Inquiring Minds in Undergraduate Instruction: An Expression of the Teaching-Research Nexus

Inquiring Minds in Undergraduate Instruction: An Expression of the Teaching-Research Nexus

Tanya Chichekian (McGill University, Canada), Olivia (Liv) Hua (Olivia (Liv) HuaMcGill University, Canada) and Bruce M. Shore (McGill University, Canada)
Copyright: © 2013 |Pages: 35
DOI: 10.4018/978-1-4666-3661-3.ch010
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Abstract

Research-based or scholarship-based teaching is better teaching because it leads to better learning and sustained motivation. Creating a mutually supportive link between teaching and research comprises the teaching-research nexus. In this chapter, the authors address the teaching-research nexus in undergraduate education by presenting a range of initiatives for inquiry-based instructional improvement through activities that require integrated, individual, and collaborative efforts in and across disciplines. The authors present theoretical and practical arguments of the theory of social constructivism in support of a professor’s own scholarship and teaching. They also highlight the importance of changing the nature of undergraduate teaching by offering examples of how undergraduate instructors can foster inquiry-based learning in their teaching as well as ways of facilitating these approaches to teaching. To be able to connect research and teaching in students’ minds, instructors must strengthen within undergraduate students some of the knowledge, skills, and dispositions that enable the development and maintenance of inquiring minds.

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