Process Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to a larger group.

Guided Inquiry Learning with Technology (GILT) is web platform designed to facilitate interactions within student teams and to support instructor-team interactions. This study explored introductory computing student perceptions of GILT and its impact on a variety of pedagogical areas. While overall response to GILT was quite positive, student comfort using GILT was highly correlated with their perceptions of its impact and even on their judgement of the course's value. Implications of these findings are discussed as are future steps for the research.

Numerous studies have shown that active learning and student-centered pedagogies lead to better student outcomes, such as higher grades, enhanced self-efficacy, and an increased sense of belonging. These outcomes are closely linked to higher levels of student engagement. To better understand the relationship between student engagement and pedagogical approach, our research documents what actually happens in CS1 classes that implement active learning. This paper presents a case study of two instructors, at different undergraduate institutions, teaching with Process Oriented Guided Inquiry Learning (POGIL) and Interactive Lectures. Using structured classroom observations and student surveys, we measure the engagement of the same students in different class periods taught by the same instructor. Our study investigates the differences and similarities in self-reported and observed student behaviors, as well as observed instructor behaviors. We examine how instructor behavior impacts student behavior. The results show significant differences in observed instructor and student behaviors based on the pedagogical approach. In class periods where instructors spoke more, students were more inclined to watch or listen rather than actively work or discuss, coupled with higher levels of student distraction. Our results provide insight into how specific teaching practices can lead to more engaging classrooms and better student outcomes.

From 2017-2022, our research project supported faculty at higher-ed institutions in the United States to adopt POGIL in CS1 courses. The faculty participated in summer workshops and mentoring groups during the academic year. At the end of each term, the faculty submitted a summary of their students' grades to the research team. This paper presents a Bayesian analysis of the student grades using a hierarchical ordinal logistic regression model. The data included the number of A, B, C, D, F, and W grades, disaggregated by gender and race, for all students enrolled in the course. In addition to each POGIL term, faculty submitted grades for one or two previous terms when they taught the same course without POGIL. Most faculty observed an improvement in student pass rates in the second and third term after they began teaching with POGIL. We present detailed visualizations of grade distributions from 25 faculty, along with the results of the statistical analysis. Our model suggests that CS1 faculty adopting POGIL can expect to see a modest increase of A grades and a modest decrease of DFW grades. However, the grades of Black, Hispanic, and Indigenous students decreased slightly, especially in the first term faculty taught with POGIL. The results of this study demonstrate the importance of gender and racial analysis in evaluating pedagogical approaches.

This virtual workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, to find activities for CS1, CS2, and other courses.

This poster presents a model for supporting prospective authors of POGIL (Process Oriented Guided Inquiry Learning) activities for computer science courses. 36 participants knowledgeable about POGIL attended a virtual kickoff event in May 2022 and many chose to participate in a POGIL Activity Writing Retreat in June 2022. By the end of the summer, 29 different authors drafted 73 activities in nine different areas of CS. 62 activities were revised until approved by the program as high-quality POGIL activities ready for classroom testing, doubling the number of peer-reviewed POGIL activities in CS. This model of supporting instructors as they write POGIL activities has been so successful that the POGIL Project is considering adopting it for the future. The poster shares links to the CS POGIL activities (http://cspogil.org) and summarizes lessons learned from the Activity Writing Program that would be useful for supporting authors of other forms of learning activities.

Employers regularly list teamwork as one of the most desirable skills they are seeking in college graduates. This paper describes a study about the effect of teamwork on student learning and classroom culture in a CS1 college class. In Fall 2021, an experienced college professor taught with POGIL for the first time in three sections of CS1. In two sections, students completed the POGIL activities in teams. In the third section, students completed the same POGIL activities individually. This study was then repeated in Spring 2022. In the fall semester, we observed a noticeable effect on classroom culture but no differences in student learning. In the spring semester, students in the sections with POGIL teams performed better on quizzes and programming assignments than those in the section where students worked individually. We discuss the implications of these results on collaborative learning in CS courses and the importance of student teams for faculty adopting POGIL.

