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Inquiry-based teaching can provide a number of proficiencies and skills that have been identified as desirable for undergraduates in economics. However, inquiry is apparently rarely used in economics contexts, perhaps because of the lack of an appropriate model. This chapter shares a model of inquiry developed for economics themes that is amenable to any year level, and provides some strategies for implementation based on insights from the literature and from successful use of inquiry in other disciplines at McMaster University. In my course, students experience considerable autonomy and formative feedback as they follow their curiosity, undertaking secondary research on a question of their own choice. Students develop critical thinking skills, information literacy, and proficiency with making and supporting arguments using economic reasoning and evidences. A number of observations are made about the challenges to extending inquiry-based learning as an alternative to the traditional lecture-based instruction that dominates in the economics discipline. However, the inevitability that students will practice “thinking like an economist” tips the argument in favor of making a place for inquiry in the economics curriculum.

A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student-focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the setup and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries. The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.

Non-Anglo-Celtic immigrants have transformed Australian rural landscape through the construction of public and private spaces expressing their cultural heritage. These sites can also significantly impact the dynamics of social cohesion and intercultural relations in multicultural rural communities. This chapter links heritage and multiculturalism in rural settings and explores the potential role of the sites built by rural ethnic minorities in facilitating intra- and intergroup social networks. The chapter is divided into two parts. The first part briefly explores the literature on immigration and heritage, place, belonging and social cohesion, and the relationship between social capital and the built environment. The second part outlines preliminary empirical findings from Griffith in New South Wales. Using the concepts of intercultural dialogue and bonding and bridging social capital, the chapter explores the role of the places built by Italian immigrants in facilitating social networks and improved relations within and between Griffith's ethnic communities.

In this chapter, the authors analyze current pre-service teachers’ reflections on the journals written by teachers from the nineteenth century and early twentieth century. They explore what the interchange reveals about pre-service teachers’ conceptions of teaching and the learning-to-teach process. The analysis focuses on the commonalities and differences between these groups of teachers. Findings are presented in a readers’ theater format in which recurring themes and meaning-making are expressed by voices from the past and by those who would be teachers.

In this chapter, we begin to clarify the role played by corporate capital in the development of the United States health care system. To do so we explore the role of capital, more generally, in health care expansion and we broaden the traditional focus on capital within the private sector to include public expenditures and subsidies as part of a system of capital flows that constrains corporate development. We consider government subsidies and health insurance reimbursement practices as capital formation mechanisms and we investigate the history of health care funding in this context. We understand the development of the U.S. health care system as driven by the interaction between the public and private sectors: Actions of the state create constraints on private investment and subsequent private investment decisions create equally compelling constraints on future public policy. We view the rise of corporate capital as a constrained consequence of these earlier dynamics. Moreover, we suggest that government spending patterns can have as profound an effect on corporate development as legislative activity and we believe this is has important implications for the development of health care systems.