BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Teaching Gradually

Practical Pedagogy for Graduate Students, by Graduate Students

Paperback
August 2021
9781642671612
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  • Publisher
    Stylus Publishing
  • ISBN 9781642671612
  • Language English
  • Pages 496 pp.
  • Size 6" x 9"
$32.50
Hardback
August 2021
9781642671605
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642671605
  • Language English
  • Pages 496 pp.
  • Size 6" x 9"
$135.00
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Library E-Books

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as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

August 2021
9781642671629
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642671629
  • Language English
  • Pages 496 pp.
  • Size 6" x 9"
$135.00
E-Book (ePub)
August 2021
9781642671636
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642671636
  • Language English
  • Pages 496 pp.
  • Size 6" x 9"
$32.50

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:

  1. Identify best teaching practices to enhance student learning
  2. Develop a plan to implement these strategies in their teaching
  3. Expand their conception of contexts in which teaching and learning can take place
  4. Evaluate and refine their approaches to fostering inclusion in and out of the classroom
  5. Assess student learning and the efficacy of their own teaching practices
  6. Practice professional self-reflection

 

Foreword—Mathew Ouellett
Preface
Introduction

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

Index
Editor and Contributors


 

Kacie L. Armstrong

Kacie L. Armstrong holds a BA in communication studies and a BS in psychology from the University of Maryland, Baltimore County, an MA with distinction in film and visual Studies from Queen’s University Belfast, and an MA and PhD in psychology from Cornell University. Her research focuses on face perception and the emotion of nostalgia. She currently teaches Human Development at Regis University in Denver, Colorado, where her teaching practices are grounded in civic engagement as she guides students in using the power of prose and dialogue to drive social change. Her dedication to innovative and inclusive teaching has been recognized through a Dean’s Prize for Distinguished Teaching at Cornell University and the Buttrick-Crippen Fellowship, which supported her in developing a new First-Year Writing Seminar entitled “Promoting Progress through Psychology.” Outside of academia, she enjoys hiking, writing, and hygge.

Lauren A. Genova

Lauren A. Genova is an assistant professor in the Department of Chemistry and Biochemistry at the University of Delaware. She holds an honors BS degree with distinction in chemistry from the University of Delaware and MS and PhD degrees in chemistry and chemical biology from Cornell University. In addition to conducting research in single-molecule biophysics, she is also trained in STEM education research. Over the years, she has facilitated learning in numerous capacities, ranging from instructing undergraduates to leading pedagogy workshops for graduate students, postdocs, and faculty. Her deep commitment to improving the educational experience of undergraduate students has motivated her to serve on chemistry curriculum and diversity committees at both her undergraduate and graduate institutions. She is passionate about using evidence-based teaching strategies to cultivate a welcoming and empowering learning environment for students from all backgrounds

John Wyatt Greenlee

John Wyatt Greenlee holds a BA in history from Hamilton College; master’s degrees in public affairs (Park University), history (East Tennessee State University), and medieval studies (Cornell University); and a PhD in medieval studies (Cornell University). He studies cartographic and spatial history, and  his current research examines the role of eels in medieval and early modern English cultural history. A varied employment history includes a stint with the Pete Seeger-founded quarterly publication Sing Out! Magazine, several summers as a white-water rafting guide, and a decade coaching collegiate volleyball. While at Cornell he was a Fellow with the Center for Teaching Innovation for three years, and he is particularly interested in kinetic learning techniques and pedagogical innovation as a way to improve students’ interaction with historical materials.

Derina S. Samuel

Derina S. Samuel is the associate director for graduate student development at the Center for Teaching Innovation, Cornell University. In this capacity, Derina provides leadership for a variety of graduate programs, including: the CTI Graduate Teaching Fellows Program and the Teaching Portfolio Program. Her teaching experience spans various institutions and courses. Most recently, she led the development and successful launch of a university-wide Online Orientation for new TAs, as well as a Teaching Guide designed as a resource for all Cornell University instructors. She holds a PhD in biochemistry and an MA in public administration from Syracuse University, and a BSc and MSc in Chemistry from the University of Zambia. Her research and teaching interests focus on supporting the professional development of graduate students and postdoctoral scholars.

Accessibility; Active Learning; Graduate Students; Intersectionality; Lectures; Pedagogy; Scholarship Of Teaching And Learning; Teaching Assistants