"Exploring Signature Pedagogies
is an excellent resource that would be valuable to faculty at all stages of their career and to educational developers for their work with faculty and with graduate students.... Exploring Signature Pedagogies
will be an excellent read for all involved in teaching in higher education. Experienced faculty will benefit if they are looking to re-energize their teaching by helping them reflect upon their own praxis. The book will also be of enormous benefit to anybody wishing to engage in SoTL research. Educational developers who need to work in disciplines different from their own will benefit from the overview of disciplinary pedagogies."
"This collection of essays as a whole will be most interesting to scholars of teaching and learning. It is more likely to be used as a reference book for those in particluar fields who want to examine their own teaching habits, both positive and negative, as aprt of a broader disciplinary culture. It will be particularly helpful to those who have recently left graduate education and are at the beginning of teaching careers."
“Exploring Signature Pedagogies advances scholarship of teaching and learning by providing foundational, discipline-based essays that unmask the assumptions, preconceptions, expectations, and implications of traditional knowledge-building practices in the college classroom. Coming from a wide variety of disciplines, the authors broaden current analysis of signature pedagogies beyond the preparation of professional practitioners and future college faculty to invite especially those teaching introductory courses and those in the arts and humanities. They challenge all of us to look carefully at our teaching, leading us in thoughtful questioning of inherited pedagogies and urging us to design intentional practices based on actual disciplinary priorities and evidence of student learning.”
"This volume sets out to create conceptual and empirical bridges between the scholarship of teaching and learning and the emerging study of signature pedagogies. Drawing upon the talents of gifted scholar-teachers from across the University of Wisconsin’s state-wide array of fine institutions, the editors present a pioneering extension of the concept of signature pedagogy from the professions to the academic disciplines. They demonstrate how faculty members from an entire state system can collaborate as a powerful community of scholars."
“Exploring Signature Pedagogies
is a remarkable achievement that is sure to find its way onto everyone’s short shelf of essential books on teaching and learning. Here we see more evidence that the scholarship of teaching and learning can no longer be described as an ‘emergent’ field, but is well into its prime and yielding some of the most exciting and potentially transformative discoveries in higher education today. The ambition of the project is breathtaking: to give fourteen Cook’s tours of selected disciplines across the arts and sciences, highlighting each field’s distinctive habits of head, hand, and heart and how these habits form—or more often, fail to inform—how teaching and learning is done with undergraduates. But the real contribution of the volume lies in the authors’ recommendations for how disciplinary fields might develop signature pedagogies that enact and perform the disciplines’ core concerns. This linking of teaching practices to the specific disciplines being taught makes the concept of signature pedagogies an improvement on older pedagogical enthusiasms such as active learning. It also fully demonstrates the claim that teaching, when properly conceived, is exciting intellectual work. Thus, this is the perfect book to give to faculty members who are dubious of ‘faddish’ education research. It also belongs in the hands of every beginning teacher or anyone wanting a good road map to the problems and possibilities of teaching the liberal arts. Departments will want to discuss the chapters devoted to their discipline, while SoTL researchers will find the collection useful for imagining the next generation of research. In short, there is something here for everyone, making Exploring Signature Pedagogies
one of the best portals of entry to the scholarly literature on teaching and learning in higher education."
“What does it mean to think like a historian? Like a mathematician? Like a sociologist? As we learn in Exploring Signature Pedagogies, scholars of teaching and learning across the disciplinary spectrum are designing strategies to help undergraduates experience the habits of mind that characterize expertise in particular fields. The engaging essays in this extraordinary book pull back the curtain on twenty years of work on college and university teaching in fourteen disciplines, and highlight innovations that are turning classrooms, labs, and field sites into spaces where students practice what in earlier days professors simply preached. Exploring Signature Pedagogies will be an invaluable resource for faculty and graduate students who are deepening and intensifying their own involvement with teaching as serious intellectual work. I really do love this book."
About the Author
Regan A. R. Gurung is Chair of the Human Development Department and Professor of Human Development and Psychology at the University of Wisconsin, Green Bay. He is co-Director of the UWGB Teaching Scholars Program, and is currently serving on the University of Wisconsin System Executive Committee for the Office of Instructional and Professional Development. He is author of Health Psychology: A Cultural Approach
, co-author with Beth Schwartz of Optimizing Teaching and Learning: Pedagogical Research in Practice
(Blackwell-Wiley, 2009), co-editor with Loreto Prieto of Getting Culture: Incorporating Diversity Across the Curriculum
(Stylus, 2009), and co-editor with Sussie Eshun of Sociocultural Issues in Mental Health
Nancy L. Chick is Associate Professor and Vice Chair of the English Department of the University of Wisconsin Colleges, Director of the UW System Wisconsin Teaching Fellows and Scholars Program, and member of the Board of Directors of the International Society for the Scholarship of Teaching and Learning. She has published articles on teaching in "Pedagogy", "IJ-SoTL", "Feminist Teacher", and "Getting Culture".
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
Anthony A. Ciccone