Extended discussion around focused questions within small groups.

Monday, June 26, 9:15-10 AM

Monday, June 26, 1:30-2:15 PM

Monday, June 26, 3:45-4:30 PM

Tuesday, June 27, 8:15-9 AM

Tuesday, June 27, 9:15-10 AM

Wednesday, June 28, 9:30-10:15 AM

Wednesday, June 28, 11:45 AM-12:30 PM

 

Monday, June 26, 9:15-10 AM

R1 - Evidence Based Teaching Strategies (Mary van Opstal) - OC West

I would like to explore the area of evidenced based teaching/learning strategies and how they connect with POGIL. These strategies include retrieval practice, interleaving, spaced practice. We will spend some time on what each strategy is and then come together with ideas about how to use them in the POGIL classroom.

R2 - OPTIC Classroom Observation Tool (Gina Frey, Matt Horn) OC- North

The OPTIC classroom observation tool generates a picture of how time is actually spent in a POGIL classroom (or any team-based learning environment). That is, OPTIC generates a timeline of activity in a POGIL classroom. The team generating the OPTIC tool would like some feedback on what this output ought to look like to be as udeful as possible.

R3 - Developing Process Skills (Martin Schmerr, Laura Trout) - OC South

During this Roundtable discussion we will briefly review the POGIL Process Skills. Then propose some scenarios to discuss. The scenarios will describe a problem with a POGIL team. The discussion will be different ways the instructor could approach that problem to help those students develop process skills. At the end of the session, we will touch briefly on how to incorporate process skills into a written activity.  Handout for this session is located here.

R4 - Visual Thinking Strategies (VTS) to Create Equitable Classroom Discussions (Alyssa Shale) - OC East

Learned helplessness in classroom settings can be an unfortunate byproduct of the rising tide of rigorous curricula. Faced with students' ever-growing anxieties rooted in a fear of failure, teachers can utilize Visual Thinking Strategies (VTS) to engage students in equitable, collaborative discussions that are guided by inquiry-based facilitation methods and lead to shared classroom discoveries.

Monday, June 26, 1:30-2:15 PM

R5- Building a Sense of Belonging Through POGIL (Tina Hanson-Lewis, Joan Roque) - OC East

Current research shows students who develop better support networks (classmates, teacher, tutors, etc.) and a sense of belonging can boost their success expectations and have better chances at higher learning gains and course grades. POGIL can be utilized as a networking opportunity as well as a learning tool, but group dynamics can be beneficial or harmful at times. As practitioners, how can we utilize the group inquiry aspect of POGIL to create a sense of belonging and community in diverse classrooms in order to help foster networking and support for students in historically underserved populations?

R6 - SoTL Project About Converting Lab Course into POGIL Lab Course

(Claudia Jorgenson, Madhavan Narayanan) - OC West

This session will explore various approaches to assess student learning in a POGIL classroom as well as the POGIL lab. Let’s brainstorm approaches to assess learning of content (e.g., by assessing impact of using the learning cycle) as well as to assess improving process skills (e.g., communication, critical thinking). Furthermore, let’s brainstorm assessing effectiveness as well as benefits of converting lab class into an inquiry-based POGIL lab.

R7 - Roles in the POGIL Classroom (Wayne Pearson) - OC South

The use of student roles in the POGIL classroom can be beneficial for student learning and, at the same time, be challenging to implement. In this roundtable, we will talk about why we use roles, how we use roles, and how we can tailor this aspect of POGIL to be effective in our classrooms.

Monday, June 26, 3:45-4:30 PM

R8 - Development of Inquiry-based Laboratories (Alex Grushow, Jeffrey Phillips) - OC West

We would like to discuss how to incorporate POGIL into laboratory instruction of all STEM fields. If you have had successes or struggles or just want encouragement to get started, we want you to join us for a discussion.

