Teaching, Pedagogy, and Learning: Fertile Ground for Campus and Community Innovations

Teaching, Pedagogy, and Learning: Fertile Ground for Campus and Community Innovations brings together narratives of pedagogical innovation aimed at increasing student engagement and performance and bolstering faculty teaching effectiveness and satisfaction. These trans-disciplinary, trans-pedagogical essays all emerged from faculty experiences at the annual Institute for Pedagogy in the Liberal Arts (IPLA), offered by Oxford College of Emory University. The book spotlights two significant points: first, faculty need pioneering, supportive contexts within which they can conceive, develop, revise, and publish innovative teaching experiments using the same principles of experiential and active learning that have become the foundation of learning for student success; and, second, strong institutional partnership with faculty development affords one way to achieve this outcome. The seven essays in this book are written by seventeen diverse scholar-teachers across eleven academic disciplines and nine institutions—from K-12 schools to small liberal arts colleges to tier-one research institutions—for whom the IPLA experience at Oxford spring-boarded significant pedagogical growth.

Table of Contents:
Dedication Acknowledgements Foreword—Stephen Bowen Introduction-Jeffery Galle and Rebecca L. Harrison Section 1: Inquiry and Campus Culture Section 1: Foreword—Virginia S. Lee Chapter 1: Institut[ing] Innovation: Courses, Curriculum, and Faculty Expertise—Jeffery Galle Chapter 2: IGL Certification: A Model for Institutionalizing Inquiry-Guided Learning —Devon Fisher, Daniel Kiser, Jennifer Heller, and David Ratke Chapter 3: Implementing Inquiry-Guided Labs in an Introductory Non-Majors Science Course—Caralyn B. Zehnder, Kalina Manoylov, Christine Mutiti, Sam Mutiti, and Allison VandeVoort Chapter 4: Resolving Early Career Paradoxes at the IPLA—Lia Schraeder Section 2: Pedagogies of Community Section 2: Foreword—Catherine Swanson Chapter 5: Inquiry Based Learning: Partnering to Increase Student Engagement—Rebecca Harrison, Angela Insenga, & Heather Giebeig Chapter 6: Constructing a Social Justice Pedagogy through Contemplative Service-Learning—Patricia Owen-Smith Chapter 7: Common, Yet Uncertain, Ground: Listening as Service Learning. (Narrative Inquiry and Service)—C. Aiden Downey and Emily Yowonske About the Contributors Index

About the Author :
Jeffery Galle is Associate Professor of English, founding Director of the Center for Academic Excellence, and principal organizer of IPLA at Oxford College of Emory University. Co-author of How to Be a ‘HIP’ Campus: Maximizing Learning in Undergraduate Education (2015), Galle’s scholarship focuses on active learning, particularly inquiry. Rebecca L. Harrison, Associate Professor of English and Director of STEAM English at the University of West Georgia, teaches courses in Southern women writers, American literature, pedagogy, and secondary English education.

Review :
This book provides a wonderful cross-pollination of ideas for using inquiry to improve student engagement and overall teaching effectiveness across universities.  Teachers of all levels, and from all disciplines, will benefit from these important narratives of pedagogical innovation. The IPLA experience is unique and impactful – a creative and collaborative atmosphere with motivated participants from diverse institutions, a combination of choices and in-depth explorations afforded by two sets of two-day workshops, and a focus on transforming learning experiences in participants’ own classes through pedagogical design projects supported by facilitators and peers.  This volume offers a collection of the works of IPLA participants, reflecting the impact of IPLA on these scholar-teachers, which deals with an intriguing set of topics that should catch the attention of any colleagues interested in inquiry-based learning. Inquiry should make a fundamental contribution to how students in higher education learn. This collection of essays, stimulated by the Institute for Pedagogy in the Liberal Arts held annually at Oxford College of Emory University, Georgia, provides an important and stimulating insight into the practicalities of implementing this vision in a range of disciplines and institutional types in the United States. Stemming from an Institute for Pedagogy in the Liberal Arts at Oxford College of Emory University, Georgia, this collection of essays provides insight into how to embed high-impact educational practices into courses. The book addresses a range of educational levels in the United States and has a particular focus on the design and implementation of courses involving inquiry-guided learning.  As such it provides a valuable resource for faculty and teachers to inspire the use of such engaging approaches, as well as providing them with the tools to undertake curriculum revision to implement inquiry-guided learning.