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ERIC Number: EJ978643
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-0271-0633
Questions that Matter: Using Inquiry-Guided Faculty Development to Create an Inquiry-Guided Learning Curriculum
Carstens, Lisa; Howell, Joyce Bernstein
New Directions for Teaching and Learning, n129 p51-59 Spr 2012
The term "assessment" sends shivers down academic spines. For faculty, it signals marching orders from external parties who may or may not appreciate the subtle and not always quantifiable value of faculty efforts. For administrators, it means the dual challenge of recalibrating internal measures to meet external mandates but also inspiring faculty to recognize how those external mandates can lead to genuine growth. The story of introducing inquiry-guided learning (IGL) to Virginia Wesleyan College (VWC) is a story of turning external assessment-driven beginnings into internally meaningful and comprehensive pedagogical reform. It is especially a story of drawing upon the model of IGL itself to enable faculty to work collectively toward the common goal of being more effective teachers. Just as IGL requires that students begin with questions, so does successful faculty development. This article describes how this faculty inquiry process at VWC became the catalyst for more comprehensive curricular reform using IGL. (Contains 8 resources.)
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