Rowman & Littlefield Publishers
Pages: 150
Trim: 6¼ x 9½
978-1-4758-3285-3 • Hardback • October 2017 • $66.00 • (£51.00)
978-1-4758-3286-0 • Paperback • October 2017 • $44.00 • (£35.00)
978-1-4758-3287-7 • eBook • October 2017 • $41.50 • (£35.00)
Jeffery Galle is Associate Professor of English, founding Director of the Center for Academic Excellence, and organizer of IPLA at Oxford College of Emory University. Co-author of How to Be a ‘HIP’ Campus: Maximizing Learning in Undergraduate Education (2015) and Interdisciplinary Approaches to Pedagogy and Place-Based Education: From Abstract to Quotidian (forthcoming May 2017), Galle’s scholarship focuses on pedagogies involving active learning, particularly those associated with experiential learning, place, and 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. A women’s literature specialist, Harrison has published on writers such as Eudora Welty and Beatrice Witte Ravenel, alongside her work on active pedagogies; her recent book Inhabiting La Patria, a critical collection on Julia Alvarez, was published by SUNY Press in 2013.
Dedication
Foreword—Virginia S. Lee
Acknowledgements
Introduction: Ways of Inquiry—Pathways and Partnerships for Grassroots Innovation
Jeff Galle and Rebecca L. Harrison
Chapter 1: Moving Pictures and Words: Multimodal Projects in College Composition
Laura Ng and Karen Redding
Chapter 2: Reacting to the Past and What it Means Today
Linda Hughes
Chapter 3: PBL and Collaborative Learning in the Complex Learning of Solar Geometry
Bronne Dytoc
Chapter 4: Discovering Empirical Patterns in the Social Sciences: Small Assignments with Web-Based Data in Introductory Classes
Thomas D. Lancaster
Chapter 5: The Ethics of the A-Bomb
Pangratios Papacosta
Chapter 6: A Tale of Two Beneficiaries: Using Inquiry-Guided Learning to Foster Social Research Skills and Critical Thinking
Lyndi Hewitt and Lorena Russell
About the Contributors
Index
At a time when, despite lip service, teaching is woefully undervalued in much of higher education, Oxford College of Emory University’s Institute for Pedagogy in the Liberal Arts honors committed, innovative, and successful teaching and teachers. These essays reflect some of the best sessions from IPLA over the years and provide the reader with powerful and successful models for improving their teaching, and, more importantly, through that teaching improving student learning.
— Edward L. Queen, PhD., JD, director, D. Abbott Turner Program in Ethics, Emory University
Pedagogical approaches to Inquiry-based learning serve to build a solid foundation for critical thinking skills that are essential to student success in college and careers. The essays contained in this volume will serve as model best practices to assist other educators trying to adopt an inquiry-based approach.
— Jill Lane, Assistant Vice President of Academic Planning and Assessment, Clayton State University
In this collection of essays from the IPLA incubator, Galle and Harrison and their authors show that, while inquiry-guided learning projects may be grounded in specific courses, the approach itself transcends these particular contexts, and inquiry is ultimately a habit of mind of the educated person.
— Nancy Chick, Academic Director of the Taylor Institute for Teaching & Learning; University Chair in Teaching and Learning, University of Calgary