This is a snapshot of project information archived on 2 September 2022. Please contact the project team for most recent updates.
Teaching in the University: Learning from Graduate Students and Early Career Faculty
Subject: Post-secondary Education
Book Language: English
Audience: Graduate Teaching Assistants and Early Career Faculty
Book Cover: https://libapps.s3.amazonaws.com/accounts/889/images/Cover-TeachingInTheUniversity2.JPG
Created date: November 4, 2019
Updated date: May 31, 2022
Target Release Date: 2022-03-02
License:
- Attribution
- Non-Commercial
Needs:
- Adopters
- Followers
Description:
We published in March 2022! Take a look at our book here:
https://doi.org/10.21061/universityteaching
!
Purpose of the textbook
Traditional doctoral education programs have historically emphasized preparation for
research and scholarly publications, and for outreach. However, to some extent, many
candidates who complete doctoral programs have minimal preparation and training in
formal teaching. The primary objective of this book is to provide a resource for graduate
teaching assistants who are looking for practical strategies and guidance as they begin
their careers as postsecondary STEM educators. The text will be designed to address a
comprehensive list of topics to support the professional development of new faculty,
recognizing that those holding academic faculty positions within a college or university
are expected to be active in teaching, discovery, and outreach.
Summary description of the potential authors
Authors of this text have had a unique experience as part of a three-year, college-wide
program designed to prepare interested doctoral students for a rewarding academic
career. The program is designed to support the professional development of new
faculty, recognizing that those holding academic faculty positions within a college or
university are expected to be active in teaching, discovery, and outreach. The alumni
and scholars of the program have worked collectively to gather resources and
implement educational practices in the diverse set of courses they taught in during their
three years in the program. Now as new faculty at a variety of postsecondary institutions
across the United States, these early-career educators bring their insights and real-world teaching experiences, embedded in contemporary teaching and learning theory,
to their contributions to this text.
What is this resource?
This text will be a collection of chapters and vignettes intended to provide practical
insight into the challenges and opportunities of teaching at the postsecondary level. It is
anticipated that the vignettes will provide examples of different STEM (agriculture and
life science) contexts in which the principles of the topic chapters are applied. We
expect that the vignettes will be written by different authors than the chapters, therefore
broadening the scope of content areas represented by the authors of the texts.
The uniqueness of this text - written by current and recent graduate students for
an audience of current graduate students and early career faculty.
Proposed outcomes
● Support future STEM faculty in their efforts to engage in student-centered
teaching practices that create inclusive postsecondary classrooms
● Support improved the preparation of new faculty to engage in community
education and outreach as part of their professional responsibilities.
● Support graduate students preparing to apply and interview for faculty positions
with teaching appointments.
Short Description:
Teaching in the University: Learning from Graduate Students and Early Career Faculty
provides insight and strategies for successful teaching, advising, and mentoring postsecondary students. In particular, the authors offer support and encouragement for implementing student-centered teaching practices relevant to college classrooms. This book is designed for new university teaching faculty and graduate teaching assistants looking for innovative teaching resources.
We published in March 2022! Take a look at our book here:
https://doi.org/10.21061/universityteaching
!
Outline
Preparing and Identifying Teaching Materials
A. Creating Quality Content
B. Identifying Useful Resources
C. Translating your knowledge to student-level
D. Accessibility (ADA compliance) in media/powerpoint resources
Classroom Teaching Strategies
A. Student-Centered Teaching practices
B. Teaching Science as it is relevant to real-world experiences
C. Teaching science so as to be culturally relevant
D. Designing relevant hands-on applications to reinforce course content
E. Developing relationships with students
F. Integrating new teaching technology into a course
G. Classroom Management - use of technology by students in a class, students question and challenge
Inclusive Teaching practices
A. Teaching for all of the diverse students in the classroom
B. Accommodations, ADA compliance
Laboratory and Field-based Teaching
A. Making connections to the classroom instruction
B. How do you teach while standing in the middle of a field, a greenhouse, or
another non-classroom context?
C. Accessibility and Accommodation issues in the lab setting
Teaching Undergraduate Research
A. Mentoring undergraduate researchers
B. Designing undergrad projects
C. Teaching an undergrad research course
Extension/Outreach Community based teaching
A. Teaching community-based programs
B. Applying research to community programs
C. The intersection of teaching, research, and Extension: Land-grant faculty expectations
Teaching as an International Student
A. Overcoming communication challenges
B. Teaching in another culture
Documentation of teaching
A. Assistantship teaching as a graduate student
B. Student evaluations of teaching
C. Teaching philosophy
D. Advising philosophy
E. Diversity Statement
Preparing for the Faculty Interview
A. The Faculty CV and Cover Letter
B. The Interview Process
C. Negotiations