Subject Index
ISBN: 978-1-78441-848-9, eISBN: 978-1-78441-847-2
ISSN: 2055-3641
Publication date: 19 May 2015
This content is currently only available as a PDF
Citation
(2015), "Subject Index", Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 425-432. https://doi.org/10.1108/S2055-364120150000003012
Publisher
:Emerald Group Publishing Limited
Copyright © 2015 Emerald Group Publishing Limited
INDEX
AAC&U
, 234–235, 254–255
Active learning
, 6, 14, 141, 193, 241, 304, 341, 349, 382, 386–387, 389, 391
Adult education
, 276, 279–282
Adult learners
, 18, 174, 178, 182, 186, 275–286, 368–369
Adult learning
, 281–283, 354
Adult learning theory
, 281
Affective
, 14, 16, 18, 51, 56, 258, 271, 281, 297–316
Affective Domain
, 299, 302, 308, 316
Alumni involvement
, 111–112
Andragogy
, 281–282
Anxiety
, 130, 260–261, 266, 306, 308
Archive
, 329
Art, design and architecture
, 160
Artistic observations
, 68–69, 70, 75
Arts and Sciences
, 343
Assignment Examples
, 263–270
Association of American Colleges and Universities
, 140, 234
Astute observations
, 69–70
Attitudes
, 7–9, 13, 20, 65, 67–73, 76, 104, 121, 166, 184, 195, 199, 219, 220, 226, 227, 255, 282, 298, 342, 350, 378
Authentic learning
, 5, 10
Autoethnography
, 91–93, 96–97
Autonomous learning
, 382, 387
Awareness
, 19, 105, 111, 120, 131–132, 134, 161, 169–170, 182–183, 201, 219, 259, 298, 302, 305–306, 309–311, 342, 354, 358, 360, 366, 370, 378, 381–382, 385–386, 388, 391
Bias and perspective
, 263, 266, 269
Blended learning
, 158–159, 160, 161, 170
Blooms Taxonomy
, 8, 11, 175, 281
Capstone projects
, 111, 113, 140, 174, 186, 242, 245, 249, 250
Case-study
, 53–58, 196–206, 223, 241–248, 297–326
Co-curricular activities
, 234–235, 241, 249–250
Cognitive
, 8–9, 11–12, 14, 16, 18, 20, 46–47, 89, 121–122, 183, 193, 214, 258–259, 262, 271, 277–278, 281, 285, 298–302, 305–307, 309–310, 313–314, 316, 324, 358, 360, 381–382, 387, 388
Cognitive theory
, 89
Collaboration
, 7–9, 11, 13, 30–31, 34, 65, 70, 114, 123, 125, 184, 200, 203, 213–216, 219, 222–223, 226, 236, 246, 248, 327, 331, 333, 348, 383, 386–387
Collaborative course design
, 101–115
Collaborative digital project stages
, 221–228
Collaborative learning
, 14, 34, 128, 183–184, 214–217, 220–222, 226, 261, 383
Collaborative work
, 17, 127, 214–220
College students
, 182, 242–243, 247, 338
College teaching
, 73, 140
Communication
, 19, 26, 31, 34, 64–65, 67, 69, 75, 105, 124, 131, 134, 142, 158, 162, 165, 167, 212, 215, 217–220, 222, 225–227, 245–248, 250, 278, 299, 302, 305, 307–308, 313–315, 325, 333, 349–350, 356, 369, 378–380, 389
Communication apprehension
, 299, 308, 314–315
Community
, 9, 12, 15, 19, 20, 38, 44, 49–60, 69–74, 87, 103–104, 106, 108, 110–114, 121–123, 125–128, 130–133, 135, 140, 145, 149, 166, 170, 176, 179, 205, 213–215, 238, 243, 246–247, 255, 262, 279–280, 282, 284–285, 344, 348–350, 357, 378–391
Community engagement
, 58
Community of Inquiry (CoI)
, 214
Competency-based learners
, 377–391
Computer Supported Collaborative Learning (CSCL)
, 215
Conative
, 18, 297–316
