Inquiry-guided learning: new directions for teaching and learning

INDICE: Preface 1Virginia S. Lee1. What Is Inquiry-Guided Learning? 5Virginia S. LeeAs a suite of teaching practices, inquiry-guided learning defies a simple prescription for practice. This chapter presents a variety of conceptual frameworks, models, and developmental rubrics, created by researchers and practitioners, as a necessary first stage of implementation.2. Developing Inquiry-Guided Learning in a Research University in the United Kingdom 15Philippa LevyThis chapter discusses central themes from a five-year institutional development program based on inquiry-guided learning that recur across the institutionsrepresented in this volume.3. Developing and Embedding Inquiry-Guided Learning Across an Institution 27Martin Jenkins, Mick HealeyThis chapter highlights the importance of developing conceptual frameworks for inquiry-guided learning as a necessary aspect of implementation.4. Inquiry-Guided Learning in New Zealand: From an Appetizer to an Entr e 39Billy O'Steen, Rachel Spronken-SmithThe chapter compares two approaches to inquiry-guided learning from a cross-institutional study in New Zealand.5. Questions That Matter: Using Inquiry-Guided Faculty Development to Create an Inquiry-Guided Learning Curriculum 51Lisa Carstens, Joyce Bernstein HowellThis chapter describes how an inquiry-driven faculty development process became a catalyst for curriculum reform using inquiry-guided learning.6. Integrating Inquiry-Guided Learning Across the Curriculum: The Top 25 Project at Miami University 61Beverley A. P. Taylor, Andrea I. Bakker, Marjorie Keeshan Nadler, Cecilia Shore, Beth Dietz-UhlerThis chapter describes a project initiated by the university€™s president to transform high enrollment classes using inquiry-guided learning.7. Marymount University: Inquiry-Guided Learning as a Catalyst for Change 71Carolyn Oxenford, Liane Summerfield, Michael SchuchertThis chapter describes the creation, implementation, and assessment of a systematic, campus-wide program of inquiry-guided learning.8. The Power of Inquiry as a Way of Learning in Undergraduate Education at a Large Research University 81Debra A. Fowler, Pamela R. Matthews, Jane F. Schielack, Robert C. Webb, X. Ben WuThis chapter describes the process Texas A&M University used to introduce inquiry experiences earlier on in the undergraduate curriculum.9. Lessons Learned: The McMaster Inquiry Story from Innovation to Institutionalization 93Carl Cuneo, Del Harnish, Dale Roy, Susan VajoczkiThis chapter analyzes the enablers and challenges to institutionalization of inquiry-guided learning at McMaster University, a pioneer in the uses of inquiry as a wayof learning.10. Opportunities and Challenges in Institutionalizing Inquiry-Guided Learning in Colleges and Universities 105Virginia S. LeeThis summary chapter compares the eight institutional case studies in the volume on key dimensions to highlight the dynamics of undergraduate reform through inquiry-guided learning.INDEX 117

• ISBN: 978-1-118-29923-4
• Editorial: John Wiley & Sons
• Encuadernacion: Rústica
• Páginas: 128
• Fecha Publicación: 27/04/2012
• Nº Volúmenes: 1
• Idioma: Inglés