Abstract
Inquiry-based laboratory experiments, in comparison to traditional "cookbook" style laboratory experiments, more accurately model the work scientists do and engage students in the skills they use. Students who participate in inquiry-based laboratory experiments engage in science practices and develop skills such as critical thinking and argumentation. Despite the abundance of literature surrounding the benefits of inquiry-based laboratory learning approaches, adoption of these instructional approaches has been slow. The MICRO project was designed with the goal of supporting analytical chemistry faculty in adopting inquiry-based laboratory experiments. Laboratory experiments representing those used by institutions prior to the project and during the project were collected and analyzed for their level of inquiry. We saw a decrease in the percentage of laboratory experiments that were traditional, "cookbook" style laboratory experiments and an increase in laboratory experiments that are higher levels of inquiry during the semester of implementation of MICRO laboratory experiments, indicating faculty were adopting some inquiry-based instructional practices.