1. Organic/Biochemistry Course Using POGIL Based Materials Colleen Conway Mount Mary College Milwaukee, WI

2. Mount Mary College • Small • Urban • Women’s College • About 1700 students • Traditional and non-traditional students • 90% of students on financial aid/scholarships

3. Organic/Biochemistry class • This is the second chemistry course for dietetics and nursing students • 1 semester course • 3 hours lecture + 2 hours lab per week • Material covered • About ½ is organic chemistry • About ½ is biochemistry • These topics are interspersed • Textbook was Denniston, Topping, and Caret, Principles and Applications of Organic and Biological Chemistry

4. My POGIL Journey • 2004 BCCE – POGIL Workshops • Year 2004-2005 - Added some POGIL to Organic/Biochemistry Course • Exercises mostly for the organic portion of the course • Summer, 2005 – POGIL Workshop on Writing Materials • Year 2005-2006 - No lecture – all POGIL in Organic/Biochemistry Course • Added POGIL exercises for all biochemistry

5. POGIL method adopted due to challenge of non-chemistry students • One hour of lecture was given to POGIL in Year 2004-2005 • Last hour of lecture was given to POGIL in Year 2005-2006 • Tests and quizzes - same format and content • POGIL materials were NOT graded

6. POGIL materials • Topics covered in 2004-2005 • Alkenes • Alcohols • Aldehydes and ketones • Carboxylic acids • Sugars • Expansion of topics in metabolism in 2005-2006 – glycolysis, gluconeogenesis, Citric Acid Cycle, Electron Transport System

7. Non-POGIL Year 2003-2004 2 hours of lecture 1 hour of Problem Based Learning 2 hours of lab POGIL Year 2004-2005 1 hour of lecture 1 hour of Problem Based Learning 1 hour of POGIL 2 hours of lab POGIL Year 2005-2006 1 hour of Problem Based Learning 2 hours of POGIL 2 hours of lab

8. Comparison of grade distributions with and without POGIL using Chi Square Test • Comparisons were • Fall to fall for 2004 and 2005 • Spring to spring for 2005 and 2006 • Also for the whole year – fall and spring data combined • Is there any significant difference in learning?

9. Comparison of Grade Distribution of Non-POGIL (Fall, 2003) and POGIL Classes in Fall, 2004 and 2005

10. Chi Square Results • There is a significant difference between the Non-POGIL and Fall, 2004 POGIL Classes • There is no significant difference between Non-POGIL and Fall, 2005 POGIL Classes • There is a significant difference between Non-POGIL and both Fall Classes Combined

11. Comparison of Non-POGIL (Spring, 2004) and POGIL Classes in Spring, 2005 and 2006

12. Chi Square Results • There is a significant difference between Non-POGIL and Spring, 2005 POGIL Class • There is a significant difference between Non-POGIL and Spring, 2006 POGIL Classes • There is a significant difference between Non-POGIL and both Spring POGIL Classes

13. Comparison of Grade Distribution for Non-POGIL (2003-2004) and POGIL Classes 2004-2005 and 2005-2006

14. Conclusions • Grade distribution using POGIL shifted to higher grades • There is a significant difference using the Chi Square test between the Non-POGIL and the POGIL classes

15. Comments by students about POGIL based materials • “I liked this method of learning.” • “This helped me to understand the material.” • “They helped me apply what we were learning.” • “I honestly think this is the best way for me to understand material.” • “I could ask questions if I didn’t understand and classmates helped.”

16. Thanks to • POGIL workshops and personnel • Mount Mary College • Dr. Angela Sauro • Dr. Patty Ahrens • conwayc@mtmary.edu

17. Normalized Grade Distribution of Non-POGIL and Fall, 2004 POGIL Classes

18. Normalized Grade Distributions for Non-POGIL and Fall, 2005 POGIL Classes

19. Normalized Grade Distribution for Non-POGIL and Spring, 2005 POGIL Classes

20. Normalized Grade Distribution of Non-POGIL and Spring, 2006 POGIL Classes