Contextualizing Basic Acting for Graduate Instructors

2019 ◽  
Vol 29 (2) ◽  
pp. 115-126
Author(s):  
Claire Syler
Keyword(s):  
Graduate Instructors

scholarly journals Graduate Students as Independent Instructors: Seven Things to Know about Teaching Your Own Course while in Graduate School

2010 ◽  
Vol 43 (03) ◽  
pp. 557-560 ◽  
Author(s):  
Edward M. Burmila
Keyword(s):  
Graduate Students ◽  
Novice Teachers ◽  
Student Perceptions ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Graduate School ◽  
Teaching Assistants ◽  
Undergraduate Instruction ◽  
Graduate Instructors

AbstractDespite being responsible for a large percentage of undergraduate instruction, graduate students often receive little preparation for their first solo teaching assignments (J. D. Nyquist et al.,Change31 (3): 18, 1999). Furthermore, the existing literature on pedagogy fails to address the unique challenges faced by graduate students who are asked to serve as course instructors rather than teaching assistants. This article presents seven pieces of advice intended to better prepare the predoctoral graduate student to assume the role of the professor before assuming the title. By understanding the attitudes of undergraduate students toward graduate instructors, preparing in advance to handle the mistakes that novice teachers often make, and recognizing the correlation between outward confidence and student perceptions of instructor quality, graduate students can derive the most benefit from a stressful and time-consuming assignment. Most important, graduate instructors can learn to effectively manage the time spent on teaching duties to ensure that other responsibilities such as coursework, qualifying exams, and dissertation research do not suffer.

scholarly journals Transgressive Learning Communities: Transformative Spaces for Underprivileged, Underserved, and Historically Underrepresented Graduate Students at Their Institutions

2019 ◽  
Vol 7 (2) ◽  
pp. 106-120
Author(s):  
Leslie E. Drane ◽  
Jordan Y. Lynton ◽  
Yarí E. Cruz-Rios ◽  
Elizabeth Watts Malouchos ◽  
Katherine D. Kearns
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Learning Communities ◽  
Learning Community ◽  
Educational Development ◽  
Community Model ◽  
Academic Settings ◽  
New Vision ◽  
Graduate Instructors ◽  
Impostor Syndrome

In this paper we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a Transgressive Learning Community (TLC) that empowers graduate instructors with tools to reveal, mitigate, and disrupt oppressive structures in higher education. Our learning community is founded on critical race and feminist conceptualizations of pedagogical inquiry in its design, implementation, and assessment to serve underprivileged, underserved, and historically underrepresented graduate students. We argue that the intersections of marginalized and graduate student identities create distinct experiences of discrimination, marginalization, tokenism, isolation, and impostor syndrome due to a lack of sustained teaching mentorship within the academy. The Transgressive Learning Community model that we propose in this paper functions to create spaces of transgressive and transformational pedagogical engagement for graduate students who exist at the intersections of these identities.

scholarly journals Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality

2020 ◽  
Vol 10 ◽  
pp. 63-84
Author(s):  
Cristina Sánchez-Martín ◽  
Keyword(s):  
Textual Analysis ◽  
Classroom Observation ◽  
Structured Interview ◽  
Socialization Processes ◽  
Academic Practices ◽  
Graduate Instructors ◽  
Writing Instructors ◽  
Teaching Of Writing ◽  
The U.S

With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.

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