1st Edition

Teaching and Learning the West Point Way Educating the Next Generation of Leaders

    352 Pages 55 B/W Illustrations
    by Routledge

    352 Pages 55 B/W Illustrations
    by Routledge

    Teaching and Learning the West Point Way is a unique compendium of the best teaching and learning practices from one of the most celebrated and storied undergraduate teaching and learning environments and institutions in America – the United States Military Academy at West Point, New York, USA.

    Drawing on the broad academic curriculum that the students follow at West Point – in addition to military leadership, character development, and competitive athletics – this book describes proven and effective undergraduate pedagogy across a number of academic disciplines. Case studies, strategies and techniques, empirical teaching and learning research results, syllabi, and assignments developed and deployed by West Point faculty are included, which faculty in other higher education institutions can adapt and apply to their own programs and courses. An accompanying companion website provides additional syllabi, course guides, lesson plans, PowerPoint activities, and lecture slides, as well as videos of the editors and authors discussing how key concepts in their chapters might be applied in different teaching and learning contexts.

    This is an opportunity to gain an in-depth insight into the programs and practices inside one of the world’s premier leadership development and educational institutions. It should appeal to new and experienced faculty and administrators interested in course creation and syllabus design across a wide range of disciplines in educational institutions and military academies across the globe.



    Educating future Army Leaders for a Diverse and Dynamic World

    Various West Point Authors


    Raymond A. Kimball, Section Editor

    Chapter 1: Military Leadership: Purpose, Direction, Motivation

    Russell P. Lemler and Jordon E. Swain

    Chapter 2: Infrastructure Engineering: Appreciating the Art and Science of Our Built Environment

    J. Ledlie Klosky and Brian Riser

    Chapter 3: Armed Forces & Society: Thank You for (Y)our Service

    Morten G. Ender

    Chapter 4: Chemical Engineering Lab: Getting Results

    Matthew Armstrong, April Miller, Andrew Pfluger, Geoffrey Bull, Corey James, Enoch J. Nagelli, Trevor Corrigan, and Andrew Biaglow

    Chapter 5: Entrepreneurial Leadership: Shark Tank for Warriors

    Lissa V. Young

    Chapter 6: Officership: Developing Professional Knowledge, Identity, and Inspiration

    Jeffrey Peterson, Matthew S. Arbogast, and Matthew K. Clark


    Raymond A. Kimball, Section Editor

    Chapter 7: The Ethics of AI in War: Digital Trigger

    Scott Parsons, Christopher Korpela, and William J. Barry

    Chapter 8: An Undergraduate Project to Develop Statistical Thinking and Writing: Iterating to Success

    Kevin Cummiskey, James Pleuss, Bryan Adams, Dusty Turner, Randal Hickman, Charles Sulewski, and Krista Watts

    Chapter 9: A Proflective Writing Assignment in Advanced General Psychology for Leaders: Letter to the Future Self

    Elizabeth L. Wetzler and David T. Feltner

    Chapter 10: Harnessing Storytelling to Improve Students’ Scientific Communication: Narrating Science

    Melissa Eslinger, Jason O. Hoppe, and Peter L. Zhu

    Chapter 11: Leadership in Combat Writing Assignments - In Extremis

    Brian J. Reed and Nicole Kruse

    Chapter 12: The Intellectual Giant Model of Teaching: Sharp-shoot, Integrate, and Apply

    Everett S. P. Spain

    Teaching Notes

    Morten G. Ender, Section Editor

    Chapter 13: Synthesizing Art, Language, and History: Creating Empathetic Leaders of Character in the Foreign Language Classroom

    Diane Richardson and Xenia Srebrianski Harwell

    Chapter 14: Simulating Combat Modeling in Engineering: My Roommate Was Jealous

    Vikram Mittal, Gene J. Lesinski, and Matthew F. Dabkowski

    Chapter 15: Tapping Feature Films for Classroom Debates: Transformational or Toxic Leaders?

    Jordon E. Swain, Everett S. P. Spain, Archie L. Bates III, and Joshua C. Bowen

    Chapter 16: Bringing the Thayer Method into the 21st Century: T21

    Corey S. Gerving, Cathleen B. Barker, Travis R. Barker, James C. Bowen, David W. Hutchinson, and Andrew S. Wilhelm

    Chapter 17: Peer Assessment and Coaching: As Iron Sharpens Iron

    Ross M. Skilling

    Chapter 18: Experiencing Social Class Inequality: Modified Monopoly

    Morten G. Ender

    Chapter 19: Preparing Students to Lead Productive Discussions: Discuss til they Drop

    Stephen Finn

    Chapter 20: Using Virtual Battlespace Gaming Simulations in the Classroom: Searching for IEDs in Class

    Elizabeth L. Wetzler, Lisa M. Korenman, and Arianna D. Morell

    Chapter 21: Making Leaders at the Group Level: The Cadet Company

    Brian J. Reed, David B. Lora, and David G. Weart

    Chapter 22: Teaching Russian Political Discourse: Classroom Oral Presentation and Discussion

