Integrating research and teaching remains one of the grand challenges for STEM education in universities and colleges. We will explore the use of inquiry-based and problem-based learning in the college classroom as one means to integrate research and teaching. Inquiry-based (IBL) and problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, ill-structured, and realistic questions or problems. The instructors role is to guide students in the use of authentic practices, a form of cognitive apprenticeship, of their disciplines to address the question or problem.
Student work in this class will focus on developing a teaching as research project using IBL or PBL as the central theme of the project. The project could be focused on a range of questions such as instructional material design, evaluating IBL or PBL in the classroom or student misconceptions while engage in authentic questions or problems. Students may participate with or without credit, as they prefer. The course work is equivalent to a 2-credit course. Graduate students at campuses other than the host institution who are interested in receiving course credit are encouraged to work with their local CIRTL Network campus leaders or advisors to receive independent study credit. Credits offered by the host campuses will vary. Students taking the course for credit will be required to submit a grade report form to the instructor early in the semester. This course will use interactive web and teleconferencing technology