|dc.description.abstract||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.
As an Open Educational Resource (OER), this textbook provides university instructors free access to high-quality teaching materials based on the experiences of fellow new instructors. Twenty contributors and two co-editors from the current students and alumni of university teaching scholars programs offer this resource for fellow faculty and graduate students to improve instruction and engagement. Each chapter comes from the experiences and expertise of these talented individuals who speak directly to their peers.
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.
How to Access this Book
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The main landing page for this book is: https://doi.org/10.21061/universityteaching.
TABLE OF CONTENTS
Ch 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)
Donna Westfall-Rudd, Courtney Vengrin, and Jeremy Elliot-Engel
Hannah Angel, Ghadir Asadi, Anne M. Brown, Caitlin Cridland, Courtney A. Crist, Nasim Ebadi, Jeremy Elliott-Engel, Javier S. Garcia, Leah Hamilton, Laura Hanzly, Gordon Jones, Qualla ᏆᎳ Ketchum, Sihui Ma, Rachel Mack, Chris McCullough, Didier Mena-Aguilar, William Moore, Emily Ott, Courtney Vengrin, and Bethany Wolters
This work is published by Virginia Tech College of Agriculture and Life Sciences in association with Virginia Tech Publishing.
Suggested Citation Westfall-Rudd, D., Vengrin, C., and Elliott-Engle, J. (eds.) Teaching in the University: Learning from Graduate Students and Early-Career Faculty. Blacksburg: Virginia Tech College of Agriculture and Life Sciences. https://doi.org/10.21061/universityteaching License: CC BY-NC 4.0.
Chapter Proposal Reviewers
Kirby Barrick, Emeritus Professor and former Associate Dean of Agricultural Education, University of Florida
Kellie Claflin, Assistant Professor, Virginia Tech
Tracy Rutherford, Department Head, Agriculture Leadership and Community Education, Virginia Tech
Leah Hamilton, Department of Food Science and Technology, Virginia Tech
Layout, Accessibility, and Typesetting: Leah Hamilton
Illustration and Cover Design: Kindred Grey
Production Editor: Caitlin Bean
Project Manager / Editor: Anita Walz
ISBN 978-1-949373-49-3 (print)
ISBN 978-1-949373-83-7 (ePub)
ISBN 978-1-949373-48-6 (ebook-PDF)
ISBN 978-1-949373-47-9 (ebook-Pressbooks)
Accessibility Virginia Tech Publishing is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The HTML and screen reader–friendly PDF versions of this book utilize header structures and include alternative text which allow for machine-readability. An ePub version is also available.||en