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Nancy L Chick

Rollins College, Endeavor Center for Faculty Development, Director

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A more comprehensive list of my publications is available at Google Scholar: http://bit.ly/1aAKx31
Phone: 4076462704
Address: Rollins College
1000 Holt Ave, #2744
Winter Park, FL 32789

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Ibrahim M R Al-Shaer

ALQUDS OPEN UNIVERSITY

Notre Dame of Maryland University

Anastasia Maines

Vanderbilt University

Michael Rifenburg

University of North Georgia

Nikki DiGregorio

Georgia Southern University

University of Puerto Rico Rio Piedras

Barry University

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Papers by Nancy L Chick

Reconciling Apples & Oranges: A Constructivist SoTL Writing Program

International Journal for the Scholarship of Teaching and Learning, 2014

Faculty new to SoTL, especially when they consider writing for publication, often react by focusi... more Faculty new to SoTL, especially when they consider writing for publication, often react by focusing on how different it is-apples and oranges-from their familiar disciplinary processes and products. Although there are indeed significant differences between individual disciplines and SoTL, appealing to the similarities can demystify SoTL as disciplinary experts reach out of their comfort zones and into areas of research and writing that often make them doubt themselves. We fill a gap in the SoTL literature by describing how to go from data analysis to publication in SoTL. We also report on our descriptive study delving into the complexities of participants' experiences, helping us come to a greater understanding of how to support this work.

Getting published and meet the editors

‘Going public’ is one of the key features of SoTL. This workshop seeks to unpack some of the myst... more ‘Going public’ is one of the key features of SoTL. This workshop seeks to unpack some of the mysteries of publishing in internationally refereed teaching and learning journals. It is aimed at faculty/staff and students who have limited experience of publishing about their SoTL work in academic journals, whether discipline-based or more generic. The workshop will contribute to building capacity in the international SoTL community which aligns closely with the ISSOTL philosophy - ‘Through building intellectual and collaborative infrastructure, the Society supports the associational life that fosters scholarly work about teaching and learning.’ Hence the workshop addresses the conference theme ‘SoTL newcomers, fellow climbers, and guides’. This highly interactive workshop will be facilitated by six experienced researchers and authors from four different countries, all of whom are currently editors of international SoTL journals. Between them they have published several hundred SoTL articles. As well as drawing on their own experiences, the facilitators will draw on the literature on writing journal articles. The session will end by providing ISSOTL members with a unique opportunity to engage with editors from five journals that publish SoTL work. It aims to unpack the similarities and differences between the journals to assist SoTL scholars as they select the ideal venue for their SoTL work. The workshop will give participants opportunities to reflect on: Motivations for publication, planning and structuring your paper, co-authoring with colleagues and students, choosing a suitable journal. These topics will be explored with several interactive exercises run by the facilitators. Participants are asked to bring a title of a SoTL journal article that they are either currently working on, or would like to seek publication of, along with them. Co-authors are particularly welcome to join the workshop. By the end of the workshop participants should feel more confident about going public through journal publication.

The Crossroads of SoTL and Signature Pedagogies

Clues in Academe": A Cross-Disciplinary Lesson Study

Journal on excellence in college teaching, 2016

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

Document Type Book Description What is distinctive about the ways specific disciplines are tradit... more Document Type Book Description 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.

An Origin Story

Staying Normal under Abnormal Circumstances: Publishing during a Global Pandemic

Teaching & Learning Inquiry

An introduction to volume 8, issue 2 of Teaching & Learning Inquiry.

What does it mean to be an ‘international’ journal?: What is submitted to TLI is what shapes TLI

Teaching & Learning Inquiry

An introduction to volume 8, issue 1 of Teaching & Learning Inquiry.

Visions of the Possible: Engaging with Librarians in SoTL

Teaching & Learning Inquiry

This paper encourages thoughtful discussion on cross-disciplinary partnerships between scholarshi... more This paper encourages thoughtful discussion on cross-disciplinary partnerships between scholarship of teaching and learning (SoTL) researchers, practioners, and librarians. Through personal reflection, examples from the literature and a belief in meaningful collaboration, the authors describe various models of engagement that provides multiple points of entry for librarians to work others on common SoTL interests.

