Frequently Asked Questions

Is there one approach to inquiry-based learning?

Inquiry based learning can be achieved through diverse pedagogies inside and outside the classroom. The appropriate pedagogy depends on many factors, including the instructor, the content, the learning objectives, available resources, and the size of the course.

How does inquiry-based learning compare to active learning in the classroom?

Inquiry-based learning occurs at structured or guided levels as well as open-ended and independent levels. An inquiry-based learning experience may be in an active learning classroom. While the learning activities may not be open-ended explorations, they guide students to develop independence in using skills of inquiry and confidence to explore open-ended inquiry.

How can graduate students contribute to developing inquiry-rich curricula?

Graduate students can participate in planning, development, implementation, and assessment of inquiry in the undergraduate curricula. Graduate students can examine existing courses to identify gaps in the inquiry pathway. They may work with instructors to develop inquiry-based learning materials, support implementation of inquiry activities as teaching assistants, or provide critical feedback to students at different steps along the inquiry process. Engaging graduate students throughout this process allows them to develop a professional identity in their teaching.