Pogil - Process Oriented Guided Inquiry Learning

Collection of References

Anatomy and Physiology 
  • Brown, Patrick J.P. (2010).  Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in Physiology Education, September 2010, 34:150-155.
Business Adminstration
  • Hale, D., & Mullen, L.G. (2009). Designing Process-Oriented Guided-Inquiry Activities:  A New Innovation for Marketing Class. Marketing Education Review19, 73- 80.
  • Eichler, Jack F., and Junelyn Peeples. "Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades." Chemistry Education Research and Practice 17.1 (2016): 197-208.
  • Villafane, S.M., Bailey, C.P., Loertscher, J., Minderhout, V., and Lewis, J.E. (2011).  Development and Analysis of an Instrument to Assess Student Understanding of Foundational Concepts Before Biochemistry Coursework. Biochemistry and Molecular Biology Education, Vol. 39, No. 2, 102-109.
  • Lewis, S. E., & Lewis, J. E. (2008). Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer‐led guided inquiry. Journal of Research in Science Teaching45(7), 794-811.
  • Schroeder, J.D. & Greenbowe, T.J. (2008). Implementing POGIL in the Lecture and the Science Writing Heuristic in the Laboratory - Student Perceptions and Performance in Undergraduate Organic Chemistry. Chemistry Education Research and Practice9, 149.
  • Spencer, J.N., & Moog, R.S. (2008). The Process Oriented Guided Inquiry Learning Approach to Teaching Physical Chemistry. In M.D. Ellison & T.A. Schoolcraft (Eds.), Advances in Teaching Physical Chemistry:  ACS Symposium Series 973 (pp. 268-279). Washington, D.C.:  American Chemical Society.
  • Spencer, J.N. (2006). New Approaches to Chemistry Teaching. Journal of Chemical Education83, 528-535. 
  • Hinde, R. J. & Kovac, J. (2001). Student Active Learning Methods in Physical Chemistry. Journal of Chemical Education78, 93-99.
  • Spencer, J.N. (2000). New Directions in General Chemistry:  How Recent Research is Changing the Introductory Chemistry Course. In W.B. Bond (Ed.), Teacher’s Guide:  AP Chemistry (pp. 1-9). New York:  College Board Publications.
  • Farrell, J.J., Moog, R.S., & Spencer, J.N. (1999). A Guided Inquiry Chemistry Course. Journal of Chemical Education76, 570-574.
  • Spencer, J.N. (1999). New Directions in Teaching Chemistry:  A Philosophical and Pedagogical Basis. Journal of Chemical Education76, 566-569.
  • Hanson, D., & Wolfskill, T. (1998). Improving the Teaching/Learning Process in General Chemistry.Journal of Chemical Education75, 143-147. 
  • Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry:  Electron Configurations from Experiment, Journal of Chemical Education73, 617-622.
  • Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry:  Bonding and Molecular Geometry Without Orbitals – The Electron Domain Model. Journal of Chemical Education73, 623-627.
  • Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry:  Ionization Energies, Electronegativity, Polar Bonds and Partial Changes. Journal of Chemical Education73, 627-631. 
  • Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry:  An Approach to Reaction Thermodynamics through Enthalpies, Entropies, and Free Energies of Atomization. Journal of Chemical Education73, 631-636.
Education Research
  • Kussmaul, Clifton, Helen H. Hu, and Tammy Pirmann. "Special Session: Helping Students to Develop Communication, Teamwork, and Other Process Skills with POGIL." Proceedings of the 47th ACM Technical Symposium on Computing Science Education. ACM, 2016.
  • Stegall, Stacy L., et al. "Evaluating the effectiveness of POGIL-PCL workshops." Chemistry Education Research and Practice 17.2 (2016): 407-416.
  • Becker, Nicole; Rasmussen, Chris; Sweeney, George; Wawro, Megan; Towns, Marcy; and Cole, Renee (2013), Explanations Grounded in the Particulate Nature of Matter: A Sociochemical Norm in a Physical Chemistry Class. Chemical Education Research and Practice, 14, 81-94. (http://pubs.rsc.org/en/content/articlelanding/2013/rp/c2rp20085f)
  • Muller, R. D. (2009). Transforming grants management: a strategic approach to improving performance and reducing burden. Journal of the National Grants Management Association17, 25-35.
  • Bunce, D.M., & Cole, R.S. (Eds.). (2008). Nuts and Bolts of Chemical Education Research.  USA:  Oxford University Press.
  • Lewis, S.E. & Lewis, J.E. (2008), Seeking Effectiveness and Equity in a Large College Chemistry Course:  An HLM Investigation of Peer-Led Guided Inquiry. Journal of Research in Science Teaching45, 794-811.
  • Lewis, S.E., & Lewis, J.E. (2005). Departing from Lectures:  An Evaluation of a Peer-Led Guided Inquiry Alternative. Journal of Chemical Education82, 135-139.
