Handout For Mick Healey Masterclass

Please bring this handout with you to the session
Restructuring the Curriculum to Engage Students in Research and Inquiry

Tuesday 19 January 2016, 09.30-12.30
Mick Healey
Higher Education Consultant and Researcher
mhealey@glos.ac.uk; www.mickhealey.co.uk
The material in this handout has been developed over several years with Alan Jenkins, Professor Emeritus, Oxford
Brookes University, UK; alanjenkins@brookes.ac.uk. Further quotes, discussion of conceptual elements and more
detailed case studies, including institutional and national examples, references and list of useful web sites may be
found at: www.mickhealey.co.uk/resources.
“For the students who are the professionals of the future, developing the ability to investigate problems, make
judgments on the basis of sound evidence, take decisions on a rational basis, and understand what they are doing and
why it is vital. Research and inquiry is not just for those who choose to pursue an academic career. It is central to
professional life in the twenty-first century.” Brew (2007, 7)
At the University of Oklahoma, undergraduate research is defined as “mentored intellectual engagement using
established scholarly processes to make a meaningful contribution to a project, question, or problem, where the
outcomes are presented or performed publicly with review, critique or judgment, and both the process and product
are based upon disciplinary standards. The work will be at least partially novel, but may result in a preliminary
product, a partial solution, or additional questions for future investigation.” (Walden, 2014, 2)
A. Conceptual Frameworks
Table 1: Some definitions of Active Learning
“Active learning is any teaching method that gets students actively involved …” (Keyser 2000, 35)
Active learning is defined as any strategy "that involves students in doing things and thinking about the
things they are doing." (Bonwell & Eison 1991, 2)
BUT “Student activity does not itself imply that learning will take place.” (Ramsden 2003, 113)
“It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think.
Learning from experience must involve linking the doing and the thinking.” (Gibbs 1988, 9)
"Good practice uses active learning techniques. Learning is not a spectator sport. Students do not learn
much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out
answers. They must talk about what they are learning, write reflectively about it, relate it to past
experiences, and apply it to their daily lives. They must make what they learn part of themselves.”
(Chickering & Gamson 1987, 3)
Evaluating Active Learning Practices

Phil Race’s (2014) ‘Ripples model’ of student learning focuses on seven factors which encourage quality
learning:
1. Wanting to learn: How are students motivated/ interested / enthused by this practice?
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2. Needing to learn: Why would they put in some hard work to learn from this practice?
3. Learning by doing: What are the opportunities for students to practice / learn by mistakes?
4. Making sense of what has been learned (digesting): What are the opportunities for students to get
their heads round what they have learnt?
5. Getting feedback on how learning is going: How do students obtain reactions / comments from other
people (e.g. students, tutors) about what they have learnt?
6. Getting students deepening their learning by coaching other students: explaining things to each other.
7. Allowing students to further deepen their learning by assessing their own learning, and assessing
others’ learning: making informed judgements
For each of the practices you may like to ask: “How do the students engage with each of these factors”?
Not all the factors should necessarily be included in every practice. Some will be implicit rather than explicit
and some will be covered elsewhere in the course. However, in some cases adding an opportunity for
students to engage with the factor explicitly may enhance the quality of the learning.
Chickering, A.W. and Gamson, Z.F. 1987. Seven principles for good practice, AAHE Bulletin 39, 3-7.
https://scholar.vt.edu/access/content/user/adevans/Public/DVDPortfolio/Samples/samples/training/track
_d/Introduction/Best%20Practices/Article%20-%207%20Principles%20of%20Good%20Practice%20in
%20Undergrad%20Ed.pdf
Gibbs, G. 1988. Learning by doing: a guide to teaching and learning methods. London: Further Education
Unit. Available: http://www2.glos.ac.uk/gdn/publ.htm#other
Race, P. (2014) Making learning happen. London: Routledge (3rd edition). See slides at: http://phil-
race.co.uk/update-ripples-model/
Fig 1 Curriculum design and the research-teaching nexus
STUDENTS AS PARTICIPANTS
Research-tutored Research-based
Engaged in research Undertaking research

discussions and inquiry
EMPHASIS ON
RESEARCH
EMPHASIS ON PROCESSES
RESEARCH
Research-led Research-oriented AND
CONTENT PROBLEMS
Learning about current Developing research
research in the discipline and inquiry skills and
techniques
STUDENTS AS AUDIENCE
Source: Healey and Jenkins (2009, 7), based on Healey (2005, 70)
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Fig 2 Inquiry-based learning: a conceptual framework
STUDENT LED
Pursuing (information-active) Authoring (discovery-active)

Students explore a knowledge-base by Students pursue their own open questions and
pursuing their own closed questions and lines lines of inquiry, in interaction with the
of inquiry (“what is the existing answer to my knowledge-base of the discipline (“how can I
question?”). answer my question?”).
EXPLORING AND
PARTICIPATING
ACQUIRING
IN BUILDING
EXISTING
KNOWLEDGE
KNOWLEDGE
Identifying (information-responsive) Producing (discovery-responsive)

Students explore the knowledge-base of the Students pursue open questions or lines of
discipline in response to closed questions or inquiry framed by tutors, in interaction with
lines of inquiry framed by staff (“what is the the knowledge-base of the discipline (“how
existing answer to this question?”). can I answer this question?”).
STAFF LED
Based on Levy (2009)
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Figure 3 Students as partners in learning and teaching in higher education: An overview model
Source: Healey, M., Flint, A. and Harrington, K. (2014) Students as partners in learning and teaching in higher education. York:
Higher Education Academy based on p.25. © The Higher Education Academy. All rights reserved.
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B: Engaging students in research and inquiry
1. At the beginning of their academic studies

1.1 Undergraduate research at the University of Gloucestershire, UK begins at induction
In 2007, over 650 students in the Faculty of Education, Humanities and Science undertook discipline-based inquiry
projects during induction week. This involved them working in small groups to collect information from the library and
in the field, analyse it, present it to tutors in novel ways and receive formative feedback. For example, the human
geographers and the sociologists researched the experience of Gloucester residents of ‘the Great Flood of 2007’. The
biologists and the psychologists investigated primate behaviour at Bristol Zoo. Other faculties in the University are
developing their own versions of undergraduate research as part of induction. It has also proved a significant staff
development activity both for the many academic tutors involved in designing inquiry-led activities and for the library
staff who changed their approach to library induction to support the specific student research projects.
Further information http://insight.glos.ac.uk/tli/resources/toolkit/wal/sustainable/Documents/Induction.pdf
1.2 Inquiry-based learning introductory course for Social Sciences had a significant impact on students’ subsequent
performance at McMaster University, Canada
McMaster University has been running a first-year course for Social Sciences based on inquiry since the late 1990s. It is
typically taught in groups of no more than 25 students assigned to an instructor, who are subdivided into groups of
four or five students. All of the groups have the same curriculum, reading material, process of assessment and goals
that are outlined in a detailed compendium. The classes meet for 12 three-hour concurrent sessions. Class time
consists of a combination of exercises and tasks for building the students’ critical abilities and time for students to
share ideas about their individual inquiries with other students. Students investigate aspects of a broad social science
theme, such as ‘self-identity’, and address a common inquiry question, such as: ‘Why do images of ethnicity, race,
gender, sexuality, age, class, or abilities help to create aspects of personal and community identity?’ Students have to
propose their own inquiry question, such as: ‘Why do some children apparently become violent after watching violent
cartoons while others seem to be unaffected?’ They have to justify why the question was important in relation to
existing literature. They then investigate the question through a process that involves developing and testing
hypotheses using secondary sources. There is strong research evidence of the positive impact of this inquiry course on
the subsequent performances of students at McMaster University.
Further information: Justice et al. (2002, 2007a, 2007b, 2009); socserv2.mcmaster.ca/Inquiry/CourseOutline.htm; For
more recent versions of the course see: http://www.youtube.com/watch?v=i9idE_uCIpc ;
http://cte.uwaterloo.ca/research_on_teaching_and_learning/TBRG/OND/2011/Presentations/Vine.pdf
1.3 Embedding inquiry-based learning in a skills module concerned with sustainability at the University of
Gloucestershire, UK
‘Skills 4 Sustainability’ is a first-year course in which skills for inquiry-based learning is embedded in a module on
sustainability. The module is delivered from weeks 1 to 12 of the first semester by a team of eight tutors to about 150
students with no formal lectures. Students are organised into tutor groups according to their subject specialism.
Students inquire into and develop a proposal for improving the sustainability of the University, which they must
research and present as a group. The students are prepared for their inquiry-based project by different activities in the
preceding weeks. The best proposal from each tutor group goes forward to the Green Dragons’ Den for consideration
by an expert panel comprising the University Vice-Chancellor, the Director of Institute for Sustainability and a local
business manager. Half the module marks are given for the creation of an individual e-portfolio, built up throughout
the module, which requires students to reflect on sustainability issues, their own position and action they might take
to improve their own sustainability, both environmentally and as a learner.
Source: Swansborough et al. (2007)
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1.4 Psychology students research students’ quality of life at York St John University, UK
First-year Psychology students undertook an eight-week project in which they collected data from themselves and
three other students using four short inventories and a biographical questionnaire in order to research topics related
to students’ quality of life. This project provided students with the opportunity to collect ‘live’ data, contribute to a
developing database, select data for analysis and write up findings. The topics available for selection by students were
linked to the research interests of the lecturer, making the project mutually beneficial. A departmental technician
provided assistance with questionnaire design, the development and maintenance of a database, data entry and
tutoring on some portions of the project.
Further information: http://www.heacademy.ac.uk/resources/detail/subjects/psychology/Akhurst-case-study
1.5 Inquiry-based learning in first-year Information Management at the University of Sheffield, UK

