phase 1 study only but initial results show teacher interest in PRIMM method 80% of teachers stated that they were planning to use the PRIMM method, 13% said that they possibly would and only 7%said that they would not.

using PRIMM in schools, teacher surveys say clarity of structure. Help students build confidence and be okay making mistakes. Help lower-ability students achieve learning outcomes

Professors attitude to wikis and how opinions differ between demographics. Correlation between teachers' personal participation rate in the wiki environment and their perception of classrooms as student centered or teacher controlled

evaluation of open educational resources, questionnaires and interviews of chem lecturers, lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.

Roller and Zori did not find significantly different results on a national standardized exam

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.

The Medical-Surgical Nursing II POGIL and comparison groups had no significant differences in standardized national exam or final course grades.

Participants in the POGIL pedagogy had higher odds of passing a course and roughly performed 0.3 standard deviations higher on achievement measures than participants in standard lectures. In relative risk terms, POGIL reduced the risk of failing a course by 38%.

Students who make it go GenChem2 are more confident with chemistry ability regardless of previous teaching modality

Designing SI that specifically targets group practice, study skills, and emotional support holds promise for supporting equity and inclusion in the general chemistry classroom, raised course performance, course completion, and student mindset.

Evaluates CLUE, Mastering-SP, and POGIL curricula on universal design for learning checkpoints for making materials accessible for students with disabilities Guidelines for universal design for learning valuable for course design

The results show the importance of flipped classrooms in addition to collaborative support in active learning, emphasis on the importance of supporting educators in learning these new methods and how student attitudes relate to learning outcomes

Design and application of a flipped classroom in gen chem labs, uses handwritten annotations to support student learning but shows evidence of improving engagement and critical thinking

Challenges and insights on moving POGIL class to online setting in response to covid, emphasis on challenges for instructors, TAs and students and the role TAs have in engagement

Extent of effect of POGIL by comparing ACS percentile rankings and grade point averages to students using traditional teaching methods shows POGIL students showed greater grasp of content knowledge evidenced by higher final exam scores