Educational Development Supports for Inquiry-Based Learning: A Case Study Exploration

Session Time and Location

Thu, 7 Jun 2018
11:15am to 12:45pm
Room: Room:
Maplewood A
Session Track
Session Format


The University of Calgary’s College for Discovery, Creativity, and Innovation has embraced inquiry-based learning as a flag-ship pedagogy, designing several courses that provide an inquiry “immersion” experience for students and instructors.  Engaging in inquiry-based learning can feel risky, ambiguous, and stressful, so our instructional and educational development team has begun to pilot structures within the College’s courses to better support instructors and students.  We will share the preliminary results of our research project investigating the implementation of course-embedded librarians and peer mentors as instructor and student supports in the context of inquiry-based learning courses.


  • Session References +

    Aditomo, A., Goodyear, P., Bliuc, A., & Ellis, R. A. (2013). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258. Retrieved from:

    Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134. DOI: 10.1080/13611261003678879

    Dewey, B. I. (2004). The embedded librarian: Strategic campus collaborations. Resource Sharing & Information Networks, 17(1/2), 5-17. DOI: 10.1300/J121v17n01_02

    Spronken-Smith, R., Walker, R., Batchelor, J., O’Steen, B., & Angelo, T. (2011). Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education, 16(1), 15-28. DOI: 10.1080/13562517.2010.507300