Adapting and Implementing Process Oriented Guided Inquiry Learning (POGIL) into the Chemistry Curriculums of two Community Colleges

在两所社区学院的化学课程中采用和实施面向过程的引导式探究学习（POGIL）

• 批准号: 0536113
• 负责人: Thomas Higgins
• 金额: $ 5.89万
• 依托单位: City Colleges of Chicago Harold Washington College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-05-15 至 2010-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0536113&HistoricalAwards=false
• 关键词: Adapting; Implementing; Process; Oriented; Guided

Chemistry (12) This project is adapting, implementing, and assessing Process Oriented Guided Inquiry Learning (POGIL) materials and methods in the chemistry courses of Harold Washington College, one of the City Colleges of Chicago, and William Rainey Harper College (HC) in Palatine, Illinois. The project is implementing 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. The learning and attitudinal gains POGIL students have experienced are similar to gains experienced by students with an authentic undergraduate research experience, and this project may prove to be an effective way of recruiting and retaining community college students into STEM majors and, ultimately, STEM careers. Groups traditionally underrepresented in the sciences make up a majority of the HWC student population (44% Black, 18% Hispanic), as well as a significant portion of the HC student population (17% Hispanic, 3% Black), increasing the broader impact of this project. Because of this project, participating faculty are becoming qualified to address issues relating to successful POGIL dissemination, adaptation, implementation, and assessment at community colleges and with underrepresented student groups. This expertise is being shared through presentations at local and regional professional conferences, as well as being published in the relevant literature and presented at national meetings. In addition, this project is augmenting the current national POGIL Project assessment and dissemination effort by providing a significant amount of assessment data relating to two-year, minority-serving institutions and their student bodies.

化学（12）本项目是适应，实施和评估过程导向的指导探究学习（POGIL）的材料和方法在化学课程的哈罗德华盛顿学院，芝加哥的城市学院之一，和威廉雷尼哈珀学院（HC）在帕拉蒂尼，伊利诺伊州。该项目正在至少13门化学课程中使用POGIL材料，直接影响到两所学院多达400名社区大学生。该项目的智力价值和更广泛的影响是基于POGIL在各种本科院校的先前成功。POGIL已被证明可以提高学生理解科学内容的能力，以及学生实践科学方法的能力。POGIL学生所经历的学习和态度收益与具有真实本科研究经验的学生所经历的收益相似，该项目可能被证明是招募和留住社区大学学生进入STEM专业并最终进入STEM职业的有效方式。传统上在科学中代表性不足的群体占HWC学生人口的大多数（44%黑人，18%西班牙裔），以及HC学生人口的重要组成部分（17%西班牙裔，3%黑人），增加了该项目的更广泛影响。由于这个项目，参与教师正在成为合格的解决有关成功的POGIL传播，适应，实施和评估在社区学院和代表性不足的学生群体的问题。通过在地方和区域专业会议上的介绍，以及在相关文献中发表和在国家会议上介绍，分享这一专门知识。此外，该项目还通过提供有关为少数群体服务的两年制院校及其学生团体的大量评估数据，加强了目前的国家POGIL项目评估和传播工作。