This workshop introduces Process Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach that has been shown to improve student performance significantly. Workshop participants will work through POGIL activities as students and complete meta-activities designed to introduce core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses. For more information, see http://IntroCSpogil.org and http://pogil.org, where you will find activities for CS1, CS2, and other courses.

To encourage and support faculty to adopt active learning pedagogies, we need to understand: (1) what faculty perceive as the challenges and benefits of adoption; and (2) how professional development and support affect faculty adoption. This paper describes a project to provide professional development and support for faculty planning to adopt POGIL in their introductory CS classes. Process Oriented Guided Inquiry Learning (POGIL) is an evidence-based, student-centered pedagogy that focuses on developing both content knowledge and process skills. Using workshop evaluations, interviews, and an end-of-term survey, we found that participating faculty appreciated the additional training, learning materials, and mentoring. They reported that they implemented most key elements of POGIL and that POGIL enhanced student engagement and learning. Key challenges include the time required to complete in-class activities, cover course content, and prepare for activities. These results should help to improve professional development for faculty who want to adopt evidence-based strategies to improve student outcomes.

For the past ten years, computer science instructors have adopted Process Oriented Guided Inquiry Learning (POGIL). Other STEM disciplines have shown conclusively that POGIL impacts student learning and knowledge retention. However, most research about POGIL in computer science has focused on perceptions and experiences, not learning outcomes. In this study, we examined the influence of POGIL on student learning in CS1. We collected data from all sections of CS1 at the same institution. Four of the faculty implemented POGIL, and three taught with other active methods. The learning data included pre and post assessments, midterm and final exams, and a retention test at the beginning of the next course. Students also completed three surveys about their prior programming experience, sense of belonging, and perceptions of teamwork. We used multiple regression to analyze the relationship between the survey data and learning outcomes. Our results show that students in the POGIL sections outperformed students in the other sections. POGIL students scored higher on the post-test, and a higher proportion of them met the grade requirement to progress to the next course. After the five-week winter break, POGIL students had higher and more consistent scores on the retention test. These results provide evidence that POGIL can be very effective as an instructional technique in computer science.

Technology has the potential to improve the quality and scalability of education. Guided Inquiry Learning with Technology (GILT) studies how web-based collaborative tools can support Process Oriented Guided Inquiry Learning (POGIL) and other forms of social constructivism. This paper describes data visualization features to help instructors monitor the progress of student teams and facilitate learning, through the use of summary tables, timelines, Sankey diagrams, and word trees.

Process Oriented Guided Inquiry Learning (POGIL) provides structures for successful collaborative student learning that are readily adapted for synchronous online classes. This work presents examples of how experienced POGIL instructors transitioned to online classes, and describes best practices from POGIL that are easy for CS instructors to adapt to facilitate effective collaborative learning in online classes. Successful online collaborative learning requires more structure than in-person collaborative learning, and POGIL roles and activities can provide that structure.

Broadening participation in computing touches every aspect of the undergraduate experience. This special session highlights the initiatives undertaken by NCWIT Academic Alliance members who are working to broaden participation in computing. A mix of 3-minute lightning talks, review of resources, and Q&A will provide attendees opportunities to create connections and grapple with implementation issues at their institution. This special session is a reprise of a well-reviewed session from the NCWIT Summit, and will introduce strategies for admission to major, curriculum, pedagogy, teaching assistant selection, and undergraduate research.

Prior research has shown that a sense of belonging is very important for students to continue in their field of study. This is particularly true for minoritized students in introductory CS courses. The methods used so far to study sense of belonging in CS have been qualitative or have used a small number of survey items. In this paper, we validate a large 30-item survey originally developed for Mathematics. We collected data from 21 institutions, with 30 faculty and 1165 survey responses. We present a factor analysis for the survey to highlight how it measures factors like 'Membership', 'Acceptance', 'Affect', 'Trust' and 'Desire to Fade'. We measured the students' sense of belonging using the survey and found that it correlates with their learning and their interest to pursue more CS courses. These correlations were nuanced based on students' gender, race, and the type of learning environment. We found that for minoritized students in particular, the interest to pursue CS courses was more correlated with their sense of belonging. A type of learning environment we examined was Process Oriented Guided Inquiry Learning (POGIL). We studied the differences in sense of belonging between POGIL and non-POGIL classrooms. Although we did not find a significant difference in overall sense of belonging at the factor level, we did find significant differences when we examined at the item level. These results shed light about nuances in students' sense of belonging in CS POGIL classrooms when compared to other approaches.

