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In this work we present a new approach to fix the intruder-state problem (ISP) in CASPT2 based on sigma p regularization. The resulting sigma(p)-CASPT2 method is compared to previous techniques, namely, the real and imaginary level shifts, on a theoretical basis and by performing a series of systematic calculations. The analysis is focused on two aspects, the effectiveness of sigma(p)-CASPT2 in removing the ISP and the sensitivity of the approach with respect to the input parameter. We found that sigma p- CASPT2 compares favorably with respect to previous approaches and that different versions, sigma(1)-CASPT2 and sigma(2)-CASPT2, have different potential application domains. This analysis also reveals the unsuitability of the real level shift technique as a general way to avoid the intruder-state problem.

Students can influence their education through evaluations and as representatives in university decision bodies. A way to give them more power is through participation in course development as equal partners. In this study, the relationship between the outcome of a student-teacher partnership and a culture of student influence and engagement is explored. This is done through specifically targeting examination, an area where formal power rests far away from the actual partnership. The partnership outcome was evaluated through post-project surveys and group interviews, together with post-course evaluations. The students in the project, most of them with significant experience as student representatives, emphasized their ability to make meaningful change. At the same time, the students taking the revised course appreciated the implemented changes. A culture of engagement positively affects the outcome of the partnership, while the partnership itself strengthens students in their roles as change agents.