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Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate social work seminar course at a large research-intensive university in Canada. This paper begins by providing an introduction to the state of knowledge regarding IBL in higher education; it then considers research on student experiences of IBL, highlighting the need for this study exploring faculty experiences. Three themes emerged from the data analysis: to include deepened learning experiences, adjusting to a new approach, and peer support and learnings. Implications for social work education includes the need for intentional instructor support for successful implementation of IBL.

Growing together: cultivating inquiry-based learning in social work education