Collaborative learning actively engages students in the learning process while developing professional skills that employers seek. Approaches such as Pair Programming and Peer Instruction have been shown to improve student outcomes in computer science. Process Oriented Guided Inquiry Learning (POGIL) is another col- laborative learning approach that aims to develop students' mastery of discipline-specific concepts as well as 'process skills' like com- munication, teamwork, and critical thinking. This paper examines students' perceptions of their content learning and process skills in courses that recently switched to POGIL. We explore the re- lationship between those perceptions, self-efficacy, and learning performance. Our results show that students have positive views about their teamwork, developing skills to work with others, and thinking through a problem. However, self-efficacy is the only sig- nificant predictor of their learning. We discuss the implications of these results for using POGIL and other collaborative learning in CS courses, and identify directions for future work.

Process skills (also known as professional skills, lifelong learning skills, workplace skills, transferable skills, or soft skills) are an important aspect of computer science education. Learning objectives for computer science courses often include the development of process skills like critical thinking, problem solving, and teamwork, but many instructors struggle with how to encourage and measure the development of these skills. This special session will introduce detailed rubrics for assessing process skills in a manner that will model POGIL (Process Oriented Guided Inquiry Learning) facilitation techniques. Presenters will demonstrate how to use one set of these rubrics in an active learning classroom (i.e., POGIL) to provide students with feedback. The other set of rubrics assess process skills on student work and can be used with any classroom. Attendees will leave the session with a better understanding of key process skills in computer science, how to assess student interactions and student work for these skills, and how a POGIL classroom facilitates the development of critical thinking, information processing, and teamwork. This special session will appeal to any K-12 teacher or college instructor interested in developing students' process skills in a computer science class.

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.

his workshop introduces Process-Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-4 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach, and has been shown to significantly improve student performance. Workshop participants will work through POGIL activities as students, and work through POGIL meta-activities that are designed to help teachers learn core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses and concepts. For more information (including activities for CS1, CS2, and other courses), see http://IntroCSpogil.org and http://pogil.org. Laptops optional.

As a form of active learning, POGIL (Process Oriented Guided Inquiry Learning) engages students by grouping them in teams to work collaboratively through activities and construct their own understanding of computer science content. POGIL activities are carefully designed to foster student learning by guiding students through a learning cycle of exploration, concept invention and application. Computer science assignments typically emphasize application questions and problems, where students are expected to apply the new concept to different applications (e.g., writing multiple programs involving while-loops). In contrast, POGIL activities require students to first explore a model, possibly by asking critical thinking questions about some code and its output, before leading students to recognize patterns in the model, thereby helping them to form a better understanding of the new CS concept. Only after students have explored and developed an understanding of the concept, do the POGIL activities proceed to more traditional application questions. Studies of POGIL's effectiveness in STEM classrooms have generally found that (1) attrition is lower for POGIL than for traditional courses; (2) content mastery is greater than for traditional instruction; (3) students prefer POGIL over traditional methods; (4) students have more positive attitudes about the course and the instructors; and (5) learning skills appear to improve during the course. These advantages have drawn many Computer Science instructors to adopt POGIL in their classrooms, but very few instructors are developing POGIL activities for Python, even though Python lends itself well to learning cycle questions as an interpreted language. All CS instructors, but especially Python instructors, can benefit from adding exploration and concept invention questions to assignments before asking application questions.The growing popularity of Jupyter Notebooks makes it even easier for instructors to embed learning cycle questions in Python (or any other Jupyter supported programming language). This special session will provide SIGCSE attendees the opportunity to experience a CS POGIL activity for themselves, before introducing attendees to the learning cycle. Attendees will be view several examples of exploration and concept invention questions, which should be helpful to anyone creating CS assignments, not just POGIL instructors. The presenters will provide a short tour of two collections of POGIL activities in Python before the question and answer period.

