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*Department of Biology, University of Washington, Seattle, WA 98195

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Address correspondence to: Kelly Hogan (E-mail Address: [email protected]). Conflict of interest statement: Kelly A. Hogan, a coauthor for Pearson's Campbell Biology: Concepts and Connections, 8th ed., and its associated Mastering Biology online tools (which were used in this study) was not affiliated with the products at the time of the course intervention. No promotion of Mastering Biology to the exclusion of other similar products should be construed.

Department of Biology, University of North Carolina, Chapel Hill, NC 27599

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Hannah Sevian, Monitoring Editor

Published Online:13 Oct 2017https://doi.org/10.1187/cbe.14-03-0050

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- Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program
  5 February 2020 | International Journal of STEM Education, Vol. 7, No. 1
- Multicourse Comparative Study of the Core Aspects for Flipped Learning: Investigating In-Class Structure and Student Use of Video Resources
  14 August 2020 | Journal of Chemical Education, Vol. 97, No. 10
- Variation in Incoming Academic Preparation: Consequences for Minority and First-Generation Students
  1 October 2020 | Frontiers in Education, Vol. 5
- Impact of the Emergency Transition to Remote Teaching on Student Engagement in a Non-STEM Undergraduate Chemistry Course in the Time of COVID-19
  17 August 2020 | Journal of Chemical Education, Vol. 97, No. 9
- Converting an Organic Chemistry Course to an Online Format in Two Weeks: Design, Implementation, and Reflection
  20 August 2020 | Journal of Chemical Education, Vol. 97, No. 9
- Online in No Time: Design and Implementation of a Remote Learning First Quarter General Chemistry Laboratory and Second Quarter Organic Chemistry Laboratory
  6 August 2020 | Journal of Chemical Education, Vol. 97, No. 9
- Theory of Change to Practice: How Experimentalist Teaching Enabled Faculty to Navigate the COVID-19 Disruption
  17 August 2020 | Journal of Chemical Education, Vol. 97, No. 9
- Using Students’ Concept-building Tendencies to Better Characterize Average-Performing Student Learning and Problem-Solving Approaches in General Chemistry
  Regina F. Frey,
  Mark A. McDaniel,
  Diane M. Bunce,
  Michael J. Cahill, and
  Martin D. Perry
  Ido Davidesco, Monitoring Editor
  1 September 2020 | CBE—Life Sciences Education, Vol. 19, No. 3
- Advancing the Guidance Debate: Lessons from Educational Psychology and Implications for Biochemistry Learning
  Stephanie M. Halmo,
  Cheryl A. Sensibaugh,
  Peter Reinhart,
  Oleksandra Stogniy,
  Logan Fiorella, and
  Paula P. Lemons
  Ido Davidesco, Monitoring Editor
  1 September 2020 | CBE—Life Sciences Education, Vol. 19, No. 3
- Using share‐out grids in the online classroom: From icebreakers to amplifiers
  7 September 2020 | Biochemistry and Molecular Biology Education, Vol. 48, No. 5
- Less Text, More Learning: A Modest Instructional Strategy That Supports Language-Learning Science Students
  2 October 2023 | Journal of College Science Teaching, Vol. 50, No. 1
- The Room Itself is Not Enough: Student Engagement in Active Learning Classrooms
  1 June 2020 | College Teaching, Vol. 68, No. 3
- Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom
  Journal for Research in Mathematics Education, Vol. 51, No. 4
- Gender Differences in Student Participation in an Active-Learning Classroom
  Stepfanie M. Aguillon,
  Gregor-Fausto Siegmund,
  Renee H. Petipas,
  Abby Grace Drake,
  Sehoya Cotner, and
  Cissy J. Ballen
  Sarah L. Eddy, Monitoring Editor
