Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology
Supplemental Material
supplemental_data_i.pdf (18 KB)
supplemental_data_ii.pdf (15 KB)
supplemental_data_iii.pdf (13 KB)
*Department of Biology, Georgetown University, Washington, DC 20057; and
*Department of Biology, Georgetown University, Washington, DC 20057; and
Department of Education, Cornell University, Ithaca, NY 14853
*Department of Biology, Georgetown University, Washington, DC 20057; and
*Department of Biology, Georgetown University, Washington, DC 20057; and
supplemental_data_i.pdf (18 KB)
supplemental_data_ii.pdf (15 KB)
supplemental_data_iii.pdf (13 KB)
© 2009 by The American Society for Cell Biology
We thank Janet Russell and Michael Hickey for scoring our final exam questions according to Bloom's taxonomy; and Diane Ebert-May, Jay Labov, Janet Russell, Debra Tomanek, and two anonymous reviewers for helpful comments on previous versions of this manuscript. We also acknowledge Diane Ebert-May, Diane O'Dowd, and Robin Wright for valuable input on our course restructuring. Financial support was provided by the College Curriculum Renewal Project of Georgetown College and the Undergraduate Learning Initiative from the Center for New Designs in Learning and Scholarship, Georgetown University.