000			05365nam a2200373 i 4500
001			OTLid0000795
003			MnU
005			20241120064020.0
006			m o d s
007			cr
008			191119s2022 mnu o 0 0 eng d
040			_aMnU _beng _cMnU
050		4	_aLC980
245	0	0	_aTeaching in the University _bLearning from Graduate Students and Early Career Faculty _cDonna Westfall-Rudd
264		2	_aMinneapolis, MN _bOpen Textbook Library
264		1	_aVirginia Tech College of Agriculture and Life Sciences, Blacksburg, VA _bVirginia Tech Publishing _c[2022]
264		4	_c©2022.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aOpen textbook library.
505	0		_aCh 1: Relational Learning: Creating a “Working Alliance” in the Classroom -- -- VIGNETTE: Supporting International Graduate Teaching Assistants -- Ch 2: Authenticity -- -- VIGNETTE: Structure and Organization to Facilitate Learning in My Large Class During the COVID-19 Pandemic -- Ch 3: Indigenizing Your Classroom: A Practice in Inclusion Pedagogy -- Ch 4: Teaching Practices for Student-Centered Learning Online -- Ch 5: Technology Makes It Easier -- -- VIGNETTE: No really, I don’t have internet -- Ch 6. Fun Fridays: Incorporating Hands-on Learning into Lecture Courses -- Ch 7: Using Grade Appeals as a Learning Tool -- -- VIGNETTE: Does "Fairness" Get in the Way of Learning and Equity? -- Ch 8: How to Oversee a Laboratory Course Taught by Teaching Assistants: Experiences in the Lab and Field -- -- VIGNETTE: Use of Personal Response System in Classrooms Ch 9. Teaching, Training, and Mentoring Students in Research Practices Inside and Outside the Classroom -- -- VIGNETTE: Lessons Learned as a First-Time Experiential Learning Program Instructor -- Ch 10. The Power of Extension: Research, Teaching, and Outreach for Broader Impacts -- Ch 11. Program Planning for Community Engagement and Broader Impacts -- Ch 12: Personalized Advising that Is Purposely Inconsistent: The Constants of Great Advisors and the Variability that Demands Adaptability -- Ch 13. Engaging the Fear: How to Utilize Student Evaluations, Accept Feedback, and Further Teaching Practice -- -- VIGNETTE: So You've Landed the Job... (or Surviving Your First Semester)
520	0		_aThe 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 is 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. 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. Contributors to 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 is 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 provide examples of contexts in which the principles of the topic chapters are applied. Goals for this book 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. If you are an instructor reviewing, adopting, or adapting this textbook, please help us understand your use by filling out this form http://bit.ly/teaching-interest.
542	1		_fAttribution-NonCommercial
546			_aIn English.
588	0		_aDescription based on print resource
650		0	_aEducation, Higher _vTextbooks
700	1		_aWestfall-Rudd, Donna _eeditor
700	1		_aVengrin, Courtney _eeditor
700	1		_aElliott-Engel, Jeremy _eeditor
710	2		_aOpen Textbook Library _edistributor
856	4	0	_uhttps://open.umn.edu/opentextbooks/textbooks/795 _zAccess online version
999			_c39002 _d39002