Inquiry-Based Learning for Faculty and Institutional Development : A Conceptual and Practical Resource for Educators.
Blessinger, Patrick.
Inquiry-Based Learning for Faculty and Institutional Development : A Conceptual and Practical Resource for Educators. - 1st ed. - 1 online resource (522 pages) - Innovations in Higher Education Teaching and Learning Series ; v.1 . - Innovations in Higher Education Teaching and Learning Series .
Front Cover -- Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators -- Copyright page -- Contents -- List of Contributors -- Foreword -- References -- Part I: Concepts and Principles -- Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development -- Introduction -- Adoption Principles -- Implementation Benefits -- Theoretical Framing -- Chapter Overviews -- Conclusion -- References -- A Theoretical Model of Collaborative Inquiry-Based Group Development Process -- Introduction -- Research in Inquiry-Based Learning -- A Case Study of a Collaborative Inquiry-Based Group -- Context: Livingstone Inquiry Group -- Collaborative Group Development -- Qualitative Data Collection -- A Proposed Theoretical Model of a Collaborative: Inquiry-Based Group Development Process -- Generative Social Capital -- Time -- Openness -- Listening -- Humor -- Respect -- Relational Learning -- Reflective Engagement -- Learning as a Journey -- Feedback Support -- Pedagogical Paradigm Shifts -- Collaboration -- Shifting Pedagogical Paradigms -- Implications -- References -- Strategies for Transforming and Extending Inquiry-Based Teaching and Learning: Placers - A New Model for Transformative Engagement and Educator Collaboration -- Transformational Teaching and Learning -- PLACERS (Plan, Create, Engage, Reflect, and Share) -- A New Model for Transformative Engagement and Educator Collaboration -- The Service-Learning Project -- The PLACERS Model in Action -- Plan the Experience -- Planning the Service-Learning Project -- Create the Motivation -- Creating the Motivation in the Fellows -- Engage in the Work -- An Engaging Performance: For the Fellows, By the Fellows -- Reflect on the Work. Reflecting on the Work: The Qualitative Reflection Journal (QRJ) -- Share and Celebrate the Work -- Celebrating our Journey -- Conclusion -- References -- The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning -- Overview of Inquiry Instruction as Context for the International Baccalaureate -- Selection of Literature -- What Does Research Say about the Articulation of Inquiry in the International Baccalaureate? -- Planning -- Enactment and Reflection -- Challenges to Achieving the Inquiry-Related Goals in the International Baccalaureate -- Inquiry from the International Baccalaureate to Higher Education -- What Inquiry in the International Baccalaureate Implies about Inquiry in Higher Education -- Notes -- References -- Part II: Practices and Strategies -- Reframing Relationships Between Teachers, Students and Curriculum - The Phenomenon of 'Hybridisation' in IBL -- Introduction -- Bernstein's Concepts of Classification and Framing: An Analytical Framework -- IBL in Action - A Hybridised Curriculum -- Skype Seniors Research Project -- Experimental Week -- Knowledge Transfer Partnership for Inquiry Skills -- IBL in Action: The Triumphs and Positive Response -- Self-Regulation - Developing Student Independence -- Relationships -- Identity -- IBL in Action: The Tensions -- Conclusion -- Notes -- References -- Ways of Inquiry: The Distinctiveness of the Oxford College General Education Program -- Introduction -- Conclusion -- Organic Chemistry -- Context -- Inquiry Assignments -- Outcomes Assessed -- Analysis -- Literary Criticism -- Context -- Elements of Inquiry -- Outcome Assessed: Question Making -- Data Gathering -- Analysis -- Economic Anthropology -- Context -- The Element of Inquiry -- Data Gathering -- Analysis and Findings -- Participant Observation -- Midterm Feedback Form -- Papers. Intermediate Spanish -- Context -- The Element of Inquiry -- Data Analysis -- Conclusions -- Notes -- References -- Targeting Students' Epistemologies: Instructional and Assessment Challenges to Inquiry-Based Science Education -- Introduction -- Background -- Learner Epistemologies -- Inquiry-Based Science Education (IBSE) -- IBSE Instruction and Learner Epistemologies -- IBSE and Assessment of Learner Epistemologies -- A Case in Point: An Ecology Inquiry Unit with an Urban Population -- The Ecology Inquiry Unit -- Participants -- Assessment Items and Tasks -- Learner Outcomes -- Interdependence of Ecosystems Item Performance -- Nature of Science Item Performance -- Thoughts on Sources of Knowledge -- What Lies Ahead: Recommendations for Practice and Research -- Conclusion -- References -- Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project -- Introduction -- IBSE Understanding in the INQUIRE Project -- The INQUIRE Project -- Methods -- Findings -- Contribution of the INQUIRE Course to the Development of Science Teaching -- Participants' Views of the INQUIRE Courses -- Participant Learning -- Changing Science Teaching Practices -- Student Learning Outcomes -- Botanic Gardens' Ability to Support IBSE Outside the Classroom -- Knowledge and Skill Development - Beliefs and Practices -- Institutional Change -- Use of the Botanic Gardens -- Persistence of Barriers and Challenges -- Conclusion -- Notes -- References -- Appendix A -- Appendix B -- Inquiry Science Indicator Checklist -- Representation Construction: A Directed Inquiry Pedagogy for Science Education -- Introduction -- Background to RiLS, CRISP, and SOSSPL Projects -- Principles of a Representation Construction Pedagogy -- Topic of Forces -- Topic of Astronomy -- Translation into Wider Scale Implementation -- SOSSPL program. Discussion and Conclusions -- References -- The Graduating Project: A Cross-Disciplinary Inquiry-Based Capstone in Arts -- The Bachelor of Arts at Victoria University -- The Graduating Project -- Delivery -- Authentic Inquiry -- The Teachers' Stance -- Managing Group Work -- Overcoming Tribalism While Valuing Some Forms of Conflict -- Student Outcomes and a Brief Example Project -- Conclusion -- Notes -- Acknowledgements -- References -- Creating an 'Emporium of Wonder' at Manchester Museum -- An Introduction to Manchester Museum -- The Institutional Context -- Learning in the Museum -- The Study -- The Development Process -- Values -- Themes -- Research -- An Initial Vision for the Study -- Where We Are Now -- Conclusions -- References -- Engaging Students in Scientific Inquiry: Successes and Challenges of Engaging Non-science Majors in Scientific Inquiry -- Introduction -- Inquiry-Based Learning Experiences: The Promise and the Challenges -- Science for Future Legislators: A Course History -- Overall Lab Sequence -- Methods of Analysis -- Results -- Urban Planning Lab -- Finding #1: Importance of Ecological Impacts of Urban Planning -- Finding #2: Understanding the Nature of the Urban Planning: Finding a Balance -- The Hydroponics Lab -- Finding #1: The Complicated and Interdisciplinary Nature of Food Production -- Finding # 2: Putting the Pieces of Inquiry Together Was Challenging -- Conclusions -- References -- Mighty Negatrons and Collective Knitting: Academic Educators' Experiences of Collaborative Inquiry-Based Learning -- Introduction -- The IBL Unit -- Assessment in IBL -- The Affective Domain -- In the Beginning -- The Half-Way Dip -- The Assessment Point Nears -- Power Dynamics and the Role of the Facilitator -- Group Constitution and Dynamics -- Cohort Characteristics -- Measuring 'Success' of IBL in Staff Development -- Acknowledgements. References -- References as Used in Students Reflective Accounts: (Reproduced Verbatim from Participants' Reflective Accounts) -- How to Scale Inquiry-Based Teaching and Learning through Progressive Faculty Development -- Introduction -- Developing Faculty's Competency -- Delivery Strand: Direct Instruction to Open Research -- Approach Strand: Teacher-Centered to Student-Centered -- Designing Curriculum -- ACTO Model - Assessment, Context, Technology, Outcomes -- The Importance of Design -- Shifting Institutional Genetics - Evolution -- Lessons from Medicine and Engineering -- Adaptability - Survival of the Fittest -- Final Thoughts -- References -- Inquiry-Based Service Learning in a University-Based Educational Leadership Program: Service Leadership and Internship in a Principal Fellows Program -- Components of the Steam Engine -- Preservation of the Status Quo -- Lack of Clarity of Purpose -- Lack of Agency in an Atomized Environment -- Ineffective Internships -- Addressing the Critique -- An Effective Internship as Elbow Learning -- Inquiry-Based Learning -- Service Learning -- Reconceptualizing the Internship and Integrating IBL -- Service Leadership Projects -- Principal Fellows Program -- Action as an Outcome of Inquiry in the PFP -- Broad Learning Outcomes and Service Provided -- Proactivity -- Accuracy of Data -- Utility of Data -- Inherent Complexity -- Resolve in the Face of Obstacles -- Implementing Change -- Communication and Building Relationships -- Intimations of the Future -- More Finely Focused Inquiry-based Service Learning -- Value to the School -- Information Gleaned from Thoughtful Action -- References -- Confident Voices: How Professional Development for Teachers by Teachers Using Video Promotes Inquiry-Based Practice -- Introduction -- Theoretical Framework -- Methods -- Video Production -- Participant Recruitment. Ethical Concerns.
This volume covers the many issues and concepts of how inquiry-based learning (IBL) can be applied to faculty and institutional development. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
9781784412340
Inquiry-based learning.
Electronic books.
