This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to improve faculty and institutional development and to strengthen the interconnections between teaching, learning, and research. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions to enhance faculty and institutional development. This chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should be a place where lifelong and lifewide learning is cultivated and where self-directed learning is nurtured. To that end, this chapter argues that IBL helps cultivate a learning environment that is more meaningful, responsive, integrated, and purposeful.
Blessinger, P. and Carfora, J.M. (2014), "Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development", Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 1), Emerald Group Publishing Limited, Bingley, pp. 3-24. https://doi.org/10.1108/S2055-364120140000001003
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