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ERIC Number: EJ887893
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-0271-0633
Unifying the Undergraduate Curriculum through Inquiry-Guided Learning
Lee, Virginia S.; Ash, Sarah
New Directions for Teaching and Learning, n121 p35-46 Spr 2010
At North Carolina State University, inquiry-guided learning offered a compelling framework for integrating the undergraduate curriculum across general education and the major. Rather than adopting a definition of inquiry-guided learning as a prescribed set of approaches, participating faculty and staff members agreed on four overarching intended learning outcomes as the distinctive feature of inquiry-guided learning: critical thinking, habits of independent inquiry, taking responsibility for one's own learning, and intellectual growth and maturity. Regardless of discipline, faculty members were able to translate the outcomes readily into terms that had meaning within their disciplinary context. As a result the outcomes offered a common language that provided unity to the undergraduate experience for faculty members and ultimately for students. (Contains 1 table.)
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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