‘Inquiry in Information Management’ is a first-year, second-semester core module with an enrolment of about 30. The
course aims to induct students into learning as a community of researchers in a professional applied discipline.
Students work in groups on research projects from generating their own valid, practical and worthwhile research
questions (e.g. student awareness of the environmental impact of mobile phones) through to presenting findings at a
research ‘mini-conference’. Work on these projects starts in the fourth week, following a series of preparatory
workshops, which include exploring their conceptions of ‘research’ and how to pose and investigate research
questions in Information Management. In the final week, guests at the mini-conference include PhD students,
lecturers and researchers, and the Head of Department. All guests contribute to assessment of research posters, using
criteria that the first-year students on the module have established previously in collaboration with module tutors.
Further information: www.shef.ac.uk/cilass/cases/informationmanagement.html; Cox et al. (2008)
1.6 Introduction to writing research and contemporary cultures at Miami University, Ohio, US
Students in the first-year core course in ‘Writing and Cultures’ investigate how the forms of writing, and the
methodologies for researching writing and culture, are being transformed through web-based communication.
Through this reading and writing intensive seminar, students investigate how digitised technologies are
transforming the forms of writing and communication. The course culminates in a group assignment where
students, using secondary and primary sources, investigate an aspect of contemporary culture (e.g. dating,
shopping) and how the forms of communication are being reshaped by the internet. They produce a multimodal
website that includes text, digital images, audio and video. The course fulfils institutional requirements for the
liberal education goal of critical thinking.
Sources: http://www.users.muohio.edu/mckeeha/h101-09; http://www.users.muohio.edu/mckeeha/h101-
09/final_project.html
http://www.miami.muohio.edu/liberal-ed/pros-new-parents/lib-ed-means.html
1.7 Involving first-year English students in the international research community at University of Gloucestershire, UK
At the University of Gloucestershire, Arran Stibbe allows students to take on the identity of a researcher from the start
of their time at university. In the EZ102 Language & Ecology module the students have an opportunity to share their
insights with the wider research community. The research community in turn has something to gain from student
contributions because students can critically analyse aspects of their language and culture that others have yet to
examine. The students are encouraged to take part in the international research community through working with the
Language & Ecology Research Forum – the main international forum for research in ecolinguistics. The Forum links
together a network of scholars, has an online journal, a range of resources and a dedicated section for the EZ102
module. The approach works best when students are becoming critically aware of texts that they are familiar with,
rather than struggling to understand new genres understood better by the lecturer than by the students. In 2012 the
process was simplified and applied to the successor first year module HM4202 Sociolinguistics and Ecolinguistics.
Instead of a dedicated student section and a journal, the website now contains a mixed collection of articles, some of
which are by students and some by researchers. These articles can be found at www.ecoling.net/articles.
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Sources:
http://www.english.heacademy.ac.uk/explore/publications/casestudies/sustain/ecolinguistics.php
1.8 1,000 biology students are involved in research at University of Sydney, Australia
First year Biology students at the University of Sydney contribute to the understanding of the prevalence of asthma in
Sydney. Each student learns to pour an agar plate which they take home and expose in their back yard over a 10
minute period, to collect a sample of airborne fungal spores in the atmosphere. There are 1000 students in the class
and they live all over the Sydney metropolitan area. Once the fungi collected have grown into colonies, students learn
to use a key to identify the fungi, and the class results are converted into maps showing the distribution of the
different species. This generates new knowledge, which they discuss online with an international expert, and which is
fed into research programs on allergens. The students involved reported a better awareness of research, and their
involvement in it, than students involved in a practical course which had a traditional textbook demonstration practical
exercise. Dr Charlotte Taylor describes a thousand students as an 'ideal' size of research team for carrying out research
of this nature.
Further information: Taylor and Green (2007); http://www.mq.edu.au/ltc/altc/ug_research/research_curriculum.htm
1.9 Introducing students to academic staff research: Department of Geography, University College London (UCL)
All year one students in Geography at UCL do an assignment in term one, in which students interview a member of
academic staff about their research.
 Each first year tutorial group is allocated a member of academic staff who is not their tutor.
 Tutorial groups are given three representative pieces of writing by the member of staff along with a copy of their
CV, and a date is arranged for the interview.
 Before the interview, students read these materials and develop an interview schedule.
 On the basis of their reading and the interview, each student individually writes a 1,500 word report on: a) the
objectives of the interviewee's research; b) how that research relates to their earlier studies; and c) how the
interviewee's research relates to his or her teaching, other interests and geography as a whole.
Further information: Dwyer (2001)
1.10 First year students pose questions through observation in biology at ANU, Canberra, Australia
In groups of 12–20 students, students conduct this exercise while walking through the nearby Australian National
Botanic Gardens with a demonstrator (TA) as part of the 350 student introductory class on Evolution, Ecology and
Genetics. The exercise takes 2 to 3 hours, plus some time to write up afterwards. It gives first year students the liberty
to start thinking like scientists, to stimulate their curiosity and to get them talking to their peers.
Students are taken for a short walk through the gardens and encouraged to observe their surroundings. They then are
sent off ‘solo’ for ~30 minutes to write down 10 questions (e.g. Why do eucalyptus leaves dangle?). Each student then
reads one or more of their questions to the group and together the students and tutor restate the question as a
hypothesis (e.g. eucalypt trees in arid environments have leaves that dangle at steeper angles than those in wet
environments) and design an experiment to test that hypothesis. The exercise builds confidence and comfort with the
experimental process, demonstrates what makes a ‘good hypothesis’, and begins to get students thinking about
elements of experimental design.
Further information: Adrienne Nicotra (adrienne.nicotra@anu.edu.au);
http://biology.anu.edu.au/adrienne_nicotra/
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1.11 Changing how first year students view experimental physics as a learning experience: The ‘Secret Objective’ at
University College London, UK
One of the problems that 1st Year, undergraduate experimental physics courses have is the way that students approach
the discipline. Often their previous experiences have been limited to directed demonstrations rather than
experimentation. It is not unusual for students to view physics experiments to be a recipe that they follow to get a
‘correct’ answer. Indeed, some students have said that, in the past, they were quite happy to make up results so that
they matched their expectations regarding the successful experimental outcome. This is not what we want physicists
to do. Consequently, a new teaching concept was introduced at University College London’s 1 st Year practical physics
courses: The ‘Secret Objective’. Students are encouraged to believe that not all of the scripted experiments were as
straightforward as they seem. Doubt is placed in the minds of the students about the validity of their preconceptions
regarding the outcomes of experiments. They are told that some experiments have been modified so that they will not
behave as expected. This can range from the theory in the script not being sufficient to explain the data, to anomalies
in the experimental system that cause interesting problems. Indeed, some experiments can have multiple Secret
Objectives. Therefore, the students are trained to look for anomalies in the practicals that might have been placed
there by the experiment creator. Breakout sessions are used to discuss what they think the ‘Secret Objective’ was so
that a discussion can take place regarding how career physicists approach experimental challenges and unexpected
findings.
Consequently, they actually analyse their experiments rather than purely copying values in their laboratory notebooks
without any critical thought. They actively observe in a way that is quite new to them. Indeed, they often find Secret
Objectives that are not placed there by the experiment creator but are there as a result of the real physics. That is
what we need them to do and ‘Secret Objectives’ are a means to do this. It is habit forming.
Further information: Paul Bartlett (paul.bartlett@ucl.ac.uk)
1.12 Writing history – a first-year course at UCL, UK

“There is a really big issue in the transition from school to university, and it’s getting bigger,” Adam Smith, talking about
the difficulty students face in adapting to undergraduate essay-writing.
The problem, according to Smith, stems from changes made to the A-Level curriculum over the past 10-15 years. As
mark schemes for A-Level essays become more prescriptive, so students grow used to being spoon-fed essay plans. In
some cases, that has left them unprepared to deal with the rigours of a university humanities programme.
Writing History is linked to the topics that students are studying in their other modules. The course starts with a few
introductory lectures that introduce academic writing and research. After that, small groups of three or four students
are matched to tutors who have expertise in a subject the students are currently studying. They are set practical
writing exercises and discuss them with each other. It’s an opportunity to build confidence and ask questions in a
situation that isn’t intimidating. It also helps them develop the habit of peer assessment.
All tutors have some leeway in designing their own tasks. What they have in common is the use of small writing
assignments and group discussion. For example, in Smith’s group in advance of the first tutorial session, he sets a
question relevant to his specialism. Students are asked to email their 150-word responses to him and the other
students in the group. Then, in the tutorial, they pick them apart and discuss each other's. Why have they chosen
those words? Have they communicated the idea they wanted to get across? Other tasks include writing a synopsis of a
book or condensing an argument in a short paragraph. He also presents sentences taken from different parts of an
essay and asks them to consider where they may have come from – the intro, the main body or conclusion. Every
History student writes their first essay in the context of this course. They each get to produce a first draft that they can
discuss with their tutor. They then get feedback before producing a final draft.
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In its first year, the course was better attended and more popular than any other compulsory course, with 100 percent
of students agreeing the course was ‘good’ or ‘very good’. Every feedback respondent also said they’d benefitted from
small group teaching and staff agree that student essays have improved as a result.
Sources: http://www.ucl.ac.uk/teaching-learning/case-studies-news/key-skills-ppd/adam-smith-how-to-improve-
student-essay-writing; http://adamipsmith.com/2013/06/04/how-to-write-a-history-essay/;
https://www.youtube.com/watch?v=-C1PVRp1xII
1.13 First year undergraduates research into ideas and exposition at the Centre of English Language Communication,
National University of Singapore
The cohort of about 240 students in residential colleges at University Town NUS participate in research in about 8
distinct content areas (Bioethics, Women in Film, Rhetoric and Public Persona, The Politics of Food, Intercultural
Communication, the Detective Genre, Photography and Society and Oratory and the Public Mind). Guided by lecturers
who are specialists in each particular field, students are drawn into the current debates surrounding the subject and
taught how to conduct and produce research. The research develops into writing assignments where they create their
own research topics, and library consultants are brought in to show students how to make use of various databases to
acquire sources as evidence. Students individually present their research topics to their peers, have peer reviews on
their papers, as well as individual consultations with the lecturer concerned so that the paper that they submit at the
end is as close to publishable standards as is possible.
Further information: Lynette Tan Yuen (elctyll@nus.edu.sg); http://www.nus.edu.sg/celc/programmes/iep.php;
http://tembusu.nus.edu.sg/education/i&e_modules.php; http://capt.nus.edu.sg/academic-programme/college-
modules/ideas-exposition
1.14 A first-semester experience exploring the history of science through one-act plays at Concordia College, USA
All first-year students are required to enrol in a one-semester inquiry course that is discussion based and writing
intensive. Topics for these courses are driven by faculty interest and expertise and are offered by departments across
campus All Inquiry courses share common learning outcomes that include explaining the value of intellectual
investigation and demonstrating the ability to conduct an intellectual investigation by gathering data for well-reasoned
arguments and cogent conclusions. For example, in ‘Unravelling the Mysteries: Sheldon Cooper and Other Great
Scientists through the Ages’, students read historical and contemporary texts, lead class discussions on course
readings, write a traditional dissertation on an argument they have chosen and developed, and perform 30-minute
one-act plays with scientific demonstrations.
The central text for the course is The Scientists by John Gribbin who takes the reader on a journey of science through
the lives of the most influential Western scholars from the Renaissance through the turn of the millennium. Students
are assigned into working groups of three or four students. In the first half of the semester, each group is responsible
for leading the discussion on one chapter (time period) and is expected to include independent research that enriches
the context and content for the scene beyond the ‘who did what when’ to include the influence of politics, health,
religion, communication and culture, to name a few. Each group also performs a 30-minute one-act play around a
central character or characters from their assigned time period. Their plays must include a 10-minute demonstration of
a key scientific principle, discovery or invention developed by their character(s). Students are shuffled into new groups
for the second half of the semester, facilitate another discussion and perform a second one-act. Just before the mid-
semester point, pairs of students interview a teacher-scholar in the division of science and mathematics at our
institution. The course culminates with the students writing about the scientific journey of their interviewee with the
intention of informing a lay audience about the research activities and interests of their faculty and students.
Sources: Correspondence with Krys Strand (strand@cord.edu); http://www.concordiacollege.edu/about/concordia-at-
a-glance/; http://www.concordiacollege.edu/student-life/first-year-experience/;
http://www.concordiacollege.edu/student-life/first-year-experience/inquiry-seminars/
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1.15 Grand Challenges 2013: a researcher led programme for first year undergraduates at University of Exeter, UK
This programme provides first year students with a researcher led 11 day educational experience at the end of the
academic year. Students produce solutions and ideas to tackle some of the key dilemmas of the 21st Century, like
climate change, ageing, ethical banking, child health and international security. The programme includes a cultural,
social and sporting festival on campus during the middle weekend.
Central to the programme are twelve interdisciplinary 21st century dilemmas. Students work in cross-disciplinary
groups to address significant cultural, social, economic and/or environmental issues. Divided into small groups
facilitated by a postgraduate (PG) inquiry group facilitator, students research key questions and produce negotiated
outputs which are communicated to wider audiences. Examples include writing a policy paper, U-tube videos, debates,
awareness campaigns, myth buster pamphlets, social media discussions and dramatic presentations.
Four key principles which relate to research informed education underpin the dilemmas:
Research led
Exeter has a tradition of introducing undergraduates to research skills and ideas and this is embedded in the Strategy
for research led education. The 21st century dilemmas provide a powerful focus for teaching and learning through
research. Senior Academic Champions with a national or international research profile take the lead and recruit well
known external champions to work with them. Together with other academics and PG students they ensure the rigour
and research relevance of the work.
Interdisciplinarity
Each dilemma builds on interdiciplinary research being undertaken at the University. Students are given insights into
this research and use concepts and approaches to develop skills which transcend disciplinary boundaries. They should
be able to transfer some of their new research knowledge and skills into their University programme during
subsequent years.
Inquiry based learning

