Teaching as if Learning Matters

Pedagogies of Becoming Next Generation Faculty

Edited by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Katherine D. Kearns and Laura Plummer

Contributions by Keely Cassidy, Jonathan Rossing, Laura J. Carpenter, Jacquelyn Petzold, Barbie Klein, Andrew M. Koke, Rachel La Touche, Natalie Christian, Sarah S. Hurtado, Juliane Wuensch, Elizabeth Konwest, Kristen Hengtgen, Alyssa Lederer, Lauren M. Griffith, Silja Weber, Adam Coombs, Carol S. Sullivan, Leslie E. Drane, Ryan G. Erbe, Polly Graham, Jing Yang, Javier Ramirez, Sarah M. Keesom, Kristyn E. Sylvia, Laura Clapper, Jessica Leach, Lisa Wiltbank, Michelle Marasco, Mark S. Nagle, Mack Hagood, Letizia Montroni, Maksymilian Szostalo, John Christopher Upton and Maureen C. Onyeziri

Published by: Indiana University Press

408 Pages, 6.00 x 9.00 x 0.00 in, 20 b&w illus.

This book can be purchased from this website 60 days before the publish date

  • Paperback
  • 9780253060679
  • Published: June 2022

$50.00

This book can be purchased from this website 60 days before the publish date

  • eBook
  • 9780253060686
  • Published: June 2022

$49.99

This book can be purchased from this website 60 days before the publish date

  • Hardcover
  • 9780253060662
  • Published: June 2022

$100.00

Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught.

Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.