Teaching Gradually

Paperback

Armstrong, Kacie L. , Genova, Lauren A. , Greenlee, John Wyatt 저자(글)

Routledge · 2021년 10월 01일

책 소개

A guide for anyone new to teaching and learning in higher education. Written for graduate student instructors, by graduate students with 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.

작가정보

저자(글) Armstrong, Kacie L.

Kacie L. Armstrong is a visiting assistant professor of psychology at Bowdoin College in Brunswick, Maine. She holds a BA in media and 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. As a researcher, her work focuses on face perception and the emotion of nostalgia. As an educator, 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 1st-year writing seminar titled "Promoting Progress Through Psychology." Outside of academia, she enjoys hiking, writing, and hygge.

저자(글) Genova, Lauren A.

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 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, postdoctoral students, 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.

저자(글) Greenlee, John Wyatt

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 3 years, and he is particularly interested in kinetic learning techniques and pedagogical innovation as a way to improve students' interaction with historical materials.

목차

• 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. Kuechle 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

기본정보

ISBN	9781642671612 ( 1642671614 )
발행(출시)일자	2021년 10월 01일
쪽수	330쪽
크기	155 * 229 * 23 mm / 431 g
총권수	1권
언어	영어