Teaching Gradually is a guide for anyone new to teaching and learning in higher education. Written for graduate student instructors, by graduate students with substantive teaching experience, this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside them in the trenches, rather than from far behind the lines. Each author featured in this book was a graduate student at the time they wrote their contribution. Consequently, the following chapters give scope to a newer, diverse generation of educators who are closer in experience and professional age to the book's intended audience. The tools, methods, and ideas discussed here are ones that the authors have found most useful in teaching today's students. Each chapter offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training.Overall, this book consists of 42 chapters written by 51 authors who speak from a vast array of backgrounds and viewpoints, and who represent abroad spectrum of experience spanning small, large, public, and private institutions of higher education. Each chapter offers targeted advice that speaks to the learning curve inherent to early-career teaching, while presenting tangible strategies that readers can leverage to address the dynamic professional landscape they inhabit. The contributors' stories and reflections provide the context to build the reader's confidence in trying new approaches in their his or her teaching. This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab sessions, to those serving as the instructor of record for their own course. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching. As a result of engaging with Teaching Gradually, readers will be able to: Identify best teaching practices to enhance student learning. Develop a plan to implement these strategies in their teaching. Expand their conception of contexts in which teaching and learning can take place. Evaluate and refine their approaches to fostering inclusion in and out of the classroom. Assess student learning and the efficacy of their own teaching practices. Practice professional self-reflection.

Essays on the post-modern reception and interpretation of the Middle Ages, To attract followers many professional politicians, as well as other political actors, ground their biases in (supposedly) medieval beliefs, align themselves with medieval heroes, or condemn their enemies as medieval barbarians. The essays in the first part of this volume directly examine some of the many forms such medievalism can take, including the invocation of "blood libels" in American politics; Vladimir Putin's self-comparisons to "Saint Equal-of-the-Apostles Prince Vladimir"; alt-right references to medieval Christian battles with Moslems; nativist Brexit allusions to the Middle Ages; and, in the 2019 film The Kid Who Would be King, director Joe Cornish's call for Arthurian leadership through Brexit. These essays thus inform, even as they are tested by, the subsequent papers, which touch on politics in the course of discussing the director Guy Ritchie's erasure of Wales in the 2017 film King Arthur: Legend of the Sword; medievalist alt-right attempts to turn one disenfranchised group against another; Jean-Paul Laurens's 1880 condemnation of Napoleon III via a portrait of Honorius; Henry Wadsworth Longfellow's extraordinarily wide range of medievalisms; the archaeology of Julian of Norwich's anchorite cell; the influence of Julian on pity in J.K. Rowling's Harry Potter book series; the origins of introductory maps for medievalist narratives; self-reflexive medievalism in a television episode of Doctor Who; and sonic medievalism in fantasy video games.

Teaching Gradually is a guide for anyone new to teaching and learning in higher education. Written for graduate student instructors, by graduate students with substantive teaching experience, this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside them in the trenches, rather than from far behind the lines. Each author featured in this book was a graduate student at the time they wrote their contribution. Consequently, the following chapters give scope to a newer, diverse generation of educators who are closer in experience and professional age to the book's intended audience. The tools, methods, and ideas discussed here are ones that the authors have found most useful in teaching today's students. Each chapter offers a variety of strategies for successful classroom practices that are often not explicitly covered in graduate training.Overall, this book consists of 42 chapters written by 51 authors who speak from a vast array of backgrounds and viewpoints, and who represent abroad spectrum of experience spanning small, large, public, and private institutions of higher education. Each chapter offers targeted advice that speaks to the learning curve inherent to early-career teaching, while presenting tangible strategies that readers can leverage to address the dynamic professional landscape they inhabit. The contributors' stories and reflections provide the context to build the reader's confidence in trying new approaches in their his or her teaching. This book covers a wide range of topics designed to appeal to graduate student instructors across disciplines, from those teaching discussion sections, to those managing studio classes and lab sessions, to those serving as the instructor of record for their own course. Despite the medley of content, two common threads run throughout this volume: a strong focus on diversity and inclusion, and an acknowledgment of the increasing shift to online teaching. As a result of engaging with Teaching Gradually, readers will be able to: Identify best teaching practices to enhance student learning. Develop a plan to implement these strategies in their teaching. Expand their conception of contexts in which teaching and learning can take place. Evaluate and refine their approaches to fostering inclusion in and out of the classroom. Assess student learning and the efficacy of their own teaching practices. Practice professional self-reflection.