Inquiry-guided learning (IGL) is a pedagogy that promotes student learning through guided and, increasingly independent investigation of complex questions and problems. Rather than teaching the results of others’ investigations, which students learn passively, instructors assist students in mastering and learning through the process of active investigation itself. North Carolina State University is at the forefront of the development and implementation of IGL both at the course level and as part of a successful faculty-led process of reform of undergraduate education.This book documents and explores how faculty arrived at their current understanding of inquiry-guided learning and how they have interpreted it at various levels -- the individual course, the major, the college, the university-wide program, and the undergraduate curriculum as a whole -- and how they have assessed its impact. The book has been written with three audiences in mind: instructors who want to use inquiry-guided learning in their classrooms, faculty developers considering supporting comparable efforts on their campuses, and administrators interested in managing similar undergraduate reform efforts.
has her own consulting business, Virginia S. Lee & Associates, with a focus on teaching, learning and assessment in higher education. From 2000-2004 she was the Associate Director, Faculty Center for Teaching and Learning, NC State University where she led the inquiry-guided learning initiative and had lead responsibility for the design and implementation of faculty development programs. She serves on the editorial review boards of Innovative Higher Educaton and the Journal of Faculty Development and was a past editor of the POD Network in Higher Education's Essays in Teaching Excellence series. She has published and presented on a wide variety of topics in teaching and learning in higher education.
“Virginia Lee hits the mark with her book on inquiry based learning. Most books addressing pedagogical practices are either too theoretical or so practically oriented that they lack a theoretical grounding. Lee combines both in a way that is attractive to any reader. She moves us from the theoretical to the practical in thirteen different classroom situations across just as many disciplines. The reader can easily find his/her discipline among the chapters in this section. The final portion of the book brings the reader full circle when Lee addresses inquiry based learning in relation to critical thinking, writing, service learning, faculty development and assessment.” – Devorah A. Lieberman, Provost and Vice President for Academic Affairs, Wagner College"Faculty, do you want to use inquiry-guided learning in your classes? Faculty Developers, do you want to support change in teaching and learning practices? Administrators, do you want a case study on managing undergraduate reform efforts? If you answer 'yes' to any of these questions, then Virginia Lee's book is an excellent starting point…This book is a 'must read' for faculty, who want their student to learn to think critically, develop inquiry skills, and take responsibility for learning. It offers a key strategy for achieving these goals and deepening the undergraduate learning experience. The book also provides faculty developers and administrators with ideas on creating and supporting change in the higher education classroom."--The National Teaching and Learning Forum
Preface Part One: Setting the Context What is Inquiry-guided Learning? -- Virginia S. Lee, David Greene, Janice Odom, Ephraim Schechter, and Richard W. Slatta Inquiry-Guided Learning at North Carolina State University: A Brief History -- David B. Greene, Virginia S. Lee, and J. Douglas Wellman Part Two: Interpreting and Implementing Inquiry-guided Learning All in the Balance: Psychology 201 "Controversial Issues in Psychology" -- Samuel B. Pond, III Music 200, "Understanding Music": An Inquiry-guided Approach to Music Appreciation Jonathan Kramer and Alison Arnold SCALE-UP: Bringing Inquiry-guided Learning to Large Enrollment Courses -- Maria Oliver-Hoyo and Robert Beichner Inquiry-guided Learning and the Foreign Language Classroom -- Ana Kennedy and Susan Navey-Davis Incorporating Active Learning, Critical Thinking and Problem-Based Learning in an Advanced French Culture and Civilization Course -- Arlene Malinowski Enhancing Inquiry-guided Learning with Technology in History Courses -- Richard W. Slatta Inquiry-guided Learning in a Food Science Capstone Course -- Lynn G. Turner and Christopher R. Daubert Inquiry-guided Learning Through Collaborative Research in a Graduate Course -- George R. Hess and C. Ashton Drew Inquiry-guided Learning and the Undergraduate Major in the Department of Microbiology -- Michael Hyman and Gerry Luginbuhl The Challenge of Implementing an Inquiry-guided Approach in a Highly Technical Curriculum -- Adrianna G. Kirkman, Medwick V. Byrd, Hasan Jameel, and John A. Heitmann Engineering Computing as an Essential Component of Inquiry-guidedLearning -- Roger P. Rohrbach, Joni E. Spurlin, Kathy Mayberry and Sarah A. Rajala Inquiry by Design: Learning in the Studio Setting -- Meredith Davis and Paul Tesar Inquiry-guided Learning and the Undergraduate Curriculum: General Education and the Major -- Susan Blanchard, Marilee Bresciani, Michael Carter, Virginia Lee, and Gerry Luginbuhl Part Three: Inquiry-guided Learning Programs and Related Initiatives Inquiry, Critical Thinking and First Year Programs -- David Greene, Janice Odom, and Arlene Malinowski The Heart of the Matter: Writing, Speaking, and Inquiry-guided Learning -- Chris M. Anson and Deanna P. Dannels Service-Learning: Integrating Inquiry and Engagement -- Sarah L. Ash and Patti H. ClaytonPart Four: Supporting and Assessing Inquiry-guided Learning Mastering Inquiry-guided Learning One Step at a Time:Faculty Development and Dissemination -- Virginia S. Lee Assessing the Impact of Inquiry-guided Learning at NC State -- Virginia S. Lee Contributors. Index.