Progressing from direct instruction to structured and open inquiry-based teaching in a bachelor of soil sciences program: Experience at the National University in Oman

Abstract

Revising standard structured academic programs by incorporating research throughout the curriculum is a modern trend at universities worldwide. There are numerous publications on inquiry-based learning (IBL) in individual courses, but few provide evidence both of success at the program level and of synergy in the teaching–research nexus. Our strategy in inquiry-based teaching (IBT) relies on three intertwined premises: (a) advancing the soil BSc program from direct instruction through structured learning toward IBL, (b) including outreach activities executed by undergraduates, and (c) facilitating students’ initiatives to compete for and fulfill grants from national research agencies. Our evaluation is based on students’ self-reported evaluations in program courses, data obtained from the questionnaires administered at two workshops organized by students, and the progress of elite students who won a research grant. Students reported improved confidence and perception of an increase in teamwork skills.

Keywords:

• Inquiry-based teaching
• soil science undergraduate program
• scaffolding of courses
• outreach activities
• teaching-research nexus

Acknowledgments

We appreciate the support of Mr. Said Al-Saqri, the SWAE-Students Society, and the undergraduate students in the Department of Soils, Water, and Agriculture Engineering. The helpful comments and critiques of two anonymous referees are also appreciated.

Additional information

Funding

We thank Sultan Qaboos University for providing financial and logistical support.