Teaching Grad ually 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 Grad ually, 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

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Yes, you can access Teaching Gradually by Kacie L. Armstrong, Lauren A. Genova, John Wyatt Greenlee, Derina S. Samuel in PDF and/or ePUB format, as well as other popular books in Education & Education Theory & Practice. We have over one million books available in our catalogue for you to explore.

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Education Theory & Practice

Teaching Gradually: Practical Pedagogy and Classroom Strategies forGraduate Students by Graduate Students
Table of Contents
Foreword
Introduction
PART ONE: The Science Behind Learning
Chapter 1: Opportunities and Precarities of Active Learning Approaches for Graduate Student Instructors
Chapter 2: Introducing Metacognition (or Thinking About Your Thinking) in the Classroom
Chapter 3: Teaching Students How to Effectively Take Notes
Chapter 4: What Do They Already Know? Tackling Differences in Students' Prior Knowledge
PART TWO: The Varied Roles of Graduate Student Instructors
DEVELOPING A TEACHING IDENTITY
Chapter 5: The Not-So-Smooth Transition from Teaching Assistant to Instructor of Record
Chapter 6: Teaching Practices Advocating Against Gender Bias and Combating Imposter Syndrome
LEADING DISCUSSIONS AND HOLDING OFFICE HOURS
Chapter 7: Using Deliberate Practice to Help Students Learn from Discussion
Chapter 8: Standing Room Only Office Hour Strategies
CONDUCTING LAB SESSIONS
Chapter 9: Supporting Inquiry and Inclusion in Science Labs
Chapter 10: An Innovative, Interactive Class Design for an Engineering Laboratory
NAVIGATING STUDIO-BASED PEDAGOGY
Chapter 11: Teaching History with Studio-Based Students
Chapter 12: Teaching Interdisciplinary Travel Studio Courses
SERVING AS AN INSTRUCTOR OF RECORD
Chapter 13: Creating New Course Using Backward Design
Chapter 14: Teaching in the Moment
Chapter 15: The Power of Productive Struggle
Chapter 16: Using Mastery Objectives to Foster Inclusive Teaching
Chapter 17: Making Group Work Work
Chapter 18: Is This Above My Pay Grade?
Chapter 19: Difficult Coversations in Class
INCORPORATING TECHNOLOGY IN THE CLASSROOM
Chapter 20: Tackling the Challenges of the Online Classroom
Chapter 21: Facilitaing Meaningful Interactions in Synchronous Online Courses
Chapter 22: Setting Digital Projects in Undergraduate Courses
Appendix 22A: Digital Project Design Guide
PART THREE: The Inclusive Classroom
EMPOWERING ALL LEARNERS
Chapter 23: Building Rapport
Chapter 24: Transparent and Flexible Teaching for the Inclusive Classroom
Chapter 25: Universal Design for Learning Practices
Chapter 26: Beyond Group Discussions
UTILIZING THE STRENGTH OF A DIVERSE CLASSROOM
Chapter 27: Increasing Diversity, Decreasing Alienation
Chapter 28: Embracing the Value of Cultural Wealth from Underrepresented Groups
NEGOTIATING INSTRUCTOR IDENTITY
Chapter 29: Positions in Communication
Chapter 30: Making My Classroom Accessible for Me
Chapter 31: Renegotiating Power in Teaching and Learning
PART FOUR: Assessment of Teaching and Learning
Chapter 32: Engaging and Assessing Gen Z
Chapter 33: Reframing Learning Goals Through Assessment
Chapter 34: Accretive Method: Feedback for Student Writing Growth
Chapter 35: What is a Participation Grade?
PART FIVE: Research Skills for Students
Chapter 36: Teaching Your Students How to Critically Read the Primary Literature
Chapter 37: Multiple Modes of Learning, Multiple Means of Belonging
Chapter 38: Course-Based Undergraduate Research Experiences (CURES)
PART SIX: Professional Development and Reflection
Chapter 39: Learning by Observing
Chapter 40: Mentoring Undergraduate Students
Chapter 41: Queer Graduate Pedagogies
Chapter 42: Feedback
About the Editors and Contributors
Index

About this book

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Table of contents