This poster describes a new CS1 course on Computation & Cognition (C&C), targeted at students in psychology, neuroscience, and biology. In C&C, students learn to create and use software to imitate, model, or study processes in the brain. Topics include software development, control structures, data types, and testing, as well as key ideas in experimental design, stimulus presentation, searching, natural language processing, genetic algorithms, and neural networks. Thus, C&C enriches student understanding of content in their majors, and develops programming and computational skills in a relevant context, which should enhance subsequent research projects and career outcomes. C&C was developed with support from a 2015 Google CS Engagement grant, and incorporates research-based practices that improve student learning and help broaden participation in computing. In particular, C&C uses Process Oriented Guided Inquiry Learning (POGIL) (http://pogil.org), in which student teams work on classroom activities that are specifically designed to guide them to construct their own understanding of key concepts, and to develop process skills such as communication, critical thinking, problem solving, and teamwork. C&C also uses PsychoPy (http://psychopy.org), a FOSS tool to run psychology experiments with two interfaces -- the Builder GUI to design experiments, and the Coder IDE to write Python code. The first offering of C&C was small (3 female, 3 male) with strong ratings for the course overall, and for increasing student interest in the subject matter. In the future, we hope to add experimental paradigms and techniques, and engage more students from diverse backgrounds.

This workshop introduces Process-Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-5 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach, and has been shown to significantly improve student performance. Workshop participants will work through POGIL activities as students, and work through POGIL meta-activities that are designed to help teachers learn core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses and concepts. For more information, see http://cspogil.org and http://pogil.org, including activities for CS1, CS2, and other courses. Laptops optional.

In recent years, there has been a dramatic increase in computer science undergraduate research activities at colleges and universities nationwide. Developing and maintaining undergraduate research benefits students, faculty mentors, and the institution. Incorporating a research culture along with a sound academic foundation enables students to develop independent critical thinking skills along with effective oral and written communication skills. However, we are in a time when budgets are being tightened and some institutions do not have the resources to pursue such initiatives. Traditionally research focused universities (like R1) have access to various large funding sources to host Research Experience for Undergraduate (REU) programs. R1 universities have established records of accomplishment for innovative research and the faculties at R1 institutions have lab infrastructure to blend such activities for undergraduate students. However, non-R1 institutions (like community colleges, undergraduate, masters, and to some extent R2 institutions) lack resources, lab infrastructure and above all a track record for innovative research that makes it hard for them to obtain funding to host an REU program. Thus, in this panel, our goal is to present ideas for establishing a track record and building an internally and externally funded Undergraduate Research experience (UR), particularly for non-R1 institutions. This involves obtaining funds to conduct the research and to secure travel funds to disseminate research results.

Students in computer science and related disciplines need experience with larger software projects. This paper describes a sequence of assignments for CS2 that guide students to develop a text-based adventure game. These assignments seek to increase motivation, provide context for core topics, and explore some of the challenges associated with larger projects. This paper also describes forms of support and scaffolding to make such projects more effective, and describes lessons learned for faculty seeking to adapt or create their own extended assignments.

This paper presents an analysis of CS faculty perceptions of the benefits of POGIL, the obstacles to POGIL adoption, and opportunities for professional development. Participants strongly agreed that with POGIL, students are more engaged and active, develop communication and teamwork skills, and have better learning outcomes. The largest perceived obstacle was lack of preparation time; other obstacles included availability of relevant POGIL activities and pressure to cover more content. Participants expressed a desire for further training and mentoring beyond workshops. Our data analysis also considers bivariate associations and interactions. The results should help to improve professional development for CS faculty adopting evidence-based strategies, and thereby help more CS students to be successful.

