An Exploration into Inquiry-Based Learning by a Multidisciplinary Group of Higher Education Faculty

Autor/inn/en	Friedman, Daniela B.; Crews, Tena B.; Caicedo, Juan M.; Besley, John C.; Weinberg, Justin; Freeman, Miriam L.
Titel	An Exploration into Inquiry-Based Learning by a Multidisciplinary Group of Higher Education Faculty
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 59 (2010) 6, S.765-783 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-009-9279-9
Schlagwörter	Higher Education; Public Health; Inquiry; Active Learning; Civil Engineering; Grants; Technology Education; Social Work; College Faculty; Student Reaction; Interdisciplinary Approach; Student Experience; Teaching Methods; Philosophy; Mass Media; Journalism; Business Administration Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Gesundheitswesen; Aktives Lernen; Grant; Finanzielle Beihilfe; Technisch-naturwissenschaftlicher Unterricht; Soziale Arbeit; Fakultät; Schülerkritik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Philosophie; Massenmedien; Journalistik; Journalismus
Abstract	This manuscript describes faculty and student experiences and future activities of a multidisciplinary group of university faculty who are implementing inquiry-based learning (IBL) in their classrooms for the first time. This opportunity to implement the IBL instructional method was provided to the faculty through a grant from the university's Center for Teaching Excellence (CTE). The goal of this paper is to provide a discussion on the implementation of IBL in the classroom and students' responses to IBL. The multidisciplinary group was from the following disciplines: philosophy, journalism and mass communications, business and technology education, public health, civil engineering, and social work. This manuscript describes the (1) fundamentals of the CTE inquiry grant, (2) fundamentals of IBL, (3) IBL strategies and implementation, (4) students' responses to IBL, and (5) the implications of IBL for higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10