In the past decade, the pedagogic gains of PLTL have been well documented and can be attributed to reciprocal teaching and group learning among other reasons.  Despite its success and wide adoption, peer-led activities have been mostly used in a workshop-like complement to lectures.  With the development of undergraduate research modules in teaching laboratories using the CASPiE model, we saw an opportunity to both approaches to develop a Peer-Led Undergraduate Research Initiative (PLURI) module.  Unlike traditional CASPiE modules, peer teaching assistants (PTAs) actively guide the research projects, while students through their in class research will contribute to the project design, data collection, and analysis.  This approach not only benefits the students taking the lab, but also represents a unique research and managerial opportunity for the PTAs.  Additionally, the research projects examined within PLURI are a state-of-the-art research project that advances the scientific knowledge and that will be published in peer-reviewed journals with the undergraduate students as authors.  The high-risk/high-reward approach of PLURI inherently implies that failure is an option, thereby exposing students to the realities of the scientific inquiry.  The students will develop resilience and perseverance without the stigma of failure.  For the past three semesters, we have performed qualitative interviews of the students and PTA involved in these new research exposure modules.  Research data and results will be presented.

Development of a Peer-Led Undergraduate Research Initiative (PLURI) Module in organic chemistry teaching laboratory

2019 Spring National Meeting

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