Cross-cultural simulation to advance student inquiry

Inglis, Sue; Sammon, Sheila; Justice, Christopher; Cuneo, Carl J.; Miller, Stefania Szlek; Rice, James; Roy, Dale; Warry, Wayne

doi:10.1177/1046878104268732

Cited by 12 publications

(14 citation statements)

References 8 publications

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“…This evidence shows that the course was effective in achieving many of its goals and has benefited the students who took it (Cuneo et al, 2000;Inglis et al, 2004;Justice et al, in press;Justice et al, 2002). In a complex environment like an inquiry course with multiple goals, activities and players, it is challenging to know which variables, or sets of variables, underlie the overall potency.…”

Section: Resultsmentioning

confidence: 92%

“…Students were able to use the energy arising out of their feelings about the simulation to fuel their learning process. Inglis et al (2004) provided evidence of the effectiveness of this exercise in achieving these goals.…”

Section: Engaging With and Exploring An Issuementioning

confidence: 97%

“…We dedicated the third weekly meeting to a modified version of the cross-cultural simulation BAFA BAFA (Inglis et al, 2004;Shirts, 1977) a compelling and engaging example of experiential learning that provides participants with a visceral sense of being, and being treated as the Other. Oral and written responses to the simulation encouraged students to explore their feelings about being treated in a particular way and to move into an analytical mode of engagement, to relate their experience to the course theme, and to provide initial thoughts on a personal issue that relates to the simulation.…”

Section: Engaging With and Exploring An Issuementioning

confidence: 99%

“…Our experiment with designing, teaching, and evaluating an inquiry course suggests that inquiry can be a potent pedagogical form and method in higher education (Inglis et al, 2004;Justice et al, 2002). Taking Inquiry 1SS3 (our course, described below) is associated with statistically significant positive differences in students earning passing grades, achieving Honors, staying on the Dean's Honors List, and remaining in the university (Justice, Laurie, Rice, & Warry, in press).…”

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confidence: 96%

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Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

et al. 2006

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Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.

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Section: Resultsmentioning

confidence: 92%

Section: Engaging With and Exploring An Issuementioning

confidence: 97%

Section: Engaging With and Exploring An Issuementioning

confidence: 99%

mentioning

confidence: 96%

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Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

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“…Sections were taught collaboratively meaning all sections used a common schedule, reading material, process of assessment, and goals. The classes met for twelve 3-h concurrent sessions each Wednesday evening which allowed occasional large-group sessions such as the cross-cultural simulation, Bafa Bafa (Inglis et al 2004). All of the sections investigated aspects of the same broad social science theme and addressed a common inquiry thematic question related to representation and images.…”

Section: Inquiry Based Coursementioning

confidence: 99%

Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum

et al. 2009

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Inquiry-based learning is one approach to improving the quality of undergraduate education by moving toward more student-directed, interactive methods of learning while focusing on learning how to learn. This paper deals with a missing component in the inquiry-related literature-the extra-pedagogical challenges of introducing and maintaining inquiry-based learning in the curriculum. Based in the collective experience of McMaster University, a mid-size Canadian university that has been a pioneer in inquiry pedagogy, the paper describes the challenges administrators faced in supporting the introduction of inquiry-based learning as components of traditional courses, as inquirybased courses, and as inquiry-based degree programs. Derived from interviews, the paper presents a series of strategies and lessons for introducing and maintaining inquiry pedagogy in the curriculum. These lessons will be broadly useful to administrators, curriculum designers and faculty developers and should be widely applicable to institutes of higher education.

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Lessons learned: The McMaster inquiry story from innovation to institutionalization

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et al. 2012

New Drctns for Teach & Learn

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There are unique moments in curriculum development when an opportunity for a fresh start or a major turn in design fl eetingly presents itself. These moments opened up in different locations across McMaster University at different times and eventually led to several quite different initiatives in inquiry-guided learning (IGL). Well-travelled pedagogical ideas combined with administrative openings and faculty interest to foster IGL within and across disciplines. Bell's work on general education (Bell, 1966), along with the ideas of self-directed learning described by Knowles (1975) and Candy (1991), were infl uential during the early stages of IGL. Pockets of experimentation in collaborative self-directed learning emerged across the campus over a thirty-year period. An institutional culture that prized risk taking and innovation nurtured these experiments.But innovation does not occur in a vacuum. Traditional teaching methods that emphasized disciplinary content, along with a reward system that emphasized research over teaching, posed significant challenges. And administrators had to be convinced that it was worthwhile to allocate budget items to ill-defi ned pedagogical initiatives. In this chapter, we discuss some of the enabling factors that helped to encourage early experimentation in IGL and push it toward greater institutionalization, as well as some of the challenges and obstacles that had to be overcome (see Figure 9.1). Although higher education institutions are diverse, each with their unique Over the past thirty years, inquiry-guided learning has fl ourished at McMaster University. In this chapter, we discuss some of the enabling factors that helped to encourage early experimentation in inquiry-guided learning and push it toward greater institutionalization as well as some of the challenges and obstacles that had to be overcome.

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Cross-cultural simulation to advance student inquiry

Cited by 12 publications

References 8 publications

Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods

Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum

Lessons learned: The McMaster inquiry story from innovation to institutionalization

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