POGIL is a student-centered instructional strategy that was developed by chemical educators in the late 1990s. In the following sections, the instructional structure and benefits of this practice are described. StructurePOGIL is based on social constructivist learning theory and therefore involves students' developing their conceptual un-Abstract Innovative, research-based instructional practices are critical to transforming the conventional undergraduate instructional landscape into a student-centered learning environment. Research on dissemination of innovation indicates that instructors often adapt rather than adopt these practices. These adaptations can lead to the loss of critical elements of the practice, which may affect its effectiveness. Process-oriented, guided-inquiry learning (POGIL) is a research-based instructional practice that has been widely disseminated for the past two decades. However, few studies have investigated practitioners' adaptations of POGIL and the impact of these adaptations on expected outcomes measured during recommended implementations of POGIL. In this study, we explore the impact of the implementation of POGIL in discussion sections of a general chemistry and an organic chemistry course on students' grades, retention, attitude toward chemistry, self-efficacy in chemistry, and attitude toward the learning environment provided in these courses. A quasi-experimental design was implemented and data were collected through valid and reliable surveys. Results indicate little to no impact on most measures, although positive trends favoring POGIL students were observed. Discussion of how this particular adaptation of POGIL could explain these results is presented, along with implications for research and practice.

Course-based undergraduate research experiences (CUREs) can introduce many students to authentic research activities in a cost-effective manner. Past studies have shown that students who participated in CUREs report greater interest in chemistry, better data collection and analysis skills, and enhanced scientific reasoning compared to traditional laboratory activities. Though self-reports are informative, performance measures are needed to evaluate CURE effectiveness objectively. The present study examines whether a CURE implementation at the United States Military Academy (by the Center for Authentic Science Practice in Education [CASPiE]) affects students' self-reported perceptions or critical thinking test scores. Students reported significant increases in their perceptions of learning through the laboratory, authentic scientific laboratory practices and interest in chemistry when compared to previous chemistry courses with traditional laboratory activities. Results also showed a significant increase in critical thinking scores, moderated by student perception of the authenticity of the laboratory activities.

Background: Being a successful peer-led team learning (PLTL) workshop leader involves developing content knowledge and workshop facilitation skills. These skills connected to being a peer leader, however, do not terminate at the end of one's undergraduate program. In fact, many former peer leaders denote having been a peer leader on their LinkedIn profile. This study examines the transferable skills that former peer leaders identified as being valuable in their current positions. We conducted semi-structured interviews with former peer leaders from varying disciplines, universities, ages, and years since being a peer leader. Results: Interview questions captured leadership experiences including successes and challenges of being peer leaders, roles and responsibilities, and specific transferable skills further developed by being peer leaders and how they are being utilized in the leaders' current position. Conclusion: Thematic analyses of these interviews indicate that former peer leaders recognize leadership skills, coping with many challenges (including not having the right answer), collaboration/teamwork skills, self-confidence, and problem-solving skills as being relevant and frequently used in their current work.