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.

This is the first collection of critical essays on the works of Dominican American author Julia Alvarez. A prolific writer of nearly two dozen books of poetry, fiction, nonfiction, and children s literature, Alvarez has garnered numerous international accolades, including the impressive F. Scott Fitzgerald Award for Outstanding Achievement in American Literature. She was one of only ten poets invited to write for President Obama s inauguration in 2009, and her "In the Time of the Butterflies" was selected as a National Endowment for the Arts Big Read, putting her in the company of Mark Twain, Zora Neale Hurston, and Harper Lee. Yet, despite Alvarez s commercial success and flourishing critical reputation, much of the published scholarship has focused on her two best-known novels "In the Time of the Butterflies" and "How the Garcia Girls Lost Their Accents."
Moving beyond Alvarez s more recognizable work, the contributors here approach her wider canon from different points of access and with diverging critical tools. This enriches current discussions on the construction of selves in life writing, and nonfiction more generally, and furthers our understanding of these selves as particular kinds of participants in the creation of nation and place. In addition, this book provides fresh insight for transnational feminist studies and makes a meaningful contribution to the broader study of the gendered diaspora, as it positions Alvarez scholarship in a global context."