ABSTRACT
The questions themselves point to diversity in both the understanding and practice of inquiry-guided learning at institution, probably a sign of a vibrant undergraduate education reform initiative in the process of unfolding. Since 1998, critical thinking, independent inquiry, responsibility for one’s own learning, and intellectual growth and development have been the mortar of the initiative, binding the diverse teaching and learning experiences of students, instructors, departments, and colleges engaged in inquiry-guided learning. Successive initiatives moved increasingly into later courses in the undergraduate curriculum and the major. Providing useful and compelling guidance on how to implement inquiry-guided learning for a highly diverse group of instructors has been a constant challenge. Actively engaging students, perhaps in carefully controlled question and answer sessions or in small group discussions, may be the initial entry point into inquiry-guided learning for instructors who have used content-driven lectures as their primary teaching strategy.