SoTL as Humble Inquiry

The National Teaching & Learning Forum

p. 1. Find a down-to-earth description of SoTL, how to frame a problem, and how to look into it. ... more p. 1. Find a down-to-earth description of SoTL, how to frame a problem, and how to look into it. • RESEARCH WATCH: Assessing Classroom Quality, James Rhem, Executive Editor, p. 4. With a government grant, Spelman College has been focusing on ways to assess the teaching of metacognitive and critical thinking skills.

An Ode to Change

Teaching & Learning Inquiry: The ISSOTL Journal

this domain, should be to give authors control over the integrity of their work and the right to ... more this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials-as long as appropriate credit is given, a link to the license is provided, and any changes are indicated.

Leading Up in the Scholarship of Teaching and Learning

Canadian Journal for the Scholarship of Teaching and Learning

Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal posit... more Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area. Les professeurs qui font des recherches dans le domaine de l’avancement des connaissances ...

Naming is Power

Teaching & Learning Inquiry

Citing is a political act. It is a practice that can work both sides of the same coin: it can giv... more Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further ...

Anthologizing Transformation: Breaking Down Students'"Private Theories" about Poetry

Teaching English in the Two Year College, 2002

EJ646965 - Anthologizing Transformation: Breaking Down Students.

Weaving SoTL into Our Everyday Lives

Teaching and Learning Inquiry the Issotl Journal, 2015

Of Cooks and Broth

Teaching and Learning Inquiry the Issotl Journal, 2013

Exploring the Lived Experiences of Our Students

Teaching & Learning Inquiry: The ISSOTL Journal, 2014

The Necessary and Dual Conversations in a Vibrant SoTL

Teaching & Learning Inquiry: The ISSOTL Journal, 2014

Launching TLI: SoTL's Purposes, Processes, and People

Teaching & Learning Inquiry: The ISSOTL Journal, 2013

Book Review: Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling by Kathleen McKinney (Anker 2007)

International Journal for the Scholarship of Teaching and Learning, 2007

Reconciling Apples & Oranges: A Constructivist SoTL Writing Program

International Journal for the Scholarship of Teaching and Learning, 2014

Faculty new to SoTL, especially when they consider writing for publication, often react by focusi... more Faculty new to SoTL, especially when they consider writing for publication, often react by focusing on how different it is-apples and oranges-from their familiar disciplinary processes and products. Although there are indeed significant differences between individual disciplines and SoTL, appealing to the similarities can demystify SoTL as disciplinary experts reach out of their comfort zones and into areas of research and writing that often make them doubt themselves. We fill a gap in the SoTL literature by describing how to go from data analysis to publication in SoTL. We also report on our descriptive study delving into the complexities of participants' experiences, helping us come to a greater understanding of how to support this work.

Getting published and meet the editors

‘Going public’ is one of the key features of SoTL. This workshop seeks to unpack some of the myst... more ‘Going public’ is one of the key features of SoTL. This workshop seeks to unpack some of the mysteries of publishing in internationally refereed teaching and learning journals. It is aimed at faculty/staff and students who have limited experience of publishing about their SoTL work in academic journals, whether discipline-based or more generic. The workshop will contribute to building capacity in the international SoTL community which aligns closely with the ISSOTL philosophy - ‘Through building intellectual and collaborative infrastructure, the Society supports the associational life that fosters scholarly work about teaching and learning.’ Hence the workshop addresses the conference theme ‘SoTL newcomers, fellow climbers, and guides’. This highly interactive workshop will be facilitated by six experienced researchers and authors from four different countries, all of whom are currently editors of international SoTL journals. Between them they have published several hundred SoTL articles. As well as drawing on their own experiences, the facilitators will draw on the literature on writing journal articles. The session will end by providing ISSOTL members with a unique opportunity to engage with editors from five journals that publish SoTL work. It aims to unpack the similarities and differences between the journals to assist SoTL scholars as they select the ideal venue for their SoTL work. The workshop will give participants opportunities to reflect on: Motivations for publication, planning and structuring your paper, co-authoring with colleagues and students, choosing a suitable journal. These topics will be explored with several interactive exercises run by the facilitators. Participants are asked to bring a title of a SoTL journal article that they are either currently working on, or would like to seek publication of, along with them. Co-authors are particularly welcome to join the workshop. By the end of the workshop participants should feel more confident about going public through journal publication.

The Crossroads of SoTL and Signature Pedagogies

Clues in Academe": A Cross-Disciplinary Lesson Study

Journal on excellence in college teaching, 2016

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

Document Type Book Description What is distinctive about the ways specific disciplines are tradit... more Document Type Book Description 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.

