Representative publications

Editing

• Co-Editor, Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, (Stylus, 2009)
• Co-Editor, Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, (Stylus, 2012)
• Co-Editor, Teaching and Learning Inquiry: The International Society for the Scholarship of Teaching and Learning Journal (first issue: spring 2013)

Book Chapters

• “Difference, Power, and Privilege in the Scholarship of Teaching and Learning: The Value of Humanities SoTL” in The Scholarship of Teaching and Learning In and Across the Disciplines. Ed. Kathleen McKinney, Indiana University Press, 2012.
• “Signature Pedagogies in the Liberal Arts and Beyond” by Aeron Haynie, Nancy Chick, and Regan Gurung. Exploring More Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Chick, Haynie, and Gurung, Stylus, 2012.
• “’It Always Ends the Same”: Paternal Failures.” With lead author Holly Hassel. Looking for Lost: Critical Essays on the Enigmatic Series. Ed. Randy Laist. McFarland Press, 2011.
• “Teaching Diversity through Literature: Urging Voyages toward Deeper Understanding.” Getting Culture: Incorporating Diversity Across the Curriculum, edited by Regan Gurung and Loreto Prieto, Stylus, 2009.
• “Unpacking a Signature Pedagogy in Literary Studies.” Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Regan Gurung, Nancy Chick, and Aeron Haynie, Stylus, 2008.
• “From Generic to Signature Pedagogies: Teaching Disciplinary Understandings by Teaching through the Disciplines” by Nancy Chick, Aeron Haynie, and Regan Gurung. In Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, edited by Gurung, Chick, and Haynie, Stylus, 2008.
• “Judith Ortiz Cofer’s Silent Dancing: Making More Room for Puerto Rican Womanhood.” Women on the Edge: Ethnicity and Gender in Short Stories by American Women, Garland Publishing, 1998: 61-84.

Articles

• “SoTL as Women’s Work: What Do Existing Data Tell Us?” with Kathleen McKinney (lead author), International Journal for the Scholarship of Teaching and Learning, 4.2 (July 2010)
• “‘Pressing an Ear Against the Hive’: Reading Literature for Complexity” by Nancy Chick, Holly Hassel, and Aeron Haynie. Pedagogy, 9.3 (Fall 2009): 399-422.
• “Learning from Their Own Learning: How Metacognitive and Meta-affective Reflections Enhance Learning in Race-Related Courses” with Terri Karis and Cyndi Kernahan. The International Journal for the Scholarship of Teaching and Learning. 3.1 (Jan 2009).
• “’Don’t Hate Me Because I’m Virtual’: Feminist Pedagogy in the Online Classroom” with Holly Hassel. Feminist Teacher. 19.3 (2009): 195-215.
• “The Great Connector.” Wisconsin People and Ideas, magazine of Wisconsin Academy of Arts, Sciences, and Letters. Summer 2008
• “Does Power Travel in the Bloodlines? A Genealogical Red Herring.” Approaches to Teaching the Works of Louise Erdrich, edited by Greg Sarris, Connie A. Jacobs, and James R. Giles, MLA Publications, 2004. 83-87, 211-223.
• “Teaching Conflict through Multiple Rhetorical Stances.” Academic Exchange Quarterly, 7.4 (Winter 2003): 245-49.
• “Louis Owens, The American, and Me: A Lesson in the (Uncomfortable) Art of Teaching.” Studies in American Indian Literature (SAIL), 14.2/3 (Summer/Fall 2002): 82-85.
• “Anthologizing Transformation: Breaking Down Students’ ‘Private Theories’ About Poetry.” Teaching English in the Two-Year College (NCTE journal), May 2002:418-23.
• “The Broken Clock: Time, Identity, and Autobiography in Jamaica Kincaid’s Lucy.” The CLA Journal 40 (September 1996): 90-103.
• “Marita Bonner’s Revolutionary Purple Flowers: Challenging the Symbol of White Womanhood.” The Langston Hughes Review 13 (Fall 1994/Spring 1995): 21-32.