We are a group of college mathematics instructors in the Chicagoland area who use inquiry in our teaching. The high density of colleges and universities in Chicagoland means that there are many people in the area who practice IBL. One goal is to connect these people so that they can share ideas and collaborate on activities that help them grow as educators. Another goal is to educate instructors about IBL mathematics. This includes, but is not limited to, instructors in higher education.

We aim for diversity and equity with respect to:

• identity of instructor (such as underrepresented groups)

• identity of the student (such as schools that serve underrepresented groups)

• type of institution (two-year colleges, four-year colleges, and universities of differing research expectations of faculty)

• type of course: we consider any course (developmental, precalculus, calculus, after calculus) as one in which IBL techniques can be used

We take a “big tent” approach to IBL. That is, IBL includes, but is not limited to, active learning, problem-based learning, student-centered learning, discovery learning, flipped classroom techniques, and courses based around IBL notes such as those available at the Journal of Inquiry Based Learning in Mathematics.

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