This contribution introduces three articles on the pedagogy of literature and German Studies.

Aimed at Ph.D. programs in German, this article offers a broad framework to discuss the urgent issues facing our programs to stem the tide of (possible or even likely) disinvestment in German in times of fiscal hardship. Many conversations on suitable reforms tend to be held separately by different stakeholders – teaching‐focused faculty or language directors and research‐focused faculty or graduate directors respectively. This article proposes to tackle reforms in undergraduate and graduate education in tandem, as we enhance undergraduate programs and socialize our graduate students in this student‐focused effort in the hope of stimulating more ideas and concrete individualized plans to strengthen programs within their specific institutional contexts. The focus for the readership of Die Unterrichtspraxis is on improving undergraduate education coupled with robust cocurricular activities and on educating graduate students by emphasizing graduate students' role as teachers within the institutional learning environment. The other dimension is to build strong competencies in (educational) technology and digital literacy for both undergraduate and graduate students. In their role as future faculty members, graduate students will be the stewards of ongoing holistic reform that dynamically and nimbly adjusts to changing geopolitical and market conditions facing German.

Graduate education is a critical mission of Research I universities. In light of the increased attention paid to languages, to assessment, and to the search for new models for teaching and learning in German Departments, a reexamination of how we train our students is called for. A graduate experience that does not compartmentalize too rigorously between training in Second Language Studies and Literary and Cultural Studies, but instead offers a more holistic education might serve our profession better in the long run. This position piece and its parallel contribution in the Spring 2008 issue of The German Quarterly provide some considerations for rethinking German graduate education.

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