POGIL as a model for general education in

POGIL as a model for general education in chemistry Scott E. Van Bramer Widener University 8/23/2007 234 th ACS National Meeting, Boston, MA

The Audience l l l Interested in Using POGIL Interested in Justifying POGIL Interested in Advocating POGIL 8/23/2007 234 th ACS National Meeting, Boston, MA

What is Process Oriented Guided Inquiry Learning (POGIL)? l “POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team. ” http: //www. pogil. org/info/introduction. php 8/23/2007 234 th ACS National Meeting, Boston, MA

What happens in a POGIL class? l l l students working in small groups specially designed guided inquiry materials supply students with data or information leading questions designed to guide them toward formulation of their own valid conclusions instructor as facilitator, observing and periodically addressing individual and classroom-wide needs http: //www. pogil. org/info/introduction. php 8/23/2007 234 th ACS National Meeting, Boston, MA

General Education and Chemistry l Requirements l Courses • Distribution Courses • Core Curriculum • Interdisciplinary Courses • Non-Majors Chemistry Courses • Majors Chemistry Courses 8/23/2007 234 th ACS National Meeting, Boston, MA

AAC&U Report Greater Expectations: A New Vision for Learning as a Nation Goes to College l “A philosophy of education that empowers individuals with broad knowledge and transferable skills, and a strong sense of values, ethics, and civic engagement. Characterized by challenging encounters with important issues, and more a way of studying than specific content, liberal education can occur at all types of colleges and universities. ” http: //www. aacu. org/gex/index. cfm 8/23/2007 234 th ACS National Meeting, Boston, MA

AAC&U – General Education l The part of a liberal education curriculum shared by all students. It provides broad exposure to multiple disciplines and forms the basis for developing important intellectual and civic capacities. http: //www. aacu. org/press_room/what_is_liberal_education. cfm 8/23/2007 234 th ACS National Meeting, Boston, MA

AAC&U Intentional Learner l l l Empowered through the mastery of intellectual and practical skills Informed by knowledge about the natural and social worlds and about forms of inquiry basic to these studies Responsible for their personal actions and for civic values. http: //www. greaterexpectations. org/ 8/23/2007 234 th ACS National Meeting, Boston, MA

The Empowered Learner …should learn to: l l l effectively communicate orally, visually, in writing, and in a second language understand employ quantitative and qualitative analysis to solve problems interpret and evaluate information from a variety of sources understand work within complex systems and with diverse groups demonstrate intellectual agility and the ability to manage change transform information into knowledge and knowledge into judgment and action. http: //www. aacu. org/gex/index. cfm 8/23/2007 234 th ACS National Meeting, Boston, MA

The Informed Learner… opportunities to learn about: l l the human imagination, expression, and the products of many cultures the interrelations within and among global and cross-cultural communities means of modeling the natural, social, and technical worlds the values and histories underlying U. S. democracy http: //www. aacu. org/gex/index. cfm 8/23/2007 234 th ACS National Meeting, Boston, MA

The responsible learner… education should foster: l l l intellectual honesty responsibility for society’s moral health and for social justice active participation as a citizen of a diverse democracy discernment of the ethical consequences of decisions and actions deep understanding of one’s self and respect for the complex identities of others, their histories, and their cultures. http: //www. aacu. org/gex/index. cfm 8/23/2007 234 th ACS National Meeting, Boston, MA

AAC&U Suggested Teaching Strategies Outcome Facilitating Strategies Communication writing assignments of multiple kinds for many purposes; required and critiqued oral presentations Problem Solving Skills problem-based learning; undergraduate research; inquiry-based science labs Teamwork planned and supervised experiences in teamwork Modeling the natural world student team-designed lab experiments to answer questions http: //www. aacu. org/gex/index. cfm 8/23/2007 234 th ACS National Meeting, Boston, MA

Common General Education Goals l l l Communication Problem Solving Quantitative Literacy Teamwork Critical Thinking 8/23/2007 234 th ACS National Meeting, Boston, MA

What is Critical Thinking l Theory of Knowledge – IB Program • Believing, Thinking, Knowing l Bridgeweek Session – Widener The ability to identify and evaluate the steps used to reach a conclusion 8/23/2007 234 th ACS National Meeting, Boston, MA

POGIL and Critical Thinking l l POGIL - leading questions designed to guide them toward formulation of their own valid conclusions Critical Thinking - The ability to identify and evaluate the steps used to reach a conclusion 8/23/2007 234 th ACS National Meeting, Boston, MA

The Scientific Method l l What is it How to teach it Who to teach it to Construction of Knowledge 8/23/2007 234 th ACS National Meeting, Boston, MA

Widener University General Education Network Document: 1 l “Intellectual pursuits within the confines of the undergraduate educational experience do not sufficiently prepare students for their future endeavors unless students additionally develop the desire and motivation to pursue further their intellectual, personal, and professional growth. ” 8/23/2007 234 th ACS National Meeting, Boston, MA

Widener University General Education Network Document: 2 l “Students learn about the natural and physical world and its limits by observing and experimenting with phenomena. ” 8/23/2007 234 th ACS National Meeting, Boston, MA

Widener University General Education Network Document: 3 l “Students need to understand how they acquire, synthesize, evaluate, and question knowledge. By becoming intentional learners, conscious of their own learning habits and thought processes, students gain a greater awareness of how knowledge is constructed, integrated, and revised over a lifetime of learning. ” 8/23/2007 234 th ACS National Meeting, Boston, MA

Widener University General Education Network Document: 4 l “Today’s information age provides relatively easy and quick access to all levels of information across a universe of subjects. With this technology, however, comes the onus on students to critically judge that information, rather than accepting its validity and applicability for any given field. ” 8/23/2007 234 th ACS National Meeting, Boston, MA

Widener University General Education Network Document: 5 l “Complementing quantitative and information literacies is the ability to plan models for proposing hypotheses, testing these hypotheses, and judging their outcomes. Through research activity, students can acquire skills of critical thinking allowing them to assess a given situation in any setting. ” 8/23/2007 234 th ACS National Meeting, Boston, MA

Acknowledgments l l l The Atlanta 9 The Gen Ed Network The General Education Task Force The A&S Assessment and General Education Committee The Chemistry Faculty POGIL 8/23/2007 234 th ACS National Meeting, Boston, MA