This chapter describes how instructors can foster curiosity and exploration to improve digital literacy for college students. It also details multiple inquiry-based teaching strategies that may be used in digital literacy contexts.

This chapter draws on other authors' ideas in this issue, describing parallels and outlining distinctions toward a synthesized model for the development of SoTL initiatives at the institutional level and beyond.

Inquiry-guided learning (IGL) promotes the acquisition of new knowledge, abilities, and attitudes through students' increasingly independent investigation of questions, problems, and issues, for which there often is no single answer. IGL appeals to a range of institutions of higher education seeking variously to capitalize on the research…

Inquiry-guided learning (IGL) is not new to Texas A&M University, a large research-extensive institution. The ideas of asking questions and seeking answers have always been associated at this university with both learning and discovery. In this article the authors present how, as a natural extension, Texas A&M University infuses IGL more…

New Zealand is unique in the global tertiary education environment because there is a legislative requirement that teaching and research are closely interdependent and that most teaching in universities and all degree-granting institutions should be done by people who are active in advancing knowledge. Moreover, the Tertiary Education Strategy…

A number of universities in the United Kingdom (UK) have launched institution-wide initiatives recently to embed inquiry and research more firmly into the student experience. Among these, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) led a five-year development program at The University of Sheffield (TUOS) between…

Inquiry-guided learning (IGL) has widespread appeal in higher education as a suite of teaching strategies that promotes learning through students' increasingly independent investigation of questions, problems, and issues using the methods of inquiry of the disciplines. Framed as especially appropriate for research universities, IGL has been…

In 2006, Miami University (Oxford, Ohio) launched a major initiative, the Top 25 Project, to embed inquiry-guided learning (IGL) into its largest-enrollment courses across the university. These are generally entry-level classes and thus affect many students: 75 percent of incoming students on its main campus in 2010 were in at least one Top 25…

The term "assessment" sends shivers down academic spines. For faculty, it signals marching orders from external parties who may or may not appreciate the subtle and not always quantifiable value of faculty efforts. For administrators, it means the dual challenge of recalibrating internal measures to meet external mandates but also…

This chapter considers whether there are grounds for believing that an inquiry-based approach to teaching and educational development will enhance practice. (Contains 1 table.)

Technology can be used to effectively support FLCs. This chapter explores how technology and a community of inquiry model can be used to facilitate individual reflection and critical discourse about teaching practice. (Contains 2 tables and 1 figure.)

An introductory statistics course is a common requirement for undergraduate economics, psychology, and sociology majors. An approach to statistics that involves the effort to encourage habits of systematic, critical quantitative thinking through focusing on descriptive statistics is discussed. (MLW)

Hampshire College needed to create opportunities for advanced undergraduates to have extensive laboratory or field experience in experimental sciences. A general biochemistry course, taught almost entirely in the laboratory, is described. The focus of the course is enzymes as catalysts and as proteins. (MLW)

A course at Hampshire College that examines the character and history of literary natural history and surveys many of its significant American authors and works is described. Issues of the relationship between people and nature are raised and discussed in terms of current environmental debates. (MLW)

A course at Hampshire College that joins the literature and analytical approaches of anthropology with certain texts in English, American, and European literature and modern criticism is described. The problems of the relationship of observer to observed, of author to text, and of audience to text are covered. (MLW)