Student-framed inquiry in a multidisciplinary bachelor course at a Dutch university of applied sciences

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    When students explore their own open questions, they learn
    to be proactive and see themselves not only as consumers
    but also as producers of knowledge. Such student-framed inquiry
    has received less research attention. This article aims
    to shed light on learning outcomes and effects on students’
    mind-set and behavior by discussing a course that fosters
    student-framed inquiry. The one-semester, elective course
    was open to third- and fourth-year students of various bachelor’s-
    level programs. A questionnaire was sent to alumni after
    11 iterations of the course. The results showed that the
    course fostered the development of skills in innovation, networking,
    and cross-boundary collaboration and learning, as
    well as enhanced personal and professional development.
    Students became more proactive, less afraid to contact people
    and take steps to make things happen. The results suggest
    that courses for inquiry-based learning should include not
    only more traditional, discipline-oriented research skills and
    methods but also student-framed methods for design and
    discovery.
    Original languageEnglish
    Pages (from-to)40-45
    JournalCUR quarterly
    Volume37
    Issue number3
    Publication statusPublished - 1 Apr 2017

    Keywords

    • student-framed inquiry
    • undergraduate research
    • design thinking
    • student engagement
    • inquiry-based learning

    Cite this

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    abstract = "When students explore their own open questions, they learnto be proactive and see themselves not only as consumersbut also as producers of knowledge. Such student-framed inquiryhas received less research attention. This article aimsto shed light on learning outcomes and effects on students’mind-set and behavior by discussing a course that fostersstudent-framed inquiry. The one-semester, elective coursewas open to third- and fourth-year students of various bachelor’s-level programs. A questionnaire was sent to alumni after11 iterations of the course. The results showed that thecourse fostered the development of skills in innovation, networking,and cross-boundary collaboration and learning, aswell as enhanced personal and professional development.Students became more proactive, less afraid to contact peopleand take steps to make things happen. The results suggestthat courses for inquiry-based learning should include notonly more traditional, discipline-oriented research skills andmethods but also student-framed methods for design anddiscovery.",
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    Student-framed inquiry in a multidisciplinary bachelor course at a Dutch university of applied sciences. / Cremers, Petra H.M.

    In: CUR quarterly, Vol. 37, No. 3, 01.04.2017, p. 40-45.

    Research output: Contribution to journalArticleAcademicpeer-review

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