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9781475832884

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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. -- Jeffrey Coker, Elon University 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. -- X. Ben Wu, Texas A&M University 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. -- Mick Healey, McMaster University 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. -- Rachel Spronken-Smith, University of Otago

Author Information

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.

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