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ERIC Number: EJ1148525
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-2167-4779
Co-Inquiry with Students: When Shared Questions Lead the Way
Werder, Carmen; Thibou, Shevell; Simkins, Scott; Hornsby, Karen; Legg, Kali; Franklin, Tawanna
Teaching & Learning Inquiry, v4 n2 2016
Co-inquiry represents a distinctive relational model for partnering with students in SoTL that focuses on the process of seeking itself, and in particular, the importance of shared questions. We use case studies from two institutions to illustrate "co-inquiry" in action and highlight the importance of shared questions in changing the faculty-student dynamic in ways that foster deep learning. Clarifying the nature of co-inquiry around shared questions represents a valuable way to effectively strengthen and enrich learning not only for students, but also for everyone involved in SoTL partnerships with students. The programs described here illustrate how co-inquiry can work as a form of institutional SoTL, providing valuable and authentic opportunities to incorporate student voices--and shared questions--in effecting institutional change. [This article contains a student response by Roselynn Verwoord.]
University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; Washington
Grant or Contract Numbers: N/A