The CIIA is pleased to present the
2015-16 Innovative Teaching Showcase.
The 2015-16 Innovative Teaching Showcase, themed “Inquiry-based Learning,” features instructors who guide and mentor students via well-crafted learning experiences where students work actively to make meaning of course content.
Through this year's Showcase we will learn more about the ways the following instructors at WWU have implemented this approach:
- Andrew Boudreaux, Physics & Astronomy
- Stephanie Treneer, Mathematics
- Team from SMATE, Science, Math, and Technology Education: Alejandro Acevedo-Gutierrez (Biology), Emily Borda (Chemistry), Sue DeBari (Geology), Deb Donovan (Biology), and Scott Linneman (Geology)
These worthy candidates are among many at Western who do this essential work. Please share your innovative approach to using inquiry-based learning.
For 16 years, the Innovative Teaching Showcase has evolved into a solid set of best practices by over 50 WWU faculty. A strong international audience connects with the Showcase site regularly (over 10,000 page views + 15,000 video views per year!).
The Innovative Teaching Showcase is an online publication created by the Center for Instructional Innovation and Assessment (CIIA) at Western Washington University (WWU) as a way to highlight and share exceptional teaching practices by WWU faculty.
Each year members of the campus community nominate several WWU instructors who exemplify the Showcase teaching strategy theme.
- video interviews
- portfolio write-up of teaching approach
- syllabi and assignments
- relevant examples, comments, resources
- alignment to institutional goals
The CIIA Advisory Board reviews nominees for inclusion in each year's Innovative Teaching Showcase. Selected instructors work with the CIIA to develop the resource through the end of spring term. The published work remains on the site permanently.
“Inquiry-based learning (IBL) is a method of instruction that places the student, the subject, and their interaction at the center of the learning experience. At the same time, it transforms the role of the teacher from that of dispensing knowledge to one of facilitating learning. It repositions him or her, physically, from the front and center of the classroom to someplace in the middle or back of it, as it subtly yet significantly increases his or her involvement in the thought-processes of the students.”
– E. Lee May, Salisbury State University (Learn more: Academy of Inquiry Based Learning