  26 May 2020 | CBE—Life Sciences Education, Vol. 19, No. 2
- The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It
  Christina I. Petersen,
  Paul Baepler,
  Al Beitz,
  Paul Ching,
  Kristen S. Gorman,
  Cheryl L. Neudauer,
  William Rozaitis,
  J. D. Walker, and
  Deb Wingert
  C. Gary Reiness, Monitoring Editor
  15 May 2020 | CBE—Life Sciences Education, Vol. 19, No. 2
- Diving into the Details: Constructing a Framework of Random Call Components
  Alex H. Waugh and
  Tessa C. Andrews
  Cynthia Bauerle, Monitoring Editor
  1 May 2020 | CBE—Life Sciences Education, Vol. 19, No. 2
- Student exam performance in flipped classroom sections is similar to that in active learning sections, and satisfaction with the flipped classroom hinges on attitudes toward learning from videos
  10 February 2019 | Journal of Biological Education, Vol. 54, No. 3
- Meeting the Needs of A Changing Landscape: Advances and Challenges in Undergraduate Biology Education
  13 May 2020 | Bulletin of Mathematical Biology, Vol. 82, No. 5
- Two-Year Community: Community College Students Rise to the Challenge—Meeting the Time Demands of Highly Structured Courses
  27 September 2023 | Journal of College Science Teaching, Vol. 49, No. 5
- How Do I Design a Chemical Reaction To Do Useful Work? Reinvigorating General Chemistry by Connecting Chemistry and Society
  4 February 2020 | Journal of Chemical Education, Vol. 97, No. 4
- Meeting the Conditions for Diffusion of Teaching Innovations in a University STEM Department
  20 November 2019 | Journal for STEM Education Research, Vol. 3, No. 1
- Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy
  Angela C. Bauer,
  Vernon M. Coffield,
  Dinene Crater,
  Todd Lyda,
  Verónica A. Segarra,
  Kevin Suh,
  Cynthia C. Vigueira, and
  Patrick A. Vigueira
  Jeff Schinske, Monitoring Editor
  31 January 2020 | CBE—Life Sciences Education, Vol. 19, No. 1
- Deep teaching in a college STEM classroom
  19 March 2019 | Cultural Studies of Science Education, Vol. 15, No. 1
- The Roles of Textual Features, Background Knowledge, and Disciplinary Expertise in Reading a Calculus Textbook
  Journal for Research in Mathematics Education, Vol. 51, No. 2
- Developing peer instruction questions for quantitative problems for an upper-division astronomy course
  American Journal of Physics, Vol. 88, No. 3
- Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives
  13 January 2020 | PLOS ONE, Vol. 15, No. 1
- Adapting Evidence-Based Practices to Improve Library Instruction: Using Customized Tools to Support Peer Mentoring and Observation
  2 March 2020 | New Review of Academic Librarianship, Vol. 26, No. 1
- Evolution of a Student-Centered Biology Class: How Systematically Testing Aspects of Class Structure Has Informed Our Teaching
  24 February 2020
- Student Engagement in Active Learning Classes
  24 February 2020
- Enhancing Diversity in College Science with Active Learning
  24 February 2020
- Faculty and Student Perceptions of Active Learning
  24 February 2020
- Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments
  7 January 2020
- Proceedings of the National Academy of Sciences, Vol. 117, No. 12
- An Undergraduate Elective Course That Introduces Topics of Diversity, Equity, and Inclusion into Discussions of Science
  Journal of Microbiology & Biology Education, Vol. 21, No. 1
- Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
  Journal of Microbiology & Biology Education, Vol. 21, No. 1
- Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments
  Journal of Microbiology & Biology Education, Vol. 21, No. 1
- Formative assessments using text messages to develop students’ ability to provide causal reasoning in general chemistry
  Canadian Journal of Chemistry, Vol. 98, No. 1
