trees with text "exploring how we teach"

Exploring how we teach: Lived experiences, lessons, and research about graduate instructors by graduate instructors

Sam Clem, PhD Student

Starting work as a graduate instructor can be a moment of dueling emotions: vulnerability, excitement, uncertainty, anxiety, hope. Too often, graduate students enter their first day of teaching underprepared for the tasks they are asked to complete, particularly in STEM fields (see, e.g., Kurdziel, J. A. et al, 2003; Sandi-Urena, S. & Gatlin, T. A., 2012; Zotos, E. K., Moon, A. C., & Pederson-Gallegos, L., 2020). Many resources in the scholarship of teaching and learning (SoTL) academically marginalize non-tenure track instructors (Simmons et al., 2021), including graduate instructors. Compared to tenure track faculty and even teaching-focused faculty, graduate instructors occupy a different position in the power systems that govern university workings. As such, the unique experiences of these actors deserve additional attention. This peer-reviewed collection seeks to expand on a current trend in SoTL that recognizes and values the unique perspectives of student expertise (Cook-Sather, A., Healey, M., & Matthews, K. E., 2021) by inviting graduate instructors to tell their own stories and present their own research about college teaching. The objective of this book is to create a knowledge-sharing resource that validates and amplifies the experiences and voices of graduate instructors. 

Only current graduate student instructors are invited to propose a chapter for this edited collection.

Call for Proposals

Expected Timeline for Publication

Proposals due: August 31, 2021

Acceptance Notification: September 15, 2021

Full chapter drafts due: November 15, 2021

Peer review: November 16-December 31, 2021

Peer feedback returned: January 1, 2022

Final revisions due: Feb 15, 2022

Anticipated publish date: May 15, 2022

Sam Clem

Young white woman with short brown hair and glasses

Sam Clem is a third-year PhD student in Technical Communication and Rhetoric at Utah State University. With cultural and linguistic ties to both the United States and Chile, her academic interests focus on the intersections of language, identity, and localized knowledge-making. In the field of Technical Communication, she applies her experience with technical editing and translating to challenge the power structures underlying those practices. Other research interests include inclusive design that is culturally affirming and anti-extractive and how risk is developed and communicated in vulnerable populations.