Questions that matter: Using inquiry‐guided faculty development to create an inquiry‐guided learning curriculum

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 quantifi able 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.Our story begins in 2005, with the anticipation of a Southern Association of Schools and Colleges regional reaccreditation visit requiring a new component: the creation of a quality enhancement plan (QEP) identifying a major, fi ve-year educational initiative promising measurable increases in student learning. Conversations among the eighty-odd full-time faculty of this Methodist-affi liated liberal arts college of 1,400 students had come to center on freshman experience. There was general agreement that we should focus on the seemingly recalcitrant problem of helping our new freshmen transition from being passive high school learners to becoming active and self-directed college learners. Having immersed themselves in Just as inquiry-guided learning requires that students begin with questions, so does successful faculty development. At Virginia Wesleyan, this faculty inquiry process became the catalyst for more comprehensive curricular reform using inquiry-guided learning.

Using Brief Teacher Interviews to Assess the Extent of Inquiry in Classrooms

“…An education founded on inquiry, then, is one that emphasizes learning processes rather than a set of answers. (Carstens & Howell, 2012, p. 53)…”

“…Inquiry education affords teachers an equally important role, but that of a resource for students (Llewellyn, 2002; Manconi, Aulls, & Shore, 2008). The teacher becomes a facilitator, giving students more responsibility (Carstens & Howell, 2012); however, students and teachers share responsibility for creating the learning activities that address the questions posed. Teachers and students diversify roles during inquiry and add to and adopt each others’ role repertoire (Aulls & Shore, 2008; Walker & Shore, 2014; Walker, Shore, & Tabatabai, 2013).…”

Fostering Undergraduate Research Change at the System and Consortium Level: Perspectives From the Council on Undergraduate Research

“…Furthermore, participation involving faculty (and/or staff) from multiple disciplines in discourse and activities focused on faculty development lead to more creative approaches (Frost & Jean, ; Lynd‐Balta, Erklenz‐Watts, Freeman, & Westbay, ). The collaborative team model invokes a stronger commitment to the goals and a greater appreciation of the dedication of colleagues to the long‐range objectives (Carstens & Howell, ). Additionally, a network both inside and outside of the team's own institution (i.e., across the system/consortium) to collaborate with and to disseminate results, as well as share progress and challenges, is also a critical factor in achieving and sustaining long‐term success (Sunal et al., ).…”

The Effectiveness of the Inquiry and Brain Storming Strategies in Developing Achievement and Creative Thinking Skills in Arabic Language of University Students

“…Inquiry strategy helps students build an open mind through searches processes, reflection and notes writing. These processes enhance the development of students' creative thinking skills (Carstens & Howell, 2012). Also a study of Kiili (2019) showed the effectiveness of the survey strategy because it can be employed individually or in pairs.…”