- Promoting Inclusive Excellence in the Inorganic Chemistry Curriculum through Faculty Culture Shift
  13 November 2020
- Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course
  Mike Wilton,
  Eduardo Gonzalez-Niño,
  Peter McPartlan,
  Zach Terner,
  Rolf E. Christoffersen, and
  Joel H. Rothman
  Brian Sato, Monitoring Editor
  1 November 2019 | CBE—Life Sciences Education, Vol. 18, No. 4
- “What Will I Experience in My College STEM Courses?” An Investigation of Student Predictions about Instructional Practices in Introductory Courses
  Clara L. Meaders,
  Emma S. Toth,
  A. Kelly Lane,
  J. Kenny Shuman,
  Brian A. Couch,
  Marilyne Stains,
  MacKenzie R. Stetzer,
  Erin Vinson, and
  Michelle K. Smith
  Erika Offerdahl, Monitoring Editor
  15 November 2019 | CBE—Life Sciences Education, Vol. 18, No. 4
- Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes
  Elena P. Kolpikova,
  Derek C. Chen, and
  Jennifer H. Doherty
  Cynthia Brame, Monitoring Editor
  17 October 2019 | CBE—Life Sciences Education, Vol. 18, No. 4
- Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development
  Patricia Zagallo,
  Jill McCourt,
  Robert Idsardi,
  Michelle K. Smith,
  Mark Urban-Lurain,
  Tessa C. Andrews,
  Kevin Haudek,
  Jennifer K. Knight,
  John Merrill,
  Ross Nehm,
  Luanna B. Prevost, and
  Paula P. Lemons
  Elisabeth Schussler, Monitoring Editor
  22 November 2019 | CBE—Life Sciences Education, Vol. 18, No. 4
- Hidden Identities Shape Student Perceptions of Active Learning Environments
  5 November 2019 | Frontiers in Education, Vol. 4
- Probing the National Geoscience Faculty Survey for reported use of practices that support inclusive learning environments in undergraduate courses
  17 July 2019 | Journal of Geoscience Education, Vol. 67, No. 4
- Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture
  26 August 2019 | Teaching of Psychology, Vol. 46, No. 4
- Exploring the White and male culture: Investigating individual perspectives of equity and privilege in engineering education
  31 October 2019 | Journal of Engineering Education, Vol. 108, No. 4
- Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy
  Colin D. Harrison,
  Tiffy A. Nguyen,
  Shannon B. Seidel,
  Alycia M. Escobedo,
  Courtney Hartman,
  Katie Lam,
  Kristen S. Liang,
  Miranda Martens,
  Gigi N. Acker,
  Susan F. Akana,
  Brad Balukjian,
  Hilary P. Benton,
  J. R. Blair,
  Segal M. Boaz,
  Katharyn E. Boyer,
  Jason B. Bram,
  Laura W. Burrus,
  Dana T. Byrd,
  Natalia Caporale,
  Edward J. Carpenter,
  Yee-Hung M. Chan,
  Lily Chen,
  Amy Chovnick,
  Diana S. Chu,
  Bryan K. Clarkson,
  Sara E. Cooper,
  Catherine J. Creech,
  José R. de la Torre,
  Wilfred F. Denetclaw,
  Kathleen Duncan,
  Amelia S. Edwards,
  Karen Erickson,
  Megumi Fuse,
  Joseph J. Gorga,
  Brinda Govindan,
  L. Jeanette Green,
  Paul Z. Hankamp,
  Holly E. Harris,
  Zheng-Hui He,
  Stephen B. Ingalls,
  Peter D. Ingmire,
  J. Rebecca Jacobs,
  Mark Kamakea,
  Rhea R. Kimpo,
  Jonathan D. Knight,
  Sara K. Krause,
  Lori E. Krueger,
  Terrye L. Light,
  Lance Lund,
  Leticia M. Márquez-Magaña,
  Briana K. McCarthy,
  Linda McPheron,
  Vanessa C. Miller-Sims,
  Christopher A. Moffatt,
  Pamela C. Muick,
  Paul H. Nagami,
  Gloria Nusse,
  K. M. Okimura,
  Sally G. Pasion,
  Robert Patterson,
  Pleuni S. Pennings,
  Blake Riggs,
  Joseph M. Romeo,
  Scott W. Roy,
  Tatiane Russo-Tait,
  Lisa M. Schultheis,
  Lakshmikanta Sengupta,
  Greg S. Spicer,
  Andrea Swei,
  Jennifer M. Wade,
  Julia K. Willsie,
  Loretta A. Kelley,
  Melinda T. Owens,
  Gloriana Trujillo,
  Carmen Domingo,
  Jeffrey N. Schinske, and
  Kimberly D. Tanner
  C. Gary Reiness, Monitoring Editor
  30 August 2019 | CBE—Life Sciences Education, Vol. 18, No. 3
- Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom
