Teaching Gradually: Practical Pedagogy for Graduate Students, by Graduate Students PDF
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T “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 e Teaching teachers. Readers will find themselves returning regularly to this volume for field-tested a discussions of teaching contexts as varied as discussions, labs, field experiences, and undergraduate research, with a welcome and timely emphasis on diversity and inclusion.” c —Matt Kaplan, Executive Director, Center for Research on Learning and Teaching, h University of Michigan “An indispensable companion on the journey to becoming a professor ready to engage i Gradually n today’s students.” —Leo M. Lambert, President Emeritus and Professor, Elon University g “The example teaching practices and professional development approaches apply across the disciplines; and are made even more powerful coming from graduate student teachers G who understand that context best.” —Donna Ellis, Director of the Centre for Teaching Excellence at the University r of Waterloo a “I highly recommend this book to all graduate students who are eager to be d effective, stimulating, and innovative teachers.” —Ann E. Austin, University Distinguished Professor of Higher Education, u Practical Pedagogy Michigan State University a THE EDITORS l and Classroom Strategies l Kacie L. Armstrong holds a BA in Communication Studies and a BS in Psychology y from the University of Maryland, Baltimore County, an MA with Distinction in Film and for Graduate Students by Visual Studies from Queen’s University Belfast, and an MA and PhD in Psychology from Cornell University. She currently teaches Human Development at Regis University in A Graduate Students Denver, Colorado. r m Lauren A. Genova is an assistant professor in the Department of Chemistry and s Biochemistry at the University of Delaware. She holds an Honors BS Degree with t r Distinction in Chemistry from the University of Delaware and MS and PhD Degrees o G in Chemistry and Chemical Biology from Cornell University. n rg e John Wyatt Greenlee holds a BA in History from Hamilton College, MAs in Public e | Affairs (Park University), History (East Tennessee State University), and Medieval Studies n G l (Cornell University), and a PhD in Medieval Studies (Cornell University). A varied ee employment history includes a 3-year fellowship at Cornell’s Center for Teaching en Innovation. | o Edited by Sv aa Derina S. Samuel is the associate director for Graduate Student Development at the m Kacie L. Armstrong, Lauren A. Genova, Center for Teaching Innovation, Cornell University. u John Wyatt Greenlee, and e l Derina S. Samuel HIGHER EDUCATION | TEACHING GRADUATE EDUCATION Foreword by Mathew L. Ouellett 22883 Quicksilver Drive, Sterling, VA 20166-2019 www.Styluspub.com Cover design by Laura Augustine Design “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 “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 “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.” —Donna Ellis, Director of the Centre for Teaching Excellence at the University of Waterloo “I highly recommend this book to all graduate students who are eager to be effective, stimulating, and innovative teachers.” —Ann E. Austin, University Distinguished Professor of Higher Education, Michigan State University THE EDITORS 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. She currently teaches Human Development at Regis University in Denver, Colorado. 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. John Wyatt Greenlee holds a BA in History from Hamilton College, MAs in Public Affairs (Park University), History (East Tennessee State University), and Medieval Studies (Cornell University), and a PhD in Medieval Studies (Cornell University). A varied employment history includes a 3-year fellowship at Cornell’s Center for Teaching Innovation. Derina S. Samuel is the associate director for Graduate Student Development at the Center for Teaching Innovation, Cornell University. HIGHER EDUCATION | TEACHING GRADUATE EDUCATION 22883 Quicksilver Drive, Sterling, VA 20166-2019 www.Styluspub.com Cover design by Laura Augustine Design Advance Praise for Teaching Gradually “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 “The most important reform of graduate education over the past 3 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 “Teaching Gradually is a unique resource for graduate student instructors at all levels. In brief, highly readable chapters, the authors draw on the wis- dom 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 “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 00_Armstrong_FM.indd 1 18-08-2021 01:22:33 PM 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 00_Armstrong_FM.indd 2 18-08-2021 01:22:33 PM TEACHING GRADUALLY 00_Armstrong_FM.indd 1 18-08-2021 01:22:33 PM 00_Armstrong_FM.indd 2 18-08-2021 01:22:33 PM TEACHING GRADUALLY Practical Pedagogy and Classroom Strategies for Graduate Students by Graduate Students Edited by Kacie L. Armstrong, Lauren A. Genova, John Wyatt Greenlee, and Derina S. Samuel Foreword by Mathew L. Ouellett STERLING, VIRGINIA 00_Armstrong_FM.indd 3 18-08-2021 01:22:35 PM COPYRIGHT © 2021 BY STYLUS PUBLISHING, LLC. Published by Stylus Publishing, LLC. 22883 Quicksilver Drive Sterling, Virginia 20166-2019 All rights reserved. No part of this book may be reprinted or reproduced in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, recording, and information storage and retrieval, without permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Names: Armstrong, Kacie L., editor. Title: Teaching gradually: practical pedagogy and classroom strategies for graduate students, by graduate students / edited by Kacie L. Armstrong, Lauren A. Genova, John Wyatt Greenlee, and Derina S. Samuel; foreword by Mathew L. Ouellett. Description: Sterling, Virginia: Stylus Publishing, LLC, 2021. | Includes bibliographical references and index. | Summary: “This book offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training. 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”-- Provided by publisher. Identifiers: LCCN 2021039235 | ISBN 9781642671605 (hardback) | ISBN 9781642671612 (paperback) | ISBN 9781642671629 (adobe pdf) | ISBN 9781642671636 (ebook) Subjects: LCSH: Graduate teaching assistants--Training of--United States. | College teaching--United States. Classification: LCC LB2335.4 .T43 2021 | DDC 378.1/25--dc23 LC record available at https://lccn.loc.gov/2021039235 13-digit ISBN: 978-1-64267-160-5 (cloth) 13-digit ISBN: 978-1-64267-161-2 (paperback) 13-digit ISBN: 978-1-64267-162-9 (library networkable e-edition) 13-digit ISBN: 978-1-64267-163-6 (consumer e-edition) Printed in the United States of America All first editions printed on acid-free paper that meets the American National Standards Institute Z39-48 Standard. Bulk Purchases Quantity discounts are available for use in workshops and for staff development. Call 1-800-232-0223 First Edition, 2021 00_Armstrong_FM.indd 4 20-09-2021 12:17:05 PM This book is dedicated to all graduate student instructors, whose commitment to teaching and student success continues to inspire us. 00_Armstrong_FM.indd 5 18-08-2021 01:22:36 PM 00_Armstrong_FM.indd 6 18-08-2021 01:22:36 PM
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