Description
Book SynopsisTrade Review"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison
"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University
"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning
"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins College
Table of ContentsAcknowledgments
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
