Using process oriented guided inquiry based learning, students are given a model (equation, table of data etc) to explore with guidance from the faculty member in the form of a set of questions. This approach emphasizes the process skills over the content. Guiding questions are divided into different levels – information, conceptual (requires understanding), algorithmic and application and problem solving levels (requires analysis and synthesis). David and Troy developed a software system called LUCID (Learning and Understanding through Computer based Interactive Discovery) which has templates for the guided inquiry model, provides instant feedback and can analyze responses for learning objectives. Students work in groups in large class meetings (300-600) and recitation sections (30). Large classes use informal groups (unassigned membership). Recitation sections use formal groups with assigned roles (manager, recorder, spokesperson, and strategy analyst). The strategy analyst reflects on how well the team is working together, could improve, what they have learned and what they find confusing. Dr. Hanson posts a question for the students to work on 5 minutes before the class begins and at the end of the class. Throughout the class he posts questions for the groups to work on and gathers their feedback using clickers. The biggest challenge to implementing the course redesign was the perception of colleagues and getting them onboard with new teaching approaches. Even graduate students can be negative about change. They discuss student resistance to change such as the expectation that faculty are being paid to teach and not make students work. Now students state they learn the most is in the guided inquiry workshops
Stony Brook University TLT website:
https://tlt.stonybrook.edu/FacultyServices/IiE/Lists/Show%20List/DispForm.aspx?ID=25&Source=https%3A%2F%2Ftlt.stonybrook.edu%2FFacultyServices%2FIiE%2FLists%2FShow%2520List%2FSelect%2520Show.aspx
