Front Cover -- Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators -- Copyright page -- Contents -- 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 the Arts, Humanities, and Social Sciences -- Introduction -- Adoption Principles -- Implementation Benefits -- Theoretical Framing -- Chapter Overviews -- Conclusion -- References -- Investigating the Role of an Inquiry-Based Approach to Learning -- Introduction -- Study Context and Assignment -- Triggering Event -- Exploration -- Integration -- Resolution -- Methods of Investigation -- Data Collection -- Data Analysis -- Findings -- Triggering Event -- Exploration -- Integration -- Resolution -- Triggering Event -- Exploration -- Integration -- Resolution -- Discussion and Recommendations -- Triggering Event -- Exploration -- Integration -- Resolution -- Conclusion -- References -- A First-Year Social Sciences Inquiry Course: The Interplay of Inquiry and Metacognition to Enhance Student Learning -- Introduction -- Metacognition -- The Design and Implementation of Inquiry 1SS3 -- Phase I -- Phase II -- The Five Stages of Inquiry -- Exploration -- Question and Problem Identification -- Methods of Investigation -- Collection and Analysis of Data -- Development of Conclusions and Communication of Results -- Moving Forward -- Notes -- References -- Part II: Practices and Strategies -- Inquiry-Based Learning for Language Learning: The Case of French Advanced Level at the University of Manchester (UK) -- Introduction -- EBL for EBL: The Initial Project -- Evaluation of the First Project -- EBL in Phonetics -- EBL in Grammar -- Creating a Collaborative Learning Environment.

Enhancing Cognitive Skills (Grammar Knowledge and Learning How to Learn) -- Promoting the Acquisition of Transferable Skills -- Year Abroad -- Project Limitations and Future Project Enhancement -- Interpreting -- Employability -- Conclusion -- Notes -- References -- Appendix A -- Here is an Example of a Grammar-Based Scenario Used in the First Project -- Appendix B -- Here is an Example of a Phonetics-Based Scenario from the First Project -- Appendix C -- Here is an Example of a PAGeS Scenario, Together with the Facilitator's Notes (in French) -- Coup de foudre dans le train -- Facilitator's Notes -- Appendix D -- Here is an Example of a Scenario Used for the Interpreting Course -- Interpreting Brief -- Inquiry-Based Learning for Interprofessional Education -- Educational and Professional Context for Inquiry-Based Learning -- Why Inquiry-Based Learning -- IBL Promotes Professional Identity Development -- Group-Based IBL Mirrors Required Collaboration Skills -- IBL Promotes Deep Interdisciplinary Learning -- The Development of the Inquiry-Based Learning Process -- Initial Considerations -- Developing the Scenario -- The IBL Process -- Evaluation -- Outcomes of Evaluation -- IBL Processes -- The Value of the Case Scenario as Trigger and Learning Object -- Group Process as an Important Component of IBL -- The Role of the Facilitator -- Recognising Learners as Adults with Previous Learning/Life Experiences -- IBL Outcomes -- Value-Based Shifts Regarding Interdisciplinary Collaboration -- Development of Transferable Skills and Approaches -- Conclusion -- Implications -- Notes -- References -- Historical Detectives at Work: A Casebook Approach to Guided-Inquiry for Undergraduate Learning -- Introduction -- First-Day Diagnostic Exercise -- About the Casebook Assignment Sequence -- Casebook Step 1: Chewy Question -- What is a Chewy Question? -- Specific.

Open-Ended -- Ultimately Demands That You Take a Stand -- Requires You to Arrive at an Insight -- Incurs Some Degree of Intellectual Risk-Taking -- Asks about the Implications of History -- Approaches Evidence in an Investigative Way -- Tackles an Issue of Real Consequence -- Proves Undeniably Relevant to Our Shared Course Enterprise -- Casebook Step 2: Précis of a Secondary Source -- Casebook Step 3: Evaluation of Primary Source -- Casebook Step 4: Proposal for Making Connections -- Casebook Step 5: Argumentative Essay/Casebook -- Additional Features of the Learning Experience -- Work-in-Progress Presentations -- Peer Review -- Evidence-Based Reflection -- Conclusion -- Acknowledgments -- References -- Inquiry-Based Teaching and Learning in Counseling Ethics Education -- Introduction -- Ethics and Ethical Principles Overview -- Inquiry-Based Teaching and Learning in Counseling Ethics Education Overview -- Methods -- Participants -- Interventions (Counseling Ethics Education Course) -- Journaling -- Professional Helper Interview Reflection Paper -- Ethics Bookmark -- Wellness Collage -- Ethics Dilemma Decision-Making Group Discussion -- Procedures -- Data Collection Process and Analysis -- Results -- Experiential and Hands-On Orientation -- Experiential Assignments in Counseling Ethics Education Class -- Discussion -- Experiential and Hands-On Orientation -- Experiential Assignments in Counseling Ethics Education Class -- Conclusion -- References -- Changing Landscapes of Education: Teaching Architecture through Inquiry-Based Approaches -- Introduction -- Understanding Students -- Universal Design in Education -- Situated Learning, Community of Practice and Learner-centered Teaching -- Constructing Learner Identities -- The Inquiry-Based Approach: Course Design -- The Inquiry-Based Approach in Action: Case Studies A and B.

