2011 Conference Archive
Copyright
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Abstract
The objective of this session is to discuss among multiple disciplines the use of a learning approach called Process-Oriented Guided-Inquiry Learning (POGIL) originally developed by chemistry educators. The panel will be comprised of faculty in the disciplines of marketing, accounting, foreign languages, nursing, health education, construction management, and child & family development who have adapted this approach to their discipline. The session begins with an overview of the POGIL approach. Each of the panelists will then provide a discipline specific example adapting the approach and demonstrate how the approach has affected student learning. This will be followed by a work session where audience members will be encouraged to think about a topic in their class that they might deliver via guided inquiry in the classroom. Audience members will be able to better frame in class activities in a guided inquiry format at the conclusion of this session.
Location
Room 1909
Publication Type and Release Option
Event
Recommended Citation
Frost, Laura; Parham, Abbie Gail; Maurer, Trent W.; Chopak-Foss, Joanne; Gee, Rose Mary; Rushing, Alison; Hale, Dena; Mullen, Linda; Johnson, Cathie; and Slater, Don, "Multidisciplinary Pogil - A Faculty Learning Community" (2011). SoTL Commons Conference. 51.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/51
Multidisciplinary Pogil - A Faculty Learning Community
Room 1909
The objective of this session is to discuss among multiple disciplines the use of a learning approach called Process-Oriented Guided-Inquiry Learning (POGIL) originally developed by chemistry educators. The panel will be comprised of faculty in the disciplines of marketing, accounting, foreign languages, nursing, health education, construction management, and child & family development who have adapted this approach to their discipline. The session begins with an overview of the POGIL approach. Each of the panelists will then provide a discipline specific example adapting the approach and demonstrate how the approach has affected student learning. This will be followed by a work session where audience members will be encouraged to think about a topic in their class that they might deliver via guided inquiry in the classroom. Audience members will be able to better frame in class activities in a guided inquiry format at the conclusion of this session.
