List of Contributors

Citation (2014), "List of Contributors", Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. ix-xii. https://doi.org/10.1108/S2055-364120140000001029 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited Michael Barnett Boston College, Boston, MA, USA Patrick Blessinger International HETL Association, New York, NY, USA Costantino Bonomi MUSE – Trento Science Museum, Trento, Italy Gail Bromley Consultant for Heritage and Biodiversity Education, Woking, UK John M. Carfora Loyola Marymount University, Los Angeles, CA, USA Carmen Carrion Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA, USA Hannah-Lee Chalk University of Manchester, Manchester, England, UK Tanya Chichekian Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada Kisha N. Daniels North Carolina Central University, Durham, NC, USA Dennis J. DeBay Manhattanville College, Purchase, NY, USA Alicia Ory DeNicola Oxford College of Emory University, Oxford, GA, USA Justin Dillon King’s College London, London, England, UK Michelle R. Edgcomb Bradley University, Peoria, IL, USA Andrew Funston Victoria University, Melbourne, Australia Jeffery Galle Oxford College of Emory University, Oxford, GA, USA Cheresa Greene-Clemons North Carolina Central University, Durham, NC, USA Bridgette Gunnels Oxford College of Emory University, Oxford, GA, USA Brenda Harmon Oxford College of Emory University, Oxford, GA, USA Jaimie Hoffman California State University Channel Islands, Camarillo, CA, USA Peter J. Hubber Deakin University, Melbourne, Victoria, Australia Suzanne Kapelari Austrian Education Competence Centre, Biology, University of Vienna, Vienna, Austria Jill Leafstedt California State University Channel Islands, Camarillo, CA, USA David Leat Research Centre for Learning and Teaching, School of Education, Language and Communication Sciences, Newcastle University, UK Nicolette Lee Victoria University, Melbourne, Australia Ellen Litkowski Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA, USA James M. Lucas Michigan State University, East Lansing, MI, USA Kelly D. McConnaughay Bradley University, Peoria, IL, USA Tracy Miller Northern Illinois University, DeKalb, IL, USA Sherri J. Morris Bradley University, Peoria, IL, USA Menaka Munro University of Manchester, Manchester, England, UK Joseph O’Shea Florida State University, Tallahassee, FL, USA Amie K. Patchen Boston College, Boston, MA, USA Beth Pilawski Mount Washington College, MA, New Hampshire, USA Alicia Prowse Manchester Metropolitan University, Manchester, England, UK R. Martin Reardon East Carolina University, Greenville, NC, USA Elaine Regan King’s College London, London, England, UK Anna Reid Research Centre for Learning and Teaching, School of Education, Language and Communication Sciences, Newcastle University, UK Maggie Renken Department of Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA, USA Bruce M. Shore Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada Paige E. Sindt CEA Study Abroad, Phoenix, AZ, USA Shufang Shi Strause State University of New York at Cortland, Cortland, NY, USA Eric Strauss Loyola Marymount University, Los Angeles, CA, USA Roberta (Robin) Sullivan State University of New York at Buffalo, Buffalo, NY, USA Ulrike Thomas Research Centre for Learning and Teaching, School of Education, Language and Communication Sciences, Newcastle University, UK Cynthia A. Tysick State University of New York at Buffalo, Amherst, NY, USA Cherie van Putten State University of New York at Binghamton, Binghamton, NY, USA Asimina Vergou Botanic Gardens Conservation International, Richmond, England, UK Nathan Whitley-Grassi Empire State College – State University of New York, New York, NY, USA Julia Willison Royal Botanic Gardens, Richmond, England, UK Gina N. Wong Simon Fraser University, Vancouver, British Columbia, Canada Diana J. Wong-MingJi Eastern Michigan University, Ypsilanti, MI, USA Latika L. Young Florida State University, Tallahassee, FL, USA Book Chapters Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators Innovations in Higher Education Teaching and Learning Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators Copyright Page List of Contributors Foreword Innovative Approaches in Teaching and Learning: An Introduction to Inquiry-Based Learning for Faculty and Institutional Development A Theoretical Model of Collaborative Inquiry-Based Group Development Process Strategies for Transforming and Extending Inquiry-Based Teaching and Learning: Placers – A New Model for Transformative Engagement and Educator Collaboration The International Baccalaureate: Contributing to the Use of Inquiry in Higher Education Teaching and Learning Reframing Relationships Between Teachers, Students and Curriculum – The Phenomenon of ‘Hybridisation’ in IBL Ways of Inquiry: The Distinctiveness of the Oxford College General Education Program Targeting Students’ Epistemologies: Instructional and Assessment Challenges to Inquiry-Based Science Education Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire Project Representation Construction: A Directed Inquiry Pedagogy for Science Education The Graduating Project: A Cross-Disciplinary Inquiry-Based Capstone in Arts Creating an ‘Emporium of Wonder’ at Manchester Museum Engaging Students in Scientific Inquiry: Successes and Challenges of Engaging Non-science Majors in Scientific Inquiry Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning How to Scale Inquiry-Based Teaching and Learning through Progressive Faculty Development Inquiry-Based Service Learning in a University-Based Educational Leadership Program: Service Leadership and Internship in a Principal Fellows Program Confident Voices: How Professional Development for Teachers by Teachers Using Video Promotes Inquiry-Based Practice Tools of Engagement Project (TOEP): Online Professional Development through Structured Inquiry and a Virtual Community Lessons from the Field: Using Inquiry-Based Learning for Study Abroad Programming Understanding the Use of Technology for Facilitating Inquiry-Based Learning Supporting Equality of Education through Inquiry-Based Learning About the Authors Author Index Subject Index

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