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Thanks to learning science and to the creativity of teaching and
learning professionals, we know much more about the ways students
learn experientially and collaboratively. For our courses, teaching
scholars have identified practices and pedagogies that engage
students to collaborate and experience deeper learning. Ken Bain
has called Super Courses the courses that possess opportunities for
learning in the classroom, the lab, and into the world where
experiential learning joins course content. The course practices
and pedagogies so fundamental to deep learning should also be
included in program design (both for academics and campus life) and
even the curriculum itself. Putting it all Together provides a
frame that includes the pedagogies and practices and discussion of
the larger contexts within which they can be applied. The book also
offers more than thirty brief chapters of selected practices
applied in individual contexts. The authors are faculty members,
administrators, and staff professionals who have developed learning
experiences for students. The rationale behind the book is simple:
embedding the most powerful practices and pedagogies within
courses, programs, and the curriculum calls for every professional
at every institution to play a different but equally important role
in improving student learning and student success.
Thanks to learning science and to the creativity of teaching and
learning professionals, we know much more about the ways students
learn experientially and collaboratively. For our courses, teaching
scholars have identified practices and pedagogies that engage
students to collaborate and experience deeper learning. Ken Bain
has called Super Courses the courses that possess opportunities for
learning in the classroom, the lab, and into the world where
experiential learning joins course content. The course practices
and pedagogies so fundamental to deep learning should also be
included in program design (both for academics and campus life) and
even the curriculum itself. Putting it all Together provides a
frame that includes the pedagogies and practices and discussion of
the larger contexts within which they can be applied. The book also
offers more than thirty brief chapters of selected practices
applied in individual contexts. The authors are faculty members,
administrators, and staff professionals who have developed learning
experiences for students. The rationale behind the book is simple:
embedding the most powerful practices and pedagogies within
courses, programs, and the curriculum calls for every professional
at every institution to play a different but equally important role
in improving student learning and student success.
The eight essays in Campus Conversations provide some of the best
scholarly work emerging from individual faculty learning
communities in a statewide program called the Chancellor's Learning
Scholar (CLS) program. The CLS program began in 2018 as an
initiative designed to include large numbers of the University
System of Georgia's (USG) about 12,000 fulltime teaching faculty in
the USG's statewide student success efforts. The approximately
2,000 faculty who have participated in the first two years of the
CLS program learned about the eight pedagogies of student success
which can help engage students more deepl, thereby retaining them
and deepening their learning. These pedagogies include small
teaching (based on the Jim Lang book), inclusive pedagogy,
Transparency in Learning and Teaching (TiLT), course design, high
impact practices (HIPs), brain-based learning, academic mindset,
and the Scholarship of Teaching and Learning (SoTL). As teaching
and learning scholarship, each essay has its origin in the topic
for which the learning community was formed. The collection
demonstrates the range of topics and many of the ways in which USG
faculty have explored and applied these pedagogies to their own
institutional contexts and courses. The essays selected for
inclusion in this volume also embody different responses to the
outcomes of the program as set out at the inception of the program.
This book offers a game plan for developing faculty expertise in
student success pedagogies across disciplines through hundreds of
supported faculty learning communities (FLC). Using the FLC as a
foundation and offering support and training for individual faculty
moderators/facilitators, the program establishes systemwide
conversations around selected topics and pedagogies. The topics
have been selected as evidence-based practices that can be used
across the disciplines to inform faculty and support student
success in undergraduate coursework. These pedagogies include:
transparency in learning and teaching (TiLT), inclusive pedagogy,
course redesign, mindset, High Impact Practices, strategies from
neuroscience, Small Teaching, and SoTL. The program is set in
motion by nominations for facilitators (Chancellor's Learning
Scholars, CLS) from institutional academic leaders, an individual
application, and confirmation. Training for the CLS is provided by
the system's Office of Faculty Development and supported by
directors of the institutional teaching centers. The formation of
each FLC, the identification of course products and changes
emerging from the FLC, and the full story of each FLC is contained
in the annual report. All told, the program has involved 2500
faculty and thousands of course changes. Finally, the book offers
evaluation of three types-by USG office, by system's teaching
center directors, and by the analysis of the final reports
submitted each year.
