"As a new faculty member, the prospect of teaching graduate students filled me with excitement and trepidation. I was excited because I hoped the level of discourse would be higher and the worry about grades would be lower. I was anxious because graduate students would be less satisfied with some of the oversimplified answers we might provide an undergraduate, and the necessity of intellectual backpedalling might seem to indicate I didn't know the 'right answer.'

"Teaching junior colleagues is just as rewarding and difficult as I imagined. I now view the act of teaching graduate students as an act of cognitive apprenticeship. I ask students to look at their own reasoning about research and compare it to my own. I can say we have all learned a few things."

–Paul Atchley