Unifying the Undergraduate Curriculum through Inquiry-Guided Learning

Autor/inn/en	Lee, Virginia S.; Ash, Sarah
Titel	Unifying the Undergraduate Curriculum through Inquiry-Guided Learning
Quelle	In: New Directions for Teaching and Learning, (2010) 121, S.35-46 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
Schlagwörter	Undergraduate Study; College Curriculum; Inquiry; Active Learning; Critical Thinking; Student Responsibility; Intellectual Development; Integrated Curriculum; General Education; College Faculty; Teacher Participation; Research Universities; Educational Change; North Carolina + Suchen Sie Ihr Suchwort? Grundstudium; Aktives Lernen; Kritisches Denken; Mental development; Geistige Entwicklung; Allgemein bildendes Schulwesen; Allgemeinbildung; Fakultät; Forschungseinrichtung; Bildungsreform
Abstract	At North Carolina State University, inquiry-guided learning offered a compelling framework for integrating the undergraduate curriculum across general education and the major. Rather than adopting a definition of inquiry-guided learning as a prescribed set of approaches, participating faculty and staff members agreed on four overarching intended learning outcomes as the distinctive feature of inquiry-guided learning: critical thinking, habits of independent inquiry, taking responsibility for one's own learning, and intellectual growth and maturity. Regardless of discipline, faculty members were able to translate the outcomes readily into terms that had meaning within their disciplinary context. As a result the outcomes offered a common language that provided unity to the undergraduate experience for faculty members and ultimately for students. (Contains 1 table.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10