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EJ978643 - Questions that Matter: Using Inquiry-Guided Faculty Development to Create an Inquiry-Guided Learning Curriculum

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ERIC #:	EJ978643
Title:	Questions that Matter: Using Inquiry-Guided Faculty Development to Create an Inquiry-Guided Learning Curriculum
Authors:	Carstens, Lisa; Howell, Joyce Bernstein
Descriptors:	Faculty Development; Educational Change; Accreditation (Institutions); Educational Improvement; Instructional Design; Course Evaluation; Inquiry; Curriculum Development; Curriculum Implementation; College Instruction; College Curriculum; Teaching Methods; Program Evaluation; Undergraduate Study; Program Descriptions; Program Effectiveness; Program Implementation; Educational Policy; Case Studies; Student Surveys; Active Learning; College Freshmen; First Year Seminars
Source:	New Directions for Teaching and Learning, n129 p51-59 Spr 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Date:	2012-00-00
Pages:	9
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	The term "assessment" sends shivers down academic spines. For faculty, it signals marching orders from external parties who may or may not appreciate the subtle and not always quantifiable value of faculty efforts. For administrators, it means the dual challenge of recalibrating internal measures to meet external mandates but also inspiring faculty to recognize how those external mandates can lead to genuine growth. The story of introducing inquiry-guided learning (IGL) to Virginia Wesleyan College (VWC) is a story of turning external assessment-driven beginnings into internally meaningful and comprehensive pedagogical reform. It is especially a story of drawing upon the model of IGL itself to enable faculty to work collectively toward the common goal of being more effective teachers. Just as IGL requires that students begin with questions, so does successful faculty development. This article describes how this faculty inquiry process at VWC became the catalyst for more comprehensive curricular reform using IGL. (Contains 8 resources.)
Abstractor:	ERIC
Reference Count:	2

Note:	N/A
Identifiers:	Virginia
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0271-0633
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1002/tl.20006

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