Concept-mapping
, 327, 333
Confidence
, 16, 70, 157–171, 254, 256–257, 285, 299, 302, 310–311, 314, 346–347, 350, 359, 367
Connect/connections
, 16, 28, 52, 54, 59, 94, 97, 141, 143, 150, 177–182, 184, 186, 198, 202–206, 211–228, 235, 238–241, 281, 300, 339, 361, 366, 384–388
Connective
, 165, 238
Constructivism
, 12, 46, 192
Constructivist Learning
, 5, 25, 122–123, 192, 322, 381, 384
Continuous learning
, 132, 217–218, 220, 221, 225, 256, 384
Cooperative learning
, 19, 183, 383–386
Coursework
, 17–18, 88, 143, 167, 199, 237–238, 241–242, 244, 248–249, 337–350, 390–391
Creative education
, 157–171
Creative networks
, 107, 161, 169
Critical thinking
, 16, 49, 52, 64, 120, 123, 125, 129, 131–132, 140, 142, 149, 181, 183, 186, 193, 206, 221–222, 228, 236, 255, 278, 281, 283–284, 286, 338, 340, 350, 382–384, 389
Critical thinking skills
, 120, 181, 183, 278, 281, 283–284, 338, 350, 382–384, 389
Cross-Cultural
, 52, 378, 380, 390
Cultural mismatch
, 86, 88
Curating
, 329–330, 333–334
Curriculum
, 29, 32–33, 50–51, 54–55, 57, 59–60, 64–65, 73, 140–141, 144, 159, 161–162, 170, 183, 196–197, 200–203, 205–206, 235, 238, 240–241, 244, 249, 276–277, 283–284, 385, 391
Data visualization
, 328
Deep learning
, 140–145, 148–152, 279, 340–341, 355–356
Design thinking
, 17, 191–207, 245
Developmental
, 9, 53, 84, 235, 238–239, 240, 244, 270, 302, 341–342
Differentiation
, 298–299
Digital Competence Program
, 17, 219–221
Digital confidence
, 16, 157–171
Digital navigation
, 158
Digital project
, 220–226, 228
Discovery learning
, 44, 47, 59, 234
Dissonance theory
, 89
Eco-feminism
, 49
Education
, 4–5, 9, 11–20, 23–40, 44–46, 49–50, 53, 55, 59, 72–73, 86, 88, 102–106, 110, 120, 124, 128, 134, 140, 142, 150–152, 158–159, 161–162, 181–183, 186, 191–207, 211–228, 234–236, 238, 250, 254, 258, 276277, 279–285, 298, 301, 303, 305, 322–325, 332, 339–341, 345, 354, 357–358, 367, 378–379, 382–385, 387, 391
Educational Structures
, 35–37
Effective practice
, 17, 233–251
Engagement
, 4, 6, 13, 16, 27, 31, 46–47, 50, 58, 65, 120–123, 126, 134, 140, 158, 162, 183, 193, 201, 205, 214, 255, 278–279, 338–341, 348–350, 368–369
Enquiry-based learning
, 17, 192, 198, 301
Evaluation of Resources
, 175
Evidence
, 5–7, 20, 30, 46, 64–65, 84, 89, 96, 102, 104, 108, 110, 114, 134, 182–183, 206, 226–227, 234–235, 249, 254, 257, 266, 268, 271, 298, 300, 305, 308, 310–311, 313, 324, 328, 378–379
Evidence-informed course design
, 114
Exemplary Principle
, 27–28, 31–32
Experiential
, 7, 9, 11–12, 25, 48, 54–55, 110, 125, 128, 131, 195, 305, 357
Experiential education
, 9, 11–12, 25, 48, 54, 55, 110, 125, 128, 131, 195, 292, 305, 357
Experiential learning
, 9, 11, 25, 110, 125, 128, 131, 195, 305
Extracurricular activities
, 234
Facilitator
, 14, 26, 65, 106, 121, 127, 132, 134, 174, 186, 192, 199, 217, 260, 261, 278, 283–284, 305, 307–308, 314, 344
Faculty Development
, 322–334
Feedback loop
, 123, 234
Field research
, 68, 70–71, 75
Field Trips
, 182, 184
Five (5) things
, 94
Flexibility
, 6, 8, 10, 64, 158, 168, 212–213, 238, 304
Focus groups
