Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Question Mark GraphicsDeveloping Inquiry
Workshop Series


Inquiry-based learning is an iterative and developmental process whereby students formulate and explore questions of interest, build their information gathering and evaluation skills, synthesize and analyze information, and finally create and communicate a final work or product. This three-part series begins with examples of inquiry projects gathered from across campus and describes considerations for developing inquiry-based assignments, including those voiced by our students. In session two, inquiry partners (librarians, technologists, and writing experts) share models for developing information literacy and writing skills and offer feedback on participant ideas for an inquiry project. The final session discusses assessments that provide feedback to students on inquiry processes and products and participants are invited to design an inquiry project assessment.


Workshop 1: Designing Inquiry Projects: The Student Perspective

Wednesday, November 1, 2017, 9:00am - 12:00pm
F200 Mackintosh Corry, Centre for Teaching and Learning, Large Collaboration Area

Cory Laverty, Centre for Teaching and Learning; Vicki Remenda, Geological Sciences and Geological Engineering, Jackie Druery, Queen's Library; and student panel: Lindsay Lew (Kinesiology), Mike Niven (Political Studies), Ramna Safeer (English), and Penny Cornwall (Global Development Studies)

This session shares results of an environmental scan on inquiry-based learning in undergraduate courses at Queen’s: how it is defined, what it looks like, and design considerations for inquiry-based assignments. A student panel will take us through the first hour to share their perspectives on the value and challenges of inquiry projects across different disciplines.

Learning outcomes:

  • Define inquiry-based learning in the Queen’s context.
  • Discuss student perspectives on the development of inquiry skills.
  • Outline principles for designing inquiry assignments.

Register Me


CANCELLED: Workshop 2: Partners in Inquiry: Models for Supporting Inquiry Projects

Thursday, December 7, 2017, 1:00 - 4:00pm
F200 Mackintosh Corry, Centre for Teaching and Learning, Large Collaboration Area

Jackie Druery, Sarah Wickett, Paola Durando, Suzanne Maranda, Sylvia Andrychuk, Jillian Sparks, Rosarie Coughlan, Queen's Library; Selina Idlas, Andrea Phillipson, and Cory Laverty, Centre for Teaching and Learning

This session shares examples of inquiry-based learning partnerships from different disciplines and in online and face-to-face classrooms. Participants are invited to bring an inquiry assignment idea for discussion and feedback from their colleagues, including liaison librarians, and writing experts, and learning technologist.

Learning outcomes:

  • Identify student learning challenges during inquiry-based projects.
  • Librarians and writing experts describe models for developing inquiry skills and disseminating inquiry projects.
  • Participants receive and offer feedback on individual inquiry projects



Workshop 3: Assessing Inquiry Projects

Thursday, February 15, 2018, 9:00am - 12:00pm
F200 Mackintosh Corry, Centre for Teaching and Learning, Large Collaboration Area

Cory Laverty, Sue Fostaty Young, and Andrea Phillipson, Centre for Teaching and Learning

One approach to developing student inquiry skills is to break down an inquiry-based assignment into multiple parts and provide feedback at each stage, also known as “assessment for learning”. Students benefit from having an opportunity to reflect on and revise their work as they go and instructors benefit from a more carefully crafted end product resulting from a process of ongoing skill development. Join us to share examples of this approach and to construct an assessment plan for one of your own assignments.

 Learning Outcomes:

  • Design a sequence of learning and assessment activities that support formative feedback enabling inquiry work in your course.
  • Describe the role of rubrics in assessing inquiry processes and products.
  • Participants plan an inquiry assessment and offer and receive feedback from colleagues.

Register Me