  Ido Davidesco and
  Catherine Milne
  Clark Coffman, Monitoring Editor
  12 July 2019 | CBE—Life Sciences Education, Vol. 18, No. 3
- Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology
  28 August 2019 | PLOS ONE, Vol. 14, No. 8
- True Grit: Passion and persistence make an innovative course design work
  18 July 2019 | PLOS Biology, Vol. 17, No. 7
- The Inquiry-Oriented Instructional Measure
  24 April 2019 | International Journal of Research in Undergraduate Mathematics Education, Vol. 5, No. 2
- Undergraduates’ satisfaction and perceptions of learning outcomes across teacher- and learner-focused pedagogies
  The International Journal of Management Education, Vol. 17, No. 2
- Beyond linear regression: A reference for analyzing common data types in discipline based education research
  3 July 2019 | Physical Review Physics Education Research, Vol. 15, No. 2
- Demographic gaps or preparation gaps?: The large impact of incoming preparation on performance of students in introductory physics
  18 July 2019 | Physical Review Physics Education Research, Vol. 15, No. 2
- Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses
  Benjamin J. England,
  Jennifer R. Brigati,
  Elisabeth E. Schussler, and
  Miranda M. Chen,
  Sarah L. Eddy, Monitoring Editor
  23 May 2019 | CBE—Life Sciences Education, Vol. 18, No. 2
- Participation in Voluntary Re-quizzing Is Predictive of Increased Performance on Cumulative Assessments in Introductory Biology
  Elise M. Walck-Shannon,
  Michael J. Cahill,
  Mark A. McDaniel, and
  Regina F. Frey
  Cynthia Brame, Monitoring Editor
  26 April 2019 | CBE—Life Sciences Education, Vol. 18, No. 2
- Replicating Meyerhoff for inclusive excellence in STEM
  Science, Vol. 364, No. 6438
- The effects of flipped classrooms on undergraduate pharmaceutical marketing learning: A clustered randomized controlled study
  10 April 2019 | PLOS ONE, Vol. 14, No. 4
- Success with EASE: Who benefits from a STEM learning community?
  22 March 2019 | PLOS ONE, Vol. 14, No. 3
- Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses
  Erin E. Shortlidge,
  Liz Rain-Griffith,
  Chloe Shelby,
  Gwendolyn P. Shusterman, and
  Jack Barbera
  Rebecca Price, Monitoring Editor
  25 January 2019 | CBE—Life Sciences Education, Vol. 18, No. 1
- One Size Doesn’t Fit All: Using Factor Analysis to Gather Validity Evidence When Using Surveys in Your Research
  Eva Knekta,
  Christopher Runyon, and
  Sarah Eddy
  Peggy Brickman, Monitoring Editor
  1 March 2019 | CBE—Life Sciences Education, Vol. 18, No. 1
- GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs
  Brian A. Couch,
  Christian D. Wright,
  Scott Freeman,
  Jennifer K. Knight,
  Katharine Semsar,
  Michelle K. Smith,
  Mindi M. Summers,
  Yi Zheng,
  Alison J. Crowe, and
  Sara E. Brownell
  John Coley, Monitoring Editor
  25 January 2019 | CBE—Life Sciences Education, Vol. 18, No. 1
- Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students
  Lawrence S. Blumer and
  Christopher W. Beck
  Peggy Brickman, Monitoring Editor
  25 January 2019 | CBE—Life Sciences Education, Vol. 18, No. 1
- Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure
  Sat Gavassa,
  Rocio Benabentos,
  Marcy Kravec,
  Timothy Collins, and
  Sarah Eddy
  Joel K. Abraham, Monitoring Editor
  26 February 2019 | CBE—Life Sciences Education, Vol. 18, No. 1
- Facilitating Course Assessment with a Competitive Programming Platform
  22 February 2019
- Smart Pedagogy for Technology-Enhanced Learning
  28 November 2018
- Active Learning
- Flipping the Classroom
- METHODOLOGY OF FLIPPED LEARNING TECHNOLOGY APPLICATION IN THE PROCESS OF TRAINING OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS
