Teaching Gradually

<p>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 </p> <p>Foreword—Mathew Ouellett Preface Introduction Part One. The Science Behind Learning 1. Opportunities and Precarities of Active Learning Approaches for Graduate Student Instructors — <i>Diana Rose Newby</i> 2. Introducing Metacognition (or Thinking About Your Thinking. in the Classroom — <i>Stephany Santos</i> 3. Teaching Students How to Effectively Take Notes — <i>Julia Nolte and Hamid B. Turker</i> 4. What Do They Already Know? Tackling Differences in Students' Prior Knowledge—<i>Aditya Anupam </i>Part Two. The Instructional Role of Graduate Student Instructors <i> Developing a Teaching Identity </i>5. The Not-So-Smooth Transition From Teaching Assistant to Instructor of Record — <i>Becky Tang</i> 6. Teaching Practices Advocating Against Gender Bias and Combatting Impostor Syndrome — <i>Sarah Klanderman and Reshma Menon</i> <i>Leading Discussions and Holding Office Hours </i>7. Using Deliberate Practice to Help Students Learn From Discussion — <i>Cory Davia </i>8. Standing-Room-Only Office Hour Strategies — <i>Rachel Bristol Conducting Lab Sessions </i>9. Supporting Inquiry and Inclusion in Science Labs —<i>Danny Doucette </i>10. An Innovative, Interactive Class Design for an Engineering Laboratory — <i>Amir Saeidi Navigating Studio-Based Pedagogy </i>11. Teaching History for the Studio. Engaging Studio-Based Students — <i>Athanasiou Geolas </i>12. Teaching Interdisciplinary Travel Studio Courses. Practical Experiences From the Urban Humanities —Jonathan Banfill <i>Serving as an Instructor of Record</i> 13. Creating New Courses Using Backward Design — <i>Jessica Kansky and Jessica Taggart </i>14. Teaching in the Moment. Lessons From Improv — <i>Alexander Bower</i> 15. The Power of Productive Struggle — <i>Arielle Grim-McNally </i> 16. Using Mastery Objective to Foster Inclusive Teaching — <i>Sean Colonna</i> 17. Making Groupwork Work — <i>Valentin B. Küchle and Jihye Hwang </i>18. Is This Above My Pay Grade? Turning a Cheating Scandal Into a Teaching Moment — <i>Dean Jordan</i> 19. Difficult Conversations in Class. How Not to Panic — <i>Kirsten Darby Smith </i><i>Incorporating Technology in the Classroom </i>20. Tackling the Challenges of the Online Classroom. Student Motivation and Active Learning — <i>Dana Simionescu </i>21. Facilitating Meaningful Interactions in Synchronous Online Courses — <i>Jack Ryan Sturm </i>22. Setting Digital Projects in Undergraduate Courses — <i>Krithika Vachali and John Wyatt Greenlee </i>Part Three. The Inclusive Classroom <i>Empowering All Learners </i>23. Building Rapport. How Active Learning Strategies Create Inclusivity in the First-Year Classroom — <i>Stephen Reaugh </i> 24. Transparent and Flexibile Teaching for the Inclusive Classroom — <i>Dana Mirsalis </i>25. UDL Practices. Contextual Difference and the Difference It Makes — <i>Maya Hey </i>26. Beyond Group Discussions. Differentiated Instruction in the College Writing Classroom —<i>Sara Lovett </i><i>Utilizing the Strength of a Diverse Classroom </i>27. Increasing Diversity, Decreasing Alienation. Teaching Liberal Arts Courses to Diverse Student Bodies — <i>Lindsey Peterson </i>28. Embracing the Value of Cultural Wealth From Underrepresented Groups — <i>Edgar Virguez </i><i>Overcoming Instructor Challenges </i>29. Renegotiating Power in Teaching and Learning. Feminist Pedagogical Practices for an Inclusive Composition Classroom — <i>Alex Brostoff and Marlena Gittleman </i>30. Making My Classroom Accessible for Me. Digital Practice as Inclusive Pedagogy — <i>Andrew Jenks </i>31. Positions in Communication. Creating Space for International Graduate Students and Teachers — <i>William Kingsland </i>Part Four. Assessment of Teaching and Learning 32. Engaging and Assessing Gen Z — <i>Alisha Nypaver </i>33. Reframing Learning Goals Through Assessment — <i>Rachana Bhave </i>34. Accretive Method. Feedback for Student Writing Growth — <i>Kailana Durnan and Ariel Martino</i> 35. What Is a Participation Grade? Inclusive Strategies for Engaging Students and Assessing Participation — <i>Valeria Bondura </i>Part Five. Research Skills for Students 26. Teaching Your Students How to Critically Read the Primary Literature — <i>Lauren A. Genova and Kacie L. Armstrong</i> 37. Multiple Modes of Learning, Multiple Means of Belonging. Special Collections and the Undergraduate Classroom — <i>Gina Marie Hurley</i> 38. Course-Based Undergraduate Research Experiences (CUREs). Scaffolding Research and Writing — <i>Lindsey Hendricks-Franco </i> Part Six. Professional Development and Reflection 39. Learning by Observing. The Art of an Effective Teaching Observation — <i>Zachary Domach </i>40. Mentoring Undergraduate Students — <i>Eugene Law </i>41. Queer Graduate Pedagogies. Destabilizing Power Binaries and Negotiating Authority — <i>Ruth Book and Alex Gatten</i> 42. Feedback. Why You Need It, How to Get It, and What to Do With It —<i>Emily Kerr </i>Index Editor and Contributors<i> </i><i> </i><i> </i></p>