Front Cover -- Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators -- Copyright page -- Contents -- List of Contributors -- Series Editor's Introduction -- Foreword -- References -- Part I: Concepts and Principles -- Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Multidisciplinary Programs -- Introduction -- Adoption Principles -- Implementation Benefits -- Theoretical Framing -- Chapter Overviews -- Conclusion -- References -- The Problem-Oriented Project Work (PPL) Alternative in Self-Directed Higher Education -- Introduction -- PPL and Related Concepts of Self-Directed Learning -- A New University -- The Main Features of Problem-Oriented Project Learning -- The Practice of PPL -- Problem-Oriented and Interdisciplinary Studies -- The Exemplary Principle -- Participant-Directed Learning -- Group-Based Project Work -- Program Structures and Interdisciplinarity -- Bachelor Programs -- Master Programs -- Internal and External Challenges -- References -- Critically Examining Inquiry-Based Learning: John Dewey in Theory, History, and Practice -- John Dewey (1859-1952) -- Modern Proponents of Inquiry-Based Learning -- Dewey on Problems and Place-Based IBL -- Strengths and Weaknesses of IBL: Two Case Studies -- Case 1: Russian ESL Program -- Case 2: South Africa Study Abroad Program -- IBL Outcomes -- Conclusion -- References -- Folknography: Inquiry-Based Learning and Qualitative Research -- Introduction -- Methodological Considerations -- Folknography in Action -- Connecting with the Soul of a Community: An Interactive Study of Gullah Culture -- The Perceptions of Math Education in the Midwest -- Porter Gap Road: A Microcosm of Appalachia -- Conclusion -- References -- Part II: Practices and Strategies.

Resonance-Based Inquiry: An Epistemological Approach to Indian Studies -- Introduction -- Course Context: History, Standards, Geography, Demography -- Conceptual Backdrop: A Nascent Theory of Resonance -- Resonance-Based Inquiry: Practical Pedagogical Implications -- Re-Presentation of the Self -- Re-Presentation of the Other -- 5 Things … -- Commentary: Successes and Limitations of Resonance-Based Inquiry -- References -- Developing an Interdisciplinary Inquiry Course on Global Justice: An Inquiry-Informed, Cross-Campus, Collaborative Approach -- Introduction -- Inquiry-Based Learning and Global Justice -- Developing Arts & Science 3GJ3: Global Justice Inquiry -- Inquiry Begets Inquiry: A Student Research Project to Inform Course Design -- Synthesis and Implementation -- Conclusion: Developing an Interdisciplinary, Global Justice Inquiry Course -- References -- Inquiry-Based Learning as Foundational Pedagogical Tool for Critical Examination of Social Justice in Theory and Action -- Introduction -- Social Justice and the College's Mission and Core Values -- Theoretical Framework of Inquiry-Based Learning and Student Engagement -- Why Inquiry-Based Learning? -- Implementation -- Participants -- Students -- Faculty -- Course Content -- Supportive Resources and Strategies -- Inquiry-Based Learning Steps -- Findings -- Student Feedback -- Faculty Feedback -- Advantages, Limitations, and Suggestions for Further Implementation in Higher Education -- References -- Inquiry-Based Learning as a Gateway for Exploration into Human Environmental Conflicts -- Theoretical Underpinnings -- Program and Course Design -- Outcomes of the Project -- Conclusion -- References -- Appendix -- Group Participation and Commitment -- Individual Magazine Responsibility.

Developing Digital Student Selves: Using an Inquiry-Based Approach to Explore Digital Confidence in Creative Learning -- Introduction -- Students, Digital Confidence and Technology -- About the Project -- Methodology -- Student Perspectives -- Jade -- Sarah -- Stephanie -- Discussion -- Conclusions -- References -- A Master's Level Research Methods Class: A Practice Example of Inquiry-Based Learning -- Overview -- Scaffolding Assignments -- Literature Review and Research Proposal -- Theory to Practice Exercises -- Field Discoveries -- Conclusion -- References -- Problem Finding through Design Thinking in Education -- Introduction -- Defining Design Thinking -- Example One: Design Thinking at Swinburne University - Embedded within Undergraduate Curriculum -- Case Study One: Design Thinking for Undergraduate Designers -- Example Two: James Cook University - An Intensive Mode for Cross-Disciplinary Problem Solving -- Case Study Two -- Case Study Three - Creating Online Educational Activities Using Design Thinking -- Example Three: Design and Learning Consultancy NoTosh -- Case Study Four - Prototyping and Design Thinking at Primary Schools -- Case Study Five - Creativity and Exploration Using Design Thinking in a Primary School -- Conclusion -- References -- Connecting Inquiry-Based Learning with Collaborative Work in Online Education -- Introduction -- Theoretical framework -- Context -- The Digital Competence Program -- Collaborating Digitally: How It Works, How It Is Organized -- Stages of the Collaborative Digital Project -- Evidence of Achievements -- Final Remarks -- Notes -- References -- Using Inquiry-Based Learning Outside of the Classroom: How Opportunities for Effective Practice Can Animate Course-Based Le... -- Introduction -- Background: About LEEP -- LEEP Projects: An Example of Effective Practice -- LEEP Projects Described.

