Making Inquiry Learning Our Top Priority: Why We Must and How We Can

Keywords: critical thinking education outcomes high-impact practices inquiry-based learning

Author: Carol Geary Schneider
Institution: Lumina Foundation
Issue and Volume: SPUR fall 2017, vol 1, no 1

Description: A new study of students’ course-based assignments suggests that large numbers of college seniors are leaving college with a very weak grasp of how to use evidence or build a well-supported argument. Calling on educators to make the shift from “my course” to new intentionality about “our curriculum,” the author provides practical suggestions for fostering the skills foundational to inquiry learning from first to final year.