91ºÚÁÏÍø

Contemporary universities – and university professors – confront two particularly taxing issues on virtual a daily basis: how do we engage students and empower them to take responsibility for their own learning and how do we facilitate students to develop the crucial skills of analysis, critical thinking, rigorous research, and facility with various modes of presentation. One pedagogy, closed-loop, reiterative enquiry-based learning (EBL) is able to address all of these concerns. Research demonstrates that this pedagogy, based on collaborative and active learning and enquiry, builds students’ confidence and independent agency. It also enhances transferable skills so that students exceed their peers who did not take an EBL seminar.

In the second session, we will analyze the EBL case to understand its structure and component parts. Participants are asked to bring a complex issue from their own teaching that can form the core of an EBL case. We will conclude by discussing how cases can make a course.