ABSTRACT
A variety of forces, initiatives, projects, and individuals have contributed to undergraduate education reform through inquiry-guided learning at NCSU. Two major projects on a campus, funded by the William and Flora Hewlett Foundation, explicitly related inquiry-guided learning to the undergraduate curriculum, the first through general education and the second through the departmental major. Over the past several years CUE has been engaged in articulating the learning objectives of General Education program. Two meta-analyses of curricular-level outcomes, performed independently and using different methodologies, also demonstrate the pervasiveness of the ability to think critically and inquire in ways appropriate to the discipline throughout the undergraduate curriculum. Throughout its seven-year history on campus, inquiry-guided learning has woven in and out of broader discussions about the undergraduate curriculum. More frequently, the connections have been implicit as programs have articulated the kinds of learning outcomes they value for their graduates.
