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Teaching and Learning Through Inquiry: A Guidebook for Institutions and Instructors Paperback – September 1, 2004
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“Virginia Lee hits the mark with her book on inquiry based learning. Most books addressing pedagogical practices are either too theoretical or so practically oriented that they lack a theoretical grounding. Lee combines both in a way that is attractive to any reader. She moves us from the theoretical to the practical in thirteen different classroom situations across just as many disciplines. The reader can easily find his/her discipline among the chapters in this section. The final portion of the book brings the reader full circle when Lee addresses inquiry based learning in relation to critical thinking, writing, service learning, faculty development and assessment.” (Devorah A. Lieberman, Provost and Vice President for Academic Affairs Wagner College)
"Faculty, do you want to use inquiry-guided learning in your classes? Faculty Developers, do you want to support change in teaching and learning practices? Administrators, do you want a case study on managing undergraduate reform efforts? If you answer 'yes' to any of these questions, then Virginia Lee's book is an excellent starting point…This book is a 'must read' for faculty, who want their students to learn to think critically, develop inquiry skills, and take responsibility for learning. It offers a key strategy for achieving these goals and deepening the undergraduate learning experience. The book also provides faculty developers and administrators with ideas on creating and supporting change in the higher education classroom." (The National Teaching and Learning Forum)
About the Author
Virginia S. Lee has her own consulting business, Virginia S. Lee & Associates, with a focus on teaching, learning and assessment in higher education. From 2000-2004 she was the Associate Director, Faculty Center for Teaching and Learning, NC State University where she led the inquiry-guided learning initiative and had lead responsibility for the design and implementation of faculty development programs. She serves on the editorial review boards of Innovative Higher Educaton and the Journal of Faculty Development and was a past editor of the POD Network in Higher Education's Essays in Teaching Excellence series. She has published and presented on a wide variety of topics in teaching and learning in higher education.
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