Brown, Patrick J.P. (2010). Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population. Advances in Physiology Education, September 2010, 34:150-155.
Hale, D., & Mullen, L.G. (2009). Designing Process-Oriented Guided-Inquiry Activities: A New Innovation for Marketing Class. Marketing Education Review, 19, 73- 80.
Eichler, Jack F., and Junelyn Peeples. "Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades." Chemistry Education Research and Practice 17.1 (2016): 197-208.
Villafane, S.M., Bailey, C.P., Loertscher, J., Minderhout, V., and Lewis, J.E. (2011). Development and Analysis of an Instrument to Assess Student Understanding of Foundational Concepts Before Biochemistry Coursework. Biochemistry and Molecular Biology Education, Vol. 39, No. 2, 102-109.
Lewis, S. E., & Lewis, J. E. (2008). Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer‐led guided inquiry. Journal of Research in Science Teaching, 45(7), 794-811.
Schroeder, J.D. & Greenbowe, T.J. (2008). Implementing POGIL in the Lecture and the Science Writing Heuristic in the Laboratory - Student Perceptions and Performance in Undergraduate Organic Chemistry. Chemistry Education Research and Practice, 9, 149.
Spencer, J.N., & Moog, R.S. (2008). The Process Oriented Guided Inquiry Learning Approach to Teaching Physical Chemistry. In M.D. Ellison & T.A. Schoolcraft (Eds.), Advances in Teaching Physical Chemistry: ACS Symposium Series 973 (pp. 268-279). Washington, D.C.: American Chemical Society.
Spencer, J.N. (2006). New Approaches to Chemistry Teaching. Journal of Chemical Education, 83, 528-535.
Hinde, R. J. & Kovac, J. (2001). Student Active Learning Methods in Physical Chemistry. Journal of Chemical Education, 78, 93-99.
Spencer, J.N. (2000). New Directions in General Chemistry: How Recent Research is Changing the Introductory Chemistry Course. In W.B. Bond (Ed.), Teacher’s Guide: AP Chemistry (pp. 1-9). New York: College Board Publications.
Farrell, J.J., Moog, R.S., & Spencer, J.N. (1999). A Guided Inquiry Chemistry Course. Journal of Chemical Education, 76, 570-574.
Spencer, J.N. (1999). New Directions in Teaching Chemistry: A Philosophical and Pedagogical Basis. Journal of Chemical Education, 76, 566-569.
Hanson, D., & Wolfskill, T. (1998). Improving the Teaching/Learning Process in General Chemistry.Journal of Chemical Education, 75, 143-147.
Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry: Electron Configurations from Experiment, Journal of Chemical Education, 73, 617-622.
Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry: Bonding and Molecular Geometry Without Orbitals – The Electron Domain Model. Journal of Chemical Education, 73, 623-627.
Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry: Ionization Energies, Electronegativity, Polar Bonds and Partial Changes. Journal of Chemical Education, 73, 627-631.
Gillespie, R.J., Spencer, J.N., & Moog, R.S. (1996). Demystifying Introductory Chemistry: An Approach to Reaction Thermodynamics through Enthalpies, Entropies, and Free Energies of Atomization. Journal of Chemical Education, 73, 631-636.
Kussmaul, Clifton, Helen H. Hu, and Tammy Pirmann. "Special Session: Helping Students to Develop Communication, Teamwork, and Other Process Skills with POGIL." Proceedings of the 47th ACM Technical Symposium on Computing Science Education. ACM, 2016.
Stegall, Stacy L., et al. "Evaluating the effectiveness of POGIL-PCL workshops." Chemistry Education Research and Practice 17.2 (2016): 407-416.
Becker, Nicole; Rasmussen, Chris; Sweeney, George; Wawro, Megan; Towns, Marcy; and Cole, Renee (2013), Explanations Grounded in the Particulate Nature of Matter: A Sociochemical Norm in a Physical Chemistry Class. Chemical Education Research and Practice, 14, 81-94. (http://pubs.rsc.org/en/content/articlelanding/2013/rp/c2rp20085f)
Muller, R. D. (2009). Transforming grants management: a strategic approach to improving performance and reducing burden. Journal of the National Grants Management Association, 17, 25-35.
Bunce, D.M., & Cole, R.S. (Eds.). (2008). Nuts and Bolts of Chemical Education Research. USA: Oxford University Press.
Lewis, S.E. & Lewis, J.E. (2008), Seeking Effectiveness and Equity in a Large College Chemistry Course: An HLM Investigation of Peer-Led Guided Inquiry. Journal of Research in Science Teaching, 45, 794-811.
Lewis, S.E., & Lewis, J.E. (2005). Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative. Journal of Chemical Education, 82, 135-139.
Lewis, S. E. & Lewis, J.E. (2005). The Same or Not the Same: Equivalence as an Issue in Educational Research. Journal of Chemical Education, 82, 1408-1412.
Costa, A. L., & Garmston, R. J. (1998). Maturing outcomes. Encounter: Education for Meaning and Social Justice, 11(1), 10-18.
