CBE—Life Sciences EducationVol. 21, No. 3 General Essays and ArticlesFree AccessWhich Group Dynamics Matter: Social Predictors of Student Achievement in Team-Based Undergraduate Science ClassroomsJoshua Premo,Brittney N. Wyatt,Matthew Horn, and Heather Wilson-AshworthJoshua Premo*Address correspondence to: Joshua Premo (E-mail Address: [email protected]).Department of Biology, Utah Valley University, Orem, UT 84058Search for more papers by this author,Brittney N. WyattDepartment of Biology, Utah Valley University, Orem, UT 84058Search for more papers by this author,Matthew HornDepartment of Chemistry, Utah Valley University, Orem, UT 84058Search for more papers by this author, and Heather Wilson-AshworthDepartment of Biology, Utah Valley University, Orem, UT 84058Search for more papers by this authorKristy Jean Wilson, Monitoring EditorPublished Online:28 Jul 2022https://doi.org/10.1187/cbe.21-06-0164AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (368 KB)FiguresReferencesRelatedDetailsCited byCollaborative Two-Stage Exams Benefit Students in a Biology Laboratory Course1 December 2022 | Journal of Microbiology & Biology Education, Vol. 54 Vol. 21, No. 3 September 01, 2022 Supplemental MaterialsMetrics Downloads & Citations Downloads: 2445Citations: 1 History Submitted: 30 June 2021 Revised: 16 May 2022 Accepted: 15 June 2022 Information© 2022 J. Premo et al. CBE—Life Sciences Education © 2022 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).This work was funded by a Utah Valley University High Impact Engaged Learning Grant from the Office of Engaged Learning.PDF download