Paper Info
Title
POGIL in Computer Science: Faculty Motivation and Challenges
Abstract
Introductory computer science courses face multiple challenges, including a broad range of content, diverse teaching methods, and the need to help students develop skills such as problem solving, critical thinking, and teamwork. One evidence-based approach to address these challenges is Process Oriented Guided Inquiry Learning (POGIL), in which student teams work on classroom activities specifically designed to help them construct understanding and develop key skills. While POGIL has been widely used and studied in Chemistry and other STEM fields, much less is known about how it is used in Computer Science. In this study, we examined how faculty adopt POGIL for the first time in introductory CS classrooms. Using qualitative in-depth interviews, we investigated why faculty chose to adopt POGIL and their concerns about using it. Our results suggest that faculty motivations to use POGIL centered around improving student outcomes, including their learning and engagement. However, faculty also had concerns about using POGIL, which ranged from how POGIL impacts the curriculum to logistical and institutional barriers. We discuss the implications of these findings with respect to faculty development and active learning pedagogies.
Year
DOI
Venue
2019
10.1145/3287324.3287360
Proceedings of the 50th ACM Technical Symposium on Computer Science Education
Keywords
Field
DocType
active learning, faculty development, qualitative interviews
Process oriented guided inquiry learning,Teamwork,Active learning,Faculty development,Computer science,POGIL,Knowledge management,Critical thinking,Curriculum,Mathematics education,Teaching method
Conference
ISBN
Citations 
PageRank 
978-1-4503-5890-3
0
0.34
References 
Authors
6
4
Name
Order
Citations
PageRank
Aman Yadav116619.46
Clif Kussmaul2134.74
Chris Mayfield333518.86
Helen H. Hu412318.73