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Just Do It:

Just Do It:. Perspectives of First-Time POGIL Implementers. Elizabeth Jensen & Li-Heng Chen Department of Chemistry Aquinas College Grand Rapids, Michigan. Our Home: Albertus Magnus Hall of Science. Chemistry Department. • 3 faculty, 1 lab manager • 3-5 majors, ~10 minors per year

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Just Do It:

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  1. Just Do It: Perspectives of First-Time POGIL Implementers Elizabeth Jensen & Li-Heng Chen Department of Chemistry Aquinas College Grand Rapids, Michigan Our Home: Albertus Magnus Hall of Science

  2. Chemistry Department • 3 faculty, 1 lab manager • 3-5 majors, ~10 minors per year • traditional program - 1 year general chemistry - 1 year organic chemistry - 1 year physical chemistry - 1 sem. quantitative analysis - 2 sem. chemistry electives - independent research project Aquinas College • PUI, 4-year private Catholic • founded 1886 by Dominican Sisters of Grand Rapids • approx. 2300 students (400 nontraditional; 400 graduate) Jensen with student in lab

  3. Our Backgrounds Jensen • 3 years at AQ • analytical and inorganic courses • attended several POGIL workshops over two years Chen • 20+ years at AQ • organic and physical courses • attended one POGIL workshop What we liked about POGIL • constructivist/ learning cycle • peer working groups • practice discussing concepts/language • process of problem solving • well-defined team structure • alternative to lecturing Chen teaching physical chemistry

  4. Taking the Plunge Fall 2005 • General Chemistry I (Jensen) • Organic Chemistry I (Chen) • Physical Chemistry I (Chen) Spring 2006 • General Chemistry II (Chen) • Physical Chemistry II (Chen)

  5. Recorder Recorder/Reflector 4 students 3 students Manager Reflector Manager Presenter Presenter Team Organization Presenter Responsible for: • presenting oral and written reports. • representing the team to the class. • participating in team activities. • assigned teams • using exam scores • team reports • time allowed Example of Student Role Card

  6. General Chemistry I 5 credits • first time teaching course • POGIL in Recitation sections • ~ 45 students, 20-25 per section

  7. Activities

  8. Strengths • students liked working in groups • students met/talked to classmates • activities helped students understand concepts • recitations were less boring Areas for Improvement • confusion about the “right answers” • poor class discussions • Reflector role underutilized Insights • overall course grades=different instructor • ACS exam scores • better prepared for 2nd semester • 6 vs. 17-18 drops n = 41 n = 140

  9. General Chemistry II 5 credits Used forRecitation • taught course 4 years • POGIL in Recitations (5) • 30-35 students, ~15 per section

  10. Activities

  11. Organic Chemistry I 5 credits • taught course 7 years • POGIL replaced traditional lectures & Recitations • 20-25 students

  12. Activities

  13. Physical Chemistry I & II 4 credits each • three 1-hour lectures, one 3-hour lab • instructor taught for many years • POGIL replaced traditional lectures • 7 students Two teams: 3 and 4 students Teams worked through activities separately Entire class participated in discussion

  14. Activities First Semester

  15. Activities Second Semester

  16. Strengths • students enjoyed POGIL, working together • students believed they learned more and better • more difficult concepts more easily mastered • conversation and laughter • very good class discussions Areas for Improvement • much more time-consuming • stronger students dominated difficult material • students sometimes missed key points • how to study for exams? • small class size was a problem Insights • enjoyment of physical chemistry • reduced fear of the course? • exam scores, grades Chen with ACS officers

  17. Strengths • students like POGIL, enjoy class more • greater comfort level with chemical concepts & language • difficult topics are less intimidating • weaker students may do better • offers structured way to provide another class format Areas for Improvement • emphasize process & roles • requires more time • Facilitation Insights • student performance • student attitudes • interactivity • communication skills Conclusion

  18. Plans for 2006-2007 Jensen will use POGIL again in General Chemistry I Would like to use POGIL in analytical chemistry courses Chen will use POGIL again in General Chemistry II, Organic Chemistry I and Physical Chemistry • explore ways to answer without frustrating students • select activities carefully • stay on schedule • improve Facilitation

  19. Acknowledgements Aquinas College Faculty Development Committee Aquinas College Department of Chemistry Students in our 2005-2006 courses POGIL Project personnel

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