, 69, 70, 74
Folk
, 67–73, 76
Folknography
, 15, 63–77
Followership
, 302, 306, 312
Freshman college classes
, 16, 142, 148
General education
, 142
General education reform
, 142
Global citizenship
, 15, 102–106, 108, 110
Global education
, 52
Global justice hub
, 106, 111
Global justice pedagogy
, 111
Grand Tour Question
, 68–70, 74
Group-based Learning
, 27, 33–35
Group learning
, 48, 57, 183, 192, 221
Group projects
, 19, 183, 311
Guided inquiry
, 18, 323–327, 345
Gullah
, 71–72
Hands-on experience
, 184
Health disparities
, 388
Heuristic; Indian Studies
, 64, 83–98, 195–196
High-attaining
, 299
Higher education
, 4, 14–15, 23–40, 44, 50, 53, 86, 120, 134, 140, 142, 152, 158, 162, 182–183, 196, 202, 212, 276, 279–283, 298, 303, 305, 325, 332, 379, 382, 384–385, 391
Higher Education Philosophies
, 12, 193, 234, 284
Holistic curriculum design
, 158, 171, 238
Independent project
, 19
Independent Study
, 343
Information Literacy
, 17–18, 255–256, 259, 261, 263–264, 266, 270, 277, 347
Information Literacy Assessment
, 17–18, 254–256, 263–264, 266, 347
Information Search Process
, 256, 257
Information Seeking
, 256, 259, 271
Information Strategies
, 17, 114, 263–264, 266
Inquiry
, 3–20, 24–25, 43–60, 63–77, 83–98, 101–115, 119–135, 139–152, 157–171, 173–187, 191–207, 211–228, 233–251, 253–271, 275–286, 297–316, 321–334, 337–350, 353–371, 377–391
Inquiry based learning
, 43–60, 63–77, 119–135, 139–152, 173–187, 211–228, 233–251, 253–271, 275–286
Inquiry cycle
, 325–326, 328, 332–333
Inquiry-guided learning
, 84
Inquiry phases
, 129, 328, 332–333
Inquiry Strategies
, 324
Instructional Partnerships
, 174
Integrated learning
, 16, 141
Interaction
, 6, 13, 46, 69–71, 96, 110, 123, 134, 142, 160, 183, 193–194, 214–215, 222–223, 315, 332–333, 338, 378, 381, 389
Interactive
, 17–18, 71, 123, 146, 174–175, 199, 204, 216, 236–237, 286, 321–334, 354
Interactive exercises
, 17, 174
Interactivity
, 166, 214
Intercultural competence
, 19, 377–391
Intercultural education
, 379
Interdisciplinary
, 4–5, 11, 14–16, 24, 27, 29–31, 35–37, 39, 48, 83–84, 101–115, 125, 140–143, 150, 238, 338, 377, 380–384, 391
Interdisciplinary Bachelor Programmes
, 4, 14, 24, 31, 39, 106
Interdisciplinary education
, 29
Interdisciplinary Learning
, 11, 141
Interdisciplinary Master Programmes
, 35, 37
Interdisciplinary methods
, 381–382
International education
, 5
Interviews
, 53, 68–70, 72, 74, 126, 129, 146, 165, 201, 258, 284, 363
Leadership
, 13, 120, 124, 135, 174, 237, 302, 305–310, 312–313, 315, 354, 357–358
Learning development
, 298–301, 303, 316
Learning Management Systems
, 129, 185, 326
Learning technologies
, 158–159, 161–162, 169
Learning Theory
, 25, 281, 338
LEEP Projects
, 17, 235–243, 245, 249–250
Liberal education
, 17, 234–236, 238, 249
Librarian
, 175–177, 256, 258, 262–263, 268–269
Library
, 145, 160, 175–178, 217, 261, 264–265, 267, 271, 343, 348
Linguistic minorities
, 379–380
Literature map
, 175–176, 178–180
Literature review
, 17, 65, 132, 174–177, 179–180, 264
McMaster University
, 15, 102, 237
Metacognition