Ensuring that students have an intrinsic motivation to engage is a challenge at the end of the summer term;
consequently dilemmas are designed around active approaches used by researchers. With support, students:
 actively set their own goals;
 take part in research like activities to gain knowledge and skills; and
 are responsible for communicating high quality outputs at the end of the dilemma.
Education for employability

Employabilty related master classes and research-like employability related skills are embedded into the programme.
Opportunities to reflect on these are integral. A significant link has been made with the Exeter Award and several
employer led events take place. Students who show the greatest commitment and innovative thinking are awarded
places at the Battle of Ideas 2013 and, for a select few, a chance to attend the One Young World Summit 2013 . At both
of these events they will have opportunities to work with internationally reknown thinkers and researchers.
Sources: Correspondence with Sue Burkill (Sue.Burkill@exeter.ac.uk); Burkill (2015)
http://www.exeter.ac.uk/grandchallenges/aboutgrandchallenges/; Kay, J (2013)
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2. Subsequent years
See: 2013 Developing and enhancing undergraduate final year projects and dissertations. York: HE Academy. (Healey
M, Lannin L, Stibbe A and Derounian J) 93pp
http://www.heacademy.ac.uk/projects/detail/ntfs/ntfsproject_Gloucestershire10
2.1 At University College London, UK, science undergraduates build on research of previous students
The chief innovation in the history of science course at UCL is the mechanism of inheritance: each year students
receive a body of work produced by the previous group of students and make improvements and additions to it; this
process can be repeated until publishable materials are produced. This is part of a system of learning that enables
students to function as a real and evolving community of researchers. First developed in a final third year course, the
course was then opened up to second years to enable interested students to continue their work as part of their
dissertation, and to strengthen the diachronic community by having the previous year’s students present when the
next cohort take the course (Chang 2007). One outcome was a monograph on the history of chlorine, which contained
selected articles by undergraduates on their research (Chang and Jackson 2007).
Chang has now moved to Cambridge. However, since 2007-8, Chiara Ambrosio has developed a related course ‘Topics
in the History of the Physical Sciences’. Selected students investigate an aspect of the history of electricity from
a variety of angles: philosophical, sociological. Students produce an extended essay and their research materials
in a form that subsequent students can use them. Open Resource digital technology is central to the course
including an online journal for student articles: with digital support making “the editing work considerably more
'manageable', thus allowing our methodology to become 'more transferable” (Ambrosio and Jackson 2011).
Sources: Chang (2005; 2007); Chang and Jackson (2007); Ambrosio and Jackson (2011)
http://www.ucl.ac.uk/sts/study/hpsc/3007
2.2 Modelling the research experience: Tourism students' virtual conference at Universities of Lincoln and
Wolverhampton, UK
In May every year, final-year Tourism students at the Universities of Lincoln and Wolverhampton participate together
in a live virtual conference, as part of their final-level assessment. A conference is a useful vehicle for extending insight
into the process and practice of knowledge creation and dissemination and for students to participate as, in effect,
research disseminators. Information technology has made it possible: during the specified time frame of one week,
students across two campuses can come together at times of their choosing to participate in a joint effort to
disseminate research findings and engage in dialogue about their research. Feedback from them has been very
positive and encouraging. Two qualified web designers built the site and have been on hand to deal with technical
issues. Teaching staff have provided support for the conference throughout. Students submit a full conference paper,
but it is only a summary discussion paper that appears on the conference website. Each student is also required to
post a comment on another conference paper, in true conference dialogue tradition.
Sources: www.tsvc.lincoln.ac.uk;
2.3 Using undergraduates to evaluate student experiences of teaching and learning in the Sociology Department,
University of Warwick, UK
In the Department of Sociology at Warwick selected second and third year Sociology students led an evaluation of
their peer’s experiences of teaching and learning. They used a variety of social research methods – including focus
groups, interviews and participant observation – to explore the learning experiences of their peers. The results were
widely discussed within the department, and at a department away-day, and have led to students being more involved
in department academic debates. Clearly it is more transferable to those departments and disciplines such as
sociology, education, psychology, management, where students developing research skills ‘match’ the research focus.
Source: Hughes (2005)
11
2.4 Giving students first-hand experience of research-based consultancy in environmental management at

University of Queensland, Australia
Team-based problem-based learning in used in the final year capstone course for the Environmental Management,
Rural Management Environmental Tourism and Tropical Forestry degrees at the University of Queensland’s Faculty of
Natural Resources, Agriculture and Veterinary Science to give students experience of research-based consultancy. It is
a year-long course, team taught by an interdisciplinary staff (in recent years, a social scientist and an ecologist for the
internal students, a multi-skilled environmental manager taking the external students).
The staff solicit suitable ‘problems’ and clients among their contacts, for instance from government agencies, non-
governmental organisations, or land care groups, or the private sector. The staff may help the client mould the topic to
achieve appropriate degrees of difficulty, and equity in workload and difficulty across the student groups. The
students work like consultants to their client, coping if the client changes the brief during the year (as many do a
couple of times). They work in groups of about six students. The clients come to campus at least three times, for an
initial briefing to their students, and presentations at the ends of first and second semester. They liaise with the
students all year, usually off campus at their offices, and by phone and email. The staff give a flexible program of
lectures in first semester, to prepare the students with skills they need towards each forthcoming step of their tasks,
and in group processes. At the end of the year their report is 'published' (printed and bound) for the clients. Peer and
self-assessment are used to distribute group marks among the contributors.
Source: Correspondence with Helen Ross, 2006
2.5 A guide for Undergraduate dissertations in Sociology, Anthropology, Politics, Social Policy, Social Work and
Criminology at Sheffield Hallam University, UK
This web-resource was prepared to provide support and guidance for students writing dissertations in the social
sciences, but it offers useful guidance for any students carrying out research. It deals with some of the common
questions, concerns and practical issues that undergraduate students face when planning a piece of social research –
such as research design, ethics, access, and writing styles. The resource also provides some useful information for
academic staff who are supervising undergraduate dissertations. It provides case studies of dissertation supervision
issues and examples of the students' experiences of completing a project and the 'student voice' should be especially
valuable for new supervisors.
The content for the site was written by academic and support staff who have a particular interest in this area and have
a great deal of experience in supervising undergraduate dissertations in the fields of sociology, anthropology, politics,
criminology, social policy and social work. They have not produced this resource with the aim of providing a set of
definitive answers; instead they recognise that there are many ways in which the 'journey' through the process can be
completed. The notes included here draw on the experiences of dissertation supervisors, academic research into the
student and staff experiences of study and supervision, and examples of good practice.
Source: www.socscidiss.bham.ac.uk/s1.html; Todd et al. (2004)
2.6 Biology start up business final year project, University of Durham, UK

