We would like to thank Kathleen Weston-Hafer and Barbara Kunkel for their flexibility and feedback of the exam study-planning and reflection exercises. We would also like to acknowledge Mark McDaniel for impactful conversations about prospective memory and IIs. This research was supported by two internal grants: “Transformational Initiative for Educators in STEM,” which aimed to foster the adoption of evidence-based teaching practices in science classrooms at Washington University in St. Louis, and “Promoting Effective Study Skills in Principles of Biology I via Exam Reflection and Planning Exercises,” which supported the work of two undergraduate researchers.