Cross, K.P., & Steadman, M.H. (1996). Classroom Research: Implementing the Scholarship of Teaching. San Francisco, CA: Jossey-Bass, Inc.
Abdul-Kahar, Rosmila, et al. "Process Oriented Guided Inquiry Learning (POGIL) in Discrete Mathematics." 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016
Rasmussen, C., Zandieh, M., & Wawro, M. (2009). How Do You Know Which Way the Arrow Go? The Emergence and Brokering of a Classroom Mathematics Practice. In W.-M., Roth (Ed.),Mathematical Representation at the Interface of Body and Culture (pp. 171-213). Charlotte, NC: IAP - Information Age Publishing.
Carlson, M., & Rasmussen, C. (Eds.). (2008). Making the Connection: Research and Teaching in Undergraduate Mathematics Education. Washington, D.C.: The Mathematical Association of America.
Rasmussen, C., & Kwon, O. (2007). An inquiry oriented approach to undergraduate mathematics. Journal of Mathematical Behavior, 26, 189-194.
Rasmussen, C., Kwon, O., Allen, K., Marrongelle, K., & Burtch, M. (2006). Capitalizing on advances in mathematics and K-12 mathematics education in undergraduate mathematics: An inquiry-oriented approach to differential equations. Asia Pacific Education Review, 7, 85-93.
Walvoord, B.E., & Anderson, V.J. (2010). Effective Grading. San Francisco, CA: Jossey-Bass, Inc.
Eberlein, T. Kampmeier, J., Minderhout, V., Moog, R.S., Platt, T., Varma-Nelson, P. & White, H.B. (2008). Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL.Biochemistry and Molecular Biology Education, 36, 262-273.
Savory, P., Burnett, A., & Goodburn, A. (2007). Inquiry into the College Classroom: A Journey Toward Scholarly Teaching. Bolton, MA: Anker Publishing Company, Inc.
Abraham, M.R. (2005). Inquiry and the Learning Cycle Approach. In N.J. Pienta, M.M. Cooper, & T.J. Greenbowe (Eds.) Chemists’ Guide to Effective Teaching: Volume I (pp. 41-52). Upper Saddle River, NJ: Pearson Prentice Hall.
Spencer, J. N. (2001-2002, Winter). From Traditional to Radical: One Teacher’s Odyssey. Thought and Action: The NEA Higher Education Journal, pp. 93-100.
Hanson, D., & Wolfskill, T. (2001). LUCID – A New Model for Computer Assisted Learning. Journal of Chemical Education, 78, 1417-1424.
Hanson, D., & Wolfskill, T. (2000). Process Workshops – A New Model for Instruction. Journal of Chemical Education, 77, 120-129.
Duffrin, N., Dawes, W., Hanson, D., Miyazaki, J., & Wolfskill, T. (1998). Transforming Large Introductory Classes into Active Learning Environments. Journal of Educational Technology Systems, 27, 169-178.
Landis, C.R., Peace, G.E., Jr., Scharberg, M.A., Branz, S., Spencer, J.N., Ricci, R.W., Zumdahl, S.A., & Shaw, D. (1998). The New Traditions Consortium: Shifting from a Faculty-Centered Paradigm to a Student-Centered Paradigm. Journal of Chemical Education, 75, 741-744.
Angelo, T.A., & Cross, K.P. (1993) Classroom Assessment Techniques:A Handbook for College Teachers (2nd ed.). San Francisco, CA: Jossey-Bass, Inc.
The POGIL Project
Moog, R.S., Creegan, F.J., Hanson, D.M., Spencer, J.N., Straumanis, A., Bunce, D.M., & Wolfskill, T. (2009). POGIL: Process-Oriented Guided-Inquiry Learning. In N.J. Pienta, M.M. Cooper, & T.J. Greenbowe (Eds.) Chemists’ Guide to Effective Teaching: Volume II(pp. 90-107). Upper Saddle River, NJ: Prentice Hall.
Moog, R.S., & Spencer, J.N. (Eds.). (2008). Process-Oriented Guided Inquiry Learning: ACS Symposium Series 994. Washington, D.C.: American Chemical Society.
Maurer, T. (2012). Adapting Process-Oriented Guided-Inquiry Learning (POGIL) to Family Science. National Council on Family Relations Report, Volume 57 (Issue 2), F29-F30. Retrieved from http://www.ncfr.org/ncfr-report/focus/teaching-family-science/pogil
Maurer, T. (2014). Process-Oriented Guided-Inquiry Learning in Financial Literacy Education. The Forum for Family and Consumer Issues, Volume 19 (Issue 1), 1-17.
Soltis, R. (2015). The Use of POGIL Teaching Strategy Increases Student Learning of Basic Pharmacology Concepts. The FASEB Journal, Volume 29 (Issue 1).
Vacek, J. (2011). Process Oriented Guided Inquiry Learning (POGIL), A Teaching Method From Physical Sciences, Promotes Deep Student Learning in Aviation. Collegiate Aviation Review,Volume 29 (Issue 2), 78-88.