Abstract

Today, inquiry-based learning (IBL) and undergraduate research (UR) are essential parts of high-impact education strategies for universities around the world. In his university reform plans of the early 19th century, Wilhelm von Humboldt introduced inquiry-based teaching and learning as the core principle of the modern research university in Germany (and worldwide). Inquiry-based learning (IBL) was re-discovered in the German university reform initiatives of the 1960s. Since then, IBL has been applied in teachers' education in German universities. The book provides a systematic overview of experiences with IBL and undergraduate research (UR) in German universities, covering both research universities (Universitäten) and universities of applied sciences (Fachhochschulen). The overview comprises three parts. Part 1 is concerned with the principles and common practices of IBL/UR at all universities. Part 2 discusses the implementation of IBL/UR for 21 individual disciplines, from architecture to theology. Part 3 discusses the potential of IBL/UR in relation to several topics: diversity, digitalisation, among different forms of universities, for the national job market, etc. The book summarises the project of the German network of UR (comprising approximately 50 universities), and the results of a national initiative intended to improve teaching at German universities (Qualitätspakt Lehre). All major scholars in the field of IBL/UR in Germany contributed to the German edition of the book.