benefit from coursework that includes project management, communication, and data analysis – skills that are increasingly valuable in a wide range of careers. Innovative assignments like digital or creative projects as well as practical assignments like syllabi creation, grant writing, or conference proposals are ways faculty can adjust their courses to serve the needs of the changing student landscape.
Faculty can also support students by being open to non-traditional academic work. This might include incorporating new research methodologies, accepting alternative forms of assessment, or allowing students to pursue interdisciplinary projects that may not fit neatly into existing course structures. Offering internships for credit in a variety of settings within and beyond the university gives students the opportunity to bring the academic growth of coursework together with the practical skill-building that is required to succeed in a career. By doing so, faculty members can create a more inclusive and dynamic academic environment that encourages innovation and prepares students for the challenges of the modern world.
Resources for Faculty
Cassuto, Leonard. “Walking the Career Diversity Walk.” Chronicle of Higher Education, July 23, 2017. https://www.chronicle.com/article/Walking-the-Career-Diversity/240693
Cassuto, Leonard, and Robert Weisbuch. The New PhD: How to Build a Better Graduate Education. Baltimore: Johns Hopkins University Press, 2021.
Horinko, Leanne M., Jordan M. Reed, and James M. Van Wyck. The Reimagined PhD: Navigating 21st Century Humanities Education. New Brunswick: Rutgers University Press, 2021.
Markman, Kristina. “Preparing Students for Career Diversity: What Role Can Departments Play?” Perspectives, June 26, 2017. https://www.historians.org/publications-and-directories/perspectives-on-history/summer-2017/preparing-students-for-career-diversity-what-role-should-history-departments-play
Rogers, Katina L. Putting the Humanities PhD to Work: Thriving in and Beyond the Classroom. Durham: Duke University Press, 2020.
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