Exploring More Signature Pedagogies
Approaches to Teaching Disciplinary Habits of Mind

Foreword by Anthony A. Ciccone
Paper: 978 1 57922 476 9 / $33.50
Published: January 2012  

Cloth: 978 1 57922 475 2 / $95.00
Published: January 2012  

Lib E-Book: 978 1 57922 766 1 / $95.00  
About Library E-Book

Published: March 2012  

E-Book: 978 1 57922 767 8 / $26.99
Published: March 2012  

Publisher: Stylus Publishing
272 pp., 6" x 9"
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:
—Anthony A. Ciccone

1) “Signature Pedagogies in the Liberal Arts and Beyond”—Aeron Haynie, Nancy L. Chick, & Regan A.R. Gurung

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

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

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

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

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Reviews & Endorsements:
"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