(A) The Special Topics Studio -- (B) The Advanced Topics Seminar -- Retrospective on Interpreting Spaces -- Summary and Final Thoughts -- Acknowledgments -- References -- Further Reading -- Appendix A -- Appendix B -- Using Inquiry-Based Learning to Identify Issues and Develop Pedagogical Awareness of Teaching with Technology: A Self-Study From a Pre-Service Teacher Education Class -- Introduction -- The Context of the Self-Study -- The Instructor -- The Students -- The Course -- Grounding Our Context and Pedagogical Inquiry in the Literature -- How Philosophies of Learning Impact Teaching -- Behavioral Philosophy of Learning -- Humanistic Philosophy of Learning -- Progressive Philosophy of Learning -- Constructivist Philosophy of Learning -- On Defining Effectiveness -- Common Elements of Effective Instruction in Teacher Education Programs -- Teacher Educators in the 21st Century -- Using Inquiry to Enact Teaching Philosophies in Practice -- Conclusions -- Notes -- Acknowledgments -- References -- Appendix: Course Outcomes and Indicators -- Five Elements Leading to Better Learning Environments: Case Yrityslabra -- Introduction -- Theoretical Background -- Case: Yrityslabra -- Methodology -- Results: Five Key Elements to Better Learning Environment -- Informal Physical Environment -- Case Yrityslabra -- Informal Social Environment -- Case Yrityslabra -- Individual Learning Process -- Case Yrityslabra -- Role of a Teacher -- Case Yrityslabra -- Project management -- Case Yrityslabra -- Challenges in Yrityslabra in the Realization of the Model -- Conclusion -- References -- Appendix -- A Study of Inquiry-Based Learning in Action: An Example from a First-Year Marketing Principles Course -- Theoretical Foundations: Learning Centredness and IBL -- Theoretical Foundations: Studying IBL in Action -- Is IBL Suited for Less Mature Learners?.

Can Learning Technologies Enhance IBL? -- Is Creativity and Sustainability-Oriented Marketing a Suitable Discipline for IBL? -- A Case Study of IBL in Action in Marketing Principles -- The University Context -- The Subject Context -- The IBL Task in Marketing Principles -- Enabling Factors -- Space -- Time -- Resources -- Process by which the Task is Decided Upon -- Method of Work -- Outcomes Produced -- Contributions -- References -- Can Practical Wisdom Be Taught in Business Schools? An Inquiry-Based Learning Approach for Management Education -- Introduction -- The Criticism of Management Education -- Unfitting Pedagogy and Methods of Management Education -- Conceptualization of Practical Wisdom Toward Management Education -- Practical Wisdom in Management Education -- The Three-Pillar Model of Practical Wisdom -- The Features and Competencies of the Integrative Pillar of Practical Wisdom -- The Features and Competencies of the Normative Pillar of Practical Wisdom -- The Features and Competencies of the Cultural Heritage Pillar of Practical Wisdom -- Realizing Practical Wisdom Through Inquiry-Based Learning -- Why Inquiry-Based Learning? -- Enabling the Pursuit of Practical Wisdom through Discovery -- Employing Recipient-Centered Teaching, Activities, and Goals -- Facilitating Scientific Knowledge and Multilayered Competencies -- The Stages of Inquiry toward Practical Wisdom in Management -- Operationalization of Practical Wisdom in Management Education: An Inquiry-Based MA-Thesis Program -- Engaging with a Topic/Issue -- Developing a Question, Problem, or Theme -- Drafting a Tentative Research Agenda -- Accessing Information and Data -- Interpreting and Synthesizing the Accumulated Information -- Presenting the Results of the Inquiry -- Conclusion -- Notes -- References.

Growing Teachers for a New Age: Nurturing Constructivist, Inquiry-Based Teaching.