For my last semester of teaching this spring and as a prelude to retirement, I taught a graduate religion seminar. Except for a practicum on teaching higher education in the humanities, I had not taught a graduate class in 10 years. A combination of factors—including my stint as associate dean and my deference to my colleagues’ preferences—had kept me away. But perhaps most of all, I had focused on undergraduate teaching because of persistent doubts about the direction of graduate education in an era of few jobs.