Biology Enterprise is a collaborative venture between Durham Business School and the School of Biological and
Biomedical Sciences. This elective module for final year undergraduate students in the School of Biological and
Biomedical Sciences aims to introduce science students to the key processes of business start-up and enhance their
enterprising skills and behaviours. The module is project-orientated with self-selecting groups of students who
generate an idea for a business opportunity that is based on a scientific discovery. Students use their knowledge and
understanding of science to develop and research their idea into a technology that can be readily commercialised e.g.
a diabetes breath tester, a biodegradable chewing gum. In parallel, the Business School teaches students the
necessary skills and knowledge required to develop their idea into a successful business. This course offers science
undergraduates an alternative to the traditional laboratory-based project and is useful for those seeking employment
in business and commerce.
12
Sources: http://www.bioscience.heacademy.ac.uk/events/dur05.aspx
http://www.dur.ac.uk/biosciences/undergraduate/courses/content/level3/lab_project_enterprise_schools/;
http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-r2.aspx
http://www.bioscience.heacademy.ac.uk/ftp/events/york05/cowie.pdf
2.7 Alternative Final Year projects in the Biosciences at the University of Leeds, UK
Final year students within the Biomedical Sciences group of programmes (Human Physiology, Medical Sciences,
Neuroscience, Pharmacology) have the opportunity to undertake one of the seven types of research project. Each
project is of 8 weeks duration, with students expected to commit 3.5 days per week to their project. Students are
provided with a list of projects (with project descriptors) in March of the year preceding their final year and invited to
choose, in rank order, 10 projects they would like to be considered for. Projects are then allocated based on student
choice and ranking within the year group; with projects staring in the January of their Final Year.
The assessments for all project types are similar. Students are required to write a 25-30 page dissertation and deliver
an oral presentation. Students undertaking critical review projects also have to submit a 5 page grant proposal linked
to their review. There is also a supervisor allocated “productivity” mark.
i. Individual laboratory projects
Students undertake an individual programme of research in the laboratory of their project supervisor, often
contributing to ongoing research within that laboratory.
ii. Group laboratory projects
Students work collaboratively, a team of 3-4, to undertake a programme of research; based either in their
supervisor’s laboratory or in the teaching laboratories.
iii. Computer simulation project
Students investigate the function of biological systems using established computer models (e.g. human cardiac
myocytes).
iv. Critical review projects (with linked grant proposal)
Students undertake a hypothesis driven critical review of the literature in a specific area/topic within the
biosciences.
v. Survey projects
Students undertake a public health survey under the general theme of “Healthy Lifestyles”.
vi. Science and Society projects
Students undertaking science and society projects create, deliver and evaluate an interactive, curriculum
enhancing teaching in local primary (students aged 7-11 ) and secondary (students aged 13-18) schools.
vii. Educational development projects
Students undertaking educational development projects develop and evaluate learning resources for use in
undergraduate teaching. Working either individually or in small teams, students develop learning resources or
new teaching methods (e.g. social media) to support ongoing teaching.
2.8 Engaging fourth year honours students in researching and publishing books on the anthropology of infectious
diseases, McMaster University, Canada
This capstone seminar gives students an opportunity to do original research using primary sources and to publish an
edited e-volume and soft cover book with an ISBN number. I assign the subject matter; thereafter, the course is
student-driven and inquiry-based. Students ask questions, decide what they need to know, and determine issues to be
explored. They determine the structure of the book, select a topic for their chapter, and learn the skills of book
production. Information-collection (qualitative and quantitative) is collaborative; all documents are shared on a
website. Task forces assemble and annotate information for the group. Our research site is the City of Hamilton so
students can apply the anthropological ethics of community-based research and knowledge transfer to give something
back to the community that has supported their education for the past four years. The course emphasizes extra-mural
learning; classes are research meetings in which students brainstorm, collaborate, edit each other's work, and engage
in peer teaching. The students are problem-solvers, while I act as facilitator and mentor. The course is writing-
intensive. Students must meet tight deadlines for submitting an abstract, outline, first draft, and final draft of their
13
chapter. I give feedback on each submission. The course is capped at 25 students, but enrolment is normally 15-20
students. Students submit a written self-evaluation of what they have contributed to the research collaboration and to
the book production process and assign a grade for their work. I either agree with the grade or raise or lower it
marginally, based on my evaluation of their work throughout the term. Because all the work is shared on a website, it
is a simple matter to verify claims. The intensive nature of the course means that I get to know the students and their
work very well. Seven books have been published between 2006 and 2014 and are available on McMaster’s
institutional repository.
Further information: Ann Herring (herring@univmail.cis.mcmaster.ca);
https://www.anthropology.mcmaster.ca/documents/course-outlines-2014-15/4s03-outline-nafte-fall-2014;
https://macsphere.mcmaster.ca/
2.9 Unravelling complexity at Australian National University (ANU)

The final year synoptic capstone course involves students from each of the seven colleges/faculties examining different
disciplinary ways to “unravel complexity”. It is the first of what the ANU hopes to be a suite of “Vice-Chancellor”
courses where “ANU researchers from different disciplines sharing leading research ideas and discoveries with
students.” The number of students taking the course increased from 70 (10 per College) in 2009 to 210 (30 per
College) in 2010. They are selected on the basis of outstanding results and interest in and commitment to working in
policy areas. The course has a weekly two hour panel of different high profile researchers speaking to the class on
how different disciplines deal with complexity. Each panel typically consists of a range of speakers taking different
perspectives on an issue, e.g. global financial crises, the collapse of empires, contemporary 'failing' states, pandemics,
engineering and network failures and the moral and legal dimensions of these issues. Students in pairs then facilitate
a tutorial discussion with about 16 of their classmates on this topic. As the course unfolds students are encouraged to
apply methods and insights from different disciplines to each week’s case example. Reflective and interdisciplinary
thinking is encouraged through a learning portfolio being the major assessment piece for the course. Students
commented that the course structure modelled likely work scenarios they were soon to be in – i.e. working in
interdisciplinary teams on complex problems that need a diverse range of tools and perspectives to address.
Source: http://insight.glos.ac.uk/tli/activities/ntf/urproject/casestudies/Pages/default.aspx
2.10 Senior Capstone at Portland State University, US

During the final year each undergraduate student is required to participate in a Senior Capstone, the culmination of
the University Studies program. The Senior Capstone is a community-based learning experience that:
 Provides an opportunity for students to apply the expertise they have learned in their major to real issues and
problems in the community;
 Enhances students ability to work in a team context necessitating collaboration with persons from different
fields of specialization;
 Encourages students to become actively involved in this community.
Each student works with a team of students and faculty. Each Senior Capstone must result in some form of
summation, closing project, or final product that puts closure to the students' experience. Senior Capstones vary in
length ranging from one term to three terms, depending on the specific nature of the Capstone.
Sources: www.pdx.edu/unst/senior-capstone;
www.oirp.pdx.edu/portweb/published_pages/prototype/themes/cp/capstone/
2.11 Introducing enquiry-based teaching methods in literary studies at Manchester University, UK