  • Lewis, S. E. & Lewis, J.E. (2005). The Same or Not the Same:  Equivalence as an Issue in Educational Research. Journal of Chemical Education82, 1408-1412.
  • Costa, A. L., & Garmston, R. J. (1998). Maturing outcomes. Encounter: Education for Meaning and Social Justice11(1), 10-18.
  • Cross, K.P., & Steadman, M.H. (1996). Classroom Research:  Implementing the Scholarship of Teaching.  San Francisco, CA:  Jossey-Bass, Inc.
  • Abdul-Kahar, Rosmila, et al. "Process Oriented Guided Inquiry Learning (POGIL) in Discrete Mathematics." 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016
  • Rasmussen, C., Zandieh, M., & Wawro, M. (2009). How Do You Know Which Way the Arrow Go?  The Emergence and Brokering of a Classroom Mathematics Practice. In W.-M., Roth (Ed.),Mathematical Representation at the Interface of Body and Culture (pp. 171-213). Charlotte, NC:  IAP - Information Age Publishing.
  • Carlson, M., & Rasmussen, C. (Eds.). (2008). Making the Connection:  Research and Teaching in Undergraduate Mathematics Education. Washington, D.C.:  The Mathematical Association of America.
  • Rasmussen, C., & Kwon, O. (2007). An inquiry oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26, 189-194.
  • Rasmussen, C., Kwon, O., Allen, K., Marrongelle, K., & Burtch, M. (2006). Capitalizing on advances in mathematics and K-12 mathematics education in undergraduate mathematics: An inquiry-oriented approach to differential equations. Asia Pacific Education Review, 7, 85-93.
Student-Centered Learning
  • Walvoord, B.E., & Anderson, V.J. (2010). Effective Grading. San Francisco, CA:  Jossey-Bass, Inc.
  • Eberlein, T. Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P. & White, H.B. (2008). Pedagogies of Engagement in Science:  A Comparison of PBL, POGIL, and PLTL.Biochemistry and Molecular Biology Education36, 262-273.
  • Savory, P., Burnett, A., & Goodburn, A. (2007). Inquiry into the College Classroom:  A Journey Toward Scholarly Teaching.  Bolton, MA:  Anker Publishing Company, Inc.
  • Abraham, M.R. (2005). Inquiry and the Learning Cycle Approach. In N.J. Pienta, M.M. Cooper, & T.J. Greenbowe (Eds.) Chemists’ Guide to Effective Teaching:  Volume I (pp. 41-52). Upper Saddle River, NJ:  Pearson Prentice Hall.
  • Spencer, J. N. (2001-2002, Winter). From Traditional to Radical:  One Teacher’s Odyssey. Thought and Action: The NEA Higher Education Journal, pp. 93-100.
  • Hanson, D., & Wolfskill, T. (2001). LUCID – A New Model for Computer Assisted Learning. Journal of Chemical Education78, 1417-1424.
  • Hanson, D., & Wolfskill, T. (2000). Process Workshops – A New Model for Instruction. Journal of Chemical Education77, 120-129. 
  • Duffrin, N., Dawes, W., Hanson, D., Miyazaki, J., & Wolfskill, T. (1998). Transforming Large Introductory Classes into Active Learning Environments. Journal of Educational Technology Systems, 27, 169-178.
  • Landis, C.R., Peace, G.E., Jr., Scharberg, M.A., Branz, S., Spencer, J.N., Ricci, R.W., Zumdahl, S.A., & Shaw, D. (1998). The New Traditions Consortium:  Shifting from a Faculty-Centered Paradigm to a Student-Centered Paradigm. Journal of Chemical Education75, 741-744.
  • Angelo, T.A., & Cross, K.P. (1993) Classroom Assessment Techniques:  A Handbook for College Teachers (2nd ed.).  San Francisco, CA:  Jossey-Bass, Inc.
The POGIL Project
  • Moog, R.S., Creegan, F.J., Hanson, D.M., Spencer, J.N., Straumanis, A., Bunce, D.M., & Wolfskill, T. (2009). POGIL:  Process-Oriented Guided-Inquiry Learning. In N.J. Pienta, M.M. Cooper, & T.J. Greenbowe (Eds.) Chemists’ Guide to Effective Teaching:  Volume II (pp. 90-107). Upper Saddle River, NJ:  Prentice Hall.
  • Moog, R.S., & Spencer, J.N. (Eds.). (2008). Process-Oriented Guided Inquiry Learning:  ACS Symposium Series 994.  Washington, D.C.:  American Chemical Society.
  • Moog, R.S., Creegan, F.J., Hanson, D.M., Spencer, J.N., & Straumanis, A.R. (2006). Process-Oriented   Guided Inquiry Learning:  POGIL and the POGIL Project. Metropolitan Universities Journal, 17, 41-51