Aeron Haynie – författare

The first book to address the entire career of this key Victorian authorMary Elizabeth Braddon, journal editor and bestselling author of more than eighty novels during the late nineteenth and early twentieth centuries, was a key figure in the Victorian literary scene. This volume brings together new essays from a variety of perspectives that illuminate both the richness of Braddon's oeuvre and the variety of critical approaches to it.Best known as the author of Lady Audley's Secret and Aurora Floyd, Braddon also wrote penny dreadfuls, realist novels, plays, short stories, reviews, and articles. The contributors move beyond her two most famous works and reflect a range of current issues and approaches, including gender, genre, imperialism, colonial reception, commodity culture, and publishing history.Contributors include Jennifer Carnell, Jeni Curtis, Pamela K. Gilbert, Lauren Goodlad, Aeron Haynie, Heidi Holder, Gail Turley Houston, Heidi H. Johnson, Toni Johnson-Woods, James R. Kincaid, Elizabeth Langland, Eve Lynch, Graham Law, Katherine Montweiler, Lillian Nayder, Lyn Pykett, and Tabitha Sparks, and Marlene Tromp.

“In Charles Haynie’s autobiography we get a rare look into the development of a great social movement through the quietly dramatic experiences of a rank-and-file member of that movement. This is valuable social history, but more important, Charles Haynie’s life is an inspiration for a new generation.” —Howard ZinnCharles Haynie’s life as an activist and organizer began while he was a graduate student at Cornell University. Young, fiercely intelligent, and spirited, Haynie had a political awakening during the early antinuclear movement in the late 1950s. It was the beginning of a long career of tireless fighting for social justice—a career that Haynie himself compellingly describes in A Memoir of the New Left.From 1963 to 1965, Haynie was field director for a voter registration project in Tennessee. In 1967 he worked with Massachusetts Political Action for Peace as an organizer of antiwar delegations in all twelve congressional districts of the state. Haynie also ran for a Buffalo Common Council seat in 1979 and helped organize the Buffalo Unity Day rally to ease racial tensions.During his most intense period of political activism, Haynie helped organize, participated in, and was arrested during the Freedom Rides in which scores of civil rights protesters rode buses throughout the segregated South. Later, he participated in a variety of intentional communities designed to educate and support oppressed minorities in rural and urban areas. He died in 2001.Unlike other histories of the American left, which tend to celebrate famous personalities, Haynie’s memoir focuses on how ordinary citizens become politicized. In the process, this account raises questions about the nature of democracy and how political change occurs. Written in an engaging, reflective, often humorous style, Haynie examines how his political awakening both disrupted and enriched his personal life.Aeron Haynie, the daughter of Charles Haynie, is associate professor of English at the University of Wisconsin–Green Bay. She is the coeditor, with Pamela Gilbert and Marlene Tromp, of Mary Elizabeth Braddon in Context and the coeditor, with Regan Gurung and Nancy Chick, of Exploring Signature Pedagogies.Timothy S. Miller lives in Dallas, Texas with his wife and daughter. He’s been a ranch-hand, waiter, contract driver, professional clown and spent ten years in global wealth management.Douglas Dowd was a longtime professor at Cornell University before his retirement. An economic historian and political activist, his most recent books include Capitalism and Its Economics: A Critical History and Understanding Capitalism: Critical Analysis from Karl Marx to Amatya Sen.

