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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."
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