Integrating Inquiry-Guided Learning across the Curriculum: The Top 25 Project at Miami University

Autor/inn/en	Taylor, Beverley A. P.; Bakker, Andrea I.; Nadler, Marjorie Keeshan; Shore, Cecilia; Dietz-Uhler, Beth
Titel	Integrating Inquiry-Guided Learning across the Curriculum: The Top 25 Project at Miami University
Quelle	In: New Directions for Teaching and Learning, (2012) 129, S.61-70 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.20007
Schlagwörter	Models; Large Group Instruction; Formative Evaluation; Instructional Design; Faculty Development; Inquiry; Curriculum Development; Curriculum Implementation; College Instruction; College Curriculum; Teaching Methods; Program Evaluation; Undergraduate Study; Program Descriptions; Program Effectiveness; Program Implementation; Educational Policy; Educational Theories; Case Studies; Student Surveys; Active Learning; Intellectual Disciplines; Ohio + Suchen Sie Ihr Suchwort? Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Grundstudium; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Case study; Fallstudie; Case Study; Schülerbefragung; Aktives Lernen; Geisteswissenschaften
Abstract	In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25 class. The initiative began at the highest level of administration and was informed by student intellectual development theory and research. Miami University's president and his collaborators outlined a "student as scholar" model in which educators "help students become more internally focused by validating them as thinkers and burgeoning scholars, presenting thorny problems and topics that lend themselves to multiple legitimate perspectives, introducing them to competencies needed to address those topics, and helping them form, and accept responsibility for, their own decisions and actions." The Top 25 Project was the first step in infusing this model into the university culture. This article describes this major initiative and discusses the results thus far. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10