Interview data from 44 experienced and novice IBL instructors illuminate the decisions that instructors make as they navigate their way through an IBL course.  In the dynamic environment of an IBL classroom, certain instructional dilemmas become more explicit, more salient, and seem more sensitive to instructor choices and student responses to them.  While instructors often craft personal solutions to these teaching dilemmas, the dilemmas themselves are common across a variety of courses and student audiences.  They encompass both choices made before a course begins and choices made during the course, sometimes on the fly, in an instructor's behavior and responses to student actions.  I will discuss why some teaching decisions become "critical" during an IBL course and offer a framework that instructors can use to think - in advance - about their choices as they plan and teach an IBL course.

 

 

 

Moderator:  E. Lee May, Salisbury University
Panelists:  Michael Starbird, University of Texas at Austin
                Elwood Parker, Guilford College
                Christine von Reneese, Westfield State University

Stan Yoshinobu and Mark Stankus on the Academy of Inquiry=Based Learning and Visiting Speakers Bureau;
Ted Mahavier on Journal of IBL Mathematics and Math Nerds;
Brian Katz; Elizabeth Thoren; Carol Mead; Sommer Gentry; David Kohler; Timothy Whittemore; Tatiana Shubin.

 

Travis Moebes; Greg Foley; Stephen Jones; Ted Mahavier; Michael Gagliardo; Gregory Macklem; David Bellamy; John Mayer; E. Lee May; Anna Spice; David Cusick; Stephen Brown; Brian Katz.

 

 

Don McClure; Kenneth Martin; Michael Starbird; Mary Shepherd; Zahava Wilstein; Stephen Brown;

Concluding Remarks, Harry Lucas, Jr., Stan Yoshinobu