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

化学(12)这个项目正在改编、实施和评估芝加哥城市学院之一的哈罗德·华盛顿学院和伊利诺伊州帕拉廷的威廉·雷尼·哈珀学院(HC)的化学课程中的面向过程的指导性研究性学习(POGIL)材料和方法。该项目正在至少13门化学课程中实施POGIL材料，直接影响到这两所大学多达400名社区大学生。这个项目的学术价值和更广泛的影响是基于POGIL在各种本科院校取得的成功。POGIL已被证明能提高学生理解科学内容的能力，也能提高学生实践科学方法的能力。POGIL学生所经历的学习和态度收获与拥有真正本科研究经验的学生所获得的收获相似，该项目可能被证明是招募和留住社区学院学生进入STEM专业并最终进入STEM职业生涯的一种有效方式。传统上在科学界代表性不足的群体构成了HWC学生人口的大多数(44%是黑人，18%是西班牙裔)，以及很大一部分HC学生(17%是西班牙裔，3%是黑人)，这增加了该项目的更广泛影响。由于这个项目，参与的教职员工有资格解决与社区学院和代表不足的学生群体成功传播、适应、实施和评估POGIL有关的问题。通过在地方和区域专业会议上的发言，以及在相关文献中发表和在国家会议上介绍的方式，分享这一专门知识。此外，该项目通过提供大量与两年制少数群体服务机构及其学生团体有关的评估数据，加强了目前全国POGIL项目的评估和传播工作。

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.