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5 in 5
POGIL in Introductory Computer Science: Prior Experience, Teamwork, Sense of Belonging, and Learning Outcomes
Presenter: Clif Kussmaul
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2021 Poster Abstracts
click on the title below to see the abstract
IntroCS POGIL Project
(Kussmaul, Mayfield, Hu, Yadav)
Strategies for Facilitating and Assessing Process Skills
(Lantz, Cole, Ruder)
POGIL at a Mission-Driven University: Broadening the Reach of Student-Centered Pedagogies
(Loertscher)
Easy, Low Stakes Methods for Supporting At-Risk Students in Remote Environments (Lovitt)
Synchronous Online General Chemistry Designed for Frequent Feedback and Collaboration
(Schneider)
It's Not the Same Thing: Writing POGIL Activities for Art and Science Courses
(Sullivan, Katz)
Enhancing Metacognition in General Chemistry
(Webster)
The IntroCS POGIL Project
Clif Kussmaul, Green Mango Associates, Chris Mayfield, James Madison University, Helen Hu, Westminster College, Aman Yadav, Michigan State University
IntroCS POGIL is an NSF IUSE project that provides training and ongoing support to faculty teaching introductory courses in Computer Science. We study factors that influence faculty to adopt POGIL and how the degree of implementation impacts student learning and engagement. Three cohorts totaling 35 faculty have attended summer workshops and implemented POGIL in their introductory courses. We cancelled Cohort 2020 due to COVID, and expect 20 faculty for our last Cohort (starting Summer 2021). The wide variation in institutions, IRB policies, and POGIL implementations has presented challenges, so we added a more focused quantitative study at James Madison University, where a majority of CS1 instructors use POGIL. This poster describes the project outcomes to date, including experiences and key insights from participating instructors and students. We will also highlight our activity collections, faculty mentoring program, and data collection efforts.
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Strategies for Facilitating and Assessing Process Skills
Juliette Lantz, Drew University, Renee Cole, University of Iowa, Suzanne Ruder, Virginia Commonwealth University
The Enhancing Learning by Improving Process Skills in STEM (ELIPSS) project has developed materials and strategies that support the facilitation of process skills. These materials include rubrics that can be used to assess student interactions and completed work and provide students with feedback and suggestions for improvement to further their progress. These feedback rubrics and accompanying implementation strategies have been employed at a wide variety of institutions, across a broad range of STEM disciplines and varying class sizes. Approaches have been developed for providing students feedback and support in both in-person and virtual classroom settings. Assessments are completed by students, by the instructors, or classroom learning assistants. Rubrics can be completed in many formats, including paper, electronic platforms, and through the use of student response systems. A summary of implementations and commentary on successful entry strategies from early adopters will be highlighted. Additional tools for instructors appear on www.ELIPSS.com.
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POGIL at a Mission-Driven University: Broadening the Reach of Student-Centered Pedagogies
Jenny Loertscher, Seattle University
Although recent decades have seen a significant increase in the use and visibility of student-centered pedagogies, some educators still experience barriers to transforming their teaching. Faculty developers at Seattle University, a comprehensive Jesuit university in the Pacific Northwest, have launched an effort to increase faculty engagement with student-centered pedagogies through explicitly aligning such approaches with the university’s distinctive mission. At the heart of this effort is the Ignatian pedagogical paradigm (IPP), which posits that education is a collaborative process, which transforms students and teachers and prepares them for action in the world. The IPP is comprised of five components: context, experience, reflection, action, and evaluation. Interestingly, the IPP aligns well with evidence-based teaching practices and as such has been instrumental in supporting broad implementation of student-centered pedagogies across the university. This poster will introduce the IPP as it relates to POGIL and describe faculty development efforts that have effectively engaged diverse faculty members in student-centered transformation of their teaching.
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Easy, Low Stakes Methods for Supporting At-Risk Students in Remote Environments
Charity Lovitt, Univesity of Washington Bothell
During COVID-19, our classes were shifted to fully remote learning for over 1 year. Given realistic barriers of remote learning, like inconsistent internet connectivity, family conflicts, and mental/physical health, it was important to develop low stakes tools to quickly identify students with needs and connect them to necessary resources. This poster will share some strategies I used to support 80-200 each week, the majority of whom were first-generation and/or BIPOC students. The activities include weekly low-stakes personal reflections (autograded via LMS), team reports, twice weekly messaging with non-judgmental language, 48 hour grace periods and tokens for extensions. I provide sample prompts and briefly describe how students responded to these interventions.
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Synchronous Online General Chemistry Designed for Frequent Feedback and Collaboration
Jamie Schneider, University of Wisconsin River Falls
Students in General Chemistry courses at open enrollment institutions often have a wide breadth of college and course readiness skills and overall confidence in those. This online course was designed to provide continuous feedback from instructor, peers, and electronic platforms to help bridge some of these learning gaps. Learning segments in the class were broken into weekly modules for consistent organization, growth, and application of content knowledge. Each weekly module included asynchronous lectures with embedded quizzes to introduce basic vocabulary and methodology, a set of team google slides with embedded activities often designed from POGIL activities, a bonus question requiring the production of a google slide for the team slides focusing on every day type applications of weekly materials, a Peer Led Team Learning session at the end of the weekly module for further application and practice, and an online homework assignment and an online multiple choice quiz assessing weekly learning. In addition to this weekly feedback, students were encouraged through extra credit to retake the multiple-choice portions of their unit exams to get item by item correctness feedback. The emphasis presented to the students was that the course design supported growth mindset including continuous reflection on learning.
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It's Not the Same Thing: Writing POGIL Activities for Secondary Art and Science Courses
Mare Sullivan, Seattle Pacific University, Gwen Katz, Freelancer
When STEM activity writers approach non-STEM disciplines, how well do STEM-derived activity formats and writing strategies work? Explore the similarities and differences between one pair of STEM and non-STEM POGIL activity collections. In this presentation we will compare and contrast the development processes, classroom testing, and final activity formats for two collections of secondary level POGIL activities. The first is a collection of STEM activities (POGIL Conceptual Physics Activities Designed to Support the NGSS, Flinn Scientific, in publication - 2021). The second is a collection of 32 activities that introduce seven basic elements of art (The Elements of Art – POGIL Activities Designed to Support the NAEA Anchor Standards, in classroom testing through January 2022). The authors have broad experience in using, writing, and publishing POGIL activities. They began writing the Elements of Art activities by using the same development process, classroom testing process, and activity format as they had used for the Conceptual Physics activities. Four rounds of alpha-testing showed that this approach would not produce activities that meet art educators’ and students’ needs. Explore the results of these writing experiences for yourself!
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Enhancing Metacognition in General Chemistry
Gail Webster, Guilford College
This poster will discuss several ways in which metacognition was integrated as part of synchronous online class. Metacognitive strategies for students to recall information from previous classes were incorporated as class began, and reflection on learning was routinely incorporated. Examples of student responses, prompts, and lessons learned will be presented.