  1 January 2019 | OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, No. SPECIAL EDITION
- Supporting Faculty in Culturally Responsive Online Teaching
- Virtual and Augmented Reality in Medical Education and Training
- Emphasizing Learning: The Impact of Student Surveys in the Reform of an Introductory Chemistry Course
  Journal of Assessment and Institutional Effectiveness, Vol. 9, No. 1-2
- Factors Influencing Student Engagement, Motivation, and Learning: Strategies to Enhance Student Success and Retention
  11 November 2019
- Don’t Go It Alone: The Importance of Community and Research in Implementing and Maintaining Innovative Pedagogy
  5 December 2019
- Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
  12 April 2018 | International Journal of STEM Education, Vol. 5, No. 1
- Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses
  29 October 2018 | Journal of Geoscience Education, Vol. 66, No. 4
- Engineering teachers’ approaches to design and deliver inclusive teaching in flexible learning spaces
- Can adding discussion-only active learning increase student learning in materials science class?
- Evolving a Data Structures Class Toward Inclusive Success
- Should I Stay or Should I Go? College Students' 11th-hour Course Drop Strategies
  2 November 2018 | Change: The Magazine of Higher Learning, Vol. 50, No. 5
- Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills
  Melanie L. Styers,
  Peter A. Van Zandt,, and
  Katherine L. Hayden
  Erin L. Dolan, Monitoring Editor
  24 July 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment
  Ana Maria Barral,
  Veronica C. Ardi-Pastores, and
  Rachel E. Simmons
  Jennifer Knight, Monitoring Editor
  24 July 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- Peer vs. Self-Grading of Practice Exams: Which Is Better?
  Mallory A. Jackson,
  Alina Tran,
  Mary Pat Wenderoth, and
  Jennifer H. Doherty
  Brian Sato, Monitoring Editor
  24 August 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs
  International Review of Economics Education, Vol. 29
- Best practices in active and student-centered learning in physiology classes
  Advances in Physiology Education, Vol. 42, No. 3
- Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory
  4 January 2018 | Anatomical Sciences Education, Vol. 11, No. 5
- The Impact of Instructor Exam Feedback on Student Understanding in a Large-Enrollment Biology Course
  11 July 2018 | BioScience, Vol. 68, No. 8
- A new approach to supplementary instruction narrows achievement and affect gaps for underrepresented minorities, first-generation students, and women
  1 January 2018 | Chemistry Education Research and Practice, Vol. 19, No. 3
- Motivational climates: assessing and testing how science classroom environments contribute to undergraduates’ self-determined and achievement-based science goals
  16 October 2017 | Learning Environments Research, Vol. 21, No. 2
- Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning
  12 March 2018 | Biochemistry and Molecular Biology Education, Vol. 46, No. 4
- Reading Quizzes Improve Exam Scores for Community College Students
  Pamela Pape-Lindstrom,
  Sarah Eddy, and
  Scott Freeman
  Jeff Schinske,, Monitoring Editor
  11 May 2018 | CBE—Life Sciences Education, Vol. 17, No. 2
- Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement
  Linda C. Hodges
  Peggy Brickman, Monitoring Editor
  11 May 2018 | CBE—Life Sciences Education, Vol. 17, No. 2
- A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student
  Katelyn M. Cooper,
  Lu Ding,
  Michelle D. Stephens,
  Michelene T. H. Chi, and
  Sara E. Brownell,
  Cynthia Brame, Monitoring Editor
  22 May 2018 | CBE—Life Sciences Education, Vol. 17, No. 2
- Peer Instruction
  Jennifer K. Knight and
  Cynthia J. Brame
  11 May 2018 | CBE—Life Sciences Education, Vol. 17, No. 2
