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Intro
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.
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.