Embedding Research and Writing Instruction into Inquiry-Based Learning: A Case Study
While instructors value the outcomes of research processes, the instruction of these skills is often left on the periphery. When librarians and writing centre staff are able to meaningfully collaborate in course design, the boundaries between assignment, assessment, research, and writing are reduced to create a more accurate model of the iterative process of scholarship. As Ferer (2012) highlights, connecting library and writing support merges divisions created by institutional boundaries. This presentation highlights the potential for creating a cohesive university experience for first-year students, by describing the outcomes of a partially flipped approach to research and writing instruction embedded into an inquiry-based learning course. This collaborative re-design process incorporated many flipped classroom initiatives (Mangan, 2013), including pre-tests, in-class exercises, hands-on research components, writing workshops, and a summative assessment. Research and writing skills were weighted 25% of the course grade with librarians and writing centre staff integrally involved with the assessment process. The purpose of this session is to introduce instructors to the benefits of using a partially flipped approach to research and writing skills instruction by highlighting the value of integrating librarians and writing support staff into course design. Participants will experience an interactive exercise modeling the student experience to foster a deeper understanding of research and writing skills, and through this gain an appreciation for how an embedded model can work in the classroom.