Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments
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Division of Undergraduate Education, Undergraduate Research Center–Science, University of California, Los Angeles, Los Angeles, CA 90095
Center for Education Innovation & Learning in the Sciences, Divisions of Life and Physical Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095
Department of Molecular, Cell and Developmental Biology and Core Education Department, Division of Life Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095
GSE&IS, CIRP, and Higher Education Research Institute, Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA 90095
Center for Education Innovation & Learning in the Sciences and Department of Microbiology, Immunology, and Molecular Genetics, Divisions of Life and Physical Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095
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© 2017 N. Sellami et al. CBE—Life Sciences Education © 2017 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).
We thank Deb Pires for help with scoring Bloom’s levels of exam questions. This research study was supported, in part, by a grant to the University of California, Los Angeles, from the National Science Foundation’s Improving Undergraduate STEM Education program (DUE award no. 1432804). Institutional support for the courses and instructors was provided by the Division of Life Sciences in the College of Letters and Science.