This is a team-based classroom activity designed for Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together to learn about how addresses on the internet works by comparing the IP addresses on the internet to SSNs for people and domain names to postal addresses and more. This is part three of a three-part series on POGIL Internet. Click to review the preceding lessons (Internet I, Internet II)

The attached files are the student versions of Internet III. Please contact the author (Clif Kussmaul, clif@kussmaul.org) for teacher versions with solutions and additional information. Also see instructor information in the activity.

This is a team-based classroom activity designed for Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together to learn about how data moves on the internet by comparing it to vehicles on a highway system. The also explore the concept of Net Neutrality. This is part two of a three-part series of POGIL exercises on the Internet. Click to review the preceding (Internet I) and and subsequent (Internet III) assignments.

The attached files are the student versions of Internet II. Please contact the author (Clif Kussmaul, clif@kussmaul.org) for teacher versions with solutions and additional information. Also see instructor information in the activity.

This is a team-based classroom activity designed for Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together to learn how search engines work and interface with the internet, and how to use search engines more effectively. 

This is part two of a two-part series on POGIL Search. Part I can be found here. The attached file is the student version of the activity. Please contact the author (Clif Kussmaul, clif@kussmaul.org) for the teacher versions with solutions and additional information.

This is a team-based classroom activity designed for Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together to learn about the Internet’s structure by comparing it to a city and abstracting it to graphs, comparing highways and streets to demonstrate bandwidth, and explaining what ISPs are. This is part one of a three part series on POGIL Internet. The subsequent lessons can be found here: Internet II and Internet III.

The attached files are the student versions of Internet I. Please contact the author (Clif Kussmaul, clif@kussmaul.org) for the teacher versions with solutions and additional information.

This is a team-based classroom activity designed for Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together--and offline--to explore how text searches work using the classic poem, The Blind Men and the Elephant, as the search target. Groups work through different search approaches to better understand how computers search through text.

This is part one of a two part series on POGIL Search. Part II can be found here. The attached file is the student version of the activity. Please contact the author (Clif Kussmaul, clif@kussmaul.org) for the teacher versions with solutions and additional information.

In this assignment students work as a team to develop chapters of a story where the first and last sentence of the chapter is prescribed. Students first work independently developing their own chapter and then work collaboratively to identify and resolve logical inconsistencies in the chapters in order to produce a final coherent story.  This exercise will allow students to practice problem decomposition, abstraction, and evaluation, and also debugging and testing.

This exercise was developed as part of the NSF-funded Computational Creativity project at the University of Nebraska-Lincoln.

This Teaching Paper is an introduction to how to do POGIL in an introductory computing classroom. POGIL is an evidence-based instructional strategy that incorporates collaborative learning practices that can be useful for creating inclusive student community that can benefit students from traditionally underrepresented populations. In a POGIL classroom, student teams work on activities that are specifically designed to guide them to discover and understand core concepts (the guided inquiry) together.

Students will be required to clearly describe the functions of an ordinary object they may use daily, as if they were the inventor of the object. This exercise will allow students to practice problem decomposition, abstraction, algorithmic thinking, and evaluation; as well as, modular programming and encapsulation. To encourage practice, this exercise fosters creativity; asking students to look at the objects in new ways, such as examining the object’s environment and considering its usage. Students work together to develop teamwork skills.

This exercise was developed as part of the NSF-funded Computational Creativity project at the University of Nebraska-Lincoln.

This lab is done in a course that teaches the basics of computational problem solving by exposing students to the building blocks of programming: variables, looping, branching, functions, arrays, etc. The goals of this assignment are (1) to reinforce CS concepts from class and (2) to introduce students to basic hardware components. Using an Arduino clone kit and ultrasonic sensor, students work together to build a pumpkin that flashes LED(s) and makes noise. This project is done in fall semester and is timed to align with Halloween. 

In this lab students are to create a program in which the user interacts with virtual pets with different needs. Students are first asked to plan and design classes in the form of ADT's with their fellow classmates. Once they are designed, students are asked to work individually to implement the classes.