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.
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.
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.
Inhaltsangabe
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
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
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