- Characterizing the Pedagogical Beliefs of Future Geoscience Faculty Members: a Mixed Methods Study
  23 October 2017 | Innovative Higher Education, Vol. 43, No. 3
- The Need for Student Engagement
  7 March 2018 | New Directions for Teaching and Learning, Vol. 2018, No. 154
- Psychological and demographic predictors of undergraduate non-attendance at university lectures and seminars
  24 April 2017 | Journal of Further and Higher Education, Vol. 42, No. 4
- Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching
  Melinda T. Owens,
  Gloriana Trujillo,
  Shannon B. Seidel,
  Colin D. Harrison,
  Katherine M. Farrar,
  Hilary P. Benton,
  J. R. Blair,
  Katharyn E. Boyer,
  Jennifer L. Breckler,
  Laura W. Burrus,
  Dana T. Byrd,
  Natalia Caporale,
  Edward J. Carpenter,
  Yee-Hung M. Chan,
  Joseph C. Chen,
  Lily Chen,
  Linda H. Chen,
  Diana S. Chu,
  William P. Cochlan,
  Robyn J. Crook,
  Karen D. Crow,
  José R. de la Torre,
  Wilfred F. Denetclaw,
  Lynne M. Dowdy,
  Darleen Franklin,
  Megumi Fuse,
  Michael A. Goldman,
  Brinda Govindan,
  Michael Green,
  Holly E. Harris,
  Zheng-Hui He,
  Stephen B. Ingalls,
  Peter Ingmire,
  Amber R. B. Johnson,
  Jonathan D. Knight,
  Gretchen LeBuhn,
  Terrye L. Light,
  Candace Low,
  Lance Lund,
  Leticia M. Márquez-Magaña,
  Vanessa C. Miller-Sims,
  Christopher A. Moffatt,
  Heather Murdock,
  Gloria L. Nusse,
  V. Thomas Parker,
  Sally G. Pasion,
  Robert Patterson,
  Pleuni S. Pennings,
  Julio C. Ramirez,
  Robert M. Ramirez,
  Blake Riggs,
  Rori V. Rohlfs,
  Joseph M. Romeo,
  Barry S. Rothman,
  Scott W. Roy,
  Tatiane Russo-Tait,
  Ravinder N. M. Sehgal,
  Kevin A. Simonin,
  Greg S. Spicer,
  Jonathon H. Stillman,
  Andrea Swei,
  Leslie C. Tempe,
  Vance T. Vredenburg,
  Steven L. Weinstein,
  Andrew G. Zink,
  Loretta A. Kelley,
  Carmen R. Domingo, and
  Kimberly D. Tanner
  C. Gary Reiness, Monitoring Editor
  22 March 2018 | CBE—Life Sciences Education, Vol. 17, No. 1
- Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations
  Lisa A. Corwin,
  Amy Prunuske, and
  Shannon B. Seidel
  Michèle Shuster, Monitoring Editor
  22 March 2018 | CBE—Life Sciences Education, Vol. 17, No. 1
- Social Media May Empower Fisheries Students via Learning Networks
  16 April 2018 | Fisheries, Vol. 43, No. 3
- Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1
  21 February 2018
- The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students
  1 March 2018 | AERA Open, Vol. 4, No. 1
- What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level
  22 January 2018 | Frontiers in Education, Vol. 2
- Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades
  10 January 2018 | Frontiers in ICT, Vol. 4
- Transforming STEM Education in Hispanic Serving Institutions in the United States: A Consensus Report
  SSRN Electronic Journal, Vol. 14
- Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution
  5 October 2023 | Journal of College Science Teaching, Vol. 47, No. 3
- Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments
  Nadia Sellami,
  Shanna Shaked,
  Frank A. Laski,
  Kevin M. Eagan, and
  Erin R. Sanders
  Jennifer Knight, Monitoring Editor
  15 March 2018 | CBE—Life Sciences Education, Vol. 16, No. 4
- Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities
  Michael Dennin,
  Zachary D. Schultz,
  Andrew Feig,
  Noah Finkelstein,
  Andrea Follmer Greenhoot,
  Michael Hildreth,
  Adam K. Leibovich,
  James D. Martin,
  Mark B. Moldwin,
  Diane K. O’Dowd,
  Lynmarie A. Posey,
  Tobin L. Smith, and
  Emily R. Miller
  C. Gary Reiness, Monitoring Editor
  15 March 2018 | CBE—Life Sciences Education, Vol. 16, No. 4
- Context Determines Strategies for ‘Activating’ the Inclusive Classroom
