P973: ANA-POGIL: The development and products of this innovative approach to teaching analytical chemistry
: Mary Walczak, St. Olaf College, USA
Co-Author: Caryl Fish, St. Vincent College, USA; Juliette Lantz, Drew University, USA; Renee Cole, University of Iowa, USA
Time: 9:35 AM – 9:55 AM
Room: MAN 107
Related Symposium: S60
The ANAPOGIL consortium has developed a collection of 38 process oriented guided inquiry learning activities for teaching analytical concepts in Quantitative Analysis, Instrumental Analysis and other analytically-focused courses. This six-year NSF-funded project was implemented by a consortium of analytical chemistry and chemistry education faculty from a variety of different types of institutions. The materials were peer-reviewed and classroom tested and are commercially available. A variety of assessment data was collected at several institutions regarding the efficacy of the materials in developing content mastery and process skills, and student attitudes. In this talk we will highlight innovative aspects of the POGIL active learning pedagogy in the classroom, materials developed, assessment outcomes and the consortial approach.
P974: Implementing ANA-POGIL activities in a variety of analytical chemistry courses
: Caryl Fish, Saint Vincent College, USA
Co-Author: Mary Walczak, St. Olaf College, USA; Juliette Lantz, Drew University, USA; Renee Cole, University of Iowa, USA
Time: 9:55 AM – 10:15 AM
Room: MAN 107
Related Symposium: S60
The ANA-POGIL project was conceived to bring the advantages of POGIL (Process Oriented Guided Inquiry Learning) to analytical chemistry. Thirty-six ANA-POGIL activities have been developed, reviewed, and classroom tested. They have been used in a variety of settings – from small liberal arts colleges to large state universities. Many of the courses were traditional analytical classes such as Quantitative Analysis and Instrumental Analysis. However, the activities were written to be flexible, since analytical concepts are taught in many different classes. They have also been successfully implemented in environmental analysis, research methods, and biochemistry classes. This presentation will provide insight into successful implementation strategies for ANA-POGIL activities in a variety of courses. It will also examine specific implementation examples in Instrumental Analysis, and Methods of Environmental Analysis.
P421: Student-centered instruction and the assessment of process skills: The evaluation of student work
: Renee Cole, University of Iowa, USA
Co-Author: Chris Bauer, University of New Hampshire, USA; Caryl Fish, St. Vincent College, USA; Juliette Lantz, Drew University, USA
Time: 10:15 AM – 10:35 AM
Room: MAN 122
Related Symposium: S15
Many faculty and departments have identified process skills such as information processing, problem solving, and critical thinking as desired outcomes of their courses/programs of study. There have been significant shifts by many instructors to incorporate more active-learning approaches such as POGIL into their classes to more explicitly address the development of these skills. Despite these shifts, in many cases there remains a disconnect between assessment strategies and the goals of instruction. In order to address this issue, we have identified strategies that can be used to assess student outcomes for process skills in addition to content knowledge, and to provide students with meaningful feedback of their process skill development. Data collected for the ANAPOGIL project will be used to illustrate how these strategies can provide evidence of student learning and skill development.
P104: Using process-oriented guided-inquiry active learning in analytical chemistry: The ANA-POGIL project
: Juliette Lantz, Drew University, USA
Co-Author: Renee Cole, University of Iowa, USA
Time: 2:05 PM – 2:25 PM
Room: MAK B1100
Related Symposium: S16
A consortium of analytical faculty members who are involved in curriculum development and chemistry education research have developed instructional materials for analytical chemistry based on the well-established POGIL (process-oriented guided inquiry learning) model (www.pogil.org). In POGIL classrooms, students in learning teams actively engage with materials using carefully designed activities, facilitated by the instructor. By closely scrutinizing data, graphs, instrument schematics or other models, and answering guiding questions, students are led to generate their own conclusions and construct their own conceptual understanding of analytical chemical principles. This dynamic learning strategy develops student problem solving, critical thinking, teamwork, and communication skills in the context of six fundamental areas of analytical chemistry: spectrometry, separations, equilibrium, electrochemistry, statistics, and analytical tools. All activities were peer-reviewed and then classroom tested at a range of institutions, leading to robust classroom materials that are easily adoptable and transportable. Implementation strategies were also developed and utilized at a broad range of institutions. These ANA-POGIL activities, along with an instructor’s guide that includes implementation and assessment strategies, are now commercially available. The efficacy of these materials was assessed at numerous institutions, including an analysis of student content mastery, process skill development, and student attitudes. A description of these materials and assessment results will be presented.