Developing Inquiry-Guided Learning in a Research University in the United Kingdom

Autor/in	Levy, Philippa
Titel	Developing Inquiry-Guided Learning in a Research University in the United Kingdom
Quelle	In: New Directions for Teaching and Learning, (2012) 129, S.15-26 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20003
Schlagwörter	Foreign Countries; Inquiry; Curriculum Development; Curriculum Implementation; College Instruction; College Curriculum; Teaching Methods; Program Evaluation; Research Universities; Program Descriptions; Program Effectiveness; Program Implementation; Educational Policy; Case Studies; Public Policy; Active Learning; United Kingdom (England); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Forschungseinrichtung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Öffentliche Ordnung; Aktives Lernen
Abstract	A number of universities in the United Kingdom (UK) have launched institution-wide initiatives recently to embed inquiry and research more firmly into the student experience. Among these, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) led a five-year development program at The University of Sheffield (TUOS) between 2005 and 2010. CILASS was a national Centre for Excellence in Teaching and Learning (CETL) awarded to TUOS as part of a government-funded, large-scale program for university learning and teaching enhancement in England and Northern Ireland. It was funded to carry out both intra- and interinstitutional development work stemming from existing practice at TUOS in inquiry-based learning, referred to in this article as inquiry-guided learning (IGL). The CILASS program, with objectives that are discussed in more detail by Levy (2007), included strands on reward and recognition for teaching, curriculum development and innovation, educational assessment and research, enhancement of the university's physical estate, and dissemination of good practice. Its main focus was on IGL in the arts, humanities, and social sciences, but its mission also extended to supporting development in a range of other disciplines. As an operationally independent unit reporting directly to the university's pro-vice chancellor for learning and teaching, CILASS worked in close partnership with a wide range of professional services and academic departments at TUOS to promote and further develop IGL collaboratively in the institution. This article offers an overview of some key themes from CILASS's own institutional development work. (Contains 2 figures and 1 online resource.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10