Teaching, Pedagogy, and Learning

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.

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.

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