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How to Scale Inquiry-Based Teaching and Learning through Progressive Faculty Development

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators

ISBN: 978-1-78441-235-7, eISBN: 978-1-78441-234-0

ISSN: 2055-3641

Publication date: 29 November 2014

Abstract

To illustrate the dichotomy of both the delivery of inquiry-based teaching and a student-centered approach, a DNA double helix is used as a metaphor and visual model. Importance is placed on designing learning experiences that can be adapted based on context, available technology, meaningful assessment, and positive student outcomes. Educational trends in higher education are explored and implications are drawn based on the research and programs being implemented at many universities and colleges. This chapter provides insight into how higher education institutions can scale inquiry-based teaching and learning through their strategic initiatives to promote faculty excellence. Evaluation frameworks and logic model planning strategies are included in this chapter.

Citation

Miller, T. (2014), "How to Scale Inquiry-Based Teaching and Learning through Progressive Faculty 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. 317-337. https://doi.org/10.1108/S2055-364120140000001016

Publisher

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Emerald Group Publishing Limited

Copyright © 2014 Emerald Group Publishing Limited