Will Baude ponders the procedure of assigning students to discussion sections. My gut reaction is: “don’t have discussion sections”—none of the political science courses I ever took had them, and I’m not really all that sure they add much value for anyone involved in the process. I suppose they provide a way to get grad students some teaching experience to slap on the vita without having to give them the responsibility of teaching a real course and running the risk that their first outing will be an unmitigated disaster.

Such things do happen, mind you, but I’d rather grad students crash and burn during a lecture early in their careers rather than emerging from school with zero experience besides asking ten undergrads to discuss their feelings about Plato’s allegory of the cave*—and then crashing and burning repeatedly on their way to being unceremoniously canned at their third-year review.

By the way, my recommended procedure is to have the discussion sections listed separately in the schedule of classes (or, as a bookkeeping exercise, each lecture-discussion combo is considered a separate course even though the lectures all meet at the same place), so students sign up for them directly. This neatly avoids the issue of schedule conflicts since, if the scheduling program is doing its job, there won’t be any.