Dr. Pamela P Benz

This qualitative case study presents interview responses, classroom observations, and survey responses of college students in an introductory chemistry course. The participants engaged in required, weekly sessions that were focused on facilitating active learning. The data were framed through a community of practice theoretical framework and emergent themes were centered on the following components: mutual engagement, joint enterprise, and shared repertoire. Participants’ engagement led to collaborations beyond the required, weekly sessions that included forming study groups and seeing chemistry tutors. They also shared study techniques that were based on the mutual understanding that chemistry learning required routine practice. Implications for college leaders and researchers about implementing research-based pedagogies are discussed.