The Online Program of events for the 2025 AMS-SMT Joint Annual Meeting appears below. This program is subject to change. The final program will be published in early November.
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Developing a Student-Centered Approach to Classroom Learning
Time:
Thursday, 06/Nov/2025:
2:15pm - 3:45pm
Location: Boundary Waters Ballroom C-D
Session Topics:
AMS, SMT
Presentations
Developing a Student-Centered Approach to Classroom Learning
Chair(s): Ashley Marian Pribyl (Roosevelt University) , Sidney Boquiren (Adelphi University)
Presenter(s): Ashley Pribyl (Roosevelt University) , Sidney Boquiren (Adelphi University)
Teaching and learning styles have changed drastically over the past decade. Pedagogical models that most professors encountered during their own studies do not adequately address the needs of today’s students. Furthermore, professors are often being asked to do more with less: bigger class sizes, multiple majors or disciplines within classes, and less resources for teaching over all.
This workshop addresses these growing issues in the field by presenting a pedagogical approach known as Process Oriented Group Inquiry Learning (POGIL). Developed first in chemistry, POGIL involves students working together in small teams of 3-4 members to closely investigate a “model,” from which they uncover and learn course concepts. Using the learning cycle and assigning specific roles to students, the POGIL classroom is more structured than basic small group work. POGIL is a student-centered pedagogy and has been proven to increase retention of content and develop soft skills such as collaboration and communication. Flexible in content and format, POGIL can also be used in a variety of teaching contexts, from content specific to general education courses, and including a range of class sizes (up to 200+ students).
The facilitators of this workshop are adapting POGIL for humanities and performing arts courses, especially for courses with students who come from a variety of majors, experiences, and backgrounds. The workshop begins by having participants work through an exercise that uses a POGIL model. We will then share how we use this teaching method in our own classrooms. Finally, we will end by discussing how POGIL can be adapted and used in a variety of classrooms.
