Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to be

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A funny, evidence-based, pragmatic, readable guide to the process of learning and relearning how to be an effective college teacher. This is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves in light of contemporary discourse that celebrates increasingly diverse geek culture.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one's teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers' pedagogical knowledge.

Back Cover

Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts. Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one's teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers' pedagogical knowledge.

Author Biography

Jessamyn Neuhaus is a professor of US history and popular culture at SUNY Plattsburgh, a scholar of teaching and learning, and a recipient of the SUNY Chancellor's Award for Excellence in Teaching. She is the author of Manly Meals and Mom's Home Cooking: Cookbooks and Gender in Modern America and Housework and Housewives in American Advertising: Married to the Mop.

Table of Contents

Introduction     1. Awareness  2. Preparation  3. Reflection  4. Support      5. Practice        Glossary         Notes   Index   

Review

Every college professor should read this book. It is useful, accessible, lively, and humorous. It is not ideological or pedantic, but is instead a practical guide to becoming a better professor for those of us who never desired to read a book about pedagogy."- David Arnold, Columbia Basin College

Review Quote

"Every college professor should read this book. It is useful, accessible, lively, and humorous. It is not ideological or pedantic, but is instead a practical guide to becoming a better professor for those of us who never desired to read a book about pedagogy." David Arnold, Columbia Basin College

