Teaching and Learning the West Point Way : Educating the Next Generation of Leaders book cover
1st Edition

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

ISBN 9780367685867
Published May 13, 2021 by Routledge
352 Pages 55 B/W Illustrations

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Book Description

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.

Table of Contents



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

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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.