NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ978641
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-0271-0633
Marymount University: Inquiry-Guided Learning as a Catalyst for Change
Oxenford, Carolyn; Summerfield, Liane; Schuchert, Michael
New Directions for Teaching and Learning, n129 p71-80 Spr 2012
Marymount University is a midsized, independent Catholic university whose mission combines a liberal arts foundation with career preparation and opportunities for personal and professional development. The university is moderately selective with a highly diverse undergraduate student population. Approximately half of Marymount undergraduates are transfer students. In 2007, as a component of reaffirmation of its accreditation by the Southern Association of Colleges and Schools-Commission on Colleges (SACS-COC), the university community selected integrating research across the undergraduate curriculum as its quality enhancement plan (QEP). This topic was driven by the university's mission as a student-centered learning community that values diversity and focuses on educating the whole person. The QEP planning committee knew that Marymount students needed classroom experiences that would develop the skills, attitudes, and habits of independent thinking required for successful research. Inquiry-guided learning (IGL) was a perfect fit and became a central component of the QEP. This article describes program development, implementation, and assessment activities and current challenges to date. (Contains 1 table.)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; 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: Virginia