, 256, 258–259, 382
Millenials
, 129, 213
Mind map
, 175–179, 219
Mitakuye oyasin
, 90–91
Modeling
, 30, 181, 248, 263, 323–325, 328, 330
Models of Inquiry
, 84
Motivation
, 4, 26, 29, 38, 59, 124, 141–142, 148, 151, 206, 235, 248, 278, 280, 285, 301, 339, 345, 382–383
Movies
, 175
Multidisciplinary
, 4–5, 9, 18, 19, 110, 112, 337–350
Narrative inquiry
, 92
Non-traditional students
, 126, 276
Nursing
, 192, 343
Oceti Sakowin
, 86–87, 91–95, 98
Oceti Sakowin Essential Understandings and Standards
, 86–87
Online
, 8, 17–18, 67, 104, 109, 127, 129, 133–134, 158, 160–164, 166, 169–170, 175–176, 181, 197, 199–201, 211–228, 286, 321–334, 337–349, 386
Online collaborative learning
, 214, 221
Online databases
, 176
Online education
, 17, 199, 211–228, 341
Online journals
, 162
Online Learning
, 18, 158, 163, 200–201, 214–215, 321, 329, 331, 340–341, 344
Online presentation tools
, 326, 329
Open inquiry
, 18, 105, 323–328, 345, 387
Paha Sapa (Black Hills)
, 85
Parsimony
, 332
Participant Directed Learning
, 32–33
Pedagogical research
, 279
Pedagogy
, 25, 33, 39, 44, 50, 52, 88–89, 95, 97, 111, 121, 182, 196, 203, 270, 341
Peer assessment
, 26, 341
Peer evaluation
, 7, 26, 223, 341, 350
Perfectionism
, 299, 315
Persistence
, 254, 256, 339
Personalization
, 213
Phenomenology
, 15, 66, 96
Pine Ridge
, 85
Place-based learning
, 44, 52
Plagiarism
, 178, 180
Plenary sessions
, 70, 73
Post-modernism
, 49
Postpositive social science
, 84
Pragmatism
, 195
Primary and Secondary Sources
, 264
Prior learning experience
, 276
Problem-based learning
, 14, 24–26, 33, 142, 192, 206, 237
Problem finding
, 17, 191–207
Problem-oriented Learning
, 14, 23–40
Problem-posing education
, 48
Problem solving
, 17, 25, 36, 120, 165, 167–168, 183, 191–196, 198, 216, 221, 236–237, 250, 282, 284, 340, 380, 382, 386–388
Professional identity
, 342
Progressivism
, 45–46, 277
Project-Based activities
, 214
Project-based learning
, 14, 18, 25, 192, 222, 240
Project Groups
, 28–29
Project Learning
, 14, 24–27, 27–35
Project management
, 34–35, 220, 239, 244, 249–250, 398
Qualitative research
, 15, 63–77
Question Analysis
, 47, 132, 236, 243, 249
Question Development
, 84
Reflect, reflections
, 353–371
Reflection
, 7, 13, 15, 43–44, 46, 48, 56, 60, 120–121, 123, 127, 129–134, 144, 149, 176, 180, 205, 215, 239, 247–248, 250, 263, 270, 300, 311, 325, 341–342, 349, 354, 357–360, 364, 366–367, 388
Reflective
, 9, 19, 30, 31, 55, 60, 90, 112, 162, 194, 237, 238, 251, 255, 266, 284, 309, 312, 353–371, 380, 386
Reflexivity
, 16, 158, 161–162, 168
Re-presentation of the other
, 92–94
Re-presentation of the self
, 92
Research
, 4, 6–7, 9–11, 13–20, 25–28, 30–31, 33–34, 37–38, 49, 52, 55–56, 63–77, 95–96, 102, 105, 108–109, 113–115, 121, 124, 126–135, 140, 145, 149, 158, 161–164, 167, 169, 173–186, 195, 198–199, 207, 214–215, 222, 226, 234, 237, 242, 244, 246–247, 249, 255–256, 258–262, 264, 266–268, 270, 275, 277–279, 282–285, 297–299, 301, 309, 314–315, 328–329, 331–333, 339, 343, 345, 347–350, 354, 368, 379–383, 385–391
Research-based Learning
, 14
