Within the education field, the main goal is to teach students with the most effective methods while keeping students engaged.  Cooperative, inquiry-based, and peer led activities are touted as effective methods of learning that engage students.  Inquiry techniques are usually emphasized in lab settings for a science curriculum.  A shift in teaching methodology has expanded these cooperative learning methods to lecture settings.  One technique that has been shown effective in published research is Process-Oriented Guided Inquiry Learning (POGIL).  However, little research has been conducted to determine the most effective ratio of group-based learning to traditional lecture. At Wartburg College, a small Midwestern liberal arts college, the implementation of POGIL has been effective in shifting test grades from the DFW range to the ABC range in the Organic Chemistry I course.  However, the question arises-what amount of POGIL is most effective?  Each year, POGIL activities have been revised and/or new ones have been added to the curriculum.  It is hypothesized that there will be a positive increase in grades as POGIL increases.   Described herein are efforts to utilize POGIL in Organic Chemistry I at Wartburg College and explore the relationship between the number of implemented activities and student learning.

How much POGIL is too much?

248th National Meeting (2014)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.