As graduate student instructors, our classrooms are cultural intersections. In this setting, we often face barriers with student engagement and identifying diverse educational resources. In order to support graduate students throughout the instructor experience, graduate students needs spaces that prepare them with knowledge and skills for cross-cultural experiences inside and outside of the classroom. Moreover,… Read more »
Course Design
Teaching Development Pathways for Graduate Students
Graduate students at Indiana University Bloomington have many opportunities to learn about, practice, improve upon, reflect on, and document their teaching activities. These teaching development activities are found in many places around campus – from programs in individual departments to centers like the Graduate Mentoring Center (GMC) and the Center for Innovative Teaching and Learning… Read more »
Flipping Part 1: Start at the End? Building a Framework for a Flipped Class
This is the first post in a series about how to flip your classes, an approach that moves some content delivery outside of the classroom in order to provide in-class time for practice in applying that information to build new knowledge. It is suggested that, like all new instructional approaches, you try flipping one class… Read more »
Use CATME to take some of the headaches out of group work
Do you suspect some of your student teams are not performing at their best? Are your students reporting that they cannot find a time to meet with their group members? Are some complaining that not everyone on their team is doing their fair share of the work? Perhaps CATME software can help you address these… Read more »
Taking the Equity Pulse in the Classroom
Pt. 1: Gender Equity in Student-Teacher Interactions A special guest post by Katrina Overby, Katie Kearns, and Maureen Biggers Gender-equitable classroom practices allow an inclusive range of perspectives to be presented, and they can positively impact the individual and collective growth of students. Yet several nationwide studies report that faculty members exhibit subconscious gender-biased behavior… Read more »
Helping Students Write for your Discipline
When a student asked, “How many sources do I need?” history Professor Leah Shopkow took the question seriously, transforming her teaching. In an article she wrote about this assignment transformation, Shopkow explains how she went from answering, “It depends,” to truly teaching her students what historians do when they write. Unaware of the forms writing… Read more »