Research proposal
, 17, 174, 175, 179–181, 184
Research Strategies
, 17
Research teaching linkages
, 162
Resonances
, 83–98
Responsiveness
, 332, 334
Restorative practice
, 122
Roskilde University
, 14, 24, 26–35, 37–39
Sacred Hills Cemetery
, 75
Scaffolding
, 13, 16–17, 124, 128, 174–176, 193, 201, 253–271, 323–326, 328–332, 334, 343, 345, 349–350, 382, 387, 399
Scaffolding assignments
, 16, 174–179
Scaffolding inquiry
, 253–271
Scaffolds
, 262, 322–323, 325, 329, 331, 334
Scholarly Literature
, 176, 179, 239, 254
School of Medicine
, 237
Search Strategies
, 255
Self-directed learning
, 14, 20, 24–26, 32, 248, 258, 277, 344, 350
Self-efficacy
, 219, 285, 298, 300–302, 305, 310, 315–316, 356
Self-esteem
, 298, 300–302, 310, 316
Self Evaluation
, 226, 340, 345
Self-regulated learning
, 4, 7, 25, 382–383
Self-regulation
, 121, 183, 259, 298, 300–302, 310, 316, 382
Service-learning
, 19, 55, 104, 377–391
Sioux
, 85, 87
Small group discussions
, 16, 174, 176
Social justice
, 16, 46, 51–52, 103–105, 119–135
Social media
, 157, 159–161, 165–166, 169, 285
Social Relevance in Higher Education
, 39
Sociocultural theory
, 387
Sources
, 50–52, 70, 87, 94, 126, 129, 131, 143, 176–180, 217, 257–258, 260–270, 328, 333, 339, 345
South Dakota
, 85–87, 89
Spanish, linguistics
, 75, 150, 220, 379, 385, 388
Strategies
, 4–6, 12, 15–17, 19, 25, 32, 47–48, 52, 72, 86, 104, 109–112, 114, 120, 127, 129, 134, 159, 161, 169, 182, 193–196, 198–201, 207, 219–220, 227, 255–256, 262–265, 270, 279, 285, 303, 314, 322, 324, 353–371, 382–384, 386–391
Student autonomy
, 162
Student-centered
, 16, 44, 49, 104, 113, 193, 279, 323, 341
Student-centered classroom
, 126
Student Centered Learning
, 145
Student-centered learning/classroom
, 126, 145
Student-centered teaching
, 64
Student created curriculum
, 65, 241
Student Directed Learning
, 32
Student-driven learning
, 149, 152, 240
Student-engagement
, 16, 121–122
Student-framed inquiry
, 105
Student identity
, 166
Student inquiry
, 256
Student-led
, 316
Student motivation
, 59, 285, 345
Student reflections
, 170, 241
Student rights
, 341
Students as co-creators
, 162
Student satisfaction
, 195, 227–228
Students’ engagement
, 16, 121
Student venture
, 249
Supreme Court (1980)
, 85
Surface learning
, 141, 151, 340
Survey research
, 68, 108
Teacher-centered
, 48–49, 279
Teacher certification
, 86
Teaching
, 3–20, 26, 38, 44–45, 47, 49–50, 52, 55, 64–65, 77, 86–87, 97, 105, 107–112, 120, 128, 133, 139, 141, 145, 158–159, 161–162, 174–176, 183–184, 186, 197–198, 202, 205, 212–214, 216–218, 221, 234, 260, 263, 277, 279–281, 283, 286, 321–334, 338, 340, 347, 362, 391
Teams
, 34, 64, 75, 180, 185, 192, 194, 198–199, 204–205, 222–223, 225, 237, 299, 302, 305, 307–308, 313, 316, 325, 343, 363
Team teaching
, 357
Teamwork
, 215, 220, 237, 299, 302, 306–308, 310, 312
Technology in the curriculum
, 159
Technology-mediation
, 325
Technology tools
, 18, 321–334
Thematic Seminar
, 19
Theory to practice
, 174, 176, 181–187, 238, 306, 313, 383, 391
Thick description
, 68, 77, 87
Topic Selection
, 257
