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Getting Started with POGIL in CS Classes

CS-POGIL is a community effort to bring Process Oriented Guided Inquiry Learning to computer science education. Our work builds on the broader POGIL Project, which began in chemistry in the 1990s and has since expanded across STEM disciplines. CS-POGIL exists to:

  • Develop and share high-quality guided-inquiry activities for computer science
  • Support faculty adoption through workshops, mentoring, and research
  • Foster a welcoming community of educators committed to active learning

Whether you are new to POGIL or an experienced practitioner, we invite you to explore these materials, learn about the pedagogy, and join the CS-POGIL community. The Teaching Paper published on EngageCSEdu is a good starting point for those interested in adopting POGIL in computer science classes.

POGIL Pedagogy

POGIL is an acronym for Process Oriented Guided Inquiry Learning. It’s a student-centered, group-learning instructional strategy and philosophy developed through research on how students learn best. During a POGIL activity, students work in self-managed teams through a learning cycle of exploration, concept invention, and application. The instructor is not a lecturer, but rather an active facilitator who helps all students to be engaged and achieve the learning objectives. Students discover key concepts and construct their own knowledge while collaborating with others. Using team roles and other scaffolding, students develop process skills such as critical thinking, problem-solving, teamwork, AND written/oral communication. The instructor guides the process, creates opportunities for teams to report out, and offers additional support as needed.

Sample CS Activities

The EngageCSEdu repository also features several peer reviewed IntroCS-POGIL activities:

Acknowledgments

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Material on this website is based upon work supported by the National Science Foundation under grant numbers 1044679, 1626765, and 2216454. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.