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Organic/Biochemistry Course Using POGIL Based Materials. Colleen Conway Mount Mary College Milwaukee, WI. Mount Mary College. Small Urban Women’s College About 1700 students Traditional and non-traditional students 90% of students on financial aid/scholarships.

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organic biochemistry course using pogil based materials

Organic/Biochemistry Course Using POGIL Based Materials

Colleen Conway

Mount Mary College

Milwaukee, WI

mount mary college
Mount Mary College
  • Small
  • Urban
  • Women’s College
  • About 1700 students
  • Traditional and non-traditional students
  • 90% of students on financial aid/scholarships
organic biochemistry class
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
my pogil journey
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
slide5
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
pogil materials
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
slide7
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

slide8
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?
comparison of grade distribution of non pogil fall 2003 and pogil classes in fall 2004 and 2005
Comparison of Grade Distribution of Non-POGIL (Fall, 2003) and POGIL Classes in Fall, 2004 and 2005
chi square results
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
chi square results12
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
comparison of grade distribution for non pogil 2003 2004 and pogil classes 2004 2005 and 2005 2006
Comparison of Grade Distribution for Non-POGIL (2003-2004) and POGIL Classes 2004-2005 and 2005-2006
conclusions
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
comments by students about pogil based materials
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.”
slide16
Thanks to
    • POGIL workshops and personnel
    • Mount Mary College
      • Dr. Angela Sauro
      • Dr. Patty Ahrens
      • conwayc@mtmary.edu