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  1. (, ACS symposium series)
    Active learning strategies aim to increase student critical thinking and engagement. In this article I describe my biochemistry classroom switch from lecture-only to half lecture and half in-class activities, inspired by Process Oriented Guided Inquiry Learning (POGIL). Students in a first semester biochemistry course maintained the same ACS exam scores at the end of the course, continued to rate the course and its instruction highly, and class attendance significantly increased after the change in pedagogy. This format was also implemented in a second semester biochemistry course during a course redesign. The flexibility of in-class activities allowed an iterative addition of a bioinformatics themed course-based undergraduate research experience (CURE). The Biochemistry II students report learning practical skills that are likely to benefit them in the future. 
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