Growing together: cultivating inquiry-based learning in social work education

ABSTRACT

Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate social work seminar course at a large research-intensive university in Canada. This paper begins by providing an introduction to the state of knowledge regarding IBL in higher education; it then considers research on student experiences of IBL, highlighting the need for this study exploring faculty experiences. Three themes emerged from the data analysis: to include deepened learning experiences, adjusting to a new approach, and peer support and learnings. Implications for social work education includes the need for intentional instructor support for successful implementation of IBL.

KEYWORDS:

• Inquiry-based learning
• instructors as learners
• social work education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Faculty of Social Work, University of Calgary [N/A].

Notes on contributors

Beth Archer-Kuhn

Dr. Beth Archer-Kuhn is an Associate Professor with the Faculty of Social Work at the University of Calgary. She is a Teaching Scholar with the Taylor Institute for Teaching and Learning. One branch of her research agenda includes student engagement in social work education to explore pedagogies that inspire critical reflection and transformational learning such as inquiry-based learning and immersive learning.  Beth is a book review editor for Social Work Education: An International Journal.

Yeonjung Lee

Dr. Yeonjung Lee is an Associate Professor with the Faculty of Social Work at the University of Calgary. Dr. Lee's research focuses on how to improve the quality of life for older adults, particularly for those from disadvantaged backgrounds. One focus of her work examines the impact of family caregiving, on the economic and health outcomes of older adult caregivers, and she conducts research both at the individual level within a country and uses a cross-national/cultural comparative study. Dr. Lee teaches undergraduate, graduate and doctoral level students in Gerontology, Research in Context, and Quantitative Research Methods.

Jennifer Hewson

Dr. Jennifer Hewson is an Associate Dean, Teaching and Learning, and former Graduate Program Director and Field Education Coordinator.  She is responsible for supporting the quality of academic programming, faculty and sessional instructor teaching experiences, and a positive student learning experience within the Faculty of Social Work at the University of Calgary. She is also actively engaged in collaborative leadership, research and scholarship to advance teaching and learning.

Victoria Burns

Dr. Victoria Burns is registered social worker, writer and an Assistant Professor with the Faculty of Social Work at the University of Calgary. Drawing on over a decade of social work practice, her research broadly focuses on the areas of home/homelessness, stigma, addiction, disability and recovery. Dr. Burns combines her passion for storytelling and the arts, including documentary film, to raise awareness and combat stigma for marginalized populations. Dr. Burns is also passionate about co-teaching, team-teaching, and innovative pedagogies, and is committed to advancing knowledge in these areas.