Faculty, do you want to use inquiry-guided learning in your classes? Faculty Developers, do you want to support change in teaching and learning practices? Administrators, do you want a case study on managing undergraduate reform efforts? If you answer "yes" to any of these questions, then Virginia Lee's book is an excellent starting point. The book reports on the North Carolina State University experience with introducing inquiry-guided learning into the curriculum.

Part I of the book provides the framework for and history of inquiry-guided learning at North Carolina State University (NCSU). Inquiry-guided learning (IGL) is a broad range of teaching strategies to promote critical thinking, independent investigation, student's responsibility for learning, and intellectual growth and development. The history chapter provides an excellent case study of how a significant change in teaching methodology can spread throughout an institution. The change evolved from a grass-roots movement starting with twelve faculty members from different disciplines and has grown to include 200 faculty and 60 academic and administrative units in seven years. Currently, the IGL initiative extends to disciplines and programs such as music, microbiology, French culture, a First Year Program, and a First Year Seminar Program in the College of Humanities and Social Sciences. The IGL approach is used in both small enrollments and large enrollment classes (Physics).

Faculty, who are interested in inquiry-guided learning, will find Part II invaluable. Each chapter recounts the integration of IGL into a specific course and provides accounts of the many roads to incorporating IGL into a class. Examples include an introductory music appreciation course, a capstone food science course, a collaborative research in a forestry graduate course, and an engineering computation course. This part highlights two principles. First, IGL can be used in any discipline. Frequently, techniques to enhance critical thinking skills or to develop problem-solving skills are presented using science or a social science as the basic disciplinary scaffold. Faculty use the excuse for not adopting the technique "it won't work in my field." The range of disciplines in which IGL has been integrated at NCSU provides evidence that IGL can be used in any subject. Second, IGL includes a broad scope of learning activities. IGL is not a rigid set of activities that a faculty member needs to include throughout a course. IGL permits a faculty member to follow a process of dipping a toe into the ocean and if that works, then trying the foot and so on.

While each chapter provides a unique approach to using IGL, faculty can see the opportunities for applying the technique in different situations. Techniques used in the music course could be used in an economics course, for example. This book offers further support to individual faculty who would like to try IGL in a class by providing appendices full of sample activities, study questions to promote critical thinking, assessment rubrics for written reports and oral presentations, etc. The chapters provide elements that make trying inquiry-guided learning an easier task for faculty desiring to follow in the footsteps of NCSU faculty.

In Part III, we see how IGL can be built into programs involving more than one course. At NCSU, IGL has been incorporated into the First Year Inquiry Program and the First Year Seminar Program in the College of Humanities and Social Sciences. The description of the process of creating IGL in these programs provides additional ideas for how change can occur within an institution. The process requires stimulating and supporting environments for an extended period of time--four years in the case of the First Year Inquiry Program. This section also describes the support of IGL supplied by the Campus Writing and Speaking Program and the Service Learning Program.

Part IV speaks to faculty developers and administrators. The support necessary for the successful integration of any new teaching and learning initiative is presented as well as the methods of assessing the various components of the initiative. The lessons to be learned here are that the support needs to be varied and come from many different units. At NCSU, learning communities, retreats, workshops, working groups, conference attendance, celebratory events, and symposia were all vital to engaging the faculty and maintaining their commitment to IGL.

Despite its comprehensiveness in other ways, this book leaves untouched the matter of faculty conclusions about the effects of inquiry-guided learning on a variety of students. Does IGL work for all students? Is the only barrier to success student attitudes? Given the range of student abilities that we face in colleges and universities, an in-depth discussion of the response of students to IGL would have been helpful.

This book is a "must read" for faculty, who want their students to learn to think critically, develop inquiry skills, and take responsibility for learning. It offers a key strategy for achieving these goals and deepening the undergraduate learning experience. The book also provides faculty developers and administrators with ideas on creating and supporting change in the higher education classroom.