“…Part of the impetus for developing this exercise was our belief that open-ended, design- and discovery-based learning closely models the true nature of chemical research, where troubleshooting and experimental failure are critical elements of the process often overlooked in traditional laboratory experiences. More, troubleshooting in the context of this type of peer-led team learning has been shown to promote cognitive flexibility, critical thinking, and communication skills and is especially prevalent in instrumental analysis courses. − Though pedagogically valuable, this format of teaching and learning in the chemistry curriculum will almost always lead to unexpected outcomes, experimental challenges, and, sometimes, student frustration. However, the design-based learning framework of this exercise explicitly and intentionally forefronted student team ownership in the troubleshooting process since the team was central to the very design of both the instrument (device) and the experiment.…”