Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind

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.

Table of Contents:
ACKNOWLEDGEMENTS FOREWORD—Anthony A. Ciccone 1. “Signature Pedagogies in the Liberal Arts and Beyond”—Aeron Haynie, Nancy L. Chick, & Regan A.R. Gurung SECTION ONE. HUMANITIES AND FINE ARTS 2. “The Socratic Method. Teaching and Writing About Philosophy’s Signature Pedagogy”— Stephen Bloch-Shulman 3. “Traditions and Transformations. Signature Pedagogies in the Language Curriculum”—Jennifer Ham and Jeanne Schueller 4. “Countersignatures in Communication Pedagogy”—Dugald Williamson 5. “Signature Pedagogies in Art and Design”—Ellen Sims and Alison Shreeve 6. “The Enterprising Artist and the Arts Entrepreneur. Emergent Pedagogies for New Disciplinary Habits of Mind”—Christina Hong, Linda Essig, and Ruth Bridgstock SECTION TWO. SOCIAL AND NATURAL SCIENCES 7. “Signature Pedogogies in Political Science. Teaching Students How Political Actors Behave”—Jeffrey L. Bernstein 8. “Is There a Signature Pedagogy in Economics?”—Mark H. Maier, KimMarie McGoldrick, and Scott P. Simkins 9. “Signature Pedagogies in Chemistry”—Steven Gravelle and Matthew A. Fisher SECTION THREE. INTERDISCIPLINARY FIELDS AND PROGRAMS 10. “Reflection in Action. A Signature Ignatian Pedagogy for the 21st Century”—Rebecca S. Nowacek and Susan Mountin 11. “A Signature Feminist Pedagogy. Connection and Transformation in Women’s Studies”—Holly Hassel and Nerissa Nelson 12. “Mapping an Emerging Signature Pedagogy for Disability Studies”—Sheila O’Driscoll SECTION FOUR. PROFESSIONS 13. “Competence and Care. Signature Pedagogies in Nursing Education”—Thomas Lawrence Long, Jennifer Telford, Karen Breitkreuz, Desiree Diaz, John McNulty, Arthur Engler, and Carol Polifroni 14. “Relational Learning and Active Engagement in Occupational Therapy Professional Education”—Patricia Schaber, Lauren Marsh, and Kimerly J. Wilcox 15. “Toward a Comprehensive Signature Pedagogy in Social Work Education”—La Vonne J. Cornell-Swanson 16. “Toward a Signature Pedagogy in Teacher Education”—Linda K. Crafton and Peggy Albers About the Authors INDEX

About the Author :
Nancy Chick is a SoTL scholar, scholarly teacher, and faculty developer. After earning her PhD in American literature from the University of Georgia and eventually Full Professor from the University of Wisconsin Colleges, she left full-time faculty work to focus on the scholarship of teaching and learning and faculty development first at Vanderbilt University, then the University of Calgary, and now at Rollins College in Winter Park, Florida (USA). She has authored and co-authored numerous articles and book chapters on the results of SoTL projects and on the field of SoTL. She is also editor of SoTL in Action: Illuminating Critical Moments of Practice (Stylus, 2018), co-editor (with Jennifer C. Friberg) of Going Public Reconsidered: Engaging With the World Beyond Academe Through the Scholarship of Teaching and Learning (Stylus, 2022) and (with Regan A.R. Gurung & Aeron Haynie) of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2009) and Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, 2012), and founding co-editor (with Gary Poole) of Teaching & Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning/ISSOTL (2011-2020). From 2019-22, she served on the ISSOTL Presidential team and (with Chng Huang Hoon) as ISSOTL Co-President during 2020-21 — at the height of the pandemic. Aeron Haynie is Chair of English and Associate Professor of English and Humanities at the University of Wisconsin-Green Bay. A winner of numerous teaching awards, Haynie has published articles on teaching in Radical Teacher, Teaching Forum, Pedagogy (with Nancy Chick and Holly Hassel, forthcoming), Professional Realities (edited by Sean P. Murphy, MLA Press, 2008), and Mama PhD (Rutgers, 2008). Regan A. R. Gurung is Chair of the Human Development Department and Professor of Human Development and Psychology at the University of Wisconsin, Green Ba

