BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION
Practical Pedagogy for Graduate Students, by Graduate Students
- ISBN 9781642671612
- Language English
- Pages 496 pp.
- Size 6" x 9"
- ISBN 9781642671605
- Language English
- Pages 496 pp.
- Size 6" x 9"
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- ISBN 9781642671629
- Language English
- Pages 496 pp.
- Size 6" x 9"
Teaching Gradually is a guide for anyone new to teaching and learning in higher education. Written for graduate student instructors, by graduate students with substantive teaching experience, this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside them in the trenches, rather than from far behind the lines. Each author featured in this book was a graduate student at the time they wrote their contribution. Consequently, the following chapters give scope to a newer, diverse generation of educators who are closer in experience and professional age to the book’s intended audience. The tools, methods, and ideas discussed here are ones that the authors have found most useful in teaching today’s students. Each chapter offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training.
Overall, this book consists of 42 chapters written by 51 authors who speak from a vast array of backgrounds and viewpoints, and who represent a broad spectrum of experience spanning small, large, public, and private institutions of higher education. Each chapter offers targeted advice that speaks to the learning curve inherent to early-career teaching, while presenting tangible strategies that readers can leverage to address the dynamic professional landscape they inhabit. The contributors’ stories and reflections provide the context to build the reader’s confidence in trying new approaches in their his or her teaching.
This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab sessions, to those serving as the instructor of record for their own course. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching.
As a result of engaging with Teaching Gradually, readers will be able to:
- Identify best teaching practices to enhance student learning
- Develop a plan to implement these strategies in their teaching
- Expand their conception of contexts in which teaching and learning can take place
- Evaluate and refine their approaches to fostering inclusion in and out of the classroom
- Assess student learning and the efficacy of their own teaching practices
- Practice professional self-reflection
“The authors in this volume are generous in offering readers a seat in their classrooms. Their willingness to share their insights, innovative practices, perspectives on how best to promote learning, and useful 'hacks' will invigorate your teaching wherever you are in the career span.
What I find so persuasive about this volume is that it lifts the conversation on teaching development from a unidirectional expert-to-novice perspective to a side-by-side one of peers. And, by bringing together a wide array of contributors representing a range of institutions, they reshape the community from intra-institutional to inter-institutional membership.
The editors and authors of this volume are generally starting out now on their teaching careers and already deeply embrace the power of a community of teachers. The genesis of this collection came out of the values they found they shared as a graduate students and post-doctoral fellows preparing for their careers: curiosity about learning, mutual support, and shared love of teaching as they each experimented, innovated, and evolved. With this volume, they invite us to join this community, as well.
With this collection we move from others writing about the graduate student experience in learning to teach to hearing graduate student teaching assistants speaking for themselves. Together, they invite the reader into a collegial and generous dialogue that I believe will resonate with readers across disciplines, career stages, and institution types.”
Mathew L. Ouellett - Executive Director, Center for Teaching Innovation, Cornell University
"Teaching Gradually is a unique resource for graduate student instructors at all levels. In brief, highly readable chapters, the authors draw on the wisdom of their practice grounded in pedagogical research and the unique positionality of graduate students as teachers. Readers will find themselves returning regularly to this volume for field-tested discussions of teaching contexts as varied as discussions, labs, field experiences, and undergraduate research, with a welcome and timely emphasis on diversity and inclusion."Matt Kaplan - Executive Director, Center for Research on Learning and Teaching, University of Michigan
“The most important reform of graduate education over the past three decades has been the increased preparation of graduate students planning careers in the professoriate in the teaching and mentoring of undergraduate students. Both inspiring and practical, Teaching Gradually is a sophisticated work and evidence itself of how far the movement to prepare future faculty has progressed. This thoughtful, well-planned volume will be an indispensable companion on the journey to becoming a professor ready to engage today’s students.”Leo M. Lambert - President Emeritus and Professor, Elon University
"Grounded, engaging, and thorough! Teaching Gradually provides a plethora of evidence-based strategies for any new (or even seasoned) instructor. The example teaching practices and professional development approaches apply across the disciplines, and are made even more powerful coming from graduate student teachers who understand that context best. The diverse voices and chapter formats make for an interesting read. An excellent resource for a college teaching course or for supervisors to read with their graduate students. Thank you for this book!"Donna Ellis - Director of the Centre for Teaching Excellence at the University of Waterloo (Canada) and Past President of the Professional and Organizational Development (POD) Network
