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Published online by Cambridge University Press: 20 January 2017
For the past ten years, I have taught the Roots of Urban Education, a graduate-level course for preservice art teachers and librarians, and have used the course as a pedagogical case study to help improve my teaching. Given that this is the only history course students in the teacher education program are required to take, the course emphasizes depth over breadth through a place-based study of schooling during key reform eras in twentieth-century New York City. I documented, analyzed, and revised my teaching, with special focus on my expectation that students would develop historical habits of mind and that such competencies would be relevant for future teachers.
1 Shulman, Lee S., “Signature Pedagogies in the Professions,” Dœdalus 134, no. 3 (Summer 2005): 52–59; Shulman, Lee S., “Pedagogies of Uncertainty,” Liberal Learning 91, no. 2 (Spring 2005): 18–25. For general sources about the scholarship of teaching and learning, see Boyer, Ernest L., Scholarship Reconsidered: Priorities of the Professoriate (Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990); Pat Hutchings, ed., The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning (Washington, DC: American Association for Higher Education, 1998); Pat Hutchings, ed., Opening Lines: Approaches to the Scholarship of Teaching and Learning (Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching, 2000); Haber, Mary Taylor and Hutchings, Pat, The Advancement of Learning: Building the Teaching Commons (San Francisco, CA: Jossey-Bass, 2005); Hutchings, Pat, Huber, Mary Taylor, and Ciccone, Anthony, The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (San Francisco, CA: Jossey-Bass, 2011); and McKinney, Kathleen and Chick, Nancy L., The Scholarship of Teaching and Learning In and Across the Disciplines (Bloomington: Indiana University Press, 2013).Google Scholar
2 Lendol Calder raised this question earlier in his seminal 2006 article, “Uncoverage: Towards a Signature Pedagogy for the History Survey” Journal of American History 92, no. 4 (March 2006): 1358–70. Cutler, William, an education historian and a Carnegie Scholar with Calder, generously reviewed my teaching portfolio as it evolved over time.Google Scholar
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4 Savagian, John C., “Toward a Coherent Curriculum: Teaching and Learning History at Alverno College,” Journal of American History 95, no. 4 (March 2009): 1117, 1114–24.Google Scholar
5 “2013 Tuning Core Document,” American Historical Association, http://www.historians.org/teaching-and-learnmg/current-projects/tuning/history-discipline-core.Google Scholar
6 Simms, Ellen and Shreve, Alison, “Signature Pedagogies in Art and Design,” in Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, eds. Chick, Nancy L., Haynie, Aeron, and Gurung, Regan A. R. (Sterling, VA: Stylus Publishing, 2012), 59, 55–67.Google Scholar
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8 Ibid., 61; Klebesadel, Helen and Kornetsky, Lisa, “Critique as Signature Pedagogy in the Arts,” in Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, eds. Chick, Nancy L., Gurung, Regan A. R., and Haynie, Aeron (Sterling, VA: Stylus Publishing, 2009), 99–121; and Schrand, Tom and Eliason, John, “Feedback Practices and Signature Pedagogies: What Can the Liberal Arts Learn from the Design Critique?,” Teaching in Higher Education 17, no. 1 (February 2012): 51–62.Google Scholar
9 Erekson, Keith A., “Putting History Teaching ‘In its Place,” Journal of American History 97, no. 4 (March 2011): 1070, 1067–78.CrossRefGoogle Scholar
10 For sample work, see Lewis's, Heather website, http://www.heatherblewis.com.Google Scholar
11 Painter, Nell Irvin, The History of White People (New York: W. W. Norton, 2010).Google Scholar
12 Erekson, , “Putting History Teaching ‘In Its Place.”’Google Scholar
13 Al-Shaer, Ibrahim M. R., “Employing Concept Mapping as a Pre-Writing Strategy to Help EFL Learners Better Generate Argumentative Compositions,” International Journal far the Scholarship of Teaching and Learning 8, no. 2 (July 2014): 1–29.Google Scholar
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