Browsing by Subject "inquiry"

Now showing 1 - 3 of 3
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    Appreciative Inquiry Practitioner Formation: A Grounded Theory Study
    (2020-08) Wocken, Lisa
    Abstract Organizations acknowledge the interrelated nature of working and learning to keep pace with rapid changes and ever-evolving needs (Argyris & Schön, 1978; Heifetz, Linsky & Grashow, 2009; Lundgren et al., 2017; Watkins & Marsick, 1993). Appreciative inquiry (AI) is a dialogue-based organizational intervention that generates new thinking and approaches to address organizational challenges (Cooperrider & Whitney, 2005; Watkins, Mohr, & Kelly, 2011). There is a need to gain an intimate knowledge and deeper understanding of the development journeys of AI practitioners that help organizations uproot the cycle of old thinking applied to current challenges. The work of AI practitioners aligns directly with the field of human resource development (HRD), which aims to cultivate and enhance learning, human potential, and high performance in organizations (Ruona & Lynham, 1999). This grounded theory study addressed the question: What is the development journey of AI practitioners? The study introduced a theoretical framework for AI practitioner formation. The findings and discussion from this study suggest that AI formation often begins with a paradigm shift and a virtuous cycle of behavior change motivating further development through various learning strategies: the ubiquitous practice of AI; learning through formal, on-the-job, and informal learning; and connections with others. These learning strategies are present and influential in every AI practitioner development journey.
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    Citizen Science Sparks Independent Scientific Investigations
    (University of Minnesota Extension, 2012-10) Strauss, Andrea; Oberhauser, Karen; Nippolt, Pamela; Blair, Robert; Meyer, Nathan
    Citizen Science programs across the country invite the public to participate in scientific research. Through these experiences, participants learn scientific data collection protocols and have opportunities to observe nature, which naturally leads to asking questions about the natural world. A new project in Minnesota is training leaders of youth groups to use citizen science experiences to stimulate curiosity and inspire motivation to design and carry out scientific research projects. The poster will describe the experimental program model and methods used to foster authentic inquiry in youth age 10-14 outside the traditional school setting, such as 4-H clubs, scout groups, or community youth programs. Formative evaluation results show that the program model leads to changes in skills, attitudes and behaviors of both youth and adult participants.
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    The Conceptual Framework for the Professional Education Programs in the College of Education and Human Development: University of Minnesota
    (University of Minnesota, 2005-08) University of Minnesota: College of Education and Human Development
    The primary purposes of the College of Education and Human Development (CEHD) at the University of Minnesota are to advance knowledge in the field of education, to prepare personnel for educational and human development positions, and to provide leadership to educational and human development agencies. The college intends to continue to build on its national reputation in the area of teacher preparation.