Developing the Enquiring Student and Enhancing the Research-Teaching Interface: Student-led Pedagogical Research and Educational Initiatives in Enquiry Based Learning

Jane Pritchard, Robert Matthew, Anne Tierney, Jane MacKenzie, Lisa Storck, Kate Thomson, Alistair Hood, Jacqueline Carroll, Andrew Crothers, Jamie Wisbey, Maria Fletcher, Daisy Hope, Lorna Morrow, Madeleine Bridges, Ward Blanton


This paper describes the progress of a project running at the University of Glasgow to develop elements of Enquiry Based Learning (EBL) in undergraduate degree courses across a range of disciplines. It focuses on the second part of the project but an overview of the first part is also given. During phase 1 of the project, in the summer of 2007, seven undergraduate students spent four weeks working together exploring enquiry based learning (EBL) in the institution’s central, educational development unit. This phase was approached as an EBL exercise itself; the student groups were given full responsibility for the process with the proviso that by the end of this phase they would have developed a guide for staff and students about EBL. The second phase of the project continues throughout the academic year 07/08. Here, each student worked alongside a member of staff from their department of study to develop discipline specific EBL activities taking a research-informed approach to this development. All pairings were charged with introducing EBL such that no major course change procedures had to be followed; this hopefully ensured the sustainability of such adjustments. Staff and students involved in the project represent dentistry, chemistry, biology, theology, law and psychology and the courses under development range from large first year classes to small honours level courses. An overview of the range of enquiry-based learning developments within the courses will be described.

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