CALL FOR CHAPTER PROPOSALS

Proposal Submission Deadline:  February 25, 2014

Full Chapters Due:  June 15, 2014

Inquiry-Based Learning:

A Conceptual and Practical Resource for Educators 

An edited volume by Dr. John M. Carfora (Associate Provost, Loyola Marymount University, USA), and Patrick Blessinger (Founder and Executive Director, Higher Education Teaching and Learning Association)

Volume one of the book series, Innovations in Higher Education Teaching and Learning, Patrick Blessinger, series editor.

Published by Emerald Group Publishing

http://www.emeraldinsight.com

Submissions should be submitted electronically to:

https://www.hetl.org/emerald-inquiry-based-learning-submission-form/

Introduction

Inquiry-based learning is a learning environment where “learning is driven by a process of enquiry owned by the student.” Thus, inquiry-based learning has its roots in a constructivist based educational philosophy and oriented around three main components: 1) exploration and discovery (problem-based learning), 2) authentic investigations using contextualized field studies and case studies, and 3) research based approach (research-based learning and project-based learning). Inquiry-based learning encourages self-regulated learning because the primary responsibility is on the learners to determine the issues, research questions, and resources they need to define and answer the relevant questions. Thus, learning occurs across all learning domains (affective, cognitive and social) because different types of knowledge are acquired though active experience with real-life problems.

Goals

This will be an edited book that presents work and ideas from various disciplines that (a) conceptually locate inquiry-based learning in the domestic and international literature and research that define this genre, (b) offer practical examples of inquiry-based learning in action, especially in the sciences, the arts and humanities, social sciences, and professional practice disciplines  (business, medicine, law and engineering), and (c) provide a domestic and international voice to the role and place of inquiry-based learning in secondary and higher education.

Audience

This book will benefit all faculty and faculty developers in secondary and higher education. This book will benefit a number of inter-disciplinary and cross-disciplinary areas of interest, including teaching and learning, research-based learning and pedagogy, educational communications, inquiry-based learning communities, meaning-centered education, and comparative and international education to name but a few.

Recommended topics include, but not limited to, the following:

Theory and Principles of Inquiry-Based Teaching and Learning

·        What do we think and know about practical and conceptual applications of inquiry-based learning (domestic and international)?

·        Understanding the role and place of inquiry-based learning in the classroom environment.

·        Thinking and research around inquiry-based learning in action: what does it mean for educators and students?

Successful Practices: Voices of Global Experience

·        Inquiry-based teaching and learning and the sciences (biology, physics, chemistry, environmental science/studies, etc.), with perspectives, examples and applications.

·        Inquiry-based teaching and learning in the social sciences (e.g., economics, political science, cultural and urban studies, etc.), with perspectives, examples and applications.

·        Inquiry-based teaching and learning in the arts (art and art history, film and television, music, etc.), with perspectives, examples and applications.

·        Inquiry-based learning in the humanities (history, bioethics, theology, etc), with perspectives, examples and applications.

Strategies for Transforming and Extending Inquiry-Based Teaching and Learning

·        The appeal of learning-based inquiry: student perspectives.

·        The appeal of learning-based inquiry: educator perspectives.

·        How to enhance and effectively nurture inquiry-based teaching and learning environments.

Submission

Researchers and practitioners are invited to submit on or before February 25, 2014 a one (1) page chapter proposal that explains how the proposal fits into the book’s goals and scope.

Important Dates

February 4, 2014:          Call for chapter proposals

February 25, 2014:        Proposal Submission Deadline

March 4, 2014:              Notification of Acceptance

June 15, 2014:               Full Chapter Submission

July 3 2014:                   Peer Review Results Returned

July 31 2014:                 Final Chapter Submission Due to Editors

Target Book Release:   December 2014

Submissions should be submitted electronically to:

https://www.hetl.org/emerald-inquiry-based-learning-submission-form/

Please direct any inquiries you may have – via phone or email – to:

Dr. John M. Carfora (Co-Editor)

Associate Provost

Loyola Marymount University, 1 LMU Drive

Office of Academic Affairs, Suite 4820

Los Angeles, CA   90045-2659

Phone:  310-338-6004

Email:  [log in to unmask]