Nancy Chick
Biographic Data
| ID | 6736405 |
|---|---|
| NAME | Nancy Chick |
| GIVEN NAMES | Nancy |
| FAMILY NAME | Chick |
| SIGNATURE | CHICK N |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0002-1623-6144 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Exploring Signature Pedagogies
Surfacing disciplinarity
Despite nearly ubiquitous general education requirements for students to take courses across disciplines, disciplinarity itself is often invisible to students and taken for granted by professors. We argue that surfacing these divisions and demystifying academic structures is, paradoxically, a key step in educating students toward the crossing of intellectual borders. In this article, we engage current Scholarship of Teaching and Learning to discu…
A conversation about critique as a signature pedagogy in the Arts and Humanities
This piece both previews and reviews the essays in this special section of Arts and Humanities in Higher Education. The three co-editors discuss the history of the project and what they learned at its conclusion
Reacting in literary studies
In this essay, the authors extend their ongoing conversations within the overarching project on “critique as signature pedagogy in the arts and humanities” by considering how the position of literary studies within this broader context may explain some of the difficulties students have with a cornerstone activity of the undergraduate literature classroom. Heinert and Chick unpack the work of literary analysis as a pedagogy that helps students dev…
Reacting in literary studies
In this essay, the authors extend their ongoing conversations within the overarching project on “critique as signature pedagogy in the arts and humanities” by considering how the position of literary studies within this broader context may explain some of the difficulties students have with a cornerstone activity of the undergraduate literature classroom. Heinert and Chick unpack the work of literary analysis as a pedagogy that helps students dev…
A conversation about critique as a signature pedagogy in the Arts and Humanities
This piece both previews and reviews the essays in this special section of Arts and Humanities in Higher Education. The three co-editors discuss the history of the project and what they learned at its conclusion
Reacting in literary studies
In this essay, the authors extend their ongoing conversations within the overarching project on “critique as signature pedagogy in the arts and humanities” by considering how the position of literary studies within this broader context may explain some of the difficulties students have with a cornerstone activity of the undergraduate literature classroom. Heinert and Chick unpack the work of literary analysis as a pedagogy that helps students dev…
Surfacing disciplinarity
Despite nearly ubiquitous general education requirements for students to take courses across disciplines, disciplinarity itself is often invisible to students and taken for granted by professors. We argue that surfacing these divisions and demystifying academic structures is, paradoxically, a key step in educating students toward the crossing of intellectual borders. In this article, we engage current Scholarship of Teaching and Learning to discu…
Exploring Signature Pedagogies
Sociology (4 works) · Pedagogy (3 works) · Art (2 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Higher education (2 works) · Literacy, Media, and Education (2 works) · Political science (2 works) · Reflective Practices in Education (2 works) · Visual arts (2 works)