Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University,…mehr
Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
edited by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Katherine Kearns, and Laura Plummer
Inhaltsangabe
Acknowledgments Introduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine Kearns I. My Teaching and My Identity, by Valerie Dean O'Loughlin 1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane 2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian 3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri 4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson 5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer 6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank 7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. Koke II. My Students and My Classroom, by Laura Plummer 8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang 9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni 10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein 11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest 12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia 13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado 14. Making Students Part of the Conversation, by Adam Coombs 15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen 16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane Wuensch III. My Teaching and My Field, by Jennifer Meta Robinson 17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle 18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton 19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber 20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez 21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe 22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco 23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo 24. Critical Thinking and Signature Pedagogies, by Mack Hagood IV. My Journey to My Postgraduate Life, by Katherine Kearns 25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen 26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer 27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter 28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing 29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche 30. There is No "Right" Road, by Lauren Miller Griffith 31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. Sullivan Epilogue Editor and Contributor Biographies Index
Acknowledgments Introduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine Kearns I. My Teaching and My Identity, by Valerie Dean O'Loughlin 1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane 2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian 3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri 4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson 5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer 6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank 7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. Koke II. My Students and My Classroom, by Laura Plummer 8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang 9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni 10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein 11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest 12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia 13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado 14. Making Students Part of the Conversation, by Adam Coombs 15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen 16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane Wuensch III. My Teaching and My Field, by Jennifer Meta Robinson 17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle 18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton 19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber 20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez 21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe 22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco 23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo 24. Critical Thinking and Signature Pedagogies, by Mack Hagood IV. My Journey to My Postgraduate Life, by Katherine Kearns 25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen 26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer 27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter 28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing 29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche 30. There is No "Right" Road, by Lauren Miller Griffith 31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. Sullivan Epilogue Editor and Contributor Biographies Index
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
