Graduate Teaching Certificates in Practice

• Utgivningsdatum: 2027-03-29
• Mått: 152 x 229 x undefined mm
• Format: Inbunden
• Språk: Engelska
• Antal sidor: 228
• Förlag: Taylor & Francis Ltd
• ISBN: 9781041131991

• Lärarutbildning

Mark Phillipson is Director of Graduate Student Programs and Services in the Center for Teaching and Learning at Columbia University.Katherine Kearns works in graduate education and educational development and has contributed to national initiatives such as the CIRTL Network and the Professional Development Hub (pd|hub).Molly Hatcher is a higher education consultant and the former Assistant Vice Provost and Director of the Center for Teaching and Learning at the University of Texas at Austin.Linda von Hoene is Assistant Dean for Graduate Professional Development and Director of the Graduate Student Instructor Teaching & Resource Center at the University of California, Berkeley.

"Preparing graduate students to teach is among the most consequential work universities do; it shapes college instruction for decades forward. The editors of Graduate Teaching Certificates in Practice bring deep expertise in the field, and contributors are those with on-the-ground experience running programs, across multiple national contexts. Rooted in practice, this is important reading for those who develop graduate and professional students, and for the deans who support them."—Prof. Mary Wright, Academic Director of the Division of Teaching and Learning (DVC Education & Students), University of Sydney, Australia“A must-read book for anyone setting out to launch or redesign a graduate teaching certificate program. Drawing on a rich compilation of narratives, practices, and examples, this edited volume offers a rare look into how different teaching certificate programs have adapted to meet the needs of today’s graduate students within their institutional context.”—Derina S. Samuel, Associate Director for Graduate Student Development, Center for Teaching Innovation, Cornell University, USA“Graduate Teaching Certificates remain one of the few forms of pedagogical preparation for the professoriate, and therefore they warrant analysis and reflection. The four editors of this volume, whose wisdom I have relished for decades, are the dream team for this task. The format they privileged—first person narratives, candid about their assumptions and false starts, examined unflinchingly to eventual success—superbly elicits the tangible and intangible benefits of these programs. This is an inspiring must-read for professionals in the trenches.”—Michele DiPietro, Executive Director, Center for Excellence in Teaching and Learning, Kennesaw State University; former President, the POD Network in Higher Education, USA

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