Inquiry-Based Learning for Faculty and Institutional Development : A Conceptual and Practical Resource for Educators.

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.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.