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Response to “Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning,” by Melody McConnell, Jeffrey Boyer, Lisa M. Montplaisir, Jessie B. Arneson, Rachel L. S. Harding, Brian Farlow, and Erika G. Offerdahl

Carl Wieman

*Address correspondence to: Carl Wieman (E-mail Address: [email protected]).

Department of Physics and School of Education, Stanford University, Stanford, CA 94305

Published Online:20 Jul 2021https://doi.org/10.1187/cbe.21-05-0126

Response to “Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning,” by Melody McConnell, Jeffrey Boyer, Lisa M. Montplaisir, Jessie B. Arneson, Rachel L. S. Harding, Brian Farlow, and Erika G. Offerdahl.20 (3).https://doi.org/10.1187/cbe.21-05-0126 Google Scholar

Vol. 20, No. 3

September 01, 2021

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© 2021 C. Wieman CBE—Life Sciences Education © 2021 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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