R9 - Writing Activities, Receiving Feedback, and Endorsement (Brandon Fetterly, Shawn Simonson) - OC North

Facilitators will provide overview of the feedback and endorsement process. Participants will discuss this process from the perspective of one seeking review.  Links to POGIL website and PAC website

SP1 - Speaker Followup (Elyse Eidman-Aadahl) - OC East

Follow up with Elyse Eidman-Aadahl on her plenary talk. Bring questions or just engage in conversation.  

Tuesday, June 27, 8:15-9 AM

R10 - Physical Manipulatives and Games as Models (Chris Oehrlein) - OC South

Guided play with manipulatives for games and simulations can be used to create mathematical and statistical models. Participants will experience the games and simulations and brainstorm exploration questions, and consider similar experiences for their disciplines.

R11 - Best Practices for Including Color in Models (Susan Richardson) - OC West

Graphs and diagrams are examples of models that might be improved by the inclusion of color in some situations. Part of creating accessible models is considering how they can be interpreted by students with color deficits.

R12 - POGIL Beyond the Classroom or Lab: Using POGIL in Other Settings (Craig Teague) - OC East

In this session, I will discuss how POGIL can be used in other settings such as department or committee meetings; industry training; non-POGIL professional development; campus diversity training; etc. Together, we will discuss the advantages and potential pitfalls of using POGIL in these situations.

Tuesday, June 27, 9:15-10 AM

R13 - Aligning Rubrics with Assessment Needs Like a Pro (Juliette Lantz, Suzanne Ruder) - OC South

Participants will explore strategies to put together segments of ELIPSS rubrics to align assessment with particular student assignments. Participants will see examples of these compilations for a few assignments, as well as work to create their own aligned rubric.

R14 - Classroom Observation for Research (Chris Mayfield) - OC East

The IntroCS team has developed a new tool to study student engagement during POGIL activities and other active learning. This roundtable will introduce FASTOP, the Focus & Action of Students & Teachers Observation Protocol. Participants will see examples of classroom observation data, discuss methods of collecting and analyzing this data, and leave with new ideas for future research.

Wednesday, June 28, 9:30-10:15 AM

 

R15 - Lab: What is it Good For? (Sally Hunnicutt, Ruthanne Paradise, Steve Singleton) - OC SOuth

In what ways is laboratory teaching important for students? Is it effective? How does learning and teaching in the laboratory differ from learning and teaching in the classroom? We will review the scant literature on this topic and go on to discuss potential research or SoTL questions that lead to ideas for projects demonstrating the specific value of laboratory-based teaching and learning.

SP2 - Speaker Follow-up (Urik Halliday) - OC West

Follow up with Urik Halliday on his plenary talk. Bring questions or just engage in conversation.  

SP3 - Speaker Follow-up (Elli Theobald) - OC East

Follow up with Elli Theobald on her plenary talk. Bring questions or just engage in conversation.  

Wednesday, June 28, 11:45 AM - 12:30 PM

R16 - Engaging the Unengaged in Collaboration (Ashley Hill, Mare Sullivan) - OC North

In this session, participants will share the struggles their students are still having in interacting and communicating with each other. Next, participants will share ideas and techniques that they have found useful in improving student-to-student collaboration. Finally, participants will have time to reflect on shared ideas and identify one or two that they may use in the coming academic year.

R17 - Supporting New POGIL Activity Writers: Insights from the CS POGIL Activity Writing Program (Helen Hu, Tricia Shepherd) - OC West

The presenters will lead a roundtable discussion on supporting new POGIL activity writers, by sharing some some lessons from the CS POGIL Activity Writing Program. From January to August 2022, 27 authors drafted 71 POGIL activities in 17 areas of CS. 58 activities were revised, approved, and published in a special issue of the POGIL Activity Clearinghouse journal (Vol 3 No 4).

R18 - How Can We Encourage Our Colleagues to Find Effective Strategies for Implementing POGIL Activities? (Mickey Parris) - OC East

Colleagues may be interested in what happens in a POGIL classroom but may not be confident they can implement the strategies. This session can help brainstorm ideas how to encourage the apprehensive colleague to attend a training and to use appropriately designed activities.