  Journal of Microbiology & Biology Education, Vol. 18, No. 3
- Instructional Utility and Learning Efficacy of Common Active Learning Strategies
  31 January 2018 | Journal of Geoscience Education, Vol. 65, No. 4
- Exams disadvantage women in introductory biology
  19 October 2017 | PLOS ONE, Vol. 12, No. 10
- Teaching and Student Success: ACUE Makes the Link
  13 November 2017 | Change: The Magazine of Higher Learning, Vol. 49, No. 5
- Catalyzing Institutional Transformation: Insights from the AAU STEM Initiative
  13 November 2017 | Change: The Magazine of Higher Learning, Vol. 49, No. 5
- What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?
  Jill S. McCourt,
  Tessa C. Andrews,
  Jennifer K. Knight,
  John E. Merrill,
  Ross H. Nehm,
  Karen N. Pelletreau,
  Luanna B. Prevost,
  Michelle K. Smith,
  Mark Urban-Lurain, and
  Paula P. Lemons,
  Deborah Allen, Monitoring Editor
  26 April 2018 | CBE—Life Sciences Education, Vol. 16, No. 3
- Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides
  Rebekah Lieu,
  Ashley Wong,
  Anahita Asefirad, and
  Justin F. Shaffer
  Jennifer Momsen, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 16, No. 3
- Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes
  Hannah Jordt,
  Sarah L. Eddy,
  Riley Brazil,
  Ignatius Lau,
  Chelsea Mann,
  Sara E. Brownell,
  Katherine King, and
  Scott Freeman
  Jeff Schinske, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 16, No. 3
- Teaching and research at a large university: Case studies of science professors
  3 March 2017 | Journal of Research in Science Teaching, Vol. 54, No. 7
- Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major
  3 August 2017 | PLOS ONE, Vol. 12, No. 8
- The Flipped Classroom – From Theory to Practice in Health Professional Education
  American Journal of Pharmaceutical Education, Vol. 81, No. 6
- Student perception of group dynamics predicts individual performance: Comfort and equity matter
  20 July 2017 | PLOS ONE, Vol. 12, No. 7
- Deepening understanding of prior knowledge: what diverse first-generation college students in the U.S. can teach us
  29 December 2016 | Teaching in Higher Education, Vol. 22, No. 5
- Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes
  Melissa L. Aikens,
  Melissa M. Robertson,
  Sona Sadselia,
  Keiana Watkins,
  Mara Evans,
  Christopher R. Runyon,
  Lillian T. Eby, and
  Erin L. Dolan
  Jose Herrera, Monitoring Editor
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- Thanks!
  Erin L. Dolan
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Vol. 13, No. 3

September 01, 2014

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History

Submitted: 17 March 2014

Revised: 20 May 2014

Accepted: 27 May 2014

Information

© 2014 S. L. Eddy and K. A. Hogan. CBE—Life Sciences Education © 2014 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).

ACKNOWLEDGMENTS

This work was supported by NSF DUE 1118890 and DUE 0942215 and a Large Course Redesign Grant/Lenovo Instructional Innovation Grant from the Center for Faculty Excellence at University of North Carolina (UNC). This study was conducted under the guidelines of UNC IRB Study 11-1752. We acknowledge support from the Center for Faculty Excellence at UNC, specifically Erika Bagley and Andrea Reubens, for getting the project off the ground with initial statistical analysis, and Bob Henshaw for his help with the collection of survey data. We also thank Mercedes Converse, Alison Crowe, Scott Freeman, Chris Lenn, Kathrin Stanger-Hall, and Mary Pat Wenderoth for their thoughtful contributions to early versions of the manuscript.

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Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

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