This book offers a game plan for developing faculty expertise in
student success pedagogies across disciplines through hundreds of
supported faculty learning communities (FLC). Using the FLC as a
foundation and offering support and training for individual faculty
moderators/facilitators, the program establishes systemwide
conversations around selected topics and pedagogies. The topics
have been selected as evidence-based practices that can be used
across the disciplines to inform faculty and support student
success in undergraduate coursework. These pedagogies include:
transparency in learning and teaching (TiLT), inclusive pedagogy,
course redesign, mindset, High Impact Practices, strategies from
neuroscience, Small Teaching, and SoTL. The program is set in
motion by nominations for facilitators (Chancellor's Learning
Scholars, CLS) from institutional academic leaders, an individual
application, and confirmation. Training for the CLS is provided by
the system's Office of Faculty Development and supported by
directors of the institutional teaching centers. The formation of
each FLC, the identification of course products and changes
emerging from the FLC, and the full story of each FLC is contained
in the annual report. All told, the program has involved 2500
faculty and thousands of course changes. Finally, the book offers
evaluation of three types-by USG office, by system's teaching
center directors, and by the analysis of the final reports
submitted each year.
The eight essays in Campus Conversations provide some of the best
scholarly work emerging from individual faculty learning
communities in a statewide program called the Chancellor's Learning
Scholar (CLS) program. The CLS program began in 2018 as an
initiative designed to include large numbers of the University
System of Georgia's (USG) about 12,000 fulltime teaching faculty in
the USG's statewide student success efforts. The approximately
2,000 faculty who have participated in the first two years of the
CLS program learned about the eight pedagogies of student success
which can help engage students more deepl, thereby retaining them
and deepening their learning. These pedagogies include small
teaching (based on the Jim Lang book), inclusive pedagogy,
Transparency in Learning and Teaching (TiLT), course design, high
impact practices (HIPs), brain-based learning, academic mindset,
and the Scholarship of Teaching and Learning (SoTL). As teaching
and learning scholarship, each essay has its origin in the topic
for which the learning community was formed. The collection
demonstrates the range of topics and many of the ways in which USG
faculty have explored and applied these pedagogies to their own
institutional contexts and courses. The essays selected for
inclusion in this volume also embody different responses to the
outcomes of the program as set out at the inception of the program.
Revitalizing Classrooms brings together six diverse essays with the
central purpose of providing a venue for scholar teachers from a
number of disciplines to convey their individual journeys in
pedagogical innovation. These classroom narratives involve a
paradigm shift away from traditional lecture modes to vital,
active, engaged teaching and learning. From high school classrooms
to undergraduate and graduate classes, these models provide
adaptable ways to reinvigorate and energize classroom spaces that
center student driven learning.
Revitalizing Classrooms brings together six diverse essays with the
central purpose of providing a venue for scholar teachers from a
number of disciplines to convey their individual journeys in
pedagogical innovation. These classroom narratives involve a
paradigm shift away from traditional lecture modes to vital,
active, engaged teaching and learning. From high school classrooms
to undergraduate and graduate classes, these models provide
adaptable ways to reinvigorate and energize classroom spaces that
center student driven 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.
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.
Through the voices of dozens of seasoned college faculty and junior
and senior students, this book shares insights and practical
examples on how a college campus can be "HIP"-utilizing high-impact
educational practices widely and effectively. The book's strength
is numerous hands-on examples about HIPs' implementation in and out
of the classroom. HIPs have been proven to improve student
learning, yet practical examples of their implementation are still
few. This book fills that gap. Covering seven (sets of) HIPs, we
ask such questions as: What do creative assignments based on active
learning look like? How does one teach the "whole student?" How
does and should student diversity affect teaching? The book is most
beneficial to current and future instructors of college courses,
especially those wanting to use more active learning pedagogies. It
will also benefit university administrators and staff by
identifying campus priorities, culture, and structure that support
the effective implementation of HIPs. It makes the case for a
campus-wide adoption of high-impact practices, across disciplines
and in both academic and co-curricular life.
Through the voices of dozens of seasoned college faculty and junior
and senior students, this book shares insights and practical
examples on how a college campus can be "HIP"-utilizing high-impact
educational practices widely and effectively. The book's strength
is numerous hands-on examples about HIPs' implementation in and out
of the classroom. HIPs have been proven to improve student
learning, yet practical examples of their implementation are still
few. This book fills that gap. Covering seven (sets of) HIPs, we
ask such questions as: What do creative assignments based on active
learning look like? How does one teach the "whole student?" How
does and should student diversity affect teaching? The book is most
beneficial to current and future instructors of college courses,
especially those wanting to use more active learning pedagogies. It
will also benefit university administrators and staff by
identifying campus priorities, culture, and structure that support
the effective implementation of HIPs. It makes the case for a
campus-wide adoption of high-impact practices, across disciplines
and in both academic and co-curricular life.
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