Graduate students working within the constraints of a given course and expectations of a traditional academic career, may experience a lack of sense of agency. Listen to advice that former graduate students have on ways in which graduate students can continue developing their agency to pursue careers and work of their choice within and outside of academia. We also discussed the value of having grad student TA and instructors in higher ed as well as ways in which they can be better supported in the second part of the 2-part conversation CTL’s graduate professional lead Preston Cumming and I had with the co-editors of the book Teaching Gradually: Practical Pedagogy for Graduate Students, by Graduate Students.
Teaching Gradually, Pedagogy by and for graduate students was conceived at Cornell University's Center for Teaching Innovation and how lessons shared by graduate students have impacted the co-editors Dr. Kacie Armstrong, visiting assistant professor of Psychology at Bowdoin College; Dr. Lauren Genova, assistant professor of Chemistry and Biochemistry at the University of Delaware; Dr. John Wyatt Greenlee, medieval historian turned professional cartographer, running his own business surprisedeelmaps.com; and Dr. Derina Samuel, the Associate director of graduate student development and the international teaching assistant program in the Center for Teaching Innovation, at Cornell University. At the end we also discussed our current inspirations when thinking about education taking place within and outside academia, linked below:
What the best college teachers do by Ken Bain (Harvard University Press)
Inclusive Teaching: Strategies for Promoting Equity in the College Classroom by Viji Sathy & Kelly A. Hogan (West Virginia University Press)
Teaching to transgress: Education as the Practice of Freedom by bell hooks (Routledge Publishing)
Radical Hope: A teaching manifesto by Kevin Gannon (West Virginia University Press)
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