Although graduate students are often interested in teaching a range of courses at a range of levels during their graduate training, those opportunities are not always available to them. This panel asks how graduate students can make the most of the teaching opportunities they frequently get: being a grader or discussion leader for a larger lecture course, tutoring in labs or writing centers, teaching introductory or general education courses in literature or writing. What might graduate students learn from these opportunities that will help them on the job market or when teaching mid- and upper-level courses? Conversely, how can these opportunities be valuable in and of themselves, other than being practice for later opportunities? How can graduate students integrate their research interests into these teaching positions? In short, how can these common (often devalued) teaching opportunities be privileged pedagogical positions and spaces? We are interested in hearing from current or former graduate students and from faculty or administrators who work with graduate students.
Please submit a 250-word abstract plus CV by 15 March 2015 to Alexandra Valint (alexandra.valint@usm.edu) and Sarah Kremen-Hicks (sarahkh@uw.edu).