Miami University’s Collective Journey Toward Discovery-Based Learning
Abstract
In this introductory article, the authors describe how interest in using student curiosity to drive learning on Miami University’s campus spawned the Community of Practice on Engaged Learning (COPEL). Emerging from multiple faculty and staff initiatives to create engaged learning, the COPEL expanded to involve an array of participants in conceptualizing and implementing broad-based, learning-centered practice. The authors describe how transformative learning and student development theory guided their work, the curriculum they employed, and examples of their work.
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