Full Description
This book is a guide for designing professional development programs for graduate students. The teaching competencies framework presented here can serve as the intended curriculum for such programs. The book will also be an excellent resource for evaluating programs, and will be an excellent resource for academics who study graduate students.This book presents the work of the Graduate Teaching Competencies Consortium to identify, organize, and clarify the competencies that graduate students need to teach effectively when they join the professoriate. To achieve this goal, the Consortium developed a framework of 10 teaching competencies organized around three overarching questions:• What do graduate students need to achieve by the end of their graduate education to be successful teacher-scholars?• What do graduate students need to understand about higher education to have successful careers as educators?• What do graduate students need to do to be successful teachers during their graduate student careers?Although much work has been done to identify the competencies of effective teachers in higher education, only a small portion of this work has been conducted with graduate student instructors. This is an important area of research given that graduate students are critical in the higher education academic pipeline. Nationally, graduate students teach between 25% and 50% of courses offered at the undergraduate level. Graduate student teaching is also critical because during early teaching experiences teachers establish a teaching style and set of teaching skills, which will endure as graduate students enter the professoriate.It is important to develop a teaching competency framework that is specific to graduate student instructors as they often have unique needs and roles as teachers. For example, graduate student instructors are in the unique position of becoming experts in their field concurrent with learning to teach. Moreover, as many professional development programs for graduate student instructors evolve based upon factors such as available resources and perceived needs of graduate students, this framework will be a useful aid for thoughtfully designing strategic, evidence-based, comprehensive professional development opportunities and programs.
Contents
Introduction —Joanna Gilmore and Molly Hatcher 1. Overview of the Graduate and Professional Student Teaching Competencies Framework —Joanna Gilmore 2. Acquiring Disciplinary Knowledge —Michelle A. Maher and Michael T. Ashby 3. Developing Professional Identity and Dispositions —Alan Kalish and Jennifer S. Collins 4. Discovering the Possibilities. Exploring Disciplinary and Institutional Contexts for Teaching —Tershia Pinder-Grover and Audra Baleisis 5. Incorporating Professional Standards and Ethics Instruction Into Graduate Student Instruction and Future Faculty Preparation —Molly Hatcher and Linda M. von Hoene 6. Using Knowledge About How People Learn to Inform Teaching —Joanna Gilmore 7. Setting and Communicating Learning Goals and Expectations —Alan Kalish and Michael K. Murphy 8. Teaching With Attention to Diversity and Inclusion —Lauren Miller Griffith 9. Assessing Student Work to Promote Learning —Ashley Leyba and Linda M. von Hoene 10. Teaching Graduate Students to Use Discipline-Specific, Evidence-Based Practices. Terms, Practices, and Opportunities —Katherine Kearns 11. Lenses and Recommendations for Helping Graduate Students Assess and Improve Teaching in Community —Steven Hansen and Erin M. Rentschler 12. Applying the Holistic Competencies Framework —Molly Hatcher Editors and Contributors Index