LB1027.23 -- .I578 2014eb
371.3
Inquiry-Based Learning for Faculty and Institutional Development : A Conceptual and Practical Resource for Educators. - 1st ed. - 1 online resource (522 pages) - Innovations in Higher Education Teaching and Learning Series ; v.1 . - Innovations in Higher Education Teaching and Learning Series .
Front Cover -- Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators -- Copyright page -- Contents -- List of Contributors -- Foreword -- References -- Part I: Concepts and Principles -- Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development -- Introduction -- Adoption Principles -- Implementation Benefits -- Theoretical Framing -- Chapter Overviews -- Conclusion -- References -- A Theoretical Model of Collaborative Inquiry-Based Group Development Process -- Introduction -- Research in Inquiry-Based Learning -- A Case Study of a Collaborative Inquiry-Based Group -- Context: Livingstone Inquiry Group -- Collaborative Group Development -- Qualitative Data Collection -- A Proposed Theoretical Model of a Collaborative: Inquiry-Based Group Development Process -- Generative Social Capital -- Time -- Openness -- Listening -- Humor -- Respect -- Relational Learning -- Reflective Engagement -- Learning as a Journey -- Feedback Support -- Pedagogical Paradigm Shifts -- Collaboration -- Shifting Pedagogical Paradigms -- Implications -- References -- Strategies for Transforming and Extending Inquiry-Based Teaching and Learning: Placers - A New Model for Transformative Engagement and Educator Collaboration -- Transformational Teaching and Learning -- PLACERS (Plan, Create, Engage, Reflect, and Share) -- A New Model for Transformative Engagement and Educator Collaboration -- The Service-Learning Project -- The PLACERS Model in Action -- Plan the Experience -- Planning the Service-Learning Project -- Create the Motivation -- Creating the Motivation in the Fellows -- Engage in the Work -- An Engaging Performance: For the Fellows, By the Fellows -- Reflect on the Work. Reflecting on the Work: The Qualitative Reflection Journal (QRJ) -- Share and Celebrate the Work -- Celebrating our Journey -- Conclusion -- References -- The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning -- Overview of Inquiry Instruction as Context for the International Baccalaureate -- Selection of Literature -- What Does Research Say about the Articulation of Inquiry in the International Baccalaureate? -- Planning -- Enactment and Reflection -- Challenges to Achieving the Inquiry-Related Goals in the International Baccalaureate -- Inquiry from the International Baccalaureate to Higher Education -- What Inquiry in the International Baccalaureate Implies about Inquiry in Higher Education -- Notes -- References -- Part II: Practices and Strategies -- Reframing Relationships Between Teachers, Students and Curriculum - The Phenomenon of 'Hybridisation' in IBL -- Introduction -- Bernstein's Concepts of Classification and Framing: An Analytical Framework -- IBL in Action - A Hybridised Curriculum -- Skype Seniors Research Project -- Experimental Week -- Knowledge Transfer Partnership for Inquiry Skills -- IBL in Action: The Triumphs and Positive Response -- Self-Regulation - Developing Student Independence -- Relationships -- Identity -- IBL in Action: The Tensions -- Conclusion -- Notes -- References -- Ways of Inquiry: The Distinctiveness of the Oxford College General Education Program -- Introduction -- Conclusion -- Organic Chemistry -- Context -- Inquiry Assignments -- Outcomes Assessed -- Analysis -- Literary Criticism -- Context -- Elements of Inquiry -- Outcome Assessed: Question Making -- Data Gathering -- Analysis -- Economic Anthropology -- Context -- The Element of Inquiry -- Data Gathering -- Analysis and Findings -- Participant Observation -- Midterm Feedback Form -- Papers. Intermediate Spanish -- Context -- The Element of Inquiry -- Data Analysis -- Conclusions -- Notes -- References -- Targeting Students' Epistemologies: Instructional and Assessment Challenges to Inquiry-Based Science Education -- Introduction -- Background -- Learner Epistemologies -- Inquiry-Based Science Education (IBSE) -- IBSE Instruction and Learner Epistemologies -- IBSE and Assessment of Learner Epistemologies -- A Case in Point: An Ecology Inquiry Unit with an Urban Population -- The Ecology Inquiry Unit -- Participants -- Assessment Items and Tasks -- Learner Outcomes -- Interdependence of Ecosystems Item Performance -- Nature of Science Item Performance -- Thoughts on Sources of Knowledge -- What Lies Ahead: Recommendations for Practice and Research -- Conclusion -- References -- Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project -- Introduction -- IBSE Understanding in the INQUIRE Project -- The INQUIRE Project -- Methods -- Findings -- Contribution of the INQUIRE Course to the Development of Science Teaching -- Participants' Views of the INQUIRE Courses -- Participant Learning -- Changing Science Teaching Practices -- Student Learning Outcomes -- Botanic Gardens' Ability to Support IBSE Outside the Classroom -- Knowledge and Skill Development - Beliefs and Practices -- Institutional Change -- Use of the Botanic Gardens -- Persistence of Barriers and Challenges -- Conclusion -- Notes -- References -- Appendix A -- Appendix B -- Inquiry Science Indicator Checklist -- Representation Construction: A Directed Inquiry Pedagogy for Science Education -- Introduction -- Background to RiLS, CRISP, and SOSSPL Projects -- Principles of a Representation Construction Pedagogy -- Topic of Forces -- Topic of Astronomy -- Translation into Wider Scale Implementation -- SOSSPL program. Discussion and Conclusions -- References -- The Graduating Project: A Cross-Disciplinary Inquiry-Based Capstone in Arts -- The Bachelor of Arts at Victoria University -- The Graduating Project -- Delivery -- Authentic Inquiry -- The Teachers' Stance -- Managing Group Work -- Overcoming Tribalism While Valuing Some Forms of Conflict -- Student Outcomes and a Brief Example Project -- Conclusion -- Notes -- Acknowledgements -- References -- Creating an 'Emporium of Wonder' at Manchester Museum -- An Introduction to Manchester Museum -- The Institutional Context -- Learning in the Museum -- The Study -- The Development Process -- Values -- Themes -- Research -- An Initial Vision for the Study -- Where We Are Now -- Conclusions -- References -- Engaging Students in Scientific Inquiry: Successes and Challenges of Engaging Non-science Majors in Scientific Inquiry -- Introduction -- Inquiry-Based Learning Experiences: The Promise and the Challenges -- Science for Future Legislators: A Course History -- Overall Lab Sequence -- Methods of Analysis -- Results -- Urban Planning Lab -- Finding #1: Importance of Ecological Impacts of Urban Planning -- Finding #2: Understanding the Nature of the Urban Planning: Finding a Balance -- The Hydroponics Lab -- Finding #1: The Complicated and Interdisciplinary Nature of Food Production -- Finding # 2: Putting the Pieces of Inquiry Together Was Challenging -- Conclusions -- References -- Mighty Negatrons and Collective Knitting: Academic Educators' Experiences of Collaborative Inquiry-Based Learning -- Introduction -- The IBL Unit -- Assessment in IBL -- The Affective Domain -- In the Beginning -- The Half-Way Dip -- The Assessment Point Nears -- Power Dynamics and the Role of the Facilitator -- Group Constitution and Dynamics -- Cohort Characteristics -- Measuring 'Success' of IBL in Staff Development -- Acknowledgements. References -- References as Used in Students Reflective Accounts: (Reproduced Verbatim from Participants' Reflective Accounts) -- How to Scale Inquiry-Based Teaching and Learning through Progressive Faculty Development -- Introduction -- Developing Faculty's Competency -- Delivery Strand: Direct Instruction to Open Research -- Approach Strand: Teacher-Centered to Student-Centered -- Designing Curriculum -- ACTO Model - Assessment, Context, Technology, Outcomes -- The Importance of Design -- Shifting Institutional Genetics - Evolution -- Lessons from Medicine and Engineering -- Adaptability - Survival of the Fittest -- Final Thoughts -- References -- Inquiry-Based Service Learning in a University-Based Educational Leadership Program: Service Leadership and Internship in a Principal Fellows Program -- Components of the Steam Engine -- Preservation of the Status Quo -- Lack of Clarity of Purpose -- Lack of Agency in an Atomized Environment -- Ineffective Internships -- Addressing the Critique -- An Effective Internship as Elbow Learning -- Inquiry-Based Learning -- Service Learning -- Reconceptualizing the Internship and Integrating IBL -- Service Leadership Projects -- Principal Fellows Program -- Action as an Outcome of Inquiry in the PFP -- Broad Learning Outcomes and Service Provided -- Proactivity -- Accuracy of Data -- Utility of Data -- Inherent Complexity -- Resolve in the Face of Obstacles -- Implementing Change -- Communication and Building Relationships -- Intimations of the Future -- More Finely Focused Inquiry-based Service Learning -- Value to the School -- Information Gleaned from Thoughtful Action -- References -- Confident Voices: How Professional Development for Teachers by Teachers Using Video Promotes Inquiry-Based Practice -- Introduction -- Theoretical Framework -- Methods -- Video Production -- Participant Recruitment. Ethical Concerns.
This volume covers the many issues and concepts of how inquiry-based learning (IBL) can be applied to faculty and institutional development. This volume serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies for how to implement IBL in different contexts.
9781784412340
Inquiry-based learning.
Electronic books.
LB1027.23 -- .I578 2014eb
371.3