Members of the POGIL community work on research projects, within their institutions and together with other professionals in the field. Over the years, The POGIL Project has received a number of requests for letters of support for use in grant proposals. We receive a number of requests for the National Office to fully or partially administer awarded grants. If you are interested in either a letter of support from the Project Director or administrative support from the office staff, please send a copy of your proposal to Marcy Dubroff at least four weeks prior to the submission deadline of the granting agency. The National Office will work with you to determine if your project fits with the The POGIL Project's Mission, Vision and Values and if it can be of assistance.
Since its inception, The POGIL Project has been part of several grants related to the POGIL pedagogy. Below is a list of grants awarded by various agencies since 2003.
The POGIL Project was awarded roughly $2 million through the NSF CCLI Phase 3 program. POGIL is a nationally tested and proven pedagogical strategy that incorporates recent educational research on how students learn. This innovative approach relies on inquiry-based, student-centered classrooms and laboratories that enhance learning skills while ensuring content mastery. The practices and materials developed are applicable to large or small classrooms, recitation sections with or without technology, and laboratories. The design of The POGIL Project takes advantage of known strategies for creating and sustaining curricular change. Project goals included continued faculty development and dissemination o new materials and practices, further adoption of the inquiry approach, assessment of the effectiveness of POGIL on student learning, and research that will lead to the identification of contributions to student conceptual change. This award allowed the execution of five goals to position The POGIL Project as a workable model for sustained improvement of STEM undergraduate education.
Richard S. Moog (Franklin & Marshall College)
National Science Foundation
The original grant awarded by the National Science Foundation was titled Process Oriented Guided Inquiry Learning and ran from 2003-2007.
The proposed project will examine and compare four longstanding and successful undergraduate STEM reform networks (PKAL; SENCER; BioQUEST, and POGIL) that have different designs but a common purpose in order to understand how the networks can be most effectively designed to spread innovations among network members and ultimately on the campuses where they are employed.
The project implemented POGIL materials in at least 13 chemistry courses, directly affecting up to 400 community college students at the two colleges.The intellectual merit and broader impact of this project is based on the prior success of POGIL at a variety of undergraduate institutions. POGIL has been demonstrated to improve students' ability to understand scientific content, and also students' ability to practice scientific methods.
A group of analytical chemists developed Process Oriented Guided Inquiry Learning (POGIL) materials that impart widely accepted analytical chemistry principles while engaging students as active learners and in communication. These analytical chemistry classroom POGIL activities were designed to be used collectively in traditional analytical chemistry courses as well as individually in an assortment of other courses that include analytical chemistry concepts.
The intent of this grant effort was to design and implement inquiry (i.e., POGIL) based lessons for entry-level anatomy and physiology courses. Specific objectives for this two-year grant include: a) design a set of 10 to 20 inquiry based learning activities; b) conduct formative testing in 6 to 8 local colleges and modify the materials as needed; c) widely distribute the revised curriculum through the Human Anatomy and Physiology Society (HAPS); d) construct a robust website that will provide support for both teachers and students involved with the program; and e) submit the final products (curriculum modules and web site) for approval by the POGIL office.
This project will help transform the way undergraduate biochemistry is taught in the classroom and will have a broad impact on the STEM community. Faculty in undergraduate chemistry, biochemistry, and biology departments nationwide will have access to materials never before available, and workshop participants will be trained and empowered to make real changes in the way they teach.
Attention to the specific impact of curricular materials on the development of student socio-scientific argumentation skills is a key ingredient in climate change education. This grant funded the development of a suite of in-class, group learning activities for climate change education that can be used in a variety of instructional contexts at the first–year college level. These 12 activities were constructed using the Process Oriented Guided Inquiry Learning (POGIL) model, an approach that is based on research on how students learn best, and has been successfully implemented in a range of other contexts.
This project developed, refined, validated and disseminated two sets of POGIL materials in computer science, specifically for software engineering and data structures and algorithms.
This project, funded by Google Education and University Relations Fund of Tides Foundation, developed, refined, validated, and disseminated two sets of process oriented guided inquiry learning (POGIL) materials in computer science (CS), specifically for software engineering (SE) and data structures & algorithms (DS&A).
In response to the national need to improve undergraduate STEM education, many instructors have implemented engaged student learning strategies into their courses. These pedagogies involve the development of students' process skills, such as teamwork, critical thinking, and problem solving, as students learn STEM content. Because most STEM instructors have little training in how to assess student performance in these areas, the goal of this project will be to create resources that can be readily adopted to assess student process skills in a wide range of classroom types and across STEM disciplines. A secondary goal will be to create professional development tools to improve the recognition and assessment of process skills by instructors and administrators at academic institutions. Visit http://elipss.com for more information.