    Olga Dobrunoff

    Chapter 23: Enhancing Written and Oral Analysis in a Life Science Course: Literary Biologists

    Melissa Eslinger, Ryan E. Rodriguez, and Kathleen LeForte

    Chapter 24: Enhancing the Foreign Language Classroom through Experiential Learning: Connecting and Reflecting

    Sherry A. Maggin, John M. Pendergast, and Julia M. Praud

    Chapter 25: Deliberately Integrating Teaching, Learning, and Assessment: The Signature Work of the West Point Writing Program

    Jason O. Hoppe and Colleen G. Eils

    Chapter 26: Does Active Learning Translate into Actual Learning in Psychology?: Dog Day

    Aryn A. Pyke and Tracie M. Caccavale

    Empirical Articles

    Jakob Bruhl, Section Editor

    Chapter 27: Developing the Cutting Edge of Assessment Techniques: Discovery Learning Assessments

    Kristin M. Arney, Kayla K. Blyman, Lisa Bromberg, Jennifer Cepeda, David L. Harness, and Scott Lynch

    Chapter 28: Understanding Positive Change in Academic Performance: The Most Improved Student

    Paul F. Evangelista and Gess LeBlanc

    Chapter 29: Epistemic Expressions of Point of View in Russian: A Sample System of Classroom Activities

    Olga Dobrunoff

    Chapter 30: The Validity of the College Entrance Examination Rank in Predicting Student Success in Chemical Engineering: Predicting Academic Success

    Trevor Corrigan, Andrew Pfluger, Bryan Jonas, April Miller, H. Daniel Bahaghighat, Eric Mowles, Geoffrey Bull, Corey James, Enoch A. Nagelli, Melissa Eslinger, Matthew Armstrong, Russell Lachance, and Andrew Biaglow

    Chapter 31: An Investigation on the Effect of Out-Of-Class Assignments on Student Performance: The Homework Tightrope

    Daniel J. Newell and J.D. Caddell

    Chapter 32: Memory Recall Exercises: Food for Thought

    Michael B. Wright, Sean R. McMahon, Cole A. Spitzack, Dale J. Hommerding, and George J. Fust III

    Interdisciplinary Articles

    Rachel M. Sondheimer, Section Editor

    Chapter 33: An Interdisciplinary Approach to Student Understanding of Microbial Diversity: You Are What You Touch

    Melissa Eslinger, Ryan E. Rodriguez, Elizabeth Mentis

    Chapter 34: The Impact of the Vertical Writing Surface on Teaching and Learning in Different Disciplines: The Writing's on the Wall

    Raymond A. Kimball, Jack Cooperman, Chris Fuhriman, and Eric J. Simpson

    Chapter 35: Staff Rides 2.0: Expanding on an Old Army Tradition

    Lionel Beehner, Liam Collins, Robert J. Goldstein, and Jason R. Musteen


    Teaching and Learning in a COVID-19 World

    Lynnan Mocek, Raymond A. Kimball, and Rebecca Jones-Kellogg


    Morten G. Ender, Professor of Sociology and Co-Director of Diversity & Inclusion Studies, Department of Behavioral Sciences and Leadership, U.S. Military Academy at West Point.

    Raymond A. Kimball, Chief of Faculty Development, U.S. Military Academy at West Point.

    Rachel M. Sondheimer, Vice Dean for Academic Affairs, U.S. Military Academy at West Point.

    Jakob C. Bruhl, Associate Professor of Civil and Mechanical Engineering, Department of Civil and Mechanical Engineering, U.S. Military Academy at West Point.

    "This book encourages bridging between disciplinary areas to facilitate collaboration amongst faculty and to optimize opportunities for student learning. It is perfect for faculty development programs that aim to engage faculty in small interdisciplinary cohorts that can discuss course pedagogy and share effective approaches to course creation, syllabus design, and assignment development. The editors are uniquely qualified to promote the book’s interdisciplinary message based on a blend of expertise that cuts across various academic disciplines and the civilian and military faculty at West Point."

    Jeffrey B. Lovelace, Assistant Professor of Commerce, University of Virginia, United States of America.

    "This book is unique in that it covers military education and design ‘soup to nuts’—that is, from top-level design to lesson-plans, as well as overarching strategies. There are a significant number of military education institutions in the US and US-looking countries that would find this useful."

    Kristian Gustafson, Reader in Intelligence and Security Studies, Brunel University London, United Kingdom.

    "This volume’s combination of syllabi, assignments, and articles make it a unique and valuable resource for teachers from the secondary to the university levels. For educators who are willing to explore pedagogical practices applied in varied disciplines to see how they might adapt a given assignment or teaching technique in their own discipline/classroom, this volume stands out as a highly practical interdisciplinary work of scholarship."

    Ryan Kelty, Associate Professor of Sociology, United States Air Force Academy, United States of America.