This workshop is for anyone who teaches CS, and introduces process-oriented guided inquiry learning (POGIL) in computer science. In a POGIL classroom, teams of 3-5 learners work on activities with active facilitation by the teacher. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. In a POGIL classroom, the teacher is not a lecturer, but a facilitator who helps to ensure that all students are engaged and able to achieve the learning objectives. POGIL activities have a particular structure based on learning cycles. POGIL is a research-based instructional strategy, and studies show that it can significantly improve student performance. Workshop participants will work through POGIL activities as students. Participants will also work through meta-activities that use POGIL and are designed to help teachers learn core POGIL concepts, practices, and benefits. POGIL materials for a variety of CS concepts will be shared. More information is available at http://pogil.org and http://cspogil.org, including sample activities for CS1, CS2, and other courses. Laptops optional.

Employer surveys and other sources indicate that CS students need process skills such as communication, teamwork, critical thinking, and problem solving. Further, the AP CS Principles practices include communicating and collaborating. POGIL (Process Oriented Guided Inquiry Learning) can be used to teach these process skills in high school or college courses. Instead of sitting in lecture or working together with minimal guidance, student teams work through POGIL activities to discover concepts on their own, while the instructor circulates and facilitates learning of key concepts and the development of process skills. Structured roles help students learn to communicate and work in teams more effectively. In this special session, attendees will experience a POGIL activity, learn how process skills are developed and reinforced by POGIL (through a POGIL meta-activity), and see the range of activities available at http://cspogil.org. We will share POGIL activities and discuss how POGIL can transform CS classes at all levels, from high school to graduate-level classes, from small schools to large universities.

Process-Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop process skills such as communication, teamwork, problem solving, and critical thinking. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown that students in POGIL classes do better on common exams and in subsequent courses. For more information, see http://cspogil.org and http://pogil.org. This BOF will (1) enable people unfamiliar with POGIL to ask questions and learn more, and (2) bring together experienced POGIL practitioners to share experiences, concerns, ideas, and insights. As in a POGIL classroom, we will discuss topics in small teams and report out to the larger group.

POGIL (Process Oriented Guided Inquiry Learning) is based on the principle that students learn more when they construct their own understanding. Instead of attending lecture, student teams work through POGIL activities to discover concepts on their own, while instructors circulate and facilitate learning. Students learn the material better, and this constructivist approach also teaches them important process skills, including critical thinking, team work, and leadership. In this special session, SIGCSE attendees will experience a POGIL activity for themselves, learn about the structure of POGIL activities (through a POGIL meta-activity), and hear perspectives from teachers who recently adopted POGIL activities available at http://cspogil.org. We will share classroom-tested guided inquiry activities and discuss how POGIL can transform CS classes at all levels, from high school to graduate-level classes, from small schools to large universities.

Process-Oriented Guided Inquiry Learning (POGIL) is a research-based instructional strategy with a proven history across STEM disciplines. In a POGIL classroom, teams of students work on activities that are specifically designed to guide them to construct their own understanding of key concepts. At the same time, students develop key process skills such as communication, teamwork, problem solving, and critical thinking. For example, an activity might start with a simple game, and questions would guide teams to identify, analyze, and compare algorithms to play the game, leading them to develop techniques and identify issues and tradeoffs. POGIL incorporates practices shown to be particularly helpful for students from underrepresented populations. In a POGIL classroom, teachers are facilitators, not lecturers. Multiple studies have shown the students in POGIL classes do better on common exams and in subsequent courses.

No abstract available.

This workshop is for anyone who teaches CS, and introduces process-oriented guided inquiry learning (POGIL) in computer science. POGIL is based on learning science, and shares characteristics with other forms of active, discovery, and inquiry learning. In a POGIL classroom, teams of 3-5 learners work on instructor-facilitated activities. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and meta-cognition, learners develop process skills and individual responsibility. Studies show that POGIL can significantly improve student performance. POGIL has particular potential for CS education. Software development is largely a team-based problem-solving activity, and POGIL helps students to learn from each other and develop problem-solving abilities as well as important team process skills. POGIL has been developed and validated over the last 15 years in a range of STEM disciplines. The workshop consists primarily of hands-on team activities. Workshop participants will experience POGIL activities, learn core practices, and draft activity pieces. POGIL materials for a variety of CS concepts will be shared. More information and materials are available at http://cspogil.org and http://pogil.org, including sample activities for CS1, CS2, and other courses. Laptops optional. This material is based upon work supported by the National Science Foundation under grant DUE-1044679.

POGIL activities are carefully designed to guide students to discover and explore concepts while encouraging students to practice process skills (e.g., team work, leadership and problem solving). Many college instructors have written POGIL activities for CS 1, CS 2, Software Engineering and other upper division CS classes (http://www.cspogil.org). High school teachers are also writing POGIL activities for the AP Principles course. This BOF is an opportunity for educators to share POGIL activities and ideas for improving group dynamics and encouraging reflection. We welcome everyone interested in learning more about POGIL and will provide information on regional POGIL workshops.

This workshop is for anyone who teaches CS, and introduces process-oriented guided inquiry learning (POGIL) in computer science. POGIL is based on learning science, and shares characteristics with other forms of active, discovery, and inquiry learning. In a POGIL classroom, teams of 3-5 learners work on instructor-facilitated activities. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and meta-cognition, learners develop process skills and individual responsibility. Studies show that POGIL can significantly improve student performance. POGIL has particular potential for CS education. Software development is largely a team-based problem-solving activity, and POGIL helps students to learn from each other and develop problem-solving abilities as well as important team process skills. POGIL has been developed and validated over the last 15 years in a range of STEM disciplines.

POGIL (Process Oriented Guided Inquiry Learning) is a type of learning based on the principle that students learn more when they construct their own understanding. Rather than teaching by telling, POGIL instructors provide activities that guide students to discover concepts on their own. Students work in groups, encouraging them to discuss their findings with their peers. Not only do students learn the material better, but the very process of discovery teaches them to be better problem solvers. This special session will provide SIGCSE attendees the opportunity to experience a POGIL activity for themselves. The presenters will share guided inquiry activities tested in our classrooms. We will discuss ways that POGIL may be used to transform computer science classes at all levels, from high school to graduate-level classes, from small schools to large universities.

This paper describes an ongoing project to develop activities for computer science (CS) using process oriented guided inquiry learning (POGIL). First, it reviews relevant background on effective learning and POGIL, compares POGIL to other forms of active learning, and describes the potential of POGIL for CS. Second, it describes a sample POGIL activity, including the structure and contents, student and facilitator actions during the activity, and how activities are designed. Third, it summarizes current progress and plans for a NSF TUES project to development POGIL materials for CS. Finally, it discusses student feedback and future directions.

Participating in free and open source software (FOSS) has numerous benefits for students (and faculty), and there is increasing interest in encouraging such participation. There is a broad range of possible contributions to FOSS projects including documentation, testing, coding, and more. This range allows people with a variety of backgrounds, including little or no CS background, to contribute to a FOSS project. This poster describes the status of a project to identify and categorize learning activities that contribute to FOSS. During Spring 2011, an NSF-sponsored workshop on student participation in humanitarian FOSS for the SoftHum project brought together a group of experienced FOSS developers, faculty, and students. One result of this workshop was a list of nearly 100 learning activities that could contribute to FOSS projects and provide meaningful experiences for students and faculty. We were surprised by the variety of results. Some of the activities have been used successfully or are variations of familiar learning activities; others are ideas that seem promising but require further development and validation. We are experimenting with individual activities, and seeking colleagues interested in doing likewise. We are also mapping the learning activities onto Computer Science Curriculum 2008 to make it easier for faculty to identify relevant activities and map them to course or program learning objectives. The poster briefly summarizes relevant background, describe the process used to identify appropriate activities and provide examples of activities and their mappings.

This paper describes an investigation of ways to use wikis to support and improve reading, writing, and related skills. The primary objective is to develop activities that can be adapted to a variety of settings. The paper describes a set of successful activities, and discusses the effects of using a wiki, lessons learned, and future directions.

Agile approaches to software development share a particular set of values [2,4]:

No abstract available.

No abstract available.