In recent years, an increased number of higher-education institutions have recognized the need to reform their general education curriculum. The primary focus of this reform is to articulate the learning outcomes of the general education curriculum and create a plan for assessment and action based on the evaluation of student work demonstrating these outcomes. Process-Oriented Guided Inquiry Learning (POGIL) has the potential to generate student work demonstrating the acquisition and growth of skills expected from the general education curriculum, specifically the process skills of the POGIL method (including teamwork, oral and written communication, critical thinking, and problem solving). This presentation discusses the possibility of the POGIL classroom serving the general education curriculum using examples from an introductory chemistry POGIL classroom at a small, liberal arts college. Examples of student artifacts will be discussed in regards to general education learning outcomes and assessment, with particular emphasis on alignment with the Association of American Colleges & Universities (AAC&U) “Liberal Education and America’s Promise” (LEAP) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics.

POGIL as Gen.Ed.: Generating artifacts for the assessment of general education outcomes in the POGIL classroom

253rd National Meeting (2017)

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