The author chronicles his experiments with inquiry-based learning (IBL) as he applied lessons from the literature and assessed the results. He describes a difficult journey with the result that, with the help of the literature, supportive colleagues and patient, creative students, he learned how to design courses that invite undergraduates to become more critical, more complex, and more autonomous thinkers. Readers of this article will, he hopes, avoid some of the pitfalls that he encountered.
The articles in this issue offer evidence-based practices for examining students' and instructors' perceptions of effective teaching and learning—both practices and outcomes. Taken together, these studies suggest answers to the question "Where can common ground be found, and how can these findings be put to use in forging greater teaching and learning synergies within and beyond the classroom?"
Submissions Due: March 1, 2014
Manuscripts for regular issues may be submitted anytime. See the submission guidelines.
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