The traditional form of Literary Studies teaching in HE is tutor-centred. In this case study a group of second year
students studying Eighteenth Century Literature are introduced to enquiry-based learning in the first week of the first
semester. The course consists of a weekly lecture and a weekly seminar. The latter consists of 15 students divided into
three groups. During the seminars the tutor acts as a task-giver and thereafter as both an information resource,
responding to student requests and as a facilitator moving from sub-group to sub-group helping discussion to develop.
14
For example, in week 1 the students were given a poem by Samuel Johnson, ‘On the death of Dr Robert Levet’. The
poem was issued to students without annotations or supporting detailed biographical information. Each sub-group
was asked to address two questions: ‘What kind of language does the poem use?’ and ‘What belief system, if any, does
the poem imply?’. Most groups responded to this task actively by exploring and considering the possibilities from a
range of perspectives, establishing and pooling any existing knowledge and assessing its applicability to the task in
hand. By emphasising the need to seek other sources to contextualise their answers the facilitator began to establish
the research element crucial to moving from ‘problem solving’ to something more active.
Source: Hutchings and O’Rourke (2003)
2.12 Engaging students in applied research through a community sports development consultancy project at
University of Central Lancashire, UK
The final year Community Sports Development module acts as a capstone module for Sports Coaching students. This
module is an optional module which is taken in addition to the honours dissertation. Students work as a project team
through a consultancy brief with a partner agency and recommend strategies that can be employed to support
community development through community sport and coaching initiatives. There are normally 8-12 consultancy
briefs divided up among the 40-50 students, with students creating their own consultancy teams. Examples of
consultancy projects include:
 A “health check” of football refereeing in Blackburn
 Community Sport and Crime Reduction
 Community Sport (“Street Dance”)
The emphasis is upon the students creating professional working relationships with the client organisations in order to
carry out primary research that is directed by the clients and supported by the Academic staff at the University.
Students are expected to hold regular review meetings with the clients, carry out interviews with relevant
stakeholders; use secondary research to help analyse their findings; and present their work and recommendations to
the organisation through the staging of a mini–conference, where all the partner groups are invited. Representatives
from agencies provide the feedback on students’ work, judging on the content, feasibility of solutions, and
competency in conducting research.
Source: http://resources.glos.ac.uk/ceal/resources/casestudiesactivelearning/undergraduate/casestudy9.cfm
2.13 Helping students to engage more effectively with the research process in undertaking their undergraduate
dissertations at Keele University, UK
Undertaking an independent research project in the form of a dissertation can be the most challenging and rewarding
part of an undergraduate student’s university experience. However, students often suffer from disjuncture expressed
as lack of motivation, hesitancy and avoidance when faced with the daunting enormity of the task and the high
demands placed on them as independent learners and problem solvers. Robson (2006) undertook a case study of her
efforts as a supervisor, using action research, to help students to engage more effectively with the research process.
The aim of the research was to make effective changes to improve students’ motivation, commitment and
achievement with regard to completing a geography dissertation. It is argued that listening to students and
responding to their perceived needs is an effective way to improve supervision practices. Initial findings showed
students to be lonely and insecure about their dissertations and the supervisor pressured by a considerable
supervisory burden. Four cycles of action research were subsequently conducted with a group of eight dissertation
students during one academic year. The research implemented and evaluated four interventions whereby the
supervisor-researcher invited the students to:
(i) evaluate their progress
(ii) learn from examples of completed dissertations
(iii) share and support each other
(iv) engage in peer assessment.
15
Qualitative evidence demonstrates a shift from a status quo of individual supervisory meetings between poorly
motivated students and a frustrated supervisor, to highly motivated students effectively empowered as independent
self-learners and peer supporters. It is concluded that given the right circumstances students can be facilitated to ‘do it
better themselves’.
Source: Robson (2006)
2.14 History students contribute research findings to a Web site at Victoria University, Canada
In 2002, John Lutz taught for the first time History 481: Micro History and the Internet, a learner-centred and research-
oriented course in which the main activity is primary archival research on various aspects of life in Victoria, British
Columbia from 1843 to 1900. Initial course activities include orientation to the historical archives in Victoria and basic
web-site creation skills. Students work in small groups on a research project and the final research ‘product’ of the
course is a web site and not a standard research paper. The course has been developed with the support of local
community groups and another university. It is one of the international innovative examples of digital history where
the web is used as a research tool and a means of disseminating research and developing student web skills.
Sources: http://www.victoriasvictoria.ca/; http://en.wikipedia.org/wiki/Digital_history;
http://web.uvic.ca/~jlutz/courses/hist481/index.html
http://www.canadashistory.ca/Education/New-Research/Video/University-of-Victoria---John-Lutz.aspx
2.15 Students in pre-service teacher education undertake ‘authentic enquiry’ using portfolios at Otago, New Zealand
Students used portfolios to provide space for ‘authentic enquiry’ that focused on student self-determination and the
process, rather than the outcomes, of learning. The rationale behind the portfolio involved reflections on practice as
the curriculum developed during the research cycle. Initially, portfolios were evaluated formatively during supervisory
meetings and each student decided what part of their portfolio should remain private and what the tutor might read
and comment on. In the second phase of development, formative judgements about work were no longer made and
portfolios became private documents. Challenges for student teachers were associated with the novelty of the
experience, the time taken for reflection to develop and the individualistic nature of the task. This presents challenges
for the supervisor centred on new methods of supervision and trying to live up to the explicit values that informed the
curriculum.
Source: Harland (2005)
2.16 Students bring an artefact of cultural significance to the first class of the MA Digital Media, Culture and
Education Core module at University College London Institute of Education, UK
For the Autumn Term introductory core theory module, students are introduced to a broad range of cultural theory.
The first activity sets up the whole MA as, essentially, a research-based course. Students bring an object of cultural
significance to them to the first, day-long session. In recent years this has included everything from phones and jeans
through to items of jewellery, personal decoration, food, apps, films, games and items of clothing and more. Students
come on this MA programme from all over the world to study the impact of digital media on wider culture and
education in the broadest sense. Participants come from the UK, North America, Taiwan, China, South Korea, Italy,
Greece, Romania, Brazil and others. Additionally, students come from education backgrounds of all kinds, formal and
informal, higher education and school or community-based, but also from museums and galleries education,
journalism, social and broadcast media and more.
In addition to introducing themselves to the group, they introduce the artefact or text which they have brought and
explain its significance. They are then introduced to forms of cultural analysis derived from the circuit of culture
(Stuart Hall et al) and definitions of “culture” (Raymond Williams et al) and invited to conduct a deeper analysis, in a
group, of a chosen artefact. They have a two hour preparation time on the second full day and make a presentation to
the rest of the group about their object. They are asked to consider their object and the theoretical frames on offer,
whether they are relevant or need adaptation in the digital age.
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In discussion after this session, the students sign up to themes on the course which have fired their interest and
imagination. In subsequent online activity and in parallel weekly seminars, the students continue with thematically
related investigative projects, with each week inflected by the particular theory under examination (semiotics, social
semiotics, identity, new literacies and so on). A final day-long seminar at the end of the Autumn Term includes a group
presentation which in turn builds holistically towards their written assessment. In this way the student experience is
bound up in the process of cultural research as well as in learning how to digest, re-present and take ownership of key
concepts. The students are positioned throughout as active and agentive, whilst simultaneously being introduced to
key theories and methods in cultural studies as they pertain to the digital, and to education. As a result of these
activities, they also have their cultural interests and affiliations located at the heart of their work.
Further information: http://darecollaborative.net/media-education-ma/; John Potter (j.potter@ioe.ac.uk)
2.17 Engaging students in critical enquiry on a postgraduate primary and early years teacher training programme at
Middlesex University
Opportunities for critical enquiry are being enhanced by a two-part module assessment task. Part 1 requires students
to compile a portfolio of children’s learning experiences they have observed or taught in school and critically analyse
and reflect on these experiences. In Part 2, students discuss current theoretical and methodological approaches to
learning, with a particular focus on socio-constructivist theory. Students refer to their active practice data in this
discussion, which enables their critical thinking about theory to be embedded in practice. Through the process of this
inquiry, students are supported to develop a more critical perspective about the tension of the relationship between
theoretical approaches to teaching and learning and pedagogical practice. This more ‘informed and reflective
approach to practice’ (Allen, 2011) is significant for teacher training students as they enter an uncertain and confusing
educational arena.
Sources: http://elearn.mdx.ac.uk/criticalenquiry/abstractAllen.htm; Allen (2011);
http://www.mdx.ac.uk/courses/postgraduate/education_teach/primary_education_pgce.aspx;
http://www.mdx.ac.uk/courses/postgraduate/education_teach/early_years_pgce.aspx
2.18 ‘The self-improving primary school’ – Engaging senior leaders in professional learning in order to support
teacher inquiry at the University of Derby, UK
The University of Derby has been working with one primary school to support the leadership team in role-modelling
inquiry practices as a means of embedding, over time, a research-focused approach to teaching and learning
pedagogies and whole school data issues. The relationship with the HEI has developed over the course of one
academic year (Phase 1) where senior leaders have been supported to embrace initiatives such as Peer Critique and
Mastery within classrooms and to research their apparent effectiveness across the school. Additionally teachers have
been challenged to disseminate the outcomes of their work within school and more widely in professional and
academic contexts. Using a sequential mixed methodology the HEI academic has been able to research the
effectiveness of this approach and share the outcomes of the work with school staff. As a result of this work many of
the staff are using an inquiry-focused approach to their teaching and learning, based on initiatives which are shared
from Early Years Foundation stage to Year 6. This has had the effect of re-energising a largely disenfranchised group of
teachers who have engaged with the inquiry process at different times within the academic year. The leadership team
have seen the advantage of role-modelling as a style of leadership and evaluated the outcomes of the HEI research on
their phase 1 work. The staff are building a knowledge-base that is contextualised to the school and its community,
working within the ‘third space’ (Bhabah, 1994) to provide opportunities for knowledge growth. The academics are
reflecting on the relational model and how that evolves with the school over time, helping to build and sustain robust
initial teacher education partnerships. The current model is being transferred to other schools in similar contexts and
is recognised as a position of strength in forthcoming HMI/OfSTED inspections for both schools and the academy.
More widely the research-focused culture is being embraced by the Teaching School Alliance and the local authority.
Sources: Dr Val Poultney (v.a.poultney@derby.ac.uk); Bhabha (1994)
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C: Designing Inquiry Based Learning Activities

1. Example of an inquiry based learning course 1: McMaster University
INQUIRY 1SS3
INQUIRY IN THE SOCIAL SCIENCES 2010/11
Wednesday 2:30 – 5:20 pm GSB 102
Sue Vajoczki
Course Description
Inquiry courses are designed to develop and to teach students how to learn and how to share knowledge. Thus,
inquiry courses are skill-driven, rather than content-driven, focusing on the skills required to perform effectively in
university. Students can take these personal transferable skills and approaches into other courses, throughout their
university career, and beyond. Students will engage in a process to begin to learn how to formulate questions, gather
and interpret evidence, and draw conclusions, using as content, topics central to research in the Social Sciences (e.g.,
social identity, globalization, health, gender).
Theme:
The theme in this section is student success: social and cultural factors. Why do some students succeed at university
whereas others do not? Why do students with similar grades in high school have widely different success at university?
Can a student’s likelihood for success at university be enhanced by addressing social and/or cultural influences? What
is success? Do students own definition of success influence their outcome in higher education?
Course Objectives:
Upon successful completion of this course a student should be able to:
 develop a researchable question and refine it;

 demonstrate the ability to obtain information relevant to answering the question;
 critically evaluate the validity and relevance of materials’
 communicate a coherent response to the researchable questions; and,
 critically reflect on the learning process.
Objectives of the Assignments:
1) to consolidate and expand on the information students acquire in the readings and classes;
2) to increase student’s self-awareness and self-evaluation skills;
3) to develop research skills that will assist the student in
a. critically assessing the information they are provided
b. finding additional information
c. synthesising the information into a coherent whole
d. developing their ability to communicate findings
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Course Format and Evaluation:

Inquiry 1SS3 is a multiple section course with individual section size not greater than 30 students. Students will be
active participants in every class. The classes meet once per week in either the day or the evening in a three-hour
block of time. Each section of this class is facilitated by a different instructor, so the exact classroom experience will
vary. However, we have consistent expectations. You will be a member of a group and will have many opportunities for
discussions with your instructor and other students. You will also have library sessions and other presentations or
group activities related to the objectives of the course. The main emphasis, however, and what you will be assessed
on, will be your activities in the process of following a research question through to its fruition, using scholarly
(academic) methods. Learning these methods in your first year should prove highly valuable to you in your subsequent
courses towards your degree, and thereafter in the pursuit of lifelong learning.
Required Textbooks:
Northey, M., Tepperman, L., and Albanese, P. (2009). Making Sense: A Student’s Guide to Research and
Writing. 4th Edition. Toronto, Canada: Oxford University Press. (available in the bookstore)
Weston, A. (2007). Creativity for Critical Thinkers. Toronto, Canada: Oxford University Press. (available in the
bookstore)
Elements of Evaluation:
Assessment Activity % Final Date Date

Grade Assigned Due
Reflection #1 on Student 7.5 Jan 5 Jan 12
Success
Reflection #2 on Student 7.5 Jan 5 Mar 9
Success
Critical Incident Reports 20 Jan 5 Determined at first class
Group Work Contract 5 Jan 12 Jan 19
Class Participation 10 Jan 5 Mar 30
Library Assignment 15 February 9
Summative
Capstone Assignment 35 January 12 March 23rd or 30th depending
(presentation, electronic on mode of presentation
submission & abstract)
19
Course Schedule:
Date Topic Reading complete

PRIOR to class
Jan 5 Introduction to the Course
What is Inquiry?
What is my approach to learning?
Jan 12 How to work effectively in a group? Weston chapters 1, 2 & 3
Asking questions?
Books & Article Searching – Wong Classroom 4:00-5:20
Jan 19 Cross-cultural simulation Exercise: Bafa Bafa Weston chapters 4, 5 & 6
Northey et al. Chapter 1
Jan 26 Web/New Media – Lyons New Media Centre 2:30-4:20 Northey et al.
Reading critically and asking questions Chapter 2 & 3
Feb 2 Creating a proposal Northey et al.
Chapter 4
Feb 9 Oral communication strategies Northey et al.
Library Assessment – KTH B123 4:30 pm Chapter 5
Feb 16 Ethics and research Northey et al.
Chapter 6
Feb 23 READING WEEK
Mar 2 Staying on track Northey et al.
Chapter 7
Mar 9 Workshop Northey et al.
Chapter 8 & 9
Mar 16 Peer review Northey et al.
Chapter 10
Mar 23 Poster Presentations Northey et al., Chapters 11, 12
& 13
Mar 30 Video & Graphic Novel Presentations
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2. Example of an inquiry based learning course 2: University of Gloucestershire
EL325 Issues in Environmental Geography, 2007-08
Teaching Staff: Jane Roberts, Module Tutor (CL058; jroberts@glos.ac.uk)

