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VOLUME XIII, NUMBER 18

% INNOVATION ABSTRACTS

  

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Busou ee acy WN la eez ea a a astho cede ly Ione NoMa eo Pd asl oc sey xe0 007.1100,

  
 

INQUIRERE: A Program for Enhancing Academic Growth

Traditionally, independent study is designed for the
junior and, preferably, the senior level of undergraduate
study, while sophomores are encouraged to “watch.”
However, applying one’s knowledge and abilities
should be encouraged at any stage of education. At
Waldorf College, a two-year liberal arts college where
sophomores are our “seniors,” we have developed a
program for motivating sophomores (and sometimes
freshmen) to apply and to demonstrate their academic
achievements.

Athletics and the fine arts have always provided
Waldorf students with opportunities to demonstrate
their abilities in traditional academic disciplines. Such
opportunities make these areas exciting by bringing the
students out of the classrooms and into the public
arena.

In the spring of 1988, two biology students com-
pleted separate, independent study projects which were
conceptually excellent and achieved significant results.
I was impressed not only by what the students learned,
but also that they had begun to discover about learning
and, specifically, biology. The students were excited
about their success, but the college had no forum for
presenting such academic achievements. Consequently,
we reserved our large lecture hall for an evening
Science Seminar and invited the college community and
the public. The audience was small, but some key
individuals attended, including the science faculty and
a number of college administrators. They were im-
pressed by these students’ presentations and by the
concept of public presentation of students’ scholarly
work.

The following year, we created the INQUIRERE
program to give capable and motivated students from
across the curriculum a forum to publicly demonstrate
their academic achievements. INQUIRERE is a multi-
faceted, interdisciplinary program which provides not
only a public forum for our students and enhances the
intellectual life of the campus, but also involves the
college and surrounding communities in the careful
consideration of issues of national and global concern.

The first aspect of INQUIRERE highlights student
achievement. When students register for spring classes,

interested and capable sophomores are encouraged to
register for independent study. They consult with an
advisor in the discipline of their choice and then begin
to research a topic for study. They consult often with
their advisors, but independent work is stressed. Then,
during INQUIRERE Week in late April, these students
present the results of their individual studies ina
seminar format on Monday, Tuesday, or Wednesday
evenings. Faculty engaged in research also present
seminars, thus promoting an atmosphere of collegiality
with the students. Time limits for the individual
presentations, including time for questions, are 20
minutes for students and 30 minutes for faculty. Stu-
dents are challenged to stay within this time limit, but
can do so with careful preparation and coaching by
their advisor. Recognition is given to the individual
advisors by asking each to introduce his/her student.

At first, we were concerned whether sophomores
would be prepared for an examination of this degree,
but we have been overwhelmingly pleased with the
topics chosen by our students, by the quality of their
work, and by the maturity of their presentations. Our
students have researched and presented papers on
“Music Works: History and Performance”; “Russian
Icons”; “Documentary Photography: Life After Retire-
ment”; “Effects of Pheromones on Gerbil Memory”;
“Musical Composition: Freedom Through Restriction’;
“Hair Structure: An Application of Forensic Science”;
“Backyard Pollution in Iowa”; and “Applying Comput-
ers to Education,” among others. Students show a great
interest in and an ownership of their individual topics.
Generally, they stimulate interest among their peers,
faculty, and the audience; and they handle questions
well.

A second aspect of our present INQUIRERE encour-
ages college and community interaction with distin-
guished scholars on current issues. On Thursday
morning, scholars with divergent views address an all-
college convocation. That evening, they convene for a
moderated forum that engages the college and the
community in active participation.

In 1989, we invited a theologian and a neurologist
(both Christian) and a scientist (an atheist) to discuss

 

 
  

, THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISCD)
Community College Leadership Program, Department of Educational Administration
tox* College of Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712

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