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Nancy Chick

Department: English

Office: Center for Teaching @ 1114 19th Avenue South
Phone: 615-322-7290
Email: nancy.chick@vanderbilt.edu

Personal Website

Degrees

  • Ph.D. in English from the University of Georgia (1998)
  • M.A. in English from the University of Georgia (1992)
  • B.A., summa cum laude, from the University of New Mexico (1990)

Research Area

  • Multicultural American Literature

Current Research

  • Signature pedagogies in literary studies
  • Student learning (and mislearning) in literary studies

Current Positions

  • Assistant Director, Vanderbilt Center for Teaching

Previous Positions

  • Full Professor of English, University of Wisconsin Colleges
  • Co-Director of the University of Wisconsin System Wisconsin Teaching Fellows & Scholars Program

Professional Societies

  • Board of Directors, International Society for the Scholarship of Teaching and Learning

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.