This project is developed and testing new classroom materials for the Introduction to Materials course within the engineering curriculum that utilizes an active learning, team-based approach. These materials are based upon a pedagogical approach developed for chemistry under an NSF CCLI National Dissemination grant.
The goal of this project was to enhance student learning of Fourier-transform infrared (FTIR) spectroscopy in analytical and physical chemistry by developing problem-based (PB) laboratories linked to process-oriented guided-inquiry learning (POGIL) activities.The laboratories and activities developed will enable students to (1) build their own understanding of critical concepts in FTIR through guided inquiry, (2) enhance their understanding of physical chemistry concepts using FTIR, and (3) hone important process skills like teamwork, problem solving, and critical thinking.
The highly innovative, Process Oriented Guided Inquiry Learning method is poised to make a sizable leap toward the Project's long-term goal of effecting radical change in science instruction. While the method has been shown to increase conceptual learning and student satisfaction in small chemistry classes, POGIL Must make a leap toward lasting change by expanding into other disciplines. We believe that to further this goal, POGIL must be applied successfully to large classrooms. Adaptation of the POGIL process to the large class setting requires development and testing of new materials and facilitation techniques.
The project applied the approach of Process Oriented Guided Inquiry Learning (POGIL), which has been successful in chemistry, to undergraduate and pre-calculus and first-semester calculus courses. The three main goals of the project were to create new POGIL learning materials for Calculus and Pre-Calculus where reform will have a large and visible impact; develop faculty expertise within the mathematics community to implement these new materials by presenting math-specific POGIL workshops at national mathematics meetings and POGIL summer workshops; and to conduct in-depth research on undergraduate mathematics education by implementing a case study design to examine learning in POGIL MATH classroom contexts.
This project will implement the principles of Process Oriented Guided Inquiry Learning (POGIL) in the physical chemistry laboratory, a required course for chemistry majors. The POGIL-PCL project has three objectives:
•To write at least 20 POGIL physical chemistry experiments based on an established rubric that have completed a screen-review-implementation-revise cycle and that include instructor's user guides.
•To promote the professional development of physical chemistry instructors with workshops focused on writing materials, developing implementation and facilitation strategies for POGIL physical chemistry experiments, and building a community of practitioners.
•To create a community of at least 27 physical chemistry instructors who write, review, implement,and use these experiments and who can train additional instructors after the project is complete.
This project will conduct Process Oriented Guided Inquiry Learning-Physical Chemistry (POGIL-PCL) workshops for faculty, postdoctoral fellows, and graduate students. These workshops will be held around the country at a variety of higher education institutions. Additionally, there will be ongoing development of POGIL-PCL experiments that will serve to engage returning and new faculty participants in sustaining the project. Student learning outcomes resulting from the use of POGIL-PCL materials in the laboratory will be examined. Ultimately, the use of evidence-based student-centered active learning in the laboratory will be analyzed and promoted and the learning that students achieve in an active-learning laboratory setting will be characterized.
The goal of this project was to bring together two complementary research-based pedagogical advances, Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL), in order to create focused active-learning activities that guide students in discovering the explicit connections between the concepts in general chemistry and real-world contexts.
This project extended the reach of POGIL to a new population of potential participants who will likely be candidates for college chemistry faculty positions of all types. Provided future faculty the opportunity to connect with an established network that focuses on pedagogy and assessment.
Guided inquiry has been used in a variety of chemistry courses, from general chemistry through upper-level undergraduate courses. This student-centered approach is an alternative to the traditional lecturer-centered paradigm, and allows students to actively participate in class sessions through group work and collaboration, improving understanding and retention of material covered in class. The NSF-funded Process Oriented Guided Inquiry Learning (POGIL, NSF Award DUE-0231120) project has been a successful approach in general chemistry, organic chemistry, and other advanced chemistry courses, primarily at residential campuses.
This project is adapting existing guided inquiry based materials for two preparatory courses: one preparatory to general chemistry and the other to allied health chemistry. All work in these guided inquiry courses is being done on Tablet PCs, submitted electronically to the instructors, and assessed using an electronic grading program called FastGrade. This program allows the instructors to grade and provide feedback to each of student groups quickly after each class period.
The Science Writing Heuristic (SWH), an instructional technique that combines inquiry, collaborative work, and reflective writing, provides a structure for both students and teachers to do effective inquiry activities in the chemistry laboratory. This project meets a national need for chemistry faculty and chemistry teaching assistants to effectively incorporate active-learning techniques and strategies in the academic laboratory. This project conducts workshops to train chemistry instructors and teaching assistants, from two- and four-year institutions and from large universities, and is developing web and CD/DVD based materials which enables instructor training without workshop attendance.