An Origin Story

Staying Normal under Abnormal Circumstances: Publishing during a Global Pandemic

Teaching & Learning Inquiry

An introduction to volume 8, issue 2 of Teaching & Learning Inquiry.

What does it mean to be an ‘international’ journal?: What is submitted to TLI is what shapes TLI

Teaching & Learning Inquiry

An introduction to volume 8, issue 1 of Teaching & Learning Inquiry.

Visions of the Possible: Engaging with Librarians in SoTL

Teaching & Learning Inquiry

This paper encourages thoughtful discussion on cross-disciplinary partnerships between scholarshi... more This paper encourages thoughtful discussion on cross-disciplinary partnerships between scholarship of teaching and learning (SoTL) researchers, practioners, and librarians. Through personal reflection, examples from the literature and a belief in meaningful collaboration, the authors describe various models of engagement that provides multiple points of entry for librarians to work others on common SoTL interests.

SoTL as Humble Inquiry

The National Teaching & Learning Forum

p. 1. Find a down-to-earth description of SoTL, how to frame a problem, and how to look into it. ... more p. 1. Find a down-to-earth description of SoTL, how to frame a problem, and how to look into it. • RESEARCH WATCH: Assessing Classroom Quality, James Rhem, Executive Editor, p. 4. With a government grant, Spelman College has been focusing on ways to assess the teaching of metacognitive and critical thinking skills.

An Ode to Change

Teaching & Learning Inquiry: The ISSOTL Journal

this domain, should be to give authors control over the integrity of their work and the right to ... more this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited, and to cite Teaching & Learning Inquiry as the original place of publication. Readers are free to share these materials-as long as appropriate credit is given, a link to the license is provided, and any changes are indicated.

Leading Up in the Scholarship of Teaching and Learning

Canadian Journal for the Scholarship of Teaching and Learning

Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal posit... more Scholarship of teaching and learning (SoTL) scholars, including those who are not in formal positions of leadership, are uniquely positioned to engage in leadership activities that can grow the field, influence their colleagues, and effect change in their local contexts as well as in institutional, disciplinary, and the broader Canadian contexts. Drawing upon the existing SoTL literature and our own diverse experiences, we propose a framework that describes institutional contexts in terms of local SoTL activity (microcultures) and administrative support (macro-level) and use it to describe the many ways that SoTL scholars can and do “lead up” to effect change depending on their own context. We conclude by inviting scholars to consider, reflect upon, and experiment with their leadership activities, not only for their own professional growth but also to contribute to the literature in this area. Les professeurs qui font des recherches dans le domaine de l’avancement des connaissances ...

Naming is Power

Teaching & Learning Inquiry

Citing is a political act. It is a practice that can work both sides of the same coin: it can giv... more Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this duality explicitly and intentionally. In this multidisciplinary field, SoTL knowledge-producers bring the citation norms of their home disciplines, a habit that calls for interrogation and negotiation of the citation practices used in this shared space. The aim of our study was to gather data about how citation is practiced within the SoTL community: who we cite, how we cite, and what values, priorities, and politics are conveyed in these practices. We were also interested in whether any self-selected categories of identity (e.g., gender, career stage) related to self-described citation practices and priorities. Findings suggest several statistically significant relationships did emerge, which we identify as important avenues for further ...

Anthologizing Transformation: Breaking Down Students'"Private Theories" about Poetry

Teaching English in the Two Year College, 2002

EJ646965 - Anthologizing Transformation: Breaking Down Students.

Weaving SoTL into Our Everyday Lives

Teaching and Learning Inquiry the Issotl Journal, 2015

Of Cooks and Broth

Teaching and Learning Inquiry the Issotl Journal, 2013

Exploring the Lived Experiences of Our Students

Teaching & Learning Inquiry: The ISSOTL Journal, 2014

The Necessary and Dual Conversations in a Vibrant SoTL

Teaching & Learning Inquiry: The ISSOTL Journal, 2014

Launching TLI: SoTL's Purposes, Processes, and People

Teaching & Learning Inquiry: The ISSOTL Journal, 2013

Book Review: Enhancing Learning Through the Scholarship of Teaching and Learning: The Challenges and Joys of Juggling by Kathleen McKinney (Anker 2007)

International Journal for the Scholarship of Teaching and Learning, 2007