Nancy L. Chick - Böcker

This resource-rich guidebook supports faculty developers through the process of planning, facilitating, and assessing programs for mid-career faculty.Framing chapters draw from existing scholarship, national surveys, and the authors’ pilot program to prepare faculty developers to launch their own initiatives. The heart of the book details program modules, including their focus (e.g., identifying values, envisioning a meaningful career, claiming agency, advocating for oneself, planning to thrive), instructions for preparing and facilitating a workshop and a faculty learning community, and facilitator reflection questions. Resisting the message that faculty developers should do more, this book eases their workload by providing evidence-based resources that allow for flexibility and creativity.This guidance, supplemented by ready-to-use online materials, equips facilitators to lead their mid-career faculty participants through critical self-reflection, meaningful conversations, and practical activities to plan for their own version of thriving.

This resource-rich guidebook supports faculty developers through the process of planning, facilitating, and assessing programs for mid-career faculty.Framing chapters draw from existing scholarship, national surveys, and the authors’ pilot program to prepare faculty developers to launch their own initiatives. The heart of the book details program modules, including their focus (e.g., identifying values, envisioning a meaningful career, claiming agency, advocating for oneself, planning to thrive), instructions for preparing and facilitating a workshop and a faculty learning community, and facilitator reflection questions. Resisting the message that faculty developers should do more, this book eases their workload by providing evidence-based resources that allow for flexibility and creativity.This guidance, supplemented by ready-to-use online materials, equips facilitators to lead their mid-career faculty participants through critical self-reflection, meaningful conversations, and practical activities to plan for their own version of thriving.

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.

What are the foundational moments of meaningful scholarship of teaching and learning (SoTL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many SoTL practitioners? By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL.This book takes discussions of SoTL to a new level. Its subtitle reflects the microscopic lenses SoTL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well.The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing SoTL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful SoTL work.The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning.

What are the foundational moments of meaningful scholarship of teaching and learning (SoTL) projects? How do teacher-scholars collect, develop, and share useful insights about student learning? How do they work through the pinch points that frustrate, confuse, or elude many SoTL practitioners? By unpacking SoTL processes through rich narratives that illustrate what they look like, this collection offers inspiration to anyone at any stage of engagement with SoTL.This book takes discussions of SoTL to a new level. Its subtitle reflects the microscopic lenses SoTL processes can apply to student learning experiences to understand how they happen, what they look like, what they mean, and what we can do about them. Going beyond definitions, how-to, theory, and debates about methods and standards, the contributors offer a SoTL primer documenting how practitioners have intentionally thought through key moments in their work. These procedural vignettes present powerful examples of what doing SoTL looks like when done well.The authors represent a range of disciplines (the humanities, social sciences, natural sciences, and professions) and a mixture of familiar and unfamiliar names. Nancy Chick has selected contributions that compellingly illuminate why their authors focused on a particular critical moment, the questions they asked as they refined their approaches, and the theoretical and observational tools they employed to conduct their research. Each introduces a specific critical moment in doing SoTL, taking the reader through the author’s reflections, concerns, and choices in doing meaningful SoTL work.The aim is to support potential practitioners, inform educational developers who teach new SoTL practitioners, and inspire experienced SoTL scholars to reflect on their own practice. This is a compelling collection for anyone interested in practitioner reflection, intentional design, and advancing the field of SoTL and the quality of teaching and learning.

Through its impact on students in their lives in and beyond college, and recognizing the porous boundary between the classroom and the “real world,” SoTL can offer insights into broader societal issues, offer evidence of activities that facilitate everyday learning, promote intrinsic motivation, better support people from underrepresented communities, or uncover the ripple effects of changing educational environments. It has the potential to deliver messages of broad public interest. This book extends the field-building work of Boyer’s Scholarship Reconsidered and Hutchings, Huber, and Ciccone’s The Scholarship of Teaching and Learning Reconsidered by taking a new look at SoTL’s ubiquitous call to “go public.” Going Public Reconsidered explores the potential impacts of knowledge generated by SoTL, considers its varied public audiences, and offers guidance for the appropriate media and modes of communication to reach them, including the use of social media. It urges the SoTL community to step up and contribute its expertise to conversations about the crises that face our communities, nations, and the world, and disseminate the relevance of its research for the world outside of the classroom.Recognizing that many practitioners find it difficult to conceptualize the public in public SoTL beyond the higher education audiences they routinely address, this book focusses on conceptualizing, planning, and shaping the message, and clarifying appropriate audiences. It offers guidance on the “who” and the “how” of public SoTL. Going Public Reconsidered addresses such questions as: ● What is happening in the world that would benefit from a SoTL-informed perspective?● What information, insight, or knowledge does SoTL generate?● Who beyond higher education might care about this information, insight, or knowledge, and why?● How can we adapt to the venues and platforms where they currently get their information and knowledge?The fifteen editors and contributors explore the potential and the implications of extending SoTL beyond its current horizons by reflecting on the ultimate responsibility of those who profess SoTL; examining SoTL’s audiences and the notion of “the public”; considering what topics and Grand Challenges public SoTL might address; offering case studies of outreach in the US and abroad; and providing guidance on the use of social media for public SoTL – from Twitter, Facebook, LinkedIn, and YouTube to blogs – as well as on developing relationships with mainstream media. The book’s message is that public SoTL isn’t a radical departure from SoTL-as-we-know-it, but a natural expansion of its methods and goals, offering the potential of broadening its impact domestically and internationally. It offers inspiration and challenges to practitioners across the globe.

Through its impact on students in their lives in and beyond college, and recognizing the porous boundary between the classroom and the “real world,” SoTL can offer insights into broader societal issues, offer evidence of activities that facilitate everyday learning, promote intrinsic motivation, better support people from underrepresented communities, or uncover the ripple effects of changing educational environments. It has the potential to deliver messages of broad public interest. This book extends the field-building work of Boyer’s Scholarship Reconsidered and Hutchings, Huber, and Ciccone’s The Scholarship of Teaching and Learning Reconsidered by taking a new look at SoTL’s ubiquitous call to “go public.” Going Public Reconsidered explores the potential impacts of knowledge generated by SoTL, considers its varied public audiences, and offers guidance for the appropriate media and modes of communication to reach them, including the use of social media. It urges the SoTL community to step up and contribute its expertise to conversations about the crises that face our communities, nations, and the world, and disseminate the relevance of its research for the world outside of the classroom.Recognizing that many practitioners find it difficult to conceptualize the public in public SoTL beyond the higher education audiences they routinely address, this book focusses on conceptualizing, planning, and shaping the message, and clarifying appropriate audiences. It offers guidance on the “who” and the “how” of public SoTL. Going Public Reconsidered addresses such questions as: ● What is happening in the world that would benefit from a SoTL-informed perspective?● What information, insight, or knowledge does SoTL generate?● Who beyond higher education might care about this information, insight, or knowledge, and why?● How can we adapt to the venues and platforms where they currently get their information and knowledge?The fifteen editors and contributors explore the potential and the implications of extending SoTL beyond its current horizons by reflecting on the ultimate responsibility of those who profess SoTL; examining SoTL’s audiences and the notion of “the public”; considering what topics and Grand Challenges public SoTL might address; offering case studies of outreach in the US and abroad; and providing guidance on the use of social media for public SoTL – from Twitter, Facebook, LinkedIn, and YouTube to blogs – as well as on developing relationships with mainstream media. The book’s message is that public SoTL isn’t a radical departure from SoTL-as-we-know-it, but a natural expansion of its methods and goals, offering the potential of broadening its impact domestically and internationally. It offers inspiration and challenges to practitioners across the globe.