Table Of ContentT
“In brief, highly readable chapters, the authors draw on the wisdom of their practice
grounded in pedagogical research and the unique positionality of graduate students as e
Teaching
teachers. Readers will find themselves returning regularly to this volume for field-tested
a
discussions of teaching contexts as varied as discussions, labs, field experiences, and
undergraduate research, with a welcome and timely emphasis on diversity and inclusion.” c
—Matt Kaplan, Executive Director, Center for Research on Learning and Teaching,
h
University of Michigan
“An indispensable companion on the journey to becoming a professor ready to engage i Gradually
n
today’s students.”
—Leo M. Lambert, President Emeritus and Professor, Elon University
g
“The example teaching practices and professional development approaches apply across
the disciplines; and are made even more powerful coming from graduate student teachers G
who understand that context best.”
—Donna Ellis, Director of the Centre for Teaching Excellence at the University
r
of Waterloo
a
“I highly recommend this book to all graduate students who are eager to be
d
effective, stimulating, and innovative teachers.”
—Ann E. Austin, University Distinguished Professor of Higher Education, u Practical Pedagogy
Michigan State University
a
THE EDITORS l and Classroom Strategies
l
Kacie L. Armstrong holds a BA in Communication Studies and a BS in Psychology y
from the University of Maryland, Baltimore County, an MA with Distinction in Film and for Graduate Students by
Visual Studies from Queen’s University Belfast, and an MA and PhD in Psychology from
Cornell University. She currently teaches Human Development at Regis University in A Graduate Students
Denver, Colorado. r
m
Lauren A. Genova is an assistant professor in the Department of Chemistry and
s
Biochemistry at the University of Delaware. She holds an Honors BS Degree with t
r
Distinction in Chemistry from the University of Delaware and MS and PhD Degrees o
G
in Chemistry and Chemical Biology from Cornell University. n
rg
e
John Wyatt Greenlee holds a BA in History from Hamilton College, MAs in Public e |
Affairs (Park University), History (East Tennessee State University), and Medieval Studies n G
l
(Cornell University), and a PhD in Medieval Studies (Cornell University). A varied ee
employment history includes a 3-year fellowship at Cornell’s Center for Teaching en
Innovation. | o Edited by
Sv
aa
Derina S. Samuel is the associate director for Graduate Student Development at the m Kacie L. Armstrong, Lauren A. Genova,
Center for Teaching Innovation, Cornell University.
u
John Wyatt Greenlee, and
e
l
Derina S. Samuel
HIGHER EDUCATION | TEACHING
GRADUATE EDUCATION
Foreword by
Mathew L. Ouellett
22883 Quicksilver Drive, Sterling, VA 20166-2019
www.Styluspub.com
Cover design by Laura Augustine Design
“In brief, highly readable chapters, the authors draw on the wisdom of their practice
grounded in pedagogical research and the unique positionality of graduate students as
teachers. Readers will find themselves returning regularly to this volume for field-tested
discussions of teaching contexts as varied as discussions, labs, field experiences, and
undergraduate research, with a welcome and timely emphasis on diversity and inclusion.”
—Matt Kaplan, Executive Director, Center for Research on Learning and Teaching,
University of Michigan
“An indispensable companion on the journey to becoming a professor ready to engage
today’s students.”
—Leo M. Lambert, President Emeritus and Professor, Elon University
“The example teaching practices and professional development approaches apply across
the disciplines; and are made even more powerful coming from graduate student teachers
who understand that context best.”
—Donna Ellis, Director of the Centre for Teaching Excellence at the University
of Waterloo
“I highly recommend this book to all graduate students who are eager to be
effective, stimulating, and innovative teachers.”
—Ann E. Austin, University Distinguished Professor of Higher Education,
Michigan State University
THE EDITORS
Kacie L. Armstrong holds a BA in Communication Studies and a BS in Psychology
from the University of Maryland, Baltimore County, an MA with Distinction in Film and
Visual Studies from Queen’s University Belfast, and an MA and PhD in Psychology from
Cornell University. She currently teaches Human Development at Regis University in
Denver, Colorado.
Lauren A. Genova is an assistant professor in the Department of Chemistry and
Biochemistry at the University of Delaware. She holds an Honors BS Degree with
Distinction in Chemistry from the University of Delaware and MS and PhD Degrees
in Chemistry and Chemical Biology from Cornell University.
John Wyatt Greenlee holds a BA in History from Hamilton College, MAs in Public
Affairs (Park University), History (East Tennessee State University), and Medieval Studies
(Cornell University), and a PhD in Medieval Studies (Cornell University). A varied
employment history includes a 3-year fellowship at Cornell’s Center for Teaching
Innovation.
Derina S. Samuel is the associate director for Graduate Student Development at the
Center for Teaching Innovation, Cornell University.