Excerpt from Book

Introduction "Strange, Specific Stuff" Just because you know a lot about something doesn''t mean you can teach it. --Anonymous 1998 student evaluation I received after teaching my first college class It''s hard to write a catchy statement of teaching philosophy. Required by many hiring and promotion committees, these nebulous documents tend to sound pretty much all alike. When I was applying for college teaching jobs, I tried to liven up and personalize my teaching philosophy statement with this true anecdote: Learning how to read in first grade was the best thing that had ever happened to me. I still vividly remember the moment the words on the page started to make sense, and the feeling it gave me of unlocking a secret door and entering a wonderful new world. Afire with my discovery, I decided that my sister Alison, a kindergartener, should learn how to read too. After several weeks of sitting together and poring over books, Alison learned to read a year before her classmates and my career as an educator began. Cute story and a good way to introduce myself as a teacher, right? I know at least one search committee thought so because during my interview for the tenure-track job I eventually landed teaching US history and popular culture at the State University of New York Plattsburgh, one of the department''s most esteemed teachers complimented me on it. There''s just one little problem with framing my philosophy of college teaching through the lens of this particular childhood story: it illustrates the very worst assumption many of us make about teaching at the college level, namely, that sheer love of a subject inevitably leads to effective teaching and student learning. In my story it''s not a desire to teach that makes me a teacher but instead an all-consuming passion for reading. There''s no need for me to learn how to teach someone else to read because purely through some mysterious alchemy conferred by my own mastery of reading skills and adoration for books, I''m able to impart these skills to another person effortlessly. This is the problematic premise of college teaching because earning an advanced degree is the main criteria for most college teaching jobs, usually with no additional formal preparation for teaching required. But as the reality check given to me by my first student evaluation of teaching pointed out, although it''s a necessary precursor, knowing a lot about a subject doesn''t necessarily mean that you can effectively teach other people how to do things in and with that subject matter. Yet many advanced degree programs offer little meaningful professional teaching development for their students. Instead, graduate students spend years immersed in their own research, experiments, writing, or art, and completing a dissertation, which literature professor Jay Parini calls "the worst possible preparation for teaching."1 If grad students do get classroom experience as teaching assistants, programs often send them into the teaching fray with the unspoken supposition that any teaching they have to do will be the grunt work that (partially) pays the bills and thus allows them to continue their real work--the work of the mind. This isn''t the case at every institution, and the growing presence of teaching and learning centers on campuses and increased attention to pedagogy as part of graduate school is a hopeful sign that more students are finding support for developing their teaching skills. However, the basic model remains firmly in place, and many people teaching college classes today followed this process. Step One: Spend at least a decade grappling with an erudite subject and proving how smart you are to other smart people who know a massive amount about said erudite subject and who, like you, believe the erudite subject is incredibly important and have devoted their professional lives to it. Step Two: If the stars align and you are fantastically lucky, obtain a job teaching college classes in the erudite subject. Step Three: Realize that many students believe the erudite subject is pointless and boring and seem to be unwilling or incapable of learning anything about the erudite subject. This book is for everyone teaching college classes who has reached Step Three and wants to successfully move on to Step Four--become an effective teacher. The premise of Geeky Pedagogy is that those of us who have reached this moment often have another important thing in common. People teaching college classes are usually intellectuals and frequently some combination of introvert, nerd, and/or geek. Although they bring some hefty baggage with them, "geek," "nerd," and "introvert" are not necessarily pejorative or inherently derogatory terms. Emulating other writers and commentators today who are proudly self-identifying as geeks and nerds, expanding the definition of geek culture, and challenging negative stereotypes about nerds, I use these words as a wry, occasionally self-deprecating, but also affirming and celebratory way of describing certain characteristics we in higher education often share and which have an impact on teaching. For ease of reading, I''ll refer to geeks, introverts, and nerds as GINs, and I presuppose that identifying college teachers as such is not in any way to criticize nerdiness, denigrate geekdom, or decry introversion. I am all of those things myself and, in fact, these are qualities that make many of us scholastically successful during our own education. However, many GINs have neglected to figure out how these particular qualities may enhance but also may impinge upon our ability to teach effectively. If we want to be effective teachers, recognizing and embracing these characteristics and learning how to deploy them strategically in the classroom and during interactions with students is essential for those of us with advanced degrees in our own specialized scholarly subjects but little formal training in pedagogy. I argue that effective teaching is fundamentally an intellectual activity, an endeavor to which we brainiacs in higher education are particularly well suited, but as introverts who may be more practiced at studying than at peopling, we also have to understand and prepare for all the important ways that teaching and learning are social and emotional interactions that require clear verbal and nonverbal communication. In the following introduction, I will briefly unpack the terms "geek," "introvert," and "nerd," and explain why I see them as a useful way to describe college instructors and to frame our work as teachers. I will also set forth my conceptual framework of five general categories--awareness, preparation, reflection, support, and practice--for organizing the activities which effective teaching encompasses. Finally, I will summarize what Geeky Pedagogy adds to the scholarship on teaching and learning (SoTL). "Geek," "introvert," and "nerd" all have their own etymology, with introvert being perhaps the least debated. Coined by Carl Jung in the 1920s, "introversion" and "extraversion" are now accepted as measurable personality traits by social scientists and psychologists.2 Though often mistakenly equated with being shy, an introvert is not perforce someone who is awkward in social settings or has trouble connecting with other people. These things may frequently go together, at least according to #introvertlife tweets, but being introverted just means that you need time alone to recharge your mental, physical, and emotional batteries. You draw energy from time by yourself. In contrast, extroverts draw energy from interacting with other people, explains journalist Michael Godsey, who writes that introverts are those "who are energized by quiet space, introspection, and deep relationships and are exhausted by excessive social interactions" while extroverts "are energized by social interaction and external stimulation and tend to be bored or restless by themselves."3 Whether you only slightly tend towards introversion or whether you are an off the charts "I" on the Myers-Briggs, you almost certainly already know this about yourself. There''s an obvious divide between those who favor social situations over solitude, and those who need more time by themselves and find socializing tiring. For example, when he was only a year old, I took my son to his first playgroup. The moment we entered the community center teeming with shrieking toddlers and parents I''d never met, I felt a wave of exhaustion. My extroverted child, on the other hand, lit up as if he''d seen the Promised Land and immediately began trying to wriggle out of my arms, eager to plunge into the seething mass of other tiny noisy people. He''d been looking for this his whole life! Instantaneously energized just by being surrounded by other people--that''s an extrovert for you. Fifteen years later, he expressed genuine dismay when his summer job with a landscaping company required him to spend time by himself mowing grass and painting fences. "What am I supposed to do all day?" he lamented in real outrage. "Be alone with my thoughts?!" There''s no better definition of what it means to be an introvert. If "being alone with your thoughts" is something you regularly seek out, if that sounds pretty good to you, you belong on Team Introvert. In academia, there are some major benefits to being an introvert or having introvert qualities because "being alone with your thoughts" is the essence of doing intellectual work. Introvert qualities are what enable many of us to undertake successfully the hours of concentrated, mostly solitary mental labor required for research and for writing. Due in large part to the 2012 publication of Susan Cain''s Quiet: The Power of Introverts in a World That Can''t Stop Talking, many Americans seem to be increasingly recognizing that introverts'' introspection and thoughtfulness

Details ISBN1949199053 Author Jessamyn Neuhaus Pages 264 Publisher West Virginia University Press Year 2019 ISBN-10 1949199053 ISBN-13 9781949199055 Format Hardcover Imprint West Virginia University Press Subtitle A Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers Place of Publication Morganstown Country of Publication United States DEWEY 378.125 Short Title Geeky Pedagogy Language English AU Release Date 2019-09-01 NZ Release Date 2019-09-01 UK Release Date 2019-09-01 Publication Date 2019-09-30 Series Teaching and Learning in Higher Education Audience Professional & Vocational US Release Date 2019-09-30 We've got this

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