How LEEP Projects Are Different from Other Types of Project-Based Learning -- Connecting Practice to the Classroom: A Case Study of Entrepreneurship -- About the Innovation and Entrepreneurship (I&E) Program -- Examples of Entrepreneurial LEEP Projects -- Project 1: The Fashionistas -- Project 2: The Children's Community Charity -- Project 3: Menswear for College Students -- Reflecting on the Work of Entrepreneurial LEEP Project Fellows -- Discussion and Conclusion -- Notes -- References -- Chaos and Order: Scaffolding Students' Exploration during Inquiry-Based Learning -- Introduction -- Information Literacy in the 21st Century -- The Benefits of IBL and IL Models -- Metacognition and IBL -- Where Learners Require Support -- Experiencing the Emotions and Stages of the ISP -- Judging Relevance -- Positive Interdependence and Help-Seeking -- Facilitating Students' IL Development during IBL -- From Strategies to Assignments -- Example 1: Modeling Steps of Pre-search and Reflection -- Extending Example 1 to Include a Comprehensive Search Strategy -- Example 2: Evaluating Sources -- Example 3: Bias and Perspective: Social/Political/Economic Implications of Information -- Additional Assessments -- Summary -- References -- The Life Arts Project: Application of an Inquiry-Based Learning Model for Adult Learners -- Introduction -- The Idea of Inquiry-Based Learning -- Higher Education for Adults -- The Life Arts Project -- Conclusion -- References -- Appendix A: Life Arts Project contract -- Appendix B: Life Arts Project grading rubric -- Appendix C: Life Arts Project oral presentation grading rubric -- Reconfiguring Affective, Conative and Cognitive Outcomes in IBL: A Multi-Disciplinary Case Study -- Introduction -- Part 1: The High-Achieving Students -- What is Conation? -- Introduction to Additional Terminology Used in our Objectives.

Part 2: The Conceptual Evolution of our Model of IBL -- Part 3: The Study -- The IBL Scenarios/Trigger Principles -- Cognitive -- Affective -- Conative -- Trigger Descriptions -- Method of Analysis -- Data Collection -- Data: Research Design and Coding -- Data Analysis -- Results and Discussion -- Demonstrable Self-Awareness -- Resolutions to Effect Changes in Behaviour (Pre, Peri or Post IBL) -- Reflections of Self Developing as Leader or Team-Player -- Building Personal Resilience under Pressure -- Application of Theory to Own Practice or IBL Activity to Degree/Profession -- Acting with Appropriate Confidence (Over Confidence/Dominant) -- Acting with Appropriate Confidence (Under Confidence/Withdrawal) -- Additional Suggestions for Future Research -- Conclusion -- Acknowledgement -- References -- Enhancing Inquiry-Based Online Teaching and Learning: Integrating Interactive Technology Tools to Scaffold Inquiry-Based Le... -- Definition of IBL -- IBL models -- Steps in the IBL Process -- Implementing Guided and Open Inquiry Models in Online Environments -- Strengths of Online Tools for Implementing the IBL Model -- Constraints to Implementing IBL in Online Learning Environments -- Conclusion -- References -- Multidisciplinary Online Inquiry-Based Coursework: A Practical "First Steps" Guide -- Introduction -- Getting Started in the Online Inquiry-Based Classroom -- A Multidisciplinary Inquiry-based Course -- The Value of an Online Inquiry-Based Course to Students and Faculty -- Enhancing the Online Inquiry-Based Classroom -- Conclusions and Recommendations -- References -- Inquiry in the Coaching Experience: Reflective Strategies for Transformative Change -- Introduction -- The Learning Context -- Reflective Practices in Management Education -- Developing the Outer Theatre -- Developing the Inner Theatre -- The Coaching Relationship.

Therapeutic Metaphors.