Inquiry in higher education: Reflections and directions on course design and teaching methods

Christopher Justice, James Rice, Wayne Warry, Sue Inglis, Stefania Miller, Sheila Sammon

Research output: Contribution to journalArticlepeer-review

83 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)201-214
Number of pages14
JournalInnovative Higher Education
Volume31
Issue number4
DOIs
StatePublished - Jan 1 2007
Externally publishedYes

Keywords

  • Course design
  • Education
  • Inquiry
  • Learning
  • Teaching methods

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