Mick Healey (QU124; mhealey@glos.ac.uk)
Teaching Timetable: Semester 2, Monday, 14.15-17.15. ROOM: CE102

Programme: (L) = Lecture (P) = Practical (S) = Seminar/Workshop
1 12 Feb JR Course introduction (L&P)

Project examples
Setting up project groups
2 19 Feb MJH Workshop: Teamwork issues Development of

ideas for projects and their implementation (S)
3 26 Feb JR Lecture: Should we believe Malthus or (L)

Brundtland?
4 5 March JR/ MJH Lecture: Grand narratives in post-modern times (L)(S)

Group tutorials on outline project proposals
5 12 March JR Environmental philosophies: why do they matter? (P)
Formative presentations
6 19 March JR Group tutorials (S)
7 26 March JR Group tutorials (S)
Easter Vacation
8 23 April JR Group tutorials (S)
9 30 April JR/MJH Workshop: Preparation for presentations and (S)

project report
10 7 May May Day Holiday

11 14 May JR/ MJH Presentations and module evaluations (P)
This session will run 2.15-6.15
12 21 May NO Preparation of group report and reflective essay

SESSION
Tutor Jane Roberts

Brief Description This module aims to enable students to apply the knowledge, skills and understanding which
21
they have developed over their geography programme to a particular local or regional issue.
Compulsory for GE Single Honours, Major and Joint
Status
Acceptable for HG, PG
This module is a capstone course for the Geography Field. The integrative nature of the
Context
module follows from the philosophy of the Geography Field.
This module is concerned with analysing competing environmental philosophies and applying
them to understanding a particular local or regional environmental issue. The nature of
different environmental philosophies will be discussed at the beginning of the module. Most
of the time will, however, be spent in working on defining and analysing a particular
Content Summary environmental issue, applying the philosophies to understanding the issue and coming up
with policy recommendations. The work will be undertaken in groups, each of which will
produce a consultancy project and will make a presentation of their findings to the 'clients'.
Tutorial support will be given on researching the issue, working in teams and presenting the
findings.
i. Knowledge and understanding
On completion of this module students should be able to demonstrate that they:
a) can describe the development of environmental philosophies in geography;
b) can conceptualise the principal features of a particular local or regional environmental
issue;
c) can recognise and analyse the interlinkages between the social, economic, political and
natural environmental factors at work in their chosen environmental issue;
Learning
d) are familiar with a range of primary and secondary data as appropriate to a particular local,
Outcomes
regional or national environmental issue;
e) have reflected on the processes involved in working in a group.
ii. Skills
On completion of this module students should be able to demonstrate that they:
a) have further developed skills in presenting material orally and in report form;
b) can work effectively as a member of a group.
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Assessment
There are three elements to the assessment:
1. Group report (60%)
2. Oral presentation of project (30%)
3. Individual Learning Journal and Reflective Essay (together counting for 10%)
Peer and Self Assessment of Group Project Preparation
One of the advantages of working as a member of a team is that you can all benefit from each other's strengths. The
purpose of this exercise is to give recognition to the varied contributions that individuals make to the working of a
group.
The tutor will use the completed form as a guide to distribute marks between team members. If very large differences
occur in the perception of the contribution of particular individuals the tutor may ask the group to discuss these and
come to an agreement.
Below is a list of some of the processes which you will be involved in completing a group project. You may modify this
list and weightings if everyone in the group is agreed. This is best done near the beginning when you have devised a
work plan. You may wish to revise the scheme at the end, but this may result in conflict.
Project processes
1 Ideas and suggestions

2 Leadership, group organisation and support, minute taking
3 Data collection/collation/analysis
4 Report writing, production and editing
5 Preparing/giving verbal presentation
Using the Self and Peer Assessment Form independently assess the relative contribution of each team member,
including yourself. The following grading system should be applied:
1 Minimal, or did not contribute in this way

2 Below average
3 Average
4 Above average
5 Outstanding
In assessing the relative contributions of team members account should be taken of the quality and effectiveness of
the contribution as well as the amount of effort expended.
Average refers to the average contribution of your group members to that particular process.
A discussion of how this scheme operates may be found in:

Healey M and Addis M (2004) Use of peer and self-assessment to distribute group marks among individual team
members: Ten years experience, in Healey M and Roberts J (Eds) Engaging students in active learning: case
studies in geography, environment and related disciplines, Cheltenham: University of Gloucestershire, Geography
Discipline Network and School of Environment pp116-121 http://www2.glos.ac.uk/gdn/active/student.htm
23
Self and Peer Assessment Form

Your name:
1 List the names of your team in the table below.
2 Allocate points to each member of your team, including yourself, for each project process using the following
grading scheme, where average refers to the average contribution of members of your group to that particular
process:
1 Minimal, or did not contribute in this way
2 Below average
3 Average
4 Above average
5 Outstanding
3 You are encouraged to be frank and honest in allocating scores.
4 Sum the number of points allocated to each person and calculate the overall number of points you have given to
your team.
Project process score

Group members in alphabetical order 1 2 3 4 5 TOTAL
including yourself
A.
B.
C.
D.
E.
F.
OVERALL TOTAL
Comments: Use this space if you wish to draw to the attention of the tutor any particular points about either the way
your group operated or the assessment procedures.
24
3. Inquiry based learning planner

http://www.shef.ac.uk/polopoly_fs/1.122759!/file/IBLPlanner.pdf
This Planner offers a point of departure for designing IBL, and discussing and sharing IBL designs, in any academic
discipline. Already-produced designs – for example, in the form of case studies or activity-sequences – can be used in
conjunction with the planner for inspiration and adaptation.
Designing for IBL Questions to ask

Students  What relevant subject and process knowledge and skills will students bring to the inquiry? How
do they understand inquiry and research, and their own roles as student researchers?
 How might IBL challenge them, e.g. in relation to their beliefs about their role in knowledge-
creation, expectations about learning and teaching, self-confidence, skills?
 What are their likely needs for support and guidance, in relation to the subject-matter and the
inquiry process?
Intended learning  Will the main focus be on students acquiring existing knowledge (‘inquiry for learning’) or on
outcomes building new knowledge (‘inquiry for knowledge-building’)?
 What will the balance be between subject and process learning outcomes?
 Will students play a role in determining learning outcomes?
Inquiry theme  What will students explore? How will their inquiries relate to the curriculum?
 Who will establish the inquiry question – teacher, students, someone else?
 Will there be a link between students’ inquiries and their academic tutors’ research interests? If
so, will this be made explicit?
Inquiry process  What is the appropriate scale and timescale of the inquiry?
 Will the process be tightly or loosely structured by academic tutors? A step-by-step sequence of
tasks, or a more flexible, emergent process? More strongly teacher- or student-designed?
 Will students have choices in deciding how to approach the inquiry
 Will an established framework or protocol be used to structure the process? Will it follow the
pattern of research practice in the discipline?
Tasks  What will the stimulus for the inquiry be (an open question; a scenario; a problem; an image;
an artefact; a performance; a discussion; something else)?
 How will the tasks be sequenced? Will a digital design tool be used (e.g. LAMS)?
 What tasks will there be to help students engage with relevant theory/subject-matter (e.g.
reflection; discussion; peer-to-peer information-sharing; lectures; practical workshops; laboratory
sessions)?
 What tasks will there be to help students develop process awareness and skills (e.g. in areas
such as research methods, information literacy, group-work, reflective writing)?
25
Assessments  What will be assessed (research product; aspects of the process; reflection on the process)?
What form will assessed outcomes take (poster; wiki; essay; design; report; film; other?) Will
assessment be individual or collective?
 What will the assessment criteria be? Will students play a role in establishing assessment
criteria?
 Who will assess (academic tutors; student peers; self-assessment; other)? How will summative
feedback be given?
Information  How will students access relevant information? What will the balance be between providing
information to students, and requiring students to seek and select information themselves?
 Will students be directed to information on process issues as well as discipline-based subject-

matter?
Spaces  Is there a need for a particular type of learning/teaching space during and outside of ‘contact’
time?
Technologies  Which technologies will be needed and appropriate? Special equipment? Platforms for
collaboration and content-creation; mobile technologies; the institutions’ virtual learning
environment; etc?
 Will students play a role in deciding which technologies to use?
Tutoring  Who will be involved in guidance and tutoring (academic staff; learning support professionals,
e.g. librarians; student mentors; external tutors; other)?
 How and when will formative and summative feedback be provided?
Peer-to-peer  Will students work together? If so, in what way? Will there be an focus on ‘inquiry community’?
 Will students work in partnership with academic staff or other researchers?
Dissemination  Will students share the results of their inquiries with each other? More widely at department
or Faculty level, or with a practitioner/research community beyond the university?
 How will results be shared (on web, at an event, via presentations, posters, suitable peer-
reviewed outlets; other)?
Source: Levy, P. (2010) Inquiry-based Learning Planner. Sheffield: Centre for Inquiry-based Learning in the Arts and
Social Sciences, University of Sheffield.
4. Inquiry Based Learning in a Professional Learning Context (adapted from Price, 2003)
Inquiry based learning (IBL) encourages blended professional learning grounded in practice. The aim of IBL is to
promote active deep learning, independent study to develop inquisitive, transferable and co-operative skills essential
to practice. There is a great deal to gain from active study that involves inductive and deductive thinking and which
requires you to work closely with others, within teams, to make sense of the learning environment and the challenges
that exist there.
26
The IBL Process

IBL develops through a process of formulation, shaping, refining and closure
Session 1
Launching the inquiry and shaping: The inquiry launch begins with a conversation amongst the team about how to
manage the team and the inquiry. If appropriate, roles are allocated to team members e.g. scribe, time keeper, leader.
At the launch, the inquiry is ‘exploded’ out to generate ideas and discussion around the concepts being exploded. This
stage is very much about discussion around the inquiry, focussing of ideas, allocating the team to explore certain
concepts, consideration of resources and shaping of the inquiry’s future.
Interpreting-Analysis-Explanation (IAE) approach

