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

化学（12）本项目在哈罗德·华盛顿学院（芝加哥城市学院之一）和伊利诺伊州帕拉廷的威廉·雷尼·哈珀学院（HC）的化学课程中采用、实施和评估过程导向引导探究学习（POGIL）的材料和方法。该项目在至少13门化学课程中实施了POGIL材料，直接影响了两所学院的400名社区大学生。这个项目的智力价值和更广泛的影响是基于POGIL之前在各种本科院校的成功。POGIL已经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上的收获与拥有真实本科研究经历的学生所经历的收获相似，这个项目可能被证明是招募和留住社区大学生进入STEM专业并最终进入STEM职业的有效途径。传统上在科学领域代表性不足的群体构成了HWC学生人口的大多数（44%的黑人，18%的西班牙裔），以及HC学生人口的很大一部分（17%的西班牙裔，3%的黑人），增加了该项目的广泛影响。由于这个项目，参与的教师正变得有资格在社区大学和代表性不足的学生群体中解决与POGIL成功传播、适应、实施和评估相关的问题。通过在地方和区域专业会议上的介绍，以及在有关文献中发表和在国家会议上介绍，正在分享这种专门知识。此外，该项目还通过提供与两年制少数民族院校及其学生团体有关的大量评估数据，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.