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Board # 78 : Process Oriented Guided Inquiry Learning in Computer Science: The CS-POGIL & IntroCS-POGIL Projects

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

7

Permanent URL

https://peer.asee.org/27924

Download Count

121

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Paper Authors

biography

Clifton L Kussmaul Muhlenberg College

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Clif Kussmaul is Associate Professor of Computer Science at Muhlenberg College. Previously, he was Visiting Fulbright-Nehru Scholar at the University of Kerala, Chief Technology Officer for Elegance Technologies, Inc., Senior Member of Technical Staff with NeST Technologies, and Assistant Professor of CS at Moravian College. He has a PhD in Computer Science from the University of California, Davis, master's degrees in CS and Electro-acoustic Music from Dartmouth College, and bachelor's degrees in Engineering and Music from Swarthmore College. His professional interests and activities include active and guided inquiry learning, software engineering, entrepreneurship, digital signal processing, cognitive neuroscience, and music.

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biography

Chris Mayfield James Madison University

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Chris Mayfield, Ph.D., is an Assistant Professor of Computer Science at James Madison University. His research focuses on CS education and professional development, including for K-12 schools. Over the past five years, he has taught introductory CS courses using POGIL and the flipped classroom. He is coauthor of the textbook Think Java: How to Think Like a Computer Scientist and the designer of JMU's CS 101 course.

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Helen H Hu Westminster College

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Helen H. Hu received her Ph.D. in computer science from the University of Utah. She is a Professor of Computer Science at Westminster College and a member of the ACM. Her research interests include active learning pedagogies and broadening participation in computer science

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Abstract

Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based pedagogical approach in which student teams work on classroom activities designed to help them collaboratively construct understanding of key concepts, and at the same time to develop process skills including communication, critical thinking, problem solving, and teamwork. POGIL activities use learning cycles in which teams are given a model (e.g. a diagram, graph, table, or sample code) and then answer questions that guide them to explore the model, invent their own understanding of key concepts, and then apply that understanding in other contexts. The instructor is not a lecturer, but an active facilitator who observes student teams, interacts to address problems, and leads classroom discussion as needed. POGIL has been used across STEM disciplines (including chemistry, engineering, computer science, and mathematics), and research studies generally find that students have better learning outcomes.

The CS-POGIL project and the IntroCS-POGIL project both seek to expand the use and evidence of POGIL in Computer Science and related areas. The 2011 NSF TUES CS-POGIL project developed sample POGIL activities for topics in intermediate level CS courses, and helped to develop a POGIL community in CS through conference presentations, support for CS faculty to attend 3-day regional POGIL workshops, and online discussions. The 2017 NSF IUSE IntroCS-POGIL project is a larger-scale study of how faculty implement POGIL in introductory CS courses and the factors that affect faculty implementation and student outcomes.

Kussmaul, C. L., & Mayfield, C., & Hu, H. H. (2017, June), Board # 78 : Process Oriented Guided Inquiry Learning in Computer Science: The CS-POGIL & IntroCS-POGIL Projects Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27924

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