This presentation examines the strengths and challenges of using POGIL in an upper level biochemistry course. The POGIL approach was originally developed for introductory chemistry courses where students construct new knowledge (in this case chemical concepts). In upper level courses, students are more often asked to apply their knowledge base to extend it (in this case into biochemistry). In Biochemistry I, four semesters of direct and indirect measures from 2008-2010 suggest that modifications to the POGIL approach may be necessary to achieve the desired outcome of increased student learning. Potential modifications to the POGIL approach for an upper level course will be offered. The audience is invited to examine data on course grades, final exam grades, final exam question analysis, and summative survey data and engage in dialogue regarding perceived strengths and challenges to this teaching approach at the upper level.
Process oriented guided-inquiry learning, Upper level biochemistry course