Process-Oriented Guided Inqiury Learning (POGIL) and Research-Based Pedagogy Workshops for Chemistry Graduate Students

化学（12）本项目为化学研究生和博士后创建和实施研讨会，向参与者介绍过程导向的引导探究学习（POGIL）和支持研究知识库。研讨会由PI制定和举办，PI是POGIL项目指导委员会的现任成员，也是一位经验丰富的POGIL讲师和研讨会主持人。他由POGIL网络的一名经验丰富的成员和一名具有与一年级大学生合作经验的研究生协助。目前的POGIL项目没有一个是针对研究生或博士后的。 虽然POGIL被用作组织教学结构，但讲习班还讨论了其他课程模式，如一般的探究式教学、同伴领导的团队学习以及“点击器”和平板电脑等技术的使用。 研讨会在三个研究密集型化学系举办，包括多达35名参与者，包括感兴趣的教师。 主办部门是那些还没有为他们的学生提供类似的机会。 研讨会的参与者从研讨会开始的那一刻起就通过做POGIL来学习POGIL。他们探索的模型，其原理，和学生的成果数据;他们探索现存的POGIL材料在大学化学教学中使用;他们调查了一个基于量规的过程来评估POGIL材料的强度;他们考虑在不同的课堂环境中实施。通过在富兰克林马歇尔学院维持的POGIL项目网络和网站，参与者有一种保持联系和增加参与的手段。这些讲习班面向化学专业的博士生和博士后，特别是那些打算寻求学术职位的人。该项目的智力价值在于，它使化学研究生和博士后同事考虑认知和社会科学如何为化学教学法提供信息。这是一种学术性的教学方法，鼓励潜在的未来教师在自己的教学中采取类似的方法。通过评估获得有关未来教师所需的知识和技能、他们专业发展的障碍以及他们对在职业生涯早期阶段成为课程网络积极成员的机会的看法的信息。该项目的更广泛影响是，讲习班可供选定机构的任何研究生或博士后助理参加。 讲习班丰富了这些学生的知识和经验，并通过其数据库将他们与POGIL项目联系起来。这些研讨会增加了未来准备从事研究型大学教学的教师的数量，最终应该促进学生更好的学习成果。作为新教师，这些参与者将成为部门同事关于探究式学习的资源。 评价正在收集关于这些讲习班是否为今后在主办部门内对这类专业发展进行投资播下种子的资料。

Chemistry (12)This project creates and implements workshops for chemistry graduate students and postdoctoral associates in which the participants are introduced to Process-Oriented Guided Inquiry Learning (POGIL) and the supporting research knowledge base. The workshops are developed and conducted by the PI, who is a current member of the POGIL Project steering committee and an experienced POGIL instructor and workshop facilitator. He is assisted by an experienced member of the POGIL network, and by a graduate student with experience in working with first-year college students. None of the current POGIL projects target graduate students or postdoctoral associates. While POGIL is used as an organizing pedagogic structure, the workshops also discuss other curriculum models such as inquiry-based instruction in general, Peer Led Team Learning, and the use of technology such as "clickers" and tablet PCs. The workshops are hosted at three research-intensive chemistry departments and include up to 35 participants, including interested faculty. Host departments are ones that have not already provided similar opportunities for their students. Workshop participants are learning POGIL by doing POGIL from the moment the workshop starts. They explore the model, its rationale, and student outcome data; they explore extant POGIL materials used in college chemistry instruction; they investigate a rubric-based process for assessing the strength of POGIL materials; and they consider implementation in different classroom settings. Through the POGIL project network and website, maintained at Franklin & Marshall College, participants have a means for staying connected and for increasing their involvement. The workshops are marketed to PhD students and postdoctoral associates in chemistry, particularly those who intend to seek academic positions. The intellectual merit of this project is that it brings chemistry graduate students and postdoctoral associates to a consideration of how the cognitive and social sciences can inform chemistry pedagogy. This is a scholarly approach to instruction which encourages potential future faculty to assume a similar approach in their own teaching. Information is being obtained through evaluation regarding the knowledge and skills needed by future faculty, barriers to their professional development, and their perspectives on the opportunities for becoming active members of a curriculum network at an early stage of their careers. The broader impact of this project is that the workshops are available to any graduate student or postdoctoral associate at the selected institutions. The workshops enrich the knowledge and experiences of those students, and link them to the POGIL project through its database. The workshops increase the number of future faculty who are poised to engage in research-based college instruction, and ultimately should promote stronger student learning outcomes. As new faculty members, these participants will be a resource for their departmental colleagues regarding inquiry-based learning. The evaluation is collecting information about whether these workshops plant seeds for future investments in this kind of professional development within the host departments.