"Teaching Gradually is an exciting collection of essays about the theory and practice of teaching in higher education, written for graduate students (who are new to teaching) by other graduate students (who have become experienced teachers). The book includes 42 chapters addressing critically important teaching topics, ranging from ways to implement effective pedagogical practices relevant to a wide array of learners and contexts to assessment of student learning and strategies for self-reflection. As near-peers, the chapter authors speak directly from their various disciplinary perspectives, discussing what they know from theory, research, and practice, and providing specific practical examples from their own teaching experiences. I highly recommend this book to all graduate students who are eager to be effective, stimulating, and innovative teachers. This engaging and well-written book is filled with evidence-based strategies that will help teachers in higher education excel!"Ann E. Austin - University Distinguished Professor of Higher Education and Interim Dean, College of Education, Michigan State University
Part One: The Science Behind Learning
1) Opportunities and Precarities of Active Learning Approaches for Graduate Student Instructors — Diana Rose Newby
2) Introducing Metacognition (or Thinking About Your Thinking) in the Classroom — Stephany Santos
3) Teaching Students How to Effectively Take Notes — Julia Nolte and Hamid B. Turker
4) What Do They Already Know? Tackling Differences in Students' Prior Knowledge —Aditya Anupam
Part Two: The Instructional Role of Graduate Student Instructors
Developing a Teaching Identity
5) The Not-So-Smooth Transition From Teaching Assistant to Instructor of Record — Becky Tang
6) Teaching Practices Advocating Against Gender Bias and Combatting Impostor Syndrome — Sarah Klanderman and Reshma Menon
Leading Discussions and Holding Office Hours
7) Using Deliberate Practice to Help Students Learn From Discussion — Cory Davia
8) Standing-Room-Only Office Hour Strategies — Rachel Bristol
Conducting Lab Sessions
9) Supporting Inquiry and Inclusion in Science Labs —Danny Doucette
10) An Innovative, Interactive Class Design for an Engineering Laboratory — Amir Saeidi
Navigating Studio-Based Pedagogy
11) Teaching History for the Studio: Engaging Studio-Based Students — Athanasiou Geolas
12) Teaching Interdisciplinary Travel Studio Courses: Practical Experiences From the Urban Humanities —Jonathan Banfill
Serving as an Instructor of Record
13) Creating New Courses Using Backward Design — Jessica Kansky and Jessica Taggart
14) Teaching in the Moment: Lessons From Improv — Alexander Bower
15) The Power of Productive Struggle — Arielle Grim-McNally
16) Using Mastery Objective to Foster Inclusive Teaching — Sean Colonna
17) Making Groupwork Work — Valentin B. Küchle and Jihye Hwang
18) Is This Above My Pay Grade? Turning a Cheating Scandal Into a Teaching Moment — Dean Jordan
19) Difficult Conversations in Class: How Not to Panic — Kirsten Darby Smith
Incorporating Technology in the Classroom
20) Tackling the Challenges of the Online Classroom: Student Motivation and Active Learning — Dana Simionescu
21) Facilitating Meaningful Interactions in Synchronous Online Courses — Jack Ryan Sturm
22) Setting Digital Projects in Undergraduate Courses — Krithika Vachali and John Wyatt Greenlee
Part Three: The Inclusive Classroom
Empowering All Learners
23) Building Rapport: How Active Learning Strategies Create Inclusivity in the First-Year Classroom — Stephen Reaugh
24) Transparent and Flexibile Teaching for the Inclusive Classroom — Dana Mirsalis
25) UDL Practices: Contextual Difference and the Difference It Makes — Maya Hey
26) Beyond Group Discussions: Differentiated Instruction in the College Writing Classroom —Sara Lovett
Utilizing the Strength of a Diverse Classroom
27) Increasing Diversity, Decreasing Alienation: Teaching Liberal Arts Courses to Diverse Student Bodies — Lindsey Peterson
28) Embracing the Value of Cultural Wealth From Underrepresented Groups — Edgar Virguez
Overcoming Instructor Challenges
29) Renegotiating Power in Teaching and Learning: Feminist Pedagogical Practices for an Inclusive Composition Classroom — Alex Brostoff and Marlena Gittleman
30) Making My Classroom Accessible for Me: Digital Practice as Inclusive Pedagogy — Andrew Jenks
31) Positions in Communication: Creating Space for International Graduate Students and Teachers — William Kingsland
Part Four: Assessment of Teaching and Learning
32) Engaging and Assessing Gen Z — Alisha Nypaver
33) Reframing Learning Goals Through Assessment — Rachana Bhave
34) Accretive Method: Feedback for Student Writing Growth — Kailana Durnan and Ariel Martino
35) What Is a Participation Grade? Inclusive Strategies for Engaging Students and Assessing Participation — Valeria Bondura
Part Five: Research Skills for Students
26) Teaching Your Students How to Critically Read the Primary Literature — Lauren A. Genova and Kacie L. Armstrong
37) Multiple Modes of Learning, Multiple Means of Belonging: Special Collections and the Undergraduate Classroom — Gina Marie Hurley
38) Course-Based Undergraduate Research Experiences (CUREs): Scaffolding Research and Writing — Lindsey Hendricks-Franco
Part Six: Professional Development and Reflection
39) Learning by Observing: The Art of an Effective Teaching Observation — Zachary Domach
40) Mentoring Undergraduate Students — Eugene Law
41) Queer Graduate Pedagogies: Destabilizing Power Binaries and Negotiating Authority — Ruth Book and Alex Gatten
42) Feedback: Why You Need It, How to Get It, and What to Do With It —Emily Kerr
Editor and Contributors