IBL puts you at the centre of learning, it gets you to understand different pieces of information that you are
surrounded by. At the heart of IBL is the philosophy that instead of telling you the information, you have to find it out
for yourself. This is the important in motivating you to learn, you are encouraged to seek out information from the:
library; world; web based info to find information. You then have to communicate this information with your team
members.
Once you’ve found some information I then want you to do 3 things with it:
 Realise there are no prizes for finding information – you need to understand it, this is called
INTERPRETING. You find 3 or 4 most important points then write these as concepts.
 Make connections, tell me why A is connected to B and tell me how. Also tell me how B is connected to A
as it may be different - this is ANALYSIS
 Write these in your own words – this gives us an EXPLANATION
The Why/How tree

Once you have an explanation, you then need to ask yourself WHY this statement is important to the work in hand.
Then you ask HOW this is relevant to the work in hand?
27
These are now statements in their own right, now tell us why this is important and how this is relevant. You are now
thinking at a deeper level as you are being forced to explore the why and how.
Masters level students should be able to go down to a 4th or 5th level, this is a very deep understanding of the subject
matter. This is called ‘the why and how tree’.
The why and how tree
Online activity: Record your initial inquiry explosion, have the team task allocation and promote ongoing discussion.
Session 2 and subsequent sessions
Gathering Information: Research/evidence and information is gathered individually and discussed and challenged by
the team in light of what has been learnt. The information is then considered as to whether it is factual or possibly
significant. The team then decides how the information fits together and how to continue to find out what needs to be
known.
Refining Understanding: This is the point where the inquiry has to stop exploding outwards and needs to focus
inwards to begin to reach closure. Each team member should begin to focus on how they will bring the inquiry to
closure and what aspect they will be responsible for.
Online activity: Post information for each other but don’t be tempted to post whole articles or polices, instead post a
précis which indicates your learning from the article or policy to enable your team members to understand the key
learning and relevance. Continue any discussion between sessions and begin to develop a picture of how the inquiry is
progressing with annotated notes from session meetings outlining key points and learning.
Session 3
Reaching Closure: It is not always possible with IBL to provide a solution but you do need to reach closure with an
inquiry. The closure of the inquiry is presented individually or in small teams to the rest of the team to demonstrate
understanding of the inquiry and articulate what has been learnt. The content needs to demonstrate evidence of wide
reading and depth and breadth of knowledge.
Online activity: Each team member’s online page should include an annotated reference list, supporting material
which documents the learning journey through the inquiry.
Price, B. (2003) Studying Nursing Using Problem-based and Enquiry based learning. Basingstoke: Palgrave MacMillan.
28
5. Activities to get students active in their learning

This table was compiled by Rachel Spronken-Smith (Otago) in 2011 from many sources and covers a range of possible
activities to promote engagement and active learning in a variety of situations.
1-2-4- more Pyramid Each person writes brief notes about the topic and then compares them with a
partner. Each pair discusses its combined list with another couple. This provides a
good basis for discussion in the wider group. It is a good idea to limit the ‘1-2-4’
stages, e.g. 2 minutes or so for each individual and for paired work, 5 minutes for the
‘4’ stage.
Brainstorming Everyone thinks of as many different ideas as possible. All ideas are accepted and
(Morrison, 2004) recorded without comment. The ideas are evaluated after a set time period or when
the inspiration ends.
Buzz Groups Working in small groups, people discuss an issue. Topics can include:
(Morrison, 2004) - How much they already know on a topic
- What they are not sure about
- What they want the lecturer to cover next
Case studies A story or scenario is presented to the group (often, but not always) as a handout.
(Morrison, 2004) Groups discuss the story or work together on questions.
Clickers These can be used to good effect for class participation through students keying in
responses to questions. Also useful to allow students to give an answer first and then
chat with neighbours and rekey in the answer. This can lead to conversations about
why students may have picked the wrong answer – it is very useful for recognising and
addressing common misconceptions.
Complete diagrams Instead of providing the finished product, if the diagram is simple, draw it on a
or tables together whiteboard or OHP, and allow time for students to complete it as well.
Critical incidents These are brief written or spoken depictions of vividly remembered events. These can
be used during class to bring out those ‘aha’ moments which had a real impact on
their learning, or can be used about difficult concepts. Get the students to write a
description (where and when it occurred), think about what was involved (e.g. a topic
or problem...) and then unpack why it was so memorable.
Cubing Cubing involves probing a topic from six different perspectives. First, select a topic
(Cassidy, 2008 and (issue, person, idea, event, problem, person, object, scene) and then allow 3-5
http://www.humbol minutes for students to write from different perspectives (e.g. describing, comparing,
dt.edu/~tdd2/Cubing associating, analysing, applying, and arguing). Cubing is an excellent tool for rapidly
.htm) exploring a topic. It reveals quickly what is known and what is not known.
Demonstrations The teacher shows students how to do something, or uses equipment to explain
(Morrison, 2004) theory/principles. This activity can also be presented by a student or group. Seeing
something real helps students to remember more clearly.
Experiments The teacher or students carry out a practical activity to verify or refute a principle.
(Morrison, 2004)
Exit ticket At the end of a lecture get students to write an exit ticket which responds to the
question “What questions remain after today's session?” and hand in on the way out.
Collect any written responses and address them in the following session.
Extremes Each person thinks of the ‘best’ and ‘worst’ or ‘positive and negative’ qualities of
(Morrison, 2004) something. These are collected and discussed to generate a ranking of extremes.
Fishbowl One group discusses a topic. The second group observes the discussion and each
(Morrison, 2004) person records:
- A partners contributions (and gives individual feedback afterwards)
- The important parts of the discussion (may be identification of issues,
29
applications, generalizations, etc., depending on the task instructions.

