Jennifer Meta Robinson is Professor of Practice in the Department of Anthropology at Indiana University and Co-Director of IU's Graduate Certificate on College Pedagogy. She is author (with James Robert Farmer) of Selling Local: Why Local Food Movements Matter. Her edited books include (with Lelila Monaghan and Jane E. Goodman) A Cultural Approach to Interpersonal Communication: Essential Readings, Second Edition.Valerie Dean O'Loughlin is Professor of Anatomy and Cell Biology and Assistant Director of Undergraduate Education at Indiana University School of Medicine. She is author (with Michael McKinley and Elizabeth Pennefather-O'Brien) of Human Anatomy, Fifth Edition.Katherine Kearns is Associate Vice Provost for Student Development and Director of the Office of Postdoctoral Affairs in the Office of the Vice Provost for Graduate Education and Health Sciences at Indiana University.Laura Plummer directs the Scholarly Writing Program, under the auspices of the Office of the Vice Provost for Faculty and Academic Affairs, at Indiana University.

• AcknowledgmentsIntroduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine KearnsI. My Teaching and My Identity, by Valerie Dean O'Loughlin1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. KokeII. My Students and My Classroom, by Laura Plummer8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado14. Making Students Part of the Conversation, by Adam Coombs15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane WuenschIII. My Teaching and My Field, by Jennifer Meta Robinson17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo24. Critical Thinking and Signature Pedagogies, by Mack HagoodIV. My Journey to My Postgraduate Life, by Katherine Kearns25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche30. There is No "Right" Road, by Lauren Miller Griffith31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. SullivanEpilogueEditor and Contributor BiographiesIndex

"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins College

Jennifer Meta Robinson is Professor of Practice in the Department of Anthropology at Indiana University and Co-Director of IU's Graduate Certificate on College Pedagogy. She is author (with James Robert Farmer) of Selling Local: Why Local Food Movements Matter. Her edited books include (with Lelila Monaghan and Jane E. Goodman) A Cultural Approach to Interpersonal Communication: Essential Readings, Second Edition.Valerie Dean O'Loughlin is Professor of Anatomy and Cell Biology and Assistant Director of Undergraduate Education at Indiana University School of Medicine. She is author (with Michael McKinley and Elizabeth Pennefather-O'Brien) of Human Anatomy, Fifth Edition.Katherine Kearns is Associate Vice Provost for Student Development and Director of the Office of Postdoctoral Affairs in the Office of the Vice Provost for Graduate Education and Health Sciences at Indiana University.Laura Plummer directs the Scholarly Writing Program, under the auspices of the Office of the Vice Provost for Faculty and Academic Affairs, at Indiana University.

• AcknowledgmentsIntroduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine KearnsI. My Teaching and My Identity, by Valerie Dean O'Loughlin1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. KokeII. My Students and My Classroom, by Laura Plummer8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado14. Making Students Part of the Conversation, by Adam Coombs15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane WuenschIII. My Teaching and My Field, by Jennifer Meta Robinson17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo24. Critical Thinking and Signature Pedagogies, by Mack HagoodIV. My Journey to My Postgraduate Life, by Katherine Kearns25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche30. There is No "Right" Road, by Lauren Miller Griffith31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. SullivanEpilogueEditor and Contributor BiographiesIndex

"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins College

Jennifer Meta Robinson is Professor of Practice in the Department of Anthropology at Indiana University and Co-Director of IU's Graduate Certificate on College Pedagogy. She is author (with James Robert Farmer) of Selling Local: Why Local Food Movements Matter. Her edited books include (with Lelila Monaghan and Jane E. Goodman) A Cultural Approach to Interpersonal Communication: Essential Readings, Second Edition.Valerie Dean O'Loughlin is Professor of Anatomy and Cell Biology and Assistant Director of Undergraduate Education at Indiana University School of Medicine. She is author (with Michael McKinley and Elizabeth Pennefather-O'Brien) of Human Anatomy, Fifth Edition.Katherine Kearns is Associate Vice Provost for Student Development and Director of the Office of Postdoctoral Affairs in the Office of the Vice Provost for Graduate Education and Health Sciences at Indiana University.Laura Plummer directs the Scholarly Writing Program, under the auspices of the Office of the Vice Provost for Faculty and Academic Affairs, at Indiana University.

• AcknowledgmentsIntroduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine KearnsI. My Teaching and My Identity, by Valerie Dean O'Loughlin1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. KokeII. My Students and My Classroom, by Laura Plummer8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado14. Making Students Part of the Conversation, by Adam Coombs15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane WuenschIII. My Teaching and My Field, by Jennifer Meta Robinson17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo24. Critical Thinking and Signature Pedagogies, by Mack HagoodIV. My Journey to My Postgraduate Life, by Katherine Kearns25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche30. There is No "Right" Road, by Lauren Miller Griffith31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. SullivanEpilogueEditor and Contributor BiographiesIndex

"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins College