This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in tradi- tional lectures, students work in teams to complete worksheets that guide them through the process of learning. The instructor’s role in this class is to act as a facilitator of learning. In this way students are actively engaged in processing the information and have the opportunity to utilize and develop important skills such as teamwork, communication, and critical thinking. Assessment of this approach was conducted using formal and informal qualitative data, which revealed important elements of implementation that are needed in order to improve student learning when using this approach.
ELLIOT P. DOUGLAS