Focus breaks These are deliberate breaks to give students some time out. Bligh (1998) discussed the
learning curve in a lecture – after about 20 minutes learning is on a downward decline.
However, if focus breaks are inserted whereby students can have time out for 2-3
minutes, then there is a learning gain as students’ attentions are recaptured. Thus plan
to have a couple of focus breaks during a 50 minute lecture.
Group discussion Groups (up to 6 people) talk about a topic. A set of questions from the lecturer helps
(Morrison, 2004) to structure the discussion and focus the group. The larger the group,. The more
difficult it is for everyone to participate.
Interactive handouts Instead of providing complete copies of the PowerPoint slides or OHPs, give out sheets
(Morrison, 2004) with various parts missing. These could be mathematical, formulaic, descriptive,
diagrammatical, analytical and so on. The students need to complete the materials for
them to be useful.
Jenkins Line Named after Alan Jenkins (Geographer/Higher Educationalist). When a topic has polar
opposites or a spectrum of possible answers or viewpoints, get students to place
themselves along a line and discuss their position with their neighbours, and possibly
be called upon to discuss/justify their position with the class.
Jigsaw Each student is the 'expert' on one part; they must work collaboratively to get the full
(Cassidy, 2008) picture; have experts in the area get together first, so they become more expert, then
return to the broader group where each one is the expert. Research has shown that
we learn more by teaching it. For an assessment, individuals or small groups do the
work. The lecturer asks them questions and can ask any member. Higher marks often
result.
Lotus Blossom In this technique the petals around the core of the blossom are figuratively "peeled
back" one at a time, revealing a key component or theme. This approach is pursued in
ever-widening circles until the subject or opportunity is comprehensively explored.
The cluster of themes and surrounding ideas and applications, which are developed in
one way or another, provide several different alternative possibilities. The guidelines
for Lotus Blossom are:
1. Write the central problem in the center of the diagram.
2. Write the significant themes, components or dimensions of your subject in the
surrounding circles labelled A to H surrounding the central theme.
3. Use the ideas written in the circles as the central themes for the surrounding lotus
blossom petals or boxes. Thus, the idea or application you wrote in Circle A would
become the central theme for the lower middle box A. It now becomes the basis for
generating eight new ideas or applications.
4. Continue the process until the lotus blossom diagram is completed.
Good for getting students to unpack factors that influence key concepts.
http://www.innovationtools.com/Articles/ArticleDetails.asp?a=160
Matching Used to divide a group into pairs. Members of the group are given cards which contain
(Morrison, 2004) either a title or a definition. They have to find the person with the complementary
card. In the process they come across a range of definitions and have to think about
the topic. The pairs then work together on an exercise/problem related to their title
and definition. Reporting back afterwards widens learning.
Mindmaps A topic is written on the board or on butcher’s paper. The class/group suggests and
(Morrison, 2004) organizes ideas and information, presenting them visually, often in clusters. Can be
carried out using a large group on one diagram, or in smaller groups, or individually.
Mix up media Try to use a variety of media such as PowerPoint, OHPs, video clips, whiteboard etc.
Students will appreciate the variety, particularly if they can engage with some of the
material.
30
Organising Information items are provided out of sequence. Students work (in pairs of small
information groups) to arrange them in order. The results can then be reported by each group
(Morrison, 2004) and/or discussed by the wider group. The information can be given to students on a
single worksheet or already cut out into pieces for them to arrange in order.
Panel Several ‘experts’ are invited to the session and answer questions from the class. The
(Morrison, 2004) experts may be from interest groups, other teachers and or/students. They may each
speak briefly before the question session.
Playing cards One playing card is given to each member of the class at the start of a block of
teaching. They can be used in a variety of ways. For example, suits can be used to
form groups of 13, particular numbers can be used to form groups of four or red or
black numbers for pairs. When asking class questions, particular cards or sets of cards
may be called on to comment.
Presentations Individuals or small groups find information on a topic, then prepare and deliver a
(Morrison, 2004) short informative session to the wider group.
Problem generation Individuals or groups consider a topic, issue, process, case, etc and raise problems or
and solving difficulties. Each person or group writes the problem on pieces of paper which are
(fears/problems in folded and put into a box. The ‘problems’ are then redistributed and solved by others
the box) and shared.
(Morrison, 2004)
Question and answer This is a useful activity to check students’ understanding. A time is set aside for a
session discussion/answer question. Questions may be submitted in writing at the previous
(Morrison, 2004) session or on Blackboard (good for shy students).
Quick quiz During a class have a quick quiz on the material just covered. This could also take the
(Morrison, 2004) form of a problem-solving exercise (or practice exam questions) and groups or
individuals can compete for speed and accuracy.
Review sessions Build these into the lecture sequence so that there are dedicated slots to go over any
questions and allow practice in exam type questions.
Role play Groups/pairs/individuals ‘act out’ information on a specific topic, often in front of the
(Morrison, 2004) class or group. Set a time limit for each group and allow time for participants to
debrief.
Round Every person takes a turn to make a statement. Useful topics:
(Morrison, 2004)  One thing I need to know about…
 Something I learned today…
 One important point (about the topic)…
Snowball On a half-sheet of paper that you will not be keeping, write down (something that you
(Cassidy, 2008) are okay with others seeing and legibly so they can read it!) one example from the last
several numbered items that you do now in your teaching, or would like to ask a
question or comment about. Once done, crumple it up and toss it (gently) into the
crowd. Now, everyone pick one up. If it is yours, re-toss it. Read what is on the
snowball you un-crumple.
Tell your partner Pairs. Each person explains a topic/concept/answer to someone else. The partner has
(Morrison, 2004) to listen and then ask questions.
Think-pair-share Each person considers the topic/question and writes down some ideas/answers. S/he
(Morrison, 2004) joins with one other for discussion. This provides a good basis for wider discussion and
answers tend to be much more forthcoming in a plenary.
Ticket to the class Require a 'ticket to class' to ensure pre-reading or prep is done. The class before,
(Cassidy, 2008) assign the reading and hand out a coloured slip of paper – different colours can be
used for different types of questions. Each colour is a unique question that students
have to write down and bring to the next class. This encourages all students to read
the material, and come prepared for the session. Tickets could be collected at the door
31
on the way in so that if there were any common recurring problems, these could be
addressed in the session.
Time on task Create lots of time on task during class time. This relates to the Seven Principles for
(Cassidy, 2008) Good Practice in Undergraduate Education by Arthur Chickering and Zelda Gamson.
See:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7prin
cip.htm
Using resources in At the beginning of the session handout out copies of a paper or papers or other
class relevant materials to the topic. Different materials can be distributed to different
parts of the lecture theatre. Given some focusing questions for each resource (e.g.
they may have to read a particular section of the paper and then answer a question).
Allow students about 15 minutes to read and then they can discuss the answers with
their neighbours. Then have a plenary to collate the answers and to build knowledge
across the class.
Using twitter in your Use Twitter to get instant feedback from students in your lecture: they can either use
lectures their laptop or their mobile phone. For an example see how one university teacher
uses it:
http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_clas
sroom.php or
http://tinyurl.com/ml3pcp (same link, shorter address)
References
Bligh, D. (1998) What’s the Use of Lectures? Exeter: Intellect.
Cassidy, A. (2008) 50 Ways to lure your learner. Presentation at the Conference of the Society for Teaching and
Learning in Higher Education, University of Windsor, June 19, 2008.
Gauci, S.A., Dantas, A.M., Williams, D.A. and Kemm, R.E. (2009) Promoting student-centred active learning in lectures
with a personal response system. Advances in Physiology Education 33: 60-71.
- This article first reviews the literature on the use of clickers and then explored the use of clickers on student
engagement in an undergraduate physiology course with 175 students. Students evaluated the impact of clickers
on their learning through both interviews and a survey and survey responses were correlated with student
performance. Students felt “more engaged” (83%), “intellectually stimulated (85%) and “motivated to think” (89%)
through the use of clickers in lectures. Answering clicker questions was found to be enjoyable and to improve
understanding. Students in lectures using clickers performed better on exams (compared to performance in a
previous course without clickers)and those students who participated most frequently with clickers had better
results.
Gier, V.S. and Kreiner, D.S. (2009) Incorporating active learning with PowerPoint-based lectures using content-based
questions. Teaching of Psychology, 36(2): 134-139.
- This article involved a comparative study to determine whether the use of content-based questions and
subsequent discussion could enhance learning when combined with traditional PowerPoint. Students did perform
significantly better when questioning was incorporated in the lecture.
Graffam, B. (2007) Active learning in medical education: Strategies for beginning implementation. Medical Teacher, 29:
38-42.
- This article makes a plea for more active learning strategies in medical education and describes some simple
strategies to transform lectures into more active learning environments. The lecture strategies described include:
using breaks as action moments, questioning techniques and case scenarios.
Mann, S. and Robinson, A. (2009) Boredom in the lecture theatre: an investigation into the contributors, moderators
and outcomes of boredom amongst university students. British Educational Research Journal, 35(2): 243-258.
- This article explores the contributors, moderators and consequence of student boredom. 59% of students find
their lectures boring half the time and 30% found most or all of their lectures boring. However, labs and computer
32
sessions were rated overall the most boring activities. The most important teaching factors relating to boredom in
lectures were copying overheads and the use of PowerPoint slides with no accompanying handout.
Marsh, E.J. and Sink, H.E. (2010) Access to handout of presentation slides during lecture: Consequences for learning.
Applied Cognitive Psychology, 24:691-706.
- This article reports on two experiments to determine the impact of having slides on learning. They found that
access to handouts of slides during the lecture was associated with a number of benefits including less note-
taking, less time needed to prepare for a final test, better performance on the final test.
Morrison, T. (2004) Promoting active learning in lectures. Seminar and handout given in the Higher Education
Development Centre, Otago University, May, 2004.
Revell, A. and Wainwright, E. (2009) What makes lectures ‘unmissable’? Insights into teaching excellence with active
learning. Journal of Geography in Higher Education, 33(2): 209-223.
- This research involved interviewing ten geography academics and five focus groups with undergraduate students
to determine what makes for a good lecture and what makes it unmissable. Attendance rates were significantly
enhanced by three key factors: a high degree of participation and interactivity, a clear structure facilitating
integrative of material and a passionate, enthusiastic lecturer.
Wilson, K. and Korn, J.H. (2007) Attention during lectures: beyond ten minutes. Teaching of Psychology, 34(2): 85-89.
- This article challenges often-cited research on student attention during lectures, surmising that the research
methodology is often flawed. They suggest that lecturers should take into account individual differences in
student attention when lecturing.
33
6. The inverse or flipped classroom

A further way in which active learning is becoming embedded in courses is through the development of inverse or
flipped classrooms (Lage et al. 2000; Gerstein 2012), in which students obtain the material traditionally covered in
lectures prior to the class through, for example, readings and videos and sometimes using open educational resources,
such as MOOCs, and then spend the time in class in discussion, problem solving and other experiential activities. The
key to the flipped classroom experience is the linkage between the out-of-class and in-class activities. Gernstein (2012)
adapts Kolb’s experiential learning model to provide an experiential flipped class model in which ‘the video lectures,
screencasts, and vodcasts fall within a larger framework of learning activities’ (Fig. 6). The cycle often begins with an
experiential exercise, before exploring the concepts touched upon in the experiential engagement using a variety of
media. Learners then reflect on what they have learnt during the previous phases using a range of meaning making
activities including tests. In the final phase the ‘learners get to demonstrate what they learned and apply the material
in a way that makes sense to them’ through creating personalized projects and presentations.
Fig. 6 The experiential flipped classroom model (Source: Gerstein 2012)
Lectures do still have a place and can be more effective if given in the right contexts, such as after (not before)
students have explored something on their own (via a lab experience, simulation, game, field experience,
analyzing cases, etc.) and developed their own questions and a ‘need to know’ (Holton 2012).
A number of institutions are currently developing flipped classroom strategic initiatives, including the Universities of
Bath and British Columbia (University of Bath 2013; McCabe 2013a).
34

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Restructuring the Curriculum to Engage Students in Research and Inquiry

Evaluating Active Learning Practices

Fig 1 Curriculum design and the research-teaching nexus

Engaged in research Undertaking research

Fig 2 Inquiry-based learning: a conceptual framework

Pursuing (information-active) Authoring (discovery-active)

Identifying (information-responsive) Producing (discovery-responsive)

Based on Levy (2009)

B: Engaging students in research and inquiry

1. At the beginning of their academic studies

1.5 Inquiry-based learning in first-year Information Management at the University of Sheffield, UK

1.12 Writing history – a first-year course at UCL, UK

Inquiry based learning

Education for employability

2.4 Giving students first-hand experience of research-based consultancy in environmental management at

2.6 Biology start up business final year project, University of Durham, UK

2.9 Unravelling complexity at Australian National University (ANU)

2.10 Senior Capstone at Portland State University, US

2.11 Introducing enquiry-based teaching methods in literary studies at Manchester University, UK

C: Designing Inquiry Based Learning Activities

Upon successful completion of this course a student should be able to:

 develop a researchable question and refine it;

Objectives of the Assignments:

Course Format and Evaluation:

Assessment Activity % Final Date Date

Date Topic Reading complete

2. Example of an inquiry based learning course 2: University of Gloucestershire

EL325 Issues in Environmental Geography, 2007-08

Teaching Staff: Jane Roberts, Module Tutor (CL058; jroberts@glos.ac.uk)

Teaching Timetable: Semester 2, Monday, 14.15-17.15. ROOM: CE102

1 12 Feb JR Course introduction (L&P)

2 19 Feb MJH Workshop: Teamwork issues Development of

3 26 Feb JR Lecture: Should we believe Malthus or (L)

4 5 March JR/ MJH Lecture: Grand narratives in post-modern times (L)(S)

5 12 March JR Environmental philosophies: why do they matter? (P)

6 19 March JR Group tutorials (S)

7 26 March JR Group tutorials (S)

9 30 April JR/MJH Workshop: Preparation for presentations and (S)

10 7 May May Day Holiday

12 21 May NO Preparation of group report and reflective essay

Tutor Jane Roberts

Peer and Self Assessment of Group Project Preparation

1 Ideas and suggestions

1 Minimal, or did not contribute in this way

A discussion of how this scheme operates may be found in:

Self and Peer Assessment Form

1 List the names of your team in the table below.

3 You are encouraged to be frank and honest in allocating scores.

Project process score

3. Inquiry based learning planner

Designing for IBL Questions to ask

 Will students play a role in determining learning outcomes?

 Will students have choices in deciding how to approach the inquiry

 Will students be directed to information on process issues as well as discipline-based subject-

 Will students play a role in deciding which technologies to use?

 How and when will formative and summative feedback be provided?

 Will students work in partnership with academic staff or other researchers?

The IBL Process

Interpreting-Analysis-Explanation (IAE) approach

The Why/How tree

The why and how tree

Session 2 and subsequent sessions