This paper examines whether a single first-year inquiry-based seminar can have a lasting impact on students’ academic skills. Fifty-four Inquiry students and 71 comparable students participated in three performance tests: a research skills exercise; an evaluation of oral presentation ability; and a test of critical reasoning and teamwork skills. In addition, participants completed a questionnaire focusing on learning approaches and experiences. The study demonstrates the feasibility of measuring long-term effects of relatively small educational interventions. Findings indicate that although universities may not be developing the skills they assume, a single first-year inquiry seminar can have far reaching effects on academic skill development and these skills are typically lasting.
Justice, Christopher; Warry, Wayne; and Rice, James
"Academic Skill Development - Inquiry Seminars Can Make a Difference: Evidence from a Quasi-experimental Study,"
International Journal for the Scholarship of Teaching and Learning:
1, Article 9.
Available at: https://doi.org/10.20429/ijsotl.2009.030109