Unconditional hospitality
, 90–91
Undergraduate curriculum
, 196–198, 235
Undergraduate education
, 14, 24, 235, 280, 322–323
Undergraduate research
, 127
Universitat Oberta de Catalunya (UOC)
, 17, 217–220
University
, 14–18, 24, 26–35, 37–40, 44–45, 55–56, 72, 75, 84, 102–103, 106–109, 114, 142–143, 176, 178, 183, 193, 196–198, 206, 212–214, 217–220, 227, 234–237, 239, 298, 301, 303, 316, 324–326, 333, 343, 348
University Education
, 27, 33, 38–39
University teaching
, 32, 39, 143
Value-based teaching
, 32
Video
, 75, 146, 162, 167, 182, 197, 200, 201, 291, 326–331, 345
Video annotation
, 330
Web-based projects
, 55, 159
White boards
, 199, 327, 329
Window Rock
, 75
Worldview
, 86–87, 338
Year-long courses
, 142
YouTube videos
, 175, 182, 186, 197, 200, 326–327, 329–330
- Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
- Innovations in Higher Education Teaching and Learning
- Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators
- Copyright Page
- List of Contributors
- Series Editor’s Introduction
- Foreword
- Part I: Concepts and Principles
- Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Multidisciplinary Programs
- The Problem-Oriented Project Work (PPL) Alternative in Self-Directed Higher Education
- Critically Examining Inquiry-Based Learning: John Dewey in Theory, History, and Practice
- Folknography: Inquiry-Based Learning and Qualitative Research
- Part II: Practices and Strategies
- Resonance-Based Inquiry: An Epistemological Approach to Indian Studies
- Developing an Interdisciplinary Inquiry Course on Global Justice: An Inquiry-Informed, Cross-Campus, Collaborative Approach
- Inquiry-Based Learning as Foundational Pedagogical Tool for Critical Examination of Social Justice in Theory and Action
- Inquiry-Based Learning as a Gateway for Exploration into Human Environmental Conflicts
- Developing Digital Student Selves: Using an Inquiry-Based Approach to Explore Digital Confidence in Creative Learning
- A Master’s Level Research Methods Class: A Practice Example of Inquiry-Based Learning
- Problem Finding through Design Thinking in Education
- Connecting Inquiry-Based Learning with Collaborative Work in Online Education
- Using Inquiry-Based Learning Outside of the Classroom: How Opportunities for Effective Practice Can Animate Course-Based Learning
- Chaos and Order: Scaffolding Students’ Exploration during Inquiry-Based Learning
- The Life Arts Project: Application of an Inquiry-Based Learning Model for Adult Learners
- Reconfiguring Affective, Conative and Cognitive Outcomes in IBL: A Multi-Disciplinary Case Study
- Enhancing Inquiry-Based Online Teaching and Learning: Integrating Interactive Technology Tools to Scaffold Inquiry-Based Learning
- Multidisciplinary Online Inquiry-Based Coursework: A Practical “First Steps” Guide
- Inquiry in the Coaching Experience: Reflective Strategies for Transformative Change
- Classroom without Walls: Inquiry-Based Pedagogies and Intercultural Competence Development via Service-Learning
- About the Authors
- Author Index
- Subject Index