From the Foreword“These authors have clearly shown the value in looking for the signature pedagogies of their disciplines. Nothing uncovers hidden assumptions about desired knowledge, skills, and dispositions better than a careful examination of our most cherished practices. The authors inspire specialists in other disciplines to do the same. Furthermore, they invite other colleagues to explore whether relatively new, interdisciplinary fields such as Women’s Studies and Global Studies have, or should have, a signature pedagogy consistent with their understanding of what it means to ‘apprentice’ in these areas." -- Anthony A. Ciccone, Senior Scholar and Director, Carnegie Academy for the Scholarship of Teaching and Learning.How do individual disciplines foster deep learning, and get students to think like disciplinary experts? With contributions from the sciences, humanities, and the arts, this book critically explores how to best foster student learning within and across the disciplines. This book represents a major advance in the Scholarship of Teaching and Learning (SoTL) by moving beyond individual case studies, best practices, and the work of individual scholars, to focus on the unique content and characteristic pedagogies of major disciplines. Each chapter begins by summarizing the SoTL literature on the pedagogies of a specific discipline, and by examining and analyzing its traditional practices, paying particular attention to how faculty evaluate success. Each concludes by the articulating for its discipline the elements of a “signature pedagogy” that will improve teaching and learning, and by offering an agenda for future research.Each chapter explores what the pedagogical literature of the discipline suggests are the optimal ways to teach material in that field, and to verify the resulting learning. Each author is concerned about how to engage students in the ways of knowing, the habits of mind, and the values used by experts in his or her field. Readers will not only benefit from the chapters most relevant to their disciplines. As faculty members consider how their courses fit into the broader curriculum and relate to the other disciplines, and design learning activities and goals not only within the discipline but also within the broader objectives of liberal education, they will appreciate the cross-disciplinary understandings this book affords.

What is distinctive about the ways specific disciplines are traditionally taught, and what kinds of learning do they promote? Do they inspire the habits of the discipline itself, or do they inadvertently contradict or ignore those disciplines? By analyzing assumptions about often unexamined teaching practices, their history, and relevance in contemporary learning contexts, this book offers teachers a fresh way to both think about their impact on students and explore more effective ways to engage students in authentic habits and practices. This companion volume to Exploring Signature Pedagogies covers disciplines not addressed in the earlier volume and further expands the scope of inquiry by interrogating the teaching methods in interdisciplinary fields and a number of professions, critically returning to Lee S. Shulman’s origins of the concept of signature pedagogies. This volume also differs from the first by including authors from across the United States, as well as Ireland and Australia.The first section examines the signature pedagogies in the humanities and fine arts fields of philosophy, foreign language instruction, communication, art and design, and arts entrepreneurship. The second section describes signature pedagogies in the social and natural sciences: political science, economics, and chemistry. Section three highlights the interdisciplinary fields of Ignatian pedagogy, women’s studies, and disability studies; and the book concludes with four chapters on professional pedagogies – nursing, occupational therapy, social work, and teacher education – that illustrate how these pedagogies change as the social context changes, as their knowledge base expands, or as online delivery of instruction increases.

What is distinctive about the ways specific disciplines are traditionally taught, and what kinds of learning do they promote? Do they inspire the habits of the discipline itself, or do they inadvertently contradict or ignore those disciplines? By analyzing assumptions about often unexamined teaching practices, their history, and relevance in contemporary learning contexts, this book offers teachers a fresh way to both think about their impact on students and explore more effective ways to engage students in authentic habits and practices. This companion volume to Exploring Signature Pedagogies covers disciplines not addressed in the earlier volume and further expands the scope of inquiry by interrogating the teaching methods in interdisciplinary fields and a number of professions, critically returning to Lee S. Shulman’s origins of the concept of signature pedagogies. This volume also differs from the first by including authors from across the United States, as well as Ireland and Australia.The first section examines the signature pedagogies in the humanities and fine arts fields of philosophy, foreign language instruction, communication, art and design, and arts entrepreneurship. The second section describes signature pedagogies in the social and natural sciences: political science, economics, and chemistry. Section three highlights the interdisciplinary fields of Ignatian pedagogy, women’s studies, and disability studies; and the book concludes with four chapters on professional pedagogies – nursing, occupational therapy, social work, and teacher education – that illustrate how these pedagogies change as the social context changes, as their knowledge base expands, or as online delivery of instruction increases.

A practical and evidence-based teaching guide for graduate students across all fields.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.Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.