Abstract
Abstract
This chapter presents a practice example of inquiry-based learning. A graduate level research methods course was designed to be student-centered and inquiry-based utilizing scaffolding assignments (Skene & Fedko, 2012), small group discussions (Huang, 2005), peer feedback (Skene & Fedko, 2012), and collaborative interactive exercises (Volet & Mansfield, 2006). Having students ask the questions in which they are interested (Jansen, 2011), find the resources to answer those questions, which then leads to new questions (Stripling, 2009), eventually culminates in the creation of a literature review and research proposal. The course concludes with a number of application exercises that connect theory to practice (Kuh, Chen, & Nelson Laird, 2007). Many of the specific in-class practices that support this inquiry-based approach are presented.