POGIL in Computer Science: Faculty Motivation and Challenges
Reference: Aman Yadav, Clif Kussmaul, Chris Mayfield, Helen H. Hu. (2019). POGIL in Computer Science: Faculty Motivation and Challenges. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education.
Entry Key: \cite{10.1145/3287324.3287360}
Entry Type: @inproceedings
Metadata
| Field | Value |
|---|---|
| author | Yadav, Aman and Kussmaul, Clif and Mayfield, Chris and Hu, Helen H. |
| title | POGIL in Computer Science: Faculty Motivation and Challenges |
| year | 2019 |
| isbn | 9781450358903 |
| publisher | Association for Computing Machinery |
| address | New York, NY, USA |
| url | https://doi.org/10.1145/3287324.3287360 |
| doi | 10.1145/3287324.3287360 |
| 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. |
| booktitle | Proceedings of the 50th ACM Technical Symposium on Computer Science Education |
| pages | 280–285 |
| numpages | 6 |
| keywords | faculty development, active learning, qualitative interviews |
| location | Minneapolis, MN, USA |
| series | SIGCSE ‘19 |