2016: High Impact Practices Across Campus

May 9-12

Oxford College of Emory University announces the 10th Annual Institute for Pedagogy in the Liberal Arts. This year’s program explores the benefits and the challenges of liberal arts education for the 21st century.

Professor Andrew Delbanco is Director of American Studies and Julian Clarence Levi Professor in the Humanities at Columbia University. He is the author of "College: What It Was, Is, and Should Be" (2012).

Winner of the 2006 Great Teacher Award from the Society of Columbia Graduates, and the 2011 National Humanities Medal from the National Endowment for the Humanities, Delbanco is the author of "Melville: His World and Work" (2005), which won the Lionel Trilling Award and was a finalist for the Los Angeles Times Book Award in biography. "The Death of Satan" (1995), "Required Reading: Why Our American Classics Matter Now" (1997), and "The Real American Dream" (1999) were named notable books by the editors of The New York Times Book Review. "The Puritan Ordeal" (1989) won the Lionel Trilling Award. He is also the editor of a number of books, including "Writing New England" (2001), "The Portable Abraham Lincoln" (1992), and, with Alan Heimert, "The Puritans in America" (1985). 

Feature Session: High Impact Practices Across Campus

Based on the book, "How to Be a 'HIP' College Campus: Maximizing Learning in Undergraduate Education," this two day session offers four 3-hour segments, each of which focuses on developing a particular program or practice. A student panel is included!

Tuesday and Wednesday Sessions

​SoTL: A Key to Understanding the 21st Century Learner

Denise Domizi, University System of Georgia (USG)

Most of us are continually evaluating and reflecting on our teaching and interactions—adjusting, modifying, and changing—in an attempt to improve learning. In this interactive workshop, participants will take this reflection to the next level by designing a SoTL research project based on their own questions, and transforming that informal reflection into a systematic study of their students’ learning.

Cases Across the Curriculum: Creating a Compelling Need to Know in Every Class

Pat Marsteller, Emory University. In our workshop we will explore existing cases in many disciplines. Using a backwards design model, participants will adapt one case to their class and begin to create a new one.Digital Liberal Arts

Rebecca Davis, St. Edwards University. How can assignments that take advantage of digital tools and methods build student capacities in critical reading, thinking, and writing? What do community-engagement, global learning, and problem-solving look like in our globally-networked, data-driven, participatory digital culture? In short, how do we do liberal arts learning in the emerging digital ecosystem? Participants in this workshop will develop strategies for uniting the best of liberal arts education with our constantly changing digital culture.Team-Based Learning: Students Taking Charge of Their Own Learning

Henry Bayerle, Oxford CollegeIn the Team-Based Learning (TBL) classroom, students working in small permanent groups take responsibility for their own learning and apply course content to a complex intellectual task. Session participants will discuss SoTL research on group learning, work through a sample TBL module, and begin to create a TBL module for one of their own courses.

Thursday and Friday Sessions

Total Immersion: Maximizing Experiential Learning for Student Success

Jeffery Coker, Elon University

Experiential learning includes a wide variety of high-impact educational practices including student research, service-learning, study abroad, internships, and many others. This session will explore research-based pedagogies and practices for implementing and improving experiential education in a variety of forms.

IPLA – Teaching and Learning Through Technology

Scott Foster, Oxford College

This two-day session invites participants to develop course ideas, teaching strategies, and communication strategies using new technologies. We will explore 3D-Printing and the Internet of Things (IoT), as well as new approaches to Educational Space Design. Finally, we will examine new technologies that encourage collaboration between disciplines and promote cross discipline learning.

Curriculum for Change: Service Learning & Peace Building in Higher Ed

Bridgette Gunnels, Oxford College

Educating global citizens often extends beyond the core content as well as the four walls of the classroom. This session highlights how intentional curriculum development with service learning, travel and a focus on mediation and peacebuilding results in deep learning for both professor and student. Course development and practical approaches form the basis for the two days. The Inquiry Redesign: From Course, Outcomes, to the SoTL

Catherine Swanson, McMaster University, Canada

This two day session takes participants through the process of designing or redesigning a course grounded in the inquiry guided approach to learning. We will begin by identifying student learning outcomes and link these to active learning strategies, and ideas for student assessment. We will also consider how to incorporate a SoTL project into your course to carefully and critically assess student learning.

Tuesday, May 10–Wednesday, May 11 (first 4 tracks of IPLA for faculty)

• The Scholarship of Teaching and Learning (SoTL): A Key to Understanding the 21st Century Learner
• Cases Across the Curriculum: Creating a Compelling Need to Know in Every Class
• Digital Liberal Arts
• Team-Based Learning: Students Taking Charge of Their Own Learning
• Feature Session: High Impact Practices Across Campus
• Delbanco Keynote (Wednesday)

Thursday, May 12–Friday, May 13 (second 4 tracks of IPLA for faculty)

• Total Immersion: Maximizing Experiential Learning for Student Success
• IPLA – Teaching and Learning Through Technology
• Curriculum for Change:  Service Learning & Peace Building in the Humanities
• The Inquiry Redesign: From Course, Outcomes, to the SoTL