Review :
"This work, in addition to the editors' preceding book on signature pedagogies, is a valuable source of information. It uncovers what disciplinary experts value in their field, and how and why they teach the way they do. An instructor who reads this book will be exposed to the signature pedagogies of other disciplines and, in turn, may be prompted to step back and try something new. The book also illustrates the broad range of work in the scholarship of teaching and learning (SoTL), the commonalities between and among disciplines, and the degrees of SoTL maturity within the disciplines. It has sparked my interest to learn more about signature pedagogies, the scholarship of teaching and learning, and their interrelationship." Canadian Journal of University Continuing Education "Includes discussion of teaching approaches in interdisciplinary fields, among them women's and disability studies." The Chronicle of Higher Ed "Books that tell us what the best teachers do and how learning works are valuable. But if disciplinary fields matter for teaching and learning, and surely they do, then knowing the seven (or whatever) habits of highly effective teachers is not going to be enough to make one a first-rate teacher of philosophy, chemistry, women’s studies, or anything else. For that, it is immensely helpful to know the state of the art of effective teaching in one’s own field. No one is doing more to advance our knowledge of how the disciplines construct teaching and learning than the teacher/scholars who have collaborated on this and a predecessor volume examining disciplinary habits of head, hand, and heart in the classroom. Here are honest, fresh assessments of the state of the art of teaching across a wide variety of fields, with thoughtful attention to unsettled questions, international differences, and the changing nature of the disciplines in recent years." Lendol Calder, Professor of History Augustana College “Essays exploring the signature pedagogy in a discipline provide a systematic account of the relation among evidence, methodology and the teaching of the field. This second volume of essays greatly expands the menu of fields of study presented in this engaging and generative way. While there is enormous benefit to us all from reading deeply in educational research literature, most faculty members find it more compelling to consider powerful ideas and tools in education when they are situated within familiar topics, challenges, and intellectual goals. Progressive teaching now takes an inductive approach, starting from students’ existing experience, interests, and understanding and moving toward general understanding of phenomena and conceptual synthesis of intellectual work. In the same way, this volume continues the effective articulation of characteristic teaching within specific fields of study, making it more likely that professors from many fields will meaningfully engage the literature of education research in general.” Dan Bernstein, Director, Center for Teaching Excellence, and Professor of Psychology University of Kansas “This second volume of Exploring Signature Pedagogies significantly advances what we know about the subject by expanding the number of disciplines now in the discussion. More professions, interdisciplinary fields, and disciplines are included. Perhaps more importantly, however, each author carefully describes and evaluates the current connections (and disconnections) between what a field or discipline values and how it instills (or not) those values in its future practitioners through the teaching and learning experiences it designs. In so doing, the authors make many useful distinctions and observations that expand our thinking about individual fields or disciplines, the concept of a signature pedagogy itself, and the role this concept can play in helping us frame an agenda for research and development in teaching and learning." Anthony A. Ciccone, from the Foreword “Volume two of Exploring Signature Pedagogies offers just the right complement to volume one with evidence-informed chapters on signature pedagogies in a new and diverse set of disciplines and interdisciplinary fields, including those underrepresented in scholarship of teaching and learning work. The chapters demonstrate the fluidity and complexity of habits of the mind and signature pedagogies in both theory and practice, and offer brief critical reflections on the real and ideal states of scholarship of teaching and learning in the fields represented. Thus, readers will experience the joy and challenge, as well as reap the benefits, of learning about fields beyond their own. The volume will encourage readers to go beyond the false dichotomy of a focus on generic teaching best practices vs. disciplinary specific deep knowledge for teaching." Kathleen McKinney, Cross Endowed Chair in the Scholarship of Teaching and Learning Illinois State University