In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms. We’re pleased to share an excerpt from Teaching Matters, new in our series Teaching and Learning in Higher Education.

Just as it’s tempting to teach the way you were taught, your graduate professors may be preparing you for the research jobs they have, jobs that don’t necessarily emphasize teaching. If they advise you to place research first, they are giving you the strategies that worked well for them. However, most graduate students will not follow that path. According to the Digest of Educational Statistics, less than one-third of those instructors who have secured full-time positions work at research universities. Many fields in the humanities, such as history, are facing record low numbers of tenure track positions and fewer than 20% of those positions are at R1 institutions. Whereas it may be your goal to become a professor at a research university, most full-time academic positions are ones that value sound teaching—in different ways and with different corresponding research expectations. For example, positions at select small liberal arts colleges expect active research agendas, good teaching, and student advisement and mentoring. Regional comprehensives are similar but may allow some latitude in where and what one publishes. Community colleges have heavy teaching loads and don’t require publications, though some community college teachers publish, nonetheless.

Research universities, too, are becoming increasingly concerned with undergraduate retention and graduation rates, which are significantly influenced by the quality of undergraduate teaching. The mode of your teaching may also be quite different than your graduate professors have experienced. Even before the 2020–2021 COVID-19 health crisis, colleges and universities were very interested in growing ranks of online faculty who could develop flexible programs to increase enrollment without incurring the additional cost of expanding physical classroom spaces. However the current global health crisis resolves, online teaching will remain an increasingly important part of higher education. Teaching may also be where you find the greatest professional satisfaction. In a survey of more than 1,000 tenured and nontenured faculty across institutional types, the aspect of the job that garnered the most satisfied responses was “teaching students” at 91% with a close second in “mentoring students or junior faculty” at 87%; “conducting research” came in at only 68%.Read More »

Starting from new research on the body—aptly summarized as “sitting is the new smoking”—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” Susan Hrach’s book, excerpted here, is the latest title in WVU Press’s series Teaching and Learning in Higher Education, edited by James Lang and Michelle Miller. It ships now when ordered from our site. 

What if faculty members required students to sign the following waiver prior to enrollment in a traditional college course?

I understand that over the next 15 weeks, this course will require me to remain seated in class for 37.5 hours, plus an anticipated requirement of 75 hours for homework, to total an anticipated 112.5 hours. Sitting for this length of time has been linked to the following adverse health outcomes, for which I will not hold responsible the instructor or the institution: anxiety, depression, heart disease, breast and colon cancer, type 2 diabetes, high blood pressure, obesity, osteoporosis, osteoarthritis, and back pain.

It may seem unfair to link these conditions directly to taking a single college course. These ailments are linked to sets of other complex factors and may only develop over decades, but the phrase “sitting is the new smoking” feels like an important twenty-first-century reckoning. The widely discussed and unanticipated epidemic of mental illness on campuses coincides with increased sedentary habits and time spent indoors, behind electronic screens. The vaunted human brain is turning out, as neuroscience probes it, to have some evolutionary vulnerabilities that can work against our well-being. We cannot deny our distance from the evolutionary physical conditions that shaped our embodied brains’ expectations for continual daily movement, a natural and varied diet, and sleep patterns regulated by natural light. Our embodied brains are crying for help in “the age of the chair,” as British author and academic Vybarr Cregan-Reid has termed it. In the course of writing a book about how bodies impact learning, it’s been impossible for me to ignore the implications of bodily health. I aim to bring the body into focus with an inclusive vision of wellness in the college classroom for bodies of all types and abilities.Read More »

In this guest post, Cyndi Kernahan (author of Teaching about Race and Racism in the College Classroom) and Jessamyn Neuhaus (author of Geeky Pedagogy) unveil Pedagogies of Care, a free multimedia resource from the authors in our series Teaching and Learning in Higher Education.

Be careful what you wish for.

After years—literally, years—of advocating, negotiating, and campus-politicking, each of us got some exciting news this spring: we were appointed director of our colleges’ small teaching and learning center. In Cyndi’s case, the position came concurrently with the creation of the center itself, while Jessamyn assumed leadership of a center sorely in need of revitalization.

At last, here was the professional opportunity for which we’d worked so hard! Passionate about teaching and learning and about the scholarship of teaching and learning, we relished the chance to facilitate educational development efforts with our faculty.

And then, well, you know what happened.Read More »

Jessamyn Neuhaus is a professor of US history and popular culture at SUNY Plattsburgh, a scholar of teaching and learning, and a recipient of the SUNY Chancellor’s Award for Excellence in Teaching. Her book Geeky Pedagogy is new in WVU Press’s series Teaching and Learning in Higher Education.

When I first began thinking about writing a book on teaching and learning in higher education, I knew who I most wanted to reach: geeks, introverts, and nerds (GINs) like me—the eggheads and experts who are fluent in studying, pondering, thinking, and researching but for whom teaching effectively doesn’t come naturally or easily. As I state in the introduction of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers: “Emulating other writers and commentators today who are proudly self-identifying as geeks and nerds, expanding the definition of geek culture, and challenging negative stereotypes about nerds, I use ‘geek’ and ‘nerd’ as an occasionally self-deprecating, but also affirming and celebratory way of describing certain characteristics we in higher education often share and which have an impact on teaching” (3). Because I am a professor and lifelong consumer of popular culture, I leapt at the chance to pay homage in the book and chapter epigraphs to my favorite geeky books, movies, and entertainment franchises. In this post, I reflect on a few of these geek culture touchstones.

“Grade me. Look at me! Evaluate and rank me. Oh, I’m good, good, good, and ohso smart! Grade me!!!!” –Lisa Simpson, “The PTA Disbands,” The Simpsons

Lisa Simpson is one of the most widely viewed popular depictions of a nerd. In “The PTA Disbands,” a teacher’s strike cancels classes and soon brainy, straight-A student Lisa goes into academic withdrawal. I chose this quote for Geeky Pedagogy’s book epigraph in part because I love that one of pop culture’s most famous nerds of all time is a socially awkward little girl who (most of the time) finds enormous satisfaction in her intellectual prowess. Additionally, in the book I argue that many super-smart people teaching college classes started out as students like Lisa, which makes us great scholars but can hamper our teaching efficacy, since most people don’t especially love school and especially dislike being graded. In Geeky Pedagogy, I explore how awareness of and preparing to bridge this potential gulf between GIN professors and our students is essential for effective teaching, and it can start with acknowledging all the traits we may very well share with little bookworms and brainiacs like Lisa Simpson.Read More »

Meaningful Grading: A Guide for Faculty in the Arts, by Natasha Haugnes, Hoag Holmgren, and Martin Springborg, was published this summer by WVU Press. Written as a guide for postsecondary arts instructors in all stages of their careers, the book addresses issues of perennial importance in all arts disciplines.

These are the three main questions that drive Meaningful Grading: 

• How can faculty in the arts grade student work in ways that improve learning and support artistic  development? 
• What does effective grading in the arts look like?
• How can faculty in the arts develop and  improve their teaching and grading over the course of their careers?

The contents are written in tip form, and arranged to mirror the flow of an academic semester, so that information can be located and implemented quickly and easily. Here we share an excerpt from the section “During the Semester.”Read More »