1. Organic/Biochemistry Course Using POGIL Based Materials Colleen Conway Mount Mary College Milwaukee, WI

2. Mount Mary College Small Urban Women’s College About 1700 students Traditional and non-traditional students 90% of students on financial aid/scholarships

3. Organic/Biochemistry class This is the second chemistry course for dietetics and nursing students 1 semester course 3 hours lecture + 2 hours lab per week Material covered About ½ is organic chemistry About ½ is biochemistry These topics are interspersed Textbook was Denniston, Topping, and Caret, Principles and Applications of Organic and Biological Chemistry

4. My POGIL Journey 2004 BCCE – POGIL Workshops Year 2004-2005 - Added some POGIL to Organic/Biochemistry Course  Exercises mostly for the organic portion of the course Summer, 2005 – POGIL Workshop on Writing Materials Year 2005-2006 - No lecture – all POGIL in Organic/Biochemistry Course  Added POGIL exercises for all biochemistry

5. POGIL method adopted due to challenge of non- chemistry students One hour of lecture was given to POGIL in Year 2004-2005 Last hour of lecture was given to POGIL in Year 2005-2006 Tests and quizzes - same format and content POGIL materials were NOT graded

6. POGIL materials Topics covered in 2004-2005 Alkenes Alcohols Aldehydes and ketones Carboxylic acids Sugars Expansion of topics in metabolism in 2005-2006 – glycolysis, gluconeogenesis, Citric Acid Cycle, Electron Transport System

7. Non-POGIL Year 2003-2004 2 hours of lecture 1 hour of Problem Based Learning 2 hours of lab POGIL Year 2004-2005 1 hour of lecture 1 hour of Problem Based Learning 1 hour of POGIL 2 hours of lab POGILYear 2005-2006 1 hour of Problem Based Learning 2 hours of POGIL 2 hours of lab

8. Comparison of grade distributions with and without POGIL using Chi Square Test Comparisons were Fall to fall for 2004 and 2005 Spring to spring for 2005 and 2006 Also for the whole year – fall and spring data combined Is there any significant difference in learning?

9. Comparison of Grade Distribution of Non-POGIL (Fall, 2003) and POGIL Classes in Fall, 2004 and 2005

10. Chi Square Results There is a significant difference between the Non-POGIL and Fall, 2004 POGIL Classes There is no significant difference between Non-POGIL and Fall, 2005 POGIL Classes There is a significant difference between Non-POGIL and both Fall Classes Combined

11. Comparison of Non-POGIL (Spring, 2004) and POGIL Classes in Spring, 2005 and 2006

12. Chi Square Results There is a significant difference between Non-POGIL and Spring, 2005 POGIL Class There is a significant difference between Non-POGIL and Spring, 2006 POGIL Classes There is a significant difference between Non-POGIL and both Spring POGIL Classes

13. Comparison of Grade Distribution for Non-POGIL (2003-2004) and POGIL Classes 2004-2005 and 2005-2006

14. Conclusions Grade distribution using POGIL shifted to higher grades There is a significant difference using the Chi Square test between the Non- POGIL and the POGIL classes

15. Comments by students about POGIL based materials “I liked this method of learning.” “This helped me to understand the material.” “They helped me apply what we were learning.” “I honestly think this is the best way for me to understand material.” “I could ask questions if I didn’t understand and classmates helped.”

16. Thanks to POGIL workshops and personnel Mount Mary College Dr. Angela Sauro Dr. Patty Ahrens conwayc@mtmary.edu

17. Normalized Grade Distribution of Non-POGIL and Fall, 2004 POGIL Classes

18. Normalized Grade Distributions for Non-POGIL and Fall, 2005 POGIL Classes

19. Normalized Grade Distribution for Non-POGIL and Spring, 2005 POGIL Classes

20. Normalized Grade Distribution of Non-POGIL and Spring, 2006 POGIL Classes