RSVP
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Graduate Teaching Showcase
Friday, March 25 from 9:00-11:00 am
Please join us for the 6th annual Graduate Teaching Showcase, a virtual event to highlight excellent UT graduate student teaching through a series of personal narratives. Come and experience the positive and creative impact graduate students make each day in their instructional roles.
RSVP here: bit.ly/22GTSRSVP
Speakers
Abigail Adams, Department of English
Title: Why I've Given Up Grading
Abstract: Though initially skeptical of nontraditional grading practices, I have found both myself and my students transformed by the freedom to collaborate more equitably, to focus on growth through revision, to take risks, and to assess our success in the classroom based on our personal goals. The significant barriers to education access for the students I have taught for the past two years both in prison and online amidst pandemic lockdowns have made clear to me the importance of using assessment styles that allow all students to pursue creative and risk-taking work. Perhaps above all, I have found that contract grading has shifted my relationship with my students, allowing us to work together as collaborators. By sharing my experiences with contract grading I hope to inspire others to give up the anxiety that often comes with assessment for both students and instructors and embrace modes of assessment that foster flexibility, collaboration, and creativity.
Aruna Kharod, Department of Rhetoric and Writing
Title: Write On: Bolstering writing through student-centered, technology-efficient strategies
Abstract: In this talk, I present three student-centered strategies that guide my writing pedagogy and provide key insights for instructors who want to create meaningful, effective, and equitable writing assignments. By using reflective note-taking and teaching students self-advocacy in the writing process, I illustrate how writing is integral to creating vibrant classrooms and enriching learning environments. These student-centered strategies are technology-friendly and easily incorporated into one-on-one and small-group settings across a wide range of disciplines. I will share how instructors can employ these insights to make their classrooms more equitable, growth-oriented spaces for all students.
Cat Gallegher, Department of Geography and the Environment
Title: Applied Inclusive Teaching (Or, My Classroom Was A Zoo!)
Abstract: Rabbits, snakes, and chinchillas, oh my! Before attending graduate school and working as a Teaching Assistant, I worked in Conservation Education at the Prospect Park Zoo, teaching zoo birthday parties to children. In my time there, I learned many valuable lessons about inclusive teaching and creating engaging lesson plans that I use when teaching undergraduate students every week, and in this session, I will share how I apply what I learned to the college classroom.
James Montaño, Department of Theater and Dance
Title: Escaping the (Class) Room: Gamifying Group Learning in History
Abstract: How can our pedagogy structurally reflect the subject we teach? As a graduate instructor of theater, my pedagogy is designed to reflect the ethos of performance-making. For theater history, I have aimed to take this further by crafting exams as immersive digital escape rooms, which ask students to be performer-collaborators and share knowledge to solve a variety of puzzles to "escape the exam." This form of knowledge sharing provides students with a space to practice processes of collaboration and provides the instructor with a space to create narrative, rethink teachable knowledge, and have fun—all at the same time.
Mohit Mehta, Department of Curriculum and Instruction, Center for Asian American Studies
Title: Community Based Learning: Engaging UT Students in Relationships of Care and Reciprocity
Abstract: The need for undergraduate students to be engaged in the community is greater than ever before. Austin is one of the fastest growing cities in the country, but with a concerning rate of gentrification and displacement. At the same time, new students and communities, including Central American (im)migrants and new refugee families, are arriving to gentrified neighborhoods. In our capstone course in the Race, Indigeneity and Migration program, one of UT's newest majors, students interact with newcomer students in a local elementary school and think critically about what it means to perform community-based learning (CBL).
Simon Lee, Department of Molecular Bioscience
Title: Teaching and Learning: Not just a requirement
Abstract: "Be the TA that you wish to have.” These words from the office of undergraduate studies to potential TAs changed the way I thought about teaching. Teaching was a requirement for my degree program, and the course I taught was a requirement for my students’ degree programs, but our interests could not be more different. I am a research scientist while they were pursuing careers in medical fields. Over the course of teaching, my struggle was how to make the course interesting to students whose approaches were so different from my own. In this presentation, I will talk about how I changed my thinking (and my students’) to engage their interests in the scientific process. Teaching and learning can be a requirement for the TA and students, but there is a lot beyond the requirement.