HIGHER EDUCATION | TEACHING
GRADUATE EDUCATION
22883 Quicksilver Drive, Sterling, VA 20166-2019
www.Styluspub.com
Cover design by Laura Augustine Design
Advance Praise for
Teaching Gradually
“Teaching Gradually is an exciting collection of essays about the theory and
practice of teaching in higher education, written for graduate students (who
are new to teaching) by other graduate students (who have become experienced
teachers). The book includes 42 chapters addressing critically important
teaching topics, ranging from ways to implement effective pedagogical
practices relevant to a wide array of learners and contexts to assessment of
student learning and strategies for self-reflection. As near-peers, the chapter
authors speak directly from their various disciplinary perspectives, discussing
what they know from theory, research, and practice, and providing specific
practical examples from their own teaching experiences. I highly recommend
this book to all graduate students who are eager to be effective, stimulating,
and innovative teachers. This engaging and well-written book is filled with
evidence-based strategies that will help teachers in higher education excel!”
—Ann E. Austin, University Distinguished Professor of Higher Education and
Interim Dean, College of Education, Michigan State University
“The most important reform of graduate education over the past 3 decades
has been the increased preparation of graduate students planning careers in
the professoriate in the teaching and mentoring of undergraduate students.
Both inspiring and practical, Teaching Gradually is a sophisticated work
and evidence itself of how far the movement to prepare future faculty has
progressed. This thoughtful, well-planned volume will be an indispensable
companion on the journey to becoming a professor ready to engage today’s
students.”—Leo M. Lambert, President Emeritus and Professor, Elon University
“Teaching Gradually is a unique resource for graduate student instructors
at all levels. In brief, highly readable chapters, the authors draw on the wis-
dom of their practice grounded in pedagogical research and the unique
positionality of graduate students as teachers. Readers will find themselves
returning regularly to this volume for field-tested discussions of teaching
contexts as varied as discussions, labs, field experiences, and undergraduate
research, with a welcome and timely emphasis on diversity and inclusion.”
—Matt Kaplan, Executive Director, Center for Research on Learning and
Teaching, University of Michigan
“Grounded, engaging, and thorough! Teaching Gradually provides a plethora
of evidence-based strategies for any new (or even seasoned) instructor.
The example teaching practices and professional development approaches
00_Armstrong_FM.indd 1 18-08-2021 01:22:33 PM
apply across the disciplines and are made even more powerful coming from
graduate student teachers who understand that context best. The diverse
voices and chapter formats make for an interesting read. An excellent resource
for a college teaching course or for supervisors to read with their graduate
students. Thank you for this book!”—Donna Ellis, Director of the Centre for
Teaching Excellence at the University of Waterloo (Canada) and Past President of
the Professional and Organizational Development (POD) Network
00_Armstrong_FM.indd 2 18-08-2021 01:22:33 PM
TEACHING GRADUALLY
00_Armstrong_FM.indd 1 18-08-2021 01:22:33 PM
00_Armstrong_FM.indd 2 18-08-2021 01:22:33 PM
TEACHING GRADUALLY
Practical Pedagogy and Classroom Strategies for
Graduate Students by Graduate Students
Edited by Kacie L. Armstrong,
Lauren A. Genova, John Wyatt Greenlee,
and Derina S. Samuel
Foreword by Mathew L. Ouellett
STERLING, VIRGINIA
00_Armstrong_FM.indd 3 18-08-2021 01:22:35 PM
COPYRIGHT © 2021 BY STYLUS PUBLISHING, LLC.
Published by Stylus Publishing, LLC.
22883 Quicksilver Drive
Sterling, Virginia 20166-2019
All rights reserved. No part of this book may be reprinted or
reproduced in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying,
recording, and information storage and retrieval, without
permission in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
Names: Armstrong, Kacie L., editor.
Title: Teaching gradually: practical pedagogy and classroom
strategies for graduate students, by graduate students / edited by
Kacie L. Armstrong, Lauren A. Genova, John Wyatt Greenlee,
and Derina S. Samuel; foreword by Mathew L. Ouellett.
Description: Sterling, Virginia: Stylus Publishing, LLC, 2021.
| Includes bibliographical references and index. | Summary:
“This book offers a variety of strategies for successful classroom
practices that are often not explicitly covered in graduate
training. 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”-- Provided by
publisher.
Identifiers: LCCN 2021039235 | ISBN 9781642671605
(hardback) | ISBN 9781642671612 (paperback) | ISBN
9781642671629 (adobe pdf) | ISBN 9781642671636 (ebook)
Subjects: LCSH: Graduate teaching assistants--Training of--United
States. | College teaching--United States.
Classification: LCC LB2335.4 .T43 2021 | DDC 378.1/25--dc23
LC record available at https://lccn.loc.gov/2021039235
13-digit ISBN: 978-1-64267-160-5 (cloth)
13-digit ISBN: 978-1-64267-161-2 (paperback)
13-digit ISBN: 978-1-64267-162-9 (library networkable e-edition)
13-digit ISBN: 978-1-64267-163-6 (consumer e-edition)
Printed in the United States of America
All first editions printed on acid-free paper
that meets the American National Standards Institute
Z39-48 Standard.
Bulk Purchases
Quantity discounts are available for use in workshops and
for staff development.
Call 1-800-232-0223
First Edition, 2021
00_Armstrong_FM.indd 4 20-09-2021 12:17:05 PM
This book is dedicated to all graduate student instructors,
whose commitment to teaching and student success
continues to inspire us.
00_Armstrong_FM.indd 5 18-08-2021 01:22:36 PM
00_Armstrong_FM.indd 6 18-08-2021 01:22:36 PM
